You can look at the mark scheme in your course handbooks for descriptors of the different levels of achievement.

 

I hope you all had a great Easter and are all well. 

       Before we move onto Travel Writing, I want you all to check you have completed all your work and make sure it is all filed, and that you have sent me everything I have asked for. 

      You can file your work by printing it out and physically filing it, or by having labelled files in your English Folder, or a combination of the two. 

  

Work you should have completed/Work you should have sent to me 

  

  

I’ll email again tomorrow with work for a couple of lessons 😊 

 

Hope you are all well and ready to get stuck in to Travel Writing.

Travel writing can be long texts, articles in newspapers/magazines, blogs. 

They can be autobiographical, they can use the experience of the new to reflect on life at home, they can be informative, descriptive, philosophical. 

The  pack on the NEA Non-fiction Column gives you some clear guidance on some of the conventions of travel writing. 

You will look at some extracts from longer texts today, plus I have attached some shorter travel writing from newspapers on local places for you to read – travel writing doesn’t have to be about far flung places

All resources below are posted on the NEA Non-Fiction Column

1. Read the PP about purposes and outcomes of Travel Writing.
2. Read p2 (Travel Writing Features of Style and Content) and p12 (General Conventions of Travel Writing)  of the Travel Writing – a range of texts pack.
3. Read the extract from John Pilgers’ Heroes  p3 and 4

The heroes of John Pilger's narrative are the many ordinary people he has witnessed coping with their lives in difficult and often brutal conditions: dissidents in the Soviet Union; victims of conflicts in Vietnam, Cambodia, Africa, India, the Middle East and Central America. They also include the Irish labouring generation of his great-great-grandfather, transported in irons to Australia for uttering 'unlawful oaths'.

It is a vivid, engrossing and sometimes blackly amusing personal story covering the periods for which his journalism is renowned. John Pilger has witnessed many of the major world upheavals of the past thirty years, as well as the daily realities of injustices normally hidden from society's view. His reporting of these events has always been distinguished by his tenaciously researched facts - especially facts that governments and powerful interests would prefer to keep secret - and by his unerring and always compassionate pursuit of the truth.

 4. Find examples of the stylistic features of this text, listed on p 12
5. Read In a Perfect World, Simon Armitage p5/6, Camucia Market, Frances Mayes p 7/8 and The Lost Continent: Travels in Small Town America, Bill Bryson p11
6. Pick the one you most enjoyed and annotate/highlight for language and travel writing features.
7. Write a list of features like the one provided for the Pilger Heroes extract.
8. Send me a copy of your chosen annotated text and your list of features by Thursday 23/04/20
10. Read the articles about local places.

 

I will email again on Thursday with some different types of travel writing  – more informative/guide extracts and articles.

Then next week we will go on to planning and writing your own non-fiction piece (autobiography/biography/travel) I will send you some exemplars and the mark scheme, so yu can read some and mark them yourself on order to really get to grips with how you are going to be assessed.

 

Take care,

Kerstin

Please complete all the work outlined  Word doc Travel Writing and Tasks posted on NEA Non-Fiction Column-  (Read the Characteristic Features of Reviews Sheet / read at least 3 of the articles to get a broad sense of the typical style of this type of writing / read the Guardian Tips on Travel Writing article)
All the articles are also posted separately on the NEA Non-Fiction Writing Column

 

For the non-fiction part of your NEA you are asked to write a 1,000 word non-fiction piece, with a 150 word introduction explaining your choices. It counts for 8% of your A Level grade.

We will start next week with an overview of this task, and I will send you some exemplars of each genre (Autobiography / Biography / Travel)  to read and mark.

You will have the remainder of the week, and homework time, to write your first draft. 

Please decide by the start of next week which genre you will write, and continue planning content and start thinking of some stylistic features you will use. You can start jotting down fragments – imagery, description etc in preparation for the first draft.

 The deadline for the first draft will be Monday 4th May 2020

 

It counts for 8% of your overall A Level.

 

 

                So you can become familiar with what a finished piece looks like, and how they are marked, I have posted 3 examples of completed coursework for each genre, and the mark scheme on the NEA Non-fiction column.

Work with the set of texts in the genre you are planning to write

 

You have read and analysed a number of exemplar texts over the last few weeks - travel writing, biographical writing, autobiography.

 

Have fun – I am looking forward to reading your work.

Please do send a mail if you have any questions I could help with.

 

 

 

I hope this finds everyone well. 

Thanks for the NEA drafts – well done 😊 

I’ll get them back to you with advice so you can redraft them. 

  

It brings together work completed across the year, and includes some new summary slides, and some materials you have seen already. 

Please read every slide carefully. 

The final slide is important – the difference between a term time essay and an exam essay. 

  

Read them, and the examiner’s comments carefully. Reading exemplars is an invaluable way of learning the difference between the style of different grades. 

You can refer to the mark scheme in your course handbook as you do this. 

  

  

Until Monday, 

Stay safe, 

  

Kerstin 

Hello,

Hope you are all well. 

I am marking your NEA drafts electronically. I hope you will find it easy to follow my questions/suggestions and be able to redraft quickly while the work is fresh. 

·         Save the marked version before you start redrafting.

·         When finished, save the redrafted version with anew name including the date of submission eg: Travel Redraft 18 05 20

·         Red writing – is advice/ questions/ comment/discussion of your work. Once you have responded to it. You delete the red text.

·         Blue writing - is suggested additions. If you make the change, turn the text black.

·         Green writing is my final comment – you can delete this before resubmitting

·         Crossed through writing – I suggest you cut the word/phrase – either because it needs re-expressing / tense change /or has been moved elsewhere. If you make the change, delete the crossed through text. If you want to uncross the word/phrase, highlight it and click on the icon abc next to B I U

·         The highlighting does not have a particular code. If there is more than one thing highlighted in a paragraph, close together, I change colour. The comment attached to the highlighted text is highlighted in the same colour so you can match it easily. Once you have made any necessary changes, and dealt with the comment in the comment box, you need to delete the comment box. To do this you

1 Put the curser over the comment box you want to delete

2. Right click

3. Select delete comment

·         Once you have made all changes, and deleted all comment boxes, your text should take up the whole page again, and all your text should be black (all red/black/crossed through gone.)

·         You cannot see the comments if you only look at your marked work on your phone, or on preview. You have to open it to see all the comment boxes. If it is a long comment, you may only see the first line – click on the arrow/triangle shape to open the whole comment.

·         I may have added a lot of spaces in between paragraphs, so the comments boxes aren’t squished together. Delete these extra blank lines as you work your way through your piece.

I am sending them as they are marked, and hoping to have all that were submitted by the deadline, back to you by Tuesday 4 pm. Those that came in late will be marked from Wednesday onwards.

·         Today’s work is to read through the Power Point carefully.

·         It pulls together learning about the anthology task from across the year. Some slides are familiar from previous Power Points, and from work done in class. Some slides are new. 

·         I am also resending the GASSGRILL framework – it has all the terminology you need to do well – you will never use all of it in one answer, but you will select what is appropriate for whichever pair of texts you are given. Use it to revise terminology 😊

·         Tomorrow, I will send work on a new Anthology text. We still have the following to cover

1.       Letter from Isabella Bird to her sister

2.       Letters between Edward and Helen Thomas

3.       Graphic Non-fiction – Persepolis

4.       TV News Interview – Paxman – Dizzee Rascal – Valerie Amos

5.       Evidence to Select Committee – Russell Brand

6.       Audio Narrative – Female Police Officer

7.       Newspaper Review – Beyonce and Jay-Z On the Run II

·         We’ll study the 2 letter texts, and then plan an answer to a question, which you can then write.

Take care,

Kerstin

Hope you are all well.

 

The work for the rest of the week 

I am setting work for the equivalent of class work and homework. 

The college recommends about the same amount of time should be spent on homework as is spent in class.

 

I have attached an e-copy of the Anthology in case you have mislaid yours, or if you want to reprint and reannotate texts as part of your on-going revision.

 

 

 

 

Please send me he completed worksheet by Thursday 14/05/20 and an image of your annotated text.

 

 

 

On Monday, I will set work on the Edward and Helen Thomas letters.

Until then, take care.

 

Kerstin

Hope you are all well and able to enjoy some of the lovely weather now that it is back. 

  

Thanks for the notes on Isabella Bird, redrafted NEAs, and info about your independent reading, that have been sent. 

All NEA’s handed in by the deadline have been marked and returned – I am working through the late ones. 

Please all meet this Thursday’s deadline for the redraft. 

I will do a big check of work owed, and email you individually later. 

  

Today’s work 

  

Edward and Helen Thomas Letters 

  

  

Tomorrow, I will set prep work on a paper using this text. 

Once that work is done, you can complete the essay in an hour to send to me after half term (Wed 3rd June 2020) 

  

Until tomorrow, 

Take care, 

Kerstin 

 

Hope you are well 😊 

  

This will be my last email to the whole group for this week, but you may receive individual emails if I am still waiting for work, or info about your independent reading. 

REMINDER: NEA Non-fiction writing redraft deadline Thursday 21/0520 4pm 

  

For the rest of this week’s lesson time, and homework, please complete the following 

  

If you type it – send your essay to me.   

If you hand write it SCAN it and send it to me NO PHOTOS PLEASE. (I need to print this out to mark it, and a photo always needs enlarging so loses quality. A scan prints A4 and is always clearer than a photo. If you don’t know how to scan, there are tutorials on the internet if you search for scan with iPhone / Samsung etc. Or, you can get scanning apps.) 

https://www.nationaltheatre.org.uk/shows/nt-at-home-a-streetcar-named-desire 

You can read a synopsis of the play here if you would like to know what it is about before watching it. 

https://www.sparknotes.com/lit/streetcar/summary/ 

  

Please email if you have any questions. 

Have a great half term – let’s hope the weather lasts. 

  

Kerstin 

Hope everyone is well. 

  

This half term, we will work on a mix of Anthology texts and creative writing for Paper 3 Writing as a Reader. 

  

Reminder: the essay on the Letters and TV review is due today. 

  

New work 

Today I want you to read and annotate the Review of On the Run II - Use the GASSGRILL framework. 

There is a power point attached to help with context, and I have attached the characteristic features of reviews doc again for you to refer to . 

  

Have your work to hand tomorrow when we will have our first ZOOM meeting at 10.30. 

I will send the invitation to the ZOOM lesson in a separate email later today. 

It is best if you can be on a laptop or computer and have headphones. This allows you to see everyone, and stops everyone hearing a voice coming out of all devices, 

If you have to use your phone, you probably won’t see everyone, and if you don’t have headphones, you will have to mute yourself when you aren’t speaking. 

When you join the ZOOM meeting, you will be in a waiting room, I will be allowing each of you in as you arrive. This takes a few minutes, so please try and be prompt 😊 

We can talk about your responses to the Review texts, and I will try and answer any questions you have about work done so far, and how we are moving forward. 

Really looking forward to seeing you all. 

Until tomorrow, 

Take care, 

Kerstin 

 

Great to see so many of you today. 

To summarise 

 

 

That’s it until tomorrow, 

Take care, 

Kerstin 

  

I forgot to attach the annotated copy of the Review yesterday, so it is attached now. 

There is a lot of low-frequency lexis in this piece – look up the meanings of any unfamiliar vocabulary. 

  

Moving on to WRITING AS A READER. 

Attached are some scanned pages of a course book produced by the board. They usefully review the initial ideas about narrative. 

You should complete the following, and send me your notes on task 3 

  

I will be in touch will individuals about partner text reading very soon. 

  

Take care, 

Kerstin 

Even if they say file too large, if you click on the open in new window command, they do all work (I have checked) 

The order for you to view them is 

EMC Intro 

EMC Intro 1 

EMC Intro 2 

EMC Intro 3 

EMC Intro 4 

Cain and Abel 

  

Apparently, it can be difficult to hear the voice over on your phone. If this is the case, download a power point app. 

To view, and hear the slides, click slide show, click from beginning. 

  

All the instruction for the work in on the Power Points, but here is an overview – it includes class time work and homework. 

1 Send narrative notes due in today – set last week. 

2 Watch the EMC Intro Power Points (They are all short as I had to chop one PP up to make smaller files) 

3 Watch the Cain and Abel PP and complete the tasks – the extracts are attached here, and are on padlet. 

4 Homework – 500 word narrative opening and list of techniques used – due Monday 15th June 2020. 

5 Later this week you will have a Zoom review meeting with me – let me know if here is a problem with Zoom. I will email individual invitations to meet and passwords later today. 

6 I will send your marked Anthology essay and feedback later this week – read over marked work and feedback. 

  

I hope this is all clear. 

Email me if you have any problems. 

  

Kerstin 

 

Hope you are well.

Today is the deadline for the Cain and Abel work.

Please make sure you send it.

 

Once you have finished it – spend 1 hour revising the terminology on the attached Gassgrill framework doc.

You could make flashcards for any terms you don’t know – maybe use an app like memrise, and then use it to test yourself regularly

 

I will set new work tomorrow.

 

Kerstin

 

Hope you are well 😊 

Here is the work for today and tomorrow – I’ll email again on Thursday. 

  

  

Until Thursday, 

Kerstin 

Hope you are well – I am enjoying it being a bit cooler!

 

I am expecting your notes on Soph’s Science Blog today.

 

Today’s work – please have this ready for Monday’s lesson but you do not have to send it to me.

 

Read and annotate the article on the Anthology column - Women In Science in preparation for answering the question

 

Carefully read the two texts and compare the ways in which the writers present their ideas and experiences. 

In your answer you should analyse the impact that the different contexts have on language use, including for example, mode, purpose and audience.

 

I will send feedback on both texts on Monday, and then you can complete your planning and write your essay.

 

Have a good weekend,

Kerstin

Hope you are all well 😊

 

Today’s work is to prepare for a timed response to the following Anthology question.

Carefully read the two texts and compare the ways in which the writers present their ideas and experiences. 

In your answer you should analyse the impact that the different contexts have on language use, including for example, mode, purpose and audience.

 

 

 

Remember, you can always email any questions.

Until Thursday,

Take care,

Kerstin

Another email will be sent with your recent work and feedback (Anthology essay and commentary writing) and today’s creative work for those of you who were not able to be there today

 

FEEDBACK TASK (see other email)

 

 

 

 

NEA topic focus options.doc outlines the  thematic and stylistic options that are significant in Why Be Happy, that you can focus your NEA essay on. There are a couple of exemplar titles to look at too.

WORK on your partner text.doc (Posted below) is a guided note-making task focusing on the themes and how they are presented, so you can be thinking comparatively about the two texts as soon as we start studying Why Be Happy in class. 

These notes must be done by the time we return in September.

 

Well done everyone on all your work this year, especially since lockdown. I have missed being in the classroom with you, and am really looking forward to getting back in September to get on with the second year face-to-face (even if we are masked 😊😊)

 

Have a great Summer,

Kerstin

 

 

Write the opening to either the Midas plot or the Meet Me In the Park plot ( sent on earlier email)

Write 250 words / no commentary

 

 

Thanks,

Kerstin

Please do not share the above login with anyone outside of the College community

 

 

Username: 7Jv.4Px"

Password: 9Iv/4Xa%

Search for Streetcar Named Desire.

3. Compete Scene 1 activities in ENC pack - pages 22-25 for the next lesson (Thurs 04/03/21)

Please do not share the above login with anyone outside of the College community

 

 

Username: 7Jv.4Px"

Password: 9Iv/4Xa%

Search for Streetcar Named Desire.

3. Compete Scene 1 activities in ENC pack - pages 22-25 for the next lesson (Mon 08/03/21)

Username: 7Jv.4Px"

Password: 9Iv/4Xa%

Search for Streetcar Named Desire.
2. Read Scene 2 for discussion in class on Thursday 11/03/21

Username: 7Jv.4Px"

Password: 9Iv/4Xa%

Search for Streetcar Named Desire.
2. Read Scene 2 for discussion in class on Monday 15/03/21

 

We discussed and made notes on Scene 3. 

If you use the document sent to you, you will have a good set of notes on this scene – thinking about how the scene is structure to contrast the male and female personas to create conflict. We discussed Stella’s return to Stanley after he hits her, and the developing interest Blanche and Mitch show for each other.

I will send preparation tasks for scenes 4 and 5 for next Monday’ remote class.

 

I gave back the essay on worship and the church in Holy Thursday (Innocence) and feedback

The main points are

 

Eg: Topic sentence = Idea 1 about the representation of worship or the church in HT(I)

      Evidence

      Evaluate how he has used lang / structure to create that meaning (use terminology)

      Comparison point – link to poem 2 – evidence / terminology / evaluation

     Topic sentence = Idea 2 about the representation of worship or the church in HT(I)

      Evidence

      Evaluate how he has used lang / structure to create that meaning (use terminology)

      Comparison point – link to poem 2 or 3 – evidence / terminology / evaluation

Work through as many points as you can – covering a range of methods Blake uses to communicate his ideas, and making relevant reference to contextual factors

2. Write an introduction which refers to the collection by name, places Blake in his 18^th century context, identifying him as a radical thinker or early Romantic etc, focuses on the sterr of the question and gives the big picture of Blake’s ideas/attitudes/values regarding the steer.

2. It was useful when students provided a brief overview of the context of the poem HT(I) eg: the service at St Pauls for the orphan children of London being looked after in charity schools.

3. For this poem, and CS(I) it is useful to acknowledge that the voice of the poem offers an innocent interpretation of events. The language and structure of the poem enables the reader to question the validity of this innocent interpretation. This is especially apparent if you read it in conjunction with HT(E)

We then mind mapped as many possible thematic steers as we could and individually decided which 3 poems could be used to explore each one. This should alert you to which poems…

Then we thought about the question on how Bake presents oppression in “London” – focussing on which 2 poems to use as comparison poems – we picked them WITHOUT LOOKING AT THE COLLECTION as you will not have them in a timed conditions setting.

Homework – revise Blake (use your notes, recorded lessons,  padlet, Massolit, Active Revision guide, cross-ref it etc)

 

 

We discussed and made notes on Scene 3. 

If you used the document sent on to you, you will have a good set of notes on this scene – thinking about how the scene is structured to contrast the male and female personas to create conflict. We discussed Stella’s return to Stanley after he hits her, and the developing interest Blanche and Mitch show for each other.

I will send preparation tasks for scenes 4 and 5 for next Thursday's remote class.

 

I gave back the essay on worship and the church in Holy Thursday (Innocence) and feedback

The main points are

 

Eg: Topic sentence = Idea 1 about the representation of worship or the church in HT(I)

      Evidence

      Evaluate how he has used lang / structure to create that meaning (use terminology)

      Comparison point – link to poem 2 – evidence / terminology / evaluation

     Topic sentence = Idea 2 about the representation of worship or the church in HT(I)

      Evidence

      Evaluate how he has used lang / structure to create that meaning (use terminology)

      Comparison point – link to poem 2 or 3 – evidence / terminology / evaluation

Work through as many points as you can – covering a range of methods Blake uses to communicate his ideas, and making relevant reference to contextual factors

 2. Write an introduction which refers to the collection by name, places Blake in his 18^th century context, identifying him as a radical thinker or early Romantic etc, focuses on the steer of the question and gives the big picture of Blake’s ideas/attitudes/values regarding the steer.

3. It was useful when students provided a brief overview of the context of the poem HT(I) eg: the service at St Pauls for the orphan children of London being looked after in charity schools

4. For this poem, and CS(I) it is useful to acknowledge that the voice of the poem offers an innocent interpretation of events. The language and structure of the poem enables the reader to question the validity of this innocent interpretation. This is especially apparent if you read it in conjunction with HT(E)

We then mind mapped as many possible thematic steers as we could and individually decided which 3 poems could be used to explore each one. This should alert you to which poems…

Then we thought about the question on how Bake presents relationships between adults and children in"Nurse's Song(Innocence)" – focussing on which 2 poems to use as comparison poems – we picked them WITHOUT LOOKING AT THE COLLECTION as you will not have them in a timed conditions setting.

Homework – revise Blake (use your notes, recorded lessons,  padlet, Massolit, Active Revision guide, cross-ref it etc)