My name is Safiyyah and I am a first year doing BA Management with Marketing at the University of Leeds. I enjoy quite the array of subjects so to pick just one degree wasn't the easiest of tasks for me...but hey 3 cheers for tutoring so that I can continue pursuing and spreading my love for education!
I am patient, friendly and very determined so you can rest assured that working with me will be satisfying. As a tutor I'm simply a leader in a team- our team. I will commit to us succeeding in whatever it is you would like to challenge. It's a competitive world and I want us to win! As the cliché goes- we are in it to win it *crowd goes wild* ... yes I'm pretty motivational too.
The parent/tutee and I will communicate at least 3 days prior to the tutorial, where it is discussed what is required of me and the tutee in the lead up to the lesson.
For example, if you have an essay question you want to tackle, I may ask you to plan your answer while I do the same and then cross-reference and tackle it together, highlighting areas of success and improvement.
Alternatively, I can be a revision buddy and help you make some good quality notes/flashcards… test your knowledge… give you winning tips for writing personal statements… whatever you want.
We will relentless pursue whatever it is we are doing until you are confident with it.
Confidence is 1/3 of success-. The other 2/3 are knowledge and practice… in case you were wondering… in my opinion anyway.
You guide what we cover.
If you are looking to contact me for a free session, tutorial or written session feel free to message me your name, age, academic details I.e exam board, session topic, current subjects, current grades, target grades, what you want the free session and future session/s.
I look forward to working with you!
|English Language||GCSE||£18 /hr|
|Business and Economics||A-Level||B|
|Before 12pm||12pm - 5pm||After 5pm|
Please get in touch for more detailed availability
Farwa (Student) January 13 2017
Farwa (Student) January 7 2017
Farwa (Student) December 30 2016
Examiners award marks in 3 categories, which put simply are:
AO1- identification and discussion of linguistic features within given text/s
AO2- identification and discussion of theories and concepts that affect language within given text/s
AO3- discussion of contextual factors that affect language within given text/s
Students who are awarded top marks are able to answer these exam questions using what I call a 'features within features' technique to critically analyse text/s.
In other words, they use AO1, AO2 and AO3 components as a springboard to their wider knowledge. Being a high achieving English Language student relies heavily on a student's ability to be perceptive- read and infer beyond the obvious.
My Top Tips for analysing texts:
AO1- What linguistic features have been used by the text producer and why? How does this affect the way the text/s are received by the intended audience?
AO2- How is gender/power represented e.g. through stereotypes? Is this done in a subtle and convincing way? How is gender/power explored throughout the text/s? Demonstrate support for an argument, drawing links to linguistic features in the text as well as contextual factors. A diamond tip would be to challenge and refute theories and concepts- this is where examiners are really impressed!
AO3- G.A.S.P (If you’re sitting in the exam hall and struggling, simply refer back to this. If there is one thing I would emphasise, it would be that AO3 can make your analysis and exam answer very perceptive if done in a convincing manner. Every paragraph should discuss and draw relevant links to 1 or more element of G.A.S.P)
Who? What? Where? When? Why? How?
Genre- What is the genre of the text/s? E.g. advertisement
Audience- Who is the primary and secondary audience of the text/s?
Subject- What is being discussed in the text/s?
Purpose- What is the purpose of the text/s?
Make a point and elaborate/justify it using AO1, AO2, and AO3. Convince the examiner that what you are arguing is perceptive and critically thought out.
Be specific when arguing a point- vague statements and explanations will NOT convince the examiner of your argument and so your marks may be limited to a lower grade.see more
Presentational features refer to the way a text is set out on a page, which can include for example the use of images and colour, logos, slogans, shapes, font style and size etc.
You need to demonstrate to the examiner that you have the ability to critically evaluate these features and not just identify them- what I call 'feature spotting'. Feature spotting and lack of justification/ an explanation immediately limits you to a lower band in terms of grades and marks.
If you are analysing an advert, ask yourself why have these specific presentational features been used? What may be the intentions of the advert creator? Who are they targeting? When was the advert created? Are the presentational features you have identified relevant to these and other contextual factors?
Refer to G.A.S.P (Genre, Audience, Subject and Purpose) to draw subtle and varied links to the presentational features, and convince the examiner that you are fully engaging with the data.
Use the P.E.E.L (Point, Evidence, Explanation, and Link) system to do this and create a well-structured response.see more
The redistribution of income refers to the shifting of income from 'winners' to losers'. Currently there is a massive issue with the rich getting richer in the UK while the poor are getting poorer. As a result this is a very relevant topic and is being discussed frequently today.
If the NMW is raised in the UK in an attempt to do this, it can be expected that people with lower/weaker incomes can be helped as standards of living rise for the masses.
The impact of low inflation is significantly small on most of the people in the UK, however it greatly impacts those on or close to the poverty line. Therefore if income is more evenly distributed through raising the NMW, less people in this bracket should feel the effects of lower levels of inflation. In fact if the NMW is raised to a considerable degree, many people would be able to escape the 'Poverty Trap' and so the government are paying less benefits and even gaining through higher levels of employment; if the UK is moves towards full capacity output as a consequence of more people in work, it is able to be more competitive in the International marketplace.see more