Approaching and answering Question 4 Section A - Reading Question 4: Language Comparison Approaching and answering Question 4 Remind students that the tools they need are, simply, a pen and a highlighter. As well as their brains and hard work!

Question 4: Language Comparison 16 marks 25 minutes You need to COMPARE OR CONTRAST 3 or 4 devices (techniques, or features) used in two texts Analyse the effect of some of these devices; comment on similarities and differences of the two texts Ask students what they recall about this question. Remind them of the details on the slide. Unlike some other subject, compare in English means compare & contrast

Hint: Think about Question 2 Language devices used by non-fiction writers. Which can we recall? In a different colour, suggest a typical effect of these devices. Class brainstorm of linguistic devices that students can recall. Hint: Think about Question 2

Common linguistic devices 1st, 2nd or 3rd person (narrative viewpoint) Rhyme & Rhythm Anecdote & Allusion Directly addressing the reader Slogan & Catchphrase Statistics & Facts Imperatives Exaggeration & Hyperbole Rhetorical questions Repetition Register - Formal/Informal language Humour Lists Diction - Simple/Complex vocabulary Emotive language Punctuation type Figurative Language & Imagery: Similes/Metaphor/ Expert advice Short sentences Personification etc. Superlatives Word play & puns Alliteration Print a copy for students. Students can ‘audit’ their knowledge of these language features by highlighting the ones they think they would be confident in identifying (and, looking forward to the writing section, using themselves).

How is language used for effect? Language is always used for some kind of effect or other. Often, without commenting on specific linguistic devices, you can talk about the kind of language a writer uses, noticing what kind of words are used, or what kind of tone or style is created by language and structure. Look at these examples… The writer uses dramatic and violent language in order to describe the horror of the attack at the end of the extract. Phrases like “chill horror”, “sudden fear” and “thunderous crack” portray the fear and terror experienced by the Indians who are attacked. Powerful words such as “war”, “huge” and “ruining” emphasise and perhaps exaggerate the seriousness of the issue. Stress that this question is not merely a ‘hunt’ for language devices. Students still need to be showing a sound understanding of the articles, and can talk about the kind of language used (e.g. positive / negative, formal / informal, descriptive / factual, serious / humorous, dramatic / neutral etc. The writer uses a chatty, informal tone, using contractions like “I’m” “don’t” and “can’t”. Language is highly descriptive, with adjectives such as “golden” and “spectacular” conveying the writer’s appreciation for his surroundings.

Name of Language Device(s) Some common linguistic devices. What are they? Example Name of Language Device(s) “According to UK government calculations, 214 of the most senior eurocrats get paid more than David Cameron's £178,000 a year.” “Human lives are nothing but a series of unfortunate upgrades. Yes, even yours.” “Starbucks wakes up and smells the stench of tax avoidance controversy” “Who's opposing the benefit cap? Who's calling for a ringfence of council tax benefits for families in need? Who's arguing to maintain the child tax credit threshold? Who's fighting against families being rehoused miles away from their children's school? Who's calling for more social housing?” “The ferry was packed with buses, petrol tanks, vans, land cruisers, jeeps, fuel tankers, cars – and people.” Starter or settling activity. Higher ability groups should be able to identify the language devices used in the short quotes in the example column.

Name of Language Device(s) Some common linguistic devices. What are they? Example Name of Language Device(s) “According to UK government calculations, 214 of the most senior eurocrats get paid more than David Cameron's £178,000 a year.” “Human lives are nothing but a series of unfortunate upgrades. Yes, even yours.” “Starbucks wakes up and smells the stench of tax avoidance controversy” “Who's opposing the benefit cap? Who's calling for a ringfence of council tax benefits for families in need? Who's arguing to maintain the child tax credit threshold? Who's fighting against families being rehoused miles away from their children's school? Who's calling for more social housing?” “The ferry was packed with buses, petrol tanks, vans, land cruisers, jeeps, fuel tankers, cars – and people.” Starter or settling activity. This handout includes prompts (language devices found in the examples which students can choose from). Look out for: statistics and figures, directly addressing the reader, repetition, alliteration, personification, sibilance, lists, rhetorical questions, humour, exaggeration…

2. Compare the different ways in which language is used for effect in the two texts. Give some examples and analyse what the effects are. Actively read the text: You are looking for particular parts of the text where language creates a certain effect, and serves the purpose of the article (e.g. to inform, persuade or describe). The language question is always the same: It will ask you to compare Text 3 (or ‘Source 3’) with either Text 1 or Text 2. Highlight words, phrases, passages, statistics etc. that will help you answer the question. You might like to annotate the texts very briefly with ideas that will help you answer the question. Step 2 is actively reading. Tell students to follow the steps above. For this question, students can briefly annotate highlighted sections with brief comments about the language used. Put students in an even number of groups, and have students in the class working on two articles which can be compared in a Question 4 answer.

3. Writing up ideas Now you’re ready to write up your ideas Compare how language is used for effect in one of the texts, and then the other in each paragraph. Conclude by giving reasons for similarities / differences. Pepper your points with short quotes which give examples of how language is used for effect. They need to be analysed, as you need to suggest how these effects are created by the writers. Remind students of the steps above while writing their response. IN PAIRS

USEFUL WORDS & PHRASES 3. The author / language in the text… Connective The author / language in the text… The reader… (or ‘we’…) Firstly Secondly Thirdly As well as this Furthermore Moreover Finally Lastly Likewise Similarly Unlike As well as In contrast to advises argues builds connotes contrasts conveys creates demonstrates describes depicts emphasises evokes exaggerates gives the impression gives a sense highlights informs Implies Indicates Juxtaposes Narrates Persuades Realises Recognises Refers to Reflects Represents Reveals Signifies Suggests Symbolises Shows Tells Is made aware Is informed Is told Is shocked / fascinated / persuaded / made to sympathise etc. Learns Discovers Students should ONLY use words / phrases they’re comfortable with. There’s no time to experiment! Column 1: Useful connectives to organise a response, and to compare and contrast. Column 2: Active verbs that may be used to explain / analyse. Column 3: Passive, and then active, sentence constructions that may be used when referring to the reader or audience. USEFUL WORDS & PHRASES

Compare the different ways in which language is used for effect in Everest the Hard Way and Rafting on the Grand Canyon. Give some examples and analyse what the effects are. ON YOUR OWN

Question 4: Language Comparison – Sample Mark Scheme Students can swap an attempt with someone else in the class for them to peer assess against the mark scheme.