1. Paris anthology LO: To revise the Paris Anthology texts
To develop the ability to make stronger links between them applying the AOs with confidence
To create effective revision notes.

2. Where are we going?

3. Success criteria

4. Texts you should already have annotated
Bill Bryson ‘Neither Here Nor There: Travels in Europe’ pages John Baxter ‘The Most Beautiful Walk in the World: A Pedestrian in Paris’ Lonely Planet ‘Paris City Guide’ Nancy Miller ‘Breathless: An American Girl in Paris’ Jennifer Cox ‘Around the World in 80 Dates’ ‘What do you wish someone had told you’ – Trip Advisor Lucy Knisley ‘French Milk’ Rough Guides ‘Paris for Children: The Rough Guide to Paris’ Klay Lamprell Introduction Dem Bones Inside out and upside down Cruise the carousels Ernest Hemingway ‘On Paris’ – all 3 extracts

5. The anthology: hw Homework due w/c 14th March 2016
Read through these four texts in the anthology at least from the start to the section indicated; transfer the contextual materials as you’ve been taught and then closely analyse the short sections indicated:
Understanding Chic (l 1-17))
Just Another American in Paris – first 2 extracts (p78)
Foreign Correspondent (l )

6. Sort the texts in the anthology
Begin to sort and categorise the texts: create a table like this on A3 and complete it; the first task is to put them in a rough chronological order – you can do this by using your anthology and looking online. Do it first by adding dates on the contents pages and then reorder in the table.
Texts in chronological order
Page

7. Sort the texts in the anthology
Now add other information….
Texts in chronological order
Page
Mode (spoken, written, both, multi-modal)
male/female producer or both
Audience

8. What is this text about?

9. Text 1: ‘Stories are Waiting in Paris’, Eurostar advert
Mode:
Context:
Purpose:
starter

10. Recap on analysis tools
Mode of text – what is it?
Purpose
Production why is it?
Reception
Lexis – choices linked to all other factors
Narrative structure – what story is being told? How is it presented?
Representation of Paris – how is Paris portrayed?
context

11. Add 3 of your own too… Use last term’s notes to help you
The use of direct address would encourage the reader to…
The music has been used to…
The adverb ‘maybe’ suggests…
It is repeated to show…
The use of deixis creates a suggestion of….
It can’t be understood without the images because…
The stereotypical theme of romance is shown by the verb ‘…’ shown in sound form
Add 3 of your own too… Use last term’s notes to help you
The text title ‘stories are waiting’ highlights the idea that…

12. Words connected with Paris
3 mins
List as many words as you can think of that could be used to describe how Paris is presented in the texts so far, e.g. ‘crowded’

13. Comparing the texts

14. starter
What’s the mode of address?
Purpose?
Audience?
Other contextual features?

15. ‘Understanding chic
Ten days later, I returned to my family and became a Paris Bore. Every conversation became an occasion to slip in tales from my Parisian adventure. Someone adult pointed out that I had been to Paris in August and that ‘no one chic ever stays there then.’ I refused to give the woman’s remark much credence: Besides, what on earth was ‘chic’? Undaunted, I bounced along in my enthusiasm. Paris was hard to fault. Unlike London of the mid-1970s, it basked in the beauty of tradition – the ritual and order were an indication of that – and there was a respect for vegetables. In shop windows, polished tomatoes were lined up like jewels. French civic pride. Visiting the chateau de Versailles, I briefly stepped on the cordoned-off lawn, an easy enough mistake that had a shocking consequence. A Frenchman – not a guard – came forward and slapped me full in the face.

16. What the exam board say you have to study
• the ways in which writers and speakers present places, societies, people and events • the metaphorical nature of representations • the influence of contextual factors such as time, people, race, social class and gender on the content and focus of narratives • the affordances and limitations of different media • different generic conventions and different purposes for communicating ideas and viewpoints about travel, people and places • how people and their relationships are realised.

17. The narrative is third person and suggests an impersonal, unbiased view of Paris but this is an advert so its purpose is primarily to persuade but sub-purpose advertises LP
Spoken text allows for emphasis in bold and pauses are indicated; sophisticated language ‘epitome’ fits the formal register
Lonely Planet Guide
Patterns of personification
Uses metaphors in its glowing description of the city
As a video advert, music can be used to support the message
Use of the tricolon of abstract nouns emphasises Paris as a
Narrator: the city of light is the capital of France (.) and the epitome of romance (.) culture (.) and beauty (2) home to over two million people (.) Paris straddles the river Seine (.) and is divided into twenty districts called arrondissements (.) each with its own personality (2) ((whooshing sound, new, more traditional French music starts)) the heart of Paris has changed little since the mid-nineteenth century (.) when its grand boulevards and art nouveau apartments were built (1) strict planning regulations have preserved its layout….
Again stresses the fact that little has changed – tradition is vital.
POV – positive – Paris great place to visit – epitomises culture etc.
Post-modifying adjective ‘little’ coupled with the verb ‘preserved’ reinforces lack of change
The spatial adjective ‘grand’ suggests both size and that it is impressive and complies with the pattern of admiration implicit in the tone
Text = spoken mode but formal and scripted rather than spontaneous. This is an online video with an implied audience of those searching for a holiday – audience = wide as online

18. Look closely at ‘understanding chic’
What is your impression of Paris from this extract? How does the writer create this effect?
• What is your impression of Parisian society from this extract? How does the writer create this effect?
What is your impression of Parisians from this extract? How does the writer create this effect?
What is your impression of the event that took place and how does the writer influence you to feel this way?
• What is the subtext?
• The writer is writing retrospectively (looking back) at her visit as a teenager (13); how does this influence the narrative? She is daughter of Lady Antonia Fraser and comes from a long line of writers (her mother was a writer and her stepfather was the playwright Harold Pinter); she also has aristocratic ancestors. How might her class and gender influence both content and focus here? What influence might the 1970s have had- she writes about it being very different to the London she knew then.
• What is the mode? What is the genre? What are the conventions of this genre? It comes from a collection of writings about Paris – Paris was ours. What purpose do you think the writer has?
• How, basically, does the writer communicate her ideas about Paris, its society and its people

19. Use of first person – personal narrative indicates the emotional attachment to the memory
Uses a capital here for emphasis, implying both uniqueness and importance – Paris affects!
‘Understanding chic
Family clearly have familiarity with Paris too – class; this possibly makes her feel more confident.
Using the noun ‘adventure’ suggests excitement
Unfavourable comparison to London – exotic against familiar? Paris better.
Ten days later, I returned to my family and became a Paris Bore. Every conversation became an occasion to slip in tales from my Parisian adventure. Someone adult pointed out that I had been to Paris in August and that ‘no one chic ever stays there then.’ I refused to give the woman’s remark much credence: Besides, what on earth was ‘chic’? Undaunted, I bounced along in my enthusiasm. Paris was hard to fault. Unlike London of the mid-1970s, it basked in the beauty of tradition – the ritual and order were an indication of that – and there was a respect for vegetables. In shop windows, polished tomatoes were lined up like jewels. French civic pride. Visiting the chateau de Versailles, I briefly stepped on the cordoned-off lawn, an easy enough mistake that had a shocking consequence. A Frenchman – not a guard – came forward and slapped me full in the face.
Plosives reflecting enthusiasm. Verb ‘basked personifies Paris
Pre-modifying adjective, coupled with the verb reinforce ‘enthusiasm’ and imply a positive experience.
Indefinite article ‘A’ coupled with nationality indicates that he represents all Frenchmen. He is unconnected with law – all French are not afraid of taking action themselves.
Simile with element of bathos – tomatoes/jewels, coupled with ‘pride’ & ‘respect’ suggests British do not have this.

20. ‘Understanding chic AO1 Terminology
AO4 how people, places and events are presented
How is Paris presented in this extract? The writer of ‘Understanding Chic’ is from an aristocratic and literary family and is writing retrospectively about her visit to the city when she was only 13. She therefore presents Paris in the form of a written personal account; the pronoun ‘I’ and possessive ‘my’ are used frequently and help to indicate her emotional attachment to the memory. The writer also indicates her love of Paris through the pre-modifying adjective ‘undaunted’ and the verb ‘bounced’. She clearly views the Paris of her memories with enthusiasm; it seems an exciting and exotic place to be as she both uses the noun ‘adventure’ and refers to herself as a Paris Bore after her visit. The capitalisation of ‘Bore’ suggests she has become both unique and more important after a visit to Paris; clearly, the city affects people dramatically. This is clear when the writer uses an unfavourable comparison as Paris is ‘unlike London’. She repeats the plosives in ‘bounced’, ‘basked’ and ‘beauty’, emphasising her positive outlook on the capital; the verb ‘basked’ also personifies Paris suggesting it enjoys relaxing in the knowledge of its own ‘beauty of tradition’. This indicates a certain smugness in its perceived superiority to any city that does not have the same awareness of its worth. The writer continues to emphasise the ‘pride’ that the French have; the use of the minor sentence emphasises the attitude of the French. Such pride is seen to extend to vegetables with the bathetic comparison of jewels to tomatoes; the comment that the French ‘respect…vegetables’ suggests the British do not. Fraser describes the event when she was ‘slapped’ by ‘A Frenchman – not a guard’. The event was clearly traumatic so it is surprising that she is undeterred from her love of Paris by this. Instead, the indefinite article ‘a’ coupled with the nationality of the man suggests that he was simply representative of his countrymen. In addition, the fact that he is described as ‘not a guard’ indicates that he is not inspired by any law but simply by a love for his country, in this case the grass at Versailles.
AO3 – mode, genre,

21. Use of first person – personal narrative indicates the personal attachment to place – reinforced through verb ‘like’
Uses the comparative ‘unlike’ for London/Paris
‘Understanding chic
Adverb ‘architecturally’ unusual and quite formal for such an informal speech
Using the noun ‘adventure’ suggests excitement
Uses informal second person instead of more formal ‘one’ and contraction ‘you’re instead of ‘you are’
but erm (1) what I like about Paris architecturally is (.) erm unlike London which is built around high streets and (.) lots of houses where people live and nothing much goes on (.) erm everywhere in Paris has shops and bars and cafes and residential (.) buildings and so when you walk around Paris (.) erm y-you’re never in the middle of nowhere (1) you’re always somewhere really interesting (.) erm and I like that (2)
Plosives reflecting enthusiasm. Verb ‘basked personifies Paris
Sub-modifier ‘really’ used here with adjective interesting to increase effect (sub-modifier when adverb used with adjective)
Use of fillers indicates spontaneous speech

22. Compare the ways the writers present Paris in the two texts

23. Use last text’s model to find 5 key things about this text…

24. What is the same and what is different?
WHY? HOW? WHERE?

25. Comparison alley

26. Question: Compare and contrast how the writers and speakers in these extracts present Paris. You should refer to both extracts in your answer and consider:
• the language choices made and their likely effects
• the different audiences and purposes of the texts
• aspects of mode.
Analyse the text:
Mode of address (multi-modal – sound/visual/written)
Context – purpose/audience/text producer
Five language features
2. Compare with Eurostar text: 5 similarities and 5 differences – plan using examples and connectives.

27. Expected Routines: Reminder! Folders
Wed P2: register and then organise folder, read Paris text and prepare 3 min overview on presentation of Paris. Extension: continue scrapbook
Expected Routines:
Folders
They must be with you EVERY lesson for both teachers (EXH/ARM)
Inside the front cover, you need to stick the ‘Assessment Objectives’ grid – the AOs- so that you can refer to them regularly.
The first sheet – in plastic wallet – will be your ‘Tracker sheet’. All marked work from both teachers MUST be recorded here, including work that has been marked but not graded. The EBI can be recorded.
First section – All marked work will be kept here, showing student/teacher dialogue – WWW- EBI – MRI – in plastic wallets but ALL showing.
Second section – you can keep your notes and handouts here. Divide it between your two teachers.
Third section – Keep your subject handouts here. Specifications, mark schemes, exemplar papers, exemplar responses. You will need to refer to these regularly.
Fourth section – keep an up to date record of your wider reading, including critical readings and websites. Your holiday prep should be kept in here too. Be obsessive about keeping this thoroughly updated.
The folders will be regularly checked and sanctions given for unsatisfactory ones.
Reminder!
I will be checking your folder and you will be presenting on the reading you completed for HW at the start of the next lesson.

28. Wider reading Add any additional writing about Paris here:
By the end of Year 12 you will need to have read some or all of the texts that feature in the Anthology. Tick them off when you have taken them home and read some/all. The Sweet Life in Paris Seven Ages of Paris On Paris Breathless Travel Writing Travels in Paris in the sixties The Rough Guide to Paris Paris Was Ours Not For Parents Around the World in 80 Dates The Most Beautiful Walk in the World Neither Here Nor There Mile By Mile
Add any additional writing about Paris here:

29. LO: explore + compare the presentation of Paris
Starter:
1 Can you find 3 verbs
2. Can you sort the verbs into:
a) Present
b) Past
c) Continuous
3. Can you find 5 nouns
4. Can you break the nouns up:
Proper nouns
Common nouns
Abstract nouns
5. Can you find 8 adjectives?

30. Can you sort?
Verbs
Nouns
Adjectives
Cited (past tense)
Paris (proper noun)
Quirky
Straddles
Parisians
Fashionable
Exploring (present continuous)
Champs-Elysees
Fresh
Cooking
Gallery
Great
Wander
Art
Perfect
Take
Stores
Full
celebrate
Wealth
Greatest
Romance (abstract noun)
One
Create a table for all of the texts studied. Extension: what else could you aDD?

31. Do the same activity for text 1 (Eurostar) and 24 (Paris food)
Starter: feedback in groups
LO: explore + compare presentation of Paris

32. Feedback findings + discuss
Then record YOUR Key ideas:
Make some notes on your notes sheet for each text
Make connections under key headings:
Audience/purpose/producer/context/presentation of Paris
LO: explore + compare presentation of Paris

33. Comparison skills: easy as ABC
LO: identifying similarities and differences
Comparison skills: easy as ABC
1. Identify features of each fruit
2. List their similarities and differences
3. Write about one similarity and one difference – using 2 connectives hanging from the ceiling.

34. Comparison: exemplar
The two fruits are a similar size and are both seen as a healthy option for puddings. However, the apple is red, whereas the orange is a bright orange colour. Another similarity is that they both grow on trees, except oranges generally need a warmer climate. Finally, the fruits can both be either sweet or sour and they also both contain pips or seeds. That said, the apple pips are contained within the core of the fruit, on the other hand, the orange seeds are contained within the flesh that’s eaten and therefore, can get in the way of the eating experience.

35. Now, do the same for 2 Paris texts
EXEMPLAR: The Eurostar text – a multi modal YouTube advert, is persuading visitors that Paris has many exciting places to see. In the same way, the Lonely Planet Guide (also a multi-modal text) engages their audience by informing and persuading them to visit Paris and how many places they could see. However, the LPG is more formal and focuses on the iconic side of Paris that visitors will expect: The Louvre, The Eiffel Tower and the traditional food, whereas, Eurostar looks at a dazzling array of ‘stories’ that the audience could create for themselves and seems to be aimed at a younger audience.

36. Peer marking: Ao4 connections
WWW
EBI

38. Paris for children – overview in 10
Rough Guide –
Not for parents -
Context: AO3
Language: AO1+2
Techniques:AO1
Context: AO3
Language: AO1+2
Techniques:AO1
Travelling to Paris with a Grandchild
Ten things my kids will say about Paris
Context: AO3
Language: AO1+2
Techniques:AO1
Context: AO3
Language: AO1+2
Techniques:AO1

39. Choose two and explore in more depth for Friday’s lesson – 10 mins
Make notes for each one
Techniques and language devices Meaning created about Paris Context – who produced and why, who would read and why? Does this change over time?

40. Question: Compare and contrast how the writers and speakers in these extracts present Paris. You should refer to both extracts in your answer and consider:
the language choices made and their likely effects (context)
the different audiences and purposes of the texts (context)
aspects of mode (image/layout/text/novel/video/transcript) (context)
Ten things: Chatty and informal – hybrid for Blog Multi-modal layout/pic/words First person List – speed of reading online Adult writer – appeals to other adults/parents Language for effect – repetition/
Not for parents

41. HW: due Wed 2 Dec
1. Complete revision notes for all texts we have looked at so far – aim for 5 language devices used AO1, explain meaning of those 5 AO2 and make notes on context AO3 2. Read for next week: ‘encore une Fois’ (once again) Prepare 3 similarities and 3 differences to the texts on Paris we have studied so far…

42. Question: Compare and contrast how the writers and speakers in these extracts present Paris. You should refer to both extracts in your answer and consider:
30 mins
the language choices made and their likely effects (context)
the different audiences and purposes of the texts (context)
aspects of mode (image/layout/text/novel/video/transcript) (context)
Success Criteria:
Intro – overview of text type and summary of content (abstract with bit more)
Use terminology
Use quotations
Use words from the question
Link with connectives
Conclusion – draw together similarities and contrasts and reasons why

43. Assessment objectives
AO1: Apply concepts and methods from integrated linguistic and literary study as appropriate, using associated terminology and coherent written expression
This rewards students’ ability to apply concepts and methods from integrated linguistic and literary study to literary and non-literary material. AO1 also rewards the ability to maintain an academic style throughout the essay.
AO3: Demonstrate understanding of the significance and influence of the contexts in which texts are produced and received
This relates to students’ ability to explore the significance and the influence of contextual factors on the production and reception offered by different genre and text types, and examine why writers and speakers choose to communicate using various forms.
AO4: Explore connections across texts, informed by linguistic and literary concepts and methods
This relates to the students’ ability to make connections between texts, exploring their similarities and differences in the light of how the writers and speakers represent place.

44. Starter: Dirt time
1. Read my marking comments and complete MRI task – 10 mins
2. Look at the structure guide sheet and consider how you can use this for the next timed piece of writing
Finished? Read through ‘Encore Une Fois’ and make some notes on:
How the writer presents Paris/People/Events
Narrative voice
Context of writing – mode/purpose/audience/time/place

45. discuss: HW feedback
3 similarities and 3 differences to texts studied so far
Add ideas to your notes!

46. Starter: positive & negative lexis

47. Can you find… Narrative Voice? Informal register? Positive lexis?
Modifying adjective?
Information to suit purpose?
Information to suit audience?
High register vocabulary?
Low register vocabulary?

48. What about structure? Evidence of a cyclical structure?
Evidence of simple sentences for impact?
Evidence of sentences with multiple clauses?
What is each section about? Does it have a clear flow?
Can you explore the effect of 2 of those above?

49. Write notes using handout as a prompt
HW: explore 18 months later – and go through the same process independently.

50. ‘Encore Une Fois’ and ‘Stories Are Waiting’
Question: Compare and contrast how the writers and speakers in these extracts present Paris. You should refer to both extracts in your answer and consider: • the language choices made and their likely effects • the different audiences and purposes of the texts • aspects of mode. Analyse the text:   Mode of address (multi-modal – sound/visual/written) Context – purpose/audience/text producer Five language features
‘Encore Une Fois’ and ‘Stories Are Waiting’

52. LO: Two lesson mock preparation
Starter:
Remind yourself about what skill each AO covers
Think about where your strengths and weaknesses lie
What was your last mark/EBI comments to focus on?
Success = reflection and focus

53. LO: Two lesson mock preparation

54. LO: Two lesson mock preparation
Question reminder
Question: Compare and contrast how the writers and speakers in these extracts present Paris. You should refer to both extracts in your answer and consider: • the language choices made and their likely effects • the different audiences and purposes of the texts • aspects of mode
To Analyse the text: Mode of address (multi-modal – sound/visual/written) WHY? Context – purpose/audience/text producer WHY? Five language features WHY?

55. Re-Read ‘the most beautiful walk in the world’
To Analyse the text: 1. Mode of address (multi-modal – sound / visual / written) WHY? 2. Context – purpose/audience/text producer WHY? 3. How is Paris presented? 4. Choose five language features that highlight this presentation + WHY? (Table overleaf)

56. Key words to use: Lexical choices/Negative or positive lexis/formal or informal register /modifying/adjective/adverb/phrase/verb/noun/high or low register/text type/mode of address/audience/purpose/ linguistic techniques/ mode of address/ literary style/narrative voice – 1st person or 3rd person.
Explore your section – look for a range of techniques and think about context and representation as you go…

57. Starter: share analysis from last lesson in pairs
Then, complete the table with detailed exploration of the techniques used.

58. Analyse the language choices
Technique Used
Quote - example
Explore the effect – linking to how Paris has been portrayed.
Metaphors/Imagery
Negative verb choices/lexis choices
Use of sarcasm
Modifying adjective (modifies a noun)
Simple sentences for effect
Narrative voice/style

59. Technique Used
Quote - example
Explore the effect – linking to how Paris has been portrayed.
Metaphors/Imagery
Paris has been portrayed as a literary landmark – especially the area in question and the language matches this by using poetic language and structures.
Negative verb choices/lexis choices
‘uncertain’ & ‘huddled’
Modifier ‘uncertain’ suggests that they don’t know what to do and aren’t able to find their way around. ‘Huddled’ makes them sound…
Use of sarcasm
‘what is almost a uniform’
Modifying adjective (modifies a noun)
Simple sentences for effect
‘The walkers’
Separates the tourist ‘walkers’ from the locals within the text to show their in ability to fit in with Parisian behaviour and how different they are.
Narrative voice/style
‘I pass them’
1st person allows Baxter to give reader his own views on tourists and allows personal anecdotes to be included. Gives the reader insight into living in Paris and allows them to see the tourist from a local’s perspective.

60. The sweet life in paris
HW: Before Friday’s lesson – go through the same processes for this text. On Friday, we will construct a response together as a group and explore its merits and weaknesses…

61. The sweet life in paris Techniques used? Production Reception Genre
Text Type/Mode of address
WHY?
How has Paris been represented?
How is this similar and different from ‘The Most Beautiful Walk in the World’?