1. What is the layout of the paper?
Three questions
Question 1: Analysis of how language creates representations and meanings in Text A
Question 2: Analysis of how language creates representations and meanings in Text A
Question 3: Comparison on how Text A and Text B use language to create representations and meanings

3. What are the timings? Read and annotate text A – 5-10 mins
Question 1 – mins
Read and annotate text B – 5-10 mins
Question 2 – mins
Plan Question 3 – 5 mins
Question 3 – 20 mins
5 mins proof reading and thinking about…
What are the timings?

4. 1) SPAG
2) Clear topic sentences
3) Is the word representation in there somewhere?
4) Specific terms
5) Layered analysis – is there anything else you can say?

5. What is it tested for? Five things:
AO1 – Ability to write and essay; apply layers of analysis; use terminology
AO3 – Ability to pick the interesting bits of context; link language and context; analysis and evaluate the effect of contextual factors
AO4 – Ability to compare aspects of language and context
Ability to pick out what is being represented!
What is it tested for?

6. What’s the difference between the middle and top bands?
Pick out interesting context points (perceptive, not obvious)
Terminology is specific and advanced
Discuss the effect of the terms in perceptive detail
Link the language to the context
Explore and evaluate
Compare thoroughly (Q3)
What’s the difference between the middle and top bands?

7. THINGS WE NEED TO BE DOING
Reading non-fiction texts – all the time! Newspapers / articles / blogs / letters / posters / leaflets / packaging
What’s being represented?
Learn the 10 context points
Consider which context points you’d use for the text you’re looking at
Learning terminology
Applying terminology to texts
Thinking of the fluffy comment
Annotating your Paper 1 packs (please start bringing to lessons)

8. PLANNING SOME ANSWERS TEXT TYPE What’s being represented?
KEY 3 CONTEXT POINTS
INTERESTING / DETAILED COMMENT
LANGUAGE FEATURES / TERMINOLOGY TO LINK TO CONTEXT
QUOTE
FLUFFY COMMENT

9. IDENTIFYING REPRESENTATION
PERSON / GROUP
ISSUE
PLACE
ATTITUDE / OPINION

10. IDENTIFYING REPRESENTATION: SENTENCE STEMS
The article represents the issue of ____ as being something_____
The writer represents himself as someone who is informed and knowledgeable, this adds authenticity…
PERSON_____ is presented as someone who_____ which encourages readers to______
The general public are here represented as ______
The attitudes of the writer are represented as______

11. LET’S PRACTISE THIS REVISION TOGETHER
We’re going to practise with transcripts for now
Over the next few weeks we’ll ensure we’ve covered a range
Transcripts may, or may not come up
But in Year 13 the extra Paper 1 question will DEFO be a transcript
So, it’s important you get to grips with it!

12. LET’S PRACTISE THIS REVISION TOGETHER
On your table are 3 different transcripts
I will guide you in your reading and tell you when to move on
You need to fill in the revision table for all three transcripts
Key things to consider when exploring transcripts:
Spoken language specific terminology
Schema? Spontaneous? Semi-scripted?
Be careful with audience
The transcript itself is not a constructed text
Plus, all the other things that you need to do! (Context; language analysis etc etc )
Go, go, go!

13. THE CHALLENGE…
There is no expectation to write the response in a certain way
You have to come up with your own steer / concept / line of argument
You need to find the right things to say
Spot the ‘thing’
Why have they chosen this extract to discuss?
How has it been crafted?

14. Topic sentence which answers the steer
POINT
EXPLORE
QUOTE
ANALYSE
LINK
Topic sentence which answers the steer
GASP+++ and has representation in 1
Explore this in more depth and explain what you mean by this. Justify. Offer differing interpretations. Synthesise.
3 or 4
Embed a relevant and precise quotes
Analyse the quote
in detail that proves
the above
Evaluate.
Terminology
Milk
5 or 6
This serves to highlight…
This accentuates…
This suggests / implies / connotes…
This emphasises…
Something which surely reflects…
A tone that defines…
In crafting this…
Further,
In addition,
Indeed,
Finally…
Link back to topic sentence 1

15. Genre
Audience
Subject
Purpose
Attitude
Context and schema

16. Question 1 and 2 essay plan
Paper 1
Question 1 and 2 essay plan

17. Analyse how that is show in the text Quote and milk Word and syntax
Paragraph 1
Topic sentence from GASPS ++ - find the fluff, the perceptive / interesting comment
Analyse how that is show in the text
Quote and milk
Word and syntax
Terminology
Paragraph 2
Topic sentence from a different GASPS ++ - find the fluff, the perceptive / interesting comment
Analyse how that is show in the text
Quote and milk
Word and syntax
Terminology
Paragraph 3
Final topic sentence from a third GASPS ++ - find the fluff, the perceptive / interesting comment
Analyse how that is show in the text
Quote and milk
Word and syntax
Terminology

18. Paper 1 – q1 and 2 essay approach
Paragraph 1 – Topic sentence (GASP )
Paragraph 2 – Topic sentence (GASP )
Paragraph 3 - Topic sentence (GASP )

19. And then finding the fluff…
Want a level 5?
The trick is in finding the best three topic sentences, which are normally those in red (but not always!)
And then finding the fluff…
Genre
Audience
Subject
Purpose
Attitude
Context and schema

20. WHAT IS THE FLUFF LIKELY TO BE?
Level 5 fluff
Context and schema - Scheme – expected / unusual / opted out / flouted?
Attitude – Attitude of the speakers / writers. Shift in attitude? Relationships of the speakers. Influenced by anything? Gender? Occupation? Class?
Purpose – Why did they write / speak like this? How does the form / mode / genre aid this? Anything usual about how they are represented?

21. ACROSS THE ESSAY…
Three topic sentences where you explore wider discourses (GASP+++)
Word, syntax, grammar level analysis
Terminology
The word representation

22. TYPICAL FEATURES TO SPOT
- Clause types
- Clause order
- Clause linking
- Parallel clauses
- Cohesion
- Antithesis
- Visual design, structure and webpage navigation
- Tenses: present, past
- Superlative adjectives
- Ellipsis
- Noun phrases
- Noun types
- Adverb types
-Sentence types: simple, compound-complex
-Dysphemism
- Word classes: verbs, adjectives, nouns
pronouns
- Interrogatives/questions
imperatives declaratives connotations
- Hyperlinks, tabs
- Colloquialisms
-Initialisms
-Metaphor
- Address
-Listing – asyndetic; polysyndeton
-Discourse markers
-Comparative adjectives
-Euphemism
-Graphological features: emoticons, bold font
-Semantic fields

23. EXAM REPORT

25. QUESTION 1
WHAT TO FIND…

26. YOUR AO3, GASP – TYPE TOPIC
SENTENCES TO EXPLORE
MAY LOOK LIKE…

29. YOUR AO1, LANGUAGE ANALYSIS FEATURES MAY LOOK LIKE…

32. QUESTION 2
WHAT TO FIND…

33. YOUR AO3, GASP – TYPE TOPIC
SENTENCES TO EXPLORE
MAY LOOK LIKE…

36. YOUR AO1, LANGUAGE ANALYSIS FEATURES MAY LOOK LIKE…

39. QUESTION 3

41. Paper 1 – Q3 essay approach
Paragraph 1 – Answer very briefly how the texts are different
Paragraph 2 – Topic sentence – clearly compare GASP
Paragraph 3 – Topic sentence – a second comparison GASP
Paragraph 4 - Topic sentence – a third comparison GASP

42. COMPARATIVE
CONNECTIVES?

43. Integrated Comparison
Something that isn’t as prevalent in Text B
Interestingly, a device also utilised in Text B, but to achieve the effect of…..
Indeed a notion also explored by (WRITER) in Text B
…an idea that does not permeate Text B
A structural tool that is also developed in Text B, but for the purpose of…
As aforementioned