Tag Archives: paper one english

7 Fixable Follies

Following our mocks, I made a list of avoidable errors that I come across again and again and again. Here are some of them, alongside some links and suggestions to help you sort them out.

PROBLEM 1 = Mis-read the question

SOLUTION = Underline the key words in the question. Still confused? Re-write the question in your own words to clarify what you’re being asked. If you still don’t understand the question, try to avoid it. Pick a different one if possible.

PROBLEM 2 = mis-use apostrophes

SOLUTION =  learn these simple rules.  Use apostrophes:

1. to show that something BELONGS to someone (possessive nouns)

2. to show a letter is missing because you squished 2 words together (contraction)

NEVER USE APOSTROPHES TO MAKE A WORD PLURAL! If the word is already plural, add the apostrophe after the s (no need to have two s’s in a row!). eg “The three dogs’ bowls were empty” is better than “The three dogs’s bowls were empty”

NEVER USE APOSTROPHES WITH HIS / HERS / ITS – ownership is already clear e.g. “It’s not his, it’s hers” – here it’s means it is

e.g. “Its only difficulty as an organisation is that it’s too trusting” – here the difficulty belongs to it (the organisation) but for ITS you don’t need to indicate possession. Only use an apostrophe with its is when it means “It is” e.g. “it’s raining”

To practice using apostrophes correctly, click here http://www.chompchomp.com/exercises.htm#Apostrophes

PROBLEM 3 = spelling errors

SOLUTION = Create a personal dictionary. List all the words you have misspelled over the last two years. Write each word out ten times correctly.

It can help to break the word into sections.
If a word is particularly difficult, you can come up with a mnemonic (a memory trigger) to help you remember it. eg. Accommodation – two c’s, two m’s, three o’s– ooo, Carla Colley and Mark Madden shared accommodation in the hotel!

Get someone to test your spellings or try this method below to test yourself.  You’ll need a blank sheet of paper to test your spelling.  LOOK – SAY – COVER – WRITE – CHECK

For more tips check out www.spellzone.com

PROBLEM 4 = poor punctuation and sentence control leading to run-on lines, sentence fragments, comma splices and fused sentences.

SOLUTION = this is hard to fix.

A sentence expresses a complete thought. It contains a subject, a verb and a main clause (central idea in the sentence). Sentences can be simple or complex but you CANNOT keep adding on extra sub-clauses endlessly (using “and” “because” “as well as”). These afterthoughts tell the reader that you cannot control your sentences and create the impression that you don’t really know what you’re trying to say.

Too many short sentences will make your writing seem childish.
Too many long complex sentences in a row make it hard to follow (particularly when writing a speech). Practice identifying fragments at www.chompchomp.com

If you ask a question, include a ? mark. You need to understand the difference between using a comma (please pause here) and using a full stop (this idea is over).

PROBLEM 5 = lack of flow

SOLUTION = practice using these connectives in your writing

  • To qualify a statement you’ve just made use: although, unless, except, despite, yet, nonetheless.
  • To show cause and effect: because, therefore, thus, as a result, stemming from this, as a direct consequence
  • To emphasise: above all, particularly, obviously, clearly
  • To illustrate: for example, including, such as, for instance, in this case
  • To compare / contrast: similarly, likewise, equally, instead of, by contrast
  • To add an idea: also, as well as, moreover, additionally, furthermore
  • To indicate time: firstly, secondly, lastly, next, then, finally, meanwhile, whenever, until, immediately, afterwards, later, earlier
  • To indicate position: within, outside, throughout, beyond, among, beneath, furthermore, in the foreground, in the background, left of centre, right of centre, the focus is on…
  • To sum up: finally, let me finish by saying, lastly, in conclusion, ultimately

PROBLEM 6 = floating quotes

SOLUTION = integrate quotes. Watch this video  http://www.youtube.com/watch?v=P6sTsl4ovgM or follow the rules below which derive from the video:

METHOD 1:Introduce the quotation with a statement and a colon – Jones uses statistics to convince us that smoking is a major health concern: “78% of smokers die prematurely”. NEVER insert a quotation as a stand-alone sentence.

METHOD 2: Introduce the quotation with the writer’s name: As Jones observes, “78% of smokers die prematurely”. (Or instead of observes use describes/ illustrates / argues)

METHOD 3: Blend the quote into your own sentence (this is the best method) – It is profoundly shocking to think that I could be one of the “78% of smokers [who] die prematurely” and reading this article has certainly made me rethink my habits.

PROBLEM 7 = casual language, cliches and slang. 

Those who don’t read a lot suffer from this affliction and frequently struggle to use language appropriate to the written word. Often it sounds like they are ‘speaking’ to you from the page.

This results in long slang-infested often incoherent sentences, with several sub-clauses, a lack of full stops and other punctuation and ideas which are added on at the last minute and sometimes other vague stuff which make the sentence hard to follow and it becomes very irritating for the reader. You get the idea!

SOLUTION = First of all, just be aware that there’s a difference between spoken and written language. Or as the UEFAP website expresses it: “Written language is relatively more complex than spoken language. Written language has longer words, it is lexically more dense and it has a more varied vocabulary. Academic writing is relatively formal. In general this means that in an essay you should avoid colloquial words and expressions”.

Look at the way language changes depending on the context by doing these exercises: http://www.uefap.com/writing/feature/intro/intro.htm and try this one http://www.uefap.com/writing/feature/featfram.htm to practice formal writing.

 

Book Covers

I have to admit, until recently I’d never given a huge amount of thought to the process involved in designing a book cover.

I love books, always have, and worked for a couple of years in the best bookshop in Ireland (Charlie Byrne’s Bookshop in Galway for the uninitiated) but I loved the words IN the book more than the pictures ON the book. I’m sure on recollection that a striking cover has often grabbed my attention but it is the opening page that either gets me to spend my money or prompts me to quietly place the book back on the shelf.

A little more recently, after I’d already begun my teaching career, I remember mocking any of my friends who chose one of the ‘adult’ dust jackets when purchasing the Harry Potter books. I thought it somehow foolish or dishonest not to admit that yes, you were reading a kids book, and by the way you were bloody well enjoying it too!

But someone, somewhere, in the marketing devision of a publishing house decided once upon a time that you could get more people to buy the same book – people of varying ages and genders, people with widely differing tastes in literature – if you offered them a choice of book cover that spoke to them or reflected who they felt themselves to be.

And I guess if they’ve kept doing it, then it works!

Perhaps they’re playing to how predictable most of us tend to be. We know what we like, and what we don’t like, we tend not to like change and not to take risks. So if a book looks like science fiction from the cover – and we ‘know’ we don’t like sci-fi, we probably won’t even pick it up. Similarly, if a book is in any way pink – or even worse – pink neon! – I will treat it like it has a highly contagious disease. I have decided, in my wisdom, that if it looks anything like romantic fiction, it’s not for me!

So why my sudden interest in the topic? Well, I have to admit to a fascination with the twists and turns the leaving cert. paper 1 in English throws up on occasion. I like the thought that were I to sit the paper, I’d have to apply my knowledge to something I really know nothing about; the notion that I’d have to “ad-lib… unselfconsciously with overflowing speech” and think on my feet in order to do well. Two years ago one such minor curve ball appeared when one of the comprehension questions asked students to compare two contrasting dust jackets for the same novel, “Fahrenheit 451”. As well as identifying the extent to which they captured the essence of the text visually, you were expected to figure out why one appealed to you more than the other. In the process I guess you were identifying who the target audience was in each case and why you were more attracted to one dust jacket over the other.

Rather than waffle on any further about my own lack of knowledge, I instead want to send you in the direction of people who know infinitely more about this than I do. The first is a blog post in response to an article in the New York Times, the second is a Ted talk  I stumbled upon by accident by the truly eccentric book cover designer Chip Kidd.

p.s. thanks to Julian Girdham’s twitter feed @sccenglish, I also have this link for you http://www.shortlist.com/entertainment/the-50-coolest-book-covers

 

 

Comprehension Answers

Here are some common mistakes I come across when correcting comprehension answers. These are specific to questions which ask you to discuss elements of the writer’s style.

1. Beginning with a blandly factual and obvious statement (often simply parroting back the question).

Here’s an example: “In this text there are many features of both argumentative and persuasive writing“. Yes, I know that, I read the question. Slightly better – but only slightly is “We see many examples of both argumentative and persuasive techniques in this passage” (at least this person slightly re-phrased the question, using “techniques” instead of “writing features“, “passage” instead of “text” and admitting that they as a reader exist – “we see“).

How do you FIX IT ?

Offer instead an evaluative and appreciative statement praising the writer’s style (or criticizing it if you don’t like it).

For example: “This text displays an impressive array of both argumentative and persuasive techniques that appeal to and influence the reader’s opinion“.  Or look at this example: “In this text I was impressed by both authors ability to persuade the audience to support their cause“. Central to both examples is the idea that you make a judgment (you are impressed or you are aren’t). Both also describe the effect on the reader.

2. Identifying the technique, giving an example, then failing to explain what makes it effective.

For example: “The writer gives us information regarding the number of visitors who visited the zoo last year “More than 900,000 people visited Dublin zoo…50,000 of them were schoolchildren” which she uses to fight her case about why zoos should be left open to the public. I find this piece of information good as it provides you with more knowledge

How do you FIX IT ?

Be more specific in identifying the technique; avoid repeating the same words over and over (visitors/visited/visited); explain why this technique is effective – how does it effect the reader? how does it strengthen the writer’s argument? Be specific.

Here’s an improved version of the example above:

The writer presents us with concrete statistics “more than 900,000 people visited Dublin zoo…50,000 of them were schoolchildren” to fight her case as to why zoos should be left open to the public. Her emphasis on numbers convinces us that zoos remain popular with the public and her focus on ‘schoolchildren’ makes us feel guilty at the thought of closing them down, as we would be depriving this group of something they obviously value”. 

3. Discussing what makes a technique IN GENERAL effective, but not identifying what makes THIS SPECIFIC EXAMPLE of the technique effective.

In other words, you know why a writer might use a list so you write this down and then pick an example from the text. The problem with this is that you are being asked to demonstrate comprehension skills – do you understand why this writer used this technique in this piece of writing. Do you understand the effect in this specific example?

For example: “The writer also uses a list. She bombards us with information and we feel overwhelmed by the sheer number of points being made, thus we find it difficult to disagree with her as she describes zoos as “A living classroom, conservation centre, animal sanctuary, centre of excellence in animal husbandry, science and research and a major visitor attraction”. Lists can exploit our emotions and sway our opinions if constructed in a manipulative manner.  

How do you FIX IT ? Your job is to take your general awareness of the effectiveness of lists and apply it to a specific example. Here’s how it’s done:

“The writer offers a list of vital functions that zoos fulfill describing them as “A living classroom, conservation centre, animal sanctuary, centre of excellence in animal husbandry, science and research and a major visitor attraction”. She bombards us with reasons to support zoos and effectively counters the impression many of us have that their only purpose is to entertain the public. In fact I think she leaves this facet until last on her list (“visitor attraction”) to force us to really consider the other benefits of zoos. She also manipulates us – we experience positive emotions towards zoos because of her use of buzz words (such as “living” “sanctuary” “excellence” and “science and research”) in this list”.

4. Flow from one point to the next.

Do not rely exclusively on the word ALSO. This drives me nuts. There are hundreds of linking phrases out there (if you don’t believe me follow this link) so stop over-using the word also. The word “then” tends to be used too often aswell. It’s fine to use either of these words once, just don’t use them repeatedly. Use paragraphs (even mini paragraphs are much better than no paragraphs at all).

Even if we take the “correct” examples from above, without any link or flow between them, the answer loses some of it’s power. Here it is with no ‘flow’ (except the linking words used within the second paragraph – ‘also’ and ‘in fact’).

This text displays an impressive array of both argumentative and persuasive techniques that appeal to and influence the reader’s opinion. The writer presents us with concrete statistics “more than 900,000 people visited Dublin zoo…50,000 of them were schoolchildren” to fight her case as to why zoos should be left open to the public. Her emphasis on numbers convinces us that zoos remain popular with the public and her focus on ‘schoolchildren’ makes us feel guilty at the thought of closing them down, as we would be depriving this group of something they obviously value.  The writer offers a list of vital functions that zoos fulfill describing them as “A living classroom, conservation centre, animal sanctuary, centre of excellence in animal husbandry, science and research and a major visitor attraction”. She bombards us with reasons to support zoos and effectively counters the impression many of us have that their only purpose is to entertain the public. In fact I think she leaves this facet until last on her list (“visitor attraction”) to force us to really consider the other benefits of zoos. She also manipulates us – we experience positive emotions towards zoos because of her use of buzz words (such as “living” “sanctuary” “excellence” and “science and research”) in this list.

How do I FIX IT ? Consider how much better it is when you add some flow – and how simple it is to do:

This text displays an impressive array of both argumentative and persuasive techniques that appeal to and influence the reader’s opinion. 

Early on, the writer presents us with concrete statistics “more than 900,000 people visited Dublin zoo…50,000 of them were schoolchildren” to fight her case as to why zoos should be left open to the public. Her emphasis on numbers convinces us that zoos remain popular with the public and her focus on ‘schoolchildren’ makes us feel guilty at the thought of closing them down, as we would be depriving this group of something they obviously value.  

To strengthen her viewpoint the writer then offers a list of vital functions that zoos fulfill describing them as “A living classroom, conservation centre, animal sanctuary, centre of excellence in animal husbandry, science and research and a major visitor attraction”. She bombards us with reasons to support zoos and effectively counters the impression many of us have that their only purpose is to entertain the public. In fact I think she leaves this facet until last on her list (“visitor attraction”) to force us to really consider the other benefits of zoos. She also manipulates us – we experience positive emotions towards zoos because of her use of buzz words (such as “living” “sanctuary” “excellence” and “science and research”) in this list.

5. Vary your phrasing.

Using the same words or phrases repeatedly suggests to the reader that you don’t have a very sophisticated vocabulary. It is important to keep linking back what you’ve said to the question asked, but use synonyms instead of parroting the exact wording of the question over and over. Don’t begin every point in the same way. It’s annoying and it’s a waste of time and words.

For example: “The writer uses effective persuasive and argumentative writing when she uses a list”… “The writer also uses effective persuasive and argumentative writing when she uses a rhetorical question”…”The final use of persuasive and argumentative writing I found effective was her ability to refute counter arguments…” 

How do I FIX IT ?

Use synonyms. Don’t allow yourself to become a parrot.

“The writer uses lists effectively….” “I particularly liked the way she used a rhetorical question to grab my attention… “Finally, her ability to refute counter arguments was for me the most powerful feature of her argumentative style…” 

6. Work your quotes naturally into the grammar of your sentence.

Don’t just plonk a quote onto the page as an add on.  The difference between integrating quotes – and not – is small but significant. There is a certain overlap here with point 4 above – your answer must flow…

For example: “The writer uses emotive language. “Modern zoos are managed by caring professionals who devote their lives to the welfare of animals”. This is an establishment which views their animals as a top priority”.

How do I FIX IT ?

The writer uses emotive language when she describes “modern zoos” as places which are “managed by caring professionals who devote their lives to the welfare of animals”. Here she chooses the words “caring” and “devoted” to imply that the workers are passionate and dedicated, viewing the animals as their top priority”.

 For more on using quotes correctly, click here: http://www.utoronto.ca/ucwriting/quotations.html