I gcse catch up tasks
- 1. ! English( Language' coursework) catch"up#plans! ! Name:& !! Which&pieces&need&catching&up?& !!!!!!!!! ! For!extra!help!and!resources,!please!use!this!website:! www.cie.org.uk/cambridge"for/learners"and"parents/study"resources/&
- 2. So#you’re%missing%Task%1%of%your%English% Language'coursework…! What&does&Task&1&involve?& ! Argumentative!writing.!You!need!to!write!a!‘rant’!arguing!against!something!that!you! really!dislike!(I!suggest!a!TV!programme,!film!or!advert).!You’ll!need!to!read!some!of!the! example!rants!by!Charlie!Brooker,!Jeremy!Clarkson!and!Will!Self!(if!you!only!read!one,! read!‘I!Hate!Kids’!by!Charlie!Brooker).! You!need!to!write!500!–!800!words!in!any!form!except!for!a!letter!(task!3!will!be!a!letter,! and!you!cannot!submit!the!same!text!types!for!tasks!1!and!3)! What&do&you&need&to&make&sure&you&include?& ! A!range!of!argumentative!techniques:! • Hyperbole!(exaggeration)! • Sarcasm! • Metaphor!and!simile! • Repetition!including!the!rule!of!three)! • Rhetorical!questions! • Lists! ! Things!to!convince!the!moderator!of!your!fantastic!writing!ability:! • Variety!in!sentence!type!and!length!(try!pairing!a!really!long!sentence!and!a!really! short!sentence!in!the!same!paragraph)! • Very!short!sentences!for!effect!(these!work!particularly!well!at!the!start!or!the!end! of!paragraphs).!Try!3,!2,!1!(a!3!words!sentence,!then!a!2!word!sentence,!then!a!1! word!sentence)! • A!varied!range!of!sentence!starters,!including!some!adverbial!sentence!openers!(e.g.! suddenly,!cautiously,!quickly,!slowly,!happily,!shockingly,!disgracefully!etc.)! • A!paragraph!consisting!of!one!or!two!short!sentences!only! • A!range!of!punctuation!.!,!:!;!(!)!?!!![!…!“!“!! • Thoughtful!vocabulary! • Accurate!spelling!and!grammar!(remember:!the!exam!board!say!that!it’s!fine!for! you!to!type!your!work!and!to!use!spell!check)! Get&going:& ! 1. Read!some!/!all!of!the!example!articles.!Take!the!‘I!Hate!Kids’!article!and!make!a! note!of!all!the!features!that!the!author!uses!to!strengthen!his!argument!and!to! convey!his!emotions! 2. Decide!on!the!program,!advert!or!film!that!you!are!going!to!write!about.!Watch!a! little!of!it!and!take!notes!on!everything!that!you!could!criticize!in!your!writing!e.g.! • Quality!of!the!acting!
- 3. • Theme!music! • Catch!phrases! • Actors’!appearance! • Audience! 3. Create!a!plan!for!your!writing.!If!you!are!stuck,!borrow!this!basic!structure! (remember!to!include!your!really!short!paragraph!somewhere)! • Introduce!the!subject!of!your!dislike!without!naming!it!straight!away! • Give!a!few!key!reasons!for!your!dislike! • Describe!your!physical!reaction!to!this!subject! • Explain!what!you!would!like!to!do!to!be!rid!of!this!subject! • Conclude:!why!you!have!not!yet!done!this! 4. Use!your!notes!from!stage!1!and!the!list!of!argumentative!features!above!to!add! techniques!to!your!plan!once!you!have!decided!on!the!basic!structure!of!your!work.! Your!plan!should!now!be!quite!detailed:!if!it’s!handwritten!it!will!be!about!an!A4! side!(no!gaps).!The!more!time!you!spend!working!on!your!plan!(adding!detail,! making!changes!to!see!what!fits!best!where)!the!easier!and!better!your!final!piece! will!be.! 5. Write!up!your!work,!making!sure!that!it!is!between!500!–!800!words!long.! 6. Make!sure!you!can!tick!everything!off!the!list!of!fantastic!writing!tips!above.! 7. Find!someone!to!read!your!work!aloud!to,!or!to!read!your!work!aloud!to!you.!The! purpose!of!this!is!to!hear!how!it!sounds:!is!the!grammar!correct?!Does!it!have!a! similar!tone!to!the!pieces!you!read!at!the!start!of!this!process?!Do!the! argumentative!writing!techniques!work!properly?!Have!you!repeated!any!words! unnecessarily?!Make!any!changes!that!you!need!to!based!on!reading!it!/!hearing!it! read!aloud.!Continue!reading!it!and!making!changes!until!you!are!happy!with!it.! 8. Put!your!name!on!your!work!and!save!it!to!the!VLE,!then!print!a!copy!and!hand!it!in! to!your!English!teacher.! !!!!!!!!!!!!!!!!!!!!!!
- 4. So#you’re#missing#Task#2#of#your#English# Language'coursework…! What&does&Task&2&involve?& ! Descriptive!writing.!You!need!to!write!an!engaging!description:!I!suggest!describing!your! garden!(or!somewhere!outdoors!that!is!familiar!to!you)!across!two!different!seasons.!For! this,!the!place!being!described!needs!to!change!with!the!seasons.!It’s!important!to!realize! that!you!earn!nothing!for!being!truthful,!so!it’s!fine!to!add!imagined!details!if!needed!in! your!writing.! ! The!main!thing!to!make!sure!is!that!you!are!not!telling!a!story:!you!are!describing!a!place.! ! Your!work!needs!to!be!between!500!and!800!words!long.! What&do&you&need&to&make&sure&you&include?& ! Lots!of!descriptive!writing!techniques:! • Similes! • Metaphors! • Imagery! • Personification! • Emotive!language! • Reference!to!the!five!senses! • Repetition! • Alliteration! ! Things!to!convince!the!moderator!of!your!fantastic!writing!ability:! • Variety!in!sentence!type!and!length!(try!pairing!a!really!long!sentence!and!a!really! short!sentence!in!the!same!paragraph)! • Very!short!sentences!for!effect!(these!work!particularly!well!at!the!start!or!the!end! of!paragraphs).!Try!3,!2,!1!(a!3!words!sentence,!then!a!2!word!sentence,!then!a!1! word!sentence)! • A!varied!range!of!sentence!starters,!including!some!adverbial!sentence!openers!(e.g.! suddenly,!cautiously,!quickly,!slowly,!happily,!shockingly,!disgracefully!etc.)! • A!paragraph!consisting!of!one!or!two!short!sentences!only! • A!range!of!punctuation!.!,!:!;!(!)!?!!![!…!“!“!! • Thoughtful!vocabulary! • Accurate!spelling!and!grammar!(remember:!the!exam!board!say!that!it’s!fine!for! you!to!type!your!work!and!to!use!spell!check)! !!
- 5. Get&going:& ! 1. Decide!on!the!place!you’re!going!to!describe.!Create!two!mindmaps:!one!for!each! season.!Include!the!following:! • At!least!3!of!the!5!senses! • The!same!image!across!both!seasons!(e.g.!holding!a!drink,!watching!your!cat! run!across!the!lawn)! • A!planned!phrase!for!the!majority!of!the!descriptive!writing!techniques!listed! above!(ideally!one!of!each!in!each!season)! • Lots!of!interesting!vocabulary:!use!a!thesaurus!to!help!you!(access!one!online?)! 2. !Plan!the!order!in!which!you’ll!write!your!piece.!It’s!probably!more!straightforward! to!cover!one!season!then!the!other,!but!you!can!swap!between!the!two!if!you!like! (make!sure!the!transitions!are!clear!though)! 3. Decide!on!a!really!engaging!first!sentence:!this!might!start!with!‘imagine’,!or!it! might!describe!the!place!in!an!unusual!way!without!naming!it.! 4. Draft!your!piece,!making!sure!to!include!lots!of!features!to!show!off!your!writing! ability.!Highlight!each!feature!as!you!use!it!so!you!can!keep!track!of!what!you’ve! included.! 5. Read!your!work!aloud!to!someone!to!hear!how!it!sounds:!it!should!be!engaging!and! the!description!should!be!imaginative.!The!purpose!of!this!is!to!hear!how!it!sounds:! is!the!grammar!correct?!Does!it!have!a!tone!which!suits!the!place!you!are!describing! and!the!mood!you!want!to!create?!Do!the!descriptive!writing!techniques!work! properly?!Have!you!repeated!any!words!unnecessarily?!Make!any!changes!that!you! need!to!based!on!reading!it!/!hearing!it!read!aloud.!Continue!reading!it!and!making! changes!until!you!are!happy!with!it.! 6. Put!your!name!on!your!work!and!save!it!to!the!VLE,!then!print!a!copy!and!hand!it!in! to!your!English!teacher! !!!!!!!!!!!!!!!!!!!!!
- 6. So#you’re#missing#Task#3!of#your#English# Language'coursework…! What&does&Task&3&involve?& ! Responding!to!(ideally!disagreeing!with)!an!article.!You!need!to!comment!of!the!views! given!in!your!chosen!article!and!use!argumentative!writing!techniques!to!disagree!with! these!views.!! ! Each!paragraph!needs!to!identify!a!key!point!made!in!the!article,!acknowledge!that!this!is!a! valid!point,!but!then!explain!why!the!writer!might!have!been!slightly!(or!totally)!wrong!in! their!argument!by!making!a!stronger!case!for!your!own!opinion.! ! Task!3!needs!to!be!written!as!a!letter%addressed!to!the!author!of!the!original!article;!it! must!be!between!500!and!800!words!long.! What&do&you&need&to&make&sure&you&include?& ! Your!letter!must!include!facts,!opinions!and!arguments.!Aim!for!a!range!of!techniques!to! express!your!arguments:! • Lists! • Rhetorical!questions! • Repetition! • Metaphors!and!similes! ! You’ll!need!things!to!convince!the!moderator!of!your!fantastic!writing!ability:! • Variety!in!sentence!type!and!length!(try!pairing!a!really!long!sentence!and!a!really! short!sentence!in!the!same!paragraph)! • Very!short!sentences!for!effect!(these!work!particularly!well!at!the!start!or!the!end! of!paragraphs).!Try!3,!2,!1!(a!3!words!sentence,!then!a!2!word!sentence,!then!a!1! word!sentence)! • A!varied!range!of!sentence!starters,!including!some!adverbial!sentence!openers!(e.g.! suddenly,!cautiously,!quickly,!slowly,!happily,!shockingly,!disgracefully!etc.)! • A!paragraph!consisting!of!one!or!two!short!sentences!only! • A!range!of!punctuation!.!,!:!;!(!)!?!!![!…!“!“!! • Thoughtful!vocabulary! • Accurate!spelling!and!grammar!(remember:!the!exam!board!say!that!it’s!fine!for! you!to!type!your!work!and!to!use!spell!check)! ! There!are!also!marks!available!for!reading,!so!be!sure!to!refer!to!various!opinions!stated!in! the!original!article.!Ideally,!try!to!pick!up!on!some!implied!opinions!that!you!could!disagree! with.!You!must!find!the!opportunity!to!evaluate!some!of!the!original!points!made:! probably!this!will!be!finding!weaknesses!in!the!argument!or!criticizing!the!logic!used.!
- 7. Get&going:& ! 1. Read!the!Guardian!blog!article!on!school!uniform:!this!has!been!written!by!a!year! 11!student!and!contains!plenty!that!you!might!be!able!to!argue!with.! 2. !Read!the!paragraph!plan!grid:!this!identifies!the!key!points!from!the!argument!and! suggests!some!possible!disagreements!that!you!might!make.!! 3. Plan!your!response!to!the!article:!you!need!to!refer!to!the!opinions!you!picked!out! earlier!and!evaluate!the!success!of!these!before!giving!your!own!opinion!using! argumentative!writing!techniques.!Make!sure!your!work!is!laid!out!like!a!letter!and! that!your!opening!paragraph!makes!the!purpose!of!your!writing!clear.! 4. Draft!your!work,!making!sure!it!is!between!500!and!800!words!long.! 5. Find!someone!to!read!your!work!aloud!to,!or!to!read!your!work!aloud!to!you.!The! purpose!of!this!is!to!hear!how!it!sounds:!is!the!grammar!correct?!Does!it!have!a! number!of!references!to!the!original!article,!with!some!comment!on!the!quality!of! those!arguments?!Do!the!argumentative!writing!techniques!work!properly?!Have! you!repeated!any!words!unnecessarily?!Make!any!changes!that!you!need!to!based! on!reading!it!/!hearing!it!read!aloud.!Continue!reading!it!and!making!changes!until! you!are!happy!with!it.! 6. Put!your!name!on!your!work!and!save!it!to!the!VLE,!then!print!a!copy!and!hand!it!in! to!your!English!teacher.!If!you!chose!your!own!article,!please!ensure!that!this!is! uploaded!and!submitted!along!with!your!coursework.!
- 8. Task%3%source%article! The Guardian Blog What's the point of school uniform? You might hate your school uniform, but I think it's there for good reason, says 15-year-old Chloe Spencer A shirt, tie and blazer may not be the ingredients for my favourite outfit, but if I were given the choice, I wouldn't throw away the idea of school uniform. Wearing a uniform is a badge of pride, creates an identity for a school and is an important part of being a school student. "Uniforms show that you are part of an organisation. Wearing it says we're all in this together," Jason Wing, head teacher at the Neale-Wade academy in Cambridgeshire, says. "Also, if you wear your uniform with pride, it means you are half way there to being respectful, buying into what the organisation is all about.'' Claire Howlette, an English teacher, agrees: "Uniforms give students a sense of belonging to a particular school and create an identity for the school in the community." My school is one of many that seem to be reverting to a more formal uniform – this September I will be wearing a shirt and blazer instead of my old jumper and polo shirt. A number of students have complained about the change, but general opinion is that the jumpers and polo shirts were "childish". A school uniform teaches students to dress smartly and take pride in their appearance. Howlette says: "Uniforms help students to prepare for when they leave school and may have to dress smartly or wear a uniform." Some people believe that a school uniform can improve learning by reducing distraction, sharpening focus on schoolwork and making the classroom a more serious environment, allowing students to perform better academically. Perhaps most importantly, a uniform means students don't have to worry about peer pressure when it comes to their clothes. When everyone is dressed the same, worrying about what you look like isn't so important.
- 9. There is no competition about being dressed in the latest trend, which would put a great deal of financial pressure on students and parents. Potential bullies have one less target for their insults; it's hard to make fun of what someone is wearing when you're dressed exactly the same. In America, where a majority of schools do not have a uniform, roughly 160,000 children miss school every day due to fear of attack or intimidation by other students. This might not be directly linked to what they're wearing, but having a uniform can be a safety net for many students who might otherwise suffer from bullying. A strict uniform gives the impression that rules are strict too, perhaps helping maintain a sense of order at school. Although wearing a school uniform is less expensive than buying a whole wardrobe of outfits, uniform can still be pricey. Many schools have a specific supplier, and wearing cheaper alternatives can result in punishment if the black skirt you're wearing isn't exactly the right black skirt. Finding uniform that fits you, especially if you're limited to one shop, can also be a struggle. Recently the Liberal Democrats held a conference about the cost of school uniforms across England. The education minister David Laws is to issue new guidance to end the practice of using a single uniform supplier, enabling parents to shop around for uniform. If schools decide to change their uniform, for example with a new emblem or colour, changes should be restricted to one or two items, preferably with sew-on logos. Changing from a one-supplier system could help families with the cost of school uniform. Although it might seem a shame to miss out on those two years of dressing as you like at school, I welcome the smart dress code. Not only does it make getting dressed each morning a lot easier, but it sets sixth formers up as role models for younger students, and that's important. Macy Vallance, a year-eight student, says: "I like uniforms because everyone is the same and no one can be left out by the way they are dressed. Our new uniform looks smarter, which is good." My uniform might not be what I would wear in my own time, but it gives me a sense of belonging, takes away the pressure of what to wear and deters the bullies. School uniform isn't fashionable, but that's exactly why I think it should be here to stay.! ! !!!!!
- 10. Task%3!paragraph&plan! !!! Para% No.% You%suggest% that…/You% state%that...% /%An% interesting% idea%that% you%raise% is...% Show%that%you% think%that%their% idea%is%a%nice% one% connective%to% show%that%you% disagree% Your%argument% (examples%given:%use%this% and%/%or%write%your%own)% 1! Uniform! shows!pride! in!the!school! “badge!of! pride”! • Nice!that!they! feel!proud!of! their!school!! but/however/yet, • Pride:!can’t!be!enforced.!! • Wear!it!to!avoid! punishment,!not!due!to! pride! • Give!students!the! choice?! • Team!shirts!not! compulsory!at!football! matches!but!many!fans! choose!to![!this!is!a!true! demonstration!of!pride.!! 2! Uniform!=! united! ! Shows! school!is!a! community! ! Includes! everyone! • Great!to!be!in! an!inclusive! and!close! community!at! school!! but,I,wonder,if, uniform,is, confusing,the, issue.,Establishing, community,is,vital, but,is,uniform, really,the,way,to, achieve,this?, • Community!=!more!than! just!looking!the!same.!! • Could!be!the!opposite:! recognising!and! respecting!difference.! • Schools!are!meant!to! teach!us!about!how!to! be!a!part!of!society!–! society!includes! difference.!Need!to! learn!to!relate!to!others! • Uniform!doesn’t!teach! many!other!vital!values:! trust,!courtesy…! 3! Uniforms! prepare!us! for! adulthood! • Appropriate! dress!is! important.! • People!judge! on! appearance! • Need!to!dress! for!respect.!! However,, • learning!is!all!about! making!mistakes?! Experimenting?! • As!adults!we’ll!have!to! decide!what’s! appropriate!–!need!to! learn!to!make!those! decisions!now! • can!be!smart!without! having!a!uniform....! hoodie!is!not!smart?!
- 11. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!! Maybe!it!is!different!in! their!school!as!it!could! depend!on!the!uniform! but...hoodie!is!not! adult...?! 4! Uniform!can! remove! distractions! • agree!that!a! classroom! should!have! an! atmosphere! of!calm!and! focus!! • Clothing! could!be! distracting:! provocative! or!just!a!point! of! discussion…! But,/,nevertheless, /,despite,this, • discussion,of, this,is, important.,, • , • Compromise?!No! uniform,!just!guidelines:! more!like!real!world! • Encourage!common! sense?!! • Educate!both!sexes!not! to!judge!the!other!by! appearance!! • Uniform!can!still!be! made!inappropriate![! roll!up!skirts,!wear!tight! trousers...!encourages! rebellion!e.g.!hair!dye,! piercings,!heavy!make[ up.!! • Top!performing!schools! in!Oxfordshire!have!no! uniform…! 5! Reduces!peer! pressure!and! bullying!over! clothing! choices! Bullying!about! clothing!is! obviously! horrible!and! completely! unacceptable.!! Yet,I,am,not, convinced…, • Bullying!may!still!take! place!even!if!uniform!is! worn! • Deeper!issue!than!this! • Bullying!may!still!occur! based!on!hair!/! jewellery!/!size!/!accent! /!background!–!many! issues!beyond!clothing! • Have!to!teach!tolerance! not!try!to!enforce!it! 6! Financially!![! less! expensive!as! you!don’t! have!to!buy! the!latest! trend! There!will!be! some!who!will! also!be!striving! to!have!the!most! up[to[date! clothing!or! phone!or!shoes..! Yet,it,cannot,see, how,,as,a,general, rule,,uniform,is, going,to,save, money…, • Uniform!in!addition!to! ordinary!clothing!–! additional!cost! • Extras!such!as!coats! especially!expensive! • Need!to!teach!money! management! • Parents!to!be!stronger! in!saying!no?!
- 12. Punctuation)Toolkit! ! ! .! ! ! Full!Stop! ! Used!to!show!the!end!of!a! sentence! ! ! However,! ! ! Comma! Used!in!between!clauses!in!a! sentence!or!to!separate!items!in! a!simple!list! ! A!B!C! ! ! Capital!Letters! Used!at!the!beginning!of! sentences!and!for!names!of! people!and!places! ! Don’t! ! ! Apostrophe! Used!to!show!belonging!or!the! removal!of!letters!to!turn!two! words!into!one! ! !! ! ! Exclamation!Mark! Used!at!the!end!of!a!sentence!or! speech!to!demonstrate!strong! emotion! ! ?! ! ! Question!Mark! ! Used!to!show!when!a!question! has!been!asked! ! …! ! ! Ellipsis! Used!to!build!tension,!often!to! show!a!cliffhanger! ! ;! ! ! Semi!Colon! Used!to!separate!items!in!a! detailed!list!or!to!combine!two! main!clauses!together! ! :! ! ! Colon! Used!to!introduce!a!quotation! or!a!list! ! [! ! ! Dash!! Used!to!show!a!break!in!thought! in!a!sentence!! ! (!)! ! ! Brackets! Used!to!add!an!aside/extra!! detail!in!a!sentence! ! “!”! ! ! Speech!Marks/Quotation! Marks! ! Used!to!show!what!characters! say/to!show!that!the!words! inside!them!were!taken!from!a! text! ! !!!!!!!!
- 13. Mark%scheme! Band 1 (36–40): Confident and stylistic completion of challenging tasks throughout the Portfolio • W1: Candidates describe and reflect effectively upon experience, give detail and analyse thoughtfully what is felt and imagined. Arguments are clear , logical and developed in mature, persuasive thought. • W2/5 (paragraphing): Facts, ideas and opinions are ordered logically, each stage in the argument or narrative carefully linked to the next (nothing is random). Paragraphing is a strength, and candidates are confident in experimenting where appropriate in the structure of expressive writing (short paragraph? Circular narrative?) • W3/5 (sentence structures): Candidates write with assurance, using a wide range of effective vocabulary and varied, well-constructed sentences. • W4: Candidates vary their style with assurance to suit audience and context in all three assignments. (use techniques that suit the style e.g. rhetorical questions for persuade and personification in describe) • W5 (spelling, punctuation and grammar): Candidates write accurately. They use punctuation and grammatical structures to define shades of meaning (use it to control the feeling and the pace). They spell simple, complex and technical words with precision. Band 2 (31–35): Frequent merit and interest in the choice of content and the manner of writing • W1: Candidates describe and reflect upon experience and analyse with occasional success what is felt and imagined. Some argument is well developed and interesting, although the explanation may not always be consistent. • W2/5 (paragraphing): Facts, ideas and opinions are often well ordered so that the construction of the writing is clear to the reader. Sentences within paragraphs are mostly well sequenced, although some paragraphs may finish less effectively than they begin. • W3/5 (sentence structures): Candidates write with some confidence, demonstrating an emergent range of varied vocabulary and some fluency in the construction of sentences. (look at how sentences start – ed/ing/ly/connective/adjective/simile) • W4: Candidates give evidence of understanding the need to write appropriately to audience and context even if there is not complete consistency in the three assignments. (different voice and techniques in the pieces) • W5 (spelling, punctuation and grammar): Candidates show some signs of understanding how punctuation and grammatical structures can be used to aid communication. Errors of spelling, punctuation and grammar are minor, and rare at the top of this band. (careful of autocorrect) Band 3 (26–30): Competent writing with some development of ideas • W1: Candidates express clearly what is felt and imagined and supply some detail, explanation and exemplification for the benefit of the reader. Arguments are expressed in a competent series of relevant points and a clear attempt is made to develop some of them (need to give developed examples to support ideas – can make them up!). • W2/5 (paragraphing): A clear attempt is made to present facts, ideas and opinions in an orderly way, although there may be some insecurity in the overall structure.(need to have made a plan and thought about the order) • W3/5 (sentence structures): Candidates write competently, using appropriate if sometimes unadventurous vocabulary and writing sentences that mostly link ideas successfully. • W4: Candidates make a clear attempt in at least one assignment to write with a sense of audience and there may also be some evidence of adapting style to context. • W5 (spelling, punctuation and grammar): Candidates use punctuation and grammar competently although the range is not strong. There may be a number of minor errors especially at the bottom of this band and even occasional errors of sentence separation. !!!
- 14. Reading&skills&for&task&3&only:& ! ! Band 1 (9-10) Candidates analyse and evaluate (the strengths and weaknesses of the argument expressed in the text) several ideas and details from the text(s), and develop lines of thought. Their own ideas are closely related to the original text(s) and show a good understanding of the main arguments. Band 2 (8-7) Candidates respond in detail to ideas from the text(s), explaining them and expressing views on them with varying degrees of effectiveness. There is some reference to details in the original. Their own ideas are based on those of the original text(s). Band 3 (5-6) Candidates show some response to the ideas in the text(s), summarising (pulling out main ideas) them and giving simple views on them. Their own thinking is relevant, if not always tightly focused on the original text(s). !!! Grade&boundaries! ! ! Marks!needed!for! tasks!1!and!2!(max! 40!per!piece)! Marks!needed!for! task!3!(max!50)! A*! 39! 49! A! 36! 44! B! 31! 38! C! 26! 32! !