Presentation on theme: "Supported Study – Session 2 Analysis – structure and Tone"— Presentation transcript:
1 Supported Study – Session 2 Analysis – structure and Tone Higher EnglishSupported Study – Session 2Close ReadingAnalysis – structure and ToneAnd Evaluation
2 Plan for Close Reading Sessions Recap over the main rules/techniquesLook at example questions and answersWork through past paper examples on our own and in groups.The PowerPoints for each session will be available on the school website.
3 The Bits You Should Know... It is vital that you go into each exam knowing how to answer each question!For each box fill in things you have to remember when answering the questions or any formulas you may have learned ANDFor sentence structure – write down names of techniquesFor tone – write down as many examples as you canFor evaluation – write down the things you should be looking for.The information will be collated and made available at the end of the sessions.
4 Structure points to remember: Mention the function of the punctuation/technique in general and context Make a clear reference to the impact with regards to the question3b – 2 marks focus on sentence structureThe repetition of ‘any’ shows the writer is angryThe writer uses parenthesis to show their opinion- Repetition of ‘any’ as if to excuse any alternatives; creates a rather aggressive tone – she does not believe they should be allowed under any circumstances- “A little less than human, a little more than scary” – the pattern/parallel structure of little less and little more with human and scary focus us on the disgraceful image suggested by the golliwog- Parenthical ‘or should be’ allows the writer to add a reminder of the moral imperative highlighting she thinks the use of such language is wrong.1 – how does it show this? No analysis2 – answer is too vague – does not link clearly to the question
5 Tone points to remember: Be as specific as you can when naming the tone Treat it as a word choice/language question – analyse!!!Caustic - extremely critical – means corrosiveAggressive – vigorously attacking another point of viewCritical - finding fault with another point of viewSerious – the writer has genuine feeling for/or real concerns about their subjectFormal – perhaps like serious, spoken with authority/serious intentMocking – out and out derision at a view point etcSarcastic - slightly nasty humour perhaps to make a serious pointIronic - more serious than ‘tongue-in-cheek’ but still a kind of ‘laughter at a serious subject’Dismissive – showing a disregard for a different view pointConversational – don’t write ‘chatty’ - the writer is trying to keep the language easily accessible to all, it could be for either a serious or light-hearted purpose.Informal - like conversational- may well be the writer trying to imitate a certain group/typeColloquial – like informal, only definitely representing some regional dialect in writingLight-hearted - not trying to be desperately funny but injecting a bit of humourHumorous - genuinely trying to be funny, but perhaps to assist in making some serious pointTongue-in-cheek - making a point but not too seriously/or saying something serious in a gentle and inoffensive wayEffusive - to enthuse about something for which you have a high regardNostalgic - look back fondly at something which is goneEmotive - shows the feelings of the writer and attempting to stir similar feelings in the reader1 – too long, not all necessary2 – not the best option
6 A happy tone. The word gratitude shows the writer is happy Tone points to remember: Be as specific as you can when naming the tone Treat it as a word choice/language question – analyse!!!What tone is created in the final paragraph of the second passage and how does the writer establish it? (2 marks)A happy tone. The word gratitude shows the writer is happyThe tone is one of relief and pride. The word choice and repetition makes this clear.The tone is one of relief and pride. The repetition of the phrase “was right” highlights the writer’s feeling that the correct choice was made – there is a sense of prince in this. The use of the word ‘gratitude’ which has connotations of a deep sense of appreciation suggests that he is relieved such as choice was made1 – too vague an answer and no analysis of tone2 – not the best option
7 Evaluation points to remember: Ensure you bullet point answers and make one point for each mark Refer directly to the text – quote and analyse Ideas – what they say/ Style – how they say itHow effective is the title of passage one in introducing the main focus on the article (1 mark)The title is effective because it introduces the idea of lethal which will be developed and the idea of assumptions which will be developed.The title is effective because it grabs the reader’s attention because we want to find out what idea could be lethal. The use of the strong word lethal is particularly effective because lethal means death which sounds really serious.The title is effective as it introduces the idea of dangerous ideas and beliefs – this will be dealt with throughout the passage as the writer delves into the problems of racial slursIt is effective in that we wonder what this lethal assumption is – we find out clearly towards the end of the article when the phrase is used again “lethal assumption of racial superiority”. The title evokes a question in the reader which the article goes on to answer1 – essentially just repeats the question – does not add anything2 – analysis is not linked to the task, it is very generic
8 Close Reading Jeopardy You will be given four questions worth 11 marksYou will have 20 minutes to answer the questions (on your own on white paper)You will then have 15 minutes, as a group, to decide on the group answers (as a group on coloured paper)You will then place your ‘bet’ on how many you will get correct on the post it noteLook at answers – out of XXX marks, how many are you confident you will get?The number of marks you think you will get correct is what you are betting . This is the most points you can getBet 2/11 but get 11/11– 2pointsBet 7/11 but get 6/11– 0 points,Bet 8/11and get 8/11– 8 pointsOnce you have placed your bet another team will mark your answers and pass the paper backThe winning table will get a “valuable” prize!
9 Questions To Try - 1c sentence structure two points – write in bullets (2 marks)7c sentence structure8c tonename toneanalyse effectiveness (2 marks)10 choose an article but deal with bothup to 5 points – with quotes all focus on effectiveness of condemnation (5 marks)
10 1cSingle, insightful point for 2 marks or 1 mark for a more basic point- The opening sentence – the brevity effectively undercuts the innocence built up in the opening paragraph- The deliberate balance or contrast of this/that, was/is, then/now highlights the change- The repetition of ‘back then’ (at the start of thee sentences) helps to emphasise how different things were or that we are no longer in that era so have to think differently-The repetition acts like bullet points – rounding off the points- The use of parenthesis ‘-at least 2000 years –’ allows the writer to expand on or show the scale of the white Europeans’ dominance
11 7cSingle, insightful point for 2 marks or 1 mark for a more basic pointBut Rob, Martin and John’ – a direct address is used , as if speaking to them personally and addressing them as individuals – highlights how wrong their opinion is that he writer needs to speak to them.Semi – colon provides a clear balance between what is right and what is wrong, leaving the reader in no doubtParenthesis (“so...expressed”) contains a concession which allows the criticism to appear all the more fair and reasonable so we are more likely to agree with her
12 8cFor full marks tone must be established and sensible connection must be made between it and the paragraph as a wholeLight hearted/humorous/casual tone is createdLight hearted – use of colloquialisms “Aussie” and “ginger nut” suggests a laid back attitude as does the casual conversational language used throughoutIt is effective to end the paragraph on a more humorous note as the passage has been very serious – the point is still made effectively, but in a more relaxed way
13 10 Passage 1 Passage 2 Ideas: Innocence of writer’s childhood in terms of perceived racismRadical change of views since thenThe ‘wrong’ messages from the Thatcher affairThe real importance of not allowing such languageWhat makes the insults so unacceptableThatcher and AtkinsonOnline comments about Prince Harry’s remarkContinuing inequalityThe Harvard IATRacist attitudes in everyday situationsThe need to eradicate theseStyle:Evocation of innocent 50sEffective contrast of then and nowBalanced approach to the BBC’s actionsUnequivocal condemnation of the word ‘golliwog’Belittling of conservative middle BritainPowerful and emotional final 2 paragraphsStylePersonal, impassioned toneDirect addressSemi-scientific explanation of IATEmotional, uplifting tone of conclusion
14 10 Passage 1 Passage 2 Ideas: Innocence of writer’s childhood in terms of perceived racismRadical change of views since thenThe ‘wrong’ messages from the Thatcher affairThe real importance of not allowing such languageWhat makes the insults so unacceptableThatcher and AtkinsonOnline comments about Prince Harry’s remarkContinuing inequalityThe Harvard IATRacist attitudes in everyday situationsThe need to eradicate theseStyle:Evocation of innocent 50sEffective contrast of then and nowBalanced approach to the BBC’s actionsUnequivocal condemnation of the word ‘golliwog’Belittling of conservative middle BritainPowerful and emotional final 2 paragraphsStylePersonal, impassioned toneDirect addressSemi-scientific explanation of IATEmotional, uplifting tone of conclusion
15 Passage 1Passage 2Ideas:Innocence of writer’s childhood in terms of perceived racismRadical change of views since thenThe real importance of not allowing such languageThatcher and AtkinsonOnline comments about Prince Harry’s remarkContinuing inequalityRacist attitudes in everyday situationsThe need to eradicate theseUnequivocal condemnation of the word ‘golliwog’Personal, impassioned toneDirect addressEmotional, uplifting tone of conclusion- Passage 1 effectively condemns the use of racial language in a number of ways. The writerbegins by by evoking the 1950’s when racial language was not deemed offensive, she then quickly makes clear this is not the case now. The use of the sharp sentence “But that was then, And this is now’, quickly instils a sense that such behaviour is simply not acceptable in the Current climate – things have changed She then goes on to make clear why such langauge is so dangerous. She focuses on the ‘lethal’ assumption of white superiority, adding that such language only act to add to this The language used throughout clearly condemns racial slurs. This can be clearly seen when discussing the golliwog. Words such as ‘grotesque caricature’ have connotations of evil and inhumane, suggesting a clear condemnation.