Saturday 12 December 2020

Farewell Senior V 2019/2020


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Dear Student,
   It was great to have come across you on the road of life and shared part of it with you. After this while we’ve walked together, the time has come for us to part for you to follow your own path, so I’d like to give you something as a form of present to take with you. By now, you know the gift I’ve chosen to give you is a good old eraser. What you don’t know yet is why I’ve chosen to give you an eraser, so I’ll explain. A long time ago, one of my teachers gave me an eraser to remind me of three important lessons this simple school supply which we learn to use so early on in our school life can teach us for life beyond school.
Lesson #1 – Erasers allow us to correct mistakes, and we should never forget that mistakes are correctable. Mistakes happen! It’s a bit of a cliché, I know, but we should try to remind ourselves every time we make one that everyone makes mistakes. We just have to erase them, and let go of the mistake. This is easier said than done sometimes. Many times! However, we must always strive to forgive ourselves for our own errors, forgive others for theirs and move on. This eraser will hopefully help you erase the ugliness of the past and help you focus on what comes next. Of course, we must learn from the past, but we ought to try to stay forward-focused for our own good. Soon you’ll learn that life is always about what comes next! The beauty of a  simple eraser, like the one I’ve given you, is that – without having to rip off the entire page - it erases well enough for you to focus on what comes next more wisely and more humbly, strengthened with the experience of a life lesson learnt, no matter how ugly or how tough.
Lesson #2 – Erasers give us the power to adjust, and our best work requires constant adjustments and updates. Your plans can be written down, but they need to be written in such a way that you can easily erase them and make new ones, again, in such a way that you can easily erase them as many times as you need to. The world, your own circumstances and you yourself will keep changing. So here comes yet another cliché:  change is the only constant. This eraser will help you to be more flexible and adaptable to changes, it will allow you to erase your plans and make new ones as you go along on the road of self-discovery and self-realization.
Lesson #3 Write the script of your life softly and gently and use this eraser as much as you have to! Think of an essay plan, now that we’ve done so many! Erasers invite us to edit, and the results of a second (or third) draft are usually better: that’s what we’ve learnt together here at school, isn’t it? If you don’t succeed (or succeed as completely as you hoped), the eraser will let you make edits and try again. Erasers give us a safety net, and remind us that the pressure is never as great as we might think. 
I could write much more about each of these points, or add quite few, but in some way, that would defeat my purpose, so I’ve erased several lessons I’ve learnt on the way just to share these three the way they were shared with me. I’ve created my own meaning, and deepened the lessons as I’ve made them my own. Now I encourage you to do the same and I trust you can because I believe in you: never forget that, please!
You probably never noticed that special eraser I was once given by this special teacher of mine when I was your age, and which I’ve carried with me ever since, because perhaps I carry too many books and stuff, out of sheer insecurity...  My eraser is a bit worn out by now of so much rubbing off the mistakes I keep making all the time and it blends in with the rest of everything else I carry along. But I know it’s there, and you may have noticed that I‘ve needed to use it quite a few times during the time we’ve shared together!
My hope is that you do the same: that you go through your own life with this eraser at hand and that it becomes your reminder of how happy you can be as long as you are willing and ready to use it especially you don’t feel happy. Hopefully someday, some other person you share time and life with will benefit from these three lessons and you will give them an eraser too.
                You are Unique!  Never erase that, please!!!
                                                                                Your teacher 💗
                                                                                                

Adapted from Kevin Eikeberry’s “The Five Lessons of the Eraser


Tuesday 9 June 2020

Essay writing (Part 1)

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CPE ESSAY (Paper 2, Part 1)


WRITING STEPS:
1. Identify and underline the key points in both input texts. Make sure to include that when you write your essay.
2. Summarise the key points in your own words.
3. Use an academic writing style (formal or neutral register), a wide range of vocabulary with precision and varied grammatical structures (include inversion of order and impersonal constructions now and then). Show all that you know!
4. You must organise your ideas well, using an introduction, paragraphing and appropriate linking devices.
5. You need to draw conclusions based on the information given throughout the whole of your answer and give your opinion by signaling it clearly and explicitly.


Oraganisation and useful language:

*Introduction:
The overarching/ overall/common/general theme of both texts is...
The texts under analysis present complementary/ contrasting views on the issue of...
Both authors agree on the fact/notion that....
....although they probe into/ analyse it from slightly different points view/ angles/ standpoints and provide/offer different/diverse examples to illustrate their points/ideas.
While one author argues that...., the other seems to favour the idea that....
One author states that .... whereas the other one argues that...
On the one hand, the author of the first text/the former claims that..., while on the other hand, the author of the second text/the latter expresses that...
While the first text adopts a more abstract/ theoretical// viewpoint/ standpoint on the subject, discussing different approaches/ alternatives/ problems/ drawbacks/aspects concerning ....the second text appears to be more practical/descriptive/detached/liberal in its approach.
The first considers the fact that…/ adopts a more… viewpoint on... the second text focuses mainly on... rendering a rather... exposition of the subject matter.

*Body of the essay:

First paragraph: Summarize in your own words the key points of input text one. Give your opinion.
Second paragraph: Summarize in your own words the key points of input text two.Give your opinion.


*Useful connectors for the body of your essay:

*Adding ideas:
In the first place / Secondly/ Moreover/Furthermore/ What is more/In addition/ Additionally/ On top of that/ Yet another point worth noting/mentioning.../ Another factor to consider/take into consideration/Lastly/Finally/ Last but not least...

*Contrasting views:
On the one hand / on the other hand/ However, /Nevertheless,/Still,/Yet, ...
*Justifying
One reason why...
There are many advantages to…
It cannot be denied that...
Another positive/negative aspect// advantage/disadvantage/drawback of …is....
*Giving your opinion on the writers’ views:
In my opinion,/ To my mind,/ The way I see it,/ I am of the opinion that/ I believe/ I find...

*Conclusion: Restate your previous arguments, sum up and relate to a broader context.

All in all/ To sum up/ To conclude/ In conclusion.../All things considered/ Taking all of the above into account.../In view of the above, it can be concluded that.../As stated above, ....



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How is your paper graded?

CONTENT:
All the content has to be relevant to the task.The target reader has to be informed.
COMMUNICATIVE ACHIEVEMENT:
They writer has to evaluate the key point and express his or her own ideas clearly and in an easy-to-follow way. The register has to be formal or neutral all the way through the essay.
ORGANIZATION:
The ideas in the text have to be well organised to make it a coherent whole.The ideas need to be arranged in a logical sequence through the use of cohesive devices.
LANGUAGE: The writer has to use a wide range of sophisticated vocabulary and grammatical structures with accuracy and flexibility.