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8/14/2019 Personal Study Next Steps
http://slidepdf.com/reader/full/personal-study-next-steps 1/3
Personal Study: Next Steps
Understanding • Cut all sections which simply tell the story.
• Discuss the themes or issues explored by the text - does the writer have
something to say about human nature or life in general?• Too brief- needs more detail.
Analysis • Use more critical terms.
• Comment in more detail on the writer's technique, style, language and/or
word choice.
• Don't use quotations simply to retell the story: use them because they provide
examples of the techniques you're analysing.
Evaluation • Explain the effects of the writer's techniques - how do they make you
respond?
• Develop your personal response: what did you enjoy or learn from the text?
How did you feel about the characters and issues explored?• Give more evidence/use more quotations to back up your personal opinion.
Expression • Correct all errors in punctuation/sentence structure/spelling/grammar.
• Rearrange your structure into a logical order. Keep all similar points together.
• Use linking words and phrases between paragraphs to show how one point
follows on to the next.
• The introduction and/or conclusion needs attention.
• Choose your points carefully so that the essay actually does what you said it
would do in your introduction. Don't make points which are irrelevant to your
line of thought.
Personal Reflective Writing (Higher)
Category 4 (11-14) Category 3 (15-18) Category 2 (19-23) Category 1 (24-30)
Essays which fall into this
category may do so for a
variety of reasons. It could
be that
• it fails to achieve
sufficient technical
accuracy
• or that the structure is
not sufficiently
organized to carry the
candidate’s ideasclearly
• or that the choice of
words and sentence
structure us too
mundane (unless this is
a conscious effect
deployed in creative
writing)
• or that the content is
simply too thin
• This piece will
communicate a
recognizable sense of
the writer’s personality
• There will be signs of
an ability to explore
and deal thoughtfully
with experience in a
unified way
• The structure will be
well organized to assistimpact
• The language and tone
used will show an
ability to create effects
appropriate to the
experience
• This piece will
communicate a clear
sense of the writer’s
personality
• There will be an ability
to explore and deal
thoughtfully with
experience in a unified
way
• The structure will be
well organized to assistimpact
• The language and tone
used will effectively
reflect an awareness
appropriate to the
experience
• The piece will
communicate a clear
sense of the writer’s
personality
• There will be an ability
to explore and deal
with experience in an
insightful way
• The structure will be
organized skillfully to
assist impact• Language and tone will
be used effectively to
communicate the
writer’s individuality
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Identified weaknesses and next steps advice
• Check the front cover grid for overall profile of performance on this piece of work
• Identify your strengths and maintain them
• Use the information given in this supplementary grid to help you focus on specific points or areas
which need improvement
For attention Tick Suggested action
Structure
a) Opening paragraph makes no direct
mention of the demands of the question
• Practice writing out opening paragraphs
from sample questions
• The title + the writer + each aspect of the
question must be included
b) Argument is weakened by the lack of
an obvious paragraph plan
Always spend 3 or 4 minutes before you start the
essay on mapping an outline plan in line with
your strong opening paragraph
c) There is little or poor linkage between paragraphs creating a disjointed /
uncontrolled effect
• Work on compiling a list of connectives
and practice using them
• Be aware of the function of topic sentences
Content
a) A thin grasp pf the text has been
displayed
• Don’t skimp on your reading- - when
necessary, re-read the text
• Don’t suffer puzzlement in silence: ask if
you don’t get the gist of something
b) Insufficient references or quotation • Prepare and memorise a short quotation
bank (5 items)
• Prepare lists of 3 or 5 bullet points on the
main character(s) / setting / theme(s) /
techniques
c) Too much reliance on narrative
account
• Discipline yourself to avoid ever retelling
in your own words
• Use what you know; select
• See advice above on structure
Persuasive Writing (Higher)
Category 4 (11-14) Category 3 (15-18) Category 2 (19-23) Category 1 (24-30)
Essays which fall into this
category may do so for a
variety of reasons. It
could be that
• It fails to achieve
sufficient technical
accuracy
• Or that the structure
• The piece will
communicate a clear
sense of the writer’s
stance vis a vis the
topic
• There will be an
attempt to persuade
the reader to share
• The piece will
communicate a clear
sense of the writer’s
stance vis a vis the
topic
• There will be a
sustained attempt to
persuade the reader
• The piece will
communicate a clear
and sophisticated
exposition of the
writer’s stance vis a
vis the topic
• There will be a
sustained argument
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is not sufficiently
organized to carry
the candidate’s ideas
clearly
• Or that the choice of
words and sentence
structure is too
mundane
• Or that the content is
simply too thin
that stance by
appropriate selection
of content, use of
structure, and
persuasive or
rhetorical style
to share that stance
by appropriate
selection of content,
effective use of
structure, and
persuasive or
rhetorical style
used to persuade the
reader to share that
stance by use of
effective structure
and a skilful use of
persuasive or
rhetorical style
Personal Study (Higher)
Category 4 (11-14) Category 3 (15-18) Category 2 (19-23) Category 1 (24-30)
Responses which fall into
this category may do so
for a variety of reasons
• that it fails to
achieve consistent
technical accuracy
• or that any
knowledge andunderstanding of the
material(s) is not
deployed as a
response relevant to
the stated
information
• or than analysis and
evaluation attempted
are unconvincing
• or that the answer is
simply too thin
• Knowledge of the
material(s) and a
secure
understanding of the
central concerns will
be used to follow the
stated intention
• Detailed reference tothe material(s) to
suppor tthe
candidate’s
argument will be
made
• There will be some
engagement with the
text which will state
or imply an
evaluation of its
effectiveness
• There will be
accurate explanation
of the contributionof literary/linguistic
techniques to the
impact
• Language will
communicate the
argument clearly,
and there will be
appropriate critical
terminology
deployed. Spelling,
syntax and
punctuation will be
sufficiently accurate.
• Knowledge and
understanding of the
central concerns will
be clearly
demonstrated and
deployed sensibly to
form a sound
developed responsewhich is relevant to
the stated intention
• Detailed reference to
the material(s) will
be used
appropriately as
evidence for the
candidate’s
argument
• There will be a
positive (personal)
engagement with the
material(s) - which
may be implicit – leading to a
considered
evaluative stance
with respect to the
material(s)
• There will be
analysis of
techniques and how
they effect the
impact
• Language will be
used confidently and
the deployment of
critical terminology
will add to the
strength of the
candidate’s
argument
• Thorough
knowledge and
insight into the
central concerns of
the material(s) will
be demonstrated at
this level and there
will be a relevant,well structured
response to the
demands of the
stated intention
• Extensive and
skilful reference to
the material(s) will
be used
appropriately as
evidence for the
argument
• There will be an
appreciative
response allied to acommitted stance
with respect to the
material(s) which
may be implicit
• There will be a
convincing
evaluative analysis
of the techniques
• The language used
will be controlled
and fluent, making
accurate and
appropriate use of
critical terminology
in pursuit of a skilful
analysis