1 00:00:00,810 --> 00:00:06,570 Thank you for continuing your journey with us in Task two of the writing section. 2 00:00:06,780 --> 00:00:13,260 Right now we're going to cover a very, very important topic, which is question analysis. 3 00:00:15,690 --> 00:00:18,600 So we need to understand the problem. 4 00:00:19,050 --> 00:00:25,860 Students very often mess up their score for two main reasons before the writing process starts. 5 00:00:26,370 --> 00:00:31,110 One is question analysis and the other is outlining. 6 00:00:31,650 --> 00:00:39,150 When a student fails to do a proper question analysis and fails to do a fundamental outline before starting 7 00:00:39,150 --> 00:00:40,500 the writing process. 8 00:00:40,770 --> 00:00:48,180 That often results in low scores on the rubric in terms of task, development and coherence. 9 00:00:49,590 --> 00:00:56,460 Doing a proper analysis is critical to scoring well, so that's what I'm going to cover in this particular 10 00:00:56,460 --> 00:00:57,180 lecture. 11 00:00:58,830 --> 00:01:04,770 So when it comes to question analysis in this lecture section, we're going to talk about reasons why 12 00:01:04,800 --> 00:01:06,990 students get poor essay scores. 13 00:01:07,500 --> 00:01:14,130 What does it mean when a person tells you to read a question carefully, the question analysis process, 14 00:01:14,190 --> 00:01:18,810 and then giving you an opportunity to practice question analysis. 15 00:01:21,930 --> 00:01:24,900 So some reasons why students get really low scores. 16 00:01:24,900 --> 00:01:31,410 Number one, failing to take the time to read the question or in other words, failing to take time 17 00:01:31,410 --> 00:01:35,460 to analyze the question, to do a proper analysis of the question. 18 00:01:36,160 --> 00:01:43,900 Number two, your writing focus is about the general topic of the question and not the limiting language 19 00:01:43,960 --> 00:01:46,390 writing about the wrong question type. 20 00:01:46,840 --> 00:01:54,820 And number four, not recognizing the question restriction or not recognizing the limiting language 21 00:01:54,820 --> 00:01:56,170 of an essay question. 22 00:01:56,770 --> 00:02:02,470 Every essay question has limiting language has restricting language. 23 00:02:03,680 --> 00:02:05,480 They're never going to tell you. 24 00:02:05,570 --> 00:02:07,580 Write an essay about the Internet. 25 00:02:08,840 --> 00:02:09,170 Right. 26 00:02:09,170 --> 00:02:18,080 It will be some specific aspect of the Internet, social media giving information, online privacy, 27 00:02:18,080 --> 00:02:24,720 criminality, some specific aspect of the Internet, not the general topic of the Internet. 28 00:02:24,740 --> 00:02:30,140 So when you look at a question, you need to understand the question restriction. 29 00:02:31,580 --> 00:02:35,570 So let's talk about just the concept of question analysis. 30 00:02:36,170 --> 00:02:42,200 When you write an essay, when you answer a question, you must demonstrate understanding. 31 00:02:42,680 --> 00:02:46,640 Understanding is what relates to task development and task achievement. 32 00:02:46,850 --> 00:02:52,010 So to do that, you need to correctly identify the focus of the question. 33 00:02:53,360 --> 00:03:00,440 You must deal with that focus consistently with with throughout the entire essay that you're writing. 34 00:03:01,190 --> 00:03:03,290 You must answer that question. 35 00:03:04,460 --> 00:03:10,400 Examiners complain all the time that students don't answer the question. 36 00:03:10,400 --> 00:03:12,380 The only answer parts of it. 37 00:03:13,360 --> 00:03:16,000 Or they talk about it in a very general way. 38 00:03:16,270 --> 00:03:18,640 So question analysis is critical. 39 00:03:19,300 --> 00:03:21,160 So let's talk about the process. 40 00:03:21,610 --> 00:03:26,410 And on the exam, you would mentally do this question analysis process. 41 00:03:26,860 --> 00:03:30,490 However, you can also write it down on your on your note paper or whatever. 42 00:03:30,490 --> 00:03:37,990 I like to write it down because having it in front of me allows for me to stay focused and stay inside 43 00:03:37,990 --> 00:03:39,340 the box of the question. 44 00:03:39,910 --> 00:03:44,050 So a basic question analysis involves three parts. 45 00:03:45,350 --> 00:03:48,620 Number one, what is the general essay topic? 46 00:03:48,620 --> 00:03:50,180 The macro topic. 47 00:03:50,270 --> 00:03:58,730 Number two, what is the restrictive limiting keyword or what are the restrictive limiting key words 48 00:03:58,730 --> 00:03:59,540 in a question? 49 00:03:59,540 --> 00:04:06,560 That's the micro topic like I talked about before, the internet might be the macro topic. 50 00:04:07,400 --> 00:04:14,210 Giving or providing personal information online could be the micro topic, the limiting language. 51 00:04:14,930 --> 00:04:21,890 And lastly, part three, a basic question analysis involves recognizing the instruction or direction 52 00:04:21,890 --> 00:04:24,710 words agree or disagree. 53 00:04:25,010 --> 00:04:30,350 Discuss both sides, advantages or disadvantages, problem or solution. 54 00:04:32,060 --> 00:04:39,800 Now for this class, we're going to talk about two other aspects of question analysis, and that involves 55 00:04:39,980 --> 00:04:45,380 the question parts, because often on the exam, students mess up. 56 00:04:45,680 --> 00:04:47,870 How many parts are to a question? 57 00:04:48,020 --> 00:04:51,020 A question can have one part, two parts, three parts. 58 00:04:51,200 --> 00:04:55,910 And when you don't write about all parts of the question, that really messes up your score. 59 00:04:56,390 --> 00:05:02,150 Also, we're going to discuss how students mess up or confuse answering a question. 60 00:05:02,930 --> 00:05:10,340 I think it's really important for you to look at and for us to examine what are different ways the students 61 00:05:10,340 --> 00:05:15,800 mess up the question so that you don't make those same mistakes. 62 00:05:18,630 --> 00:05:21,600 So here's an example of two questions we have here. 63 00:05:22,650 --> 00:05:26,970 Some people think that being creative during your time off is helpful. 64 00:05:27,660 --> 00:05:32,310 Discuss the advantages and disadvantages of this and give your opinion. 65 00:05:35,200 --> 00:05:35,480 Right. 66 00:05:35,590 --> 00:05:39,310 Also, we're looking at how do students mess up answering this question. 67 00:05:39,640 --> 00:05:47,200 The second question is some people believe that to reduce industrial pollution, a tax should be imposed 68 00:05:47,200 --> 00:05:53,740 on companies, while others believe that different measures should be taken to solve the problem. 69 00:05:53,740 --> 00:05:56,320 Discuss both sides and give your opinion. 70 00:05:56,920 --> 00:05:59,950 So this is what a proper analysis would look like. 71 00:06:03,630 --> 00:06:08,110 For the first question, the general essay topic is free time. 72 00:06:08,130 --> 00:06:09,720 What do you do during free time? 73 00:06:10,050 --> 00:06:17,990 The restriction being creative, the instruction or direction words are advantage disadvantaged opinion. 74 00:06:18,000 --> 00:06:19,620 This has three parts. 75 00:06:21,900 --> 00:06:23,280 For our second question. 76 00:06:23,280 --> 00:06:25,140 The general topic is pollution. 77 00:06:25,140 --> 00:06:26,790 That's the macro topic. 78 00:06:27,630 --> 00:06:30,330 Now we have our restricting language about pollution. 79 00:06:30,330 --> 00:06:38,240 We're talking about reduction, industrial pollution, tax companies and other solutions. 80 00:06:38,250 --> 00:06:41,100 Other measures are instruction or direction. 81 00:06:41,100 --> 00:06:43,730 Words discussed both and opinion. 82 00:06:43,740 --> 00:06:45,570 Again, three parts. 83 00:06:49,300 --> 00:06:54,610 Finally, how do students mess up answering the question for our first one? 84 00:06:55,390 --> 00:07:00,790 One way is by discussing something other than being creative during free time. 85 00:07:01,270 --> 00:07:10,060 You are limited to only talking about the advantages, disadvantages and your opinion about being creative 86 00:07:10,060 --> 00:07:11,560 during your free time. 87 00:07:12,040 --> 00:07:19,210 If you talk about any other thing, any other aspect other than being creative, you are wrong. 88 00:07:20,990 --> 00:07:22,430 For our second one. 89 00:07:22,760 --> 00:07:27,860 One way the students mess up is by not discussing both sides in a balanced way. 90 00:07:28,910 --> 00:07:36,890 In addition, I've seen this many times before talking about pollution outside of an industrial pollution 91 00:07:36,890 --> 00:07:37,970 context. 92 00:07:38,000 --> 00:07:42,920 The question is clearly talking about reducing industrial pollution. 93 00:07:43,130 --> 00:07:49,340 If you talk about any other type of pollution that's not industrial, you have messed up the question. 94 00:07:49,880 --> 00:07:54,410 And finally, failing to clearly expand an opinion. 95 00:07:54,530 --> 00:08:00,950 Too many times I see students writing one sentence opinions to sentence opinions. 96 00:08:01,370 --> 00:08:05,150 Give a fully explained opinion if you want to score well. 97 00:08:07,910 --> 00:08:08,160 Okay. 98 00:08:08,330 --> 00:08:13,880 So coming up next, we're going to go ahead and move through some question analysis, practice. 99 00:08:14,630 --> 00:08:17,210 This is a practice opportunity for you. 100 00:08:17,600 --> 00:08:19,790 We're going to do this in this lecture. 101 00:08:20,090 --> 00:08:24,170 I'm going to show you the question and then you're going to do an analysis. 102 00:08:24,170 --> 00:08:30,080 And you should try to talk about or write down how you think a student would mess up the question. 103 00:08:30,470 --> 00:08:31,700 So let's get started.