REGISTRATION CLASS: ______
SYMBOLS USED IN CORRECTION
When a piece of work is returned to you it will be labelled or sometimes both. / / or /
/ = Assessed / This means the piece of work has been used as part of your continuous assessment for the year and a mark or grade has been recorded against your name. The mark or grade awarded will also be indicated on the piece of work, except when the piece of work has been included in a Folio to be seen by an independent assessor.
/ = Corrected / This means that errors in the writing have been indicated Remember, not every error in every piece of work will be indicated because certain exercises are designed to give practice in particular skills and it may be that only errors in these skills will be indicated. For example. in some exercises only spelling errors may be indicated. In others. sentence work or punctuation may be drawn to your attention. Below are the symbols that I will use when correcting your work. They will usually appear in the margin of your script.
Sp / Will indicate a spelling error. The actual word (or part of the word) that is misspelt will have a circle round it. YOU should correct the error and add the word to your personal spelling list.
Exp / Will indicate an error in expression. A wavy line will be drawn under the part of your writing that is badly expressed. You should re-write this part of the exercise to make your meaning clear or expression more effective.
? / This will indicate a passage where you have failed to make your meaning clear (because of ambiguity for example). Again a wavy line will be drawn under the offending passage and YOU should clarify your meaning by making appropriate changes.
C/S / This will indicate a place where you have used a comma to join (or “splice”) two statements or ideas that should be separated into two sentences by a full stop or other appropriate punctuation A double diagonal line (//) will show where the error has occurred.
N.P / Will indicate where you have failed to take a new paragraph where one is appropriate. YOU should be able to say where the paragraph break should come and mark it with an asterisk (*)
^ / This mark will appear on your script where you have missed out a word or Put in the missing words where
Spelling
Confusing Words
Make sure you get them right!
hereMary was here
hearI can hear Mary coming.
newDo you like my new bike?
knewI knew you would like it.
nowI don’t want to do it now
knowI don’t know what you mean.
loose My tooth is loose
loseI don’t want to lose another tooth.
therePeter is over there
theirThe twins have lost their hats again.
they’reI think they’re coming this way.
toI’m going toLondon tomorrow.
twoI shall take two friends with me.
tooDave is going too.
weatherI hope the weather will be good.
whetherI don’t know whether it will rain or not.
whereWhere are you going?
were They were both late for school.
who’sDo you know who’s going to teach us English?
whoseDo you know whose book this is?
rightShe doesn’t know her right from her left.
writeI’ll write you a letter as soon as I get there.
you’reThey say you’re only young once.
yourGive me your exercise book.
great I think the party will be great fun.
grateI will grate the cheese for you.
wholeWe ate a whole bag of sweets this afternoon.
holeThe money fell through the hole in his pocket.
peaceWe want peace not war.
pieceHe wrote a message on a small piece of paper.
ofI want oneofthose!
offShe fell off her bike.
haveI could have won the race.
quiteHe is quite tall.
quietThe classroom was very quiet.
DON’T MAKE MISTAKES WITH THESE…
a lotaccept
allowed
aloud
argument
beginning
character
colour
definitely
doesn’t
except
favourite
necessary
neighbour
poem
possession
probably
rhyme
rhythm
scene
skilful
tragedy
PUNCTUATION
. Full stops end sentences.
?Question marks indicate questions (which can sometimes be rhetorical questions).
!Exclamation marks indicate excitement or surprise.
,A comma shows a pause in a sentence.
:A colon generally introduces something: an idea, a quotation or an explanation.
;A semi-colon finishes off one part of a sentence. It often comes between two statements which contrast or are closely connected. It can also be used to separate items in a list.
-A hyphen joins two words to make a compound word.
‘An apostrophe might indicate a missing letter or possession (before the ‘s’ in the singular and after the ‘s’ in the plural).
“ “ Inverted commas mark quotations, direct speech or words used in an unusual way.
( )Brackets enclose a parenthesis (extra information). Paired dashes do the same.
ANALYSING A DESIGN
INTRODUCTIONName of Design / Date
Name of Designer
Movement Designer is associated with. / / ERGONOMICS I SCALE:
How does the design relate to the body?
Think about proportions.
MATERIALS:
Describe the materials that have been used in ALL of the design.
Think about wear and tear / Cleaning?
FUNCTION:
State the type of design, e.g. fashion / hat design, Neckpiece, Jewellery.
How does it work / How is it meant to be used?
How well does it function?
Is it safe / practical?
TYPICAL OF MOVEMENT:
Think about what you know of the movement the designer is associated with.
Is this design typical from the movement? Give reasons and examples.
Aims / Themes / Influences / Style
AESTHETICS / INSPIRATION:
Describe the design in detail referring to the designers use of:
Colour, Texture, Shape and Form, Style
What has inspired this Design?
Does it have Visual Impact?
Give reasons to support your answers.
TYPICAL OF DESIGNER:
Think about what you know about the designer.
Is this a typical example of their work?
Give at least three statements to back your answer.
TARGET MARKET / CUSTOMER:
Whom is the product designed for?
What impact will this design have on the customer?
OWN OPINION
Finally, what is your opinion of this design?
(Remember to give reasons to support your answer)
Why is this designer important?
IMPORTANT NOTE
Remember to use the PEE formula
P -Make a point
E- Explain your point
E- Supply evidence to support
ANALYSING A PAINTING
INTRODUCTIONTitle of painting
Date painted
Name of artist
Movement artist is associated / / COLOUR AND TONE
What colours has the artist used and where?
What mood has been suggested by the colours used?
Has the artist used a wide/narrow range of tone? Where are the darkest/lightest tones in the composition?
COMPOSITION
Describe what you see in the composition and where the artist has placed each of the subjects you describe. (foreground, middle ground, background.)
Is your eye drawn to any particular part of the painting and why (focal point)
BRUSH WORK
What type of brushstrokes has the artists used and where? How does this contribute to the mood/atmosphere of the painting?
/ TYPICAL OF MOVEMENT
Think of the movement the artist is connected with.
Is this a typical painting from the movement?
(Think about the movements aims/influences/themes/style)
EXPRESSION (portrait I figure)
Describe the expression on the face(s).
What mood does this contribute to the painting?
/
CLOTHING (portrait I figure)
What has the artist shown the model wearing?
Why has this been chosen? Does it contribute to the mood of the painting?
In what way? / TYPICAL OF ARTIST
Think about what you know about the artist.
What do you think he/she was trying to achieve?
Is this a typical piece of his/her work and in what way?
IMPORTANT NOTE
Remember to use the PEE formula
P -Make a point
E- Explain your point
E- Supply evidence to support point / OWN OPINION
Finally what is your own personal opinion of this portrait? Remember to give reasons to support your answer. Why is this artist important?
STRATEGIES FOR MEMORISING
Draw pictures/ Think of a word you recognise that is like the word you’re trying to learn
Write the words out
over and over again
(Repetition)
Look-cover-write-check
Break long words up into little parts - Anti-dis-establish-ment-arian-ism
A poem or a rap
/ Cards with the words in the foreign language on one set and in my language/or pictures on another. Play games with them
Colour code different parts of my learning
Word search/cross word with the new words in it
HIGHLIGHT! / Teach the new words to someone else
Type up each part of my learning with different fonts
Make a recording of the new words and listen to it or put the words to a well-known tune ♪♪∫♪
The art of listening
ACTIVE LISTENING
LOOKat the person talking
Sit quietly
Do NOTHING but LISTEN
Respond naturally with appropriate gestures or expressions
Let the speaker finish before you ask questions
Don’t comment until the end
Talk
Strategies
Remember these points
before you perform your talk:
Notes:do not read from your notes
do glance at them for reminders
the easiest thing to do is to write your speech and learn it
particularly if you get nervous easily
Stance: do not slouch take your hands out of your pockets do not fidget
Eye contact:look at your audience
do not hide behind your notes as your voice will be muffled
/ Voice projection:
ensure you are being heard
try to pronounce your words clearly
pause to give audience a chance to take in what you are saying
do not speak too quickly as no-one will understand you
stress certain words and phrases to give them more importance
Be confident:even if you don’t feel confident try to act confidently
Don’t worry:everyone else has to do a talk too so remember that no one will laugh (unless you make a joke!) and everyone wants you to do well
Reading StrategiesDefinitions
SKIMMING: I can read the surface of a text quickly to understand the main points.
SCANNING: I can search for key words and phrases quickly.
CLOSE READING:I take time to read a text to get a clear understanding of meaning.
VISUALISING:I see images and can picture what is happening.
INFERENCE:I can read between the lines, searching for clues.
DEDUCTION:I can find evidence to check
my understanding.
EMPATHISE: I think, “It’s just how I feel when . . . ” or, “That’s just what I’d do.”
BACKWARDS & FORWARDS:I re-read extracts to check my understanding.
PREDICTION: I try to work out where the plot / argument is heading.
ASKING QUESTIONS:I ask questions about e.g. why characters say and do things, or why a text is laid out in a particular way.
A GOOD GRAPH
Axes have been drawn using a ruler.
The input variable is along the horizontal or x axis.
The outcome variable is up the vertical or y axis.
Each axis has a label.
There are units on the axes.
At least half the graph paper is used.
The scale on each axis is even e.g. increasing in equal jumps of 1, 2, 5, 10, 20, etc
A bar chart is used when the input variable is discrete or has no particular order. e.g. Mg, Cu, Zn
A line graph is used when the input variable iscontinuous or has particular order. e.g. 5cm, 10cm,15cm
Each bar or point is correctly plotted
For a line graph there is a line or curve of best fit.
A Good Science Plan
It is clear what equipment is needed for the investigation.
It is clear how the equipment is to be used.
The plan is clear enough for you to know what to do to carry it out.
Only one variable is being changed.
The plan makes it clear how this variable is changed.
The plan describes how the other variables are being kept the same.
The plan makes it clear what is to be measured or recorded.
Writing a Scientific Investigation Report
The following layout will help you write up your investigation.
Write in sentences.
Date / and / TitleAim
Write down what you think you are going to find out.
Start by writing “To find out……..”
Hypothesis
Write down what you expect to happen, base it on knowledge you already have.
(Try to give a reason for your hypothesis)
Plan This is in two parts, part 1 and part 2.
1. Diagram
Draw a labelled diagram of the apparatus (equipment) you would set up.
Drow your diagram with a sharp pencil and ruler)
2. Method:
Write down
(a) the variable you will alter (only one)
(b) factors you will keep the same (list several)
(c) the result you are measuring-mention what units you are using.
(d) what you will do ;this must be a full list of all the steps taken, include how you will measure the result.
(e) how you will make the investigation safe
Results
1) Draw a table for results. Use a ruler.
2) Draw a graph - this can either be a line or bar graph.
Conclusion
1) Use your results as evidence for your conclusion.
2) Look back at your aim and make sure your conclusion answers this. (Think about your hypothesis; was it correct?)
Evaluation Try to answer at least one of the following questions:
1) Look back at Method part (d); did you change anything or do anything different from what you have written?
2) If you did the experiment again would you make any changes to improve it?
3) What did you do to make your results more reliable? Or What could you have done to make your results more reliable?
WHEN TYPING….
CHECKING FOR ACCURACY
Before printing a document it must be checked for accuracy - this is called PROOF READING which means identifying errors such as:
- incorrectly spelled/typed words
- word/s omitted or added
- punctuation/grammar
- layout
An aid to proofreading is to use the SPELL CHECKING FACILITY in your word processing software.
The spell check will only pick up words which do not match those stored in the computer’s own dictionary — for example, it will not pick up people’s names.In addition, you may have typed a wordthat is correctly spelled, but which is not the correct word for the document — for example, there instead of their.
After spell checking, you must still read the document carefully to ensure that all errors have been picked up and corrected.
Don’t forget that a dictionary can also be useful when checking your documents.
FINDING BOOKS IN THE LIBRARY
FICTION
Fiction books usually contain ‘made-up’ stories about characters and places that probably don’t exist in real life.
Fiction books are arranged in alphabetical order by the author’s surname. You can see what books by a particular author are in the library by looking on the shelves or searching the library catalogue on the computer.
You can also use the catalogue to find out who wrote a particular book.
NON-FICTION
Fact or information books are called non-fiction books.
All the non-fiction books on the same subject and similar subjects are kept together in the library. Each subject has its own code number, called the Dewey number. The number is put on each book to help you find the books you want. Once you know the code number of the subject you are interested in, you should be able to find a book with information on that subject on the library shelves.
You will find the code or class number by using the library catalogue on the computer or by using the Subject Index.
This way of giving numbers to each subject is called the Dewey Decimal Classification
System.
The code numbers of the ten main subject classes are:
General Information / 000 / - / 099 /The Mind / 100 / - / 199
Religion / 200 / - / 299
Everyday Life / 300 / - / 399
Words and Language / 400 / - / 499
Science and Nature / 500 / - / 599
How Things Work / 600 / - / 699
Arts and Sport / 700 / - / 799
Poetry and plays / 800 / - / 899
History and Geography / 900 / - / 999
USING KEYWORDS
A keyword is a word which describes the subject you are looking for.
When you are trying to find information on a subject, you should type the keyword into the search facility on the library catalogue, or use a keyword to look up the Subject Index.
Before you start the search you should decide what the best keyword to use is. This skill is also useful when you are using the index of a book or searching for information on the Internet.
If you cannot find a code number for your subject using your chosen keyword, try:
1. a more general subject name e.g. Poodles TRY Dogs
OR
2. another name for the subject e.g. Great BritainTRYUnited Kingdom
Information Skills
/ P PurposeL Locate
U Use
S Self evaluation
P Purpose
- What do you want to find out?
- What do you already know?
- Which keywords are best for researching your topic?
L Locate
- Think about which resources are best to use e.g. books, newspapers, Internet, encyclopaedia
- Use your keywords!
- Search by keyword on the library catalogue.
U Use
- Is the information reliable and relevant?
- Make notes. Answer your key questions.
- Present your findings - PowerPoint; report etc
- Make a bibliography. Take a note of all the books or internet sources you have used.
Web sources = page title! URL (web address)
S Self-evaluation
- How well have I done?
- How can I improve my research skills next time?
Literacy and Numeracy