English Today (Writing) - Social Networking

Complete one task from those below.

EITHER

Write a leaflet for parents in which you persuade them about online social networking

from a specific point of view.

OR

Write an article for a school website, in which you inform readers about an online social

networking issue.

Guidance for the Writing Task

What do I have to do?

You will complete one writing task on the theme of Online Social Networking.

You must complete this task on their own. If you are usure of which task, I would advise you do the second one, write and article for a school website that informs (see task above for the rest).

How do I prepare for the task?

• Select one task.
• Refer back to the guidence given in lessons:
• the content – real or imagined
• the audience and purpose
• the form and structural features of writing
• the ‘voice’ you may want to use
• appropriate language techniques.
• Make sure you have prepared notes sheet and planned your response to the task.

What must the response to the task show?

Your response must show that you can:

• make choices in writing that are appropriate to audience and purpose
• spell, punctuate and use grammatical structures that are accurate and appropriate for purpose and effect.

Unit 1: Understanding Prose - Jekyll & Hyde Revision

Key Links for Revision

Free e-text of the text. (Press ctrl + F to search for key words.)
SparkNotes: Dr Jekyll and Mr Hyde  (Excellent character and theme analysis)
Gradesaver notes and analysis: Dr Jekyll and Mr Hyde (Very detailed)
What is Gothic Literature?
Elements of the Gothic Novel
A study in dualism: The strange case of Dr. Jekyll and Mr. Hyde (Article on Duality)
Short article exploring the doppelganger in relation Dr Jekyll and Mr Hyde.

Videos for Revision

Always remember that film adaptations will be different to the text. Revise the text first and use film versions to broaden your understanding of how others have interpreted the text.

Year 11 - Edexcel GCSE Exam: Unit 1: Understanding Prose - 50% of the overall award

Higher Paper Examination: Monday, 20th May (AM) 1hr 45m

1. Section A on a Literary Heritage text– four-part question based on an extract for Literacy Heritage text (Jekyll & Hyde)
2. Section B on a Different Cultures text– essay question for Different Cultures text (OMAM)
• Ten minutes planning your answer
• Thirty minutes writing your answer
• Five minutes checking your answer

Assessment Objectives: The following Assessment Objectives will be assessed in this unit:

• AO1: Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations. (25%)
• AO2: Explain how language, structure and form contribute to a writers’ presentation of ideas, themes and settings. (10%)
• AO4: Relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times. (15%) This is only assessed in section B (long essay question).

In Section A students complete a four-part question linked to a short extract from the text.

• There will be four parts to each question.  
• The extract will come from a significant section of the text and will be approximately 300 words in length. 
• Students will select relevant material focused on the key words of the questions, clearly expressing relevant points and providing evidence from the text.  
• Students will be expected to relate the extract to the whole text.  
• Foundation Tier questions will focus on key events, character, language and theme both within and outside the extract.  
• Higher Tier questions will focus on character, theme, language and significance of the extract.

In Section B there will be a choice of 2 essay questions for each text. You only answer 1 question.

Section B – Essay question

• Students will choose one of two essays.  

• Students will select relevant material focused on the key words of the question, clearly expressing relevant points and providing evidence from the text.  

• Students will be expected to demonstrate knowledge of the whole text.  

• Foundation tier students will be given bulleted suggestions to support their response focusing on events, themes or character.  

• The essay will be assessed for Quality of Written Communication.

 

10Y3 - Writing for the Spoken Voice Task

As you all now know, you will  be resitting this controlled assessment on Friday, 10th May. You may make notes and bring them into the hall with you for this assessment.

You may choose one of the following tasks:

• Write a script for a monologue that contains between 30 seconds and 2 minutes of spoken language.(Your script mabe original OR may be for a monologue  for a character/novel/play/TV show that already exists.)
• Write the text of a podcast for an audience of your choice on a topic that interests you. You should write up to 1000 words. (Remember GAP, these are all key to an effective podcast.)
• Write a story of up to 1000 words in which character is developed through dialogue.

Look back through your draft books to revise. The emphasis on this is how spoken language is used to develop a character or appeal to an audience about a specific interest. We have been looking at the used of lanaguage in relations to Genre, Audience and Purpose (GAP) for the upcoming controlled assessment for the English Today unit, consider this when revising the language study complete for the Spoken Lnaguage unit. There will be some overlap; however, there will be one major difference, the Spoken Voice task needs to be written for the spoken voice, meaning you need to write with the idea of someone performing/speaking what you write, whereas in English Today, the focus has been on the written word.

Here are some links that you might find useful in revising and preparing your notes:

• Monologue:
• City Voices: A Book of Monologues by Toronto Artists Article with monologue extract
• Q&A | City Voices: A Book of Monologues by Toronto Artists
• Monologue examples for teens . . .
• Podcast:
• Latrobe University Podcast: Audio and Transcripts
• BBC Podcasts
• How to create your own podcast (You should be thinking about everything in this, but of course, you will only be writing the transcript, not recording it.)
• Story:
• Revealing Characters through Dialogue
• How to write dialogue that works
• Short Analysis of the Character Development

I hope this helps! Good luck on your resit!

10Y3 - English Today Reading Exemplars

As promised, here are the exemplars with commentary for the reading controlled assessment for English Today. Use these to help guide your planning.

Poetry Revision

Here is a poetry revision booklet to help you analyse the collection of poems for your exam.

Clashes and Collisions Activity Revision Pack

Year 10 - Creative Writing Prompts for Controlled Assessment

• At a garage sale, your character buys an antique urn which she thinks will look nice decorating her bookcase. But when she gets home, she realizes there are someone's ashes in it....
• Your character starts receiving flowers and anonymous gifts. She doesn't know who is sending them. Her husband is suspicious, and the gifts begin to get stranger....
• Your character picks up a hitch-hiker on her way home from work. The hitch-hiker tries to persuade your character to leave everything and drive her across the country...
• Your character changes jobs in order to have more time with his family. But his family doesn't seem interested in having him around...
• Your character goes out for dinner on a date and becomes attracted to the waiter or waitress....
• Your character notices that a stranger is following her. She pretends not to notice. The stranger follows her home and watches her go inside. Then when he leaves, your character turns the tables and starts to follow him....
• It's a freezing cold night. Your character finds a homeless family on his doorstep and invites them into his home to sleep. But in the morning, the family doesn't leave....

These and more can be found here.