Level 3 English Exam Revision

The Essays
Remember in Year 11, the Formal Writing standard? You were asked to write
persuasively about a Hot Issue such as the minimum wage or the driving age.
You were asked to provide a balanced (positive/negative) discussion, and
conclude with a definite point of view.
Then in Year 12 You had to ANALYSE provide the WHY and HOW and the
AUTHORS PURPOSE for the events that happened in the text.
The essays at level 3 demand a similar set of skills and approaches, this time to
both literature types a novel and a film.
You will be given a statement and asked to what extent you agree with it.
This is your invitation to provide a thoughtful and personal response to the
question, using the literature to illustrate your ideas.
For example: If the statement is In literature, everything is secondary to the
ideas, you will have to think about whether you agree that the main reason
literature exists at all is to educate or enlighten the audience, and every other
aspect (enjoyment, escapism, artistic imperative etc) does not have the same
importance.
Personally, I believe that ideas are important, but not always the main reason I
read or watch something. Often it is the characters that populate a novel that I
focus on, or a temporal/spatial setting that is alien to me. Sometimes pure,
breathless enjoyment is the main appeal of a film, or a desperate wish to see
what happens will keep me up reading past midnight. Therefore, I agree that
ideas are important, but not always the most important aspect of a text would be
my starting point for that essay.
It is important to be honest you neednt give the marker what you think they
want to hear, because your response will be forced and unconvincing. Far better
to acknowledge the statement respectfully, then launch a personal, insightful and
thoughtful reply, contradicting the statement where necessary, and conceding to
it at other times.
The words however and despite and furthermore (plus many others of a
similar nature) will aid your development and structure here.
You must arrive at a logical and convincing conclusion as a result of the
evidence and discussion you have provided. An effective essay at this level will
appreciate the different perspectives surrounding the statement, but be steadfast
in its initial attitude, and leave the reader with a clear understanding of your
position.
Therefore choose your evidence wisely, and use it prolifically. I want to see
the breadth and depth of your understanding of the text!

3.3 Unfamiliar Texts

You will have three questions about a poem, three questions about a piece of
prose, and three questions asking you to compare the two. You cannot answer
the last three without answering the first six.
READ THE POEM SEVERAL TIMES just saying! You almost never get it all the
first time. Read it like it is a story it probably wont rhyme but probably WILL be
something you can relate to it will have a NZ connection of some sort. I hope.

As in Year 12, fill the space you are given, and wherever possible NAME the
techniques used and provide EXAMPLES for them. One without the other is
useless. It may feel unnecessary, or that the question doesnt specifically say you
should, but DO IT ANYWAY!
Then, just like at level 2, explain the technique in the context of the text why
is this simile here? Why do these words rhyme? Is there a reason for the break in
the stanza? ALWAYS keep in mind the text as a whole think about what it is
about (plot and ideas), what effects are being generated in the language, and
what the reader could take away from it.
Then, in the last section, use your understanding of the texts to produce a solid
compare and contrast. What are the texts similarities and differences in
language and ideas? How do the authors go about communicating their ideas?
You will need a thorough knowledge of literary techniques and their generic
definitions, plus some understanding of their effects in order to answer
these questions (ie: Simile = a comparison between two things using like
or as; Personal Pronouns = we, you, us, them, I, my, her etc for
the
effect
of
inclusion/exclusion/making
a
text
more
meaningful/immediate/accessible to people/).
So yes, you will have to revise your terms for analyzing language. You will have
to revise your parts of speech so you can tell a noun from a verb. You will have to
annotate the pages take a highlighter in with you. You will have to say what the
EFFECT of the techniques is on the reader. DONT define them dont TELL the
marker that a metaphor compares two things they know that tell them why it
compares the 2 things it does and how that is effective or not!
Dont skip this section please!