Things to consider Themes - are both poems about similar issues or themes?
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Attitudes - are the poets expressing similar or different attitudes to their themes? Form - are the poems written in a clearly recognisable form or not? Mode of Assessment Assessment will be by the production of a coursework folder. The writing folder will be worth a maximum of 50 marks. The commentaries will be worth a maximum of 30 marks. Accurate and perceptive linguistic knowledge.
Appropriate, controlled and accurate expression. Clear, perceptive understanding of the genre requirements considering a judicious range of concepts and ideas. Conceptualised discussion which illuminates writing and drafting process — integrated exemplification. Sensitive, consistently insightful awareness of purpose and audience — systematic reference to salient features from writing and style models. Analytical and systematic interpretation of context.
Appropriate and accurate linguistic knowledge. Controlled, accurate expression. Sound, sometimes perceptive, understanding of the genre requirements considering a range of language concepts and issues. Developed discussion of ideas showing some conceptualised knowledge — offers helpful exemplification.
Reliable, sometimes sensitive, awareness of purpose and audience — demonstrated by reference to a range of significant features from writing and the style models. Sound, occasionally sensitive engagement with context.
Some appropriate linguistic knowledge. Generally accurate written communication. Some awareness and understanding of the links between chosen genre and language choices. A number of issues explored demonstrating the beginnings of better understanding — some exemplification. Awareness of purpose and audience — demonstrated by isolated references to relevant language features from writing and style models.
Some awareness of the links between context and language features. Limited knowledge and understanding. Inconsistent clarity and accuracy in communication. Limited understanding of chosen genre and related language choices. Superficial understanding of the parameters and key characteristics of the genre. Broad understanding of purpose and audience, possibly concerned with content rather than effect — likely to be descriptive in focus.senjouin-kikishiro.com/images/wycemesy/2483.php
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One or two contextual factors identified — often oversimplified. Rudimentary linguistic knowledge. Lapses in written communication. Elementary understanding of chosen genre and related language choices. Little attempt to explain use of genre characteristics. Superficial understanding of purpose and audience. Generalised, everyday awareness. This unit takes further the study of social contexts, genres of speech, writing and multi-modal texts first explored at AS by embedding questions about language development in particular contexts of use. Section A — Language Acquisition This topic area is designed to teach candidates about the nature and functions of language acquisition and social development of children from 0 - 11 years.
Candidates will be required to answer two questions based on a selection of data relating to the topic areas, one on Language Acquisition and one on Language Change. There will be a choice of two questions for each topic. The maximum total mark for this paper is It should enable candidates to build upon the key concepts and ideas gained during the course of their studies, as well as to demonstrate expertise in areas of individual interest. Language Investigation Candidates should choose their own areas for study in consultation with their teacher s.
The parameters for the topic area and data collection should be accessible and manageable within the time and word constraints. However, candidates are not obliged to restrict themselves to those areas that have been formally taught, as the basis of the investigation is the value of student-led enquiry supported by open learning. Therefore, any area seen by supervising teachers as yielding interesting questions about language in use may be chosen.
Centres are advised to always consult their coursework advisers if they are unsure about any topic. Appendices - including all data collected. This writing task will allow candidates to develop and build upon their writing and editorial skills from their AS studies, and to demonstrate a conceptualised understanding of the language ideas surrounding their chosen investigation topic. Candidates should be encouraged to use their knowledge as the starting point for their writing, producing a media text for a non-specialist audience. In addition, candidates will be required to use a bibliography to identify their preparatory reading material.
This list is not exhaustive and is intended for exemplification only: candidates should choose their focus for writing with their teacher, based on their investigation topic and their own interests and ideas. As always, centres should contact their coursework advisors if they are unsure about any writing task.
Mode of Assessment Assessment will be by the production of a written coursework portfolio.
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The maximum mark for this unit is AO2 Demonstrate critical understanding of a range of concepts and issues related to the construction and analysis of meanings in spoken and written language, using knowledge of linguistic approaches. Mark AO3 Analyse and evaluate the influence of contextual factors on the production and reception of spoken and written language, showing knowledge of the key constituents of language. The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 Subject Content.
We recommend that candidates should have acquired the skills and knowledge associated with a GCSE English Language course or equivalent. However, any requirements set for entry to a course following this specification are at the discretion of centres. Critical understanding of meaning and variation in language will be informed by the appropriate use of linguistic analyses. Candidates will need to demonstrate their skills of interpretation and expression in insightful, accurate, well-argued responses. Synoptic assessment in English Language B is assessed in the A2 units which are designed to enable candidates to produce a range of writing and to make connections between all elements of the specification.
In Unit 3, Developing Language, candidates will be assessed on their ability to analyse and evaluate spoken and written language in both its immediate and wider contexts. Candidates will be expected to develop further their knowledge and understanding of key concepts and theories about language. Candidates will build on their AS study by working with data on a more demanding level in order to frame responses to questions. The genre based approach to the study of speech, writing and multi-modal texts first explored at AS will be developed further in relation to two new topics: child language acquisition and language change.
Questions on language change will require candidates to work with data in order to explore historical and contemporary changes in the English language, alongside explanations of their causes and their impact. Unit 4, Investigating Language, enables candidates to develop further a creative and critical approach to Candidates will then need to transform their ideas for a non-specialist audience by writing an article focusing on the language ideas and issues connected to their investigation topic.
It will be necessary for candidates to draw on the knowledge, understanding and skills they have developed at AS level. Candidates will be required to choose an investigation topic and generate a hypothesis. Candidates will then need to collect their own data and will be assessed on their ability to work with data in greater detail and depth using their critical skills. Candidates will be required to synthesise their findings by drawing conclusions in relation to their aims. Candidates will need to evaluate the methodology used in their investigations and to reference their sources in an academic format.
Stretch and Challenge The requirement that stretch and challenge is included at A2 is met by a number of requirements in the specification. This is because they are general qualifications and, as such, prepare candidates for a wide range of occupations and higher level courses. However, a centre whose sample at a particular grade is ultimately slightly smaller than the minimum specified in the table is not required to take further action ie record further students to rectify the sample.
Awarding bodies will provide details regarding the storage and submission of recordings. Students assessed as Not Classified should not be included. If there are concerns as a result of monitoring, the centre will be provided with additional support through a centre visit by a monitor in the following academic year. In the future, this may lead to enhanced monitoring arrangements which may include an earlier deadline for submission of assessments or a requirement to record the presentations of all students.
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The criteria will address the following assessment objectives: AO7 — Demonstrate presentation skills in a formal setting AO8 — Listen and respond appropriately to spoken language, including questions and feedback to presentations AO9 — use spoken Standard English effectively in speeches and presentations. They must not: submit work which is not their own make available their work to other students through any medium allow other students to have access to their own independently sourced material assist other students to produce work use books, the internet or other sources without acknowledgement or attribution submit work that has been word processed by a third party without acknowledgement include inappropriate, offensive or obscene material.
With respect to this endorsement: if it comes to light that a teacher has awarded a grade to a student who has not in fact carried out a presentation in the required manner, the head of centre will be asked to carry out an investigation of the circumstances and report to the awarding body.