Level 6 *Conceptualised (thesis-led) *Text as a

Level 6 *Conceptualised (thesis-led) *Text as a
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Level 6 *Conceptualised (thesis-led) *Text as a - slide 1 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 2 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 3 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 4 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 5 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 6 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 7 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 8 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 9 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 10 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 11 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 12 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 13 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 14 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 15 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 16 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 17 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 18 of 19 Level 6 *Conceptualised (thesis-led) *Text as a - slide 19 of 19
Level 6 Conceptualised (thesis-led) Text as a conscious construct Level 5 Developed deeperbroader Originalalternative ideas Level 4 Sustains a focus on an idea Comes out of the text Level 3 PEE response Inside rather than

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01
Level 6
*Conceptualised (thesis-led)
*Text as a conscious construct Level 5
*Developed – deeper/broader
*Original/alternative ideas Level 4
*Sustains a focus on an idea
*’Comes out’ of the text Level 3
*PEE response
*Inside rather than outside of text Level 2
*Straightforward
*’PE’ – repeating meaning Level 1
*Narrative response (re-telling the story)<br>
02
‘A Christmas Carol’ By Charles Dickens Killer Quotes<br>
03
Killer Quotes should: be memorable, powerful and versatile;
be short and easy to remember;
cover most themes;
offer opportunities for either structural or linguistic analysis;
link to other key moments in the text.<br>