CONNECTIONS!!

Transcription

CONNECTIONS!!

CONNECTIONS!!
Connections
Analysing
Writers’ Craft
Using Writers’
Craft
Analysing
Persuasive
Language
Using
Persuasive
Language
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CA - Study of Written Language
CA - Study of Spoken Language
Paper 1 - Multimodal
Paper2 - Non-fiction
CA - Creative Writing
Paper 1 – Personal Writing
Paper 2 – Discursive Writing
CA - Study of Spoken Language
Paper 1 - Multimodal
Paper2 - Non-fiction
• Paper 2 – Discursive Writing
Unit 2 Section/Task A
Functional Writing
(P32-47)
Timing
Paper 2
 2 X 45 minute questions
Assessment Objectives (p33)
1. Writing clearly, effectively and imaginatively to
engage the reader
2. Using a style that matches vocabulary to
purpose and audience
3. Organising ideas/information logically into
sentences and paragraphs
4. Making use of language and structural
features for effect
5. Using a range of sentence structures as well as
punctuating and spelling accurately.
What to expect (p32)
The FORM required will be
made clear. In this case – a
letter.
The RSPCA is the
intended AUDIENCE
TASK 1
The
PURPOSE is
Write a letter to the RSPCA expressing the opinion that
to present
your
viewpoint
on the
issue are no longer a nation of dog lovers!”
“We
to engage
and
challenge
You may wish to make use of some of the facts and
the
opinions presented on Page ? if you consider them to be
organisation
to dorelevant to your discussion.
something
about the
This is the reference to where you can find additional material which you
cruelty to
may use to SUPPORT some of your ideas if you wish to do so. This material,
animals.
particularly the images presented, may also help STIMULATE IDEAS.
This
statement
is the
TOPIC or
focus for
the letter.
It is
deliberatel
y emphatic
in tone so
as to
stimulate a
variety of
different
views.
Stimulus: Visual Info.
Stimulus: Written Info.
Facts + Figures
 Some studies suggest that
70% to 80% of radiation
from cell phones is
absorbed into your head.
 Radiation from cell phones
could be the cause of an
increase in brain cancers
among women 20 to 29
years old (a group that is
made up of some of the
heaviest cell phone users).
Opinions
“Mobile phones
could kill far more
people than
smoking.”
Discursive Writing
Old GCSE English
Present a balanced argument
Response:
1.
2.
3.
4.
Introduction
Arguments for
Arguments against
Conclusion
Discursive Writing?
Persuasive Aproach
New GCSE English Language
More a one-sided/persuasive approach
Response:
1. Introduction
2. Present your point of
view/ opinion
3. Refute arguments
against your point of
view/ opinion
4. Conclusion – onesided
Approaching the question
1. “Ideas of your own”
2. “Extended piece of writing”
3. “Include your own comments
and conclusions on the topic”
What will I be asked about?
Something topical
 Celebrity
 Exercise
 Smoking
 Part time jobs
 Homework
 Mobile Phones
 Computers
 The Internet
 Fashion
 Music
 Sport
 Reality TV
 The environment
 School , e.g. uniform, homework
Marks Awarded
AO4 i+ ii)
 Development
 Purpose and Audience
 Structure
 Style
16 marks
AO4 iii)
 Spelling
 Punctuation
 Grammar
8 marks
Where to start?
 Read the stimulus material – statistics/
images/ opinions
 Jot down extra ideas about the topic
 Decide on your approach. Are you for or
against?
 Write your own opinion
 Use a persuasive approach
 Imagine that you have an audience in front
of you!
Task 1– Timing Tip
45 minutes
 5-10 mins – reading the question and
the stimulus material – thinking and
planning your response
 25-30 mins – writing your response
 5 mins – checking your work
Example Question and Stimulus
 p36
 p37 – How to make the best of
the stimulus material
Opening statements
Choose a powerful Opening Line to grab
the reader’s attention.
Avoid writing:
X
 “I am going to write about …”
Openings (+ Conclusions p38-39)
 Choose a powerful Opening Line to grab the reader’s
attention:









An exclamation
A question
*Use these devices
A rhetorical question
Quotation
in your conclusion
Intriguing statement
as well.
Shocking statistics
Anecdote – from your experience
A story – “Once upon a time …”
Direct appeal to the audience – e.g. “Now those of
you who have a brother or sister will know …”
Good Opening statements
Topic: “The London Olympics: a price worth
paying?”:
X
 I am going to write about the London Olympics.
 Are you excited about the London Olympics, or is
it just a stupid thing that no one really cares
about?
 One significance of hosting the London Olympics
will be to remind our society of the importance of
competition, hard work and trying one's best.
Connectives (p10)
 Make writing more fluent by linking
information, ideas and events and
showing the relationship between them.
 Act as signposts for the reader.
 Without connectives, writing reads like a list.
 Learn them and use them in you writing!!
Vocabulary
 Use a range of words - use a varied vocabulary
 Think of synonyms for words that occur frequently
in your essay:
 e.g. facts: factors, areas, aspects
 e.g. discuss: consider, evaluate
 Be aware of different registers of words and if in
doubt choose the most formal.
 Avoid abbreviations: etc. e.g., ie, TV
 Do not use text language!!!!!!!
 Write out numerals
 Check spelling and grammar
 Use signpost words and phrases: firstly, secondly,
etc
Sentence control
 Sentence control: Try to vary the length of your
sentences.
 Longer sentences are often used to give detail or
to explore the complexities of a point of view
 Short sentences can be employed for impact: ‘It’s
new. It’s the beginning. It’s the Millennium.’
 Use a range of styles: questions, assertions,
commands, analysis, explanation and facts, etc.
Variety will retain the interest of the examiner.
 Punctuation: a range of punctuation will demonstrate
that you can handle language confidently and will
clarify what you are saying by pacing the reader
effectively. For example, use exclamations when
appropriate, ‘We cannot let our children take the
risk!’
 Paragraphing: Use a new paragraph for each area
being explored. Avoid too many short paragraphs as
they give a disjointed feel to your work. Avoid very long
paragraphs as the reader’s concentration is exhausted.
Blink Test – What Grade?
sssssssssssssssssssssssssssssssssssssssssssssssssssssssssssss
ssssssssssssssssssssssssssssssssssssssssssssssssssssssssssss
Blink Test – What Grade?
ddddddddddddddddddddddddddddddddddddddddddd
ddddddddddddddddddddddddddddddddddddddddddd
dddddddddddddddddddddd
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
aaaaaaaaaaaaaaaaa
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
aaaaaaaaa
Paragraphing
Remember P.E.E:
Paragraphing
Equals
Excellence
Examiners reported … (p40)
 Candidates working towards A/A*
 Candidates working towards C
Persuasive Techniques
 p41 and p42
 Learn them!
 Use them all at least once…
if you can!
Don’t …
Don’t even think about simply copying out a part of the
stimulus material and responding to it!
 “All the research suggests they are bad for your health”
I don’t think that this statement is true. Mobile phones are
very safe……
 “You need one for emergencies; you can ring for help.”
I think that mobile phones are so important for
emergencies….
Plan
Topic
Compulsory uniforms
No one can discriminate, everyone is equal
1. Everyone
the same
2. Look smart
5. School is about learning,
not worrying about being
fashionable.
Compulsory
uniforms in
school
3. Represents school
4. Prepares for work
X
It is the rules
Planning
Remember P.E.E:
Planning
Equals
Excellence
Ending
If a student runs out of time:
 Do not end writing tasks with a series of
bullet points
 If you have only a couple of minutes left
fashion a concluding paragraph
Top Answer (p46-47)
 Read the response
Unit 2 Section/Task B
Reading Non-fiction
(p48-65)
Unit 2 Section B –
Reading Non-fiction
 Understanding and appreciating a
writer’s use of language
 How has the writer used language to
make their points or arguments
effective?
Assessment Objectives p48
AO3
1) Read and understand texts, selecting material
appropriate to purpose, collating from different
sources and making comparisons and cross
references as appropriate;
2) Develop and sustain interpretations of writers’
ideas and perspectives;
3) Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features
to engage and influence the reader.
Reading Non-fiction
Explain how the writer holds the reader’s
interest. In your answer show how the writer has:
 used a style of writing that is lively and
personal
 included an interesting mix of personal
observations
 selected words and phrases for effect, and
 made use of sentence structuring and
paragraphing
[24 marks]
Task 2– Timing (p53)
45 minutes
 10 mins – reading and annotating the
stimulus text
 30-35 mins – writing your response
 5 mins – checking your answer
Key Things to Consider (p49)






The Title
Audience
Purpose
Vocabulary
Attitude
Argument
Booklet
 P51 - Identifying Writing Techniques
 P52 – How non-fiction writers use
language effectively
 P41 + 42 – Persuasive Language
Techniques
P.E.E. (p58 in Booklet)
Answer the questions using P.E.E:
 Point
1. State something relevant
 Explain
2. Explain why it is relevant
 Evidence/Example
3. Give an example to back it up
REPEAT THIS OVER AND OVER THROUGHOUT THE ANSWER
Vary Your language (p55)
means
creates
conveys
implies
reflects
gives rise to
demonstrates
highlights
indicates
emphasises
reinforces
strengthens
Dos and Don’ts
 p55
Writer’s Style (p56+57)
The style reveals the personality or voice of the
writer. Consider the differences between the
following sentences:





softening the blow
He's passed away.
He's sleeping with the fishes. Mafia – revenge/violent
direct/ no-nonsense/straight to the point
He died.
religious
He's gone to meet his Maker.
light-hearted
He kicked the bucket.
Style + Tone
(personality, attitude, mood)








Formal
Informal
Conversational
Chatty
Light-hearted
Serious
Sarcastic
Factual








Descriptive
Optimistic
Angry
Irritated
Exasperated
Infuriated
Pleading
Emotional
Evidence/ Words + Phrases
Evidence
Words and Phrases















facts
statistics
quotations
expert opinions
interviews
questions
anecdotes
emotive language
humour
exaggeration
repetition
short/ long sentences
similes/metaphors, etc
openings and endings
rhetorical questions
Text +Top Answer (p59+60)
 Read the response
Language Devices + Use of PEE
1. begins by analysing the title
2. personal style
3. direct appeal
4. inquisitive tone
5. blunt sentence
6. emotive appeal
7. use of humour
8. an effective concluding line
9. Star War reference
10. animalistic verbs
11. violent verbs
12. vivid imagery
13. reference to “fashion shop”
14. harsh language
15. use of listing
16. concludes the second
paragraph
17. reference to “L’Oreal”
catchphrase
18. metaphorical term
19. use of facts and opinion
20. personal pronoun “I”
21. personal but factual story
22. paragraphing
23. uses punctuation effectively
(hyphen/ellipsis)
24. use of short sentence to
conclude
25. use of question to conclude
Introductory Paragraph??
 “The writer holds the reader’s interest with
her lively and personal style, a variety of
sentence structures and effective words and
phrases .”
Get straight into answering the question:
 “Tanya Gold immediately engages the
reader with her title “Why I Hate Fashion”.”
General
Examination Advice
(p61-65)
Common Errors
 Not taking time to read through the whole paper
before attempting to answer any questions
 Not checking the number of questions to be
answered
 Not checking how much time is allowed for each one
 Not looking at the number of marks available for
each question
 Missing part of a question by not turning over the
page!
 Not finishing the paper!
 Ignoring the bullet points
 Failing to plan your response!!!!
Common Errors
 Repetition
 Irrelevant information
 Regurgitating an old essay - trying to make
the information fit
 Using information from the stimulus
material in the paper for your writing task
 Using abbreviations or text language
 Using bullet points instead of writing a
complete answer (esp. in writing)
 Poor spelling, punctuation and grammar
Top Tips
 Revise
 Learn!!!
 Think about
Overlaps/
Connections
(questions,
coursework)
 Always read the
questions carefully
 Plan out your
answer
 Time
 PEE




Write accurately
Paragraphs
Sentence variety
Imagine the tasks
are real
 Handwriting
 Always proof –
read
Any questions?

CONNECTIONS!!

Transcription

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