How To Revise For Language Analysis and

Write Better Text Responses and Context

Pieces

James Pinnuck

48

9.00, October 29th

How?

Three sections

• Introductions and Conclusions For A Text Response

• Introductions and Conclusions For An Expository Essay

• Language Analysis

All About Eve ultimately depicts its protagonist as an unlikeable

character. Discuss

In his film All About Eve, director Joseph Mankiewicz explores a number of facets of the main character, Eve. We come to dislike Eve because of her self serving actions and dishonesty - attributes which are emphasized by her relationship with a cynical character, such as De Witt, and the contrast with a selfless character, such as Karen. However, though we mostly dislike Eve, we also come to understand why she acts the ways she does.

In An Introduction

• What does a text do to show us this?

• What do the key ideas mean in the text?

• What else is there to say?

In his film All About Eve, director Joseph Mankiewicz explores a number of facets of the main character, Eve. (What does the text do to show this?)

We come to dislike Eve because of her self serving actions and dishonesty (What do the key ideas mean in the text?)

attributes which are emphasized by her relationship with a cynical character, such as De Witt, and the contrast with a selfless character, such as Karen. (What does the text do to show this?)

However, though we mostly dislike Eve, we also come to understand why she acts the ways she does. (What else?)

‘All About Eve shows that in order to succeed in the world of the theatre, the only values that are

important are egotism and ruthless ambition’. Discuss.

Major Characters

Minor Characters Techniques Theme

*Eve*Margo*Karen

*Lloyd Richards*Bill Sampson*Addison De

Witt

*Birdie*Max Fabian

*Claudia Caswell*Phoebe

*The significance of

names*Character contrasts*Doors

*Appearances/Costumes

*Gender: what women need to

do vs. what men need to do

*Identity*Power

• In All About Eve, Joseph Mankiewicz represents a world in which...(What does the text do?)

• The egotism and ruthless ambition of some characters, such as...makes them...(What do the key ideas mean?)

• However/But/Nevertheless.../Moreover/Furthermore...(What else?)

Key Words

• In/Within/Throughout [the text] ...shows/represents/explores/portrays/depicts

• ...through/by/because/is shown through

• However/But/Yet/Neverthless...Moreover/Furthemore

In the world of No Sugar it’s impossible for the indigenous characters to succeed in a society

where racism is the norm. Discuss.

Major Characters

Minor Characters Techniques Themes

*Jimmy*Joe

*Mary*Gran

*Neville*Billy*Neal

*Frank*Matron*Sister*Cissie*David

*Serg.Carrol*Cons. Kerr*Miss Dunn

*Australia Day imagery*Hunger/rations*No

protagonist

*Direct and indirect racism*Powerlessness

*Identity*Generational

change

Conclusion

• A core topic statement: What is the key idea in response to the essay topic?

• A big picture statement: What is the significance of a character’s actions, an idea in the text or the author’s purpose?

All About Eve ultimately depicts its protagonist as an unlikeable

character. Discuss

In the end it doesn’t matter to the viewer that Eve feels it necessary to lie and manipulate her way to stardom because she believes that as a woman that’s all she can do. The text shows us in the final analysis that you can’t sympathise with a character whose actions are built upon poor values especially when we see that others will follow in the manipulative footsteps of Eve.

In the end it doesn’t matter to the viewer that Eve feels it necessary to lie and manipulate her way to stardom because she believes that as a woman that’s all she can do. (Core topic statement)

The text shows us in the final analysis that you can’t sympathise with a character whose actions are built upon poor values especially when we see that others will follow in the manipulative footsteps of Eve. (Big picture statement)

Key words

• Ultimately / In the end / In the final analysis / Fundamentally

• The message of the text... / The text concludes... / The text presents... / The text emphasizes...

Expository

Losing touch with reality is often dangerous

Escaping reality is an important part of most humans’ lives. We watch movies or read books that allow us to experience something different to, and perhaps better than the reality of everyday life. However, when this escapism becomes uncontrolled - where we no longer understand the difference between reality and what is imagined - then lives can rapidly fall apart.

In An Introduction

• Define an idea

• Show how this idea is experienced in life

Escaping reality is an important part of most humans’ lives. We watch movies or read books that allow us to experience something different to, and perhaps better than the reality of everyday life. (Define an idea)

However, when this escapism becomes uncontrolled - where we no longer understand the difference between reality and what is imagined - then lives can rapidly fall apart. (How is this idea experienced in life?)

Our fantasies can be more powerful than our reality.

What characters, groups or situations in a context text

show this to be true?

What situations or people in life or characters from

another text show this to be true?

What characters, groups or situations in a context text show this to be not (always)

true?

What situations or people in life or characters from

another text show this to be not (always) true?

Defining an idea

• is / can / allows / means

Showing the shared experience of an idea

• We, us, our, people, life, humans, society, everyone, events, situations

The conclusion

• Although escaping reality is an important part of living lives that can sometimes be boring and grim, losing touch with reality is ultimately destructive. Inevitably, forgetting what is real about life results in people leading a destructive existence which hurts not only them, but the people around them.

The conclusion

• Summarise different aspects of an idea

• Evaluate the significance or impact of an idea or action

Although escaping reality is an important part of living lives that can sometimes be boring and grim, losing touch with reality is ultimately destructive. (Summarise different aspects of an idea)

Inevitably, forgetting what is real about life results in people leading a destructive existence which hurts not only them, but the people around them. (Evaluate the significance or impact of an idea or action)

• Though, Although, While

• Ultimately, In the end, The reality is

• Determines, leads to, results in, inevitably, finally

Key Words

6 reasons you should listen

This student was asked to explain what a mutation was in a

Biology exam

6 reasons you should listen

This student was asked an algebra question on a

Maths exam

6 reasons you should listen

This student was asked to represent expenses on a Accounting exam

6 reasons you should listen

This student was asked to expand an equation

on a Maths exam

6 reasons you should listen

This student was asked about Arctic wildlife on an Environment exam

6 reasons you should listen

This student was asked an algebra question on a

Maths exam

Don’t end up here

Reading Time

15

minutes

1-2 minutes - choose text response question, consider context prompt

2-3 minutes - read through persuasive language analysis material

8-10 minutes - mentally identify persuasive techniques and plan analysis

Language Analysis

• Apart from writing out a whole language analysis, what can you do to study?

• Practise annotating persuasive text with specific words

• Practise writing a variety of analytical sentences

• Practise writing about a visual

THE ratbag gang of unionists, unwashed hippies, NIMBY greenies, bellicose socialists, confused pensioners and progress-hating layabouts protesting against the East West Link are a godsend for the Napthine government. It could not hope for better PR for the $8 billion project.By clashing with police, harassing workers, making unashamedly radical pronouncements to the media and generally behaving like a maddened mob of morons, the protesters have succeeded in undermining their own cause and increasing public support for the new road that is already popular with many voters.

Techniques

• Attack

• Emotive language

• Simile/Comparison/Description

#1: Annotating

• Panahi uses an attack when she says the protestors are “ratbags”.

• Panahi attacks the protestors as “ratbags” and “progress haters”.

Praises, Celebrates, Gushes, Champions,

Supports, Effuses, Commends, Approves,

Accepts, Applauds, Understands,

Advocates, Identifies with, Esteems,

Credits ,Endorses

Labels, Dismisses, Attacks, Insults, Slurs,

Denigrates, Undermines, Criticize, Critiques, Lambasts, Denies, Demeans, Blames, Accuses, Judges, Rejects

Connects...with, likens...to,

compares...to, associates...with/to, connotes...as being

like, relates...to, attaches...to

Queries, Reflects, Raises, Wonders,

Reasons, Philosophises, Ponders, Supposes,

Speculates

Urges, Posits, Contends, Argues,

Disputes, Challenges, Opposes, Debates, Contests, Demands

Forcefully, logically, caustically, sarcastically, emphatically, darkly, quickly, humourously, emotionally, angrily, passionately, laughingly, reassuringly, authoratively, jokingly, seriously, matter-of-factly, accusingly, effusively, speculatively, challengingly, insultingly, disgustedly, righteously, absolutely, clearly, rhetorically, carefully

#2: Writing a variety of sentences

• Panahi attacks the protestors as “ratbags” and “progress haters”. This...

• Panahi attacks the protestors as “ratbags” and “progress haters,” positioning the reader to...

• By attacking the protestors as “ratbags” and “progress haters”, Panahi...

#3: Analyse visuals

• Our focus is captured by the visual when / at...

• The portrayal of...as...focuses our attention because...

• ...is represented as...

• Re-inforces the point that...

• Supports the contention / argument that...

• The image visually captures the author’s argument that...

Analysing the image in context

• Panahi attacks the protestors as “ratbags” and “progress haters”. The accompanying image re-inforces this attack because...It captures our attention by...

Skill improvement

• In 1978 British postmen were taught to type. Some postmen were taught:

• One x 1 hour session each day (60 days)

• Two x 1 hour session each day (30 days)

• One x 2 hour session each day (30 days)

• Two x 2 hour session each day (15 days)

• After sixty hours of training - who had the highest level of skill?

Skill improvement

• In 1978 British postmen were taught to type. Some postmen were taught:

• One x 1 hour session each day (60 days) (55 hrs)

• Two x 1 hour session each day (30 days)

• One x 2 hour session each day (30 days)

• Two x 2 hour session each day (15 days) (80 hrs)

• After sixty hours of training - who had the highest level of skill?

Thankyou