GDPR

GDPR

This is acknowledged again at the end, but for clarity and transparency, I have used the policy available at https://automattic.com/privacy/ for this post. This privacy policy was made available under a Creative Commons Sharealike licence. It was copied, adapted and re-purposed it for my own use.  Credit :  Automattic .

Privacy Policy/ General Data Protection Regulation (GDPR) – Effective from January 10th 2018. Your privacy is critically important to me. I have a few fundamental principles:

  • I am thoughtful about the personal information I ask you to provide and the personal information that I collect about you through this website.
  • I store personal information for only as long as I have a reason to keep it.
  • I aim to make it as simple as possible for you to control what information is shared publicly (or kept private), indexed by search engines, and permanently deleted.
  • I aim for full transparency on how I gather, use, and share your personal information.

Below is Automattic Inc.’s privacy policy, which incorporates and clarifies these principles.

This Privacy Policy applies to information that I collect about you when you:

  • comment on the blog
  • follow the blog via email or WordPress Reader.

Throughout this Privacy Policy I’ll refer to this website and mobile applications collectively as “Services.”

Below I explain how I collect, use, and share information about you, along with the choices that you have with respect to that information. If you have any questions about this Privacy Policy, please contact me: fkr49@hotmail.com.

Information I Collect

I only collect information about you if I have a reason to do so–for example, to communicate with you, or to make my services better.

I collect information in three ways: if and when you provide information to us, automatically through operating our services, and from outside sources. Let’s go over the information that I collect.

Information You Provide to Me

It’s probably no surprise that I collect information that you provide to me. The amount and type of information depends on the context and how I use the information. Here are some examples:

  • Public Profile Information: If you have an account with WordPress, I collect the information that you provide for your public profile. For example, if you have a WordPress.com account, your username is part of that public profile, along with any other information you put into your public profile. Your public profile is just that–public–so please keep that in mind when deciding what information you would like to include.
  • Content Information: Depending on the Services you use, you may also provide me with information about you in the draft and published content for your website. For example, if you write a comment that includes biographic information about you, I will have that information, and so will anyone with access to the Internet, if you choose to publish the post publicly. This might be obvious to you…but it’s not to everyone!
  • Communications with me: You may also provide me information when you respond via the comments in this blog.

Information I Collect Automatically

I also collect some information automatically:

  • Log Information: Like most online service providers, I collect information that web browsers, mobile devices, and servers typically make available, such as the browser type, IP address, unique device identifiers, language preference, referring site, the date and time of access, operating system, and mobile network information. 
  • Usage Information:I collect information about your usage of our Services. For example, I collect information about the actions that users perform on a site–in other words, who did what, when and to what thing on this site (e.g., [WordPress.com username] deleted “[title of post]” at [time/date]). I also collect information about what happens when you use our Services (e.g., page views, support document searches at en.support.wordpress.com, button clicks) along with information about your device (e.g., mobile screen size, name of cellular network, and mobile device manufacturer). I use this information to, for example, provide our Services to you, as well as get insights on how people use my Services, so I can make our Services better.
  • Location Information: I may determine the approximate location of your device from your IP address. I collect and use this information to, for example, calculate how many people visit my Services from certain geographic regions.
  • Information from Cookies & Other Technologies: A cookie is a string of information that a website stores on a visitor’s computer, and that the visitor’s browser provides to the website each time the visitor returns. Pixel tags (also called web beacons) are small blocks of code placed on websites and e-mails. WordPress uses cookies and other technologies like pixel tags to help us identify and track visitors, usage, and access preferences for our Services, as well as track and understand e-mail campaign effectiveness and to deliver targeted ads. For more information about our use of cookies and other technologies for tracking, including how you can control the use of cookies, please see here for information on WordPress.com and here for information on Jetpack.

Information I Collect from Other Sources

I may also get information about you from other sources. For example, if you create or log into your WordPress.com account through another service (like Google) or if you connect your website or account to a social media service (like Twitter) through the Publicize feature, I will receive information from that service (such as your username, basic profile information, and friends list) via the authorization procedures used by that service. The information I receive depends on which services you authorize and any options that are available.

I may also get information from third party services about individuals who are not yet users, which WordPress may use, for example, for marketing and advertising purposes.

How I Use Information

I use information about you as mentioned above and as follows:

  • To monitor and analyze trends and better understand how users interact with my Services, which helps me improve my Services and make them easier to use;
  • To monitor and protect the security of our Services, detect and prevent fraudulent transactions and other illegal activities, fight spam, and protect the rights and property of Automattic and others.

Sharing Information

How I Share Information

I do not sell our users’ private personal information.

I share information about you in the limited circumstances spelled out below and with appropriate safeguards on your privacy:

  • As Required by Law: Imay disclose information about you in response to a subpoena, court order, or other governmental request. For more information on how I respond to requests for information about WordPress.com users, please see  Legal Guidelines.
  • To Protect Rights and Property: Imay disclose information about you when I believe in good faith that disclosure is reasonably necessary to protect the property or rights of Automattic, third parties, or the public at large. For example, if I have a good faith belief that there is an imminent danger of death or serious physical injury, I may disclose information related to the emergency without delay.
  • With Your Consent:I may share and disclose information with your consent or at your direction. For example, I may share your information with third parties with which you authorize me to do so, such as the social media services that you connect to your site through our Publicize feature.
  • Aggregated and De-Identified Information: Imay share information that has been aggregated or reasonably de-identified, so that the information could not reasonably be used to identify you. For instance, I may publish aggregate statistics about the use of our Services.
  • Published Support Requests:And if you send us a request (for example, via a support email or one of our feedback mechanisms), I reserve the right to publish that request in order to help me clarify or respond to your request or to help us support other users.

Information Shared Publicly

Information that you choose to make public is disclosed publicly. That means, of course, that information like your public profile, posts, other content that you make public on your website, and your “likes” and comments on other websites are all available to others. WordPress provides a “Firehose” stream of public data (like posts and comments) from sites that use our Services to provide that data to Firehose subscribers, who may view and analyze the content, but do not have rights to re-publish it, publicly. Public information may also be indexed by search engines or used by third parties. Please keep all of this in mind when deciding what you would like to share.

Security

While no online service is 100% secure, I work very hard to protect information about you against unauthorized access, use, alteration, or destruction, and take reasonable measures to do so.

Choices

You have several choices available when it comes to information about you:

  • Limit the Information that You Provide: If you have an account, you can choose not to provide the optional account information, profile information, and transaction and billing information. Please keep in mind that if you do not provide this information, certain features of our Services may not be accessible.
  • Limit Access to Information On Your Mobile Device:Your mobile device operating system should provide you with the ability to discontinue our ability to collect stored information or location information via our mobile apps. If you do so, you may not be able to use certain features (like adding a location to a photograph, for example).
  • Opt-Out of Electronic Communications: You may opt out of receiving promotional messages from us. Just follow the instructions in those messages. If you opt out of promotional messages, I may still send you other messages, like those about your account and legal notices.

Other Things You Should Know

Transferring Information

By accessing or using the Services or otherwise providing information to me, you consent to the processing, transfer, and storage of information in and to the U.S. and other countries, which may have rights and protections that are different from those in your home country.

Ads and Analytics Services Provided by Others

Ads appearing on any of my Services may be delivered by advertising networks. Other parties may also provide analytics services via my Services. These ad networks and analytics providers may set tracking technologies (like cookies) to collect information about your use of my Services and across other websites and online services. These technologies allow these third parties to recognize your device to compile information about you or others who use your device. Please note this Privacy Policy only covers the collection of information by me and does not cover the collection of information by any third party advertisers or analytics providers.

One More Thing: This Policy Is Available Under a Creative Commons Sharealike License

This privacy policy was made available under a Creative Commons Sharealike license. It was copied, adapted and repurposed it for my own use.  Credit :  Automattic .

Privacy Policy Changes

Although most changes are likely to be minor, I may change my Privacy Policy from time to time. I encourage visitors to frequently check this page for any changes to the Privacy Policy. If I make changes, I will notify you by revising the change log below, and, in some cases, I may provide additional notice (such as adding a statement to my homepage or). Your continued use of the Services after any change in this Privacy Policy will constitute your consent to such change.

 

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1000 X’s & O’s – Component 2: Non-fiction and Transactional Writing

You work so hard, you really do
I don’t think that anyone could work as hard as you

Prince -1000 X’s & O’s  –  HITnRUN – Phase One

 

Getting Started: GCSE (9-1) English  – Edexcel

Moving schools means, learning a new spec! Teachers deserve lots of X’x & O’s! For further information on Edexcel go to their website here.  I’ve written this blog to help any newbie to the spec, and to get it straight in my head myself. I will revisit it and ‘edit’ until I am happy with it.  1000 X’s & O’s – Component 2: Non-fiction and Transactional Writing is part of a set of two blogs. The first can be found here.

 

 

1000 X’s & O’s – Component 1: Fiction and Imaginative Writing

You work so hard, you really do
I don’t think that anyone could work as hard as you

Prince -1000 X’s & O’s  –  HITnRUN – Phase One

 

Getting Started: GCSE (9-1) English  – Edexcel

Moving schools means, learning a new spec! Teachers deserve lots of X’x & O’s! For further information on Edexcel go to their website here.  I’ve written this blog to help any newbie to the spec, and to get it straight in my head myself. I will revisit it and ‘edit’ until I am happy with it.  1000 X’s & O’s – Component 1: Fiction and Imaginative Writing is part of a set of two blogs. The second can be found here.

 

Component 1: Fiction and Imaginative Writing

  • Total marks: 64
  • Weighting: 40%
  • Questions to answer: 5 (4 reading; 1 writing)
  • Exam time: 1 hour 45 minutes

 

Paper 1: Fiction and Imaginative Writing

1 hour 45 minutes

Part a: Reading (1 hour)

  • Q1: Identifying a quotation (5 mins) – AO1
  • Q2: Making inferences (5 mins) – AO1
  • Q3: Analysing language and structure (15 mins) – AO2
  • Q4: Evaluation (20 mins) – AO4

Part b: Writing (45 mins)

  • Q5/6: Imaginative writing – AO5/6

For the purpose of this blog I have used Pearson Edexcel Level 1/Level 2 GCSE (9-1) in English Language Paper 1 (1EN0/01) from The Mortal Immortal: Mary Shelley:

Section A: Reading

The focus of this section is on reading and comparing non-fiction and literary nonfiction texts from the 20th and 21st centuries.

Question 1 – Tests AO1 skills – understanding of explicit and implicit information. (1) mark available.

For this question, students must give the only acceptable answer from the board eg

‘A tub had caught all’

Here’s an example from Pearson Edexcel (see above for link)

Q1) From lines 7–9, identify a phrase which describes what happens to the colour of the
liquid when it changes.

Capture

Accept one of the following:

• ‘[it will] turn white’
• ‘[and then] emit golden flashes’
• ‘the rose-colour fades’

Question 2– Tests AO1 skills – understanding of explicit and implicit information. (2) marks available.

For this question, students can use quotes or their own words, using the question focus in a very simple/basic sentence strucure eg

  • he shows them the whole house
  • he encourages them to search ‘well’

Here’s an example from Pearson Edexcel (see above for link)

Q2 From lines 1–10, give two ways tiredness affected Cornelius. You may use your own words or quotations from the text.

Capture2

Accept any reasonable answer based on lines 1-10, up to a maximum of 2 marks.
Quotations and candidate’s own words are acceptable. For example:

  • although Cornelius is anxious ‘sleep weighted upon his eyelids’
  • Cornelius has to throw off tiredness with almost superhuman energy/‘he threw off drowsiness with more than human energy’
  • sleep is described as stealing his senses/‘again and again it stole away his senses’
  • he is described as talking in a quiet and indistinct way: ‘murmured’/ he almost falls asleep talking as the narrator says the last words were muttered ‘in sleep’.

 

Question 3 – Tests AO2 skills – Language, structure and form (6 marks)

The focus of AO2 is on the ways writers use language to create effect; the focus is on specific writer techniques (rather than a judgement of overall success of type, form or
purpose, which is AO4).

Language analysis – take these words and phrases from an (made-up) extract describing weather:

  • The words ‘barged’, ‘fought back’ and ‘enemy outside’ suggest the people are in a battle against nature; ‘enemy’ suggests hostility or an element that could weaken and therefore could imply that the personification of the weather is behaving in an unnatural way by surrounding the characters.

Structure analysis – take these sentences “Faster!” Cathy urged herself on. Her legs urged. Her lungs screamed. But She was gaining on them. She overtook one. Still faster!

  • The short sentences increase the pace in the same way ‘Cathy’s’ movements are rapid creating a sense of apprehension and excitement for the reader.

Here’s an example from Pearson Edexcel (see above for link)

Q3 In lines 14–25, how does the writer use language and structure to show the narrator’s
feelings about Bertha? Support your views with reference to the text.

Capture3

Reward responses that explain how the writer uses language and structure to show the narrator’s feelings about Bertha in lines 14-25. Responses may include the following points about the language of the text:

  • the narrator uses hyperbole and repetition to heighten his sense of loss: ‘a thousand charming scenes never to be renewed – never!’
  • he uses metaphor: ‘Serpents and adders were in my heart’ shows how negative his thoughts are about Bertha and her deceit
  • he uses critical language and negative adjectives to show his sense of hatred towards her: ‘False girl! – false and cruel!’; ‘Worthless, detested’
  • the description of how he seeks his ‘vengeance’ by wishing Albert would die or ‘expire at her feet’ shows his anger and extreme abhorrence at Bertha’s relationship with Albert
  • the description of Bertha’s contemptuousness and power over him illustrates his misery: ‘she knew my wretchedness’; ‘exciting my hate’ (juxtaposition)
  • the narrator feels ‘rejected love’ for Bertha but has to ignore his feelings of love and wishes to appear ‘indifferent’ to cope with her rejection: ‘regard her with careless eyes … that were indeed a victory!’
  • the metaphor of battle is used to apply to his emotions to succumb to a ‘victory’ and ‘triumph’
  • the use of questions to show his torment – ‘Yet what power had she?’ and exclamation marks throughout to show his anger and despair
  • the use of the personal pronoun ‘she’ rather than using her name shows his disdain and disgust for Bertha.

Responses may include the following points about the structure of the text:

  • the narrator uses repetition to show his despair and anger: ‘Never’; ‘False’
  • the section is structured to show the narrator’s range of feelings for Bertha
  • the use of connectives shows how the narrator’s torment is emphasised: ‘Serpents and adders’; ‘false and cruel’; ‘disdain and triumph’
  • the section is structured as all one paragraph which shows the pace of events as his torment unfolds
  • a variety of sentence types including rhetorical questions, exclamations, short sentences and the use of pauses in the form of dashes to show his spontaneous thinking.

Question 4 – Tests AO4 skills – Evaluate (15 marks)

This AO asks students to look at how well the writer presents ideas, events, themes and settings (rather than how they are presented). Students must put forward their own critical judgements about how well a text fulfils the requirements of type, form or purpose. Their comments must be supported with appropriate references to the text(s) and these may include content, language and/or structure analysis to support their positive or negative comments. The focus here is on the student’s ability to make a critical judgement of the type, form or purpose of a text and, where students refer to the writer’s techniques without making a judgement on a text, they will not be able to move up to the higher bands of the mark scheme. At the highest level, AO4 requires a sustained critical overview from the student and a level of critical distance.

Evaluate – take this extract from a piece of fiction

“It landed on the petrol and with a speed that took Sam’s breath away as the flame leapt up, blues, oranges and yellow filled the darkness, it was alive. He stood there for a moment watching the flame, mesmerised by its beauty as it grew. It spread along the floor as if by magic, moving effortlessly, almost gliding over the petrol.”

The flames are described as if they are alive. Evaluate how successfully the author has achieved this.

By using a third person point of view, the author’s choice allows the reader to see the flames from more than just the character’s perspective. The personification of the fire as it grows and ‘leaps’ around skilfully makes the flames appear exciting and fun almost like a friend to the character, not a dangerous enemy. The flames come alive with the listing of colours “blues, oranges and yellow” as the fire escalates.

Here’s an example from Pearson Edexcel (see above for link)

Q4) In this extract, there is an attempt to show how important it is to concentrate on
a task. Evaluate how successfully this is achieved. Support your views with detailed reference to the text

Reward responses that evaluate how successfully the purpose of conveying the importance of concentration is achieved. References to writer’s techniques should only be credited at Level 2 and above if they support the critical judgement of the
text.

Responses may include:

  • the opening idea of tiredness is introduced and developed as Cornelius has watched for three days and nights, showing a sense of exhaustion through concentrating on the liquid
  • the narrator’s clear explanation of Cornelius’s determination to carry out the task further suggests he has to use super-human strength to see the experiment through: ‘threw off drowsiness with more than human energy’
  • the writer shows the idea of self-determination; despite his exhaustion, Cornelius has to convince himself that it is vital he concentrates on monitoring the liquid
  • Cornelius shows how important it is to concentrate; he has to trust the narrator as he cannot concentrate any further: but he explains that the narrator has to concentrate and wake him up when the liquid changes colour
  • Cornelius gives a detailed explanation of changes in the liquid to show how critical precise timing is
  • the philosopher is so focused that he is unable to stop concentrating: even in sleep he gives the narrator further advice: ‘do not touch the vessel’, ‘beware to drink!’
  • the structure shows the consequences of failing to concentrate. The narrator takes the task on, briefly concentrating for ‘a few minutes’ before his ‘thoughts wandered’ to Bertha which shows the conflict between his job and his feelings for her
  • the language used shows that failure to concentrate can have destructive consequences: ‘destroyed the labour of my life’
  • structure is used effectively to contrast the theme of concentration on doing something (observing) and thinking about something (Bertha) and the effect of this contrast
  • the theme of the extract is explored very successfully as the reader is shown that concentration means different things
  • the narrator’s concentration is brought swiftly back following ‘A bright flash’, but instead of awakening Cornelius he concentrates on his own thoughts and feelings and decides to drink the liquid.

 

Section B – Imaginative Writing

(40 marks)

AO5: Composition and organisation – This AO is the first of the writing AOs. When assessing composition, the focus will be on an awareness of purpose and audience as well as the creation of style, tone and register.

● Organisation and structure focuses on content management in terms of constructing paragraphs as well as overall text cohesion.

AO6: Range of vocabulary and sentence structure, accurate spelling and punctuation – The focus is on the following areas:

● spelling – accuracy of spelling is the focus with an acknowledgement that this is
directly related to vocabulary used
● punctuation and grammar – the focus is on how the accuracy and complexity of
punctuation impacts on sentence structure.

Here’s an example from Pearson Edexcel (see above for link)

SECTION B: Imaginative Writing

Answer ONE question. You should spend about 45 minutes on this section. Write your answer in the space provided.

EITHER

 

Q5 Look at the images provided.

Write about a time when you, or someone you know, had to work hard on something.
Your response could be real or imagined. You may wish to base your response on one
of the images.
*Your response will be marked for the accurate and appropriate use of vocabulary,
spelling, punctuation and grammar.
(Total for Question 5 = 40 marks)

OR

Q6 Write about a time when you, or someone you know, did something without thinking
it through.

Your response could be real or imagined.
*Your response will be marked for the accurate and appropriate use of vocabulary,
spelling, punctuation and grammar.
(Total for Question 6 = 40 marks)

My (very) short story is based on *6* a time when I did something without thinking it through:

Pretending to be distracted by a non-existent item, I flick one foot over the other and ignore the clicking of the heels as they walk toward me. My eyes remain fixed on the square marble effect tiles with mottle green swirls.  I don’t look at the closed door in front of me; I don’t want to attract any attention. When the corridor becomes silent I glance sideways at the shiny laptop just sitting there on the desk. I could grab it and run or tip it onto the floor but I know any action will prove futile; my destiny had been set in stone when I’d hit “send”. 

I thought back to that day. The day it began…

Jealousy; that was the reason, I was jealous of her perfect face and her perfect hair and her perfect grades. She was popular with the boys and the girls. Everyone liked her, expect me and that was because more important than those small things; she was kind, and nice. Simply  I wanted to be her.

5* Purpose: to write a real or imagined piece about a time a person had to work hard on something. This may involve a range of approaches, including: description, anecdote, speech, narrative, literary techniques.

Audience: the writing is for a general readership. Candidates can choose to write for an adult audience or an audience of young people.

Form: the response may be narrative, descriptive or a monologue. There should be clear organisation and structure with an introduction, development of points and a conclusion. Some candidates may intentionally adapt their language and style to their audience by using, for example, a more informal or colloquial approach. Candidates may
introduce some literary elements.

Responses may:

  • use the images to inspire writing: a project for school, homework, a practical task like making something, working hard on a physical activity or working together as a team
  • give reasons why it was hard work and the impact on the person doing the work and others: what was achieved as a result of the hard work
  • use appropriate techniques for creative writing: vocabulary, imagery, language techniques
  • use a voice that attempts to make the piece interesting and believable to the chosen audience
  • demonstrate particular understanding of the form used
  • be written in a register and style appropriate for the chosen form, which may include colloquial elements, dialogue within description or narrative, a sustained single voice in monologue.

6* Purpose: to write a real or imagined piece about doing something without thinking it through. This may involve a range of approaches, including: description, anecdote, speech, literary techniques.

Audience: the writing is for a general readership. Candidates can choose to write for an adult audience or an audience of young people.

Form: the response may be narrative, descriptive or a monologue. There should be clear organisation and structure with an introduction, development of points and a conclusion. Some candidates may intentionally adapt their language and style to their audience by using, for example, a more informal or colloquial approach. Candidates may
introduce some literary elements.

Responses may:

  • use an example of doing something without thinking it through: this could be physical (an extreme sport or activity, an adventure, an expedition) or emotional (telling someone something, hiding something)
  • give reasons why the writer did it and whether the experience was positive or negative
  • talk about the impact the experience had on the writer and/or others
  • use appropriate techniques for creative writing: vocabulary, imagery, language techniques
  • use a voice that attempts to make the piece interesting and believable to the chosen audience
  • demonstrate particular understanding of the form used
  • be written in a register and style appropriate for the chosen form, which may include colloquial elements, dialogue within description or narrative, a sustained single voice in monologue.