OC.
Thank you for joining me today in this live class.
It's great to have you on board.
Today I'm going to be covering I'll task, too.
And specifically, I'm going to address alternative formats to certain question types.
Very often I get questions from students about if I can, can I write the question this kind of way?
Is there another form I can use to answer the question?
And so there are traditional formats that are used for these for these different questions.
And today, the goal of today.
Is to show you how some what are some other alternatives you can use to answer specific question types.
So let's go ahead and get started.
Before I get into that specifically, I'm going to touch very quickly on a rubric review.
This information on the rubric that I'm going to show to you is generally understood information.
This is common information you can find anywhere.
I've just kind of have put it together into one chart.
And and so the first thing we're going to do is a very quick rubric review.
And and then I'm going to tell you what to do and what not to do in terms of scoring well on the rubric.
Before we do that, there are a couple of things in the chat box.
I'll address those and then I'll move forward.
Now most of you have gone over the rule book before.
I think probably one of the most effective things, one of the most effective things you can do to score
better is to really familiarize yourself with the rubric.
So what we're looking at here is what's necessary to score a band aid.
And for a lot of students, you've seen this before, this part before, sufficiently addressed all
the parts of the task presents a well developed response to the question with relevant, extended and
supported ideas.
All of that is great.
Write all of that.
That is great.
But you have to know what does that mean?
Right.
What does it mean to address all parts of a task?
What does it mean to present a well-developed response?
Right.
Because your understanding of what that means could be while you're getting a six or while you're getting
a five.
What you see over here is what you need to do to achieve that goal of of a well developed response of
addressing all parts of the task and what you don't do.
What ends up what ends up resulting in a failure to achieve those marks?
And then we see the same thing when it comes to coherence and cohesion.
To achieve these marks in an eight.
What do you have to do?
What should you not do?
So it's very, very important to understand this because then you're going to be able to effectively
look at your own work, evaluate your own work, and see if you are achieving those particular goals.
Now what you see here on my screen right now, once I upload this course, because this course, this
this class is being recorded, once I upload this class into the course, I will include this this information
so that you can you can have a copy of this specific information.
It's too much for you to try to copy down right now.
So I am going to provide it later on.
We could see the same thing with lexical resource.
Everybody knows the requirements, but not everybody knows what it means.
How do I achieve this goal?
What should I not do in terms of grammatical range?
How do I achieve this goal?
What should I not do?
Very often I see students doing what they're not supposed to do.
And and one thing that I think is important to understand.
Is something can be correct, but not done at a very high level.
So sometimes you'll have students that are writing sentences in an essay and they're writing a series
of simple sentences.
Simple sentence, simple sentence, simple sentence, simple sentence, simple sentence.
Over and over and over again.
And the sentences are perfectly grammatically correct.
Perfectly grammatically correct.
No spelling mistakes.
And then they say, Why is my score of 5.5?
Well, it's about the English ability that you're showing, and that's why it's important to look at
the rubric.
If you're not using a wide range of structures, right?
If you're not using a wide range of structures, it's impossible to go above a 6.5 or seven.
You can't do it writing just simple sentences.
So please understand that there's a difference between something being correct and something being at
a higher level.
If you want to score higher on the rubric, you have to be able to move into those higher range of skills
and abilities.
So what are some things that you can do to be able to improve your score?
Number one we have there is talking about development.
Very often students are not able to properly develop an essay.
And this really happens when you see somebody who is just listing details.
Right.
They have detailed one sentence and then another sentence, and then another sentence is listing a lot
of details without any explanation or expanding of a detail.
You get more points by just using two details or even using one detail and just expanding and explaining
it to such a degree of detail to be able to answer the question.
So development is one reason why people are stuck below a seven.
Also answering the question, incoherence probably over the years.
One of the biggest mistakes that I've seen students make, one of the biggest mistakes I've seen students
makes relate to answering the question.
Right.
And I'm sure this seems like it's is is something that you that wouldn't be a big problem.
But I see so many people answer the question wrong or they'll do something like they'll write an essay
on the topic of the question, but not the specific restrictions of the question.
Coherence is also something that you can work on to be able to score better.
Very simply.
If you can't write a proper topic sentence, if you can't write a proper topic sentence, you're going
to have a local hero store score.
Right.
If you can't.
If you can't, you know, coherently.
Express a controlling idea and you can't.
You know, stay within that controlling idea.
Within a paragraph, you're going to have very low, very low coherence score.
You're going to mess up that score.
One problem that students will often come to me about.
Is I have these essay questions and I don't know what to say.
I'm not sure what to say.
What do I do if I don't have information?
What if I don't know a lot of things?
So sometimes people tell me I don't I don't know a lot of things.
But the best thing to do is, you know, review and outline questions.
Now tell people to do this and very few actually do it.
But if you want to if you want to achieve a comfort level where, you know, you have really, you know,
any kind of question they give you, you're going to be comfortable with answering.
The best way to achieve that is by reviewing and outlining questions.
If I'm preparing for the exam and I have, you know, three months before I'm going to take the exam,
I'm probably going to outline 15 to 20 essay questions every single week.
I didn't say write essays as they outline.
Because the more essay questions that you outline, the more you're going to encounter subject matters
or topics that you don't know a lot of information about that you need to really look up on or research
about.
You're going to really you know, there's not going to be any question type or really any kind of vocabulary
that you would not have seen before.
The only way to get to that point is by reviewing and outlining a lot of questions.
Now, one thing I'm going to do is after I upload this lecture is I'm going to give a couple of links
to websites that really give a lot of questions, a lot of questions so that if you want to, you can
practice with that.
And then the final thing is really increasing your range, right?
Increasing your range, the range of grammar, the range of vocabulary that you're using.
And probably outside of answering the question, right, mistake free sentences, not being able to
write mistake free friends.
Right.
Mistake free sentences is the primary reason why somebody will stay on a lower scale when it comes to
the rubric.
Right.
Somebody is asking me a question, Sylvie, about about relevant quotes.
You don't you don't put any quotes.
Right.
You don't put it in quotes because you can't give a proper citation to the quote.
Right.
So so don't do that kind of stuff.
That's not academic.
Don't don't put in quotes.
This is something else that I'm not going to go through it in great detail.
I will include this as something you can look over.
But this talks about the differences between a band six and a band eight score.
You know, it deals with different things about, you know, percentage of mistake, free answering
some versus all of the question relevant versus irrelevant information range, proper linking or over
linking this.
These are really the aspects that kind of differentiate a band six and a band eight score.
And normally if you're not, it's even above a above a 6.5 is due to one of these types of reasons.
But like I said, I will provide this for you to review at a later date.