Hi Mr. Lewandowski, I really appreciate all your videos. They've helped me with countless assignments and papers. I am wondering if you are able to scan this copy of the printable package with your annotations so that I can print it? Instead of a blank copy, thanks!
You're Awesome I was just curious. 1) I mainly struggle with fragmented writing, apostrophes, and commas which brings my language mark down by a lot any tips? 2) When writing the understanding paragraph how do i make it sound like i'm not just summarising. Thanks for all the help seriously i appreciate these videos so much!!!
No, Ale. You're awesome. Start a sentence with the word "although." At some point you will need a comma. Put the comma where it belongs. The thing that comes after the comma *could* be a sentence all by itself. You have just created a complex sentence. Do this 2-3 times (correctly!) on Paper 1, and it should boost your score a bit. Example: Although the student claims I am awesome, the student is actually the awesome one. Although the author's use of punctuation is strange, her choices draw attention to what matters most in the extract. Sentences that start with "because" and "while" operate exactly the same way. Good luck storming the castle!
oh my. I can't believe i get to be taught by you and get this gem of a series...for free! Thank you so much for all your tips! I truly appreciate it. Just wondering, is your inbox/offer open to LangLit students too?
paper 1 tomorrow and i'm freaking out lol i tried doing this year's may paper 1 as practice and had a panic attack because i couldn't even understand the subject of the extract :/
You are correct! For Language and Literature. This series is for Literature. It's the same exam in many ways, with one important difference: text types! I'm hoping to make a series for Language and Literature after I finish this one for Literature.
Rubrics: sickening. Taking learning out of learning by killing any independent thought . Why authorial choice? Why not reader reaction? Critical reception? Intertextuality? Social impact? Etc, etc.
Same. Rubrics, shmoobrics. That being said, students can still create something lovely while coloring within the lines that rubrics define. It's just that, well, everything you said.
Authorial choice and reader reaction are assessed in Criterion B. And because they are part of analysis, you kind of have to mention them if you want a 5/5 score for Analysis. But, you're not expected to mention 'critical reception' and 'intertextuality' (but if you did they'd be assessed in Criterion A) because the extract/poem is unseen. In other words, the exam contents are chosen outside of the high school literature curriculum, so it's highly unlikely a student would know the extract/poem and be able to connect it to other texts or identify its audience. However, what is important to mention is 'social impact', Lewandowski's "human condition" (what it means to be a human being living on this planet then or now), as this is also a big part of analysis.
@@Dragon333fly the rubric are not valid for the construct "literary analysis": construct under-representation. Rubrics have the effect of limiting human thought and creativity and is a product of a fad where grading pulls too much toward analytic assessment. The rater-consistency goes up somewhat but at the expense of the humanities. Also if rater-consistency is desired Pairwise comparison has better reliability numbers. The rubrics are a depressing part of outcomes-based learning approaches. These are ideologically situated in behaviourism, positivism and in a wet dream of efficinecy. The outcomes of learning are not linear, tiered or hierarchical - rather they are distributed, volatile and all over the place. It will be a great day when we can leave an instrumental view of learning behind us for something closer to learning as a process not an output.
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You're such an amazing teacher! I wish you would have been mine :(
This video was really helpful for exam prep!! Thank you! :)
Hi Mr. Lewandowski, I really appreciate all your videos. They've helped me with countless assignments and papers.
I am wondering if you are able to scan this copy of the printable package with your annotations so that I can print it? Instead of a blank copy, thanks!
You're Awesome I was just curious. 1) I mainly struggle with fragmented writing, apostrophes, and commas which brings my language mark down by a lot any tips? 2) When writing the understanding paragraph how do i make it sound like i'm not just summarising. Thanks for all the help seriously i appreciate these videos so much!!!
No, Ale. You're awesome. Start a sentence with the word "although." At some point you will need a comma. Put the comma where it belongs. The thing that comes after the comma *could* be a sentence all by itself. You have just created a complex sentence. Do this 2-3 times (correctly!) on Paper 1, and it should boost your score a bit.
Example:
Although the student claims I am awesome, the student is actually the awesome one.
Although the author's use of punctuation is strange, her choices draw attention to what matters most in the extract.
Sentences that start with "because" and "while" operate exactly the same way.
Good luck storming the castle!
hey man, thanks a lot for the video :)
Enjoying your channel!
oh my. I can't believe i get to be taught by you and get this gem of a series...for free! Thank you so much for all your tips! I truly appreciate it.
Just wondering, is your inbox/offer open to LangLit students too?
paper 1 tomorrow and i'm freaking out lol i tried doing this year's may paper 1 as practice and had a panic attack because i couldn't even understand the subject of the extract :/
I have test tomorrow so this is very helpful 😂
Thank uuu so much for this
Im also from poland lmao
My students in the United States are reading Symborska right now. She's the best!
Will we be getting 4 extracts of which we can choose 2 to analyse? Or will we just be getting 2 extracts?
just 2 to choose from. if u are HL u have to do both
the extract is scaaaary hard not just a bit harder i don't know if i should be worried
U know Lewangoalski?
As far as I know paper 1 this year is going to be a textual analysis of 2 non-literary passages.
You are correct! For Language and Literature.
This series is for Literature. It's the same exam in many ways, with one important difference: text types!
I'm hoping to make a series for Language and Literature after I finish this one for Literature.
@@ThomasLewandowski Ah alright.Thank you for the clarification !
Nice cover of Blinding Lights on your channel, by the way.
@@ThomasLewandowski thank you very much :)
In that sense B and D are very close to each other
Rubrics: sickening. Taking learning out of learning by killing any independent thought . Why authorial choice? Why not reader reaction? Critical reception? Intertextuality? Social impact? Etc, etc.
Same. Rubrics, shmoobrics. That being said, students can still create something lovely while coloring within the lines that rubrics define. It's just that, well, everything you said.
Authorial choice and reader reaction are assessed in Criterion B. And because they are part of analysis, you kind of have to mention them if you want a 5/5 score for Analysis. But, you're not expected to mention 'critical reception' and 'intertextuality' (but if you did they'd be assessed in Criterion A) because the extract/poem is unseen. In other words, the exam contents are chosen outside of the high school literature curriculum, so it's highly unlikely a student would know the extract/poem and be able to connect it to other texts or identify its audience. However, what is important to mention is 'social impact', Lewandowski's "human condition" (what it means to be a human being living on this planet then or now), as this is also a big part of analysis.
@@Dragon333fly the rubric are not valid for the construct "literary analysis": construct under-representation. Rubrics have the effect of limiting human thought and creativity and is a product of a fad where grading pulls too much toward analytic assessment. The rater-consistency goes up somewhat but at the expense of the humanities. Also if rater-consistency is desired Pairwise comparison has better reliability numbers. The rubrics are a depressing part of outcomes-based learning approaches. These are ideologically situated in behaviourism, positivism and in a wet dream of efficinecy. The outcomes of learning are not linear, tiered or hierarchical - rather they are distributed, volatile and all over the place. It will be a great day when we can leave an instrumental view of learning behind us for something closer to learning as a process not an output.