Embedded Files
Term 3 Week 7: 31 Aug - 4 Sep
Term 3 Week 7: 31 Aug - 4 Sep
Written Text Exam Revision: Novel - The Book Thief
Written Text Exam Revision: Novel - The Book Thief
The Written Text Exam Essay - What makes a Level 2 essay different from a Level 1 essay?
Remember that you have access to the class reading log on the page Novel: The Book Thief on this site and that you have other novel notes and quotations saved in your English folder in Drive.
On Google Classroom, on the assignment for the Practice Exam essay you wrote last term, you will find a link to the Flipped Classroom videos and the password to access these.
Alternatives to writing about the novel
Alternatives to writing about the novel
If you do not feel confident writing about The Book Thief, you could use a SHORT STORY for the written text exam, perhaps one you wrote a personal reading response on, or one you used for your Connections study. For example, you could use one of the following:
The Things They Carried - Tim O'Brien
Speaking of Courage - Tim O'Brien
Scars - Alice Tawhai
Dustbins - Witi Ihimaera
The Red Sari - Apirana Taylor
The Outsider - Graeme Lay
Thinking of Bagheera - Owen Marshall
The Fat Boy - Owen Marshall
Alternatively, you could use POETRY, such as one of the War Poems we studied in Term 1.
Tips for Written Text Exams
Tips for Written Text Exams
Argument and developing a thesis statement.
Good advice and tips; examples of introductions and conclusions
Exempar essays:
Accessing past Written Text exams for practice
Accessing past Written Text exams for practice
On this page on the NZQA website, click on the past digital exam for AS91098.
On this page on the NZQA website, click on the past digital exam for AS91098.
It will open to the digital exam which looks like this:
It will open to the digital exam which looks like this:
Unfamiliar Texts Exam Revision
Unfamiliar Texts Exam Revision
The exam will include three texts: prose, poetry, and non-fiction.
The exam will include three texts: prose, poetry, and non-fiction.
There will be three questions:
There will be three questions:
Question One: on Text A
Question Two: on Text B
Question Three: on Text C.
You have an hour and a half for this standard so you can spend 30 minutes on each question.
MAKE SURE YOU ATTEMPT ALL THREE QUESTIONS, EVERY MARK COUNTS.
You have an hour and a half for this standard so you can spend 30 minutes on each question.
MAKE SURE YOU ATTEMPT ALL THREE QUESTIONS, EVERY MARK COUNTS.
READING THE TEXTS
READING THE TEXTS
Look at the title, author's name and source information and the introductory tag line for information to orient you to the main meaning of the text.
Look at the title, author's name and source information and the introductory tag line for information to orient you to the main meaning of the text.
Read the first time for meaning. Concentrate on what you understand, and work from that. Don't be distracted into emotional panic over bits you "don't get".
Read the first time for meaning. Concentrate on what you understand, and work from that. Don't be distracted into emotional panic over bits you "don't get".
Read the questions, and write the key words from each question at the top of each text.
Read the questions, and write the key words from each question at the top of each text.
Re-read the text highlighting the bits that relate to the question. Then annotate what you have highlighted with the names of techniques and notes about meaning and effect. [Example of highlighting question; highlighting text.]
Re-read the text highlighting the bits that relate to the question. Then annotate what you have highlighted with the names of techniques and notes about meaning and effect. [Example of highlighting question; highlighting text.]
ANSWERING THE QUESTIONS
ANSWERING THE QUESTIONS
When you start writing, focus on answering the question.
When you start writing, focus on answering the question.
Begin with the idea before you talk about the techniques used.
Begin with the idea before you talk about the techniques used.
Use the PETAL paragraph construction:
Use the PETAL paragraph construction:
P - POINT: make a point in answer to the question (the idea)
P - POINT: make a point in answer to the question (the idea)
E - EXAMPLE: quote the part of the text which supports your point
E - EXAMPLE: quote the part of the text which supports your point
T - TECHNIQUE(S): name one or more (as many as possible) language feature(s) used in your quotation.
T - TECHNIQUE(S): name one or more (as many as possible) language feature(s) used in your quotation.
A - ANALYSIS: explain what the writer is saying, the effect of the technique(s), and how it relates to your point.
A - ANALYSIS: explain what the writer is saying, the effect of the technique(s), and how it relates to your point.
L - LINK: your analysis back to the question and include your insights about what the writer is telling us about human nature/wider society/the human condition etc.
L - LINK: your analysis back to the question and include your insights about what the writer is telling us about human nature/wider society/the human condition etc.
Resources for Unfamiliar Text Revision
Resources for Unfamiliar Text Revision
List of language features and their effects.
Example of highlighting questions; highlighting texts.
Exemplar answers for 2016 NCEA paper:
Assessment schedule for 2016 NCEA paper.
Remember you also have video resources for revision of external standards available on the Flipped Classroom. The link and password for this have been shared with you on Google Classroom.
Accessing past Unfamiliar Texts exams for practice
Accessing past Unfamiliar Texts exams for practice
Past NCEA unfamiliar texts exams are in this folder (this includes the resource booklets, which you can't access on the NZQA website).
Past practice exams are in this folder.
On this page on the NZQA website, you can access the past digital exam for AS91100.
On this page on the NZQA website, you can access the past digital exam for AS91100.
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