Cambridge IGCSE Paper 3 Questions 2 and 3 Composition Exam Skills 0522 and 0500 for Khan Academy
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Cambridge IGCSE Paper 3 Questions 2 and 3 Composition Exam Skills 0522 and 0500 for Khan Academy

October 21, 2019

This is the second half of the exam. You’ve
got a whole hour to get 25 marks. That gives you plenty of time for planning, plenty of
time for going over and checking, to make sure that you’ve got it right. So the first
thing I want to show you is how marks are split. Here half the marks are for your content
and structure. Structure means not just paragraphs, but “I’ve thought about how I’m going to begin
and I’ve thought about how I’m going to end”.� So crucial to you in your planning is, before
you start, you have to know how it is going to end. If you don’t know how it’s going to
end, you’re not going to get into the top grade. However, I am going to show you a simple
technique, there is just one technique I’m going to keep banging on about, that will
force you to get either a B or an A even if you normally write at a C. Okay, and if you
are already a good writer you will be at an A and it will force you to get an A star. Okay, style and accuracy. The same technique
that I’m going to teach you for content is also going to get you the marks for style,
so it is going to count twice. But I won’t tell you what the technique is yet. So here
we go.� We’ve got two different choices of types of
writing, one descriptive, one narrative. There is a problem here. If you write a narrative
it’s a story. If you write a story you’ve got to plan a really good ending. So, if you’re
a good story writer, you’re going to jump for that, because most students will do that
badly. But when the examiner is reading yours, they’ll go, “Ah, A story that actually has
a brilliant, planned ending. Give that a good grade.”� But, the flip side of that is if you haven’t
got a good ending, they’re going to go, “Ah, disappointing.” It’s not going to get a good
grade. So, if you’re not good at story writing, and you’re not good at planning, description
is the way you’re going to go. Yeah?� The technique that I’m going to teach you
that gets you style and structure will work for both of these, so I’m only giving you
one technique, because the exam is tomorrow. One thing is enough to remember. Right, okay.
So I’ve just got to start a sentence in a different way each time. That’s all I’m going
to do. And the kinds of starts I’m looking for, are starting with a connective, with
a verb, with an adverb, with “as”, or “like”. I’m just going to try and vary the way I start
my sentences.� All right, let’s make this even tougher. What
time of year is it? This, by the way, I’m modelling how to plan.�>>It’s spring.�>>No, for this.�>>Winter, winter.�>>Winter, it’s going to be winter. What kind
of mood do you want me to be in?�>>Happiness.�>>You want me to be happy in the winter, okay.
It’s weird to be happy in the winter. Why am I happy in the winter?�>>Christmas is coming up.�>>Christmas is coming. Why am I happy to be
there when Christmas is coming and it’s winter?�>>See Father Christmas.�>>I’m going to see Father Christmas there,
and I’d love to run with that, but I’ve got to be realistic, remember. So I know it’s
not going to be a real Father Christmas. Unless I’m five.�>>Yes, but someone on YouTube might be five,
and they might be watching.�>>Hah, hah, hah, hah. Thank you, so, so, I
may be five, I may be five, I am now going to make myself older than five, so that I
can write well.� Okay, so let’s imagine, let’s imagine that
I am 10, okay, right. Okay, here we go then. So I’m going to be a 10-year-old, but I’m
going to be really precocious, you know, I’m going to be super smart for my age, um, which
is why I can write well. But I still believe in Father Christmas, even though I’m probably
starting to suspect he doesn’t exist, but I want him to. Okay, so here we go. I’m going
to start my sentence in a different way each time, um, and I’m going to have a theme park.
I don’t have to make it a real theme park though, that will give me some, I can play
around then. Um, right, here we go.� Mother promised me I would meet Father Christmas
today, but I am rather sceptical. Start a sentence in a new way. Surprisingly, my friends
don’t seem to believe in Father Christmas, but then they don’t believe that I am a genius.
I am a genius! Exclamation mark. Hah, hah, hah. Creeping, no I wouldn’t be creeping in
a theme park, would I? No.�>>Strolling.� Boldly striding towards the greatest rollercoaster
in the history of humankind, or at least one that looked incredibly impressive to my 10-year-old
self, I prepared to do battle with destiny and my fears. So I’ve got to start putting
in some images, haven’t I? I glanced up at the towering peaks above me and the tiniest
spec began to scream. The screaming increased in loudness and pitch, and gradually I realised
100 strangers were coming, all plummeting towards certain death and I watched them with
glee. Because that’s more surprising than with horror, isn’t it? I’m excited. Okay.
Full stop. But wait, where was Santa? Huh! Okay. So, you get the idea? I’m starting each
sentence in a different way. As I’m going through, I’m thinking I’ve got to use the
best vocabulary and then I’m thinking of, hang on, the examiner wants me to put images
in. I will put some images in. Okay?� Now, I have fallen in, however, to a trap.
What’s the trap?�>>You’re writing a story.�>>I’ve started to write a story. And what
would have stopped me doing that?�>>If you planned.�>>Correct. Yeah, so I’m doing it off-the-cuff.�>>Genius.>>So you have to plan. So, let me take a step
back, if I was planning that, what would I start focusing on?�>>Scenery.�>>I’m in the fairground. What would I pick
as scenery?>>Rides.>>I’m going to have rides that I can see.
Where would I be so that I have an interesting view of the rides?>>At the front�>>Of the rides?>>Oh, okay, I could be there at the front
of the ride. That would work. What’s going to be more obvious to me, sight, sound or
smell?>>Sight, sound, sound.>>A lot of sounds. I�ll just start focusing
in on some sounds. Which ones am I going to jot down in my plan?>>Screaming.>>Screaming, what else?>>People moving.>>People yelling. What were you saying? Wooing.
Wooing? Okay, all right. Because wooing usually means, “hello darling…” He’s not in there,
is he?>>No.�>>Good. Ha, ha, ha, ha. So, so, keep going,
what other sounds will you hear? Come on, we’ve got to make a decent plan here. I’m
under pressure.>>Laughing.>>I’m going to hear laughter, good.>>People crying.>>I might get…when will I hear people crying?>>As they’re getting off the rides.>>Getting off the rides. Ok, what will the…>>Sounds of people throwing up.>>Now we’re talking. How will I describe the
actual sound of the rides themselves? The mechanical sounds? Whooshing. Crunching. Whooshing,
crunching, good. Clicking, clanking. All right. So, you can see that the moment I start to
plan, lots of ideas come to me and they are going to prevent me making a fool of myself,
like I did there, going into a story. Yeah? What would I have done in the exam if I’d
already made that start as a story? And now I’ve thought, “I need to plan.” What would
I do?>>I’ve already messed up.>>No, no, I’ve messed up. That took, what,
four minutes? What am I going to do next?>>Start again.>>I’m going to start again by doing what?>>Planning.>>Yeah, I’m going to go back to plan. So,
you’ve got time in this exam to get it right. You’ve got a full hour to do it.

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  1. That was mind-blowing. I'm glad I found this vid; helped me a lot on composition writing because normally all my time goes to pondering what topic I'm going to settle on and really just the perfect sentence to start the story. What you showed – to ask yourself questions on the flow, reason and key descriptions, and above all the ending for the story seemed really effective. Thanks!

  2. Mr salles in my mock I was told that I was being too narrative and telling a story ( I was doing the descriptive writing question) have you got any tips to avoid telling a story in my real exam ?

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