Category Archives: Leaving Cert Paper 1

Paper 1 advice and examplars.

Proposals

Think about the word for a second. The first thing that sprang into my mind was a marriage proposal. Asking someone to marry you involves proposing that you are the best possible person for them to spend the rest of their life with. No wonder people get nervous! To propose is to put yourself on the line.

The other scenario that came to mind was when you’re at a meeting. Someone will come up with an idea, propose it, need someone else to back them up by ‘seconding’ it and even then there will probably be a vote where people consider the relative merits of your proposal and decide whether or not they want to back it. So in making a proposal you are putting yourself out there, believing – or maybe just hoping – that people will support you on the strength of your idea or your persuasive personality. To propose is to be certain – but it also involves taking a risk.

So while there are no clear guidelines, a proposal falls more or less into the category of the language of information. You should get to the point, avoid any waffle or repetition, pay close attention to structure (make sure it’s well laid out and organized) and use clear, concise language to get your message across.

Remember however, that if this proposal is going to be selected from lots of other proposals it will need to be good. You need to argue your case, persuading your audience that you are the best possible candidate and/or your idea is the best possible idea for whatever it is that you are proposing.

In general follow the same rules you’d use for writing the content of a formal letter, but don’t put in addresses and you may want to use headings (in the same way that you use headings for a report) or you may decide to only have one overall heading which is the title of your proposal. There is no hard and fast rule here so don’t get hung up on it.
 
These are the basic content rules used for formal letter writing:
  • introduce your reason for writing immediately
  • in your middle paragraphs describe in detail why you or your idea should be selected
  • finish by saying what you’d like to happen next and possibly including details of your phone number, availability.
 If you are ‘selling’ yourself think about exploring the following:
  • relevant experience
  • qualifications and/or academic record
  • relevant hobbies or voluntary organizations you’re involved with
  • personality traits
If you are selling an idea, imagine you are on ‘Dragon’s Den’
  • focus on the unique selling points of your idea or product
  • show that you have done your research (handed out a questionnaire, given away free samples, tested the product or idea on a fairly large/diverse group of people)
  • make it clear that you know your target audience – the people who will buy your product or service –  and discuss their specific needs and how you can meet their expectations.
  • have a financial plan (a set of projected costs and profits compiled into accounts)
  • express a belief that this product or service is worth doing, either for financial reward, or for the good of the community or for altruistic reasons (to help others) or if possible all of the above.
Here’s a link to “How to Write a Proposal” – I just googled it. It looks pretty similar to my advice and it includes a few sample proposals which are worth a look.
 
Finally, for those cynics out there who jumped to conclusions when I said a marriage proposal was the first thing that sprang to my mind, it’s not because I’m waiting for one. My handsome husband is another committed blogger – you can find him here.
 
p.s. Here’s the checklist I prepared for my leaving certs when they were writing proposals recently:
 
 Proposals Checklist

 Who will do What? When & Why?

 Step 1: Introduce you idea. You begin with a brief sentence outlining what it is you propose to do / create and mentioning who it is aimed at.

 Step 2: Flesh out the details. The body of the proposal will first offer specific detail on the project, outlining exactly what you propose to do/create, step by step.

 Step 3: Include rationale. (1. selling points, 2. research, 3. expectations 4. expertise). This is where you explain why you believe this approach will be effective (in achieving whatever it is the people paying for this project want to achieve). Focus on the unique selling points of your idea. Have you tested this idea on a sample group? Discuss the specific needs of your target audience and how your project will meet their needs and expectations. You may wish to briefly outline why you are the perfect person to lead this project (relevant experience, qualifications, personality).

 Step 4: Timeframe and financial plan. Specify how long this project will take from start to finish. Include an estimated cost and mention that a detailed set of accounts for projected costs (and potential profits if applicable) is included in the appendix.

 

Improve your grammar!

I’ve just come across this website which helps you to practice almost every error I come across in students’ writing. It’s particularly useful because it will give you immediate feedback and an explanation if you get something wrong.

Pay particular attention to fused sentences and sentence fragments. These mistakes will cost you dearly so sort it out!Also the classic error with apostrophes is to just leave them out because you’re not sure whether or not to use them, so it’s probably a good idea to sort that out too while you’re at it!

http://www.chompchomp.com/

Here’s another site that gets you to play a fun game so you can identify the parts of a sentence:

http://www.kwarp.com/portfolio/grammarninja.html

 

Personal Essay – Practice

This post is really for other teachers but if you’re a student and your mates are up for it, by all means read on and give this a go! One challenge we all face is to get the difference between short stories and personal essays absolutely clear in our heads. Of course there are often similarities – use of descriptive writing, opportunity to draw on personal experiences for inspiration, first person narration. However the fundamental differences are really important too.

  • A short story is fictional.
  • The narrator of the story can be anyone – a homeless person, a world leader, God, Hitler or a sheep.
  • You can use first person OR third person narration.
  • There is a plot, a setting, characters, a limited timescale (the tighter the better in my experience) and oftentimes a twist (again, having one is generally better than not having one in my experience!).

  • By contrast a personal essay is based on reality (but feel free to exaggerate & even make things up as long as they sound believable – here if you want to include a talking sheep you’ll also have to mention the drugs you were on when this happened!!!).
  • The speaker is YOU – you are writing as yourself, a teenager who lives in Ireland. You cannot be a sheep for a personal essay 😉
  • You will (and should) use descriptive writing but you will also use quotes from your favourite bands and anecdotes from your childhood or family and offer your thoughts and opinions and attitudes and beliefs and feelings. You may use rhetorical questions and lists and statistics. In other words, every technique available to you.
  • You are not limited to a fixed timescale – a short story is a slice of life whilst a personal essay can be a montage of various events from past to present to future, from you, to your family and friends, to other people and cultures, from local to national to global.

In order to make this REAL for my students, I recently did this experiment in class. Everyone wrote a mini personal essay of between 200 and 300 words (including me). As a prompt we began with the words “My name is ___________. Let me tell you a little bit about the kind of person I am”. Each of us was allowed to give ‘clues’ to our identity but we made it a rule that you couldn’t make it too obvious. The reason I joined in was  because they bullied me into it!!! Ok, I’m being facetious. But in reality I think it made them feel less self-conscious about ‘revealing’ themselves, laying themselves bare to each other as it were (the essence of being a good writer if you ask me!). They also insisted that I write in the persona of me as a teenage girl. Again this made absolute sense – if I started referring to my husband and child I’d really have given the game away 😉

After creating a first draft, we all typed them up, same font and font size, I checked for spelling and grammatical errors (God help me this was time consuming) and then I printed them off. The first two girls who finished (thanks Lauren and Cathy) sat down with the list of names of people in the class and five sticky notes and created groups which were a genuine mixture of personalities and which kept close friends apart. This meant they were facing a real challenge guessing who the writer was and more importantly they were getting a true insight into people in the class they might not know very well. Each group of five was given six mini-essays (all bundles included my one but no group got a bundle including any of their own). Their job was to figure out who the writer was, a variation on the game of guess who where you have a post it note stuck to your forehead and you have to figure out what famous person’s name is written on it.

All of this took place over four 40 minute classes and not rushing things was definitely the key to success. My students were also pretty brave in finding the courage to reveal themselves publicly in front of their peers. Getting me to join in led to some pretty funny moments – any student in their right mind would be mortified to be mixed up with their teacher (the one person it is absolutely NOT COOL to be similar to in any way!). We did this immediately after a week of working on and creating short stories so the contrast helped in embedding the distinction between short stories and personal essays in their brains (at least I hope so). Finally, teachers, if you grade this EVERYONE GETS AN A. You cannot and must not give someone’s personality anything less, nor did I want to – this class are a great bunch of women and I’m lucky to be their teacher. In a few weeks time we’ll come back to them and analyse them from a writing point of view – what works, what doesn’t, which bits keep the reader most engaged and entertained but in the meantime I think they’ve learned a lot about personal essays and about each other (as have I) .

Below I’ve included my effort if you want a template to work off!!!

Who am I?

I guess it really depends who you ask. My mother says I’m a ‘flibbertigibbert’, flitting from one thing to the next, never sitting still long enough to eat a decent dinner – or wash up afterwards! My father says I’m a nutcase – well actually, he sings a song “you’re a nut, beep, beep” and grabs my nose and twists it for the “beep beep” bit (funny man!) My sister tells me repeatedly that I’m ‘the adopted one’. I am a bit odd I suppose, but refusing to recognise that we’re even related is a bit harsh don’t you think?

My boyfriend says I’m pretty and smart. Far too pretty and smart to be going out with him. He’s wrong but I guess it’s nice to have someone who thinks you’re special. Special in a good way, not special in a ‘not the shapest tool in the box’ kind of way. Although on occasion I have done things that might cause people to label me a complete and utter spanner!

And me? I’m not sure how I feel about myself. Some days I think I’m just your average teenager, trying to figure it all out and not do too much homework along the way. Some days I think I’m a supersonic bolt of electric lightening sent to save the world from spinning out of control. And some days I wish, with all the power in every fibre of my being that I could just be somebody else. Just for a little while. And then those days pass and I get back to the business of just being me. It’s a tough job baby, but somebody’s gotta do it!

Hamlet comedy sketch!

Check out this comedy sketch with Hugh Laurie and Rowan Atkinson!

Last minute advice

Here’s some advice for actually doing the exam papers.

Firstly and most importantly

ANSWER THE BLOODY QUESTION.

EVERY TIME.

THROUGHOUT YOUR ANSWER NOT JUST @ THE BEGINNING & THE END.

Right now that I’ve got that off my chest, some other things to consider:

If you want to do badly, ignore your timing and leave out a section.

If you want to do well, stick to your timing and complete every section.

Pay attention to how many marks each section is worth in Paper One.

If one comprehension Q is worth 10marks and another is worth 20marks, then the 20mark answer needs to be twice as long as the 10mark answer. D’oh!

Question B is worth 50, the essay is worth 100, so the essay should be twice as long as your Question B. Not 3 pages for each. 2 for QB, 4 – 5 for your essay/story. OK?

If you want to do badly, tell the story of Macbeth. In case the examiner’s never heard it before!

If you want to do well, plan your answer. Structure into paragraphs. Focus on answering the question throughout. Include quotes.

If you want to do badly, keep writing that comparative no matter how much time it’s taking you, because you’ve prepared it God damn it and you’re going to get it written no matter what!

If you want to do well, make sure you answer the question. Comparisons are vital – it’s called comparative studies for a reason. If you’re running out of time for comparative, STOP where you are. Write a conclusion. Move on to the next section.

If you want to do badly, keep writing that poetry answer no matter how much time it’s taking you, because you’ve prepared it God damn it and you’re going to get it written no matter what!

If you want to do well, make sure you answer the question. If you’re running out of time for studied poetry, STOP where you are. Write a conclusion. Move on to the next section.

If you want to do badly, leave out unseen poetry.

If you want to do well, give it the time it deserves. Easiest 20 marks you’ll ever get.

Your timing is as follows:

Paper 1

Comprehension: 45 minutes

Question B: 45 minutes

Composing / Essay: 1hr 20minutes

Paper 2

Single Text / Macbeth: 1hr

Comparative: 1hr 10 minutes

Studied poetry: 50 minutes

Unseen poetry: 20 minutes

All that’s left for me to say is good luck, keep the head. May the force be with you 😉