A Guide for Students Writing Diploma Exams
Completion requirements
These are past submissions that received a score of excellence.
Preparing for the English Language Arts 30–1 Diploma Examination
The most effective way to prepare for your diploma examination is to be actively involved in all aspects of your English Language Arts 30–1 classroom experience. Use every opportunity in your course work to develop effective reading, writing, and communication skills.
appreciate its meaning. Viewing live stage productions will help you to become familiar with the conventions, techniques, and devices of the theatre.
convey meaning. Pay attention to details that communicate thoughts or feelings, and consider how specific details contribute to the theme and provide insight into the choices and motives of the characters. The habit of forming your own interpretations and positions on issues that arise from text study will prepare you to explore a topic presented in an examination. Having the confidence to express your ideas about the theme of a literary text, for example, will help you to create a strong controlling idea or unifying effect for your written responses, as well as improve your ability to analyze and assess controlling ideas in Part B of the diploma examination.
before you use it in your writing. In addition to a dictionary, a thesaurus can offer you a wide range of word choices. Using an authorized writing handbook as a resource throughout the year can also assist you with your writing.
Seven writing handbooks are authorized for use during the administration of Part A of the diploma examination:
• A Canadian Writer’s Guide (J. Finnbogason and A. Valleau), second edition
• A Canadian Writer’s Reference (D. Hacker)
• Checkmate: A Writing Reference for Canadians (J. Buckley)
• English Language Arts Handbook for Secondary Students (Alberta Education)
• Fit to Print: The Canadian Student’s Guide to Essay Writing (J. Buckley)
• The St. Martin’s Handbook for Canadians (A. Lunsford et al.)
• The Writing Process (Gehle et al.)
With the exception of A Canadian Writer’s Guide, any edition of these texts is acceptable for use during Part A. A Canadian Writer’s Guide, A Canadian Writer’s Reference, English Language Arts Handbook for Secondary Students, and Fit to Print: The Canadian Student’s Guide to Essay Writing can be purchased at the Learning Resources Centre. The St. Martin’s Handbook for Canadians and The Writing Process are out of print, but copies of these texts may be available in some high schools.
You may use all three of these print references—an English and/or bilingual dictionary, a thesaurus, and an authorized writing handbook—during the administration of Part A of the diploma examination. However, you must develop the skills necessary to use these reference tools effectively; otherwise, they may be of little assistance to you during the examination. You may not use any reference books during the administration of Part B of the diploma examination.
However, limit the number of Part A English Language Arts 30–1 or English 30 diploma examinations that you practise; you will gain the skills you require through active involvement in your English Language Arts class. Documents
such as Examples of the Standards for Students’ Writing from previous examinations provide valuable resources. They demonstrate the standards for writing expected of you by the end of your English Language Arts 30–1 course.
Note that the sample responses in these documents have been provided for instructional purposes only. If you use sections from these responses when writing Part A of the diploma examination, you will be guilty of plagiarism and will be in breach of examination regulations.
centre for more details. If you intend to use a word processor, make sure that you know how to use its features effectively. Do not rely on the word processor to correct your mistakes. For example, on a recent examination, a student wrote “I believe that the poet’s ability to be extinct gives the poem an everlasting quality,” when the student intended to say “I believe that the
poet’s ability to be distinct gives the poem an everlasting quality.” Because extinct was on the computer’s list of words, the spell check did not help the student to avoid this unfortunate error.
Diversity
In addition to the literary texts you are studying in your English Language Arts 30–1 class, explore and enjoy a variety of other texts, such as books, articles, stories, essays, poems, songs, films, theatrical productions, and visual texts. Exposure to diverse reading experiences increases your competence and confidence when responding to reading selections that you will see for the first time in both parts of the diploma examination. Reading is also one of the most effective ways to increase your vocabulary. As well, hearing, seeing, and experiencing literary texts presented in a variety of contexts, such as radio or speeches, can enhance your comprehension. Reading a poem out loud to hear the ideas within it may also help you toappreciate its meaning. Viewing live stage productions will help you to become familiar with the conventions, techniques, and devices of the theatre.
Interpretation
Develop your own interpretation of a literary text. When you are reading, viewing, or listening to a literary text, ask yourself what ideas the writer or text creator intended to communicate. Ask yourself how textual elements such as character, conflict, irony, point of view, motivation, setting, and stylistic techniques are used to create a particular effect and toconvey meaning. Pay attention to details that communicate thoughts or feelings, and consider how specific details contribute to the theme and provide insight into the choices and motives of the characters. The habit of forming your own interpretations and positions on issues that arise from text study will prepare you to explore a topic presented in an examination. Having the confidence to express your ideas about the theme of a literary text, for example, will help you to create a strong controlling idea or unifying effect for your written responses, as well as improve your ability to analyze and assess controlling ideas in Part B of the diploma examination.
References
In your preparation for the Part A: Written Response, develop the habit of using reference material, such as a dictionary, thesaurus, and writing handbook. As you extend your vocabulary, you extend your capacity to communicate. Before looking up a word in a dictionary, see if you can define it through context clues and your knowledge of prefixes, suffixes, roots, and derivatives. After looking up a word, ensure that you understand its meaningbefore you use it in your writing. In addition to a dictionary, a thesaurus can offer you a wide range of word choices. Using an authorized writing handbook as a resource throughout the year can also assist you with your writing.
Seven writing handbooks are authorized for use during the administration of Part A of the diploma examination:
• A Canadian Writer’s Guide (J. Finnbogason and A. Valleau), second edition
• A Canadian Writer’s Reference (D. Hacker)
• Checkmate: A Writing Reference for Canadians (J. Buckley)
• English Language Arts Handbook for Secondary Students (Alberta Education)
• Fit to Print: The Canadian Student’s Guide to Essay Writing (J. Buckley)
• The St. Martin’s Handbook for Canadians (A. Lunsford et al.)
• The Writing Process (Gehle et al.)
With the exception of A Canadian Writer’s Guide, any edition of these texts is acceptable for use during Part A. A Canadian Writer’s Guide, A Canadian Writer’s Reference, English Language Arts Handbook for Secondary Students, and Fit to Print: The Canadian Student’s Guide to Essay Writing can be purchased at the Learning Resources Centre. The St. Martin’s Handbook for Canadians and The Writing Process are out of print, but copies of these texts may be available in some high schools.
You may use all three of these print references—an English and/or bilingual dictionary, a thesaurus, and an authorized writing handbook—during the administration of Part A of the diploma examination. However, you must develop the skills necessary to use these reference tools effectively; otherwise, they may be of little assistance to you during the examination. You may not use any reference books during the administration of Part B of the diploma examination.
Reviewing
Become familiar with the format of the English Language Arts 30–1 diploma examination by reviewing the sample assignments, scoring categories, and scoring criteria in the 2008–2009 English Language Arts 30–1 Information Bulletin available on the Alberta Education website at www.education.alberta.ca. Practising the sample assignments will give you confidence and help you to manage your time during the examination.However, limit the number of Part A English Language Arts 30–1 or English 30 diploma examinations that you practise; you will gain the skills you require through active involvement in your English Language Arts class. Documents
such as Examples of the Standards for Students’ Writing from previous examinations provide valuable resources. They demonstrate the standards for writing expected of you by the end of your English Language Arts 30–1 course.
Note that the sample responses in these documents have been provided for instructional purposes only. If you use sections from these responses when writing Part A of the diploma examination, you will be guilty of plagiarism and will be in breach of examination regulations.
Computers
If you are in the habit of composing extended pieces of writing using a word processor, you may be permitted to use one for writing the Part A of your diploma examination. Some schools or designated writing centres allow for the use of word processors for Part A only of the diploma examination: speak to your English Language Arts 30–1 teacher or contact a designated writingcentre for more details. If you intend to use a word processor, make sure that you know how to use its features effectively. Do not rely on the word processor to correct your mistakes. For example, on a recent examination, a student wrote “I believe that the poet’s ability to be extinct gives the poem an everlasting quality,” when the student intended to say “I believe that the
poet’s ability to be distinct gives the poem an everlasting quality.” Because extinct was on the computer’s list of words, the spell check did not help the student to avoid this unfortunate error.