chinua achebe’s things fall apart lq: do i understand how successful students approach section 1...

CHINUA ACHEBE’S THINGS FALL APARTLQ: Do I understand how successful students approach Section 1

of the exam?

sophisticated language, topic sentence, developed analysis, analytical terminology, context, struggle presented, comparative language

CHINUA ACHEBE’S THINGS FALL APARTLQ: Do I understand how successful students approach Section 1

of the exam?

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GOOD PROGRESS: I understand how to structure my essay - based on successful students’ scripts


EXCELLENT PROGRESS: I understand how to structure my essay, have an ideal ways to write analytical paragraphs - based on successful students’

scripts

OUTSTANDING PROGRESS: I understand how to structure my essay, have an ideal ways to write analytical paragraphs and understand how to link

to wider reading - based on successful students’ scripts

Quick Quiz:1. How long is the exam in the summer?

2. What % of your AS does it affect?3. How many sections are there to the exam?

4. On what does each section focus?5. What should you include in your wider reading?

6. How are the AOs weighted in each section?7. Where does THINGS FALL APART fit into the exam?

EXT: What preparation is needed to succeed in Section 1 in the Summer?


KEY RECOMMENDATIONS from the examiner’s report

at least a third and up to a half of the response should be devoted to analysis of the passage

LITA1C analysis of the passage. It is perfectly acceptable for candidates to focus on the extract for the first half of their

answer, then spend the second half writing about their relevant wider reading. However, more confident and sophisticated candidates will produce integrated responses in which their

comments on theextract and their wider reading comparisons are interwoven throughout the answer.


KEY RECOMMENDATIONS from the examiner’s report 2013As ever, the extracts used in Question 1 will relate to at least one of these key areas of the

Struggle for Identity: • Gender • Ethnicity • Sexual Orientation • Religion • Cultural Diversity • Class • Discrimination • Self-knowledge and Autonomy • Alienation and Dislocation • Issues of Inequality caused by all or any of the above



Unfortunately, some candidates only cite two genres when referring to their Wider Reading. They should

refer to prose, poetry and drama. Omitting a genre will limit the mark awarded to a candidate – and merely mentioning the

title of a text in passing cannot be credited as an acceptable wider reading reference.



Similarly, some candidates struggle to move beyond re-telling the story when attempting to establish links to their wider

reading. Plot-based links may take candidates into Band 2 for Assessment Objectives 3 and 4, but to access the

higher bands of the mark scheme they need to use relevant quotations and explore the ways writers use form, structure

and language to create effects in the wider reading texts.

So you need to start LEARNING SOME WIDER READING QUOTATIONS!!!



To sum up, in answering Question 1 successful candidates will:

• explore the ways the writer’s thoughts and feelings about aspects of the Struggle for Identity are presented in the extract

• establish a range of links between the extract and their wider reading

• Quote from their wider reading•

• refer to all three literary genres when writing about their wider reading, commenting on the writers’ choices of form, structure and

language, as well as subject matter.


In pairs or groups, look closely at the exemplar

scripts.

Highlight the different AOs in different colours.

EXT: Can you take tips from the style of the

writing?

GOOD PROGRESS: I understand how to structure my essay - based on

successful students’ scripts

EXCELLENT PROGRESS: I understand how to structure my essay, have an

ideal ways to write analytical paragraphs - based on successful

students’ scripts

OUTSTANDING PROGRESS: I understand how to structure my essay, have an ideal ways to write analytical paragraphs and understand how to

link to wider reading - based on successful students’ scripts



Discuss as a class our findings.

What is similar about the successful scripts?

Can we now use the essay to create its

original essay plan?

EXT: Can you improve the responses?





students’ scripts




Mini-plenary:

What is the ideal SUCCESSFUL essay

structure to respond to the unseen in Section 1?

EXT: can you think of a mnemonic to remember

the ideal planning structure?





students’ scripts




Now change groups.

In your new group – focus on the structure

of each paragraph.

How are they constructed?

Identify the points, quotations, effects,

context, links, interpretations…. GOOD PROGRESS: I understand how to

structure my essay - based on successful students’ scripts



students’ scripts




None of these scripts use a basic PETER structure to

their paragraphs…

SO PETER IS DEAD, LONG LIVE …?

What are we learning IS an ideal structure for our

paragraphs?

EXT: can you design an effective mnemonic to

replace PETER?


BRINGING IT ALL TOGETHER

Share findings as a class.

Can we agree on:1. The ideal structure

to an essay?2. The ideal paragraph

structure?3. How to we prepare

for the exam in the Summer? GOOD PROGRESS: I understand how to

structure my essay - based on successful students’ scripts



students’ scripts



chinua achebe’s things fall apart lq: do i understand how successful students approach section 1...

Documents

comparative language

analytical terminology

passage lita1c analysis

topic sentence

analytical paragraphs

sophisticated candidates

relevant wider reading

wider reading comparisons