Leaving Cert English Higher Level Paper I Language Paper Total marks: 200 Time allowed: 2 hours and 50 minutes (170 minutes) Marks Read paper Question A - Comprehension 50 Question B - Functional Writing 50 Composition (essay) 100 Read over work Comprehension Marks Timing 5 45 (read texts and answer questions) 35 80 5 Length 3 pages 2 pages 6-7 pages 5 marks = One PQE 10 marks = half page 15 marks = three quarters to one page 20 marks = one to one and a half pages Paper II Literature Paper Total marks: 200 Time allowed: 3 hours and 20 minutes (200 minutes) Marks Read paper Single Text - Hamlet Comparative Study Unseen Poetry Studied Poetry Read over work 60 70 20 50 Timing 5 55 65 15 50 10 Length 5 pages 6 – 7 pages 1 pages 4 ½ - 5 pages Paper I Success Criteria Comprehension CHOOSE QUESTION B FIRST. THEN CHOOSE QUESTION A FROM THE REMAINING TWO TEXTS! Question A 3 pages 45 minutes in exam (including reading time) 50 marks I have skimmed the texts quickly to decide which style of writing suits me best. I have chosen the text and Question A that I can write competently on. I know and understand how the 5 types of language have been used in Question A. I have labelled the question clearly. I have read the questions, highlighted the important features of the question and read the text again with the questions in mind. I have highlighted key quotes to assist me in writing my answers. For every 5 marks I used one PQE (Point, Quote, Explain). The question has asked for three features or characteristics and I have outlined briefly the three features I have chosen in my opening sentence and have written a paragraph on each using quotes to support. I refer to the question throughout. I used clear paragraphs, full sentences, capital letters. I paid careful attention to my grammar and punctuation. I wrote clearly and with purpose. I have reread my work. Success Criteria Comprehension CHOOSE QUESTION B FIRST. THEN CHOOSE QUESTION A FROM THE REMAINING TWO TEXTS! Question B 2 – 2 ½ pages 35 minutes in exam 50 marks I have chosen the Question B that I can write confidently and competently on. I have checked that my Question B is from a different text to my Question A. I know and understand how the 5 types of language. I have labelled the question clearly. I have read the questions, highlighted the important features of the question and read the text again with the questions in mind. I have highlighted key quotes to assist me in writing my answers (if Question B is based on the text). I have used the appropriate style and structure for this functional writing piece. I used clear paragraphs, full sentences, capital letters. I paid careful attention to my grammar and punctuation. I wrote clearly and with purpose. I have reread my work. I know the structure and can answer on the following: • • • • • • • • • • Letters Diary entry Short Talks Reports Reviews Introductions to books or 'blurbs' on book jackets/DVD covers. Newspaper or Magazine Articles Instructions Competition entries Proposals Success Criteria Composition (Essay) 6 - 7 pages 80 minutes in exam 100 marks I have read all the titles carefully. I have chosen a title that I can write competently on. I know the structure and the appropriate type of language for this title. I have labelled the question clearly. I have made a clear PLAN (very important in composition - must know your key points and have an idea of your ending before you start). I have a strong opening paragraph. My essay contains clear paragraphs - (No set number but your paragraphs should not be much longer than a half A4 page) I have written a strong conclusion. I used clear paragraphs, full sentences, capital letters. I paid careful attention to my grammar and punctuation. I wrote clearly and with purpose. I have reread my work. Make use of the following if possible: · · · · · · · · · · Quotes from bands/singers, writers, philosophers, friends, calendars, etc (Personal, SS, Articles, Speeches) Anecdotes from your past. You can always describe an event that happened to someone else and pretend it happened to you. (Personal, Articles, SS) Descriptive language - so that the reader is drawn into the experiences you evoke. (Descriptive, SS, Articles) Reflection on your experiences/beliefs/attitudes – show an awareness of how you have become the person you are. (Personal, Articles, Speeches) Imagination – be creative and capture the imagination of the reader with an original and compelling plot (SS, Personal, Descriptive, Speeches, Articles) Humour – be as funny, sarcastic and brutally honest as you are in real life. (Personal, SS, Speeches, Articles) Genres – experiment with styles and genres in your writing. (SS, Descriptive) Hyperbole – take the truth and exaggerate it. Make your writing dramatic. (SS, Articles, Speeches) Observations about life, love etc. Here is your chance to muse about everything. (Personal, Articles, Speeches) Identify problems & offer solutions. Don’t be a Moaning Myrtle! (Speeches, Personal, Articles) Examples of Composition Styles TYPE DESCRIPTION Personal Essay A personal essay is a series of related ideas (or anecdotes) which reveal your personality, opinions, memories and feelings. It gives the reader an insight into your inner self. It is ALWAYS told in the first person (A Short Story is written in the third person). The reader should feel that they are sharing your personal thoughts and feelings. You must show that this is the case by trying to relate to the reader. Ask the reader to agree or disagree with you. Describe your feelings about the material you are using. Give well described examples. Use language of description. Use anecdotes. You should reflect personally on events you select. The style of writing is up to you – you can use descriptive writing in one paragraph, rhetorical questions & lists in another, humour and exaggeration in another. Each paragraph uses ONE core idea. A personal essay COULD NOT be made into a TV show. Short Story 1. 2. 3. 4. Descriptive A short story should be written in the third person (don’t confuse it with personal essay). There are four parts to a Personal Essay: EXPOSITION– Introduced to main characters and are told important details about them (worries, hopes, personality etc). Exposition also tells us about the setting and the world the character lives in. COMPLICATION- This is the development of the plot, a roadblock to happiness. Something happens to the main character that challenges him/her. CRISIS/CLIMAX – Final complication usually comes close to the end. The main character has to make some kind of decision to act (or not to act). RESOLUTION/ CONCLUSION – The main character either changes, dies or gets away. The complication is resolved (mostly) or it all goes terribly wrong and the story finishes in misery. Must have a concrete ending. A descriptive essay is a composition that describes a place, an event, a moment in time. Students have the opportunity to display their descriptive language skills. If you’re good at descriptive writing, this is a great option to choose instead of the short story because you don’t have to worry about creating a plausible ‘plot’. With personal essays, you will often write in a descriptive way but you’ll also feel the need to reveal your personality; the essence of who you are as a person. So the descriptive essay is once again a less prescriptive option, because you’ve don’t have to worry about laying bare your soul. Vivid imagery literally means that the words create a clear picture in your mind, using: - Verbs, Adjectives and Adverbs Use similes and Metaphors Evoke the Five Senses- SIGHTS, SOUNDS, SMELLS and less often TASTE and TOUCH. Use symbolism (Where a word/object has a deeper meaning above and beyond its dictionary definition) Personification( Describing an object as though it is alive) Article If you write an article, you are writing a public discussion of an issue. Even though your response is personal (giving your opinions/describing your experiences) you must also show that you have done your research and know more about this issue than most people. - Begin by writing a headline (use larger writing – two lines and use capital letters) - Quickly establish a relationship with your reader. - Your material should reflect topical concerns and issues (ie. WATCH THE NEWS!!) - Address your audience frequently Try not to be too general. Choose specific persons/ groups/ events that you know something about. Be focused – stick to the point. Use imagery (don’t just tell) Ask questions Use repetition (emphasis) Give examples You can use statistics if you wish (make them up to suit your point but be semi realistic) Suggest solutions to problems rather than just making a list of complaints Vary your tone Speech Sometimes you may be asked to explicitly write a persuasive argument speech, meaning you are being asked to argue for or against a particular point. Alternatively, you may be asked to write a more general speech encouraging audiences to be more optimistic or about how appearances might be deceptive. Read the title carefully, and be clear on what you are being asked. Welcome the audience Introduce yourself (remember you can be someone else – just read the title carefully first) Use informal language and slang (depends on context / audience) Involve the audience (personal pronouns / ask questions / interactive) Use humour Mention celebrities, reality stars, cartoon characters, popular culture etc. Use facts and statistics Varied sentence length Use Quotes You may use Personal Anecdotes Strong opinions expressed – backed up with relevant and logical examples. Metaphors and Rhetorical Questions Repetition of key phrases Lists (power of three) Proper nouns Urgent references to time (emphasis on the imperative) Compare and/ or Contrast Emotive language / Sensationalism / Dramatics Hyperbole Use vivid imagery Thank the audience at the end. Paper II Success Criteria Single Text - Character 5 - 6 pages 55 minutes in exam 60 marks General Checklist I have read the question carefully. I know what I am being asked. I have identified what aspects of the question I must focus on. I have referred to the question throughout. I have labelled the question clearly. I have made a clear PLAN. In each paragraph I have made a clear point and made reference to the question. I have given specific examples from the play. I have used at least three quotes per paragraph to support my point. I analysed the character and did not simply summarise. I used clear paragraphs, full sentences, capital letters. I paid careful attention to my grammar and punctuation. I placed the name of poems in inverted commas. I wrote clearly and with purpose. I reread my work. STRUCTURE Introduction • Make a strong statement about the character. • Refer to the question. • Outline some of the important points and why this character has a significant impact on the play. Main body • 5 main body paragraphs • Make one point per paragraph • Refer to characteristics, soliloquies or key moments • Use three quotes per paragraph to support your point • Keep referring to the question and the text • Do not summarise Conclusion • Refer once again to the question. • Sum up your main points or argument • Give a personal response to play and the characters impact on the play. Success Criteria Single Text – Dramatic Techniques 5 - 6 pages 55 minutes in exam 60 marks General Checklist I have read the question carefully. I know what I am being asked. I have identified what aspects of the question I must focus on. I have referred to the question throughout. I have labelled the question clearly. I have made a clear PLAN. In each paragraph I have made a clear point and made reference to the question. I have given specific examples from the play. I have used at least three quotes per paragraph to support my point. I made reference to the dramatic techniques and did not simply summarise. I used clear paragraphs, full sentences, capital letters. I paid careful attention to my grammar and punctuation. I placed the name of poems in inverted commas. I wrote clearly and with purpose. I reread my work. STRUCTURE Introduction • Make a strong statement about the play and Shakespeare’s use of dramatic techniques. • Refer to the question. • Outline some of the dramatic techniques employed in the play and their significance. Main body • 5 main body paragraphs • Make one point per paragraph • Refer to the different techniques used – imagery (blood, animals, dark and light, disease and disorder), soliloquies, pathetic fallacy. • Use three quotes per paragraph to support your point. • Keep referring to the question and the text. • Do not summarise. Conclusion • Refer once again to the question. • Sum up your main points or argument. • Give a personal response to play and the importance of dramatic techniques in the play. Success Criteria Single Text – Relationships 5 - 6 pages 55 minutes in exam 60 marks General Checklist I have read the question carefully. I know what I am being asked. I have identified what aspects of the question I must focus on. I have referred to the question throughout. I have labelled the question clearly. I have made a clear PLAN. In each paragraph I have made a clear point and made reference to the question. I have given specific examples from the play. I have used at least three quotes per paragraph to support my point. I analysed the pivotal relationship and did not simply summarise. I used clear paragraphs, full sentences, capital letters. I paid careful attention to my grammar and punctuation. I placed the name of poems in inverted commas. I wrote clearly and with purpose. I reread my work. STRUCTURE Introduction • Make a strong statement about the play and pivotal relationships in the text. • Refer to the question. • Outline some of the important relationships in the play and highlight the most significant relationship and why that is so. Main body • 5 main body paragraphs • Make one point per paragraph • Refer to the different aspects of the relationship and why it is significant (one per paragraph and support) • Use three quotes per paragraph to support your point. • Keep referring to the question and the text. • Do not summarise. Conclusion • Refer once again to the question. • Sum up your main points or argument. • Give a personal response to play and why this relationship has such an impact on the drama. Success Criteria Single Text - Theme 5 - 6 pages 55 minutes in exam 60 marks General Checklist I have read the question carefully. I know what I am being asked. I have identified what aspects of the question I must focus on. I have referred to the question throughout. I have labelled the question clearly. I have made a clear PLAN. In each paragraph I have made a clear point and made reference to the question. I have given specific examples from the play. I have used at least three quotes per paragraph to support my point. I analysed the use of the theme in the play and did not simply summarise. I used clear paragraphs, full sentences, capital letters. I paid careful attention to my grammar and punctuation. I placed the name of poems in inverted commas. I wrote clearly and with purpose. I reread my work. STRUCTURE Introduction • Make a strong statement about the importance of this theme in the play. • Refer to the question. • Outline some of the important points and why this theme has a significant impact on the play. Main body • 5 main body paragraphs • Make one point per paragraph • Outline the importance of this theme by referring to the impact on characters and key moments • Use three quotes per paragraph to support your point • Keep referring to the question and the text • Do not summarise Conclusion • Refer once again to the question. • Sum up your main points or argument • Give a personal response the importance of this theme and it’s impact on the play. Success Criteria Single Text – General Question 5 - 6 pages 55 minutes in exam 60 marks General Checklist I have read the question carefully. I know what I am being asked. I have identified what aspects of the question I must focus on. I have referred to the question throughout. I have labelled the question clearly. I have made a clear PLAN. In each paragraph I have made a clear point and made reference to the question. I have given specific examples from the play. I have used at least three quotes per paragraph to support my point. I analysed the play in relation to the question and did not simply summarise. I used clear paragraphs, full sentences, capital letters. I paid careful attention to my grammar and punctuation. I placed the name of poems in inverted commas. I wrote clearly and with purpose. I reread my work. STRUCTURE Introduction • Make a strong statement about the significance of in the play. • Refer to the question. • Outline some of the important aspects of the play and why it is relevant to a modern audience. Main body • 5 main body paragraphs • Make one point per paragraph • Outline the importance this play to any audience. You can refer to the characters, theme, key moments, relationships, dramatic technique, and staging. • Use three quotes per paragraph to support your point • Keep referring to the question and the text • Do not summarise. Conclusion • Refer once again to the question. • Sum up your main points or argument • Give a personal response the importance of this play. Success Criteria General Vision and Viewpoint 6 - 7 pages 65 minutes in exam 70 marks General Checklist I have read the question carefully. I know what I am being asked. I have identified what aspects of the question I must focus on. I have referred to the question throughout. I have labelled the question clearly. I have made a clear PLAN. In each paragraph I have made a general statement about topic, followed by examples from all texts. I have made use of linking phrases and compared and contrasted throughout. I analysed the three texts in relation to the question and did not simply summarise. I used clear paragraphs, full sentences, capital letters. I paid careful attention to my grammar and punctuation. I placed the name of poems in inverted commas. I wrote clearly and with purpose. I have reread my work. STRUCTURE Name your texts, authors and abbreviations. Introduction paragraph - Define General Vision and Viewpoint - Refer to the question specifically - Outline briefly what you will be discussing Main body Paragraph on GVV in the OPENING of texts Paragraph on how the GVV is portrayed through key RELATIONSHIPS of the characters Two paragraphs on GVV in KEY MOMENTS and the effect on the main characters Paragraph on how the ENDING of the texts portray the authors GVV Conclusion – Sum up the main points you have made - Make reference to your understanding of GVV after reading these texts . - In conclusion what is the outlook of the world presented in these texts REMEMBER to examine the GVV of the texts with the following issues/ points in mind: 1. POLITICS, 2. COURAGE, 3. POVERTY, 4. COMEDY, 5. MARRIAGE, 6. CELEBRATION OF THE HUMAN SPIRIT and 7. FINAL EVENTS. Success Criteria Theme - Hope 6-7 pages 65 minutes in exam 70 marks General Checklist I have read the question carefully. I know what I am being asked. I have identified what aspects of the question I must focus on. I have referred to the question throughout. I have labelled the question clearly. I have made a clear PLAN. I have named my texts, authors and abbreviations. In each paragraph I have made a general statement about topic, followed by examples from all texts. I have made use of linking phrases and compared and contrasted throughout. I analysed the three texts in relation to the question and did not simply summarise. I used clear paragraphs, full sentences, capital letters. I paid careful attention to my grammar and punctuation. I placed the name of poems in inverted commas. I wrote clearly and with purpose. I have reread my work. STRUCTURE Name your texts, authors and abbreviations. Introduction - Define the theme of HOPE - Refer to the question and outline briefly what you will be discussing Main body Paragraph on HOPE/ HOPELESSNESS in the OPENING of texts Paragraph on how the HOPE/ HOPELESSNESS effects or MOTIVATES KEY CHARACTERS Two paragraphs on HOPE/HOPELESSNESS in KEY MOMENTS in the texts and the effect on key RELATIONSHIPS Paragraph on how the ENDING of the texts presents the theme of HOPE/HOPELESSNESS Conclusion texts. – Sum up the main points you have made -Make reference to your understanding of the theme of HOPE having studied all three Success Criteria Unseen Poetry 1 page 15 minutes in exam 20 marks General Checklist I have read the poem carefully. I have read the questions carefully and have chosen the one I can answer best. I know what I am being asked. I have labelled the question clearly. For every 5 marks I used one PQE (Point, Quote, Explain). I have given specific examples from the poem and used quotes from the poem to support my answer. I analysed the poem and did not simply summarise. I used clear paragraphs, full sentences, capital letters. I paid careful attention to my grammar and punctuation. I placed the name of poems in inverted commas. I wrote clearly and with purpose. I have reread my work. Use STYLISH to help you to analyse the poem: S – Structure/Setting (stanzas, couplets, sonnet etc) T – Theme (main idea expressed by poet) Y – Yourself (your personal view, connect the poem to your life) L – Language (simile, metaphor, alliteration, symbolism, etc.) I – Imagery (striking images that had an impact on you) S – Support (quotes) H – Humour (mood/tone) Success Criteria Studied Poetry 4 ½ - 5 pages 50 minutes in exam 50 marks General Checklist I have read the question carefully. I know what I am being asked. I have identified what aspects of the question I must focus on. I have referred to the question throughout. I have labelled the question clearly. I have made a clear PLAN. I have named my texts, authors and abbreviations. In each paragraph I have clearly referred to the poem and made reference to the question. I have given specific examples from the poem and used quotes from the poem to support my answer. I analysed the poem and did not simply summarise. I used clear paragraphs, full sentences, capital letters. I paid careful attention to my grammar and punctuation. I placed the name of poems in inverted commas. I wrote clearly and with purpose. I have reread my work. STRUCTURE • Introduction • Must have opening statement on the poet and his/her work (Use the power of three). • Must refer to the question and outline what you will be talking about in your answer. • • • • • • • • • • • • You should have five main body paragraphs (Plus introduction and conclusion). Each paragraph should: Refer to a different poem on your course. You should discuss the poem in relation to all parts of the question (remember what you marked out at the beginning). Make two to three points about the poem. Use three quotes per poem. Do not summarise. Where possible begin each paragraph with a link to the previous poem (you can highlight differences also). Conclusion Refer once again to the question. Sum up your main points or argument. Give a personal response to poet.
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