Baby Literary Essay Grade 3

[Hebe Newnam]

Themiddle-grade series, first published in 1986, follows a group of friends and their local babysitting business, exploring themes of early adolescence, crushes, family, and more. And while the original series is understandably dated in many ways, the BSC continues to find its audience with newer generations via a live-action Netflix adaptation and re-released books with new cover art.

I chatted with Crawford and Milks over email about what we carry with us from childhood, what we learned from Ann M. Martin, and The Baby-Sitters Club as our first window into who we would ultimately become.

Anupa Otiv: Immediately upon finishing the collection, I dug for my old copies of the BSC and devoured them, as if I were 12 years old again. This anthology feels like returning to a former version of myself. When writing and editing, was it a challenge to speak for your younger selves? What was it like to be in that headspace again?

Enjoy strange, diverting work from The Commuter on Mondays, absorbing fiction from Recommended Reading on Wednesdays, and a roundup of our best work of the week on Fridays. Personalize your subscription preferences here.

Anupa Otiv is a writer and social strategist living in Brooklyn. By day she manages social media accounts for brands and non-profits. The rest of the time she is writing satirical headlines for Reductress, reading books for her Instagram project titled Syllabus.co, and waving at the neighborhood cats on her way home.

Electric Literature is a 501(c)(3) non-profit organization founded in 2009. Our mission is to amplify the power of storytelling with digital innovation, and to ensure that literature remains a vibrant presence in popular culture by supporting writers, embracing new technologies, and building community to broaden the audience for literature.

Hi Wise Mumsnetters. I need both help and perspective here. DD, having achieved A* for both GCSE English Lit and English Language, is studying A level English Lit. She has consistently had "C" grades for her course work. After her Feb report, I spoke to her tutor, and asked if we needed to hire an outside tutor, and also, for advice on where she is going wrong. I appreciate that A levels are a step up, but she can't improve her grade without some input. Was clear that future intentions are for her to study journalism, so a good mark in English is important for her to obtain university / course place. School responded saying that English department felt that a C grade at that stage was a good place to be and are not concerned about academic achievement - no need for a tutor. DD continued to engage with feedback, and subsequently achieved both A and B grades for course work at school. Got a C in her recent exam, and predicted grade is now B. This will be used for UCAS application, and now means that she probably won't be able to attend university of choice. I completely realise that these are all first world problems, but I am so angry and frustrated that we flagged this to the school some time ago, and they basically said, "It's all fine" and now it's not fine, and it's too late to hire her a private tutor etc as she is stuck with the predicted grade. Part of the problem is that one of the teachers simply doesn't like her. Thinks she's too opinionated and knocks off marks when her opinions don't align with his (even though hers are supported by quotes from the work in question etc)

Moving forward - how to handle this with the school? Also, any advice on how to move forward with uni applications? She is predicted A and A* on her other two subjects.

What has she got in mocks? Course work surely isn't the only thing that's used.

It's a horrid system here and it's so stressful for both the kids and teachers. There's many many tears on results day when it's gone wrong and schools have been too generous with predictions. Massive scramble for clearing places ensues.

This sounds stressful for you and your DD! So I don't think the teachers will be comfortable to predict A* (or even A) if she got a C in her mock, unless there are extenuating circumstances. Generally it's usual to predict one grade above for UCAS. A Level Literature coursework is only worth 20% of the grade, so unfortunately a better grade in that may not be enough to get her prediction boosted to an A.

If you think that a teacher is unfairly marking her, you need to raise it with the head as that's quite a serious allegation. It's worth asking if the mock exams were moderated within the department and, if necessary, requesting a re-mark.

Has she considered taking a gap year? Then she can apply for uni with her A Level grades secured. I know that it throws up logistical challenges, but if she's keen on journalism she could potentially get some useful work experience in the industry during that year, too.

My DD is also studying English Literature A Level off the back of 9s in English at GCSE.

She also started the year getting mostly Cs in her work, which subsequently improved to As and Bs. So very similar to your daughter and I don't therefore agree that the school gave you bad advice. The issue seems to be that C in her exam. May be worth unpicking why this happened? It might be worth discussing with the school whether they will up her predicted grade if her course work continues to be a a higher level. Are mocks sufficiently early for those to be used for predicted grades rather than Year 12 exams? What about any mid term assessments.

Literature at A level requires students to have a really confident grasp of the assessment objectives and how they're tested in each question.

I'd strongly recommend getting hold of past papers and mark schemes and examiners' reports and using those to work out what's currently missing.

My current year 12 students got GCSE grades of 6 and above.

They have target grades ranging from C to A*.

In their mock, they achieved grades E to B.

Their UCAS predictions will be D to A*.

A GCSE grade 9 is a world away from an A* A level, which requires criticality, informed judgement, nuance and extremely confident handling of the assessment criteria.

Question B in my paper is 50% AO1 and 50% AO5. We've we been through it countless times. Bob, however, decided to write about AO3 instead of AO5 and Bobette didn't attempt it at all. She tells me it was "too hard".

We're just under a year away from the exam. The level of maturity required at A level will come, but it takes time and skill and focussed effort. Bob will never make that mistake again.

They go through the marks at my daughter's school but she does find it difficult at time to see what she's done wrong (and what she's done right)! But she is predicted in line with what she got in her mocks, though she did say a fellow student was predicted and 'A', even though she has never achieved it in an exam. The teachers have said they mark harshly (said now, as they are halfway through the actual exams)

As you are writing this now, there is time to increase her predicted grade before it's actually submitted. Does the school allow for improvement over the last bit of this term and first half of next?

And agree with PP. I don't know any journalists who have a degree in it, though a few did a masters at LCC and other places after studying something else (like MFL) as an undergraduate.

At my DC's school a few year 12 students are allowed to re-sit individual subject exams at the start of year 13. If they've improved their predictions for UCAS are increased. You could ask the school if they'd do something similar. It would mean a lot of work for your DD over the summer though. Or suggest she takes a gap year before University, so then she wouldn't even apply to UCAS in year 13. If you can afford it, get her a tutor through year 13 to show her where she needs to improve, then hopefully she can get the A she needs and apply to where she wants to go with that already in the bag.

Worth asking for her overall folder and essays to be looked at by the hod/hof/ someone else if that's her teacher, often slt used to be head of English so highly likely someone is well placed to. Use that and the support of the head of Sixth form to change the predicted grade. You have until December too or even Jan for ucas deadline so I doubt it's hard and fast yet, keep improving and her teacher might up it anyway.

I have taught and written ucas refs for about 15 years so I'm sure the above will work! If it doesn't go higher again, but head of sixth should be enough. Only once you get a senior person to agree her work is a or a star standard though not now.

So 1 daughter sets out to impress the one who doesn't like her, writes in his preferred style

2 get a senior opinion on her prior work

3 show evidence to hof / hoy

4 go to head if still not happy

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