How to deal with sources or stimulus items provided with exam questions (especially in extended responses!).
Almost all students are able to refer to any sources they’re given, but they can sometimes be overwhelming (when there’s no strategy for how to analyse them) and students often miss out on the top level criteria without realising it.
Here are two specific ways students should be using these within their answers (and one thing NOT to do!).
If we were to grab a coffee and chat, what’s ONE THING you’d love to ask or get my help with for your teen and their study?
What would make the biggest difference to their study (or their ability to NOT be studying all the time!)?
What’s the main thing they’re struggling with?
What insider info would you love to properly understand about how exams and assessments really work?Basically…
What would you love to pick my brain on?
Drop a comment below or email me and TELL ME!
I’ll be responding to your needs, wants and wildest (study-based ? ) desires
in the 5 Day Inner Circle for Parents of Hard-Working Teens– opening Fri 12th Nov 2021 and kicking off Mon 15th Nov.
This is also where I’ll be opening up enrolment for the 10 Week Grade Transformation Program for those students who want to complete their training over the summer, ready to hit the ground running in the new school year.
Make sure you’re on the 10WGT Waitlist to get all the details and a sneak preview.
This Y11 ATAR student is currently getting in the 70%’s
for English and is working on achieving her goal of high 80’s.
One of her struggles this week was getting an independent reading and summarising task ‘done’.
She’s not lazy and she wants great results.
So motivation’s not the issue (and therefore also won’t fix it).
Watch us unpick what’s stopping her from getting going,
and transform the task from vague and intangible to specific and actionable.
P.S. Sometimes procrastination sneaks in as ‘productive procrastination’, like
– doing more research (rather than actually starting the assignment)
– filing notes (instead of processing those notes)
The result is actually worse than spending that time scrolling through Insta or watching Netflix.
The task still isn’t done and they’ve spent hours ‘studying’ rather than getting some free time.
Use the questions I asked her with your teen next time they aren’t getting a task done and feel like they don’t really know why.
I hate to admit it, but being ‘forced’ to read huge novels as a teenager put me off reading for a LONG time.*
I didn’t actually mind Shakespeare,**
but that was because I approached the analysis more like a dissection and translation exercise than an appreciation of literature.
(I liked structure and box-ticking even then!)
That’s why I loved Gemma’s (our English Focus Coach in Next Level Coaching) clear and easy system for knowing when to make paragraph breaks in any piece of writing.
I see LOTS of students struggle with paragraphing in their writing;
either because they’re under exam time pressure and forget them,
or because they’re not quite sure when or how they should insert them.
The TIP-TOP system works for any type of English task or exam response and in fact, for ANY subject at any level.
* I didn’t read a book for ‘fun’ again until I was about 24 years old and it was like re-discovering the joys of going for a walk.
[Fun when you’re a little kid (yay – an adventure!),
annoying and boring as a teenager (um, what for?),
joyful as an adult (let’s meet up – we’ll do a good walk and catch up).]
I think you officially know you’re an adult when you decide to ‘go for a walk’ or ‘admire the view’ without being forced to by your parents.
** We did Julius Caesar and Merchant of Venice, and I still remember the bit about revenge and the pound of flesh, and the “et tu Brute” bombshell.
(Can’t remember a thing about Oliver, and just ‘something about witches’ for The Crucible. Embarrassing to admit, but true.)