SCSC 2015 English revision session

General Comments
 Most students were able to present thee completed pieces of writing that demonstrated an understanding of the knowledge and skills required.
 The growing awareness of the value of:
-close textual knowledge (demonstrated through using multiple pieces of evidence and varied examples)
Careful management of response structure (both form and paragraph structure – e.g TEEL in section A, the organisation of analysis in section C).

General Comments continued
 Students should not rely on formulaic responses. A personal engagement with the texts is neither formulaic nor predictable.
 Students should take greater care in analysing and recognising the specific expectations of each topic or prompt- a precise understanding of the words that comprise the task is essential.
 Strong language skills including correct spelling and grammar are expected and necessary for success.
 Proofreading is essential.

Section A
 The choice between topics enabled students to develop sustained discussion on one or more of the following aspects of key knowledge:
 An understanding of the ideas, characters and themes constructed by the author and presented in the selected text.
 The structures, features and conventions used by authors to construct meaning in a range of literary texts
 The ways in which authors express or imply a point of view and values
 The ways in which readers’ interpretations of the text differ and why

Section A
 Each question can be linked to one or more of the key knowledge areas.
 This Boy’s Life:
“I had my own dreams of transformation…”
‘The reader feels that Toby and his mother are never going to be able to improve their lives.’ Do you agree?
OR
‘This Boy’s Life is not only about hardship; it is also about determination and resourcefulness.’ Discuss.

Section A
 Each question can be linked to one or more of the key knowledge areas.
 Will you please be quiet, please?
“My life is going to change. I feel it.”
‘Carver writes about the turning points in people’s lives.’ Discuss.
OR
‘Carver’s stories are full of unresolved tensions but there are also moments of closeness.’ Discuss.

Section A
 The more successful responses did not rely entirely on the most obvious scenes from the text.
 Students should be encouraged to have confidence in their own reading and demonstrate a personal understanding of the text.
 The students must be able to support their interpretation with insightful evidence from the text.
 Students should look critically at the wording of the topic and consider what implications and assumptions are being made within the topic.
 Students should have confidence to challenge the position of the topic without changing the topic itself.

Section A
 Students must explore all of the elements presented in the topic.
 A note on WYPBQP:
 Not all stories in an anthology are on the list and students are expected to use only those listed in their response. (Don’t write on stories not on the text list!)

Section A
 Sample essay – feedback?

Section B
 The task required students to write an extended piece for a specified audience and purpose, exploring ideas and using detail from at least one text studied.
 Most pieces of writing could be described as expository.
 Many successfully employed a heading and wrote with a lively voice that was appropriate for the piece itself. (Make it authentic!)
 Imaginative pieces that did little more than tell a story without exploring the ideas of the prompt were not successful.

Section B
 There is no good writing without good ideas.
 The piece must explore the nominated Context and respond the the prompt.
 Weaker scripts did not show critical thinking about the idea the prompt was communication, or they ignored the prompt altogether. (Don’t do this!)
 The ideas of the prompt must be explored. It is important to demonstrate an understanding of the core of the prompt.

Section B
 The piece must be informed by the nominated text in ways that are apparent to the reader.
 The text does not need to be referred to directly.
 You should assume that the examiner is familiar with the text.
 The onus is on the student to ensure that the connection is discernible. (The examiner must be able to see how you are referencing the selected text).
 There is no opportunity for a statement of intention or explanation.

Section B
 The most successful responses drew thoughtfully from the text; the least successful only used a scene or a character in a superficial way or retold the plot of the text.
 There is no preference for relying on a single text or using both the texts studied.
 The most successful responses are cohesive, contrasted by pieces where one idea followed the next as students went through a list of examples. (Try not to do this.)

Section B
 Advice for teachers and students – page 6

Section C
 Both texts and the visual/s needed to be examined in some way.
 The more successful responses made insightful analytical comparisons.
 While students were expected to respond to both pieces, they were free to determine the amount of response spend on each.
 Successful responses were able to show the inherent connection between the general ideas of each piece and the language used to present those views.

Section C
 Students were expected to acknowledge and explore the way the visual features were used in adding persuasiveness to the entire piece. (Don’t forget the visuals!!)
 Simply identifying techniques demonstrates a limited approach to this task.
 The focus should be on the intent of the writer, not the result.
 Students should be wary of making claims about the exact response from the reading audience – should focus on the intent of the writer.

Section C
 Example – feedback?