Presentation is loading. Please wait.

Presentation is loading. Please wait.

Activity Map from Memory. Reading Assessment Objectives  AO3 i: selecting material appropriate to purpose/ collating and making cross- references  AO3.

Similar presentations


Presentation on theme: "Activity Map from Memory. Reading Assessment Objectives  AO3 i: selecting material appropriate to purpose/ collating and making cross- references  AO3."— Presentation transcript:

1 Activity Map from Memory

2 Reading Assessment Objectives  AO3 i: selecting material appropriate to purpose/ collating and making cross- references  AO3 ii: dev. and sustain interpretations  AO3 iii: explaining and evaluating how a writer uses linguistic, grammatical and structural devices to achieve effects

3 What this means? 1. Multimodal Text 1.How has language been used to make the text appealing/attractive to a potential audience? 2.How have presentational devices (colour, font, images, etc) been used make a leaflet, a book cover, etc appealing /attractive to a potential audience? 2. Non-fiction Text  Understanding and appreciating a writer’s use of language.  How has the writer used language to present an argument/ make their points or arguments effective?

4 What this really means? PEE POINT – EVIDENCE - EXPLAIN

5 Issue! Description v Explanation/Analysis (AO3iii)

6 GCSE English Language Unit 1 Section B: Reading Multimodal Texts (45 mins!!)

7 Multi-modal texts used in the exam:  Advertisements  Leaflets  Websites  Book covers  Magazine covers  Posters  Promotional flyers  (No DVD covers – they are still good to practise with!)

8 Promotional Flyer

9 Leaflet Front cover or the back cover. But not both!!

10 Multimodal Texts WebpagesPosters

11 Book Covers

12 Persuasive Language Used to persuade someone to do something:  buy a product  visit an interesting place  believe in a particular argument  donate money to a charity, etc

13 I AM A FOREST CREEP IIMAGERY AALLITERATION MMETAPHOR AASSONANCE FFACTS OOPINIONS/OXYMORON RREPETITION EEMOTIVE LANGUAGE SSTATISTICS TTHREE (RULE OF) CCONTRASTS/CLICHÉS RRHETORICAL QUESTIONS EEXCITING VERBS EEFFECTIVE OPENINGS/CONCLUSIONS PPERSONIFICATION/PARADOX/PUNCTUATION

14 Presentation Devices  Layout  Titles  Colour  Font styles and sizes  Headlines, captions and subheadings  White space  Maps  Short paragraphs and sentences  Bulleted or numbered lists  Formatting: bold, italic and underline  Illustrations and photographs  Cartoons  Graphs and charts  Logo

15 Practise!!

16 Compare + Contrast  Compare and contrast Text A + Text B throughout your response highlighting similarities + differences A A A B B B

17 Comparative Connections  however  in spite of this  whereas  on the other hand  in other respects  on the contrary  rather  nevertheless  differs from  also  in that respect  alternatively  instead  elsewhere

18 “AVOID Feature Spotting”  “The writer uses alliteration.” - this is not enough to get you a “C” + grade  “The writer uses alliteration. So the reader's attention is drawn to these words.” – still not enough to get you a “C” + grade  You need to explain why these particular words are singled out for attention. What's special about these words? Why these words and not some other words? (AO3iii)

19 The writer uses the alliteration (Point) “luscious lemons” (Example). The word “luscious” is emphasised and suggests the lemons have a pleasingly rich and delicious taste.(Explanation) PEE

20  I think the girl in the story is mean because...  it says ' she bullied all the children in her class‘.  The word bullied shows us that the girl is very rude and hurts people. It makes you feel sorry for the victims and shocked at the mean girl. PEEPEE

21

22 The Donna by Emma Howard Britte feels lost when her recent behaviour places her into donna training. The school is known for turning spirited girls into obedient, cultured young women. Numerous appalling romours surround the donna profession – rumours that Britte hopes are unfounded. When Britte arrives at school, her leaders are polite but vague and evasive and Britte is sure they are hiding something. Once Britte learns their secret her world is turned upside down. “The Donna is an imaginative story of a young girl facing new experiences and dangerous circumstances. You’ll fall in love with characters and get wrapped up in the excitement.” Melissa N. Arizona

23 The Donna by Emma Howard Britte feels lost when her recent behaviour places her into donna training. The school is known for turning spirited girls into obedient, cultured young women. Numerous appalling rumours surround the donna profession – rumours that Britte hopes are unfounded. When Britte arrives at school, her leaders are polite but vague and evasive and Britte is sure they are hiding something. Once Britte learns their secret her world is turned upside down. “The Donna is an imaginative story of a young girl facing new experiences and dangerous circumstances. You’ll fall in love with characters and get wrapped up in the excitement.” Melissa N. Arizona

24 Common Mistakes  Students working too slowly  Poor use of time  Responses to Task 1 were taking up too much time, resulting in very brief attempts to answer Section B tasks  Greater time and effort being put into Task 3 (9 marks) rather than Task 2 (15 marks)  Completing Section B without splitting the answer into two answers as required.

25 Vary Your Language meanscreatesconveysimplies reflectsgives rise todemonstrateshighlights indicatesemphasisesreinforces strengthens

26  LAUNCH STRAIGHT IN to the answer.  NO INTRODUCTORY PARAGRAPH, or GENERAL CONCLUSION, IS NEEDED.  DON’T COPY OUT LONG QUOTES - use ellipsis to shorten them: “the magnificent views... dramatic property”.  DON’T WASTE TIME REPEATEDLY WRITING OUT LONG NAMES – from Unit 1 Summer 2013 ‘Matlock Farm Park’ could simply be referred to as ‘Matlock’ or ‘Dreaming in Black and White’ could be shortened to ‘Dreaming’.

27 Exemplar Responses Multimodal: Read the exemplar answers  “D” Standard Answer  Top Answer

28 Language: Paragraph 1 “Dreaming in black and white’s’’ front cover is very bleak with just a tittle, Author and a little bit of synopsis “A rich and beautiful story. I loved it” This would encourage someone to buy it but they have shrunk it down its writing size and stuck it at the bottom of the page. Were as in “Tins’’ it is just the tittle of the book “Tins” and the Author the books publisher “Heineman” Description not analysis of language!! eg + expl

29 Language: Paragraph 2 The spine has “Dreaming in black and white” the Author Reinhardt Jung and what i presume to be the publisher Monmonth “Tins” isn’t much differnt it has its tittle and Author “Alex Shearer” but the publisher has used the logo instead of the name. Description not analysis!! Not focusing on language!!

30 Language: Paragraph 3 The back of the book Dreaming in “black and white” “There are dreams you just can’t switch off this bit of the blurb is giving away nothing about the book keeping mystery and suspense. “In his dreams he finds himself “Back” in 1930s Germany this sentence gives away he is probably an ex soldier or civilian caught up in the war and his dream centres the stage. “Hames is disabled and like the Jews and social misfits” So this tell us he is handicapped and the Nazis will probley be out to get him. Michael Morpurgo has given a synopsis he is all well known writer so this would encourage people to buy this book. Description not analysis!! eg + expl eg + expl

31 On the back of the book tins, once again the book includes Tins by Alex Shearer. “Unsuitable for adults” this would give me the impression because if you are a teenager would you want to go off read a book that your not supposed too. “Fergal collects tins” first line of the blurb sets the plot. But one day he finds a gruesome discovery of a finger inside a tin” the plot thickens Fergal will obvious be this book’s hero and the way “help” inside another this sets the plot already by telling us that our hero Fergal must set out on a quest to find this guy with the missing finger Description not analysis!! Language: Paragraph 4 eg + expl? eg + expl

32 “And what was just “a screw ball just became a deadly can of worms” adds humour to the blurb. “This book is a does exactly what it says on the tin” another humorous punchline. “ Its so exciting, terrifying and will keep you hooked from beginning to end” This synspses is telling us this book has it all basically. “hooked” from beging to end” is another humorous punchline. “ Free Downloads” also some advertising used. In my opinion tins has better language used in its front, back and spine. Some egs but no explanation!! Language: Paragraph 4 (cont.) How? ??

33 Presentation: Paragraph 1 The cover on “Dreaming in Black and white (it also has a logo) has very little presentational devices. Synopsis and dominate image of a distorted black and white face which looks to be stretching through a wall of some sort. In Tins it uses a silver tin for colour and this is written in red blood which builds up a plot of a thrill or crime novel. Description not analysis!!

34 Presentation: Paragraph 2 On the spine on “Dreaming in Black and White” offers no presentational devices apart from “Dreaming in black and white” in a different font. The same in Tins it uses a running font to symbolise the blood running down the tittle tins. It also contains a logo which I think belongs to the publishers. Description not analysis!!

35 Presentation: Paragraph 3 On the back of “Dreaming in Black and White”. There is a logo for mommoth the publisher and the barcode” also synopsis left by Michael Morpurgo. In Tins it contains humour, “It does exactly what it says on the tins” synopsis and some advertising “Free downloads and it also contains a barcode. In my opinion Tins just looks like an all round better book. Language!! X

36 GCSE English Language Unit 2 Section B: Reading Non- Fiction Texts (45 mins!!)

37 Reading Non-fiction Explain how the writer holds the reader’s interest. In your answer show how the writer has:  used a style of writing that is lively and personal  included an interesting mix of personal observations  selected words and phrases for effect, and  made use of sentence structuring and paragraphing [24 marks]

38 Persuasive Language Devices  Effective opening  Rhetorical Questions  Rapport  Emotive Language  Hyperbole  Assertive Language  Repetition  Alliteration  Statistics  Humour  Personal Anecdote  Tone  Strong conclusion

39 I AM A FOREST CREEP IIMAGERY AALLITERATION MMETAPHOR AASSONANCE FFACTS OOPINIONS/OXYMORON RREPETITION EEMOTIVE LANGUAGE SSTATISTICS TTHREE (RULE OF) CCONTRASTS/CLICHÉS RRHETORICAL QUESTIONS EEXCITING VERBS EEFFECTIVE OPENINGS/CONCLUSIONS PPERSONIFICATION/PARADOX/PUNCTUATION

40 Writer’s Style The style reveals the personality or voice of the writer. Consider the differences between the following sentences:  He's passed away.  He's sleeping with the fishes.  He died.  He's gone to meet his Maker.  He kicked the bucket. softening the blow Mafia – revenge/violent direct/ no-nonsense/straight to the point religious light-hearted

41 Style + Tone (personality, attitude, mood)  Formal  Informal  Conversational  Chatty  Light-hearted  Serious  Sarcastic  Factual  Descriptive  Optimistic  Angry  Irritated  Exasperated  Infuriated  Pleading  Emotional

42 Common mistakes  Students working too slowly  Poor use of time  Responses to Task 1 were taking up too much time, resulting in very brief attempts to answer Section B  Not using PEE

43 “AVOID Feature Spotting”  “The writer uses alliteration.” - this is not enough to get you a “C” + grade  “The writer uses alliteration. So the reader's attention is drawn to these words.” – still not enough to get you a “C” + grade  You need to explain why these particular words are singled out for attention. What's special about these words? Why these words and not some other words?

44 The writer uses the alliteration (Point) “luscious lemons” (Example). The word “luscious” is emphasised and suggests the lemons have a pleasingly rich and delicious taste.(Explanation)

45 PEE  Skellig has no table manners and is a messy eater.  ‘The red sauce trickled down from his lips, down over his chin on to his black jacket.’  This shows that he eats in a disgusting way and gets food all over himself. It could be because he is in a rush to get food as he hasn’t eaten for a long time, or perhaps he is not used to other people watching him. PEEPEE

46 PEE  The writer uses the verb “to claw” effectively  “She tried to claw his face with her fingernails”  The word “claw” means to scrape or tear and is used here by the writer to suggest that the girl is violent and animal-like. PEEPEE

47 Vary Your Language meanscreatesconveysimplies reflectsgives rise todemonstrateshighlights indicatesemphasisesreinforces strengthens

48  LAUNCH STRAIGHT IN to the answer.  NO INTRODUCTORY PARAGRAPH, or GENERAL CONCLUSION, IS NEEDED.  DON’T COPY OUT LONG QUOTES - use ellipsis to shorten them: “the magnificent views... dramatic property”.

49 Exemplar Responses Non-Fiction Texts: Read the exemplar answers  “D” Standard Answer  Top Answer

50 Paragraph 1 First of all, the massive title reading “Warning” would catch a potential readers eye then followed by the words “This is so stupid” which means the reader think it is going to be humourous. The title also reflects what the article is about with the warning sign. The use of brackets makes the writers article very personal, it gives the reader the sense that the writer is talking directly to them. It almost feels like I know the writer and we are having a conversation. The use of short sentences makes the article ‘snappy’ as well as humourous. Its hard to get a hold on the writers personality or sense of humour as its hard to tell if he is being really serious about these signs or just ‘having a laugh’. Examples?? Not precise

51 Paragraph 2 The use of humour & hyperbole language (?) really help engage the reader & really make a ‘fool’ out of the signs. “As if we’re going to stand by as a one-legged blind man looks mournfully on a seat”, this hyperbole statements (?) really makes the signs look stupid. The writer is really trying to make his point about how stupid he feels the signs are & it really feels like he is trying to convince the reader as well about how stupid they are, he is even counting them! I also feel that the writer has made the article very personal by writing about a day in his personal life with his wife & son & he also uses the brackets to convey his thoughts and feelings & to also show that he may have a wicked and witty sense of humour. Examples??

52 Paragraph 3 As the article goes on I start to feel like I know the writer more and more through the brackets and his hyperbole language as he refers to the signs as threats. The writer doesn’t seem to realise why these signs are there, to be honest if they weren’t there; people would trespass, people would die, people would bump their head, people would forget to pay & people would fall when the floor is wet. “At lunch we cope with feeding Freddie”, I find this very humourous as there were no signs to help them to feed their baby, but they managed. I picture the writer to be a bit of a ‘drama queen’ as I think he is over reacting over something very small & he may have a problem with authority. The writer again uses ‘snappy’ sentences to show his witty sense of humour when he says “At least I’ll be safe here. If only the mattress wasn’t flammable.” No matter where he goes he can’t escape from the signs. Subjective comment!! Rep.

53 The writer gives facts by telling us what the signs state & then gives his opinion on them. I find his opinions quite funny as I see them as over dramatic, but its language like this, combined with the humour that help engage the reader & make them want to keep reading and you wonder what he is going to ‘come off with’ next. This is also a very relative topic as we see these signs in everyday life, but never pay any ‘heed’ to them but next time we might pay a bit more attention, so maybe his article was worth while. Language: Paragraph 4 Speculation Egs?

54  Unit 1: Personal Writing?  Unit 2: Functional Writing?

55 Personal writing titles Write a letter to a friend explaining why you would like him or her to join you in a visit to a place which you think is very special. AQA Paper 1, section B Imagine that you are going to do work experience in a Wildlife park or another visitor attraction. Write a letter to the personnel manager introducing yourself and informing him or her about what job you would like to do and why. X

56 Functional writing Some people think it is wrong that primitive peoples and their communities are disrupted by tourists and TV crews and that they should be left in peace. Write an article for a travel magazine which argues for or against this idea. AQA Paper 1, section B You are going to write an article for your school newspaper persuading your readers that we should help homeless people. The article should be about:  Where there are homeless people  Who they are and the situation they are in  What we should do about it. XX

57 What to expect TASK 1 Write a letter/ speech/ magazine article to … (audience) expressing your opinion on a given topic. You may wish to make use of some of the facts and opinions presented on Page ? if you consider them to be relevant to your discussion.

58 Stimulus

59 Functional Writing Present a balanced argument Response: 1.Introduction 2.Arguments for 3.Arguments against 4.Conclusion

60 Functional Writing Persuasive Approach: 1.Introduction 2.Present your point of view/ opinion 3.(Can refute arguments against your point of view/ opinion) 4.Conclusion – one- sided


Download ppt "Activity Map from Memory. Reading Assessment Objectives  AO3 i: selecting material appropriate to purpose/ collating and making cross- references  AO3."

Similar presentations


Ads by Google