https getrevisingcouk Need to see SO much more of this Examples from the word go Consistent and specific Do you know these More importantly can you USE them This must start happening ID: 775613
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Slide1
IMPORTANT!
Feedback
Listen. Absorb. Take Notes.
https://
getrevising.co.uk
/
Slide2Need to see SO
much more of this!
Examples from the word go! Consistent and specific
Do you know these?
More importantly can you USE them?
This must start happening!
Drawing links from the whole text. PLANNING will help!
A really big area for development.
Need the WHY? HOW? And the explanation! Becoming very vague “engages the reader” “links to audience”
Slide3AO1 feature spotting. AO1 ambition over relevance.Missing really key points! Become waffly!
This happened big time! I am putting a ban on graphological features until you can be trusted! Too much focus
– sometimes a whole page!!! Not perceptive.
Ok to identify, but needs to become a lot more meaty! THINK ABOUT WHAT IS BEING REPRESENTED? Writer/audience/attitudes/subject
Don’t need to give the date/title etc. Exam board gives this especially if not doing anything with it!!!
YR13
–
Dysphemism
YR12
–
Hedging! Statistics
–
bit GCSE!
Slide4Need a much more layered, systematic approach!
Will only come with planning!
Some ignored key points from annotations!
Slide5Topic SentenceReally think about representation. Find something meaty. Stop listing! Explore in depth.
Identify/ExampleSpecific and precise.
AnalyseDo something with what you have identified. MILK QUOTES! YOU KNOW THIS!!!!HOW is it creating a representation?WHY has the language been chosen?WHAT does it do to writer/audience relationship?HOW does it create a specific tone?LINK to your contextual point!
Repeat this step at LEAST twice!LexisGrammarPunctuationSyntaxWhere else is language working to create the representation/contextual point identified?
Plan your topic sentences.
Then identify your specific examples!
Slide6GenreAudienceSubjectPurposeAttitudeContext and schema
Want a level 5?
The trick is in finding the best three topic sentences, which are normally those in red (but not always!)
And then finding the fluff…
Slide7WHAT IS THE FLUFF LIKELY TO BE?
Level 5 fluff
Context and
schema -
Scheme – expected / unusual / opted out / flouted?
Attitude
– Attitude of the speakers / writers. Shift in attitude? Relationships of the speakers. Influenced by anything? Gender? Occupation? Class?
Purpose
– Why did they write / speak like this? How does the form / mode / genre aid this? Anything usual about how they are represented?
Slide8Homework….
1.Choose and rewrite 1 section from response.Annotate what you have done. How have you hit the AOs?Write a few sentences to describe what you have done to improve your response.2. Complete Text A and B practice questions. I want to see evidence of a planFew sentences to explain your process.
USE YOUR MARK SCHEMES!
Slide9Question 3 comparison….
AO4: Explore connections across texts, informed by linguistic concepts and methods.
Only marked for one AO!!!
Slide10Slide11Slide12Paragraph 1 – Answer very briefly how the texts are different Paragraph 2 – Topic sentence – clearly compare GASP +++++++Paragraph 3 – Topic sentence – a second comparison GASP +++++++Paragraph 4 - Topic sentence – a third comparison GASP +++++++
Paper 1 – Q3 essay approach
Slide13THE KEY TO THIS QUESTION IS CLEAR, COMPARATIVE, TOPIC SENTENCES
So again, your planning needs to be ACE!What contextual areas would be most perceptive to comment on?
Slide14Now, think of the
three comparativetopic sentences you would use when answering this question.Then, introduce the analytical framework
Lexis, grammar, syntax, punctuation
Slide15Quick thought about anaylsis….
WHAT is happening? WHAT is the text?
WHERE do you see it happening?
HOW?
WHY?
Slide16Text A – Identify, examples and analysisText B – Identify, examples, analysisTopic Sentence 1 - Topic Sentence 2 - Topic Sentence 3 -
Planning Time
Please Note – texts may have the same contextual outcome but use different methods – THIS IS PERCEPTIVE!!! OR even vice-versa!
Slide17Mark Scheme AS
Slide18Mark Scheme A level
Slide19Let’s Look At Some Model Responses….
You know the drill
…
.
Have they made perceptive contextual comments? What are they?
How have they compared language use?
Slide20COMPARATIVE
CONNECTIVES?
Slide21Integrated Comparison
Something that isn’t as prevalent in Text B
Interestingly, a device also utilised in Text B, but to achieve the effect of…..
Indeed a notion also explored by (WRITER) in Text B
…an idea that does not permeate Text B
A structural tool that is also developed in Text B, but for the purpose of…
As aforementioned
Slide22COMPARATIVE TOPIC SENTENCE
Both texts are on the subject of X, however, the …… whereas the……. Lexically, the article….
You need at least one same but different paragraph!