How To Revise for your Unit 3&4 English Exam

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Three sections

• Text Response

• Context Response

• Language Analysis

Language Analysis

Skills vs. Knowledge

Language Analysis

• 10-15 minutes of practice every 1-3 days will make more impact than ‘cramming’ in SWOT Vac.

Language Analysis

• Reading, thinking, planning

• Analysing the visual

• Identifying the issue and contention

• Identifying the best examples of persuasive language

• Grouping examples

• Using specific verbs to describe an author’s technique

• Varying the way a follow up sentence is started

What’s the link?2010: “students who attempted to work laboriously through every sentence found the task difficult. Students needed to choose which parts of the material they would use to explore the way in which language was being used.”

2010: “Some responses were just simple summaries or lists of the techniques used, with little development. These pieces did not score well as they did not fulfil the task.”

2011: In stronger responses, strategic selection, together with well-developed précis skills, allowed students to demonstrate their language analysis skills.

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

Bring a dictionary

• We must, at the very least, be apprehensive about this proposal.

Bring a dictionary

• The use of the word “apprehensive” brings an association of doubt and mistrust in the reader’s mind towards the idea.

Task & Background

Task & Background

Identify

• Which quote best identifies the contention

• What is one persuasive phrase/sentence used

Birmingham Library Speech - Malala Yousafzai

Which of these best identifies the contention?

• We must not forget the 57 million children are out of school

• Pens and books are the weapons that defeat terrorism

• I truly believe that the only way to have global peace...is to have reading, knowledge and education

Which of these quotes is the best example?

• A city without books... is like a graveyard

• We must not forget the 57 million children are out of school

• We must speak up for peace and development in Nigeria, Syria and Somalia

• We must speak up for the children of Pakistan, India and Afghanistan who are suffering from terrorism, poverty and child labour

How would you group these examples?

A city without books... is like a graveyard

We must not forget the 57 million children are out of school

We must speak up for peace and development in Nigeria, Syria and Somalia

We must speak up for the children of Pakistan, India and Afghanistan who are suffering from terrorism, poverty and child labour

Pens and books are the weapons that defeat terrorism.

Let us not forget that even one book, one pen, one

child and one teacher can change the world. Books are very precious.

Analysing language

• Joe Bloggs uses a rhetorical question when they say “Are we all stupid”. Rhetorical questions really only have one answer.

Students overuse these phrases

• The author writes

• The writer says

• The author uses

• The author argues

• The author thinks

Analysing language

• Joe Bloggs challenges the audience with the question: “Are we all stupid?” This challenge confronts us with a black and white choice - we can either accept that we are stupid, or think that we are smart by agreeing with Bloggs’ argument.

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

• A city without books... is like a graveyard

• We must not forget the 57 million children are out of school

• We must speak up for peace and development in Nigeria, Syria and Somalia

• We must speak up for the children of Pakistan, India and Afghanistan who are suffering from terrorism, poverty and child labour

urges;champions;connects...

with...; likens...to;supports;

reminds us;advocates

Malala likens a “city without books” to a “graveyard” creating the association for us that...

Improving analysis

Improving analysis

Visual

• 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 visuals

We live in an age where privacy does not exist

Our attention is captured by...

Google is represented as...

The image supports the author’s contention that......

The Context

• Expository

• Persuasive

• Creative

Expository EssayText Response:

*What is one text about?

*Examples from that one text.

Expository Essay:

*What is an idea about?

*Examples from that one context

text.*Example from other places

Expository

• ‘Our fantasies can be more powerful than our reality.’

Define ideas in intro

• A fantasy is something we know isn’t true - and perhaps isn’t even possible. It’s a fantasy because it’s different to the facts of our everyday reality. For many of us, we can enjoy escaping into fantasy through...

Whose:The powerful vs. The

powerlessThe individual vs. The

individualThe group vs. The

individualMales vs. Females

The old vs. The youngThe knowing vs. The

naiveParents vs. children

The story teller vs. the audience

Types of realityFactual, honest, created,

desired, emotional, escapist, warped, imagined,

constructed, healthy, unhealthy, deluded, restricted, invented,

misconceived, confused, fragmented

Death of a Salesman

• In Death of A Salesman many of the male characters have a _______ version of reality. This puts them at odds with...

Types of realityFactual, honest, created,

desired, emotional, escapist, warped, imagined,

constructed, healthy, unhealthy, deluded, restricted, invented,

misconceived, confused, fragmented

Spies

• In Spies, Stephen’s version of reality as a child is initially__________. This is different to...

Types of realityFactual, honest, created,

desired, emotional, escapist, warped, imagined,

constructed, healthy, unhealthy, deluded, restricted, invented,

misconceived, confused, fragmented

Each paragraph about one idea

• Some fantasies provide healthy outlets for us. It’s normal to dream about what we might be one day - even though we realise it could be beyond us. What is unhealthy is when...

Whose:The powerful vs. The

powerlessThe group vs. The

individualMales vs. Females

The old vs. The youngThe knowing vs. The

naiveParents vs. children

The story teller vs. the audience

Bring in other examples

Types of realityFactual, honest, created,

desired, emotional, escapist, warped, imagined,

constructed, healthy, unhealthy, deluded, restricted, invented,

misconceived, confused, fragmented

Persuasive

• ‘We can evade “reality” but we cannot avoid the consequences of doing so.’

• If we are to be truly happy, we must deal with the consequences of reality.

Propositions*We must/must

not...always/never/sometimes

*We should/should not...always/never/

sometimes

‘Sometimes people find themselves living in a world created by other people.’

‘We do not see things as they are. We see them as we are.’

‘Reality is always shaped by those with the most power.’

Creative writingBad reasons for

choosing the creative option:

*I think it’s easy*I don’t want to study*I’ve got a great idea

for one story

Good reasons for choosing the creative option

*I’m confident about creative writing

*I’m prepared to practice creative writing

*I’ve got a good idea for a character and setting that’s

relevant to the context

Characters and situations

Character types:*A younger person who feels their notion of

reality has been twisted by older people (Death of A Salesman)

*A younger person who does not fully understand what the older people around him

are doing (Spies)

Character + Scenarios• ‘We can evade “reality” but we cannot avoid

the consequences of doing so.’

• A boy of average sporting ability has been brought up to believe he is a sporting star. He must confront the reality that he is only average. (Get’s a letter saying he has not got a sporting scholarship)

• A boy’s parents are divorcing. He refuses to believe it. (He locks himself in his bedroom and thinks when he opens the door everything will be normal)

Cosi and On The Waterfront

• Be able to use a range of examples

• Be able to write about these texts as a play and as a film

Cosi and On The Waterfront

Cosi and On The Waterfront

LewisLucyNickJustinDougRoyRuth

Cherry

ZacHenry Julie

TerryEdie

Fr. Barry

Johnny Friendly

CharleyKayo Dugan

TommyGlover

Pop DoyleBig Mac

Mutt

Cosi and On The Waterfront

Cosi and On The Waterfront

• Stage directions (particularly to describe

Lewis)• Structure of the play• Visual setting: darkness,

burnt out theatre

• Use of music• Visual motifs: jacket, fog, closed and open spaces,

fences• Use of close ups (cab

scene)