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
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Slide1
Analysis of Language Use
Exam revision
Slide2The exam is 6 weeks
away42 days from today
Slide3Slide4How it looked last year
…
Slide5Slide6Past 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
Slide72016???
speech
editorial
blog
Opinion piece
transcript
Letter to the editor
cartoon
photo
advertisement
Hybrid
piece
comments
graph
Newsletter
???
???
???
Slide8This year it could be…
One written
piece and one visual
Two evenly sized pieces
+ visual
One main piece and several smaller pieces
???
Slide9Slide10Slide11Slide12Slide13Slide14Section C
Section A- Text response
Section B- Writing in ContextSection C- Analysis of language use
Do this section FIRST!!!
WHY?
Slide15Reading 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
Slide16X
Annotating X
Slide17✓
Annotations
✓
Slide18Examination 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
Slide19What’s the secret?
K
now what to do
U
nderstand the material
Write concisely, precisely and construct a balanced response
Slide20Common 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)
Slide21How 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
Slide22ZOOM 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)
Slide23What 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.
Slide24Choices 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.
Slide25word
connotation connotation
connotation
Slide26word
feel do/act
think
Slide27Example:
“
The school was invaded with the
crackpot idea to ban end of year celebrations for year 12 students
.
”
Slide28Which two words have
connotations
?
“
The
school was invaded with the
crackpot idea to ban end of year celebrations for year 12 students.
”
Slide29Which two words have
connotations
?
“
The school was
invaded
with the
crackpot
idea to ban end of year celebrations for year 12 students
.
”
Slide30word
connotation connotation
connotation
Slide31invaded
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
Slide32crackpot
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.
Slide33VISUALS
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?)
Slide34Comment 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
Slide35Tone
X
Informative tone
X
NO!
a
uthoritative, contemplative, balanced, confident, erudite, matter-of-fact, objective
…
Slide36Slide37Consider 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”.
Slide38What 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.
Slide39Consider 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
Slide40Use 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…
Slide41The 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…
Slide42Poses 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…
Slide43Quick 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
Slide44References
:
Victorian Curriculum and Assessment Authority
Marjan
Mossammaparast
(VATE English Day 2016)
Nathan Armstrong