GCSE - Week 16 Proofreading Reports

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2 GCSE - Week 16 Proofreading Reports

3 Learning Outcomes. Use strategies to proofread a letter.
By the end of the lesson, students will have learnt to: Use strategies to proofread a letter. Identify features of a formal report. Plan a report OR transcribe dialogue. Write examples of references suitable for a bibliography (HW: letter to a newspaper)

4 This is the letter you wrote for homework:
Your friend, Pat, is selling up and moving to London. You don’t want him/her to go. Write a formal letter of no more than 250 words to persuade him/her not to go, and to argue that Southend is better. W/b 11th Jan 2016

5 ACTIVITY 1 - In your groups, discuss and then write down:
3 specific spelling errors to look out for (e.g. not doubling letters when adding a suffix). 3 common punctuation mistakes that people make (e.g. capital letters for …). 3 grammatical errors (e.g. tenses of verbs such as …). Learning Objective:. To use evaluation skills to identify personal development Time: 7.35pm mins CSPAR: Connect/ apply Tutor Activity: Explain what is being covered and provide examples of individual targets that can be set Support: Support learners to evaluate what they have progressed at and what they still need to develop – how will they do this. Complete on ILP Learner activity: Learners to work individually to evaluate own progress on last CA. Prompt them to think about how they researched and planned their work and then developed this in to their final piece, PEED and use of technical terms to analyse. Differentiation: Mathew to work with Sharon and Ethan to support Higher Order Thinking Skills: Questioning what they might need to develop – can go back to ILP to refer to. Notice the links between the differentiated learning objectives – e.g. someone following the blue objectives will need to progress to the orange and then the yellow eventually. Checks on learning: observation; Q&A. Resources: Computer and IWB/ ILPs

6 (And check that they didn’t miss any SPaG.)
Now proofread your own letter for: spelling, punctuation and grammar. (5 mins) Swap with someone else. On someone else’s letter, identify the techniques used to persuade and argue. (And check that they didn’t miss any SPaG.) Learning Objective:. To use evaluation skills to identify personal development Time: 7.45pm mins CSPAR: Connect/ apply Tutor Activity: Explain what is being covered and provide examples of individual targets that can be set Support: Support learners to evaluate what they have progressed at and what they still need to develop – how will they do this. Complete on ILP Learner activity: Learners to work individually to evaluate own progress on last CA. Prompt them to think about how they researched and planned their work and then developed this in to their final piece, PEED and use of technical terms to analyse. Differentiation: Mathew to work with Sharon and Ethan to support Higher Order Thinking Skills: Questioning what they might need to develop – can go back to ILP to refer to. Notice the links between the differentiated learning objectives – e.g. someone following the blue objectives will need to progress to the orange and then the yellow eventually. Checks on learning: observation; Q&A. Resources: Computer and IWB/ ILPs

7 Success Criteria Must: Communicate clearly using persuasive language techniques Use Standard English Use paragraphs to organise your points Use at least 3 persuasive techniques Grade D Should: Select vocabulary to suit the PAF and engage the reader Choose interesting and imaginative words Include relevant information Use words to appeal to your reader, based on their occupation, age and gender Grade C Could: Use discourse markers to link points and use a range of punctuation Use words such as ‘however’, ‘alternatively’ and ‘furthermore’ to link your ideas within sentences and at the start of paragraphs Include different punctuation such as semicolons and exclamation marks Grade B

8 Read through your work again and highlight where you have used the following:
AFOREST PIE Interesting or complex words Punctuation used for effect Discourse markers (e.g. however, moreover, furthermore, alternatively) Different sentence structures (e.g. short simple sentences, complex sentences starting with the subordinate clause) Self-Assessment Using the success criteria, write one comment to say what was good about your work and one comment to say how your work could be improved

9 Personalise your proofreading
Know your problem areas Make a list of specific errors marked frequently in previous pieces of work Order them with most frequently occurring at the top Learn concepts Write Concentrate on your ideas and proofread at the end

10 Controlled Assessment
AO2 Study of spoken language Understand variations in spoken language, explaining why language changes in relation to contexts. Evaluate the impact of spoken language choices in their own and others’ use. Learning Objective:. To use evaluation skills to identify personal development Time: 8.00pm mins CSPAR: Connect/ apply Tutor Activity: Explain what is being covered and provide examples of individual targets that can be set Support: Support learners to understand the CA. Learner activity: Learners to work individually to evaluate own progress towards the CA (e.g. writing transcripts). Differentiation: Mathew to work with Sharon and Ethan to support Higher Order Thinking Skills: Questioning what they might need to develop – can go back to ILP to refer to. Notice the links between the differentiated learning objectives – e.g. someone following the blue objectives will need to progress to the orange and then the yellow eventually. Checks on learning: observation; Q&A. Resources: Computer and IWB/ ILPs

11 Controlled assessment
This unit is worth 10% of your final grade. It is a controlled assessment unit: you will have to complete the final part of the task under formal supervision. The unit will be internally examined but externally moderated. You have to complete one task. Your task will be to complete a written response of words on one of the topics. You will have two – three hours to complete the controlled assessment task. This section will be marked out of twenty using AO2. You are allowed access to a dictionary or thesaurus during this task. You are allowed to take brief notes into the controlled assessment task. For part c of Unit 3 candidates may have access to a dictionary and thesaurus during the writing up of the Controlled Assessment.

12 Social attitudes to spoken language 800 – 1,000 words
Study will focus on : Social attitudes to spoken language 800 – 1,000 words Task title: Explore the ways your own spoken language is adapted in different situations and how the attitudes of other people influence these adaptations.

13 Activity 2 In small groups, take it in turns to read the scripts (JK Rowling). Can you identify any of the symbols that have been used to transcribe? Can you identify any of the terms being used that we looked at earlier e.g. turn taking? How does J K Rowling adapt her language for older and younger listeners? How does the interviewer in ’60 Minutes’ prompt and encourage J K Rowling to communicate her thoughts to the listeners?

14 Activity 3 Look at the sample CA answer (JK Rowling essay) and highlight all of the main areas that we need to consider: PEED Use of technical terms Where you think they have answered each part of the criteria. Discourse markers (how have they used them and what have they used?). Punctuation (what have they used and how have they used it?) Also look at how they have worded the introduction and the conclusion.

15 Thoughts on your own Language Study:
What did you record this week? Does it demonstrate you/someone speaking in different contexts? Does it show you/someone using different types/styles of language? Does it give you scope to talk about Social Attitudes to language? Answer the questions for yourself, then tell a friend. [ 3 minutes]

16 A Report on your Language Study
‘Report’ –v- ‘Study’ ‘study’ = the research; ‘report’ = writing it up. The report involves explaining and evaluating your data: Understand variations in spoken language, explaining why language changes in relation to contexts. Evaluate the impact of spoken language choices in their own and others’ use. The last 2 paragraphs here repeat the objectives of AO2, i.e. This is what they are being judged on.

17 Activity 4: Features of a Report
1. In your groups, write down at least 4 features of language or layout that you expect to find in a typical academic or formal business report. Give the learners 5 minutes, then collate their answers into a list on the whiteboard. They should at least have mentioned: A main title, formal language and factual information. Also correct are: diagrams and tables, introduction and conclusion, impersonal, passive language, sub-headings, footnotes, references, bibliography, author.

18 Report Writing: 1. Planning
A report is directed towards: Systematically answering a question or questions May involve recommendations but will certainly involve evaluating information and drawing conclusions Business School

19 Report Writing 2: Process
Identify your audience Define your objective(s) Organise your ideas, relating this to relevant theory And then structure your argument based on points 1 to 3

20 Report Writing 3: Format
Title page Abstract/Executive Summary Table of contents Introduction Discussion Conclusions Recommendations References Appendices Bibliography

21 Paragraphing Paragraphs organise information in a report to make it: Understandable Findable Logical & cohesive

22 Planning Thinking about the exam essay we have just investigated, how do you think the report was planned? Draft a spidergram, diagram or list to show how the report may have been planned. (Put yourself in the place of the person starting the report.) Learners are asked to “work backwards”, i.e. Start with the report and then think what plan might have come before the report to end up with the finished product.

23 Spoken Language Study: Heading
Headings clearly identify the content For example: The ways my own spoken language is adapted in different situations and how the attitudes of other people influence these adaptations.

24 Ideas Individually, think about your recordings. Did you notice anything that would be worth discussing? We are encouraging you to come up with your own essay title for this one e.g. Discuss how appropriate the speaker’s language is to his task or situation.

25 Spoken Language Study: Introduction
States the: Purpose and scope Main points Structure of the report For example: This study will investigate gender-influenced power struggles evident in language, based on a conversation between a retired headmaster and a female police officer. Business School

26 An introduction for your study
Based on the recordings you made this week, jot down some ideas for the first paragraph of your report. [3 minutes] Share your ideas with another learner. [2 minutes]

27 Spoken Language Study: Discussion (main body of the report)
Presented in an order that leads logically towards the conclusion. Clear, concise language . Short sentences. Use examples (quotes) where appropriate to illustrate your point. Remember, you are being assessed on explaining and evaluating.

28 Spoken Language Study: Conclusion
No new material introduced. Follows logically from the Discussion. Conclusions section should give: Key points Sum up what the study discovered Link back to the introduction (but do not repeat what is in the introduction)

29 “You must keep an accurate record of all source materials you have used and of all research and data collection undertaken – whether inside or outside of the classroom.” Comment on the inverted commas – they show that I have taken this text directly from the AQA Specification.

30 Spoken Language Study: Bibliography
This will be written up BEFORE the exam. Students may collaborate in the researching and development of this study, but the final task should be written up individually.

31 Homework: Part 1: Continue with your Spoken Language Study.
Record at least 2 conversations. Write a transcript of part of each conversation you have recorded (about 1 page each). Read through your transcripts and identify features of spoken language. Remember to write your bibliography as you go along.

32 Homework Part 2: Write for different audiences
When you were at the pub last Sunday afternoon, a couple were asked not to bring their child into the bar area. Write a letter to a newspaper arguing either for or against allowing children into your local pub. Consider WHY you might write to the newspaper about this, WHO your audience is, and WHAT OUTCOME you expect/hope for. Start by writing a plan for your letter.