This presentation is based on the information provided through a CIE webinar that was conducted by HELEN TONER. It will help you to teacher or attempt paper 2 of English language (1123)
After going through this presentation, you will be able to understand the structure of a paragraph, the purpose of writing a paragraph,the elements of good paragraph, process of paragraph writing.
This O level English 1123 lecture teaches about speech writing, O level sample speech, the previous question on speech and marking criteria of O level speech writing.
Watch video and subscribe the channel: https://youtu.be/OUu7FWIY4Mk
This presentation is based on the information provided through a CIE webinar that was conducted by HELEN TONER. It will help you to teacher or attempt paper 2 of English language (1123)
After going through this presentation, you will be able to understand the structure of a paragraph, the purpose of writing a paragraph,the elements of good paragraph, process of paragraph writing.
This O level English 1123 lecture teaches about speech writing, O level sample speech, the previous question on speech and marking criteria of O level speech writing.
Watch video and subscribe the channel: https://youtu.be/OUu7FWIY4Mk
Learn Italian - FSI Headstart Course (Part 1)101_languages
Learn Italian with this course from the Foreign Services Institute. Download the full course (with audio) at http://www.101languages.net/italian/free-italian-course-2
ENGLISH FEEDBACKMore than likely, all of the revisions listed .docxYASHU40
ENGLISH FEEDBACK
More than likely, all of the revisions listed below stem from me being crazy stupid and not reading the instructions for WA1. I saw that we were supposed to write a response to the four short essays found in our textbook, so I did. Here’s what I thought about essay one, two three and four. Done. Submit. No intro, no thesis, no conclusion…just me writing nonsensical gibberish and spouting off opinions. So, knowing that my first draft of WA1 is so completely wrong, coming up with only 3-5 areas of improvement will be easy.
HOCs
1. My WA1 has no introduction paragraph and definitely no thesis statement that should be near the end of that. My first paragraph immediately starts with me ripping apart the article by Kerry Soper and how I think that it was a waste of ink. Case in point, “When I read the topic, which is now the title of this response essay assignment, I imagined being introduced to articles that would talk about learning techniques never imagined prior to the introduction of computers in the class room. Imagine, then, my utter dismay at reading a lackluster attempt at humor in Rate My Professorsappearance.com by Kerry Soper.”
2. No thesis. If you read my number 1 above then this statement should be of no surprise. Because I had no introduction paragraph, I had no thesis statement at the end of it. Instead, I ended my first paragraph with this, “I’m also quite sure that if the author ever lost the over-mentioned 15-pounds, he would have nothing to write about.” As you can see, a thesis statement would surely be welcome over that rubbish.
3. Audience. My attempt at WA1 was, at best, a bit unprofessional. I was not aware that I should not use words that convey emotion. Here is an example, after “reviewing” three articles that I felt didn’t really meet the mark of technology in education; I got to the paragraph where I gave my opinion of Twitter Goes to College. If you’ve read it, you’ll know that it actually had something to do with technology improving education. So after the three weak articles, I started my last paragraph regarding Twitter with this, “Ahhhh, finally! An article that deals with technology in the classroom.” As you can tell, that sort of writing is verboten within the Response Essay.
LOCs
1. No more evidence of my personal experiences or me. I thought that while doing a response essay, I would be responding to a certain topic, or in this case, a set of essays. In either case, I thought that my response should find its way in the essay somewhere. I’m still confused about this. In a body paragraph referring to the “Baby Einstein” article, I wrote this, “I used to watch cartoons growing up on Saturday mornings for roughly 5-straight hours, preferably with a bowl of Kix. But just because I watched Scooby-Doo didn’t mean I learned that dogs could talk.” This type of personal reference with a response essay is a no-no.
2. No informal expressions. I used an exclamation point and I ha ...
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Identtifying content points by haroon
1.
2. Paper 2: Reading
TIME:1 hour 45 minutes, 50 marks
Section 1: Reading for Ideas (25 marks)
• Candidates scan a factual communication (or
communications) of approximately 700 words – e.g.
report(s), article(s), advertisement(s), email(s), letter(s).
• They identify and note down required information
– e.g. similarities and differences, or causes and
effects, or advantages and disadvantages, or problems and
solutions, or actions and consequences.
Only one example content point will be given as
guidance to candidates.
• 15 marks are allocated for content points.
• Candidates use these notes to write a summary of
160 words. 5 marks are allocated for language.
3. Introduction
In summary writing, you are asked to condense a selected area
of text by:
reproducing facts and ideas required by the question,
using your own words as far as possible,
keeping within the word limit specified by the question,
in a well-constructed continuous paragraph.
When marking the summary, the examiners will look at 2
categories:
4. Content and Style
Content
- The key points you were asked to select from the
passage.
Style
The accuracy and quality of your writing.
- The extent to which you are able to use your own
words
5. FORMAT
In this interactive lesson, you shall learn how to
improve your summary skills. A sample passage will be
provided, together with a summary question. We shall
look at both categories (content and style) separately.
Ready to begin? Let's start
7. Passage
GCE 'O' Level November 1996 Paper 2
Read the passage, and we shall attempt to answer the
summary question together.
8. Now, here is the summary question set on the
above passage:
The archaeologist Fiorelli undertook the task of uncovering the ruins of
Pompeii.
Using your own words as far as possible, write a summary of the
problems he faced when he began his work, what methods he employed
to restore the ancient city accurately and how he used the volcanic ash
to produce his most dramatic discoveries.
USE ONLY THE MATERIAL FROM PARAGRAPH 4 TO PARAGRAPH
10.
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:
Over the centuries, people had eventually forgotten about Pompeii
9. THREE SIMPLE STEPS FOR
INDENTIFYING CONTENT POINTS
FROM THE PASSAGE
STEP 1
STEP 2
STEP 3
10. STEP 1
Read the question and pick out the key instruction
words.
The archaeologist Fiorelli undertook the task of uncovering the ruins of Pompeii.
Using your own words as far as possible, write a summary of the problems he faced when he
began his work, what methods he employed to restore the ancient city accurately and how
he used the volcanic ash to produce his most dramatic discoveries.
So in short, the question requires you to identify 3 key
areas:
1. The problems Fiorelli faced when he began his work.
2. The methods he employed to restore the ancient city accurately.
3. How he used the volcanic ash to produce his most dramatic
discoveries.
11. STEP 2
Mark out clearly the area of text to be summarised
from the passage
USE ONLY THE MATERIAL FROM PARAGRAPH 4
TO PARAGRAPH 10.
12. Step 3
Pick out the content points. Avoid the distractors and
elaboration points. Never lose sight of what the question wants!
Distractors: phases or sentences which are irrelevant to the
what the question wants.
Elaboration points: phases or sentences which do not form
points in themselves, but give extra information as examples or
explanations.
Remember that there will be more points available than the
number you need to score full marks for content (15 marks).
Therefore, it is possible to score full marks for content!
13. Let's identify the content points
together - one paragraph at a time!
PARAGRAPH 4
Through time, Pompeii almost completely slipped from the world's
memory. Even among scholars, the precise location of Pompeii
remained unknown, primarily because a thick flow of molten rock
had poured over the area from eruptions in later years. This had
entirely altered the shape of the coast. Also, when the digging to
uncover the ruins began in the eighteenth century, the debris from
these excavations had been left in scattered heaps around the site,
further obscuring it. Rainwater, too, collected and had hastened its
decay. These early excavators had acted purely for the sake of
plunder; they made no genuine effort to investigate the past. This
did not come about until the appointment in 1860 of the
archaeologist Fiorelli as director of the excavations.
14. CONTENT POINTS
Through time, Pompeii almost completely slipped from the
world's memory. Even among scholars, the precise location of
Pompeii remained unknown, primarily because a thick flow of
molten rock had poured over the area from eruptions in later
years. This had entirely altered the shape of the coast. Also, when
the digging to uncover the ruins began in the eighteenth century,
the debris from these excavations had been left in scattered heaps
around the site, further obscuring it. Rainwater, too, collected and
had hastened its decay. These early excavators had acted purely for
the sake of plunder; they made no genuine effort to investigate the
past. This did not come about until the appointment in 1860 of the
archaeologist Fiorelli as director of the excavations.
Here's the points for quick reference:
15. Paragraph 4
Read the paragraph and pick out the content points.
Keep in mind that the question requires you to identify 3
key areas:
1. The problems Fiorelli faced when he began his work.
2. The methods he employed to restore the ancient city
accurately.
3. How he used the volcanic ash to produce his most
dramatic discoveries.
16. ACTIVITY
Write down the content points from this
paragraph
Done? Let's move on to the next paragraph!
17. Paragraph 5
Read the paragraph and pick out the content points.
Once again, keep in mind that the question requires you to
identify 3 key areas:
1. The problems Fiorelli faced when he began his work.
2. The methods he employed to restore the ancient city
accurately.
3. How he used the volcanic ash to produce his most
dramatic discoveries.
Activity: Write down the content points from this
paragraph
18. Paragraph 6
Read the paragraph and pick out the content points.
Once again, keep in mind that the question requires you to
identify 3 key areas:
1. The problems Fiorelli faced when he began his work.
2. The methods he employed to restore the ancient city
accurately.
3. How he used the volcanic ash to produce his most
dramatic discoveries.
Activity: Write down the content points from this
paragraph
19. Paragraph 7
Read the paragraph and pick out the content points.
Once again, keep in mind that the question requires you to
identify 3 key areas:
1. The problems Fiorelli faced when he began his work.
2. The methods he employed to restore the ancient city
accurately.
3. How he used the volcanic ash to produce his most
dramatic discoveries.
Activity: Write down the content points from this
paragraph
20. Paragraph 8
Read the paragraph and pick out the content points.
Once again, keep in mind that the question requires you to identify 3
key areas:
1. The problems Fiorelli faced when he began his work.
2. The methods he employed to restore the ancient city accurately.
3. How he used the volcanic ash to produce his most dramatic
discoveries.
Activity: Write down the content points from this paragraph
Do you think there's any content point in this paragraph? Hmm... Is it a
trick question? Shall we move on to the next paragraph?
21. Paragraph 9
Read the paragraph and pick out the content points.
Once again, keep in mind that the question requires you to identify 3
key areas:
1. The problems Fiorelli faced when he began his work.
2. The methods he employed to restore the ancient city accurately.
3. How he used the volcanic ash to produce his most dramatic
discoveries.
Activity: Write down the content points from this paragraph
It seems tough to find a content point in this paragraph! Could you find
one? If you're done with this paragraph, let's move on to the final
paragraph
22. Paragraph 10
Read the paragraph and pick out the content points.
Once again, keep in mind that the question requires you to identify 3
key areas:
1. The problems Fiorelli faced when he began his work.
2. The methods he employed to restore the ancient city accurately.
3. How he used the volcanic ash to produce his most dramatic
discoveries.
Activity: Write down the content points from this paragraph
23. 15 CONTENT POINTS
Yes, we've finally reached the last paragraph! Do you
have at least 15 content points in your list?
If you don't have at least 15 points, you need to go back
to the paragraphs to identify more content points!
If you have at least 15 points, good job! Now, let's
review the content points together!
24. Content
Here's the list of content points that I have compiled. The
points are listed according to the paragraphs that they are
located in. Please check your list with mine.
Here's the points for quick reference:
1. The location of Pompeii remained unknown.
2. Molten rock had poured over the area from later eruptions.
3. This had altered the shape of the coast.
4. Debris from excavations had obscured the site.
5. Rainwater had hastened the decay of the site.
Do these points answer any key area required by the question?
Yes, these are the problems he faced when he began his work.
Content
25. Paragraph 5
Here's the points for quick reference:
6. Fiorelli's approach was disciplined/orderly.
7. He removed all the debris.
8. He installed a drainage system.
9. He made a systematic study of the ruins.
10. He traced the perimeter walls.
11. He mapped out the site/divided it into districts.
12. He identified/numbered the buildings
Do these points answer any key area required by the
question? Yes, these are methods he employed to restore
the ancient city accurately.
26. Paragraph 6
Here's the points for quick reference:
13. He gave each object a precise description.
14. He recorded its position.
15. He left discoveries in their positions.
Do these points answer any key area required by the
question? Yes, these are methods he employed to
restore the ancient city accurately.
27. Paragraph 7
Here's the points for quick reference:
16. He recorded his progress in journals.
Does this point answer any key area required by the
question? Yes, this is one of the methods he employed
to restore the ancient city accurately.
28. Paragraph 8
There is no content point in the paragraph below -
Pretty obvious, right?
29. Paragraph 9
Here's the point for quick reference:
17. He realised that human remains could be found.
Does this point answer any key area required by the
question? Yes, this is how he used the volcanic ash to
produce his most dramatic discoveries.
30. Paragraph 10
Here's the points for quick reference:
18. He noticed there was a cavity.
19. He ordered liquid plaster to be poured into it.
20. He allowed it to solidify.
21. He had the surrounding ash removed.
22. He revealed figures/victims.
Does this point answer any key area required by the
question? Yes, this is how he used the volcanic ash to
produce his most dramatic discoveries
31. DONE
Alright, we have successfully managed to locate and
identify the content points from the paragraphs. There
are 22 in total, but you only need to have 15 content
points in your summary!
Let's move on to the next part of this exercise - how to
improve the style of your summary!
32. Style
You have learned a lot about the assessment of
content, and have developed some strategies to ensure
you locate and identify as many content points as
possible.
33. STYLE
Now, let's look at style. There are 10 marks allocated to
the style in which your summary is written.
The examiners judge the style of your summary
writing under 2 categories:
1. Use of own words
2. Use of English
34. STYLE
Use of Own Words
Golden rule: The more you manage to avoid the
original wording (without losing the original
meaning), the higher your mark for own words will be.
However, this does not mean you have to substitute all
the words in the passage. You just need to use your
own words as far as possible!
35. STYLE Use of English
This can be classified under 3 sections:
1. Mechanical accuracy
- The ability to write without making errors of grammar, spelling or punctuation.
2. Sentence structure
- The ability to write in sentences and to vary their types by using:
Conjunctions, eg. and, but, since, when
Present participles, ie. the part of the verb ending in -ing
Relative pronouns, ie. who, whose, whom, which, that
3. Organisation and linking
- The ability to organise and link your content points by:
Combining points
Taking a point in a later stage of the text and linking it to one made earlier
Using linking devices
- To indicate a change of direction, eg. however, although, nevertheless
- To indicate a continuation of ideas, eg. in addition, also, furthermore
36. STYLE
Alright, now that you have a better understanding of
style, let's practise!
37. Style
Here's the list of content points that I have compiled earlier
1. The location of Pompeii remained unknown.
2. Molten rock had poured over the area from later eruptions.
3. This had altered the shape of the coast.
4. Debris from excavations had obscured the site.
5. Rainwater had hastened the decay of the site.
6. Fiorelli's approach was disciplined/orderly.
7. He removed all the debris.
8. He installed a drainage system.
9. He made a systematic study of the ruins.
10. He traced the perimeter walls.
11. He mapped out the site/divided it into districts.
12. He identified/numbered the buildings.
13. He gave each object a precise description.
14. He recorded its position.
15. He left discoveries in their positions.
16. He recorded his progress in journals.
17. He realised that human remains could be found.
18. He noticed there was a cavity.
19. He ordered liquid plaster to be poured into it.
20. He allowed it to solidify.
21. He had the surrounding ash removed.
22. He revealed figures/victims.
38. Activity: Apply style to these content
points.
Remember that you should use your own words as far as possible,
check your mechanical accuracy, and have varied sentence
structure.
You may want to classify these points into the 3 key areas
required by the question, so as to have better organisation and
linking for your summary. For now, do not worry about the word
limit.
When you're done, we shall take a look at 2 sample summaries of
the same passage done by 2 candidates!
40. SAMPLE SUMMARIES 11
As both candidates have more than 15 content points in their summaries, they will both score
full marks (15 marks) for content.
To assess which candidate has done better in summary writing, we need to compare the style
in which their summaries are written.
Candidate A has done little to use his own words, but Candidate B has made a sustained and
successful attempt to use his own words.
Both candidates have made no errors under mechanical accuracy.
Candidate B used much more present participles and conjunctions than Candidate A, hence
showing more complexity in his sentence structure.
Candidate B maintains a good 'flow' to his writing by maintaining an orderly sequence of ideas
and using linking devices, but Candidate A shows no clear attempts at organisation and
linking.
Therefore, it is clear that Candidate B will score well in style assessment - for the use of own
words and for the use of English. Overall, Candidate B will score much higher than Candidate
A in summary writing.
41. Learning Points
Let's review the summary writing skills we have
learned together!
Summary Question
Read the question properly.
Pick out the key instruction words.
Check the area of text to be summarised.
Keep to the word limit laid down for the summary.
Use the opening words provided in the question.
42. Content
Locate and identify at least 15 content points.
Avoid the distractors and elaboration points.
STYLE
Organise your content points according to key areas
required by the question.
Use your words as far as possible.
Use a variety of sentence structures.
Use linking devices.
Check that your summary does not have grammar, spelling
or punctuation errors.
43. Congratulations!
You have successfully completed this lesson on
summary writing!
Keep practising, and remember to use the skills
you have learnt here today to write better
summaries!