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Analysis of Language Use Analysis of Language Use

Analysis of Language Use - PowerPoint Presentation

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Exam revision The exam is 6 weeks away 42 days from today How it looked last year Past exams 2016 2015 Volunteering written info 2 x speeches visual info lectern ID: 812422

visual language piece written language visual written piece material reading text section students analysis info year words response that

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Slide1

Analysis of Language Use

Exam revision

Slide2

The exam is 6 weeks

away42 days from today

Slide3

Slide4

How it looked last year

Slide5

Slide6

Past exams

2016

???

2015

Volunteering – written info

= 2 x

speeches;

visual info =

lectern

banner + image on slide

2014

Space Exploration - written info

= opinion piece + letter to editor; visual info =

drawing + visual representation of outcomes

2013

Use of community land

-

written info

= 1 x

newsletter;

visual info =

old

fashioned ad + graph

2012

Future of reading - written info

= 1 x

speech;

visual info =

photo + cartoon

Slide7

2016???

speech

editorial

blog

Opinion piece

transcript

Letter to the editor

cartoon

photo

advertisement

Hybrid

piece

comments

graph

Newsletter

???

???

???

Slide8

This year it could be…

One written

piece and one visual

Two evenly sized pieces

+ visual

One main piece and several smaller pieces

???

Slide9

Slide10

Slide11

Slide12

Slide13

Slide14

Section C

Section A- Text response

Section B- Writing in ContextSection C- Analysis of language use

Do this section FIRST!!!

WHY?

Slide15

Reading time

15 minutes

5 minutes

reading the exam, carefully reading the questions for Section A (text) and Section B (context)

10 minutes

reading Section C

…this should be enough to read the information

twice

look at all the information as a

whole

(contention, arguments)

think about how the information

connects

(visual & written)

What does it make you

feel, think, do

?

T

hink about

tone

(and tonal shifts)

When writing time starts

BEGIN

with

LANGUAGE ANALYSIS... SECTION C

and start by annotating the material

Slide16

X

Annotating X

Slide17

Annotations

Slide18

Examination Assessment Criteria

Understanding of the ideas and points of view presented

Analysis of ways in which language and visual features are used to present a point of view and to persuade readers

Controlled and effective use of language appropriate to the task

Slide19

What’s the secret?

K

now what to do

U

nderstand the material

Write concisely, precisely and construct a balanced response

Slide20

Common traps

X

Analysis focuses on listing techniques

X

Empty analysis (textbook phrases/definitions to describe the effects rather that considering the material in light on this particular issue, argument and audience)

X

Summarises

what the author is saying rather than

analysing

what the author is doing, how his/her language is being used and why (for what outcome)

Slide21

How to fix?

Understand that each language analysis task is different

…you must adopt your own FLEXIBLE and CRITICAL approach to the individual task (be

SPECIFIC

not GENERIC)

Understand the interplay of text, context and author

Differentiate

Slide22

ZOOM IN and

OUT

ZOOM IN

and

analyse

the what, how, why (feel, think, do).

ZOOM OUT

and consider the

contextualisation

…why is the issue relelevant at this time? What has precipatated this debate?

How does the issue affect (the rights, responsibilities, wellbeing...) of:

M

e (the individual) + those closest to me

Local community > wider society > nation > global community

Future (or past) generations

People, places, nature, possibilities (concrete vs abstract)

Slide23

What are the tensions?

What are the dimensions of the issues? (moral/ethical; environmental; religious

…)

Who are the stakeholders?

What values distinguish these groups?

Who has a vested interest? What are the motivations of the author? How does this affect how they might approach the issue? What do they stand to gain? Self interest (egotistic) or altruistic?

BRING TOGETHER THE CONTEXT TO UNDERSTAND THE INTERPLAY BETWEEN ISSUE, AUTHOR, AUDIENCE & LANGUAGE.

Slide24

Choices shape meaning

Analyse

the language (visual and written) used and how this shapes meaning and guides the reader to feel and think in a particular way (for a particular reason) and consider how specific choices shape meaning.

WORDS, WORDS, WORDS

Specific word choices infer meaning.

Slide25

word

connotation connotation

connotation

Slide26

word

feel do/act

think

Slide27

Example:

The school was invaded with the

crackpot idea to ban end of year celebrations for year 12 students

.

Slide28

Which two words have

connotations

?

The

school was invaded with the

crackpot idea to ban end of year celebrations for year 12 students.

Slide29

Which two words have

connotations

?

The school was

invaded

with the

crackpot

idea to ban end of year celebrations for year 12 students

.

Slide30

word

connotation connotation

connotation

Slide31

invaded

Invaded

means

quick

and with much force which could be suggesting that the ideas has been forced upon us and has not been thought through properly.

Militaristic language which has

connotations

of a strict environment where

people are conditioned to think one way.

Implies

a tough environment, not a free thinking place. Uniformity is celebrated rather than individuality

Slide32

crackpot

Informal/colloquial

style is used to try to appeal to the readers’ common sense – trying to relate to the readers/ audience

Slang for an eccentric person, especially someone with bizarre ideas.

Schools should be rational places not prone to such ideas/thinking.

Slide33

VISUALS

D

o not take them out of context, look for the specific

LINK

between the written material and the visual material (don’t forget,

VISUAL could also include formatting and

layout

)

What can you see + what does it mean

?

Don

t just describe

…analyse

(What does it suggest? What does it represent?

W

hat is it symbolic of? How does it connect to the written material?)

Slide34

Comment on the effect of…

Contrasts,

juxtapositioning

and links

Size/scale

Background/foreground

Light/dark

Caricature (body language)

Symbolism

Text in the visual

Links between visual and written text

Slide35

Tone

X

Informative tone

X

NO!

a

uthoritative, contemplative, balanced, confident, erudite, matter-of-fact, objective

Slide36

Slide37

Consider these samples?

What are the differences?

Student A

Student B

In her letter to the editor, Brown states that Muck Up Day is a “special day” and should not be

lost

. She

states

how important it is for students

who are

full of “excitement and fun”, and what a great day it is for bringing the school together as “teachers and students” can both take part in the “light

hearted

spectacle”. Brown

says

that only a “brave principal” would stop VCE students

celebrating this “student

milestone.

In her letter to the editor, Brown

argues

that Muck Up Day is a “special day” and should not be

abolished

.

Stressing

its importance on the school

calendar as a day full of “excitement and fun”,

Brown

appeals

to the fun-loving nature of people

, reminding them

of the rigors of VCE and

positioning them to reject

any calls that would interfere with these celebrations. Further, by describing Muck Up Day as an opportunity to bring “teachers

and students” together

Brown seeks to evoke

a shared spirit that overlooks usual divisions within schools and instead celebrates the value of togetherness.

Implicit in the article is a warning that only

“a brave principal” would “deny” students this “occasion for celebration and reflection” – a threat through which

Brown attempts to create a feeling of

apprehension among those who hold

power at schools

and

force them to

abandon

any thought of taking action against this “glorious spectacle”.

Slide38

What the examiners say

Pay careful attention to the ‘

Background Information

’ box, which should ensure a good understanding of the

context

of the piece presented.

Avoid

technique identification; instead explore how language is being used to persuade

.

Focus

on the tone – why it is being used and how it may change throughout a piece. B

e careful about

how

you describe

the tone,

you should

not simply pluck words from a

memorised

list

.

Work

on incorporating visuals into the response.

Respond

to the pieces with authenticity.

Use

as much of the provided material as possible. Some students referred to very little material, referencing only two or three examples.

Analyse

visuals instead of simply describing them.

Ensure

that

you consider

the effect of specific

connotative

words at key points of an argument, such as ‘wizardry’, ‘revolution’, ‘global cyber disaster’.

Read the

piece

holistically

and

analyse

its

whole

intention

.

Descriptions

such as ‘appealing to bandwagon jumping’, ‘appeal to parents’ or ‘appeal to authority’ are

generalised

comments and, without more

detailed

exploration, add little to a

complex understanding

of the

piece

Successful responses were able to show the inherent

connection

between the general ideas of each piece and the language used to present those views

.

Weaker responses showed an understanding of the task but tended to be

generalised

and lacked depth. For example, a weaker response might use phrases such as ‘makes the reader think’ or ‘inclusive language is used to make the reader feel included’.

Demonstrating an understanding

of subtle, persuasive approaches and the nuance of language used were characteristics of the more successful responses.

Slide39

Consider these samples

Student A

Student B

The speech on the future of books titled ‘Reading: The future’ by

Mrs

Elliot tries to persuade the audience that adapting to new technology is ok but not so to go too far.

-low range response

The growing prevalence of e-books in today’s society has been met with both admiration but also concern. During her presentation at the forum on reading and literacy-related activities (‘Reading: the future’),

Mrs

Elliot attempts to sway the audience into making sure the positive elements of hard copy books are not forgotten and a world where only e-books thrive does not eventuate. In her speech,

Mrs

Elliot uses her prior position of expertise (retired librarian) in an incredibly personal and direct approach to persuade her audience of teachers, librarians and senior school students to convey to her style of thinking.

-Upper

range response

Slide40

Use precise, nuanced VOCABULARY

The writer

says

suggests

, indicates, implies, inspires, reveals, represents, argues, contends, expresses, articulates, shows, creates a sense of, intends, makes the reader feel, is designed to, provokes, leads the reader to believe, asserts, impugns, denigrates, criticizes, belittles, lampoons, rejects, promotes, derides, praises, denies, puts forward, attacks, downplays,

trivialises

, questions, refutes, condemns, undermines, reveals, mocks, exposes, dismisses, disputes, casts doubt on, advocates, condones, proposes,

emphasises

, highlights, repeats, supports, appeals, establishes, evokes, generates, includes, seeks, urges, alludes to, fosters a sense of…

Slide41

The text attempts to

mobilise

support by…

The language is designed to provoke..

The writer’s purpose emerges…

The write intends to fuel debate on…

The writer stresses…

The text reveals the writer’s stance on…

Slide42

Poses the idea that…

Establishes the view that…

Highlights aspects of…

Advocates the view that…

Provides an appraisal of…

Champions the issue that…

Endorses the position that…

Raises questions about …

Is sympathetic towards…

Refutes the notion that…

Rebuts allegations that…

Presents a critique of …

Casts doubt on…

Disputes the validity of…

Dismisses as irrelevant

Dismisses

as

untrue…

Vigorously condemns…

Is diametrically opposed to…

Slide43

Quick wins

Track the flow of the argument throughout the text and notice the shifts in tone (*annotate)

Incorporate analysis of visual material in the appropriate place (not in isolation at the end)

Write analytical sentences using strong, analytical

verbs

(the writer

forces, pinpoints, builds, validates

…)

Use linking phrases and comparative phrases (especially when you have two or more texts to

analyse

)

Write timed responses (after 10 minutes reading time, you will have 58 minutes to construct your response

Submit these to your teacher and tell them the aspects you are trying to improve

…ask them to comment on these aspects specifically

Slide44

References

:

Victorian Curriculum and Assessment Authority

Marjan

Mossammaparast

(VATE English Day 2016)

Nathan Armstrong