What’s the big idea?
Here’s a very telling comment from an AQA English GCSE resource that aims to help educators to get the best results from their students:
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The same resource goes on to advise the following:
- That students expand on only a couple of the strands from the big idea in detail.
- That a ‘key discriminator’ for examiners is the student’s ability to structure their argument and communicate complex ideas with clarity and inventiveness.
So how do students identify the big idea?
In Language Paper 2, Question 5, the big idea is always outlined in the question. The trouble is, in AQA’s case, however, that the question is often unwieldy and difficult to unpack. Here’s an example:
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When faced with a question like this at the end of a set of challenging reading tasks, with only 45 minutes left on the clock, it’s no wonder that some students are blindsided.
What I suggest to my tutees is 1) to concentrate on the second part of the statement. 2) to frame this as a simple question to answer.
(They also need to consider the form of their response, but I’ll deal with that in the next blog post!)
In other words, that lengthy question simply becomes:
‘Does education need a radical re-think to meet the needs of students?’
Much simpler!
As an exam candidate, it’s good practice to state their opinion, or ‘stance’ at the beginning of their response, and, once they’ve developed their arguments in different directions, to write a concluding statement, summarising their opinion on the big idea.
For example, my opening might be:
Dear Minister of Education,
For years, schools around the country have kept to the same timetable, curriculums and teaching approaches, which are widely believed to maximize the chances of students’ success. However, it is my opinion that the systems used are outdated and need to be re-considered in the light of emerging scientific research.
This response makes it clear that I agree with the idea that education needs reforming. The challenge for a student is to put their opinion across in an appropriate register (formal, polite) and to recognise that this letter needs to be persuasive.
When teaching any form of persuasive writing, students need to have an array of persuasive devices at their disposal. I teach these as basics, but students shouldn’t be limited to these, which is why I teach more devices such as ‘alllusion’ and ‘hypophora’ and ‘counter arguments as they progress through my course.
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Once students can outline counter arguments and then refute them, complex arguments become easier to put across.
Equally, students need to be taught a range of linking phrases, so that they can structure their argument, and make it easy to follow.
But it is not enough to show students persuasive devices and linking phrases and then expect them to use them correctly. Students need to be given the opportunity to practise them at a sentence level, and then to use them in an essay, a speech or an article in a limited, scaffolded way. Like this:
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That way, once they do ‘go it alone’ they will have a better chance of using these devices accurately, and therefore of writing a compelling, well-constructed argument, that engages with the big ideas.
P.S. Whenever you’re ready, here are 2 ways I can help your child to succeed in their English GCSEs.
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2. Sign up for your child to work with me closely in my 12 week ‘Advance your English language’ programme.
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- Are not getting the feedback they need on their English work.
- Are serious and motivated to do extra work every week to get them the grades that you know they can achieve.
p.s. if you’re wondering how the ‘Advance your English language programme works, check out this video where I share the structure I use: CLICK HERE >> Advance your English language programme
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