2.3 UNFAMILIAR WRITTEN TEXTS Analyse significant aspects of unfamiliar written text(s) through close reading, supported by evidence

GENERAL POINTS TO CONSIDER: 1. Make sure the whole question is answered. Many people wrote about a purpose of the text but the purpose must link back to the actual question. 2. Structure your ideas clearly. 3. Link all your analysis specifically back to the text. 4. A range of evidence was needed for M/E.

MORE ON STRUCTURE Start with a clear opening statement that links to the question e.g. The writer uses figurative language and sound devices to show us how she ‘feels’ more stressed as she gets closer to work. Move into discussing individual techniques. Aim to use paragraphs and often it is most effective to discuss points in chronological order. Often one phrase will use more than one technique e.g. “seagulls squawking, squabbling…” You can discuss the use of alliteration and onomatopoeia together which will give you more to write about. Link each technique to the writer’s ideas and/or purpose throughout. Your analysis should be shown throughout your whole discussion (rather than one separate paragraph at the end).

QUESTION ONE: NON-FICTION TEXT A: TO THE UNKNOWN WARRIOR – “HAERE MAI!” The writer’s purpose was to show how all of us (New Zealanders) owe an allegiance to the many soldiers who gave their lives in many wars. Most people understood the purpose but they still needed to show how the writer developed her ideas and related them to New Zealanders. This reference was necessary to gain Merit or Excellence.

TWO SAMPLE ANSWERS BASED ON STUDENTS’ ACTUAL ANSWERS IN THE EXAM. The writer uses a metaphor “New Zealand unbuttoned its cloak of grief…” This shows that the whole of New Zealand was sad about the death of soldiers. New Zealand is not living so it shows that the whole country was grieving. It reminds us that all New Zealanders were affected. The metaphor “New Zealand unbuttoned its cloak of grief…” is used in the opening paragraph of the speech. It shows that not only individuals but New Zealand as a nation was deeply affected by the war. The soldier’s return allowed all New Zealanders to let go of their grief and bury it with the unknown soldier. The writer encourages the New Zealander audience to feel as though they are part of the grieving process. Within this metaphor, the writer has chosen to include the symbol of the cloak. New Zealanders can associate the cloak with Maori culture and the idea of respect (feather cloaks are symbol of rank or respect). We realise that this solider is to be held in high esteem. Structurally, the writer has chosen to open with a symbolic Maori item and end with another – the waka. Now that the “waka” has brought the soldier home, the audience is given a feeling of closure. The second answer is an ‘E’ answer as it: Identifies and analyses the techniques of metaphor and symbolism. Links analysis to how these are related to New Zealanders. Shows how the writer’s language choices create meaning. Goes ‘beyond the text’.

QUESTION TWO: POETRY TEXT B: ‘JUST ANOTHER DUNEDIN MORNING.’ The purpose was to convey a sense of a morning, in a lively and original way. Read the question carefully. The focus should have been on understanding the woman’s experiences not the reader’s experiences e.g. comments on the health of the environment (while valid) are not really relevant in this case.

Poetry is about mood, feeling and tone. Try to show your understanding of these things in your answer. In this case you could have pointed out how the woman seemed to become more ‘stressed’ as she got closer to work. Students correctly mentioned that she thought subconsciously about work (bubble wrap, forward slashes, grid patterns) when she looked at nature.

Aim to explain the techniques rather than list them. Alliteration is a sound device so the sound (of the repeated ‘s’ seagulls) needs to be explained. In this analysis structure could have been mentioned and it was effective to discuss aspects of the poem in chronological order. Note the links between nature and work throughout.

QUESTION THREE: FICTION TEXT C: ‘THE BREAD.’ This text was interpreted and written about well. Students wrote sensitively about the old lady and how lonely old people can be despite their efforts. Many people didn’t seem to be able to complete the analysis fully possibly due to lack of time. To reach ‘E’ clear structure of ideas were needed. Joint down a few methods of characterisation you will discuss so as to avoid repetition. simile – veins - old direct speech – “This is…” - no human contact