What is the problem with question four? It should be as simple as teaching the difference between analysis and evaluation, point them in the right direction, and watch them go. But it isn’t.
Go back to the start
Before answering this question, students must read the text again in light of the statement. It is absolutely necessary. There is too much detail that could be missed by neglecting a re-read. I think I fall foul of the rush-rush-rush of the classroom, and forget about how important it is to go back and read the story again. However, if you want to develop those skills you’re going to have to sit and wait in silence whilst they re-read the passage and consider it in light of the statement. Grit your teeth, and be sure it will make a difference.
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Of all the challenges in the English Language exam, question one fades into the background when compared to the complexities of question four, or the mental gymnastics for the analysis in questions two and three. Question one sits there. Unobtrusive. Inoffensive. Nonchalant. A little dream of a question, really. “Find four things…”. Can’t go wrong, right?
The language analysis in question two is a tricky little gem of a question. Most students feel pretty confident attacking this one, and usually even weaker students can pick up one or two marks. I’m going to split this into advice for those who are aiming for each separate ‘level’, because the advice I would give is quite different.
And now question three. You little tricky brute. It should be so simple! Teach structural devices, and how to analyse them, chuck in a couple of nice sounding technical terms to boost their confidence, and voila! Eight out of eight? NO.
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The ability to compare and contrast is one of the most important and challenging skills to master for the GCSE and IGCSE 9 to 1 English Language and English Literature. Previously compare and contrast techniques were tested only by Controlled Assessment in one of the four units of English Literature: now it reaches across both specifications as detailed below. It takes on much greater significance because some reading passages in GCSE and IGCSE English Language and English Literature are unseen.
In addition to these exam papers, Edusites has moderation videos, 360-degree analyses of how and why marks are awarded, for teacher and students to develop their skills.
In English Language the section dedicated to critical reading and comprehension states that students should ‘draw inferences and justify these with evidence; support a point of view by referring to evidence within the text…’.In Assessment Objective AO2 there is the clear injunction: ‘use relevant subject terminology to support their views’. Assessment Objective AO4 asks them to ‘evaluate texts critically’: the questions for this will lead them towards such evaluation.
The Tibbets Paper 1 was sat in the Summer of 2018. The second of our feedback documents comes to you as a booklet which can be printed off for all of your students after sitting the exam for them to gain skills to apply in their next attempt.
Edusites English is the place to find English GCSE and IGCSE Language exams. But our exams, written by language experts, are not just about weighing the pig we have smart resources to fatten it too...
GCSE English Language Exam Paper help from our expert Grainne Hallahan using a scientific method to get results! Like a juicy little nut that needs to be opened, the new Language paper landed in our inboxes in 2015, quite a different beast compared to its predecessor.
Presented at both The Team English Conference and the ResearchEd National Conference this series of resources combine the latest research to improve creative writing. Directed towards improvements for the GCSE English Language Paper this resource can be used in conjunction with any qualification which includes a Creative Writing element.