I would have just told them to look at both.

Quotes = Evidence.

Check all Spelling/Grammar. If not sure, use words you are sure you can spell correctly or simplify the sentence!

Does what I say make sense?

Did I develop a clear conclusion?

Add word count.

Bibliography: Wordsworth Classics 2004 edition of The Aeneid by Virgil (is there a ‘proper’ way of doing this – I seem to think there is. Spotted a nice dedication in there!)

Should they add “sources include information provided by tutor in sessions”?

You need to list your primary sources. Steve says the primary source is the book they are reading – I think the primary source would have been the Latin version, not a translation so I’m a bit confused there. But happy to be corrected. So in this case the primary source and the bibliography is the same?

I think you have to look at both and then come to your conclusion? If only looking at one SB may have trouble getting to 2,000 words and think the argument is less strong only putting one side?

Much of the controlled assessment guidelines are not relevant for the question they have been given as seems to be a personal response to the text. C is struggling and I think doing English alongside has been a big help for her so do feel sympathy for SB as it is HARD.

Also, I’ve warned C that this is apparently a hard GCSE to get a good grade in – there are grumblings that there is growing evidence that OCR RE is far easier (so I was interested in Em’s comments on another post here – now I can see why) to get a high grade in than OCR Class Civ. Teachers have been pooling anonymised data and shows a significantly significant difference in the grades the same children get. This is bad for Classics overall as the perception is that it is too hard to get the good grade and so students don’t choose it (education being all about the grade you get and not about whether you have had your mind expanded and enjoyed learning something), schools beginning to not like it too as it pulls their grades down for league tables. The battle mostly likely seen by Classics teachers in state schools I guess, private will just do what they’ve always done.

The school where C is taking the CA suggested “I would suggest that she doesn’t have too many notes, as you say, they can be more of a hindrance than a help. Key ideas and quotes rather than lots of text to read through.”. I had asked them about taking the book in and at 2am I sent another email:

“Further to my previous email included below, on reflection (at nearly 2am!), I will tell Chloe to spend time this week identifying the key quotes she may like to include as evidence, and add them to her notes.

If she does that this week it should help her clarify her arguments in preparation and save time finding them (and possibly being distracted by reading long sections again) during the writing up sessions.

So you don’t need to check whether she can bring the book in too, she will just have a folder containing her notes. I will get her to label it clearly with her name and the exam details. Should she add your name to it so it is returned to you after each session?”

The folder of notes is left with the school between sessions.

C seems to do a web plan and also paragraph bullets. She’s read Book 6 and think the only relevant bit for their question is pgs 135-6 where Aeneas sees Dido reunited with her husband. Though you can feel sorry for Aeneas having such an ordeal down there and seeing how his life is really mapped out for him and everyone. Is he merely a puppet?

The things he emailed through last week were useful though not referenced – we googled the first few words and found where he lifted them from. lit chart.com is the source for the section referring to colour boxes. We had a big argument as she wanted to include the Latin line in the Latin and I said she couldn’t as she is reading a translation so needed to find that line in the book she is referencing. (which she did page 83, line 361).

I’m sure she’d be happy to Skype about how she pulls her plan together.