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English is a pointless subject at G.C.S.E
I am sorry if I offend anyone, but I think that doing english at G.C.S.E level is ridiculous
English has no point. No-one needs to know what an onomatopoeia is, nor do they need to write about the use of one word by an author means something deeply profound.
My main issue with english is that, despite what many universities think, the qualification does not give key language skills. Unfortunately, one's ability to spell correctly and use correct grammar is not examined in the exam.
In the exam the sole aim is to write a long tedious essay on whatever the examiner deems suitable. The analysis of text may include a small part of grammar, however it is mainly focussed on the analysis skills. This means that students who have a good grasp of grammar and spelling and are perfectly suitable for higher education don't succeed because they were stopped by the foolish requirements made by the educational institutions.
To overcome this obstacle, I believe that the exam can be changed so that it is more grammar orientated, this will allow able students to pass through the system. Another solution is to give the student a choice of whether they want to study it or not. This will allow the students who are good at english to succeed but not inhibit the able students.
English has no point. No-one needs to know what an onomatopoeia is, nor do they need to write about the use of one word by an author means something deeply profound.
My main issue with english is that, despite what many universities think, the qualification does not give key language skills. Unfortunately, one's ability to spell correctly and use correct grammar is not examined in the exam.
In the exam the sole aim is to write a long tedious essay on whatever the examiner deems suitable. The analysis of text may include a small part of grammar, however it is mainly focussed on the analysis skills. This means that students who have a good grasp of grammar and spelling and are perfectly suitable for higher education don't succeed because they were stopped by the foolish requirements made by the educational institutions.
To overcome this obstacle, I believe that the exam can be changed so that it is more grammar orientated, this will allow able students to pass through the system. Another solution is to give the student a choice of whether they want to study it or not. This will allow the students who are good at english to succeed but not inhibit the able students.
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You're not made to sit in GCSE English just to improve your spelling and grammar. To understand how language can have different effects on people is very important. You spend all of your life conducting almost all of your interactions through language, and how language is used can change how people see things in all areas of their lives. For instance, the speeches made by the best politicians are full of things like onomatopoeia. If you are more aware of the ways that a politician can try to persuade you, you are less likely to be taken in and influenced. You'll also get better at communicating your own ideas, which is an important skill for life. Also, literature is a great art form and a great pleasure to read and enjoy, so it would be an enormous loss to a lot of people if the appreciation of literature wasn't taught in schools. Besides, everyone has to learn things that they don't like. It's not for forever.
Language is more than a formulaic series of spelling and grammar. You have to know how to use it effectively, as well.
I do think that there should at least be a small element [multiple choice exam?] that examines a candidate's comprehension of grammatical structures and syntax, and that grammar and spelling should be given more prominence within exam essays and coursework. However, learning techniques of persuasive language, examining the role of loaded language in the media, learning how to structure creative and formal pieces . . . these are all absolutely vital skills for many careers as a graduate.
English's remit should be expanded, it should not be reduced or re-tasked. What you learn in GCSE English, much like GCSE Mathematics and GCSE Double/Triple Science, is an important foundation for what comes next. I've found myself using GCSE Chemistry and Mathematics in recent weeks as we run over some basic chemistry of erosion - if you'd asked me 4 years ago if I thought I'd ever use either of those subjects again, I'd have laughed at you.
I do think that there should at least be a small element [multiple choice exam?] that examines a candidate's comprehension of grammatical structures and syntax, and that grammar and spelling should be given more prominence within exam essays and coursework. However, learning techniques of persuasive language, examining the role of loaded language in the media, learning how to structure creative and formal pieces . . . these are all absolutely vital skills for many careers as a graduate.
English's remit should be expanded, it should not be reduced or re-tasked. What you learn in GCSE English, much like GCSE Mathematics and GCSE Double/Triple Science, is an important foundation for what comes next. I've found myself using GCSE Chemistry and Mathematics in recent weeks as we run over some basic chemistry of erosion - if you'd asked me 4 years ago if I thought I'd ever use either of those subjects again, I'd have laughed at you.
yeah, like when you go to uni, you need to write essays and stuff.
my sister does biomed at St george's and she said that some people are
struggling because of it. so i don't think it's a waste of time, i don't like it but it's something you have to do.
my sister does biomed at St george's and she said that some people are
struggling because of it. so i don't think it's a waste of time, i don't like it but it's something you have to do.
You are actually assessed on use of grammar and correct spelling.
The point of GCSE English is so that you can write coherently, concisely and with relevance. You're not going to receive any attention from an employer if a letter you write to them is littered with txt spk (although ironically, text speak is going to be examined in GCSE English!) - in lessons you are allowed to develop your own technique. If you have a good writing technique, then you have the freedom to communicate effectively to any audience. And that is a nice liberty to possess.
The point of GCSE English is so that you can write coherently, concisely and with relevance. You're not going to receive any attention from an employer if a letter you write to them is littered with txt spk (although ironically, text speak is going to be examined in GCSE English!) - in lessons you are allowed to develop your own technique. If you have a good writing technique, then you have the freedom to communicate effectively to any audience. And that is a nice liberty to possess.
Maybe7
I am sorry if I offend anyone, but I think that doing english at G.C.S.E level is ridiculous
English has no point. No-one needs to know what an onomatopoeia is, nor do they need to write about the use of one word by an author means something deeply profound.
My main issue with english is that, despite what many universities think, the qualification does not give key language skills. Unfortunately, one's ability to spell correctly and use correct grammar is not examined in the exam.
In the exam the sole aim is to write a long tedious essay on whatever the examiner deems suitable. The analysis of text may include a small part of grammar, however it is mainly focussed on the analysis skills. This means that students who have a good grasp of grammar and spelling and are perfectly suitable for higher education don't succeed because they were stopped by the foolish requirements made by the educational institutions.
To overcome this obstacle, I believe that the exam can be changed so that it is more grammar orientated, this will allow able students to pass through the system. Another solution is to give the student a choice of whether they want to study it or not. This will allow the students who are good at english to succeed but not inhibit the able students.
English has no point. No-one needs to know what an onomatopoeia is, nor do they need to write about the use of one word by an author means something deeply profound.
My main issue with english is that, despite what many universities think, the qualification does not give key language skills. Unfortunately, one's ability to spell correctly and use correct grammar is not examined in the exam.
In the exam the sole aim is to write a long tedious essay on whatever the examiner deems suitable. The analysis of text may include a small part of grammar, however it is mainly focussed on the analysis skills. This means that students who have a good grasp of grammar and spelling and are perfectly suitable for higher education don't succeed because they were stopped by the foolish requirements made by the educational institutions.
To overcome this obstacle, I believe that the exam can be changed so that it is more grammar orientated, this will allow able students to pass through the system. Another solution is to give the student a choice of whether they want to study it or not. This will allow the students who are good at english to succeed but not inhibit the able students.
Just because you don't like it at it, doesn't mean its "pointless."
I could say Maths is pointless too, when am I ever going to use quadratic expressions and pythagoras in my life? You have to remember its not necessarily about whether or not you remember the contents after A Level, its about the skills you gained whilst studying it. English gives you critical and analytical skills which are very much wanted by top universities and the best thing is - you become an independent thinker. Its not like Maths where you are spoon fed and you have to follow a certain formula or otherwise its wrong. English teaches you to "figure it out for yourself," come up with your own interpretations and reasons for it. At the same time, Maths gives you problem solving skills. I don't think any subject is pointless, apart from PE at GCSE.
Are you not very good at English?
English is about grammar and spelling to an extent,
but it goes deeper than that. It's how well you can form and arrange your points of view and imagination.
It's stupid saying make the exam based more on grammar, because English is about more than that.
English is about grammar and spelling to an extent,
but it goes deeper than that. It's how well you can form and arrange your points of view and imagination.
It's stupid saying make the exam based more on grammar, because English is about more than that.
Maybe7
I am sorry if I offend anyone, but I think that doing english at G.C.S.E level is ridiculous
English has no point. No-one needs to know what an onomatopoeia is, nor do they need to write about the use of one word by an author means something deeply profound.
My main issue with english is that, despite what many universities think, the qualification does not give key language skills. Unfortunately, one's ability to spell correctly and use correct grammar is not examined in the exam.
In the exam the sole aim is to write a long tedious essay on whatever the examiner deems suitable. The analysis of text may include a small part of grammar, however it is mainly focussed on the analysis skills. This means that students who have a good grasp of grammar and spelling and are perfectly suitable for higher education don't succeed because they were stopped by the foolish requirements made by the educational institutions.
To overcome this obstacle, I believe that the exam can be changed so that it is more grammar orientated, this will allow able students to pass through the system. Another solution is to give the student a choice of whether they want to study it or not. This will allow the students who are good at english to succeed but not inhibit the able students.
English has no point. No-one needs to know what an onomatopoeia is, nor do they need to write about the use of one word by an author means something deeply profound.
My main issue with english is that, despite what many universities think, the qualification does not give key language skills. Unfortunately, one's ability to spell correctly and use correct grammar is not examined in the exam.
In the exam the sole aim is to write a long tedious essay on whatever the examiner deems suitable. The analysis of text may include a small part of grammar, however it is mainly focussed on the analysis skills. This means that students who have a good grasp of grammar and spelling and are perfectly suitable for higher education don't succeed because they were stopped by the foolish requirements made by the educational institutions.
To overcome this obstacle, I believe that the exam can be changed so that it is more grammar orientated, this will allow able students to pass through the system. Another solution is to give the student a choice of whether they want to study it or not. This will allow the students who are good at english to succeed but not inhibit the able students.
Since 9 marks in each coursework piece worth 27 marks and 18 marks out of each 54 mark coursework piece are awarded for spelling and grammar, with 3 more marks being added at the end of the coursework for quality of written communication (spelling, grammar, punctuation, vocabulary), I think GCSE English examines one's ability to spell properly and use correct grammar pretty well.
Interestingly, (and in my opinion, terribly) Tory policy in its draft education manifesto says it wants to structures the curriculum around Science History and Maths. So English could be reduced if the Conservatives win the election
Maybe7
I am sorry if I offend anyone, but I think that doing english at G.C.S.E level is ridiculous
English has no point. No-one needs to know what an onomatopoeia is, nor do they need to write about the use of one word by an author means something deeply profound.
My main issue with english is that, despite what many universities think, the qualification does not give key language skills. Unfortunately, one's ability to spell correctly and use correct grammar is not examined in the exam.
In the exam the sole aim is to write a long tedious essay on whatever the examiner deems suitable. The analysis of text may include a small part of grammar, however it is mainly focussed on the analysis skills. This means that students who have a good grasp of grammar and spelling and are perfectly suitable for higher education don't succeed because they were stopped by the foolish requirements made by the educational institutions.
To overcome this obstacle, I believe that the exam can be changed so that it is more grammar orientated, this will allow able students to pass through the system. Another solution is to give the student a choice of whether they want to study it or not. This will allow the students who are good at english to succeed but not inhibit the able students.
English has no point. No-one needs to know what an onomatopoeia is, nor do they need to write about the use of one word by an author means something deeply profound.
My main issue with english is that, despite what many universities think, the qualification does not give key language skills. Unfortunately, one's ability to spell correctly and use correct grammar is not examined in the exam.
In the exam the sole aim is to write a long tedious essay on whatever the examiner deems suitable. The analysis of text may include a small part of grammar, however it is mainly focussed on the analysis skills. This means that students who have a good grasp of grammar and spelling and are perfectly suitable for higher education don't succeed because they were stopped by the foolish requirements made by the educational institutions.
To overcome this obstacle, I believe that the exam can be changed so that it is more grammar orientated, this will allow able students to pass through the system. Another solution is to give the student a choice of whether they want to study it or not. This will allow the students who are good at english to succeed but not inhibit the able students.
I so agree with you, not about the spelling/grammar thing, but about school-level English being awful. For me, English is a whole load of crap (to all, I do get As in English so don't try saying my comment is out of spite).
Can't comment on GCSE/A-level, but at Higher English, you're marked on four skills: Understanding, Analysis, Evaluation (which is essentially the same thing as Analysis, just with the words "very effective" added
) and Expression, which is barely given any importance. The English course puts immense focus on the Analysis/Evaluation, which I think is completely messed up.In my opinion, Expression should by far be the most important thing of the exam. The kind of English skills most people need for later life do not involve making comments about your reaction to inane details of language- how great this simile was or why this word choice here deserves praise; it involves being able to communicate ideas effectively and be able to have people communicate them to you easily, and I don't think English courses teach that well. At the end of the day, so what if some student can comment on the effective use of enjambment in this poem? Does he really have a better grasp of key language skills as a result?
The whole education system is lacking, and always will be regardless of any reforms, but I think in English there is definitely some scope for real improvement.
Aphotic Cosmos
Language is more than a formulaic series of spelling and grammar. You have to know how to use it effectively, as well.
I do think that there should at least be a small element [multiple choice exam?] that examines a candidate's comprehension of grammatical structures and syntax, and that grammar and spelling should be given more prominence within exam essays and coursework. However, learning techniques of persuasive language, examining the role of loaded language in the media, learning how to structure creative and formal pieces . . . these are all absolutely vital skills for many careers as a graduate.
English's remit should be expanded, it should not be reduced or re-tasked. What you learn in GCSE English, much like GCSE Mathematics and GCSE Double/Triple Science, is an important foundation for what comes next. I've found myself using GCSE Chemistry and Mathematics in recent weeks as we run over some basic chemistry of erosion - if you'd asked me 4 years ago if I thought I'd ever use either of those subjects again, I'd have laughed at you.
I do think that there should at least be a small element [multiple choice exam?] that examines a candidate's comprehension of grammatical structures and syntax, and that grammar and spelling should be given more prominence within exam essays and coursework. However, learning techniques of persuasive language, examining the role of loaded language in the media, learning how to structure creative and formal pieces . . . these are all absolutely vital skills for many careers as a graduate.
English's remit should be expanded, it should not be reduced or re-tasked. What you learn in GCSE English, much like GCSE Mathematics and GCSE Double/Triple Science, is an important foundation for what comes next. I've found myself using GCSE Chemistry and Mathematics in recent weeks as we run over some basic chemistry of erosion - if you'd asked me 4 years ago if I thought I'd ever use either of those subjects again, I'd have laughed at you.
Compared to the pointless crap you have to wade through for a Maths GCSE, English is broadly useful.
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