Year 11 Study Tips, OCR Exam

8/3/2019 Year 11 Study Tips, OCR Exam

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How to Revise for GCSEHow to Revise for GCSEEnglish Literature andEnglish Literature and

English LanguageEnglish LanguageMr.Mr. J DunfordJ Dunford


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What Are Your ExamsWhat Are Your Exams

Literature (75% of your OverallLiterature (75% of your OverallGrade)Grade)

yy A662: ContemporaryA662: ContemporaryPoetryPoetryA View From theA View From theBridge (45 minutes)Bridge (45 minutes)

yy A663: Prose from DifferentA663: Prose from DifferentCulturesCulturesOf Mice and MenOf Mice and Men(45 minutes)(45 minutes)

yy A664: Literary HeritageA664: Literary HeritageProse and ContemporaryProse and ContemporaryPoetryPoetryDr.Dr. Jekyll &Jekyll & Mr.Mr.Hyde and Carol Ann DuffyHyde and Carol Ann DuffyPoetry (90 minutes)Poetry (90 minutes)

Language (40% of your OverallLanguage (40% of your OverallGrade)Grade)

yy A653: NonA653: Non--Fiction andFiction andMedia Paper /A680:Media Paper /A680:Information and Ideas (120Information and Ideas (120minutes)minutes)


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What should you all be doing toWhat should you all be doing to

revise for you English Examsrevise for you English Examsyy TimedWritingTimedWritingdevelop confidence, experience and time managementdevelop confidence, experience and time management

yy Reading/Listening to the TextReading/Listening to the Text

yy Looking at past questionsLooking at past questionsidentifying the key words in each questionsidentifying the key words in each questionsmindmind--mapping how you would answer the questionmapping how you would answer the question

yy Doing Past Exam QuestionsDoing Past Exam QuestionsPeer Assess Them/Assess them YourselfPeer Assess Them/Assess them Yourself

yy Reviewing Notes from LessonsReviewing Notes from Lessons

yyAttending Revision SessionsAttending Revision Sessions

yy Revising Language, Structure and Form TechniquesRevising Language, Structure and Form TechniquesknowWHY theyknowWHY theyare used and their EFFECTSare used and their EFFECTS

yy ReadingReading SparknotesSparknotes,, cliffsnotescliffsnotes, york notes, york notes


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Some AlternativeSome Alternative

MethodsMethods1.1. Character/Theme/Context Connecting ActivityCharacter/Theme/Context Connecting Activity2.2. Drawing Actions ActivityDrawing Actions Activity

3.3. Poetry Graphic OrganiserPoetry Graphic Organiser

4.4. Identify the Technique ActivityIdentify the Technique Activity

5.5. Story Plot ActivityStory Plot Activity

6.6. MakeMake PreziPrezi

7.7. Peer/Self Assess TimedWriting ActivitiesPeer/Self Assess TimedWriting Activities

8.8. ReadReadRead in silenceRead in silenceincrease your reading fluencyincrease your reading fluency

9.9. Write summaries of articles, chapters, charactersWrite summaries of articles, chapters, characters

10.10. Make Visual Flash Cards of Language TechniquesMake Visual Flash Cards of Language Techniques


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Assessment ObjectivesAssessment Objectives----

LiteratureLiteraturey AO1-Respond to texts critically and imaginatively;

select and evaluate relevant textual detail to

illustrate and support interpretations. (View)y AO2Explain how language, structure and form

contribute to writers presentation of ideas, themesand settings. (View, Duffy, Dr.J, Mice)

y AO4-Relate texts to their social, cultural andhistorical contexts; explain how texts have beeninfluential and significant to self and other readersin different contexts and at different times. (Mice)


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yy Know what you are being Assessed onKnow what you are being Assessed onAssessmentAssessmentObjectives (AO1 and AO2)Objectives (AO1 and AO2)

yy

Listen/View the PlayListen/View the Playyou need to answer as if youyou need to answer as if youwere an audience member; not a reader of the textwere an audience member; not a reader of the text

yy Know the Dos and DontsKnow the Dos and Donts

How to Revise for the A662: ModernHow to Revise for the A662: ModernDramaDrama Paper (View)Paper (View)


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A662: Contemporary PoetryA662: Contemporary PoetryAAView From the Bridge (45 minutes)View From the Bridge (45 minutes)

Things To DO/Successful candidates:

y see the texts as plays in performance and themselves as members of an audience

y see the stage directions as part of the dramatic action of the sceneand visualise this onstage action

y pay explicit attention to the wording of the question and balanceattention on each strand of the question

y construct succinct and purposeful opening paragraphs, focusingspecifically on the given question

y select and integrate brief quotations to explore the dialogue and tosupport and amplify their ideas

y avoid pre-conceived model answers and formulaic approaches andtrust their own direct personal response.


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How to Answer the Extract BasedHow to Answer the Extract Based

QuestionQuestionA View From the BridgeA View From the Bridge

Successful candidates:

y devote at least two-thirds of answers to discussing, quoting from

and commenting on the extract itself, but still convey understandingof the whole play context

y begin their response by locating the extract in the context of thewhole play

y succinctly establish the dramatic context for the characters andaudience in the opening paragraph

y ground their reflections on the whole play firmly in the detail of theextract

y pay close attention to the build-up of dramatic detail throughout theextract.


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A662: Contemporary PoetryA662: Contemporary PoetryAAView From the Bridge (45 minutes)View From the Bridge (45 minutes)

Things NOTTO DO/Less successful candidates:

y see the texts as pieces of writing only and themselves as readers

y see the stage directions merely as pieces of bolted-on written

communication and ignore their significance to the onstage action

y start with a pre-conceived introductory paragraph, which is unhelpfullygeneralised, biographical or list-like and says nothing specific about the playor question

y lose the focus of the question and use pre-prepared material which has littledirect relevance to the question

y misread the question and write about the wrong character or moment

y become detached from the dramatic action and resort to listing features


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How to Answer the Extract BasedHow to Answer the Extract Based

QuestionQuestionA View From the BridgeA View From the BridgeLess successful candidates:

y produce generalised answers with limited attention to the givenextract , or approach the extract as if it is an "unseen" exerciseand give little sense of the rest of the play

y produce a sweeping opening paragraph and largely ignore thequestion

y rarely offer quoted material from the extract or, conversely, copyout large chunks without any attempt at commentary

y

miss the reference to the given moment in the question and, as aresult, answer on the play as a whole with little or no reference tothe printed extract.

y distance yourself from the task by providing unhelpfulbiographical details or historical backgroundcontext is notassessed in this question.


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How to revise for the A663How to revise for the A663: Prose: Prosefrom Different Culturesfrom Different CulturesOf MiceOf Mice

and Men (45 minutes)and Men (45 minutes)

yy Know what you are being assessed onKnow what you are being assessed on----AO2AO2 andandAO4AO4

yy AO4AO4Context, Context, ContextContext, Context, Context------Make links toMake links tocontextcontextAO4 is worth more than AO2AO4 is worth more than AO2

yy Make sure you explain connections between contextMake sure you explain connections between context

and the evidence in the extractand the evidence in the extract


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CulturesCulturesOf Mice and Men (45Of Mice and Men (45

minutesminutes))

Donts regarding lack of focus on the passage

y give a introduction that generally focuses on the author

y give a lengthy statement of intent in this essay I will

y write extensively on the lead up to the passage, and the leadaway, including the use of quotations from outside the extract

y inclusion of detailed contextual material not directly orspecifically linked to the passage

y extensive focus on how characters behave similarly ordifferently at other points in the novel.


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CulturesCulturesOf Mice and Men (45Of Mice and Men (45

minutesminutes))

Dont regarding lack of focus on the question

y fail to refer to key words in the question at the start

yhave a pre-prepared list of points to make about this particularepisode, not related to the question

y have another prepared agenda, often relating to style andnarrative technique foreshadowing, emotive language,sentence length, use of dialect and slang

y include long quotations with inadequate linking to thequestion

y include of long passages of contextual information withinadequate linking to the question


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How to revise for A664How to revise for A664: Literary Heritage: Literary HeritageProse and Contemporary PoetryProse and Contemporary PoetryDr.Dr. Jekyll &Jekyll &

Mr.Mr. HydeHyde

yy Know that you are being assessed on AO2Know that you are being assessed on AO2

yy Practise writing answers fro this questionPractise writing answers fro this questionmanymany

candidates have a difficult time managing their time incandidates have a difficult time managing their time inthis exam and/or dont finishthis exam and/or dont finish

yy Support all points with textual evidenceSupport all points with textual evidence

yy Dont comment on contextDont comment on contextno marks givenno marks given

y Dont retell the event in the extractweaker responsestend to paraphrase the extract set for extract-basedquestions, not making a personal response.

y Higher responses consider the effects of literary devices.


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How to revise for A664: Literary HeritageHow to revise for A664: Literary HeritageProse and Contemporary PoetryProse and Contemporary PoetryCarol AnnCarol Ann

Duffy PoetryDuffy Poetry

yy Know that you are being assessed on AO2Know that you are being assessed on AO2

yy Practise writing answers fro this questionPractise writing answers fro this questionmanymany

candidates have a difficult time managing their time incandidates have a difficult time managing their time inthis exam and/or dont finishthis exam and/or dont finish

yy Support all points with textual evidenceSupport all points with textual evidence

yy Dont comment on contextDont comment on contextno marks givenno marks given

y Dont retell the event in the extractweaker responsestend to paraphrase the extract set for extract-basedquestions, not making a personal response.

y Higher responses consider the effects of literary devices.


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An Overview of the LanguageAn Overview of the LanguagePaperPaperHigher HigherHigher Higher TierTier

yy ThereThere are TWO Reading Passagesare TWO Reading Passages..

yy..But THREE questions: questions 1 & 2 on the first..But THREE questions: questions 1 & 2 on the firstpassage and question 3 on the secondpassage and question 3 on the second passage.passage.

yyQuestionQuestion 1 will ask you to respond toWHAT the passage1 will ask you to respond toWHAT the passageis about: it carries (about) 10 marks out of 40is about: it carries (about) 10 marks out of 40..

yyQuestionsQuestions 2 & 3 will ask you to respond to HOW the2 & 3 will ask you to respond to HOW thepassages have been written: each carry (about) 15 markspassages have been written: each carry (about) 15 marks

out of 40out of 40..yyDontDont forget this when you are planning your timeforget this when you are planning your timemanagement in the examination.management in the examination.


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An Overview of the LanguageAn Overview of the LanguagePaperPaperFoundation TierFoundation Tier

yy There are two reading passages (which are shorter than theThere are two reading passages (which are shorter than thepassages in the Higher Tier) and one question (split into subpassages in the Higher Tier) and one question (split into subsections) on eachsections) on each passage.passage.

yy TheThe first question on the first passage will ask youWHAT thefirst question on the first passage will ask youWHAT thepassage ispassage is aboutabout

yy TheThe second question on the second passage will ask you HOW thesecond question on the second passage will ask you HOW thewriter has presented thewriter has presented the material.material.

yy EachEach question is worth 20 marks.question is worth 20 marks.

yy InIn both tiers you should not necessarily expect to spend the sameboth tiers you should not necessarily expect to spend the sameamount of time on reading and writingamount of time on reading and writing....


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Managing Your TimeManaging Your Time

yy It is absolutely critical that you read each passage very thoroughly before you startIt is absolutely critical that you read each passage very thoroughly before you startto consider the questions and this may mean that you spend rather longer on theto consider the questions and this may mean that you spend rather longer on thereading than thereading than the writing.writing.

yy ff you do: DONyou do: DONTWORRYTWORRY!!

yy MostMost candidates can produce excellent written work in less than an hour: and mostcandidates can produce excellent written work in less than an hour: and mostneed more than an hour toneed more than an hour to read.read.

yy DONDONTT start the reading questions until you are confident that you have:start the reading questions until you are confident that you have:--

yy ReadRead the passage to thethe passage to the endend

yy FormedFormed a view of what it isa view of what it is aboutabout

yy ConsideredConsidered some of the ways the writer has tried to communicate his/her point ofsome of the ways the writer has tried to communicate his/her point ofview.view.


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Reading and Understanding the Questions: 1Reading and Understanding the Questions: 1

yy Outline conciselyOutline concisely. You will need to LOCATE the material that is. You will need to LOCATE the material that isrelevant to the question and REORGANISE it into a coherent andrelevant to the question and REORGANISE it into a coherent andconcise answerconcise answer..

yy Own wordsOwn words::

yy DONDONTT copy or lift directly from thecopy or lift directly from the text.text.

yy DODO use your own words : but donuse your own words : but dont worry if you are content thatt worry if you are content thatyou understand and are used to using the words in the passage:you understand and are used to using the words in the passage:

use them in you own proseuse them in you own prose style.style.

yy DONDONTT spend too long or write too much on this question.spend too long or write too much on this question.

yy


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Reading and Understanding the Questions: 2Reading and Understanding the Questions: 2& 3.& 3.

yy All you write must examine how the passage has beenAll you write must examine how the passage has beenwritten and produced: make points about structure,written and produced: make points about structure,information and language which are supported withinformation and language which are supported withexamples from the textexamples from the text..

yy How does the PRESENTATION of the articleHow does the PRESENTATION of the article.. This.. Thismeans the headings and the pictures and anything else thatmeans the headings and the pictures and anything else thatisnt in the body of theisnt in the body of the text.text.

yy CommentComment on the ways they have affected your response toon the ways they have affected your response towhat you have read.what you have read.

yy DONTDONT mention features (e.g. its bold and thereforemention features (e.g. its bold and thereforeattention catching) without saying why your attention hasattention catching) without saying why your attention hasbeen caught and what that says about the passage.been caught and what that says about the passage.


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Reading and Understanding the Questions continuedReading and Understanding the Questions continued..

yy How does the writerHow does the writers use of languages use of language....

yy AgainAgain DO NOT use literary terms without saying exactly howDO NOT use literary terms without saying exactly howwords have contributed to your response to what you havewords have contributed to your response to what you have read.read.

yy DODO NOT spot metaphors/ similes etc. etc. for their own sake:NOT spot metaphors/ similes etc. etc. for their own sake:keep referring back to the question to ensure what you saying iskeep referring back to the question to ensure what you saying isrelevant and wellrelevant and well supported.supported.

yy DODO feel free to talk about how the effects of the RELATIONSHIPfeel free to talk about how the effects of the RELATIONSHIP

between the words and the presentational features has contributedbetween the words and the presentational features has contributedto your reaction to theto your reaction to the text.text.

yy REMEMBERREMEMBER! You cannot talk about HOW a passage has been! You cannot talk about HOW a passage has beenwritten until you are confident that you understandWHAT it iswritten until you are confident that you understandWHAT it isabout.about.


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What the Examiners areWhat the Examiners are

looking for: Q1looking for: Q1 Understanding of TASK andUnderstanding of TASK and TEXT.TEXT.

AnAn OVERVIEW of theOVERVIEW of the material.material.

AA clear focus on each separate, relevant point you make withoutclear focus on each separate, relevant point you make withoutoverlap into otheroverlap into other points.points.

ConfidentConfident use of own words with NO copying/lifting from theuse of own words with NO copying/lifting from thetext.text.

AA range of (but nor necessarily all of the) points.range of (but nor necessarily all of the) points.


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What the Examiners are looking for: Qs 2 & 3What the Examiners are looking for: Qs 2 & 3

A range of relevant points (about information,A range of relevant points (about information,language and structure as appropriate)language and structure as appropriate)..

EffectiveEffective supporting reference to the text with asupporting reference to the text with aclear attempt at analysis of what is referredclear attempt at analysis of what is referred to.to.

AA good understanding of the TASK and the TEXTgood understanding of the TASK and the TEXT..


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Over to you for some HTOver to you for some HT

reading..reading..yy Look at Wing and a Prayer and read it, rightLook at Wing and a Prayer and read it, right

through to the end, however long itthrough to the end, however long it takes.takes.

yy THENTHEN: look at questions 1 & 2: look at questions 1 & 2..

yy THENTHEN go back to the passage and underline thego back to the passage and underline thematerial that goes with question 1 and ring materialmaterial that goes with question 1 and ring material

that goes with question 2that goes with question 2..yy NOWNOW: listen up! How many did you get?: listen up! How many did you get?


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OR: Foundation TierOR: Foundation Tier

yy READ The Krakatoa Volcanic Eruption right to theREAD The Krakatoa Volcanic Eruption right to theend.end.

yy THEN look at question 1 a, b, and c: and underlineTHEN look at question 1 a, b, and c: and underlinethe material which gives you the right answers.the material which gives you the right answers.

yy THEN look at question 1, d and do the same.THEN look at question 1, d and do the same.


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WritingWriting

yy Important introductory points:Important introductory points:--

yy DODO plan your work carefully! Take five minutes at leastplan your work carefully! Take five minutes at least

to work outW

HAT you are going to say and HOW

youto work outW

HAT you are going to say and HOW

youare going to sayare going to say it.it.

yy DONTDONT write too much! If you are going onto more thanwrite too much! If you are going onto more thanthree sides ask yourself whythree sides ask yourself why!!

yy RememberRemember that QUALITY is all important and thatthat QUALITY is all important and thatQUANTITY need only be enough to show what you canQUANTITY need only be enough to show what you cando at yourdo at your best.best.

yy AccurateAccurate spelling, punctuation and sentence structurespelling, punctuation and sentence structurematter.matter.


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Planning your workPlanning your work

yy You must have worked out a system: a drill for planning yourYou must have worked out a system: a drill for planning yourwork in the examinationwork in the examination..

yy

Decide on the AUDIENCE which may be specified, or may simply beDecide on the AUDIENCE which may be specified, or may simply bethe examiner.the examiner.

yy Decide on the TONE OF VOICE you are going to adopt.Decide on the TONE OF VOICE you are going to adopt.

yy Decide on the STRUCTURE and SHAPE of your essayDecide on the STRUCTURE and SHAPE of your essay..

yy Remember that you need to use paragraphs which will developRemember that you need to use paragraphs which will developdifferent aspects of the piece and which are linked togetherdifferent aspects of the piece and which are linked togethercoherentlycoherently..

yy Always leave time to CHECK your work at the end.Always leave time to CHECK your work at the end.


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The Assessment ObjectivesThe Assessment Objectives

Write to communicate clearly, effectively andWrite to communicate clearly, effectively andimaginatively, using and adapting forms and selectingimaginatively, using and adapting forms and selectingvocabulary appropriate to task and purpose in ways tovocabulary appropriate to task and purpose in ways toengage theengage the reader.reader.

OrganiseOrganise information and ideas into structured andinformation and ideas into structured andsequenced sentences, paragraphs and whole texts, usingsequenced sentences, paragraphs and whole texts, usinga variety of linguistic and structural features to supporta variety of linguistic and structural features to support

cohesion and overallcohesion and overall coherence.coherence.

UseUse a range of sentence structures for clarity, purposea range of sentence structures for clarity, purposeand effect, with accurate punctuation and spellingand effect, with accurate punctuation and spelling


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What the Examiners are looking for:What the Examiners are looking for:-- (Grade A)(Grade A)

Full control of the material: effective use of linguistic devices.Full control of the material: effective use of linguistic devices.

Confident understanding of what you have set yourself to do andConfident understanding of what you have set yourself to do andconsistent relevance to it. Clear sense of audience where there is one.consistent relevance to it. Clear sense of audience where there is one.

Use imaginative but appropriate vocabulary: show subtlety and ambition.Use imaginative but appropriate vocabulary: show subtlety and ambition.

Develop a clear structure to the work: it must have an opening, centralDevelop a clear structure to the work: it must have an opening, centraldevelopment and a clear conclusion.development and a clear conclusion.

Use of paragraphs and coherent links between themUse of paragraphs and coherent links between them..

Use of a range of sentence structures to create effects.Use of a range of sentence structures to create effects.

Secure and generally accurate spelling.Secure and generally accurate spelling.

Use ambitious and mainly secure punctuation.Use ambitious and mainly secure punctuation.


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What the Examiners are looking for:What the Examiners are looking for:-- Grade C.Grade C.

General control of the material: but some ambition,General control of the material: but some ambition, too.too.

AA relevant understanding of what you have set yourself to do.relevant understanding of what you have set yourself to do.Sense of the audience, where there isSense of the audience, where there is one.one.

SomeSome variety of vocabulary: fit the word to the idea not thevariety of vocabulary: fit the word to the idea not theidea to the wordidea to the word..

AA clear beginning, middle andclear beginning, middle and end.end.

EffectivelyEffectively linkedlinked paragraphs.paragraphs.

GenerallyGenerally accurate sentenceaccurate sentence structures.structures.

MainlyMainly accurate spelling: possibly some errors in ambitiousaccurate spelling: possibly some errors in ambitiousvocabulary.vocabulary.

SimpleSimple punctuation mostly accurate and secure.punctuation mostly accurate and secure.


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PapersCandidatePapersCandidate

Answers,Answers, EctEct..y http://www.ocr.org.uk/download/pp_11_jan/ocr_61656_pp_11_jan_gcse_a66402.pdf

y http://www.ocr.org.uk/download/pp_11_jan/ocr_61654_pp_11_jan_gcse_a66302.pdf





y http://www.ocr.org.uk/download/sm/ocr_39678_sm_gcse_unit_a664_csa.pdf

y - http://www.ocr.org.uk/download/assess_mat/ocr_31048_sam_gcse_2010_sam_a664_h.pdf



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MoreMore

yy http://www.ocr.org.uk/download/assess_mat/http://www.ocr.org.uk/download/assess_mat/ocrocr_31040_sam_gcse_2010_sam_a680_h.pdf_31040_sam_gcse_2010_sam_a680_h.pdf

yy http://www.ocr.org.uk/download/ms_11/ocr_622http://www.ocr.org.uk/download/ms_11/ocr_62220_ms_11_gcse_a68020_ms_11_gcse_a680--02.02.pdfpdf

yy http://www.ocr.org.ukhttp://www.ocr.org.uk/download/ms_11/ocr_622/download/ms_11/ocr_62219_ms_11_gcse_a68019_ms_11_gcse_a680--01.01.pdfpdf

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