1. Area of Study Discovery

2. The Rubric Exploring how texts represent discovery as a process, for example, from initial encounter to later reflection. This could: involve rediscovering something that has been lost, forgotten or concealed include the experience of discovering something for the first time Vary according to personal, cultural, historical and social contexts and values

3. Rubric Analysing the language used to represent discovery in and through a range of texts focusing on an event, experience or artefact that might be: fresh and intensely meaningful or confronting and provocative sudden and unexpected or deliberately planned far-reaching and transformative for the individual and for broader society

4. Rubric Exploring the representation of the consequences of discovery in and through texts, such as those that: enable new understandings and renewed perceptions of ourselves and others lead to new worlds and values, stimulate new ideas and enable speculation about the future may be questioned or challenged when viewed from different perspectives over time

5. Rubric Questioning individuals and more widely held assumptions and beliefs about aspects of human experience, for example: Speculating about differences in perspectives between the discoverer and the discovered Analysing how composers invite responders to discover their texts through the process of discovering different types of texts

6. The Area of Study Paper Section 1 (15 marks) The Exam Rubric appears above the texts. In your answers you will be assessed on how well you: demonstrate understanding of the ways in which the concept of discovery is represented in and through texts describe, explain and analyse the relationship between language, text and context

7. The Reading Task: Types of questions 1.What or why type questions – these questions are generally worth 2 or 3 marks. You need to identify the types of discovery in the text and /or a technique used to convey the discovery. For example: ‘Identify one technique in the visual text that conveys an aspect of discovery.’ 2.How type questions – these questions are worth 3-6 marks.

8. Steps to answering ‘how’ Questions These questions are denoted by the words explore, explain, analyse, compare, contrast and the word how in the question. 1.Identify the type of discovery within the text 2.Explore, explain or analyse how the text presents this notion of discovery. Discuss the form of the text, its structure, the use of figurative language devices or visual techniques.

9. Answering ‘how’ style questions For how style questions you need to look at how meaning is presented through the specific text type of the text in question and the elements within its composition that shape a specific meaning. For what and how style questions, you should provide textual references (quotes, or descriptions of visual elements) to support your response.

10. The Visual text The first text on the paper has traditionally been a visual text. You can use anything within the visual in your response. This includes the picture(s) themselves and the written text-if there is written text. When answering you must provide evidence directly from the visual text. If it is worth 3 marks, identify the aspect of discovery and provide 2 examples to support your view.

11. Poetry Often (but not always) the second text is a poem. This is often a how type question. Once again, you need to identify the specific type discovery in the text. Then explore how the structural elements and features of language shape meaning in the poem. Look for what the poem is implying about the concept of ‘Discovery’

12. Poetry Always discuss the ideas in the poem before launching into an analysis of language techniques: The poem explores the idea that the experience of travelling can encourage new perspectives. The metaphor “To create a crystal of insight You could not have known.” emphasises the unexpected discoveries that occur whilst travelling.

13. Prose The types of prose texts traditionally presented to candidates are extracts from short stories or novels. These questions are generally worth 3 marks. They are generally how type questions Identify the specific type of discovery, or the concept of discovery in the text and how this is shaped by structure and language features.

14. Prose Again, explore the ideas about ‘Discovery’ presented in the story and then analyse how structure and language features present aspects of ‘Discovery’ specific to that text.

15. Prose Sample Response

16. Non Fiction Extracts Non fiction extracts are traditionally used for text 3 or 4. These questions are generally worth 3 marks. The extract will present a factual recount of a personal experience. You are asked to explain the experience and how it relates to ‘Discovery’. You must support your explanation with supporting evidence in the form of quotes.

17. Non Fiction Non fiction texts are structured around some problem and how to resolve this problem. Another way they are structured is around cause and effect, for example, exploring the way the discovery leads to the speaker seeing some aspect of life in a new way. Non fiction extracts often use comparisons and contrasts.

18. Non Fiction Extract Each time you make a point in your discussion, go to the text and find an appropriate quote to support what you are saying. For example, a response to how discovery is revealed in the Travel Story (text three), could include: The persona’s initial scepticism, ‘…how he would manage to combine fine dining with a remote mountain walk, I wasn’t sure.’ is contrasted with the vivid imagery in her description of the setting for their meal in ‘the sea shone like tinsel’ exemplifying how the remote walk challenges her assumption of ‘the best restaurant in Italy’.

19. The discriminator The last question in section 1 is generally worth 5 or 6 marks. It is a how type question where you are required to analyse ONE or sometimes Two of the reading texts for which you have already provided answers. This question will have a deliberate focus, which you must address in your response. For example, in your practice exam paper, the focus is on ‘..how new discoveries can stimulate new ways of thinking.’

20. The discriminator You must identify the key terms in the question, then analyse how these ideas are presented in the text. It is vital that when you suggest something, you back your comment with a textual reference. (i.e. a quote form the text) You should take the time to write a reasonably lengthy response to this question.

21. Final comments of the reading section Read the questions carefully and note the key terms in each. Try to include these key terms in your answer. An effective approach is to re-word the question in your first sentence and then support this with references from the text.

22. Section 2 Creative Writing (15 marks) Once again, the exam Rubric will appear before the question. In your answer you will be assessed on how well you: Express understanding of discovery I in the context of your studies Organise, develop and express ideas using language appropriate to audience, purpose and context

23. Notes from the Marking Centre Structural complexity Cohesion An authentic, sustained and engaging voice Originality and perceptiveness Confident and skilful control of the mechanics of language, punctuation, sentence structure and paragraphing.

24. Common mistakes Selecting a poor topic – if you thought of it in 5 minutes, chances are 40,000 other students did, too! Making the plot up as you go along. Plan you story carefully, ensure you have a well structured narrative that has a clear purpose. Forgetting to paragraph. Paragraphs are the key to controlling the flow of your dialogue.

25. Common mistakes Ignoring spelling – whilst you do not lose marks for spelling mistakes, these types of errors ultimately detract from the overall clarity of your writing, which will affect your mark. Selecting a limiting voice. Using the voice of a child, or someone who has limited coherence, writing from the point of view of an animal, writing your whole narrative as a diary entry.

26. Common mistakes When you use these types of voices, it is difficult for the marker to tell if this is a genuine voice or if the student simply has an unsophisticated or incoherent register. If you want to use stream of consciousness form you should juxtapose with other, more sophisticated and controlled writing, so that the markers know the difference.

27. Ideas for creative writing What is the overarching message? How does that impact on the character’s responses and the ending? Write from experience or research!! Setting – verbal cinema - open with an extreme close-up and then draw back to a medium shot.. Use mis en scene to create an image of a place.

28. Ideas for creative writing Authentic references Pathetic fallacy Characterisation Sometimes our most effective writing is based on our own lives and experiences. Think about the people you know or yourself and create one or more characters. Complexity

29. Characterisation Perspectives and values Back story Dialogue and voice Relationships Actions and consequences

30. Structure and Syntax Paragraphing – deliberately drives the pace, topic sentences, varying paragraph length such as single sentence paragraph Sentences – variety of beginnings and length, such as: complex, simple, compound, exclamatory and declarative sentences Structure and form – time shifts, cyclical, flashback, a fragment, intertextuality

31. Final comments on the CW section You need to show the markers: The sophistication and insight of your understanding of the concept of discovery. Your ability to manipulate language for effect.

32. Section 3 – The AOS essay (15 marks) The examination rubric will appear above the question: In your answer you will be assessed on how well you: Demonstrate understanding of he concept of discovery in the context of your study Analyse, explain and assess the ways discovery is represented in a variety of texts Organise, develop and express ideas using language appropriate to audience, purpose and context

33. Feedback from the marking centre Highly developed responses demonstrated an ability to engage with the question, enabling students to exhibit engagement with their texts and the textual features Stronger candidates often answered conceptually rather than literally Better responses reflected a high degree of fluency and control of language, making perceptive links between their texts.

34. Structuring your essay Area of study essay should consist of an introduction, 3 OR 4 body paragraphs and a conclusion. Introduction : begin with your thesis – this is the argument that will drive your essay. Use the wording of the question in your thesis, for example: ‘The challenging or affirming nature of discoveries can transform individuals, making the more compassionate and self aware.’

35. AOS essay introduction After your thesis, introduce your texts. First, your prescribed text, then your related text. For example: ‘Shakespeare’s play, ‘The Tempest’ explores how the discovery of the hardships suffered by others can influence individuals to alter the way they perceive others and the world around them. Oscar Wilde’s short story, ‘The Happy Prince’ also shows how an acknowledgement of others suffering can increase one’s capacity for benevolence.

36. Scaffold for discovery paragraph Begin with a topic sentence. Recycle the wording of the question in your topic statement. Create an argument in relation to the question, e.g.: ‘A new environment may present challenges that allow individuals to discover new insights into ourselves and the world.’ Second statement – introduce your text and say how it fits into your argument in the topic sentence.

37. Analysis Next. Present your selection of analysis from your prescribed text to support the concept in your topic statement. The analysis will include textual detail, quotations, techniques and their effect. Your examples will make a point, support an argument to ensure that your work is evaluative and not just explanation. Present 3 or 4 examples from the text to support your argument for this paragraph.

38. Related text paragraph Topic statement: You should provide a link to the argument presented in the previous paragraph on the prescribed text …and a link to he question e.g.. ‘The notion that reflecting on discoveries and emotions leads to self discovery is similarly explores in ……

39. Final comments on the essay question You will be marked on your ability to answer the question you are given in the exam. The best way to show that you have the question in mind is to recycle the wording of the question in your response. You must show that you can see the link between the ideas in your related text and your prescribed text in your essay.

40. Prepare for the exam Work on practice exams. Practice writing essays in response to different styles of questions. Practice your creative writing. Practice reading tasks.