Eng Paper One ppt

8/7/2019 Eng Paper One ppt

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AO November 2009 AO November 2009

English Paper OneEnglish Paper One 30% (2 hours)30% (2 hours)

S ection AS ection A -- 15%15% -- close rclose r eadingeading of aof aprose (fiction)prose (fiction) passagepassage

S ection BS ection B -- 15%15% -- 22 w ritingw riting taskstasks -- oneonetoto inform/explain/describeinform/explain/describe (7.5%)(7.5%)-- one toone to explore/imagine/entertainexplore/imagine/entertain(7.5%)(7.5%)


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A nalysis is the key skill you need to display w hen A nalysis is the key skill you need to display w henans w ering exam questions about texts.ans w ering exam questions about texts.

You are being asked to attempt to explain your You are being asked to attempt to explain your point point of viewof view concerning a particular aspect of a text youconcerning a particular aspect of a text youhave studied ; this aspect is given in the examhave studied ; this aspect is given in the examquestion. You could think of this as your particularquestion. You could think of this as your particularinterpretation, feeling or conclusion.interpretation, feeling or conclusion.

In a work of In a work of fictionfiction such as a story, the aspect most such as a story, the aspect most often concerns aoften concerns a charactercharacter oror themetheme

To sho w your vie w is sound, you are expected toTo sho w your vie w is sound, you are expected tosupport it w ith evidence from the text itselfsupport it w ith evidence from the text itself(quotations)(quotations)

The Art of Analysis


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Point Point

QuotationQuotationComment Comment


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PQC (PQCQCCPQC (PQCQCC for Brainfor Brain--Boxes)Boxes) ALWA YS USE PQC / PEE / PE A etc! ALWA YS USE PQC / PEE / PE A etc!POINTPOINT- -QuotationQuotation- -Comment is the standard w ay toComment is the standard w ay tow rite a paragraph in an ans w er.w rite a paragraph in an ans w er. For eachFor each point point youyoumake, support what you feel by giving a brief make, support what you feel by giving a brief quotationquotation(example)(example) from the text that shows why you felt like this.from the text that shows why you felt like this.This must then be followed by This must then be followed by comment (explanation /comment (explanation /analysis)analysis) of the significant qualities of theof the significant qualities of the languagelanguage andandstylestyle used in the quotation. Discuss theused in the quotation. Discuss the methodsmethods used andused andeffectseffects of the language of the quotation as well as theof the language of the quotation as well as thewriter'swriter's purposepurpose in choosing this particular way to expressin choosing this particular way to expressan idea. Finally relate this to the overallan idea. Finally relate this to the overall purposepurpose of theof thepiece.piece.

Remember that the best ans w ers expand andRemember that the best ans w ers expand andadd variety to this mix: PQCQCCQC etc.add variety to this mix: PQCQCCQC etc.


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A1A1


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Close reading of a prose passage (EnglishClose reading of a prose passage (EnglishPaper 1 Section A )Paper 1 Section A ) -- A N AL YSE A STORY A N AL YSE A STORY

I n this section of the exam you will be given anI n this section of the exam you will be given anextract from a story to read and will be askedextract from a story to read and will be askedquestions about the characters and events. Youquestions about the characters and events. Youmay be asked for yourmay be asked for your impressionsimpressions of theof thecharacters (what opinions you have about them)characters (what opinions you have about them)or about theiror about their thoughts and feelingsthoughts and feelings etc. You must etc. You must useuse evidence from the text evidence from the text to support what youto support what you

say.say.

..


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Types of QuestionsTypes of Questions You should allow about You should allow about

55 minutes55 minutesto read the passage and answerto read the passage and answer

about 4 questions.about 4 questions. (40 marks.)(40 marks.)-- What is going through X s mind in this passage?What is going through X s mind in this passage? S how how X s feelings change throughout this part of the story andS how how X s feelings change throughout this part of the story andexplain why.explain why. What are X s thought about Y in these lines?What are X s thought about Y in these lines? What do you think about X? What can you find in the passage toWhat do you think about X? What can you find in the passage tosupport what you say?support what you say? What thoughts and feelings does X experience in this part of theWhat thoughts and feelings does X experience in this part of thestory? How does the writer convey those thoughts and feelings?story? How does the writer convey those thoughts and feelings? How do you react to the relationship between X and Y? Why do youHow do you react to the relationship between X and Y? Why do youreact as you do?react as you do? What are your impressions of X in these lines? How does the writerWhat are your impressions of X in these lines? How does the writercreate these impressions?create these impressions? How does the writer reveal X s character and attitudes? You shouldHow does the writer reveal X s character and attitudes? You shouldconsider: the structure of the story; the writer s use of languageconsider: the structure of the story; the writer s use of language

Note that the first two questions are likely to be more basic, requiringNote that the first two questions are likely to be more basic, requiringfeaturefeature--spotting rather than analysis; read the wording of the questionsspotting rather than analysis; read the wording of the questionsreally carefully to check what they are after. The third and fourthreally carefully to check what they are after. The third and fourth

questions are usually harder, requiring more analysisquestions are usually harder, requiring more analysis


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CharacterisationCharacterisation is the way by which believableis the way by which believableand realistic characters are created from words.and realistic characters are created from words.To discuss characterisation, you need toTo discuss characterisation, you need toconsider how the author helps you to believe inconsider how the author helps you to believe inthe story's characters and especially which onesthe story's characters and especially which onesyou trust and empathise with and which onesyou trust and empathise with and which onesyou don't.you don't.S

ome characters can be called 'rounded'S

ome characters can be called 'rounded' - - thethereader is given far more detail about them andreader is given far more detail about them andcan believe in them. These more roundedcan believe in them. These more roundedcharacters can be contrasted with others that characters can be contrasted with others that could be described as 'flat' or 'stereotypes'.could be described as 'flat' or 'stereotypes'.

Look for ways in which you have been brought Look for ways in which you have been brought to sympathise with and relate to theto sympathise with and relate to the protagonist protagonist (the main character)(the main character) and engage with what they and engage with what they are involved in and the way they are thinking.are involved in and the way they are thinking.


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This relationship with a character is oftenThis relationship with a character is oftenachieved by what characters are given to say achieved by what characters are given to say and how they say it. The technical term forand how they say it. The technical term forspeech in a story isspeech in a story is dialoguedialogue and it can be very and it can be very effective at drawing the reader into the story effective at drawing the reader into the story and making them believe in the characters whoand making them believe in the characters whoare speaking.are speaking. DialogueDialogue is just one of very is just one of very many many literary devicesliterary devices authors use to get theauthors use to get thereader ab sorbed in their story. Remember that reader absorbed in their story. Remember that authors know they need to be convincing bothauthors know they need to be convincing bothso that their readers feel entertained and so that so that their readers feel entertained and so that they can explore whatever purpose they have inthey can explore whatever purpose they have inmindmind -- theirtheir themesthemes ..

You may be asked to comment on the You may be asked to comment on thedescriptiondescription andand detaildetail in the passage. Look out in the passage. Look out for the ways description has been used to createfor the ways description has been used to createan effectivean effective moodmood oror atmosphereatmosphere (especially (especially tensiontension), and how this supports the), and how this supports the actionaction ororcharacterisationcharacterisation


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B1 & B2B1 & B2

You need to answer TWO questions. You need to answer TWO questions.One from B1One from B1 About 25 minutes; write About 25 minutes; writeone page (20 marks)one page (20 marks)

One from B2One from B2 - - About 40 minutes; write About 40 minutes; writetwo pages (20 marks)two pages (20 marks)


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W riting to inform/explain/describeW riting to inform/explain/describe

(English Paper 1 Section(English Paper 1 Section B1B1 ))

NB: Recent exam papers have all asked candidatesNB: Recent exam papers have all asked candidatesto produce ato produce a descriptiondescription in this section.in this section.What the examiners are looking for:What the examiners are looking for: can youcan you communicatecommunicate clearly in writing?clearly in writing? can you wri te for a particularcan you write for a particular audienceaudience?? can you use particularcan you use particular formsforms effectively?effectively? can you use widecan you use wide vocabulary vocabulary?? can youcan you organise id easorganise ideas intointo sentencessentences, , paragraphsparagraphs andandwhole textswhole texts? ? h ow well can youhow well can you spellspell?? can youcan you punctuatepunctuate accurately?accurately? can you usecan you use stand ard Englishstandard English when appropriate?when appropriate? can you present work can you present work neatly andneatly and clearly clearly?? how clear and readable i s yourhow clear and readable is your handwritinghandwriting??


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Describing: Top TipsDescribing: Top TipsUse the five sensesUse the five senses: w hat characters see, hear, feel,: w hat characters see, hear, feel,

smell, taste (plus the sixth sensesmell, taste (plus the sixth sense memory: w hat do theymemory: w hat do theyremember as they encounter things).remember as they encounter things).

Remember theRemember the prepared characters and locationsprepared characters and locations w e havew e havew orked onw orked on slot th em in to enhance your w ork.slot them in to enhance your w ork.

TTELL ING vs. SHO W INGELL ING vs. SHO W ING: A lthough it is usually far quicker to: A lthough it is usually far quicker todo so, try to avoid simply 'telling' the reader about things;do so, try to avoid simply 'telling' the reader about things;instead, try to 'sho w ' the reader w hat something orinstead, try to 'sho w ' the reader w hat something orsomeone is like; instead of telling them a character is evil,someone is like; instead of telling them a character is evil,sho w them doing something evilsho w them doing something evil - - this is a far morethis is a far moreconvincing ploy.convincing ploy.


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B1B1 Typical QuestionsTypical Questions

Describe the scene in a large shop on the first Describe the scene in a large shop on the first day of the January salesday of the January sales Describe the scene in a fast food restaurant onDescribe the scene in a fast food restaurant ona busy day a busy day Describe the scene in a busy shopping centreDescribe the scene in a busy shopping centreon a S aturday afternoonon a S aturday afternoon Describe the scene at a beach in the middle of Describe the scene at a beach in the middle of the summerthe summer Describe the scene at a fairground one eveningDescribe the scene at a fairground one evening


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Examples of Descriptive WritingExamples of Descriptive WritingHere are some descriptions. A re they any good? Do they useHere are some descriptions. A re they any good? Do they use

precise vocabulary and vivid metaphors and similes?precise vocabulary and vivid metaphors and similes? Re w riteRe w ritethemthem toto improve them.improve them.

The swollen mass of people teemed forwards like a seething colony of The swollen mass of people teemed forwards like a seething colony of crawling ants.crawling ants.

The summer rain spilled down and soused our sweltering faces with itsThe summer rain spilled down and soused our sweltering faces with itsrefreshing coolnessrefreshing coolness

The very buildings themselves seemed to bow low as the town's newThe very buildings themselves seemed to bow low as the town's newhero approached.hero approached.

The darkening sky ushered in a forbidding, sombre mood that set theThe darkening sky ushered in a forbidding, sombre mood that set thescene for the grim news lying in wait for us.scene for the grim news lying in wait for us.

The creatures created a cacophony of calls that assaulted our ears.The creatures created a cacophony of calls that assaulted our ears.


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A FINE EX AM P L E OF DESCRIPTIVE W RITING A FINE EX AM P L E OF DESCRIPTIVE W RITING

The following extract is from the novel 'Hard Times' by nineteenthThe following extract is from the novel 'Hard Times' by nineteenthcentury writer, Charles Dickens.century writer, Charles Dickens.

'I T WAS A TOWN OF RED BRI CK, or of brick that would have been red if the'I T WAS A TOWN OF RED BRI CK, or of brick that would have been red if thesmoke and ashes had allowed it; but as matters stood it was a town of smoke and ashes had allowed it; but as matters stood it was a town of

unnatural red and black like the painted face of a savage.It was a town of unnatural red and black like the painted face of a savage.

It was a town of machinery and tall chimneys, out of which interminable serpents of smokemachinery and tall chimneys, out of which interminable serpents of smoke

trailed themselves for ever and ever, and never got uncoiled. I t had a blacktrailed themselves for ever and ever, and never got uncoiled. I t had a blackcanal in it, and a river that ran purple with illcanal in it, and a river that ran purple with ill- -smelling dye, arid vast piles of smelling dye, arid vast piles of building full of windows where there was a rattling and a trembling all day building full of windows where there was a rattling and a trembling all day long, and where the piston of the steamlong, and where the piston of the steam- -engine worked monotonously upengine worked monotonously upand down, like the head of an elephant in a state of melancholy madness. I t and down, like the head of an elephant in a state of melancholy madness. I t

contained several large streets all very like one another, and many smallcontained several large streets all very like one another, and many smallstreets still more like one another, inhabited by people equally like onestreets still more like one another, inhabited by people equally like oneanother, who all went in and out at the same hours, with the same soundanother, who all went in and out at the same hours, with the same soundupon the same pavements, to do the same work, and to whom every day upon the same pavements, to do the same work, and to whom every day was the same as yesterday and tomorrow, and every year the counterpart was the same as yesterday and tomorrow, and every year the counterpart of the last and the next... .'of the last and the next... .'

S elect words to describe the tone or mood this piece hasS elect words to describe the tone or mood this piece has


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I magine you are in a queue in a post office or I magine you are in a queue in a post office orshop. Describe what you see and hear as youshop. Describe what you see and hear as you

wait ti be served wait ti be served Poundsaver.Poundsaver.The worst shop in the known universe.The worst shop in the known universe.

I n several unknown ones too. Worst of all,I n several unknown ones too. Worst of all,the queue snaking from entrance to exit:the queue snaking from entrance to exit:long enough to link all these universes.long enough to link all these universes.Twice. And at its end a single figureTwice. And at its end a single figurehovers: the celestial guardian of the tills,hovers: the celestial guardian of the tills,the spotted traineethe spotted trainee


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B2B2


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W riting to explore/imagine/entertainW riting to explore/imagine/entertain(English Paper 1 Section B2)(English Paper 1 Section B2)

I n this section you will have to produce a piece of creative writing such as aI n this section you will have to produce a piece of creative writing such as a storystory. .Remember theRemember the basics of story writingbasics of story writing and remember that in the short amount of time youand remember that in the short amount of time youhave to produce your piece of writing it is wise to avoid having too many characters orhave to produce your piece of writing it is wise to avoid having too many characters ortoo many events:too many events:KeepKeepI t I t S imple,S imple,S tupid!S tupid!A nd be I MA GIN A TIVE A ND EXP L OR A TORY: A nd be I MA GIN A TIVE A ND EXP L OR A TORY: ENTERT A INENTERT A INHere are some of the main things to consider:Here are some of the main things to consider:

N A RR A TIVE VOICEN A RR A TIVE VOICEWho tells the story? This imaginary 'voice' is called the story'sWho tells the story? This imaginary 'voice' is called the story's 'narrator''narrator' or 'narrativeor 'narrativevoice'. A story can be told eithervoice'. A story can be told either through one of its charactersthrough one of its characters (and therefore uses the(and therefore uses thefirst person pronoun, ' I ') orfirst person pronoun, ' I ') or by a 'voice' outside the story itself by a 'voice' outside the story itself (which the reader might (which the reader might assume to be the author and which uses the third person pronouns 'he', 'she' or 'they').assume to be the author and which uses the third person pronouns 'he', 'she' or 'they').


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N A RR A TIVE STRUCTUREN A RR A TIVE STRUCTUREThe following idea shows how you may structure a story in a way The following idea shows how you may structure a story in a way that will allow the plot to be developed most convincingly that will allow the plot to be developed most convincingly - - but bearbut bearin mind you only have 40 minutes (and about 2 pages) in the exam.in mind you only have 40 minutes (and about 2 pages) in the exam.

BEGINNINGBEGINNING > > M IDD L EM IDD L E > > ENDEND =='Exposition' > 'Conflict and rising action' > 'Resolution''Exposition' > 'Conflict and rising action' > 'Resolution'

S tories usually open with an introduction to the main characterS tories usually open with an introduction to the main character(protagonist), the place and the time; a suitable mood or(protagonist), the place and the time; a suitable mood oratmosphere is set; the main character's life is, for the time being,atmosphere is set; the main character's life is, for the time being,seen to be balanced or in a state of 'equilibrium'. > The protagonist seen to be balanced or in a state of 'equilibrium'. > The protagonist meets a problemmeets a problem - - his or her life is disturbed in some way; thehis or her life is disturbed in some way; theaction is built up to a climax; the protagonist deals with the conflict.action is built up to a climax; the protagonist deals with the conflict.The reader will sympathise with the protagonist during the conflict.The reader will sympathise with the protagonist during the conflict.> The conflict is resolved in a way that will be satisfying to the> The conflict is resolved in a way that will be satisfying to thereader; the story ends; the protagonist has dealt with the conflict reader; the story ends; the protagonist has dealt with the conflict and 'grown up' from a state of 'innocence' to a state of 'experience'.and 'grown up' from a state of 'innocence' to a state of 'experience'.(see(see CH A R A CTERIS A TION)CH A R A CTERIS A TION)


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Some typical questions from B2Some typical questions from B2 Write about an occasion that turned out better than expected Write about an occasion that turned out better than expected Continue the following:Continue the following:

The news was terrible. They were actually closing the place down... The news was terrible. They were actually closing the place down... Write a short story which ends with the following: Write a short story which ends with the following:

.... I wish I had never, ever thought of buying it. .... I wish I had never, ever thought of buying it. The Accident The Accident Write about an incident which taught you the value of money Write about an incident which taught you the value of money Continue the following:Continue the following:

I had never liked mobile phones and now I knew why... I had never liked mobile phones and now I knew why...

A time for celebration. A time for celebration. Write a short story which ends with the following:Write a short story which ends with the following: ... now it was clear that you could not trust anyone, least of all your friends. ... now it was clear that you could not trust anyone, least of all your friends.

2006 Paper:2006 Paper: An unforgettable moment An unforgettable moment On the RunOn the RunWrite about a time when you felt ashamed of yourself Write about a time when you felt ashamed of yourself The journey of a lifetimeThe journey of a lifetimeContinue the following: Everyone said you should never go back, but I couldn t resist Continue the following: Everyone said you should never go back, but I couldn t resist


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W riting to informW riting to informThis means passing on some information, which will make someone the wiser after having read it. You need to put information across as clearly andunderstandably as possible.Techniques:1. make it p ersonal, lively and interesting2. give detailed information about the person/event/experience/idea youare asked to write about3. include thoughts and feelings4. include facts and o p inions5. use imagery, anecdote and humour to liven it up6. plan a clear and logical order 7. dont let your writing turn into a story

8. p ast tense is likely to be the most appropriate9. choose verbs carefully10. have a definite conclusion which refers back to the task


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Typical Quest ions: Wr iting to I nformTypical Que stions: W riting to I nform

W rite an introduction to an unofficial schoolW rite an introduction to an unofficial schoolprospectus, informing ne w pupils at your school aboutprospectus, informing ne w pupils at your school aboutw hat the school is really like.w hat the school is really like. W rite a short letter to foreign exchange studentsW rite a short letter to foreign exchange studentsinforming them of important facts about your to w ninforming them of important facts about your to w nthat they w ill find useful on their visit.that they w ill find useful on their visit. W rite a lively and interesting letter to an oldW rite a lively and interesting letter to an oldaunt w ho lives abroad; inform her w hat has beenaunt w ho lives abroad; inform her w hat has beenhappening in your life and any plans you have for thehappening in your life and any plans you have for thefuture.future. You are keen on nature. W rite an article for your You are keen on nature. W rite an article for yourschool magazine in w hich you inform its readers (bothschool magazine in w hich you inform its readers (bothparents and students) about the reasons for yourparents and students) about the reasons for yourinterest and about your feelings for this.interest and about your feelings for this. W rite a magazine article in w hich you inform itsW rite a magazine article in w hich you inform itsreaders about your school.readers about your school. W rite an informative article for teenagers to beW rite an informative article for teenagers to beplaced in a "time capsule" in w hich you inform theplaced in a "time capsule" in w hich you inform thefuture reader about some aspect of a teenager's life infuture reader about some aspect of a teenager's life in

the year 2001.the year 2001.


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W riting to ExplainW riting to Explain

This means helping your readers to understand anThis means helping your readers to understand anidea or point of view. The key to success is toidea or point of view. The key to success is toshow a close understanding of the topic and itsshow a close understanding of the topic and itsaudience;audience; your reader will want to be given ayour reader will want to be given aclear and interesting explanation, analysis orclear and interesting explanation, analysis orreview that is a satisfying, trustworthy,review that is a satisfying, trustworthy, clear andclear andbalancedbalanced account. This will be one that answersaccount. This will be one that answerssome or all of thesome or all of the '5W+H questions': who, what,'5W+H questions': who, what,where, when, why and how.where, when, why and how.


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Techniques: Writing to ExplainTechniques: Writing to Explain1.1. think carefully about think carefully about audience andaudience and purposepurpose2.2. have ahave a clear opening statementclear opening statement which introduces the topicwhich introduces the topic3.3. develop and explore each idea fullydevelop and explore each idea fully -- give detailsgive details4.4. gi vegive reasons for actions or opinionsreasons for actions or opinions -- say why, say howsay why, say how5.5. have ahave a clear structureclear structure -- a period of time/ a series of eventsa period of time/ a series of events6.6. have ahave a logical structurelogical structure and make clear links betweenand make clear links betweenparagraphsparagraphs7.7. take care withtake care with sentence structuressentence structures -- avoid ramblingavoid rambling8.8. useuse discourse markersdiscourse markers : the next... Following on from... : the next... Following on from... 9.9. useuse humour and anecdotehumour and anecdote if appropriateif appropriate10.10. aim to make it aim to make it personal, lively and interestingpersonal, lively and interesting11.11. use theuse the present tensepresent tense on most occasionson most occasions12.12. have a clear and definitehave a clear and definite conclusionconclusion


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ConnectivesConnectivesUseful words for connecting or starting sentences when you areUseful words for connecting or starting sentences when you are

explaining something:explaining something:

First(ly)...Equally... I n particular... S econdly.. S imilarly...AboveFirst(ly)...Equally... I n particular... S econdly.. S imilarly...Aboveall......then...all......then... Notably......and then... I n the sameNotably......and then... I n the sameway... S pecifically......after(wards)...Asway... S pecifically......after(wards)...Aswith......especially...Meanwhile...with......especially...Meanwhile... Whenever...However...ForWhenever...However...Forexample...Eventually......but......suchexample...Eventually......but......suchas...Finally...Nevertheless...as...Finally...Nevertheless... Alternatively...Clearly...Furthermore...D Alternatively...Clearly...Furthermore...Despite this......of espite this......of course...Therefore......instead...course...Therefore......instead... Consequently...Consequently... ...the...thefollowing......because/as...On the whole...following......because/as...On the whole... Accordingly...To sum Accordingly...To sumup...up... ...as long as... I n brief......as long as... I n brief...


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Here are the opening paragraphs of a good example ofHere are the opening paragraphs of a good example of"w riting to explain""w riting to explain"

QuestionQuestionWrite an arti c le for a teenage magazine in w hi c h y ouWrite an arti c le for a teenage magazine in w hi c h y ouexplain w hat friendship means to y ou.explain w hat friendship means to y ou.

FRIENDSHIP IS GRE A T! ...ISN'T IT?FRIENDSHIP IS GRE A T! ...ISN'T IT?We all enjo y having friendsWe all enjo y having friends - - and fe w of us are w ithout at leastand fe w of us are w ithout at leastone friend w e w ould c all "spe c ial". But just w hat is this thingone friend w e w ould c all "spe c ial". But just w hat is this thingc alled friendship?c alled friendship?Well, for a start, friends c ome in all shapes and sizesWell, for a start, friends c ome in all shapes and sizes - - y oung andy oung andold, tall and short, dish y old, tall and short, dish y --looking and plain. Of c ourse, it's not reall y looking and plain. Of c ourse, it's not reall y w

hat a friend looks like on the outside that c ounts at all; it'sw

hatw

hat a friend looks like on the outside that c ounts at all; it'sw

hata friend is like on the inside. A nd I don't mean their hearts, lungsa friend is like on the inside. A nd I don't mean their hearts, lungsand stoma c h y bits, either. Friendship is about feelings. A friend isand stoma c h y bits, either. Friendship is about feelings. A friend issomeone that y ou kno w reall y w ell; and w ho kno w s y ou reall y someone that y ou kno w reall y w ell; and w ho kno w s y ou reall y w ell, too. A friend is someone w ho y ou c an trust; and a friend isw ell, too. A friend is someone w ho y ou c an trust; and a friend issomeone w ho c an trust y ou, too. A friend is someone w ho kno w ssomeone w ho c an trust y ou, too. A friend is someone w ho kno w sabout y our good bits, and about y our not so good bits; and a friendabout y our good bits, and about y our not so good bits; and a friendis someone w hose good bits and notis someone w hose good bits and not- -soso--good bits y ou kno w just asgood bits y ou kno w just asw ell.w ell. A re y ou beginning to see a c ommon thread here? Yes A re y ou beginning to see a c ommon thread here? Yes - - friendshipfriendshipis a t w ois a t w o-- w a y game. You c an't have a spe c ial friend unless thatw a y game. You c an't have a spe c ial friend unless thatfriend also has a spe c ial friend. You. A nd that is w here thingsfriend also has a spe c ial friend. You. A nd that is w here thingssometimes begin to go w rong. For y our friend might not see y ousometimes begin to go w rong. For y our friend might not see y ouas quite as spe c ial as y ou see him or her. So ho w c an y ou kno w ifas quite as spe c ial as y ou see him or her. So ho w c an y ou kno w ifboth y ou and y our friend are pla y ing a singles or a doublesboth y ou and y our friend are pla y ing a singles or a doublesmat c h...?mat c h...?


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And Lastly Check! And Lastly Check! A lw ays A lw ays ch e ck your w ork! ch e ck your w ork!

E a ch yea r lit e r ally thou sa nd s of c a ndid a t es f a i l to a chi eve th eE a ch yea r lit e r ally thou sa nd s of c a ndid a t es f a i l to a chi eve th egr a d es th ey s hou ld . D on t be on e of th e m . A lw ays tr y to ch e ck your gr a d es th ey s hou ld . D on t be on e of th e m . A lw ays tr y to ch e ck your w ork a t th e e nd of a n exa m . You s hou ld n eve r find your sel f s itting w ork a t th e e nd of a n exa m . You s hou ld n eve r find your sel f s itting

doing nothing .doing nothing .

Se nt e nc esSe nt e nc esRea d ea ch se nt e nc e imm e di a t ely a ft e r you w rit e it . Use a va ri e t y of Rea d ea ch se nt e nc e imm e di a t ely a ft e r you w rit e it . Use a va ri e t y of se nt e nc e t ypes a nd s t yles a nd r e m e m be r th a t s hort e r se nt e nc esse nt e nc e t ypes a nd s t yles a nd r e m e m be r th a t s hort e r se nt e nc esa r e oft e n c lea r e r a nd cri spe r s ounding . A n occ as ion al u ltr aa r e oft e n c lea r e r a nd cri spe r s ounding . A n occ as ion al u ltr a--s hort s hort se nt e nc e c a n a dd r eal im pa ct to w riting .se nt e nc e c a n a dd r eal im pa ct to w riting .Read each sentence before you proceed to the next to check it is fluent,Read each sentence before you proceed to the next to check it is fluent,accurate and complete. Does it follow on logically from the previousaccurate and complete. Does it follow on logically from the previoussentence?sentence?


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Check everyCheck every paragraphparagraph A A paragraphparagraph is a series of sentences (often at least five)is a series of sentences (often at least five)that develop from a single topic sentence used to introducethat develop from a single topic sentence used to introducethe point of the paragraph.the point of the paragraph.

Avoid creating overly short paragraphs as this suggests either a) Avoid creating overly short paragraphs as this suggests either a)you do not know what a paragraph is or b) that you have not you do not know what a paragraph is or b) that you have not explained the point of the paragraph in sufficient detail. Try to makeexplained the point of the paragraph in sufficient detail. Try to makesure that each paragraph flows naturally on from its predecessor by sure that each paragraph flows naturally on from its predecessor by using the final sentence of each paragraph to subtly 'hook' into theusing the final sentence of each paragraph to subtly 'hook' into thetopic of the next paragraph.topic of the next paragraph.To correct a missed paragraph simply put this mark w hereTo correct a missed paragraph simply put this mark w hereyou w ant in to be: // then, in your margin w rite: // = ne w you w ant in to be: // then, in your margin w rite: // = ne w paragraph. The examiner w ill not mark you do w n for this soparagraph. The examiner w ill not mark you do w n for this solong as you have not forgotten all of your paragraphs.long as you have not forgotten all of your paragraphs.


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Check PunctuationCheck PunctuationExamine each commaExamine each comma

A very common error is to use a comma instead of a full stop to end a A very common error is to use a comma instead of a full stop to end asentence. This makes two or more stylish, short and crisp sentences intosentence. This makes two or more stylish, short and crisp sentences intoone long, drawn out and boring sentence! Use colons and semione long, drawn out and boring sentence! Use colons and semi- -colons if colons if you can.you can.

Look at every apostrophe

Look at every apostrophe Apostrophes are only ever used for two reasons. If two words are squeezed Apostrophes are only ever used for two reasons. If two words are squeezed

together into one and a letter is missed out in the process, show where thetogether into one and a letter is missed out in the process, show where theletter was by inserting an apostrophe. So should not becomes shouldn't letter was by inserting an apostrophe. So should not becomes shouldn't

And when one of two nouns belong to the other, show which one possesses And when one of two nouns belong to the other, show which one possesseswhich by adding apostrophe+s to its end. Sowhich by adding apostrophe+s to its end. So the school's entrancethe school's entrance isiscorrect because the entrance is 'possessed by the school, also Alan's bookcorrect because the entrance is 'possessed by the school, also Alan's bookshows a similar possession.shows a similar possession.But watch out forBut watch out for it's. W ithit's. W ith an apostrophe this is always a shortened forman apostrophe this is always a shortened formof of it isit is oror it hasit has , as in, as in it's coldit's cold . If you mean. If you mean belonging to itbelonging to it , as in, as in its furits furis shiny and smoothis shiny and smooth , no apostrophe is needed., no apostrophe is needed.


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Active I mprovement Active I mprovement

Look for where you might put in:Look for where you might put in: A more sophisticated word A more sophisticated word

A literary device (simile, metaphor, A literary device (simile, metaphor,alliteration )alliteration )Extra description or analysisExtra description or analysis


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Checking Check Checking Check--list! list!

1.1. S pellingS pelling espec there / their / they reespec there / their / they re2.2. PunctuationPunctuation espec , .espec , .

3.3. ParagraphingParagraphing4.4. Actively I mprove Actively I mprove

Eng Paper One ppt

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