METHODO CONCOURS 

NB: Ces barêmes sont présentés à titre indicatif et sont susceptibles d'évoluer après la réunion de coordination avec les équipes du concours PT.

PENSEZ A SAUTER DES LIGNES TOUT LE LONG DE L'EPREUVE POUR AERER VOS COPIES OU FAIRE DES MODIFS PROPRES !

A preparer une liste de vocabulaire avec plein de synonymes à distiller pendant le writing type : show = display = shed light = highlight etc ...

A preparer les paraphrases des citations clés.

Un corrigé type

A "Royal Press" or Pressing the Royals? => TITLE = QUESTION = PARADOX

All sources dealing with the Royals and the media raise a question that many people have expressed concern about for some decades. The first one, from the Guardian questions whether the press has gone too far in its treatment of the Royal Family, while source 2 from earlier 2016 from the Independent explains that the Royals need the press to sustain an image. The third source from Vogue claims there is a deep public interest in the Royals and illustrates this referring to a TV series "The Crown". According to source 3, if there is an interest it is because of the hard work put in by the reigning Queen. Source 4 is an illustration showing the press following the Royals rather than covering world events, whereas source 5 shows Prince William ignoring the photographer while escorting his wife to a theatre.

  => INTRODUCE THE DOCS + SUMMARISE THE KEY QUESTION RAISED BY EACH DOC

These sources raise the question of the right to privacy which the Royal Family should enjoy that of the freedom of the press, and also show just how much the Royals might need the press to face the future => YOUR KEY QUESTION ( NEUTRAL VOICE )

William was furious when topless photographs were taken of his wife by paparazzi photographers (source 1), just as he was disgusted about their treatment of his late mother (source 2). Feeling their safety was under threat, the IPSO was called upon, and the press had to back down..

The younger members of the Royal Family do not want the press permanently around them, and as a result have taken it upon themselves to publish what they want. Source 2 explains how Kate Middleton uses Huffington Post rather than the standard press, and she and William also publish their own photographs. The way William ignores the photographer in source 5 also shows that he does not always wish to be "officially seen". The Royals feel they should have more privacy, whereas the press considers they are simply trying to brush them aside and control their own image. (Sources 1 and 2). 

The press feels it should bring to the public knowledge everything the Royal Family does. There are a certain number of rules, and the press needs the Royals to follow these if it is to do its job properly. Trying to keep the press away is actually putting the Royals at risk (source 2).

The press did, however, recognize that decency had been overstepped when the topless photographs were not published (source 1) and both William and Harry's privacy was more or less respected as they were growing up following their mother's death (source 1). However, the press feels it needs to enhance public debate, hence its extensive coverage (source 3) of royal affairs. This is also good for the press economically.

The Royal Family is obviously more than a symbol and will always be in the spotlights (sources 1 and 3). The Queen's personal commitment to the country is the source of this. Extensive press coverage of her work has helped put forward an image if the future of the Monarchy is to be ensured. According to source 3, the family needs to be shown to be human. It is the role of the press to give an accurate image therefore of the Royal Family (sources 2 and 3). 

Wanting to change the rules is one thing (source 2), but ignoring the press (source 5) is not the answer.

=> PAS DE CITATION, LA SOURCE ENTRE PARENTHESES / PAS DE REPRISE DES TERMES COMPLEXES DU TEXTE MAIS REAPPROPRIATION DU LANGAGE


METHODOLOGIE CONTRACTION DE TEXTE

MÊME METHODE EN ANGLAIS QU'EN FRANCAIS EN AJOUTANT LA TRADUCTION ET EN ENLEVANT SOUVENT LA TONALITE => NOUS AVONS AFFAIRE A DES DOCUMENTS JOURNALISTIQUES

METHODOLOGIE ESSAY:

METHODOLOGIE SYNTHESE :

POINTS IMPORTANTS DU RAPPORT DE JURY

Le jury le rappelle ici avec force : les titres d’ouvrage, de périodiques ou d’œuvres d’art doivent être soulignés ; les titres d’articles, de chapitres, ou de parties d’œuvres doivent figurer entre guillemets. Les mots doivent être écrits en toutes lettres en en dehors des abréviations courantes (comme « the UK » pour « the United Kingdom »), les abréviations créées par les candidats sont proscrites (comme « the CG » ou « the CWG » pour « the Commonwealth Games »). La multiplication des ratures, renvois à l’aide d’astérisques, passages recouverts de correcteur n’est pas acceptable dans une copie de concours.

Une tendance à ne pas mentionner les documents du tout dans le développement a été relevée dans les copies de cette session. S’il semble admissible de tolérer cette pratique ponctuellement dans la mesure où le document source de chaque idée est très clairement identifiable, ce n’était pas le cas dans les nombreuses copies concernées. On ne peut donc que conseiller aux candidats de faire systématiquement référence aux documents de façon explicite.

Il est rappelé ici que tous les documents sont d’égale importance, comme mentionné ci-dessus, que les documents iconographiques doivent également faire l’objet d’une analyse afin d’en dégager des idées pertinentes pour la synthèse, et que l’omission d’un document est fortement pénalisée.

On rappellera ici que le jury attend avant tout des candidats qu’ils formulent un titre qui reflète leur bonne compréhension de la thématique principale du dossier. Le jury saura apprécier un titre formulé de façon intelligente ou amusante s’il témoigne d’une finesse d’analyse chez le candidat, mais il ne s’agit en aucun cas de chercher à tout prix l’originalité ou le jeu de mots au détriment de la clarté ou de la pertinence

Un axe de travail des candidats pour les prochaines sessions est l’agencement des idées au sein des parties. Il est vivement recommandé aux candidats de formuler clairement l’idée principale de chaque partie/paragraphe dans une topic sentence claire. Il convient également d’éviter la juxtaposition des idées, OU LES PLANS BINAIRES TROP SIMPLES QUAND LE DOSSIER EST PLUS SUBTIL qui doivent être articulées, ainsi que les tentatives de transition en fin de paragraphe, très maladroites.

La correction linguistique constitue l’un des critères d’évaluation principaux de l’épreuve. Le travail sur la langue doit être une priorité des candidats et des préparateurs.

Le jury rappelle ici que l’apprentissage du vocabulaire permettant de préciser la nature des documents susceptibles d’être proposés à l’étude des candidats est indispensable.

On attend à ce niveau une maîtrise suffisamment étendue de ce lexique pour éviter les mots trop simples (but, so, and en tête de phrase) et les répétitions, trop souvent constatées (moreover comme unique mot de liaison d’addition, however comme uniquement mot de liaison de concession)

Le jury a eu le plaisir de constater que l’utilisation de la première personne du pluriel, sur laquelle il a attiré l’attention des candidats dans les rapports précédents, est moins fréquente. Cela est corrélé à une diminution des marques de subjectivité (et donc de la pénalité associée). Cependant, des formules maladroites demeurent, comme one will give an answer, one will first focus on.

L’emploi des marques d’oralité et du registre familier doit être évité. Il est attendu des candidats qu’ils maîtrisent un anglais écrit acceptable, voire riche.








Assessment Grid.xlsx
BAREME CONCOURS ORAL
BAREME CONTRACTION SUJET LVB
BAREME SUJET SYNTHESE LVA

SUJETS OFFICIELS CORRIGÉS

sujet PT 2017 corrigé officiel.pdf

Academic Writing list : https://quizlet.com/notes/7b3a8bec-edc8-4b7a-87a5-76bf7e2152bc?i=oxtpk&x=13qt

How to Write a Detailed Outline

Study online at https://quizlet.com/_e25h53

1. Account for: Give reasons for, report on
2. Analyse: Examine in very close detail, identify important points and main features 

3. Argue: Consider the subject from one point of view and present and analyse considerations for this point of view
4. Apply: Utilise, employ in a particular situation
5. Assess: Decide the importance and give reasons
6. Calculate: Determine, weigh reasons carefully, work out
7. Characterise: Describe the qualities and features
8. Classify: Arrange into groups/categories
9. Comment on: Explain the importance of
10. Compare: Describe similarities and/or differences, and indicate the relevance 

11. Consider: Think about carefully, weigh the pros and cons, advantages and disadvantages, take into account
12. Contrast: Describe differences, indicate whether the differences are significant 

13. Critically analyse: Divide, describe, discuss, examine, explain, identify compo- nents and the relationship between them, draw out and relate implications, discover essential features or meaning
14. Criticise: Discuss and point out faults, weaknesses, gaps and areas for improve- ment
15. Critically evaluate: Weigh arguments for and against something, assessing the strength of the evidence on both sides. Use criteria to guide your assessment of which opinions, theories, models or items are preferable
16. Deduce: To come to a conclusion through a process of considering general principles and available information
17. Define: State the precise meaning of a word or concept, or describe the nature or basic qualities of something
18. Demonstrate: Show clearly by giving proof or evidence
19. Describe: Give a detailed account of the characteristics and features of a subject, say what something is like
20. Design: Plan a system including information on its use and function
21. Determine: Find out something, calculate, make a decision
22. Devise: To work out, to plan
23. Differentiate between: Find out how something is different, identify the distin- guishing features/characteristics between two or more items
24. Discuss: Consider the subject from different points of view, and present and analyse considerations for and against
25. Distinguish between: Describe the differences between
26. Elaborate: Discuss in detail with reasons and examples
27. Elucidate: Explain and make clear

28. Enumerate: Name and list, and explain
29. Estimate: Calculate, judge, predict
30. Evaluate: Judge features or criteria of a subject and explain your opinion of its value
31. Examine (critically): Act as a judge or critic and give an opinion, look at carefully, consider
32. Explain: Give details, make clear, stating the why and how, and using examples 

33. Express: Show, describe, explain
34. Extrapolate: Infer (draw conclusions) from what it known
35. Give an account of: Describe
36. Hypothesise: To propose a supposition which can be used as a basis for testing conclusions
37. Identify: Point out and name
38. Illustrate: Give examples, use diagrams, statistics etc. to support and explain the points that you are making in your answer
39. Indicate: Show, explain
40. Infer: Conclude something from facts or reasoning
41. Interpret: To make clear the meaning of something and its implications
42. Investigate: Plan, inquire into and draw conclusions about
43. Justify: Provide the reasons for your conclusions, explain satisfactorily
44. List: Put in sequence, catalogue, mention
45. Mention: Describe briefly
46. Name: Identify
47. Observe: Watch closely and give an account of events
48. Outline: Give a short description of the main points
49. Predict: Suggest what may happen based on information
50. Propose: To suggest a plan, idea or action for people to think about and decide on
51. Prove: To show by logical argument
52. Quantify: Express or measure the amount or quantity of
53. Recommend: Give reasons in favour
54. Recount: Retell what happened
55. Reflect on: To think carefully, analyse, and evaluate
56. Relate: Give an account of, emphasise the relationship between two things
57. Review: To survey and critically examine a subject
58. Show: Indicate, give evidence of, make clear, demonstrate, illustrate
59. Speculate: Form an opinion without having complete knowledge, suggest
60. State: Express carefully, fully, clearly
61. Suggest: Mention as a possibility, state as an idea for consideration, propose

62. Summarise: Give the main points of a given topic
63. Synthesise: Combine elements or aspects to make a whole
64. To what extent: Consider how far something is true, or contributes to a final outcome. Consider also ways in which the proposition is not true
65. Trace: Follow the order of different stages in an event or process
66. Verify: Make sure that something is accurate or true, check