Every year, the State Examinations Commission publishes an outline of how Leaving Cert English exam answers are awarded grades. This includes criteria which explain how 'the tasks set for candidates in both Paper 1 and Paper 2' are assessed. For both Ordinary and Higher levels, it specifies 4 criteria which can be remembered using the initials of their key words, PCLM: 1: (P) Clarity of Purpose, 30% of the marks available for the task: A student's answer must show 'a clear and purposeful engagement'. The article from the SEC gives more detail on these 4 criteria in Appendix A. Clarity of Purpose can mean the answer has any of the following: relevance, focus, originality, freshness, evidence of critical literacy (where appropriate), clear aim, understanding of genre A summary of this criterion would say that answers and essays must remain focussed on what is asked. At all points in the answer/ essay, the reader should have a clear idea of how what he/ she is reading is relevant. Critical literacy refers to the ability to speak or write critically about some subject, in particular, to be able to uncover implicit meanings. A student can demonstrate critical literacy effectively by using the terms established in the critical observation of that subject. In the case of English studies, this will be evident in the language used in identifying, for example, genres of fiction (gothic novel, historical fiction...). In poetry, it would include the language used to analyse a text (stanza, end-rhyme, assonance...) in the critical process of bringing to light formal patterns and clarifying implicit meanings. 2: (C) Coherence of Delivery, 30% of the marks available for the task This is described in the Appendix as follows: Ability to sustain the response over the entire answer: Where appropriate: continuity of argument, sequencing, management of ideas, choice of reference, use of examples, engagement with texts, control of register and shape, creative modelling What examiners are looking for here is evidence that the student is able to 'sustain the response in an appropriate manner over the entire answer'. If something is coherent, it is well planned, so that it is clear and sensible, and all its parts go together. In a coherent answer to a leaving cert question, all of its parts - from words to paragraphs to the whole - are clear, and can be understood to make sense together. Just as each sentence should be coherent, there should also be overall coherence. In the latter, your awareness of the structure of your answer - moving clearly from introduction, through distinct topics, to conclusion - is vital. Answering questions in Section I (Comprehending) in Paper 1, and all sections in Paper 2, if a student's writing is coherent, the points made will make sense in the paragraphs they are in; they will follow one another logically. The paragraphs, in turn, will be coherent within the whole. Answers that are coherent overall will have the following: - an introduction with a clear thesis statement - transitional words/ phrases within a paragraph that signpost the direction of the argument form point to point; Firstly...Secondly...; On the other hand...; As a result... - clear transitions between paragraphs using topic sentences. Discussion of a topic could have a number of points within it. The topic itself, and why it is of interest, should be clearly stated as an introductory sentence in the first paragraph discussing it - answers on literary texts in Paper 2, should refer to and, if possible, quote from the text in support of the points being made. Writing the essay in Section II of Paper 1, will also demand structural coherence; in most, the same introduction-discussion-conclusion structure. Even the narrative option, which asks students to write a short piece of fiction, will likely have this structure, although, as creative writing, it is open to variation. 3: (L) Efficiency of Language Use, 30% of the marks available for the task: The examiner will be focussed on to what extent you can 'manage and control language appropriate to the task'. The appendix of the SEC guide elaborates: vocabulary, syntax, sentence patterns, punctuation appropriate to the register, use of lively interesting phrasing, energy, style, fluency appropriate to the task An answer will need to be written according to what kind of language is appropriate to the task at hand. The English syllabus identifies five categories of language use that it asks students to be aware of. These can be memorised using the acronym, IPANA: I: The language of INFORMATION: impersonal style, no “I” P: The language of PERSUASION: “I” or “We”; a personal style can be used A: The language of ARGUMENT: impersonal style, “I” N: NARRATIVE Language: use of an objective (no "I") or subjective ('I") narrator A: AESTHETIC use of language: draws attention to itself as an art form; used in poetry, fiction, drama, descriptive prose Which of these styles of language use will be 'appropriate' will depend on whether you are answering a question or writing an essay, and whether the question asks you to include in your answer how you feel about something. If you are answering a question in Paper 2, you want to remove yourself personally from your answers because your feelings about the text are not of value unless you are specifically asked for them. You will use language that is informative (I) and argumentative (A). If, in Paper 1, however, you have chosen to a write a personal essay in Section II (Composing), you will need to use any of the following: P, N, and A (aesthetic). 4: (M) Accuracy of Mechanics, 10% of the marks available for accuracy in spelling and grammar.

An answer will need to be written according to what kind of language is appropriate to the task at hand. The English syllabus identifies five categories of language use that it asks students to be aware of. These can be memorised using the acronym IPANA: I: The language of INFORMATION: impersonal style, no “I” P: The language of PERSUASION: “I” or “We”; a personal style can be used A: The language of ARGUMENT: impersonal style, “I” N: NARRATIVE Language: use of an objective (no "I") or subjective ('I") narrator A: AESTHETIC use of language: draws attention to itself as an art form; used in poetry, fiction, drama, descriptive prose Which of these styles of language use will be 'appropriate' will depend on the 'task' or question asked. If you are answering a question in Paper 2, you want to remove yourself personally from your answers because your feelings about the text are not of value unless you are specifically asked for them. You will use language that is informative (I) and argumentative (A). If, in Paper 1, however, you have chosen to a write a personal essay in Section II (Composing), then you want to use any of the following: P, N, and A (aesthetic).

2 hours 50 mins (170 mins)

Time allowed: 2 hours, 50 mins (170 mins): - 5 mins; read-through Section I: Comprehending - 80 mins; 40 mins for question A and 40 mins for question B Section II: Composing - 80 mins; one essay - 5 mins reading over

Total marks for Paper 1: 200 Section I: Comprehending Question A – 50 marks Question B – 50 marks Section II: Composing 1 composition: 100 marks

3 hours 20 minutes; 200 minutes

Time allowed: 3 hours and 20 minutes (200 mins) Recommended time to give to each section: A brief look through the questions: 5 mins Section I, Single text: 55 minutes Section II, Comparative study: 65 minutes Section III, Poetry: 70 minutes altogether Unseen Poem: 15 minutes Prescribed Poetry: 55 minutes Checking over your answers: 5 minutes

Total marks for Paper 2: 200 (60 + 70 + 70) Section I: The Single Text 2 questions on ONE text, 30 marks each: 60 marks Section II: The Comparative Study One three-part question on one of the given comparative study categories: 15 marks + 15 marks + 40 marks Total: 70 marks Section III: Poetry Unseen poem: 20 marks Prescribed Poetry: 50 marks Total: 70 marks