English 10 provincial
1 / 27

English 10 Provincial - PowerPoint PPT Presentation

  • Uploaded on

English 10 Provincial. Ms. Hunt FORMAT of a provincial. Here’s the secret to the provincial. The exam tests 40% how well you do with reading comprehension and your writing skills 20% your knowledge of English definitions and terms The other 40% is how well you write the test

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'English 10 Provincial' - china

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
English 10 provincial

English 10 Provincial

Ms. Hunt

FORMAT of a provincial

Here s the secret to the provincial
Here’s the secret to the provincial...

  • The exam tests 40% how well you do with reading comprehension and your writing skills

  • 20% your knowledge of English definitions and terms

  • The other 40% is how well you write the test

    • This is where you can “cheat” the exam

    • Know the format of the exam and EXACTLY how to answer each type of question

English 10 provincial

  • Part A

  • Students are told the theme

  • Students read three passages which have that theme in common

  • Students answer nine multiple-choice questions on each passage (27 questions)

  • Part B

  • Students answer two multiple-choice questions based on two of the passages

  • Students write a “synthesis” written-response question (written response #1)

  • Part C

  • Students read a short section called “Getting Ready to Write”

  • Students read a writing prompt based on the broad theme

  • Students do not need to refer to the reading passages when writing the composition, just the broad theme( written response #2)

Exam Design

3 Parts:




Total Questions:

29 multiple-choice

2 essays

Lets take a look at the first 3 pages

Lets take a look at the first 3 pages


You will read three passages connected by a theme.

  • Types of Reading Passages

  • • Essay

  • • Charts, graphs, web pages, maps, timelines

  • • Non-fiction (diaries, journals, letters, newspaper columns, magazine articles)

  • • Play

  • • Poetry

  • • Novel

  • • Short story

The Theme is the message or “the big idea”

Some past themes have been:

“People learn from a variety of sources”

“The lesson we learn affect our future”

Instructions continued
Instructions continued

Read the short context statement before each passage for useful information.

This is an example of a context statement from the June 2010 Provincial:

“handwriting is used to help identify thieves, spies and murders. But even if you don't have a criminal tendency, your penmanship can say a lot about you”

The passage was a newspaper article from The Toronto Star on handwriting analysis

Instructions continued1
Instructions continued

The numbers in the left margin next to passages tell you where to find information.

Every fifth paragraph is numbered 5, 10, 15 and so on.

For poetry, every fifth line is numbered 5, 10, 15 and so on


by Tom Wayman

The freshman class first printouts

showed birthdates so recent

Wayman was sure the computer was in error.

One young man, however, was curious

5 about Wayman’s mention near the start of term

of his old college newspaper:


English 10 provincial

Short story example

Crow Lake

by Mary Lawson

My job—assistant professor, invertebrate ecology—has a number of components: carrying out

research, analyzing and writing up my findings, writing papers for publication, giving papers at

conferences, supervising graduate students, teaching undergraduates, plus a ridiculous amount

of administration.

The research I love. It calls for patience, precision, and a methodical approach, and all of those I

have. That makes it sound dull, but it is far from dull. On a pure level, it allows you to feel that

you have added your own tiny piece to the jigsaw of scientific knowledge. On a more basic

level, an understanding of the environment is essential if we are to avoid destroying it.

Research is the most important part of my job, and I never have enough time for it.

The writing of papers and articles I don’t mind. The exchange of ideas is vital, and I’m

prepared to do my bit.

I don’t much care for giving papers at conferences because I know I don’t speak terribly well.

I’m clear enough, I can present a well-structured paper, but my delivery lacks zip.

5 Teaching I don’t enjoy at all. This is primarily a research university, and I only have four hours a

week in front of a class, but it takes me almost a week to prepare each lecture and it eats great

chunks out of my research time. Also, I find it hard to relate to the students. Daniel1 enjoys

them. He pretends not to, in the same way that he pretends not to work—he works all the time,

he just calls it something else. Secretly, he finds the students interesting and stimulating.

Secretly, I do not. I don’t understand them. They don’t seem to take anything seriously.

Instructions continued2
Instructions continued

Multiple-Choice Questions

• Decide the best answer for each question.

• All answers must be entered on the Answer Sheet on the front of the Response Booklet.

• If you decide to change an answer, completely erase your first answer.

Written-Response and Writing Questions

• Write your answers clearly in the space provided in the Response Booklet.

English 10 provincial

Instructions continued

“You will answer questions to show your understanding of each passage”

This is “Part A” of the exam and worth 42%

“Reading – Comprehending Texts”

Instructions continued3
Instructions continued

You will answer questions toshow your understanding of each passage. This is “Part A” of the exam

These types of questions fall into 3 Categories

Retrieving information

Recognizing meaning

Interpreting texts

You will answer 3 multiple choice questions of each “type” for every passage

A grand total of 27 MC questions

They wont have all the retrieving question together and all the interpreting questions together etc, they are all mixed up

Passage 1

3 retrieving

3 recognizing

3 interpreting

Passage 2

3 retrieving

3 recognizing

3 interpreting

Passage 3

3 retrieving

3 recognizing

3 interpreting

English 10 provincial

Examples of “Retrieve Information”

2. Why does McNichol prefer the term “brain-writing” (paragraph 8) to describe handwriting?

A. Handwriting suggests people’s inner nature.

B. Handwriting predicts people’s future success.

C. Handwriting reflects people’s diverse viewpoints.

D. Handwriting reveals people’s intellectual capacity.

Page 7

4. According to paragraph 13 in the article, why might most people have some skill in handwriting


A. It is easy to learn.

B. It is based on instinct.

C. It is common in business.

D. It is practised in childhood.

English 10 provincial

Examples of Recognize Meaning

3. Which literary technique is used in the author’s reference to cave drawings (paragraph 9)?

A. simile

B. hyperbole

C. alliteration

D. onomatopoeia

Page 7

5. What evidence from the passage best supports the theory that a connection exists between handwriting and life experiences?

A. People who lose the ability to write undergo an identity crisis.

B. Conventional people always develop overly precise, perfect handwriting.

C. Signatures vary according to writers’ reactions to events they experience.

D. Graphotherapy shows that changing writing style prevents a change in personality.

Examples of interpret texts
Examples of Interpret Texts

8. Which word best reflects the author’s presentation of handwriting analysis?

A. biased

B. skeptical

C. scientific

D. confrontational

Page 9

9. Which statement best expresses the author’s purpose?

A. to assist people in identifying potential criminals

B. to teach people how to become expert handwriting analysts

C. to persuade readers to take handwriting analysis more seriously

D. to inform the public about the dangers of overanalyzing handwriting

Re cap of part a

  • Each passage will have 9 multiple choice questions:

    • 3 retrieving questions

    • 3 recognising meaning questions

    • 3 interpreting questions

      The retrieving questions and the recognizing questions you can find the answers in the passage! You just need to look for key words and re-read carefully

      If you don't do well with interpreting questions, all 9 of them are only worth 14% of the exam

Re-Cap of PART A

27 multiple choice questions:

Instructions continued4
Instructions continued

“You will answer questions that ask you to make connections between two of the three passages.”

This is “Part B” of the exam and worth 21%

“Making Connections Through Reading”

English 10 provincial

You will answer questions that ask you to make connections between two of the three passages.

These questions fall under 1 Category”

“Analysing Texts”

And there are 2 types of questions

You will write a multi-paragraph composition compare both passages

You will answer 2 multiple choice questions that have you analyse 2 of the passages and compare them

Examples of analyzing texts
Examples of “Analyzing Texts”

Page 20

28. Which statement is true of teachers in both “Students” and “Crow Lake”?

A. Good instruction is necessary for positive change.

B. The ability to inspire others can be learned by anyone.

C. Teachers often draw upon the inspiration of their own mentors.

D. Teachers are more effective when they can connect with their students.

29. To which of Wayman’s educational theories do the students in the narrator’s class from

“Crow Lake” most likely subscribe?

A. The Easy Listening Theory: the class is dull, but at least we are listening.

B. The Dipstick Theory: the professor gives us just the right amount of information.

C. The Vaccination Theory: once we get through this course, we will be immune to it.

D. The Kung Fu Theory: we are gaining knowledge in order to defend ourselves from future difficulties.

Re cap of part b

Re-Cap of PART B

2 multiple choice questions

1 multi paragraph composition

Part c writing
PART C “Writing”

  • Worth 37%

  • Multi-paragraph composition based on a new topic

  • Student can agree or disagree with the topic

  • Students can use ideas from their own experiences, reading or their imagination

Example from the June 2010 exam

Getting Ready to Write

People are constantly learning. Sometimes they learn in formal ways, through classes or courses; sometimes

they learn from other people or personal experiences.

Writing Prompt

People learn from a variety of sources.

English 10 provincial


Ideas are fully developed and supported.

Accomplishes the purpose with originality or maturity.

Effective word choice and sentence variety.

Voice and tone engage the audience throughout.

Structure is logical.

Errors are not distracting.


Ideas are well-developed and supported.

Clear sense of purpose.

Appropriate word choice and sentence variety.

Voice and tone generally engage the audience.

Structure is logical

Errors are not distracting.


Ideas are generally straightforward and clear, with some support and sense of purpose.

Basic vocabulary,

Some sentence variety.

Attempts to engage the audience.

Structure may be formulaic.

Errors generally do not block meaning.

English 10 provincial

  • 3

  • Ideas are often listed or developed unevenly, with little support or sense of purpose.

  • Limited vocabulary and sentence variety.

  • Lacks a sense of audience and voice.

  • Structure may be weak.

  • Errors may distract and block meaning.

  • 2

  • Ideas are often broad generalizations with little support, and no clear purpose.

  • Slang vocabulary

  • Weak sentence structure.

  • Writing reflects little understanding of language conventions.

  • Inappropriate tone or language for audience.

  • Structure may seem illogical.

  • Frequent noticeable errors interfere with meaning.

  • 1

  • Ideas are not developed. Has no discernible purpose. May be too brief to accomplish the task.

  • Lacks structure.

  • Frequent serious errors.

  • 0

  • No attempt to address the topic or is a restatement of the topic.

Re cap of part c

Re-Cap of PART C

1 multi paragraph composition

Worth 37%