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T1 w7.sure fail examinations summary writing T1 w7.sure fail examinations summary writing Presentation Transcript

  • T1W7.2011.Summary Writing prepared by Kuronekosan for 3D / 3C / 3B.2011 at S.H.S.S. How to Ace Summary Writing
  • PARAGRAPH 1
    • Many parents feel stressed when their children sit high-stakes examinations like the Primary School Leaving Examinations or the O or A Level Examinations. They feel responsible for their children’s performance. Even balanced parents, who understand that their role is mainly a supportive one, feel as stressed as though they are taking the test themselves.
  • PARAGRAPH 1
    • Many parents feel stressed when their children sit high-stakes examinations like the Primary School Leaving Examinations or the O or A Level Examinations. They feel responsible for their children’s performance. Even balanced parents, who understand that their role is mainly a supportive one, feel as stressed as though they are taking the test themselves.
  • PARAGRAPH 1
    • Many parents feel stressed when their children sit high-stakes examinations like the Primary School Leaving Examinations or the O or A Level Examinations. They feel responsible for their children’s performance. Even balanced parents, who understand that their role is mainly a supportive one, feel as stressed as though they are taking the test themselves.
    Continually worrried or Continually anxious Take Major or very important Accountable Rational or reasonable
  • PARAGRAPH 2
    • Schools should be an ally in the gruelling preparation for this major race. Unfortunately, many see their role differently. Many schools use shock scare tactics which are remarkably outdated. I am talking about the habit of many schools to set mid-year examination papers of an unduly high difficult level.
  • PARAGRAPH 2
    • Schools should be an ally in the gruelling preparation for this major race. Unfortunately, many see their role differently. Many schools use shock scare tactics which are remarkably outdated. I am talking about the habit of many schools to set mid-year examination papers of an unduly high difficult level.
  • PARAGRAPH 2
    • Schools should be an ally in the gruelling preparation for this major race. Unfortunately, many see their role differently. Many schools use shock scare tactics which are remarkably outdated. I am talking about the habit of many schools to set mid-year examination papers of an unduly high difficult level.
    Supporter Very difficult and tiring / Very challenging Unusually or surprisingly Overly
  • PARAGRAPH 3
    • A friend who is a fulltime mother and coaches her son personally was aghast when he scored just above 50 marks in his Mathematics paper in a mission primary school. However, the teacher assured her that it was a very good score, considering the average score across the entire school was 40-something. In other words, more than half the school failed the paper.
  • PARAGRAPH 3
    • A friend who is a fulltime mother and coaches her son personally was aghast when he scored just above 50 marks in his Mathematics paper in a mission primary school. However, the teacher assured her that it was a very good score, considering the average score across the entire school was 40-something. In other words, more than half the school failed the paper.
  • PARAGRAPH 3
    • A friend who is a fulltime mother and coaches her son personally was aghast when he scored just above 50 marks in his Mathematics paper in a mission primary school. However, the teacher assured her that it was a very good score, considering the average score across the entire school was 40-something. In other words, more than half the school failed the paper.
    Terrified / horrified / Dismayed / stunned / Shocked / appalled Convinced / persuaded
  • PARAGRAPH 4
    • Many schools set mid-year-examination papers at an unrealistically high level of difficulty, deliberately to “jolt” students and parents into a state of panic to work harder for the PSLE or O level examinations. When the preliminary examinations roll around later this year, the same pattern will repeat itself.
  • PARAGRAPH 4
    • Many schools set mid-year-examination papers at an unrealistically high level of difficulty, deliberately to “jolt” students and parents into a state of panic to work harder for the PSLE or O level examinations. When the preliminary examinations roll around later this year, the same pattern will repeat itself.
  • PARAGRAPH 4
    • Many schools set mid-year-examination papers at an unrealistically high level of difficulty, deliberately to “jolt” students and parents into a state of panic to work harder for the PSLE or O level examinations. When the preliminary examinations roll around later this year, the same pattern will repeat itself.
    Intentionally / Purposely
  • PARAGRAPH 5
    • Thousands of students will be in tears over unwonted failing grades. Thousands of parents’ stress levels will rise, fearing their children wil do as badly in the PSLE or O levels, as they did for their preliminary examinations. I am not familiar with the teaching pedagogy but it seems sheer bad educational practice to intentionally set an examination paper which seeks to fail most students. That is not education; that is psychological manipulation of a rather negative and perverse nature.
  • PARAGRAPH 5
    • Thousands of students will be in tears over unwonted failing grades. Thousands of parents’ stress levels will rise, fearing their children wil do as badly in the PSLE or O levels, as they did for their preliminary examinations. I am not familiar with the teaching pedagogy but it seems sheer bad educational practice to intentionally set an examination paper which seeks to fail most students. That is not education; that is psychological manipulation of a rather negative and perverse nature.
  • PARAGRAPH 5
    • Thousands of students will be in tears over unwonted failing grades. Thousands of parents’ stress levels will rise, fearing their children wil do as badly in the PSLE or O levels, as they did for their preliminary examinations. I am not familiar with the teaching pedagogy but it seems sheer bad educational practice to intentionally set an examination paper which seeks to fail most students. That is not education; that is psychological manipulation of a rather negative and perverse nature.
    Unusual and unexpected Plainly / purely / unquestionably/ undeniably The practice or study of teaching Mental Influence Bizarre / strange / odd / queer / unusual
  • PARAGRAPH 6
    • This practice of setting punitively difficult examinations in schools has been around for years. Schools justify it by saying that a little bit of failure spurs students to try harder. They may argue the practice results in better grades. However, people who argue this forget the impact of repeated failure on a child’s motivation and self-esteem. Top students who score 75 instead of their customary 90 in a particularly difficult paper may indeed feel motivated to work harder to bridge the gap. However, what about the impact of repeated failure on the average child? A borderline student who fluctuates between a B and C, is likely to be pushed into a sea of red ink when confronted with an exceptionally difficult examination. Demoralised, goaded by fear, the child works harder. Teachers raise the spectre of failure to coax the child to try harder. Tutors add on extra sessions.
  • PARAGRAPH 6
    • This practice of setting punitively difficult examinations in schools has been around for years. Schools justify it by saying that a little bit of failure spurs students to try harder. They may argue the practice results in better grades. However, people who argue this forget the impact of repeated failure on a child’s motivation and self-esteem. Top students who score 75 instead of their customary 90 in a particularly difficult paper may indeed feel motivated to work harder to bridge the gap. However, what about the impact of repeated failure on the average child? A borderline student who fluctuates between a B and C, is likely to be pushed into a sea of red ink when confronted with an exceptionally difficult examination. Demoralised, goaded by fear, the child works harder. Teachers raise the spectre of failure to coax the child to try harder. Tutors add on extra sessions.
  • PARAGRAPH 6
    • This practice of setting punitively difficult examinations in schools has been around for years. Schools justify it by saying that a little bit of failure spurs students to try harder. They may argue the practice results in better grades. However, people who argue this forget the impact of repeated failure on a child’s motivation and self-esteem. Top students who score 75 instead of their customary 90 in a particularly difficult paper may indeed feel motivated to work harder to bridge the gap. However, what about the impact of repeated failure on the average child? A borderline student who fluctuates between a B and C, is likely to be pushed into a sea of red ink when confronted with an exceptionally difficult examination. Demoralised, goaded by fear, the child works harder. Teachers raise the spectre of failure to coax the child to try harder. Tutors add on extra sessions.
    Severely / harshly / Of a punish nature Effect Defend / explain / rationalise Encourages / motivates / drives Usual / normal Close Induced / prompted / motivated / Driven Forewarning / shadow Premonition / bad vibes / Omen Persuade Swings unusually
  • PARAGRAPH 7
    • My question to those principals and teachers out there blithely setting examination papers they know most students will fail in: Is the child, in such a state above, in a good frame of mind to take a high-stakes national examinations? Some principals and teachers who use this “fail-them” examination scare tactic will point out that it has worked for years, and raises the school’s average scores in PSLE. My retort to that is simple: Your school’s aggregate average grades may improve but how many vulnerable children’s self-esteem have you destroyed in the process? Just as pertinently, how many children’s zest for learning have you destroyed? How many individual students ended up doing worse, not better, because of anxiety and stress?
  • PARAGRAPH 7
    • My question to those principals and teachers out there blithely setting examination papers they know most students will fail in: Is the child, in such a state above, in a good frame of mind to take a high-stakes national examinations? Some principals and teachers who use this “fail-them” examination scare tactic will point out that it has worked for years, and raises the school’s average scores in PSLE. My retort to that is simple: Your school’s aggregate average grades may improve but how many vulnerable children’s self-esteem have you destroyed in the process? Just as pertinently , how many children’s zest for learning have you destroyed in the process? How many individual students ended up doing worse, not better, because of anxiety and stress?
  • PARAGRAPH 7
    • My question to those principals and teachers out there blithely setting examination papers they know most students will fail in: Is the child, in such a state above, in a good frame of mind to take a high-stakes national examinations? Some principals and teachers who use this “fail-them” examination scare tactic will point out that it has worked for years, and raises the school’s average scores in PSLE. My retort to that is simple: Your school’s aggregate average grades may improve but how many vulnerable children’s self-esteem have you destroyed in the process? Just as pertinently , how many children’s zest for learning have you destroyed? How many individual students ended up doing worse, not better, because of anxiety and stress?
    Lightheartedly / In a carefree manner Reply / response / counterargument Strategy / game plan Total Defenseless / Helpless / susceptible Self-respect / Self-confidence Relevant / Related Interest Worries and concerns
  • PARAGRAPH 8
    • The Ministry of Education should monitor and discourage this perverse practice. Guidelines should spell out the difficulty level of school preparatory examinations, to align them with the actual standards of milestone examinations. Schools with large numbers of students who consistently fail mid-year and preliminary examinations, but who go on to do well at PSLE or O levels, should not be praised for their students’ “improved” results, but should instead be questioned on why their internal school examinations are so out of whack with the national ones.
  • PARAGRAPH 8
    • The Ministry of Education should monitor and discourage this perverse practice. Guidelines should spell out the difficulty level of school preparatory examinations, to align them with the actual standards of milestone examinations. Schools with large numbers of students who consistently fail mid-year and preliminary examinations, but who go on to do well at PSLE or O levels, should not be praised for their students’ “improved” results, but should instead be questioned on why their internal school examinations are so out of whack with the national ones.
  • PARAGRAPH 8
    • The Ministry of Education should monitor and discourage this perverse practice. Guidelines should spell out the difficulty level of school preparatory examinations, to align them with the actual standards of milestone examinations. Schools with large numbers of students who consistently fail mid-year and preliminary examinations, but who go on to do well at PSLE or O levels, should not be praised for their students’ “improved” results, but should instead be questioned on why their internal school examinations are so out of whack with the national ones.
    Not working together correctly
  • SUMMARY QUESTION
    • Passage B discusses the effects of “sure fail” examinations on students, parents and schools.
    • Using your own words as far as possible, summarise what the author thinks are the effects of setting “sure fail” examinations and what should be done to discourage such practice.
    • USE THE MATERIAL IN PASSAGE B FROM PARAGRAPH 5 TO PARAGRAPH 8.
    • Your summary, which must be in continuous writing (not note form), must not be longer than 150 words (not counting the words given to help you begin).
    • Begin your summary as follows: One effect “sure fail” examinations bring about is … [25 m]
    Word Doc
  • SUMMARY QUESTION
    • Passage B discusses the effects of “sure fail” examinations on students, parents and schools.
    • Using your own words as far as possible, summarise what the author thinks are the effects of setting “sure fail” examinations and what should be done to discourage such practice.
    • USE THE MATERIAL IN PASSAGE B FROM PARAGRAPH 5 TO PARAGRAPH 8.
    • Your summary, which must be in continuous writing (not note form), must not be longer than 150 words (not counting the words given to help you begin).
    • Begin your summary as follows: One effect “sure fail” examinations bring about is …
    • [25 m]
    Word Doc
  • SUMMARY QUESTION
    • Passage B discusses the effects of “sure fail” examinations on students, parents and schools.
    Word Doc BACKGROUND INFORMATION
  • SUMMARY QUESTION
    • Using your own words as far as possible, summarise what the author thinks are the effects of setting “sure fail” examinations and what should be done to discourage such practice.
    Word Doc QUESTION REQUIREMENT: WHAT TO DO WHAT TO FOCUS ON
  • THE POINT ORGANISER B4 A4 B3 A3 B2 A2 B1 A1 (B) what should be done to discourage such practice. (A) The effects of setting “sure fail” examinations
  • SUMMARY QUESTION
    • USE THE MATERIAL IN PASSAGE B FROM PARAGRAPH 5 TO PARAGRAPH 8.
    Word Doc WHERE IN THE TEXT SHOULD WE BE LOOKING FOR INFORMATION TO SUMMARISE
  • SUMMARY QUESTION
    • Your summary, which must be in continuous writing (not note form), must not be longer than 150 words (not counting the words given to help you begin).
    Word Doc STANDARD INSTRUCTIONS
  • WHAT DOES YOUR SUMMARY LOOK LIKE?
    • It should be a SOLID one paragraph answer beginning with the helping words given to let you start off your writing.
    • Do not discard any of your working as you draw up your points you have gathered.
    • If you run terribly out of time, submit whatever you have done. REPEAT – do not discard any of your working. Submit whatever you have.
  • SUMMARY QUESTION
    • Begin your summary as follows: One effect “sure fail” examinations bring about is …
    • [25 m]
    Word Doc THE BEGINNING WORDS WHICH YOU MUST USE
  • WHAT TO DO FIRST AND THEN NEXT USE YOUR VOCABULARY POWER TO HELP YOU REPLACE WORDS AND EXPRESSIONS CORRECTLY MAKE SURE YOUR SENTENCES ARE GRAMMATICALLY CORRECT DIVIDE BY 2 ALWAYS GET 17 – 19 POINTS FIRST C YOUR OWN WORDS 10/10 B LANGUAGE USED 10/10 A CONTENT POINTS 15/15
  • REMEMBER 10/10 15/15 Leave this to the last. Do not waste time if you cannot come up with your own words. Always write relevantly. Do not add new information to your summary. Make sure you always try to get 17 – 18 points. Do not just get 15. USE OF OWN WORDS USE OF ENGLISH CONTENT POINTS
  • PARAGRAPH 5
    • Thousands of students will be in tears over unwonted failing grades . Thousands of parents’ stress levels will rise, fearing their children will do as badly in the PSLE or O levels, as they did for their preliminary examinations. I am not familiar with the teaching pedagogy but it seems sheer bad educational practice to intentionally set an examination paper which seeks to fail most students. That is not education; that is psychological manipulation of a rather negative and perverse nature.
  • PARAGRAPH 6
    • This practice of setting punitively difficult examinations in schools has been around for years. Schools justify it by saying that a little bit of failure spurs students to try harder. They may argue the practice results in better grades. However, people who argue this forget the impact of repeated failure on a child’s motivation and self-esteem . Top students who score 75 instead of their customary 90 in a particularly difficult paper may indeed feel motivated to work harder to bridge the gap. However, what about the impact of repeated failure on the average child ? A borderline student who fluctuates between a B and C, is likely to be pushed into a sea of red ink when confronted with an exceptionally difficult examination. Demoralised, goaded by fear, the child works harder. Teachers raise the spectre of failure to coax the child to try harder. Tutors add on extra sessions.
  • PARAGRAPH 7
    • My question to those principals and teachers out there blithely setting examination papers they know most students will fail in: Is the child, in such a state above, in a good frame of mind to take a high-stakes national examinations? Some principals and teachers who use this “fail-them” examination scare tactic will point out that it has worked for years, and raises the school’s average scores in PSLE. My retort to that is simple: Your school’s aggregate average grades may improve but how many vulnerable children’s self-esteem have you destroyed in the process? Just as pertinently, how many children’s zest for learning have you destroyed in the process ? How many individual students ended up doing worse, not better, because of anxiety and stress?
  • PARAGRAPH 8
    • The Ministry of Education should monitor and discourage this perverse practice. Guidelines should spell out the difficulty level of school preparatory examinations, to align them with the actual standards of milestone examinations. Schools with large numbers of students who consistently fail mid-year and preliminary examinations, but who go on to do well at PSLE or O levels, should not be praised for their students’ “improved” results, but should instead be questioned on why their internal school examinations are so out of whack with the national ones.
  • THE POINT ORGANISER FOR EVERY POINT THAT WE TRY TO GATHER FOR (A), WE HAVE TO REMIND OURSELVES: OK, SO WHAT ARE THE EFFECTS OF SETTING “SURE FAIL” EXAMINATIONS? EFFECTS CAN BE GOOD EFFECTS OR BAD EFFECTS. YOU MUST HAVE A CLEAR UNDERSTANDING OF THE MEANING OF “EFFECT”. IT MEANS “OUTCOME” or “RESULT”. SO, “EFFECTS” MEANS “OUTCOMES” OR “RESULTS”. FOR EVERY POINT THAT WE TRY TO GATHER FOR (B), WE HAVE TO REMIND OURSELVES: WHAT ARE THE THINGS WHICH SHOULD BE DONE TO PREVENT SETTING SURE-FAIL EXAMINATION PAPERS? AND WHAT ARE THE CHANGES THAT NEED TO BE MADE? (B) what should be done to discourage such practice. (A) The effects of setting “sure fail” examinations
  • THE POINT ORGANISER Schools should ask themselves how many how many children’s zest for learning have you destroyed in the process B3 Guidelines should spell out the difficulty level of school preparatory examinations, to align them with the actual standards of milestone examinations. B6 A borderline student is likely to fail an exceptionally difficult examination. A5 The Education Ministry should monitor and discourage this perverse practice. School should ask themselves how many individual students might end up doing worse, not better, because of anxiety and stress. Schools should ask themselves how many vulnerable children’s self-esteem have been destroyed. Schools should ask themselves is the fearful child, in a good frame of mind to take a high-stakes national examinations. But there is serious impact of repeated failure on the average child – he may not be similarly motivated to do better. There may be positive impact of repeated failure on a bright child’s motivation and self-esteem. Many parents’ stress levels will rise, fearing their children will do as badly in the PSLE or O levels, as they did for their preliminary examinations. Many students will be in tears over unwonted failing grades. B5 A4 B4 A3 B2 A2 B1 A1 (B) what should be done to discourage such practice. (A) The effects of setting “sure fail” examinations
  • THE POINT ORGANISER but should instead be questioned on why their internal school examinations are so out of whack with the national ones. Schools with large numbers of students who consistently fail mid-year and preliminary examinations, but who go on to do well at PSLE or O levels, should not be praised for their students’ “improved” results, Tutors add on extra sessions. Teachers raise the spectre of failure to coax the child to try harder. Demoralised, goaded by fear, the child works harder. A8 B8 A7 B7 A6 (B) what should be done to discourage such practice. (A) The effects of setting “sure fail” examinations
  • From Points to Sentences and Summary Paragraph
    • One effect “sure fail” examinations bring about is (A1) Many students will be in tears over unwonted failing grades. (A2) Many parents’ stress levels will rise, fearing their children will do as badly in the PSLE or O levels, as they did for their preliminary examinations. (A3) There may be positive impact of repeated failure on a bright child’s motivation and self-esteem. (A4) But there is serious impact of repeated failure on the average child – he may not be similarly motivated to do better. (A5) A borderline student is likely to fail an exceptionally difficult examination. (A6) Demoralised, goaded by fear, the child works harder. (A7) Teachers raise the spectre of failure to coax the child to try harder. (A8) Tutors add on extra sessions. (B1) Schools should ask themselves is the fearful child, in a good frame of mind to take a high-stakes national examinations. (B2) Schools should ask themselves how many vulnerable children’s self-esteem have been destroyed. (B3) Schools should ask themselves how many how many children’s zest for learning have you destroyed in the process. (B4) School should ask themselves how many individual students might end up doing worse, not better, because of anxiety and stress. (B5) The Education Ministry should monitor and discourage this perverse practice. (B6) Guidelines should spell out the difficulty level of school preparatory examinations, to align them with the actual standards of milestone examinations. (B7) Schools with large numbers of students who consistently fail mid-year and preliminary examinations, but who go on to do well at PSLE or O levels, should not be praised for their students’ “improved” results. (B8) but should instead be questioned on why their internal school examinations are so out of whack with the national ones.
    • (ABOUT 264 WORDS)
  • DO YOU REMEMBER AHMAD THE CHEF?
    • (A1) Many students will be in tears over unwonted failing grades.
    • (A2) Many parents’ stress levels will rise, fearing their children will do as badly in the PSLE or O levels, as they did for their preliminary examinations.
    • (A3) There may be positive impact of repeated failure on a bright child’s motivation and self-esteem.
    • (A4) But there is serious impact of repeated failure on the average child – he may not be similarly motivated to do better.
    • (A5) A borderline student is likely to fail an exceptionally difficult examination.
    • (A6) Demoralised, goaded by fear, the child works harder.
    • (A7) Teachers raise the spectre of failure to coax the child to try harder.
    • (A8) Tutors add on extra sessions.
    • (B1) Schools should ask themselves is the fearful child, in a good frame of mind to take a high-stakes national examinations.
    • (B2) Schools should ask themselves how many vulnerable children’s self-esteem have been destroyed. (B3) Schools should ask themselves how many how many children’s zest for learning have you destroyed in the process.
    • (B4) School should ask themselves how many individual students might end up doing worse, not better, because of anxiety and stress.
    • (B5) The Education Ministry should monitor and discourage this perverse practice.
    • (B6) Guidelines should spell out the difficulty level of school preparatory examinations, to align them with the actual standards of milestone examinations.
    • (B7) Schools with large numbers of students who consistently fail mid-year and preliminary examinations, but who go on to do well at PSLE or O levels, should not be praised for their students’ “improved” results. (B8) but should instead be questioned on why their internal school examinations are so out of whack with the national ones.
  • WHAT DID YOU DO WITH AHMAD THE CHEF YOU CAN APPLY THE SAME THINGS NOW.
    • MAKE USE OF INFORMATION FROM YOUR POINTS ONLY.
    • DO NOT INTRODUCE NEW CONTENT.
    • REMOVE ANY REPETITION OF STRUCTURES / IDEAS.
    • USE FUNCTION WORDS or PHRASES.
    • CHECK GRAMMAR.
    • CHECK NUMBER OF WORDS.