What (exactly) are you trying to say?

alwayslearningweb

Help, tips and assistance for students. This blog is part of a range specifically for students and can be found, along with others, under Student GCSE Blogs.

When writing how do you make the best choices? Hopefully, this blog may help you! I’m going to use this image:

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AQA Section B: Writing You are advised to spend about 45 minutes on this section.

I will do other posts on how to plan/a whole narrative piece. This blog will show you how to pick the best words/sentences etc. I apologise again for the differences in colour but hopefully they will help you:

  • Blue – a possible choice
  • Red – synonyms and alternatives
  • Grey/black – my thoughts/explanation for choices

If I begin with a verb (-ing) I start my piece in the middle of some type of action

  • Looking (gazing, staring, leering, glancing) at me (this is a ‘clause’ it doesn’t make…

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Evaluating (you know the tough one)!

alwayslearningweb

Help, tips and assistance for students. This blog is part of a range specifically for students and can be found, along with others, under Student GCSE Blogs.

Paper 1 Q4 is an evaluation question, you have to meet this objective: AO4 Evaluate texts critically and support this with appropriate textual references.

This is a SAMPLE question…

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The first thing you need to remember is this is an evaluative question and requires a personal response from you the ‘reader’.

Evaluation is defined as “the making of a judgement about the value of something”.

  • You are being tested on your ability to evaluate how effective a text is.
  • This means you must write about the methods (techniques) a writer uses to create an effective text and are those effects successful?
  • Try to analyse patterns of words e.g. the writer uses [strong verbs] to show….

Let’s look at an extract:

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Here’s a ‘sample’…

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Using research to rise to the challenge of the new English Literature GCSEs

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In a guest post following her presentation at the ResearchEd English + MFL Conference in Oxford, earlier this month, Amy Forrester, Research Officer at NATE (National Association for the Teaching of English), explains how she used used research to create greater retention of knowledge amongst students.

 

ResearchEd English+MFL, Oxford, April 1st.

One of the main reasons I engage with research is to ensure that there’s evidence behind choices that I make in the classroom, and in my wider practice. For English teachers up and down the land, the new GCSEs have meant we are making more new decisions than even before, often where we don’t have any concrete evidence. Arguably, one of the biggest challenges many teachers have had to rise to is the closed book element of the English Literature GCSEs. Students have to study 3 texts, alongside a hefty anthology of poetry. And, if they want to do well, they need to learn many, many quotations to use in the exam this coming Summer.

As my year 11s progressed through the course, and sat their first formal mock exam in November, it became increasingly clear that a major factor in under performance was the lack of quotations some students had used in their exam answers. I knew I had to do something to fix it. I read around the research on memory and on retention. On David Didau’s blog, I saw he’d referenced a paper by Cepeda et al (2008) which proposed optimal intervals for retaining information. To retain it for 6 months, which is what I needed for my GCSE groups, their work supports that study sessions for the information should take place every 3 weeks. From this, I devised a programme of study for my year 11s, all of which would be undertaken as homework. They would have 5 tasks a week for learning quotations for each of their literature texts, and, after 3 weeks, these would be gradually replaced with recap tasks each week.

 

In preparation for this, I spent some time explaining this to my groups, and talking through the methods to recap their work. All of this work would be done in “homework books”, which I would check weekly, to ensure students were learning high quality quotes. And so, in January, off they went.

 

I knew I needed to measure how well this was working. After all, the need for retaining quotations was high, and the impact of it not working was really quite risky. Still, I have faith that evidence based findings should, in theory, be replicable. By March, I had done a range of activities in lessons which showed some indication that it was working. Random recall starters and 5 a day starter activities (a frankly brilliant idea put forward by @TLPMsF https://thelearningprofession.wordpress.com/) suggested that students were retaining new quotations. However, I needed to test it out in more robust detail. 3 months after their mock exam, my groups sat another. Their initial mock was on Romeo and Juliet so I decided to use the same text, and only have 1 exam, rather than one on each text. The reason for this was to be able to measure the improvement in marks, specific to one text. They hadn’t sat a mock on the other texts, and so I didn’t have a reliable benchmark for these, despite their quote learning tasks being on all 4 literature texts.

 

The findings were surprising. In the initial mock exam, a total of 3 different quotes had been used. In the second, 40 different quotes were used. I was delighted by the increase, especially as it was a no notice mock. Not only had the variety of quotations increased, the amount they were using increased too. In their first mock, an average of 1.2 quotes were used. In the second, that went up to 3.0. Their marks went up, too. 96% increased their mark (on our internal grade boundaries). With this, 22% saw a 1 grade increase, 29% a 2 grade increase, 19% a 3 grade increase, and 6% a 4 grade increase. I was really very happy with their progress, especially in light of the fact that our curriculum plan meant that I hadn’t recapped or revised the text with them at all in the time between their first and second mock.

 

There were some other, more incidental things that I learnt from marking their second mocks. Earlier on, I mentioned that I’d used Rebecca Foster’s 5 a day starter idea. In students’ work, I saw that some of the quotes that they’d used best were those that had featured in one of these activities. When I do this as a starter, I follow it with modelling what I’d pick out of the quotes, what analyses I’d make, different interpretations, subject terminology and how I’d make contextual links. Students were transferring this very well. When I repeat this quote learning journey next year, one thing I will plan far more closely is that my staters follow up what students have done the previous week, to build their knowledge of the quotations in more depth.

 

I’ve also thought long and hard about the right time to start something like this with students. I think one of the reasons it worked as well as it did is down to it coming after the students’ first mock exam. Many were disappointed with their result. They needed some firm guidance with how to improve, and this provided just that. Rather than simply providing “Learn quotes” as their area for improvement, they had a simple programme to follow to achieve that. Equally, by using the 5 a day starters to test their recall, students could see that it was working, meaning they were more likely to buy into it as an idea. I think, had they not seen an improvement, their buy in might have weakened and it would have been less effective overall.

 

And so, my top tips for enabling students to adequately prepare for the English Literature exam would be:

  • Design the programme for them.
  • Make it compulsory
  • Use starters and in class activities regularly to enable students to build their confidence
  • Introduce it at the right time – they need a motivation for it
  • Don’t leave it too late. Students have a lot to learn for this exam, alongside their other subjects.

 

I have uploaded all of the resources mentioned in my talk at ResearchEd into a Dropbox. You’ll find the PowerPoint slides from the talk, as well as research papers and the homework resources in here: https://www.dropbox.com/sh/wh7az8vp2kw88j9/AABt1Gw-_VyKXeotz1bLOhLua?dl=0

 

You can find me on twitter @amforrester1 where I’m more than happy to take questions you may have.

Hey #TeamEnglish, got room on board for another one?

mssammymchugh

Having gained so much in the past couple of years by being a follower on Twitter, I now hope that I can add my occasional tuppenceworth to the brilliantly vocal #TeamEnglish blogging community. I love the range of topics that are discussed and argued over; I love the resource sharing and I love the way that no idea is deemed too small or inconsequential.

Starting a blog has been part of my Continuing Professional Development plan for a while now but a few things have stalled its progress: I had a baby; my school closed and I was left without a permanent post for a year; I got a new job; I had another baby.

I guess life got in the way.

Being able to run my ideas through an echo-chamber is not what I’m after. I am happy to get some critical feedback and to be asked some challenging questions. Mostly, I want to…

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Moving Beyond Reading Comprehension Sheets

Reblogged this on Team English. Thanks!

misswilsonsays

moving-beyond-comprehension-sheets

On Saturday, I was lucky enough to present my ideas about Whole Class Reading to a lovely, enthusiastic bunch of teachers and leaders at Reading Rocks. I have blogged before here about my move to Whole Class Reading and why I am such an advocate of this approach over the traditional carousel model.

When I discuss this approach, quite often, I get asked these two questions:

  • How do you support lower ability readers?
  • What sorts of activities do you do in your whole class sessions without it just being comprehension sheets?

I set out my thoughts on the first question here.

In response to the second question, I always ensure I try to have a range of activities which really embed our DERIC skills, sometimes comprehension questions but quite often a range of other activities.

When we give children comprehension questions, we group them into categories of questions to…

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Why I love… Engaging Revision or ‘The Final Push’

susansenglish

I’m not going to lie: Y11 have been absolute troopers. We are still teaching content at what feels like the 11th hour, but then it always feels close to the wire every year. We have three more poems to cover and three more lessons till the Easter holidays. I absolutely 100% appreciate that I have hurtled like a runaway train at breakneck speed through the final 9 poems of The Anthology and for the most part 11B/En4 have been amazing. They’ve focused, they’ve listened and they’ve annotated their way through the Anthology both with me and independently. This got me to thinking; what can I do when we come back from Easter that will be interesting, engaging and really valuable?

I’ve come up with a plan. I have 11 lessons with them between now and a walking talking mock practice. I hope that the structure works and that they…

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