Hints on Comprehension Questions (Paper 2) English Language O Level 1120

1. For questions testing literal comprehension, answers can be lifted fromthe text as long as they answer the question precisely. However,candidates should focus on the precise question being asked and shouldbe careful not to copy a long section of the passage in the hope thatexaminers will do all the work to pick out the relevant answer (markscheme refers to this as 'excess denied').
2. Questions testing inferential comprehension will require candidates toextract the meaning from (or, as the mark scheme often says, 'distill' theinformation from) the text.
3. Candidates should also be aware of questions which require an answer' in your own words'. If candidates give a correct answer which is not inown words, they will not achieve the mark.
4. For comprehension questions on the passage, examiners do not penalise minor language errors (e.g. spelling) if the right word or phrase is given,because this is a test of comprehension. However, for the final summaryquestion, the accuracy of the writing IS taken into account when arriving atthe mark for Use of English (see 6. below).
5. For the vocabulary question, candidates are required to show theirunderstanding of the word in the context of the passage, not simply indirect synonyms, of five words or expressions from a choice of eight.Candidates are therefore advised to examine the word from the passagein context before suggesting a synonym.
6. The summary question has 15 marks for Content and 10 marks for Style(Own Words and Use of English). Candidates are asked to summarize therequired points in the given passage concisely and accurately - not to usetheir own ideas. Style is assessed according to how well the candidatesare able to use their own words and the extent to which they are able towrite error-free, continuous prose, using a variety of sentence structures.See the mark scheme for a detailed description of how the summary ismarked. A word limit is given - accuracy in the summary word count isimportant and word counts will be checked by the Examiner.

DISCURSIVE WRITING

Useful Phrases

• One of the most obvious advantages of __________ is ____________
• .......This means/can mean that .........
• .......This (fact) is largely due to ...........
• It is clear that .........
• On the whole, it seems that .......
• We must take into account the fact that .........
• It goes without saying that .......
• It is important to balance ( a positive point) against (a negative point)
• .....For example/ For instance....
• ..... In other words, .........

Sequencing Ideas

Introductory Phrases

• To begin with ......./ First of all ....../ First and foremost......
• In the second place ....../ Secondly.....
• A second area to consider is.....
• Next,.... / Then...../ Another point to consider is....
• Finally........ /Last but not least....

Concluding Phrases

• To summarise ....... / To sum up..../
• In conclusion ...... / On the whole ....
• Overall, I would say that ......

Adding Information

• also
• besides
• furthermore
• in addition
• moreover
• what is more

TIPS

When you write a discursive essay:

• Do not just give a list of unsubstantiated points. Expand your statements and develop your ideas.
• Do not generalise. Always back up your points with examples.
• Do not give a lot of vague, historical detail. Keep to the question!
• Do not overuse connectors. If you put connectors in where they are not needed or use too many too close together, your text will be unconvincing and difficult to follow.

Facts about English

Here is a list of facts about English that I found while surfing the net. Most of the facts are interesting and when I first read them, I often asked my self "Mmmm...I didnt know this..." but now I know.

• 
  English is the most widespread language in the world and is more widely spoken and written than any other language?
• Over 400 million people use the English vocabulary as a mother tongue, only surpassed in numbers, but not in distribition by speakers of the many varieties of Chinese?
• Floccinaucinihilipilification, the declaration of an item being useless, is the longest non-medical term in the English language.
• The sentence “The quick brown fox jumps over the lazy dog.” uses every letter of the alphabet!
• "Rhythm” is the longest English word without a vowel.
• The longest word in the English language is ‘pneumonoultramicroscopicsilicovolcanoconiosis’ which describes a lung disease caused by breathing in particles of volcanic matter or a similar fine dust.
• The only three words in the English language to have 2 consecutive u’s is vacuum, residuum, and continuum.
• The word “alphabet” is derived from the first two letters in the Greek alphabet: “alpha” and beta
• The only words with all the vowels listed in order are facetiously and abstemiously.
• There are no words in the dictionary that rhyme with: orange, purple, and month!
• The only 15 letter word that can be spelled without repeating a letter is “uncopyrightable”.

I will post some more interesting facts soon.

Tips for Answering English Language Paper 1

There are a few things that students need to remember when answering Paper 1. These tips are collected from discussion with English Teachers, knowledge gained from attending workshops organised by Department of Schools and CIE Examiners and also from my experience teaching 'O' Level English Language.

1. Handwriting should be legible, clear and neat. It is advisable to use dark blue ballpoint pen. This is very important as examiners have low tolerency in scripts which are difficult to read and hence may affect your marks. Handwriting can serve as a window dressing for your work.

2. Try to write the first paragraph well with less errors as it is a window to the overall writing. However, DO NOT memorise prepared essays.

3. Do not use correction pen for editing. Draw a line on the words, or phrases that need to be edited and write the correct version on top of it.

4. In order to write the esays within the given time, it is better to start with the second part of the question, that is the Structured Writing.

These are the questions asked during the visit by the CIE team in 2006. The answers are very useful in the teaching of composition for English Language Paper 1 (1120). The handouts were given to English Language teachers in my school during the sharing session that the English Department organised last week. These answers are useful to ensure students write correctly in order to score well in the exam.

Questions for Cambridge: English Language O Level

Paper One: Part One (Composition)
1. Is it correct that direct speech in a narrative lifts the candidate's mark?

It is not essential to use direct speech in a narrative but if used well it can lift the

candidate's mark.
2. How are marks deducted for compositions, which are not relevant to the topic
chosen or shorter than 350 words?

Irrelevance

Each of the grade descriptions in the mark scheme refers to relevance However,this is just one part of the picture when assigning a script one of the levels of performance. Also, it must be remembered that in the composition we are primarily testing writing skills, not reading skills. If a candidate has wandered away from the subject and has (probably not intentionally) produced a composition that does not address itself fully to the topic, this is called minor irrelevancy. This irrelevance is taken into account when allocating the script to a marking grade, but is only one of the pieces of evidence that will contribute to the assessment. Examiners are instructed not to go on an 'irrelevancy hunt'. Candidates are being asked to produce writing at very short notice under exam conditions and may well misread or misinterpret a title. Examiners are instructed not to be severe in these circumstances and are tolerant of work that answers only part of the question or which reveals an imperfect understanding of the 'flavour' of the title. Only when deliberate and blatant 'twisting' of the subject, to accommodate prepared work, is suspected, is a penalty considered. Questions are set in the hope that they will not be misunderstood, but unexpected interpretations may occur.
If a candidate evades the purpose of the examination by deliberate and consistent distortion or change of subject, or by the inclusion of memorised material, these scripts are identified as blatant irrelevancy. These scripts are likely to be rare and are treated as blatantly irrelevant only where there is clear evidence.

Short scripts
Short scripts tend to penalise themselves to some extent and so are marked in the normal way. This is because a short script may not provide the same opportunity to display a variety of effective language skills, to develop a logical progression of events and ideas, to use coherent paragraphing and to sustain the interest of the reader, and so may automatically fall within a lower level of performance.
However, very short scripts (i.e. those under 150 words) can be awarded no more than a maximum of 20 marks. These scripts are first marked in the usual way and allocated to the appropriate grade category, using the grade descriptions in the mark scheme. They are then marked out of a maximum of 20.

3. Could these compositions still receive a pass mark?
Yes, it is still possible to receive a pass mark if the irrelevance is minor and/or if the script is short, depending on how the composition performs in other aspects (of language).

4. What is the pass mark?
It varies from session to session, to reflect variations in demand of the examinations the papers are designed to achieve a distribution of marks and to have a pass mark in a certain range.

Paper One: Part Two (Task Based Directed Writing)

5. Please give specific advice on the layout required for personal letters, formal letters, as several different versions are possible nowadays. Blocked or indented addresses? Blocked or indented paragraphing? Blocked or middle closure?
We do not expect one particular layout for letters in the examination as there is more than one correct way to lay out a letter. Therefore, there are no deductions of marks for using different layouts.

6. How much slang is allowed in a personal letter?
Candidates are advised in every year's report to avoid slang. However, some colloquial expressions are perfectly acceptable in a personal letter. Candidates may be expected to demonstrate that they can use a less formal tone in a personal letter but they will never be penalised for avoiding slang and/or colloquial expressions.

7. How many marks are allocated for layout in letters, reports, articles?Please specify what layout is preferred in reports.
We do not expect one particular layout for reports as there is more than one correct way to lay out a report. Therefore, there are no deductions of marks for using different layouts.
There are no specific marks allocated for layout. Suitable register, tone and format are taken into consideration in the Grade Descriptions used on a 'best fit' basis to award the overall Language/Style mark. Part 2 asks candidates to consider what sort of format and style they are being asked to provide. So, if they are asked to write a lively letter, examiners would expect a letter format, and an informal tone. If it is a report to a Head Teacher, examiners would expect a formal tone, and some simple indication of report layout such as a title, rather than the salutation 'Dear Principal'. However, examiners are flexible about the detail - there is more than one correct way to lay out a letter or a report, and what matters is that the candidate has shown an understanding of whether formality or informality is required and responded appropriately.

8. Tone and register are important. What else is emphasised in marking guided writing?
Of the 20 marks available for Part Two, 5 marks are available for relevant content points, and 15 marks for language/style. The latter uses the same grade descriptions that are used for the composition, but with a smaller mark range (15 instead of 40 marks). As mentioned in the mark scheme, the qualities to be rewarded are accurate standard English and style and tone appropriate to the task. The assessment takes into consideration the variety of fresh vocabulary supplied structural range and merits of linking and arrangement. Credit is given to those candidates who can adapt their style to suit the needs of the particular writing task.

I hope this blog will be useful to teachers, especially my collegues in teaching English language to 'O' Level students, and students in particular in learning the language. I will try to include class exercises, teaching tips, exam tips and techniques, scheme of work and other relevant materials. I will start with this hints on answering Essay Writing for Paper 1.

Hints on Essay Writing (Paper 1, Part 1) English Language O Level 1120

1. Candidates will be given a choice of topic to write about. They should read the questions carefully and choose the topic which gives them the best chance of writing an essay of the required length.
Candidates who are not strong in English may find it easiest to choose a narrative rather than a descriptive or discursive/argumentative option. They should also choose to write from personal experience if possible as freshness and originality of approach are what make the writing interesting and distinctive.

2. Having chosen the topic, it is advisable to make a plan. Plan for about six paragraphs of varied length for an essay of 450-500 words.

3. The essay must have a good beginning to capture the attention of the reader and make him/her want to read on. Try to write a striking opening sentence that reads fluently and is free of errors - remember that first impressions are important! It is also important to write relevantly to the topic from the start: if the title is ‘The Island', do not spend three paragraphs on the journey to reach the island without even mentioning the destination...

4. The middle section of the essay should convey the main steps in the story or the details of the description or the main points of the argument. Make sure that the paragraphs develop logically and are linked by the opening sentences of each successive paragraph. Never begin successive paragraphs with the same word or phrase though - for example Then he went...' and Then he went...'. Remember to have a pivotal word if you are giving both sides of an argument: 'However...' or 'On the other hand…. etc. If using direct speech, it is important to remember to use speech marks and to begin a new paragraph for each new speaker. Try to include a range of interesting, precise and mature vocabulary in the essay to bring the details to life for the reader.

5. Finally, your essay should have a strong ending. It is often effective to have a short and emphatic final paragraph. It may provide the conclusion to an argument, or it may move to the general view after some precise description of details, or it may provide the climax or round off a story, perhaps with a final stress on the relevance of the story to the topic of thequestion. For example, if the topic was 'An embarrassing incident in a restaurant', your final sentence might be 'I knew that I should never be able to go to that restaurant again!'.
.
6. It is very important to leave time to check work, by reading through the essay to correct any slips or errors and to fill in any vital words that may have been omitted in the haste and excitement of writing.
A mnemonic such as 'ACROSBIE' may help to remind you of the vital ingredients:
Accuracy; Choice; Relevance; Order; Style; Beginning; Interest; Ending.



Hints on Task-Based Directed Writing (Paper 1, Part 2) English Language O Level 1120

1. An account would usually be a factual, informative piece of writing about an incident or event in which the writer had some personal involvement. It might include some descriptive detail or personal opinion. The style adopted and the register of the language used wouldbe governed by the purpose and recipient of the account. If it is for the Headmistress of your school, use a respectful tone and head your work - for example:
'For the attention of Miss Jones....'
If it is an account of a school trip to be published in the school magazine, you could use a more informal tone to your contemporaries and head your work with a suitable headline – for example:
Highlights of the Trip to Multan

2. A report would usually be a more objective piece of factual, informative writing required to clarify the events that took place in an incident which the writer witnessed or has knowledge of. It would usually be required by someone investigating the incident- e.g. aSchool Principal investigating a fight in the playground or the police investigating a road accident etc. Again, the style adopted and the register of the language used would be governed by the purpose and recipient. For someone in authority, it is likely to be quite formal and will not contain irrelevant, descriptive detail or personal opinion and comment.

A formal format may be used - for example:

To: inspector Jones
From: John Morris
Date: 12 May 2006
Subject: The Accident Outside Multan School on 10 May 2006

A report of this kind should be signed at the end, indicating that responsibility for the accuracy of the facts is accepted by the writer of the report.

The Cambridge Revision Guide...' textbook has some useful guidance and practice on this, pages 84-149, as does The Student Writer's Guide', pages 36-60 (see resource list in syllabus).

3. Five marks are always allocated for Content. The standard ‘pattern' of the question is 5 bullet points. Sometimes a bullet point requires two pieces of information - e.g. 'Where and when did the accident take place?' In this case, the one mark for the bullet point will NOT be awarded unless both pieces of information are given. We never aware half-marks.

4. For letters, there is no specific numerical mark given or deducted for the inclusion of the address (or, in the case of a business letter, the two addresses). Suitable register, tone and format are taken into consideration in the Grade Descriptions used on a 'best fit' basis to award the Language/Style mark. The inclusion of the appropriate addresses, whilst not obligatory, does help to show that the candidate has understood the task; it also helps to establish the tone and register required. All letters should have a date, a greeting, a close and a signature.

5. Do be sure to leave time to check work, by reading through the essay to correct any slips or errors and to fill in any vital words that may have been omitted in the haste and excitement of writing.

A mnemonic such as 'COFAPS' may help to remind you of the vital ingredients:
Content; Order; Format; Accuracy; Purpose; Style