1. Section A - Reading Question 2: Presentational Features Approaching and answering Question 2

2. Question 2: Presentational Features 8 marks 8 marks 15 minutes, including active reading time 15 minutes, including active reading time You need to briskly analyse the language of presentational features such as headlines, sub-headlines or captions You need to briskly analyse the language of presentational features such as headlines, sub-headlines or captions You need to briskly analyse the image You need to briskly analyse the image You need to explain how presentational features are effective, and how they link to the text itself You need to explain how presentational features are effective, and how they link to the text itself

3. Match the headline to the picture! 1.Government bans calculators from primary maths tests 2.NHS Direct to close most call centres, cutting hundreds of jobs, says union 3.Britain to stop aid to India 4.Most UK ash trees will be diseased within 10 years, ministers told 5.Top five regrets of the dying 6.Anger over ‘harsh’ GCSE English grades

4. Match the headline to the picture! 1.Cost of university accommodation ‘ d oubles in 10 years’ 2.Is the Six-Million-Dollar Man possible? 3.The consequences of having a ‘foreign’ name 4.The women living in Chernobyl's toxic wasteland 5.Coffee threatened by climate change 6.Don't like the licence fee? Simple. Don't pay it

5. Burning questions on tunnel safety unanswered (About the possibility of fires in the Channel tunnel) Science friction (About an argument between scientists and the British government on the topic of BSE or mad cow disease) Between a Bok and a hard place (About the remote chances of the Welsh rugby team beating the South African team) Waugh cry as Aussies blast off (Waugh is an Australian cricket player) Return to gender (About a reoccurrence of sexual harassment in London post offices) A shot in the dark (About the murder of a Russian politician) Dutch take courage and prepare for the Euro (About the introduction of the Euro into the Netherlands) Silent blight (On the incidence of sore throats among teachers) No flies on this heart-stopper (A review of the play of The Lord of the Flies) Why the Clyde offer is not so bonny (About a take-over offer by a Scottish engineering company) Resurgent Welsh dragon too fired up to lose its puff (About a game of rugby involving the Welsh team) On a whinge and a prayer (On the resignation of a minister of the British government) Officials say atoll do nicely (About the fraudulent sale of small Pacific islands) Headlines with puns… …often contain an idiom (well known phrase / saying) or a cultural reference. Which of these do? Which don’t you understand?

6. Headlines with other devices… Which use alliteration? The ‘rule of three’? Repetition? Personification? Cliché? Exaggeration? Rhetorical questions? Figurative language? Merseyside derby: It's the hope that kills you Starbucks wakes up and smells the stench of tax avoidance controversy Bargain Hunter: Pretty planters and rattan rocking chairs Up, up and away in Bristol’s beautiful balloons The Philippines: The world's budget English teacher Metropolitan Police declare war on anti-social behaviour We've been on the back foot with the EU ever since we joined The end of a dream for Camelot? Versatile venison recipes from Daylesford Organic Sick as a parrot: Disease hits Hampshire pet stores

7. What can we always say about headlines (before we’ve even read the article)? 1.1. 2.2. 3.3. Government bans calculators from primary maths tests NHS Direct to close most call centres, cutting hundreds of jobs, says union Britain to stop aid to India Most UK ash trees will be diseased within 10 years, ministers told Anger over ‘harsh’ GCSE English grades Don't like the licence fee? Simple. Don't pay it

8. What can we always say about pictures? 1.1. 2.2. 3.3.

9. Link to article at The Guardian Online Link to article at The Guardian Online Link to article at The Guardian Online Link to article at The Guardian Online Waste crime: Britain's war on illegal dumping There are more than 1,000 illegal waste sites in Britain, causing huge pollution and ruining people's lives. Are the authorities doing enough about the problem? Pun / play on words. ‘Hate crime’ is a serious crime based on prejudice. Referring / alluding to this makes waste dumping seem more serious. Colon adds impact to what comes after it Powerful words such as ‘war’, ‘huge’ and ‘ruining’ emphasise / exaggerate the seriousness of the issue Statistic puts story into perspective and, again, emphasises seriousness Rhetorical question leads into the article; it makes the reader curious Analysing the effectiveness of presentational features… Image is bright, colourful and vivid, giving a clear illustration of the issue The image depicts illegal dumping; this picture is unpleasant and messy and, again, gives the reader a clearer picture of the issue

10. Link to article on BBC Online News Link to article on BBC Online News Link to article on BBC Online News Link to article on BBC Online News Analysing the effectiveness of presentational features. Your turn… The Philippines: The world's budget English teacher Elizaveta is a Russian student taking courses taught in English in the Philippines - she says fees are a quarter of courses in Australia or Canada

11. Link to article at The Guardian Online Link to article at The Guardian Online Link to article at The Guardian Online Link to article at The Guardian Online Analysing the effectiveness of presentational features. Your turn… Starbucks wakes up and smells the stench of tax avoidance controversy Cafe chain executive to face questions from MPs, while protesters plan to turn branches into creches and refuges Police protect a Starbucks branch during an anti-cuts march last month after the company's low tax bill was revealed

12. 1.1. Highlight the key words in the question. This question asks you to do to two things, and is always very similar: It asks you to analyse the presentational features, noticing how they are effective. It asks you to link the presentational features to the content of the text. Explain how the headline and picture are effective, and how they link to the text. Explain how the headline, sub-headline and picture are effective, and how they link to the text. Explain how the headline, picture and caption are effective, and how they link to the text.

13. 2.2. IN GROUPS Actively read the text: First, look at / read the things you’ve been asked to analyse (in this case, the headline and picture). Next, go through the text, highlighting the short quotes that most strongly link to the presentational features. Then, knowing what’s in the article, go back to the presentational features and highlight / annotate them in terms of their effectiveness. Text 17: Explain how the headline and picture are effective, and how they link to the text.

14. 3.3. IN GROUPS Now you’re ready to write up your ideas, you need a clear introductory sentence introducing your response (see next slide for a reminder). You then need to talk about each feature in turn. You’ll need to say more than one thing about each feature (making about 4-5 points about presentational features overall). Pepper your points with short quotes, linking the presentational features to the text with perceptive comments. Writing up ideas

15. 3.3. WHAT TO WRITE Remember! Keep it simple! Why are these good openings? Purpose and Audience Text 2 aims to inform ‘Guardian’ readers about the serious tax avoidance allegations made against the coffee shop chain Starbucks. This article makes readers of ‘The Guardian’ aware of the widespread problem of illegal waste sites in Britain. Its headline, sub-headline and image help convey how serious this issue is. Text 2 explains to ‘BBC Online News’ readers that growing numbers of people are visiting The Philippines to learn English at a cut-price rate.

16. Connective The headline / image etc… How they link to the text… The reader… (or ‘we’…) Firstly Secondly Thirdly As well as this Furthermore Moreover Finally Lastly Likewise Similarly Amuses Attracts Connotes Delights Describes Depicts Emphasises Fascinates Highlights Informs Interests Intrigues Raises Refers to Reflects Reveals Signifies Suggests Summarises Shocks Shows Tells Alludes to Demonstrates Echoes Illustrates Links Portrays Reinforces Reiterates Reflects Is made aware Is informed Is told Learns Discovers Realises 3.3. USEFUL WORDS & PHRASES

17. Text 20: Explain how the headline and pictures are effective, and how they link to the text. IN PAIRS

18. Question 2: Presentational Devices – Sample Mark Scheme

19. ON YOUR OWN Text 12: Explain how the headline, sub-headline (or lead) and picture are effective, and how they link to the text.