• Document: 10 Released Exam August 2010 Form A Provincial Examination Answer Key
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English 10 2009/10 Released Exam August 2010 — Form A Provincial Examination — Answer Key Cognitive Processes Weightings Topics Question Types W = Retrieve Information 14% 1 = Literary Prose 29 = Multiple Choice (MC) X = Recognize Meaning 14% 2 = Poetry 2 = Written Response (WR) Y = Interpret Texts 14% 3 = Informational Z = Analyze Texts 21% 4 = Synthesis C = Writing 37% 5 = Composition Question Keyed Cognitive Question Number Response Process Mark Topic PLO Type 1. A X 1 3 – MC 2. A W 1 3 – MC 3. B X 1 3 – MC 4. B W 1 3 – MC 5. C X 1 3 – MC 6. D Y 1 3 – MC 7. B W 1 3 – MC 8. A Y 1 3 – MC 9. C Y 1 3 – MC 10. B X 1 2 – MC 11. D W 1 2 – MC 12. A W 1 2 – MC 13. C W 1 2 – MC 14. C X 1 2 – MC 15. C X 1 2 – MC 16. B Y 1 2 – MC 17. B Y 1 2 – MC 18. B Y 1 2 – MC 19. B X 1 1 – MC 20. B W 1 1 – MC 21. A W 1 1 – MC 22. B X 1 1 – MC 23. A W 1 1 – MC 24. D X 1 1 – MC 25. D Y 1 1 – MC 26. B Y 1 1 – MC 27. C Y 1 1 – MC 28. D Z 1 4 – MC 29. A Z 1 4 – MC English 10 – 1008 Form A Key Page 1 Question Keyed Cognitive Question Number Response Process Mark Topic PLO Type 30. – Z 12 4 – WR 31. – C 24 5 – WR English 10 – 1008 Form A Key Page 2 English 10 2009/10 Released Exam August 2010 — Form A Provincial Examination — List of Possible Responses This is a guideline only. Students may make direct or indirect reference to some of these ideas in their response. Use the holistic rubric to assess the student response. 30. Compare and contrast the relationships between the students and their teacher in “Students” and “Crow Lake.” In your response, you must discuss both passages. (12 marks) In both passages the teachers reflect on the reactions of students to the lessons they present. In varying ways the students demonstrate their indifference to the efforts to inspire them. Wayman whimsically analyses the different reactions of many students while the narrator in “Crow Lake” feels a sense of failure and isolation. “Students” “Crow Lake” • Wayman first points out the generation • The narrator prefers research over teaching gap as a barrier to forming a connection and states this openly (par 5) with his students (stanza 1) • She finds it hard to relate to h

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