Question 2b: Language

READING FOR INTERPRETATION

Language


Writers develop their text in different ways. To follow how the text is constructed, you need to recognise some of the more commonly used techniques and how a writer uses them to build their text depending on their purpose.


Part of reading for interpretation is looking at the use of facts and opinions in a text – which we have been looking at in previous lessons. It can also mean looking at other language choices a writer makes and their effect on the text/reader.Over this series of lessons, we are going to:

Be able to identify different language techniques in a text Develop our ability to explore HOW writers use different

language techniques in their writing Develop our ability to explore HOW readers are affected

by different language techniques in writing

LANGUAGEMany writers choose to write in standard English, which is the form taught in schools. Within that form, or as an alternative to it, they use a range of linguistic devices which you need to be able to recognise and discuss.List as many linguistic devices and language tools as you

can.

ColloquialismsRhetoric:

rhetorical questions, direct address, use of

anecdote

Loaded languageTechnical Language

Emotive Language

Literary and poetic devices - rhyme, alliteration, metaphor,

simile, personification, hyperbole, onomatopoeia

Adjectives and Adverbs

Superlatives – worst, best, biggest …

ImperativesSimple/complex vocabulary – really scary vs utterly terrifying

Formal/informal vocabulary – mother vs mum

Descriptive language: imagery, senses, adjectives

Irony and sarcasm

Tabloid Newspaper Language: Bias, Emotive, Slang, Nicknames, Puns

Subject Specific vocab

LANGUAGE TECHNIQUE 1: THE WRITER’S FEELING ABOUT THE SUBJECT - BIAS

You need to look closely at the writer’s feeling and attitude towards the subject they are writing about. Do they have a bias?

IDENTIFYING BIASAs it happens, the results do reflect the impact of woolly educational thinking, which has played down actual examinations and elevated classroom performance through coursework. This gives girls an advantage, since their greater keenness and biddability tend to earn them higher marks than more naturally rebellious and individualistic boys.

Match the annotations to the appropriate words and phrases in the extract.

a) A phrase which implies examinations have been made to seem less important

b) A word which suggests classroom performance is overrated

c) A phrase which implies an over-willingness to please and obey

d) A word which suggests the thinking is unclear and lack substance

e) A phrase which suggests a sense of strength, toughness and adventure

Complete this sentence correctly.

By using language in this way the writer reinforces his opinion that:

Girls work harder than boys. Classroom performance and coursework are

more important than exams. Schools are failing boys and they deserve

better.

LANGUAGE TECHNIQUE 1: THE WRITER’S FEELING ABOUT THE SUBJECT - BIAS

Think back to the Cheese Rolling and Olympics Editorial articles. What is each writer’s feeling/attitude towards the subject of their article?

How did you identify the feelings/attitudes? Is the writer biased?






LANGUAGE TECHNIQUE 2: LANGUAGE TO CONVINCE – RHETORICAL DEVICES

Writing to argue and persuade share a set of Rhetorical Devices that writers can use to make their point more persuasive.

When reading to interpret you should be looking out for these and HOW they are used in the text to support the text’s purpose or get a reaction from the reader.

Technique Meaning Example

Rhetorical Question When the writer asks a question- not to get an answer but to challenge you, entice you, make you think, feel guilty, or examine your conscience.

Can you light a fire? (Challenge)Can you watch this poor child suffer?(Guilt inducing)Why turn down 0% finance? (Enticing)

3-Point List Persuaders often use lists of three. They seem to have a special rhythm that sticks in the mind and gets the message across.

Tired, hungry and homeless, John is typical of the people who seek our help.You’ll find it intellectually stimulating, creative and endlessly varied.

2 Part Contrast Before……..AfterThis is the way it is….This is how it could be.Stark contrasts are powerful persuaders.

Last Christmas John was living rough on the streets. This year, he has clean clothes and a warm bed. You see, the money you give really does make it a difference.

Repetition Repeating the same word or phrase is bound to have an effect!

Come to life.Come to Butlins.You’ll learn how to present, support……You’ll learn how to make a difference to people’s lives.

Make it Personal Getting the reader involved by using ‘you’ or making them feel part of something by saying ‘we.’

Designed to fit the way you live your life.

Together, we can make a difference.

Emotive Language Words which play on the readers emotions.

Starved and beaten, this poor puppy would have died a miserable death without your help.

Exaggerated Claims Language which makes things seem better, more exciting than they really are.

Teaching is the ultimate profession.

Carlsberg- probably the best lager in the world.

Conventions of Writing to Argue/Persuade

Technique Meaning ExampleLong Descriptive Sentences

Longer, complex and compound sentences, allow the writer to paint an attractive word picture.

This desert of ice is so unique and uncommon to man’s experience, that even the best of photographs are mere attempts at describing the sheer magnitude, the awe, the beauty of it. (Travel brochure- Antarctica)

Short Powerful Sentences

Short sentences have real impact. Such wonder can only be felt not defined.

Selective Use of Facts

Not exactly lying, but being economical with the truth. Only using facts that support your case, leaving out the facts that don’t.

You can earn up to £40, 000 as a classroom teacher . (Notice words up to)

Imperative Sentences(Commands)

Don’t give your audience a choice – command them to do something.

Imagine you are homeless…Call this number…Send money now…

Anecdotes Incorporating stories/experiences from your own past will make your speech interesting and you will show your audience that you know what you are talking about.

I have seen the devastation that drought can cause. When I visited Africa, I witnessed…

Counter-argument Recognise that there are counter-arguments or an alternative viewpoint to what you are saying; mention them and then go on to say why they are wrong/you are right.

I understand that fox-hunting can seem evil, however, had you thought about the helpless chickens that they kill…

Herd Mentality No-one likes to be the ‘odd one out’ so tell the reader that they will be if they don’t agree with you.

Everybody knows that…Obviously…You must be on a different planet if you haven’t noticed…

Powerful Ending Good persuaders sign off on a strong note.

Teaching is the ultimate profession. Because, of course, without teaching there are no other professions.


1. Read the argument in favour of using Buffy the Vampire Slayer in the classroom.

2. Choose one fact and one opinion from the argument. How does each support the writer’s argument?

3. Using the Conventions of Writing to Persuade worksheet, find and label features of writing to persuade that the writer has used.


For each question number the feature on your sheet with the same number as the question then answer the question in your exercise book.

1. The writer asks questions like, “surely we want children to enjoy literature and be excited by stories?” What is the effect of this questioning on the reader?

2. The writer uses short powerful sentences in this argument. Choose one and explain how it affects the reader.

3. The writer uses the emotive phrase: “It would be easy to jump to the thoughtless conclusion...” How is this meant to make the reader feel?

4. What is the effect of beginning the argument with the counter argument?

5. How does the writer use the fact about “...2.6 million people...”?

6. The writer uses several lists of 3. Choose one to explore how the writer uses this technique to help achieve the text’s purpose.

7. The writer says: “... we are trying to teach our children...” How is the writer using personal address to persuade the reader?

8. Is the writer bias? How does the language show this?


Every argument should be well structured. Find and label:

a) the writer’s three main points (clue: look for the topic sentences)

b) the evidence used to support each main point

c) the connectives used to make the argument cohesive

d)How does the writer link the introduction and conclusion? What image is repeated?


Now for the exam style answer – remember to PEARL!

How does the writer encourage the reader to side with her argument through the language she uses? Consider: the language features (conventions of writing to persuade) and how the writer engages the reader (emotive; personal; rhetorical question).

WHY BUFFY THE VAMPIRE SHOULD BE STUDIED AT KEY STAGE 3.

Buffy the Vampire Slayer may just appear to be a popular American television series to be enjoyed at home of an evening. But beneath the surface of this innocent seeming sci-fi extravaganza lies a well-crafted, expertly written programme able to reach today’s youth with hard-hitting messages on culturally relevant issues. This is the sort of teaching aid that we as teachers have been longing for – the perfect tool in teaching Key Stage 3 students about the power of the media in the twenty first century.

It is a fact that today’s youth watch far more television than any generation before them. A recent survey by the Television Broadcasting Association found that, ‘a TV set is switched on for six hours 47 minutes on average every day’. It would be very easy to jump to the thoughtless conclusion that all this is time ‘wasted’ on watching pointless programmes but if you have any understanding of today’s society you will know that the medium of television is one of the greatest and most valuable sources of information available to our children. Buffy the Vampire Slayer represents part of this medium.

Of course, there will always be a place for the classic novels of such greats as Shakespeare and Dickens but times are moving on and in order to teach students about important issues, such as cultural diversity, growing-up and our moral obligations, we need to find a more relevant source. Buffy the Vampire Slayer is that source. Buffy tackles a multitude of socially relevant issues and each one is handled with a balanced and responsible approach. The programme may use monsters and other fictional creatures to put these issues across but this allegory is not lost on students. On the contrary, when issues are later discussed with students they show a clear awareness of the programme’s relevance to real life. Buffy is part of today’s contemporary culture and as such students are able to empathise with it, to enjoy it and see the relevance of it on their own lives and surroundings. In short they can LEARN from it.

Twenty-first century students live in time where technology can do fantastic things, where movies can be completely computer generated and the Internet is fact replacing static libraries. Can we expect out children to be totally engaged by a musty old book when at home they are presented with wonderful opportunities to experience stories brought to life with startling realism on screen? Surely we want children to enjoy literature and be excited by stories? Buffy utilises groundbreaking special effects and the most-up-to-date production techniques in turning it’s award-winning scripts into stimulating television. It is one of the most highly rated television shows in America, with a recent poll finding that 2.6 million people tune in to watch it each and every week. It is just the sort of thing that we should be using in our classrooms to engage students and get them thinking.

At Key Stage 3 English we are trying to teach our children, not only English but, about life. We need all the tools that we can gather to do this and Buffy the Vampire Slayer could be the power-tool in our teaching boxes. Where else could a Zombie show us the difference between right and wrong? Or a huge, green sea monster teach us about accepting cultural difference? The Slayer may only be a girl but she could put some bite into lessons.






LANGUAGE TECHNIQUE 3: SPECIALIST TEXTS - SUBJECT SPECIFIC VOCABULARY

A writer might choose to use a range of words drawn from the same ‘subject area’. For example, if they are writing about medical conditions, then many of the words may come from that field. You might expect to find words like: syringe, symptom, prescription and diagnosis.

The effect of using subject specific vocab is to imbue the text with authority. When the writer uses them they demonstrate knowledge of their topic area that is both informed and extensive.

Writing about Subject Specific Vocab.When writing about this in an exam answer you might use phrases like:•The writer draws on language from the semantic field of ...•The writer exemplifies their knowledge of the topic by using language from ...•Vocabulary from the subject specific field of ... is effective in conveying the writer’s knowledge and understanding about ..., this is effective because it establishes their authority over the reader.

LANGUAGE TECHNIQUE 4: TECHNICAL AND EMOTIVE LANGUAGE For each language feature listed below, copy and write

whether it is TECHNICAL or EMOTIVE.

Statistics Strong opinions ExaggerationJargon Bias Rhetorical Questions

•Find three features of emotive language in the text below. For each feature, give an example and describe what effect it creates.What kind of future do we want to give our children? Do we want them to have fresh air to breathe? Do we want a clean, safe environment they can enjoy and share with their own children?Or do we want a filthy, barren, concrete planet with nothing left of our once green and pleasant land, where trees are just something fondly recalled by their old, eccentric grandparents?The answer is surely obvious. Yet if we allow the situation to carry on as it is now, with mass deforestation and overdevelopment in the world’s most fragile environments, we’re heading for disaster. We must take action now if we have any hopes of avoiding this catastrophe.

Insolation is radiation from the sun that heats the

planet

How does the technical language in this extract from an article about climate help the writer get information across effectively to the reader?The United Kingdom has a temperate maritime climate, with most lowland areas receiving between 500 and 1000mm of annual precipitation. Annual temperatures are generally between 5 and 15C, with urban areas up to 5C warmer than rural areas, due to the urban heat island effect. The south is also warmer than the north, due to higher levels of insolation.

TECHNICAL AND EMOTIVE LANGUAGE


Part of reading for interpretation is looking at the use of facts and opinions in a text – which we have been looking at in previous lessons. It can also mean looking at other language choices a writer makes and their effect on the text/reader.

Over this series of lessons, we are going to: Be able to identify different language techniques in a text Develop our ability to explore HOW writers use different



LANGUAGE TECHNIQUE 5: WRITING TO DESCRIBE

How many descriptive techniques can you think of?

DESCRIPTIVE LANGUAGERead the text below, then answer the questions in the lovely coloured box.

From Memories of Aldport, by Geoff BuckleyI visited the old, ghostly railway station down the road from where I grew up. The grey, rusty bridge seemed to harbour countless memories of days gone by – the thunderous roar of an approaching train echoing down the track like a premonition of an alien invasion.

The fact that nothing passes under it any more adds to the eerie atmosphere it has now, and the strange sense of so many lives having been lived under it in the past. I would like to take a stroll along its forbidding, overgrown lines – but the combination of an unnecessary barbed wire fence and the dense, strangulating bushes surrounding the sidings sadly make this impossible.

A) How does the writer feel about the railway station he describes?B) What writing techniques are used to describe the station and the

trains? How effective are they?

METAPHOR AND SIMILEWhat impression is created by the

following simile? How does it create this impression?Jane’s efforts to cheer Tom up were as fruitless as the Sahara Desert.

How effective is the following metaphor? Explain your answer.His face was a snowfield of fear.

PERSONIFICATION, ALLITERATION AND

ONOMATOPOEIA For each extract, write down the

technique being used and say what effect it creates.• The computer squawked into life before

cheerily informing me I had performed an illegal operation.

• The thumping beats on offer at the venue now are a different world from the Oompa tunes of old.

• Bag a bargain at Brigson’s – Portsmouth’s Premier Pig Farm!

IRONY AND SARCASM Briefly explain each of the terms:a) Ironyb) Sarcasmc) Satire

What is the effect of the writer’s sarcastic tone in this article about extending pub licensing hours?Of course, the solution to binge-drinking is perfectly clear: we should keep pubs open all day long. This way, everyone will get bored of the idea of beer and take up knitting instead. I can picture it now: the young louts who terrorise our streets will surely all turn to each other and say, ‘Do you know what, Jeremy? This drinking lark just isn’t the wheeze it used to be when we got cleared out by 11pm – I’m seriously considering my life options’.

IRONY: the use of words to convey a meaning that is the opposite of its literal meaning: the irony of her reply, “How nice!” when I said I had to work all weekend.

SARCASM: A form of wit that is marked by the use of language that is intended to make its victim the butt of contempt or ridicule

SATIRE: The use of humour, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices.


Part of reading for interpretation is looking at the use of facts and opinions in a text – which we have been looking at in previous lessons. It can also mean looking at other language choices a writer makes and their effect on the text/reader.

Over this series of lessons, we are going to: Be able to identify different language techniques in a text Develop our ability to explore HOW writers use different



TASK: DESCRIPTIVE WRITING

Read Richard Branson’s account of a hot air balloon accident. This text is a descriptive account from Branson’s autobiography.

Annotate the features of descriptive language used in the article. Don’t forget that sentence structure and punctuation can help build description.

ANSWER THESE QUESTION IN YOUR BOOK

1. Look at the second paragraph, find and write down 2 verbs which show how the balloon lands. Find and write down 2 verbs which show the movement of the men in the balloon. What effect does the writer’s use of verbs create?

2. Why are ‘... bouncing along the tops of the waves like a stone, skimmed by a giant hand...’ and ‘riding the waves like a bathtub toy’ effective ways of describing. Explore each individually.

3. How do you know that Lindstrand is frightened and panicking?

4. In paragraph 3, what is suggested by the phrase ‘slumped in a seat’?

5. In paragraph 6, How does Richard feel? How does the language show this?

6. How does the language used in the final paragraph show how Richard’s feeling change as he gets the balloon under control?

7. ‘: 75, 100, 200, 500 feet’ What does the use of the colon indicate? What effect does this have?

8. In the second paragraph, why are some of the sentences in this paragraph in italics? What is the effect of this?

We hastily considered our difficult situation. Wind speed was much higher than we had expected, and if it carried on in the same direction, we could be swept miles off the coast by the time darkness fell. A ground landing was much too unpredictable. Instead, we were attempting to bring the balloon down now, on a beach if possible, or near one. Lindstrand began bringing it down. We had rehearsed the procedure for such a landing countless times in our heads. Lindstrand would push the two red ignition buttons to fire the explosive bolts and release the balloon from the capsule. If the balloon remained attached to the capsule, it would either drag it uncontrollably across the sea or turn the capsule into a submarine, dragging it below the waves with its weight, and almost certainly drowning the both of us. If all went to plan, however, the balloon would be released, leaving the capsule to float safely on the water until we could be collected.

The capsule bounced on the water with a resounding thump, shaking us both. Lindstrand punched frantically at the ignition buttons for the explosive bolts. “They haven’t gone off! Get out, Richard! Get out!” Lindstrand prised off the canopy, and clambered onto the top of the capsule, with me close on his heals. The capsule was skidding and bouncing along the tops of the waves like a stone, skimmed by a giant hand, the balloon flapping and billowing ahead. Then Lindstrand was shouting, “Jump, Richard, for goodness sake, jump!” – and Lindstrand was gone. I was alone!

I pulled myself to the edge of the rail, where Lindstrand had been just moments before, and looked down. The balloon was rising upwards like an express elevator: 75, 100, 200, 500 feet above the water. It was too late to jump now. Looking down onto the grey water I could see no sign of Lindstrand. I clambered back through the roof into the capsule, slumped in a seat, and tugged at the handle of the burners to give myself time to think. The balloon was ascending at what seemed to be an astounding rate, into thick cloud.

An extract from an account of Richard Branson and Per Lindstrand’s fated attempt to break the world record for a long-distance balloon flight.

Above me the burners gave off a thin and watery light. I was finding it hard to breathe. I had risen much further and faster than I had originally thought. I pulled the oxygen mask on and took several deep breaths to calm myself down. “Think, Richard, think!” I could parachute out.

I strapped on my parachute and liferaft and clambered back onto the roof of the capsule. Was this going to be it? For a fleeting moment, I believed I was about to die. I pulled myself back into the capsule, found a pencil and paper and scribbled a note to my family. “I love you.” Then I clambered back out again.

The metal on the capsule roof was freezing cold and damp to the touch. I shivered. I felt very, very alone. Peering over the edge I could see only thick mist. It was impossible to tell whether I was over land or water, but I thought that somewhere I could hear the chatter of helicopter rotor blades. I did not want to jump. A feeling of nausea came into my throat. I had to jump. But wait. Supposing I jumped, landed in water, and wasn’t seen. Wouldn’t everybody assume that I and Per were still in the balloon? Nobody would be looking for me in the sea. Per would drown, if he hadn’t drown already! I would drown too. It made more sense to stay in the balloon; that is what the rescue services would be watching out for. I must bring the balloon down myself, then I could tell them where to look for Per; then we would both be safe.

Shivering, I pulled myself back inside the capsule. How long had I been up here by myself? Ten minutes? Twenty? It seemed like an hour. I settled myself into my seat. I was breathing more evenly now, tugging at the levers which controlled the burners, venting the balloon. Everything according to procedure. The balloon was descending slowly now; the cloud thinning. And then it was clear. Below, riding the waves like a bathtub toy, I could see a ship – a Navy ship. And there was a helicopter. And another. I took off my parachute and checked my life-vest and pulled myself back onto the capsule roof. The water rushed up towards me. I looked into the void. And jumped.

NOW TRY WRITING A RESPONSE TO THIS QUESTION:

How does this extract convey the emotions of this ballooning event?In your answer, write about the language used by the writer.



Be able to identify different language techniques in a text

Develop our ability to explore HOW writers use different language techniques in their writing

Develop our ability to explore HOW readers are affected by different language techniques in writing

LANGUAGE TECHNIQUE 6: WRITING TO ADVISE

LANGUAGE TECHNIQUE 7: WRITING TO REVIEW

LANGUAGE Language use can be linked to audience and/or

purpose and/or form and/or tone. So you need to identify purpose, audience, form

and tone before you can answer successfully explore the language use.

Highlight the language features in a text before you write a response to a language question. Then choose the best 3-4 features to write about.

Your answer must explore specific language use in detail – listing the features in a text won’t get you very many marks.

Your answer must focus on specific words and phrases, then comment on their effect – general comments about the use of, for example, all rhetorical questions making the reader think, won’t get you very many marks.


Part of reading for interpretation is looking at the use of facts and opinions in a text – which we have been looking at in previous lessons. It can also mean looking at other language choices a writer makes and their effect on the text/reader.Over this series of lessons, we have learnt to:

Be able to identify different language techniques in a text

Develop our ability to explore HOW writers use different language techniques in their writing

Develop our ability to explore HOW readers are affected by different language techniques in writing

LANGUAGE TECHNIQUE 8: PUNCTUATION

For each of the sentences below explain what effect the different punctuation has:

The problems had been ongoing the whole trip: rain, missing tent poles, no matches... and now, 60 mph winds!

What were they to do? Would the bear get bored and leave? Would it go to sleep? Or would it simply stay where it was, waiting for them?

The cause of the problem was clearly the children; the girls were always chattering and playing with their mobile phones.

LANGUAGE FEATURESREMEMBER THEY ALWAYS LINK TO: PURPOSE, AUDIENCE, FORM AN TONE

Facts and Opinions Bias Emotive words, making the reader feel positive or negative or sad or... about the

subject of the text Evidence / qualification like anecdotes, statistics... Persuasive techniques like rhetorical questions, three point lists, counter arguments,

repetition ... Descriptive techniques like similes, metaphor, onomatopoeia... Adjectives, adverbs and superlatives Words all linked to the same subject (semantic field) Technical vocab Imperative verbs to command Direct and indirect speech Punctuation (don’t forget this) Register: level of formality i.e. Use of complex words or colloquialism Structure – the order of the points, the evidence provided, conclusion... Sentence use i.e. Use of simple sentences to emphasise or complex to add

description...

Denotation and connotation:Denotation: what is the language use?Connotation: what the language makes the reader think or feel. The connotations of a language feature may help you to explain it’s use in the text and this is where all the marks are.

THE EXAM – QUESTION 2B

Question 2(b), is a ‘How?’ question. It is allocated 14 marks and a page and a

half to answer it. You should spend about 20 minutes on it.

The question will focus on how the text uses information and language to communicate its subject-matter.

Successful answers will include brief, accurate quotations and precise analytical comment on specific language choices.

Generalised comment about language and spotting of devices or listing of ‘effective’ words will not lead to high reward.

WRITING ABOUT LANGUAGEYOU SHOULD LOOK FOR THE WAYS A WRITER USES LANGUAGE IN ANY MEDIA/NONFICTION TEXT. STEP 1: Identify the purpose, audience, form and tone of the

text. STEP 2: Annotate the language features as you can find in

the text. STEP 3: Select 3 or 4 feature to write about. STEP 4:

Write 3 or 4 paragraphs – paragraphs gives a clear structure for the marker to see.

Link each point to the message/ audience/ attitude/ feelings/ purpose/. Make sure evidence is provided where possible.

TIP: Rather than stating your explanation as a fact, use modality to express uncertainty: ‘It could/may/might be that/makes me think/suggests’. This will make you sound considered and thoughtful.

Remember to use words which show analysis, like: suggests, implies, gives us the impression that, shows, highlights, indicates...If you want to make the same point using a different example, use: furthers, emphasises, reinforces...

WORD BANKTo sound thoughtful:

To show analysis:

To continue your point:

TRY THIS ASSESSMENT STYLE QUESTION:

I think I’ve caught oneMark Currie’s shark attack story makes an excitingnewspaper article. Explain how the newspaper reporter tells the story in a way that keeps the reader on the edge of their seat.In your answer you should write about:

How he shows the danger Mark was in The words and phrases he uses

Remember to use the PEEEEL structure to support your answer fully.

Let’s break it down

I THINK I’VE CAUGHT ONESome details and emotions in a text are not made explicit to the reader. They are left for us to infer and deduce. We can do this by looking at the language a writer uses to tell their story.In the opening section of the article (up to ‘like an ant in a jar’), the writer builds the drama, describing the most dramatic parts of Mark’s story. Underline all of the words which are used to make the reader feel excited about the story.Identify three of the words the writer uses to create the excitement, and briefly explain the effect of the each word on the reader (annotate beside them).

The rest of the article is a detailed description of the shark attack. Identify words and phrases, from the fourth paragraph to the seventh, that the writer uses to create a sense of how terrifying the events were, and briefly explain the effect of 2 of the words on the reader (as detailed annotations).

A text can be analysed in parts. However, a text is designed to be read as a whole. To be a good, analytical reader you need to also be able to look at the overall effect a text has on the reader.

Think about this newspaper article. What does the reader feel by the end of it? How do we feel about the events we’ve read about and the man whose story it is?

NOW ANSWER THE QUESTION:

I think I’ve caught oneMark Currie’s shark attack story makes an excitingnewspaper article. Explain how the newspaper reporter tells the story in a way that keeps the reader on the edge of their seat.In your answer you should write about:

How he shows the danger Mark was in The words and phrases he uses

Remember to use the PEEEEL structure to support your answer fully.

2B MARK SCHEME 14-12 marks A good range of points showing a secure

understanding of the ways in which information and language contribute to the text’s purpose

Careful supporting references and some analytical comment

Sound awareness of text and task

11-10 marks Task has been addressed for the main part A range of points showing a sound


Appropriate supporting references and an attempt at an analytical approach

9-8 marks Some focus on the task Easier information points together show some

understanding of the text’s purpose Comments tend to be descriptive rather than

analytical, and references may be inert

7-6 marks A little evidence that the task has been

understood Points likely to concentrate on simpler

information and basic language features Assertions predominate, with minimal or

no textual evidence in support

5-4 marks Considerable misunderstanding of the

passage and/or task Some simple descriptive points Much indiscriminate re-telling of the

content, or paraphrase

3-2 marks Almost complete misunderstanding of

passage and task Only glancing references to the task May consist entirely of indiscriminate re-

telling, without explanation or comment

MODEL RESPONSES

THE ARTICLE ENCOURAGES YOU TO SUPPORT TONY ALLAN’S VIEWS ON WATER SHORTAGE.

How does the language in the article help to do this? In your answer you should refer to:

• Information in the leaflet• Some of the words and phrases

(14 marks)

Foundation

Spend about 25 minutes on this question

REMEMBER: Identify the purpose, audience and form What is the writer writing about? How does he feel about it? What are his thoughts

on it? How does he want the reader to feel? Identify the tone. On the foundation paper the question will sometimes help you with this.

Go over the text again and annotate: Use of words or phrases that reflect the tone to the audience. Look for the balance of fact and opinion and, if it is a significant feature of the

language use, highlight several good example of each. Next – having identified the purpose – look for the features typical to this type of

writing e.g. rhetorical devices in argumentative writing. Choose at least 3-4 things points to answer the question. Writing in clear paragraphs, answer the question using evidence from the text to

support your ideas and being specific in analysing this evidence.

What are we looking at?

2B MARK SCHEME 14-12 marks A good range of points showing a secure


Careful supporting references and some analytical comment

Sound awareness of text and task

11-10 marks Task has been addressed for the main part A range of points showing a sound


Appropriate supporting references and an attempt at an analytical approach

9-8 marks Some focus on the task Easier information points together show some

understanding of the text’s purpose Comments tend to be descriptive rather than

analytical, and references may be inert

7-6 marks A little evidence that the task has been

understood Points likely to concentrate on simpler

information and basic language features Assertions predominate, with minimal or

no textual evidence in support

5-4 marks Considerable misunderstanding of the

passage and/or task Some simple descriptive points Much indiscriminate re-telling of the

content, or paraphrase

3-2 marks Almost complete misunderstanding of

passage and task Only glancing references to the task May consist entirely of indiscriminate re-

telling, without explanation or comment

MODEL ANSWER:

In Tony Allan’s newspaper article he argues the ‘world is not drying up’ and that there isn’t a need in the modern day for poorer nations to have insufficient water.

He expresses this opinion in his opening using a list of three effects of water shortage that he see’s as unnecessary: ‘fights with nations’ over water; ‘dying for want of clean water’; and ‘droughts to cause mass starvation’. This rhetorical device of listing in three has a persuasive effect on his argument – making it seem that there are many effects of lack of water. The language of these opinions is also emotive; he uses emotive adjectives in, ‘poorest people’ and ‘mass starvation’. These adjectives work to make the reader feel a sense of suffering and Allan is perhaps aiming to make the reader feel pity. This feeling will then perhaps make the reader more supportive of Allan’s biased argument.

Tony Allan goes on to contrast the water usage of, as he classes them, ‘the rich’. This use of a collective noun to describe any country where water shortage is not life threatening reflects Allan’s feelings that there is a divide in rich and poor that needs to be bridged. He gives two examples to support his argument that the rich do not have to struggle for water in: ‘gardeners in Hampshire or Californian homeowners with pools to fill’. These examples illustrate to the reader the water that we perhaps take for granted. In talking about these ‘rich’ people he repeated uses the pronoun ‘their’ and ‘they’ separating himself from the people he sees as wasters of water and reflecting his feelings on the economic divide.

In the final section of the article, Allan introduces some facts into his previously opinionated argument. He points out how ‘about one in six ... do not have a safe and secure water supply’. This fact is used to support his thoughts about water poverty and has the effect of shocking the reader, a reaction that will no doubt encourage sympathy with Allan’s argument.

The tone of the article is one of concern and outrage at the economic and water poverty that exists. This tone is carried through the article by words such as ‘catastrophic’ and ‘selfish’ with are emotive in creating a sense of negativity in the reader.

Tony Allan clearly feels strongly that water is something everyone should have access to and even in his title uses the ironic ‘water, water everywhere’ to highlight what he feels is the ridiculousness of poorer countries suffering water shortage.

LANGUAGE TECHNIQUE 6: TABLOID NEWSPAPER LANGUAGE – PUNS, BIAS AND COLLOQUIALISMS TUBBY TEDDY’S “INBRED” GAG IS NO

LAUGHING MATTERPortly TV funny man Ted Chance has outraged residents of Greenford by ignorantly slamming them all as “imbred yokels who think gurning is great entertainment”.He made the offensive quip at a comedy festival last week and has left the town fuming. Locals have since made it clear there’s fat Chance Ted will be welcome in the town from now on.Local man Paul Drake launched a stinging attack on Chance’s comments, saying “The man’s just shown how ignorant he is. He should stop and think before he opens his big fat mouth.”The ‘Cheeky Chancer” tried to defend his gag yesterday, claiming it was tongue-in-cheek. He retorted: “I don’t think anyone would have thought twice about it if they hadn’t been so touchy.”

Language Type

Example

Bias

Emotive

Slang

Nicknames

Puns

Fill in the table below using examples from the tabloid newspaper article:

One writer may argue in favour of banning violent films on TV. Another may argue that all children should stay in school until the age of 17. Yet another may argue that all cigarette advertising should be banned. An ARGUMENT is a series of reasons or points presented to support a particular point of view.

Reading for interpretation: Writing to Argue

1. STRUCTURE – a series of reasons/points2. EVIDENCE – back up each reason with evidence. 3. EXAMPLES – use examples to further support your reasons4. CONVINCING LANGAUGE – how are you going to make it sound like a good argument? What words or phrases will you use to impress or

convince the reader?5. AUDIENCE – make sure that you clearly aim the argument at the correct reader6. COHESION – use connectives and topic sentences to signpost for the reader and logically lead them through your argument

Argumentative WritingThis is called

QUALIFICATION

QualificationOnce you have identified the central points that the writer is making, you then need to understand how they try to support them. Writers will use a variety of techniques to qualify and explore the main idea that are proposed in the topic sentences of their text.

Rhetorical QuestionsThese are questions to which no answer is required. They are often used for dramatic effect and to draw the reader in.

Anecdotal evidenceThis is personal evidence, usually in the form of a short account of an incident (an anecdote), that is used to support a point.

FactsWriters may refer to facts to support the points they make.

OpinionsIt’s important to recognise that an argument is almost always based on opinion and the writer’s interpretation of the ‘facts’

GeneralisationsPersonal experience or facts are used to form general conclusions

Counter ArgumentWriters may present a view which is an alternative to their own and then say something to ‘counter’ or go against it.

TASK 1:Reread the newspaper article: Should cannabis now be legalised? Label at least two examples of:•Rhetorical question •Fact •Opinion•Anecdote •Generalisation•Counter Argument

Convincing Language How are you going to make it sound like a good argument? What words or phrases will you use to impress or convince the reader?

Writing to argue and persuade share a set of Rhetorical Devices that writers can use to make their point more persuasive.

When reading to interpret you should be looking out for these and HOW they are used in the text to support the text’s purpose or get a reaction from the reader.

Turn over for the complete list of rhetorical devices.

LANGUAGEWHICH LINGUISTIC DEVICE IS BEING USED IN EACH OF THESE EXAMPLES? HOW IS THE PURPOSE AND AUDIENCE SUPPORTED BY THESE DEVICES?

You’re feeling a bit frustrated at the mo’, ‘cause there’s lots of stuff you wanna get done and you don’t seem be making much progress.

What is happening to Britain? One man is stabbed for wearing a Rolex. One girl is shot for texting on her mobile. One gran is battered for the pennies in her purse. And no one seems to care.

A highly effective dermatological shampoo containing salicylic acid and piroctone olamine. Can be used up to four times a week,

It is an outrage to leave vulnerable kids like these out on the streets, a prey to the cruelty of the winter weather and to every unsavoury character who offers them ‘help’.

As soon as I walked into the house, the squalid, unhygienic conditions were impossible to ignore.

Documents

Question 2b: Language