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<div id="main-column" class="span9"> <article id="paper-1-advice-to-students" style="margin-top: 16px;">
<h1 class="section-title">Paper 1 advice to students</h1>
<ul class="breadcrumb"><li><a title="Home" href="../../../index.html"><i class="fa fa-home"></i></a><span class="divider">/</span></li><li><span class="gray">Assessment </span><span class="divider">/</span></li><li><span class="gray">Paper 1</span><span class="divider">/</span></li><li><span class="active">Paper 1 advice to students</span></li></ul>
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<p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/writing-advice.jpg" style="width: 500px; height: 279px;"></p><p>.</p><p>Here is a presentation to help students deal with Paper 1 confidently and effectively.</p><p>Make clear to students that they can handle Paper 1 to the best of their ability if they have a methodical approach. This is what the presentation proposes - and below the display of the presentation, you will find some notes and comments to help you to expand and make clear what each slide suggests.</p><p style="margin-left: 40px;"><em>(Click on the little double arrow at bottom right of the image, and you will be able to see / show the presentation full-screen ... at the end, click on 'Esc' to leave full screen.)</em></p><hr class="hidden"><div><iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/gqq764ezCaoNEo" style="border:1px solid #CCC; border-width:1px; margin-bottom:5px; max-width: 100%;" width="595"></iframe><div style="margin-bottom:5px"><strong><a href="//www.slideshare.net/secret/gqq764ezCaoNEo" target="_blank" title="Dealing with paper 1 #2">Dealing with paper 1 #2</a> </strong> from <strong><a href="https://www.slideshare.net/davidripley" target="_blank">davidripley</a></strong></div></div><hr class="hidden"><h3><span style="color:#B22222;">Notes & comments</span></h3><h4><span style="color:#000080;">The basic process</span></h4><p><span style="color:#000080;">This slide presents five steps (or perhaps six) which students should have on their checklist for the exam and these should be carried out in the suggested order.</span></p><p style="margin-left: 40px;"><strong><span style="color:#0000CD;">1. Read all three questions carefully</span></strong></p><p style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">Obviously enough, but the operative word is "carefully" - it's not good enough to skim through and make a superficial judgement. In order to make sensible choices, a student needs to have absorbed and understood what may be required in each question.</span></span></p><p style="margin-left: 40px;"><span style="color:#0000CD;"><strong>2. Decide the ‘appropriate’ text type <u>for</u> <u>each</u></strong></span></p><p style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">Stress that it is important to consider all of the options of text types, and to do this rigorously - and 'rigor' is explained more fully further on in the presentation. </span></span></p><p style="margin-left: 40px;"><span style="color:#0000CD;"><strong>3. Decide which subject matter you can handle (best)</strong></span></p><p style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">By 'subject matter' is meant the basic context of each question - what ideas the student is expected to contribute and discuss. This draws on the students stock of background knowledge.</span></span></p><p style="margin-left: 40px;"><span style="color:#0000CD;"><strong>4. Then choose your question...</strong></span></p><p style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">This is the obvious conclusion of steps 2 and 3 - the student chooses the question on the basis of the best results concerning text type and subject matter</span></span></p><p style="margin-left: 40px;"><span style="color:#0000CD;"><strong>5. Plan… & check</strong></span></p><p style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">Two steps here, really - planning before writing, and checking after writing.</span></span></p><h4><span style="color:#000080;"><strong>Deciding the appropriate text type</strong></span></h4><p><span style="color:#000080;">For each question, students should decide which is the target 'appropriate' text type - the one which the examiners think is the best, and which will therefore earn most marks under Criterion C. They should apply the following three steps:-</span></p><p style="margin-left:18.0pt;"><span style="color:#0000CD;"><strong>Eliminate the obviously <u>in</u>appropriate </strong></span></p><p style="margin-left:18.0pt;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">It seems that paper setters will include one option which is obviously unsuitable - as in the example: if the task is to communicate with lots of people (public), you wouldn't choose a diary entry (private)</span></span></p><p style="margin-left:18.0pt;"><span style="color:#0000CD;"><strong>Decide on the MOST appropriate for each task/purpose</strong></span></p><p style="margin-left:18.0pt;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">This leaves two options for each question. These will both be 'appropriate' to some extent, but one will be more suitable and effective than the other. Choosing depends on the student thinking about how each text type is normally used - and relating this to the context, audience and purpose given in the question. For example, if the task is to pass on important information to "everyone in the community", you would choose a pamphlet instead of a speech because a pamphlet can be sent to everyone, and perhaps only a proportion of the community would come to hear the speech.</span></span></p><p style="margin-left:18.0pt;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">There can be no fail-safe rule about making this choice - it will always depend on the students reading each question carefully, and using their common sense... combined with what you have taught them about the normal use of all the text types as channels of communication.</span></span></p><p style="margin-left:18.0pt;"><span style="color:#0000CD;"><strong>Decide which ‘appropriate’ text type you can handle best</strong></span></p><p style="margin-left:18.0pt;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">Having selected the 'appropriate' text type for each of the three questions, the student should choose which of these text types they can do best. This question will then become a <u>likely</u> priority ... but the decision should not be made yet, because the suitability of the question also depends on the subject matter required, which leads us to the next step in the procedure...</span></span></p><h4><span style="color:#000080;"><strong>Deciding which subject matter is best</strong></span></h4><p><span style="color:#000080;">Sensibly enough, students will tend to choose a question dealing with a subject which attracts them. However, just being 'attracted' may be dangerous - students should check whether they really do have enough raw material to write something convincing. Do they (i) have a basic interest in the subject?... (ii) care about the subject, i.e. have an opinion?... (iii) have background knowledge (or at least some)?</span></p><p style="margin-left: 40px;"><span style="color:#0000CD;"><strong>Which subject(s) interests you ?</strong></span></p><p style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">The student should consider which of the subjects connect with interests that he/she already has. If a subject does so connect, the student is already likely to have raw material to deal with</span></span></p><p style="margin-left: 40px;"><span style="color:#0000CD;"><strong>About which subject(s) do you have an opinion / point of view ?</strong></span></p><p style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">If the student is not only interested in a subject, but cares enough to have a response, a point of view on the issue, then all the better - he/she is likely to write more vividly and effectively</span></span></p><p style="margin-left: 40px;"><span style="color:#0000CD;"><strong>Which subject(s) do you know something about ?</strong></span></p><p style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">Being interested and having an opinion may not be enough to write well - so the student should consider (honestly) whether he/she actually knows enough that is relevant to the task required</span></span></p><p style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">However... emphasise to the students that</span></span></p><p style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">(i) factual knowledge as such has no influence whatsoever on marks in the English B paper 1. For example, if the question refers to global warming, you don't have to know the precise science or detailed statistics involved ... but if you do, then at least you have some raw material to include (if it's relevant to the task)</span></span></p><p style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">(ii) if you don't know some 'facts', you can make them up - the examiner probably doesn't know either! For example, if you don't know how many young people play computer games, make up a percentage (so long as it's believable). In the end, the exam is about <em><strong>how you write</strong></em>, not about what you know.</span></span></p><h4 class="Textbody"><span style="color:#000080;"><b>Then choose your question… </b></span></h4><p class="Textbody"><span style="color:#000080;">Perhaps this is an obvious next step, but I feel it needs stating in this presentation. Apart from simple tidiness in describing the procedure, it seems wise to give students small guidelines on how to make up their minds if they're dithering. These guidelines are as shown -</span></p><p class="Textbody" style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">(i) go for 'best text type' + best subject matter' - obviously enough, students should aim to play to their strengths. Although...</span></span><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;"></span></span></p><p class="Textbody" style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">(ii) ... there may not be such a tidy, convenient option. In this case, I suggest it is best to prioritise the 'best text type' - students will write more confidently and fluently in a form which they feel sure about, and this should result in slightly higher marks in both Criterion A and Criterion C</span></span></p><h3><span style="color:#000080;">Plan... & check</span></h3><p><span style="color:#000080;">These are very basic and common general instructions that probably everyone gives to their students. Note the particular emphasis that I have given to each...</span></p><p style="margin-left: 40px;"><span style="color:#0000CD;"><strong>Plan...</strong></span></p><p style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">In the exam, students should use the simplest and most useful form of notes. Such notes are really only useful to focus their exploratory thinking, and then to remember what they have thought. In addition, finally, just numbering their scrawled mnemonic notes will provide a basic sequence or running-order for what they are going to write. You might point out to students that, while such notes will be collected in along with all paper used during the exam, examiners pay no attention to any notes - it is what is written as the finished version that is marked.</span></span></p><p style="margin-left: 40px;"><span style="color:#0000CD;"><strong>... & check</strong></span></p><p style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family:comic sans ms,cursive;">Students should make sure they finish the actual writing soon enough in order check over what they have written. This means (i) re-reading to check whether anything does not make sense, or does not seem clear even to them. Actually, very often we don't see confused phrasing, because the author knows what was meant to mean... but students can still try to apply a self-critical eye (ii) looking specifically for grammar errors - and it will be particularly helpful if you send them into the exam with a conscious awareness of of grammar items which they tend to get wrong: 'My Favourite Errors'!</span></span></p><h4><span style="color:#006400;"><em><span style="font-family:comic sans ms,cursive;">.</span></em></span></h4><h4><span style="color:#006400;"><em><span style="font-family:comic sans ms,cursive;">And that's it - I wish you and your students the best of luck ... and 'luck' is more likely to happen if you're well prepared!</span></em></span><br> </h4><script>document.querySelectorAll('.tib-teacher-only').forEach(e => e.remove());</script>
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