Text Response Year 12 English SAC Preparation This Boy’s Life Tobias Wolff
Essay Writing • This is how I feel about Maths, so I understand if you feel the same way about English!!!
Let‟s place it in context Focus of questions in the past •
16 – 16 – characterisation characterisation
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4 – – relationships relationships
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4 – – narrative narrative style/voice
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2 – – language language
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8 – – values/notions values/notions
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10 – 10 – boarder boarder issues
Your study and preparation can‟t just favour characters or themes. You need to analyse the ways in which the text is constructed to create meaning.
Style of Questions •
Text response questions are deceivingly simple.
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Some students tend to ignore certain parts of a question by convincing themselves it isn‟t relevant. This is a no, no. The topic question is the focal point.
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It is imperative that you solve all aspects of the topic.
Propositional: a position/stance/view to be challenged Discuss: incorrectly prompts students to talk and not form a contention Quotation: question is focussed around a quote. The quote is essential and must be examined. Why has it be used? What is the purpose? What is the significance? Direct: how/why/to what extend. These are often perceived as simple. It still requires a carefully and logically structured argument.
Expected Qualities •
You need to demonstrate an understanding of the implications of the topic. You need to employ an appropriate strategy to deal with it and explore its complexity.
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You need to demonstrate a close and perceptive reading.
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Read your text more than once. Each time will provide you with new insights.
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You cannot reply on one text to write on for the exam for text response and context. Every topic question/prompt is complex. If the prompt does not suit your writing there is a huge risk your response will appear generic or not address the focus at all. Many feel as though you can adapt the prompt to suit your own interpretations. This is a big no, no.
Expected Qualities Mid-range response
Upper-range response (9-10)
Demonstrates an adequate knowledge of the text.
Demonstrates a close and perceptive reading of the text, exploring complexities of its concepts and construction.
Develops a response to the topic, supported appropriately by elements of the text.
Demonstrates an understanding of the implications of the topic, using an appropriate strategy for dealing with it, and exploring its complexity from the basis of the text.
Presents a generally organised piece of writing using language which is mostly accurate and appropriate.
Develops a cogent, controlled and well-substantiated discussion using precise and expressive language.
Breaking down the question 1. Choose Choose the one you fee feell most most comfo comforta rtable ble with 2. Unde Underl rlin ine e the the ke key y words/phrases/terminology/concepts 3. Ensure Ensure you un under dersta stand nd them them:: use use a dictionary and come up with some synonyms 4. Ask yourself… what is the question asking me to write about? 5. Rephr Rephrase ase the the topi topic c in you yourr own own words words to ensure you understand it. 6. Frame Frame a clea clearr conten contentio tion. n. Do you you agree agree or or disagree? 7. Sta Start rt pl plan anni ning ng you yourr essa essay y
Planning • You must plan your your essay. It helps helps you to answer the question and to assist you with w ith the structure of your piece •
“In order to answer this topic, what do I have to think and write about?”
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What are the key ideas of the t he question?
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What are the main things you need to answer/discuss for this topic/question?
You need to aim to include the following: f ollowing: •
Character – Character – development/relationship development/relationships s
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Themes relating to the question
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Social/cultural/historical/political context of the text
• Authorial choices (textual structures/features/conventions) •
Auth Au thor or‟s ‟s valu values es (im (impl plie ied d poin pointt of view view/m /mea eani ning ng(s (s)) ))
Writing a plan Introduction Paragraph One •
Topic Sentence – Sentence – clear clear statement of main point
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Example/evidence – Example/evidence – quotes, quotes, brief description of key events.
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Explanation – interpretation Explanation – interpretation of the evidence presented in r elation to the topic and the main point of the paragraph
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Link – Link – to to next point/topic question question
Paragraph Two •
Topic Sentence
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Example/evidence
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Explanation
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Link
Paragraph Three •
Topic Sentence
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Example/evidence
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Explanation
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Link
Conclusion
QUESTION ____________________________ _______________ ________________________ ______________________ _______________________ _______________________ _______________________ ________________________ _____________ _
Text Response Essay Planner Introduction/Paragraph 1 * * *
1 *
Paragraph 4 T
Paragraph 5 T
Paragraph 2 T
Paragraph 3 T
E
E
E
E
E
E
E
E
L
L
L
L
3 T
E
E
ph 6Conclusion/Paragraph
6
E
E L L L
Introduction • Address the topic in your own words
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This paragraph provides an overview of the entire essay. It is a road map that briefly discusses the main points of your essay.
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Look carefully at what you are wanting to write about in your essay. How can you briefly discuss this in your introduction? Make sure you don‟t use too much detail. Make sure you have formulated your opinion.
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Your introduction sets the scene. It introduces the topic and should clearly outline your main point and reasons. Do not list the main points of your introduction.
Paragraphs •
T: Each body paragraph must begin with a topic sentence that highlights your main point. It must relate to your evidence.
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E: Explain your topic in more detail – detail – provide provide an analysis.
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E: It is important that you choose the t he most appropriate examples to support your view. – Don’t make a comment unless you can support it with evidence from the text
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L: Link with the previous paragraph/topic question. You are reminding your reader why this paragraph is important in relation to the topic question.
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The body paragraphs should outline your most important reasons in order of priority.
Conclusion •
Think simply about the meaning of the word. What conclusions have you come to with your discussion/arguments? What is the overall point you wish to make in response to the topic?
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You ha You have ve ma made de a „p „poi oint nt‟‟ in in ea each ch pa para ragr grap aph hrevisit these in the conclusion in a way that brings them together- the culmination of your ideas.
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Your contention should be clear. Remind the reader how the points in the paragraphs answers the main question.
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Finish strongly- make an effective lasting last ing impression on the reader.
What makes a good essay? •
The basis of a good essay is that it answers the question
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A good essay Should be written written in 3rd person, not 1st. No „I‟, „my‟, „I think‟ ...
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It should also develop an argument logically - so that one point follows on from the other.
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A good essay will start with your comment/idea in response to the topic, then find a specific example to support what you are saying
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A good essay will avoid irrelevant information that distracts from the main argument and will not re-tell the story.
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Use words that you understand and are comfortable with. It is far better to say what you have to say simply si mply than to attempt to dress up your information in flowery prose.
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Finally, a good essay is edited!
Linking words •
You can use these at the beginning of paragraphs and when adding another piece of evidence within a paragraph
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Firstly, secondly, thirdly / Finally
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In addition/additionally / Moreover / Similarly / Furthermore
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Briefly
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Nevertheless
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However / On the other hand / Whereas Whereas / In contradiction/on the contrary / Despite / Whereas / Yet / Conversely
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Therefore/thus / As a consequence/consequently
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Undoubtedly / Without a doubt
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By/in comparison
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Whilst/while
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For this reason
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In summary
Only Use Formal Language! •
Following is a list of some of the main differences between informal and formal writing:
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Informal: May use colloquial words/expressions (kids, guy, Informal: May awesome, a lot) Formal: Avoid Formal: Avoid using colloquial words/expressions (substitute with children, man/boy, wonderful, many)
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Informal: May use contractions (can't, won't, shouldn't). Informal: May Formal: Avoid Formal: Avoid contractions (write out full words - cannot, will not, should not).
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Informal: May use clichés (loads of, conspicuous by Informal: May absence) Formal: Avoid Formal: Avoid clichés (use many, was absent)
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Informal: May use abbreviated words (photo, TV) Informal: May Formal: Avoid Formal: Avoid using abbreviated words (use full versions like photograph, television)
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Informal: May use short and simple sentences. Informal: May Formal: Longer Formal: Longer and more complex sentences are preferred (short simple sentences reflects poorly on the writer)
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Informal: Difficulty of subject may be acknowledged Informal: Difficulty ack nowledged and empathy shown to the reader. Formal: State Formal: State your points confidently conf idently and offer your argument
Using Quotes •
We se see e pro proof of of th this id ide ea whe when n…
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Evid Ev iden ence ce li like ke,, “… “…”” im imp pli lie es…
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This idea is supported by...
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The Th e in inci cid den entt whe wherre … su sugg gges ests ts …
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For example
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For instance
Trying to get
Wolff
in there? Try these:
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The au auth thor or‟s ‟s po poin intt of of vie view w eme emerg rges es wh when en… …
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The aut author hor vie views ws … in a posi positiv tive/n e/nega egativ tive e light light wh when en he/s he/she… he…
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On a phi philo loso soph phic ical al leve level, l, the the aut autho horr argu argues es … thr throu ough gh …. ….
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The Th e cha chara ract cter er is is use used d to to expr expres ess s valu values es suc such h as as …
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The cha charac racter ter is forc forced ed to deve develop lop new val values ues wh when/ en/bec becaus ause… e…
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The aut author hor has con constr struct ucted ed the the cha charac racter ter to repr represe esent nt idea ideas s about about… …
Using Quotes •
An embedded quote is simply a quote that flows flows naturally within your own writing and is not just „dropped in‟. When you read an embedded quote it will almost sound like part of your own sentence.
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This is an example of an INCORRECT, dropped in quote:
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Juror 8 is a character who believes in freedom of expression. He said this quote: "People have to t o express themselves one way or another" This is an example of an embedded quote: Juror 8 is a character who believes that, "People need to express themselves one way or another“
• Just think of embedding as weaving a quote into your own writing to create a more appealing final product. •
If a quotation does not flow fluently as part of a sentence, it should be introduced by a colon. For example:
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Mompellio Mompel lion‟s n‟s reto retort rt to Ana Anan n rev reveal eals s his his inc increa reasin sing g cyn cynici icism sm about the value of believing in a God: „Let her speak direct to God to ask for forgiveness for her conduct. But I fear she will find Him a poor listener, as many of us here have done.‟
Time Management •
A guide to manage your time: 90 Minutes Min utes
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15 minutes to plan
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65 minutes to write
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10 minutes to proof read
Editing Questions to ask yourself when proofreading: •
Have I answered the question properly?
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Is my essay clearly structured?
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Does my argument make sense?
• Are my paragraphs and arguments connected and coherent? • Are my examples and quotes relevant to and supportive of my answer?
Your cheat sheet •
To include Quotes only (full quotes are okay)
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You are not not to to include any notes on vocabulary, characters, essay writing, or structure of your piece.
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It must must be be handwritten.
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It would be a good idea to divide your quotes into the themes of the novel or characters – characters – use use highlighting to your advantage. Highlight similar ideas across your page.
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You may use a dictionary during the SAC but no thesaurus. no thesaurus.
Over to you… Create a detailed plan for the following topics:
The relationship between Jack and ‘ The his mother is complicated. Discuss. And
The only person Toby can truly rely upon is his mother. Do you agree? Before you begin, break down the question!
Sample •
Topic: The relationship between Jack and his mother is complicated. Discuss.
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Throug Thro ugho hout ut To Tobi bias as Wo Wolf lff‟ f‟s s mem memoi oirr This Boy’s Life, it is clear that Rosemary and Jack lead an unconventional relationship. The two of them depend on each other; although the roles of caretaker and child seem to be reversed, with Rosemary relying on Jack for comfort and guidance, and Jack exploiting this benevolence. Rosemary‟s leniency and reluctance to punish Jack means that he is often undisciplined. However tragic their circumstances though, their unwavering dreams and unrealistic fantasies unite them and ultimately restrict them, making their relationship complicated.