English Language

“what do you understand about…”

(8 marks) (10 mins) (including reading the source)

• 1.  Summary sentence
  • ­Overall impression gained from article

• 2.   5 key ideas/ things understood
  • ­Detail in own words – Infer
  • ­Structured in paragraphs
  • ­PEE- point, evidence, explanation
  • ­Support with short, imbedded quotes
  • ­Perceptive interpretations of more subtle ideas/deeper meanings
  • ­Do not mention the reader

Sentence starters

• ­Overall I have learnt… from the article
• ­One of the first issues I understand is…
• ­This is suggested when the writes says…
• ­The reveals/suggests that…
• ­This idea is developed/emphasised later when…
• ­Another key idea I have understood is that…

Change of tone? Are ideas emphasised, developed or contrasted throughout the article

“explain how the headline & image are effective and how they link to the text?”

( 8 marks) 10 mins (including reading the source)

• 1. Image methods
  • ­Colour
  • ­Composition
  • ­Camera angle
  • ­Contrast
  • ­Content
  • Link (…develops…emphasises…contrasts...)
• 2. Headline methods
  • Word choices
  • ­Verbs, Nouns, Adjectives, Pronouns
  • Any puns/ humour (idioms)
  • Rhyme?
  • Punctuation

“what are the thoughts and feelings of the writer?”

(8 marks)  10 mins (including reading the source)

Colour code with highlighters pos + neg

Also annotate language features which convey  

Look for a change/progression of emotions 

• Sentence starters
  • ­At the start of the article the writer conveys feelings/ ideas of… through …
  • ­An example of this is… which introduces ideas of…
  • ­It could also be interpreted to show…
  • ­This is developed later when…
  • ­The writer also projects ideas of…
  • ­An example of this is… this suggests…

 “compare the ways in which language is used for effect in two texts”

(16 marks) (30 mins)

• Language feature   4 or 5
• Quote                     as many as possible
• Analysis of effect    sustained & sophisitcated
• Compare                evaluate

•  Sentence starters
  • ­Both sources… and … use a variety of techniques appropriate to their purpose, in source… the purpose is to…
  • ­A common devise used across both poems is…
  • ­For example/instance….
  • ­This word/ phrase connotes/conjures images/ ideas of…
  • ­Source… also uses… but to different effect…
  • ­In conclusion, the use of… is particularly effective in conveying/portraying the… in …/both sources
  • ­Personally I think source… uses a greater variety of techniques to create a superior… atmosphere/empahsise the points raised in the article

(16 marks) (25 mins) 1- 1.5 pages

1. EXPLAIN

• Focus on subject
• Structure writing
• Progression of explanation (explanatory words and phrases)
• Provide interesting & relevant material
• ­Use personal references, anecdotes and examples

2. DESCRIBE

• Create vivid images (IMAGERY)
• Use language well (Adjectives, adverbs, verbs)
• Vary sentence & paragraph length and structure
• Adapt conventions for effect
• Communicate opinion/ attitude towards description

ARGUE or PERSUADE

35 mins (24 marks) 2 pages

1. Clever title ( puns, alliteration) 2. Clearly organised, staged points 3. Progressive development of ideas 4. Range of rhetorical devices 5. Effectively use adjectives, adverbs and verbs 6. Use imagery for impact 7. Adapt tone to task and audience

• ­Variety of sentence and paragraph lengths
• ­Sophisticated punctuation (semi colon, ellipsis)
• ­Sophisticated vocabulary
• ­Original and effective imagery( similes, metaphors)

• Hyperbole
• Repetition
• Powers of three
• Humour / Rhetoric / Puns
• Intertextual references
• Personification
• Antromorphism
• Semantic fields
• Emotive vocab
• Pronouns
• Adverbs
• Verb choice/ Word choice
• Sentence structures
• Punctuation
• Chiasmus
• Imagery
• Similes
• Metaphors