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Unit 1Non-fiction, Media &
Information
•Give a summary to reflect your ability to extract information from a text
•Analyse how a text is constructed for effect or follow an argument and identify structure and inconsistencies
•Write to inform, explain or describe
Question 1
Summary
Summary
•A shorter version of a longer piece of writing
•A restatement of the key points & ideas
•Written in YOUR OWN WORDS
•It reflects reading & writing skills
•Work chronologically & ignore non-essential
information – look for topic sentences
•Use a highlighter & marginal notes to plan
Question 2
Analysis of an unseen non-fiction text
Common types of non-fiction
•Articles•Speeches•Guides•Leaflets•Reviews•Reports
P.A.T.
Text type
Audience
Content
Purpose
Text type – L.I.S.T.
Language (vocabulary & sentence structures)
Information (content)
Style & presentation (layout)
Tone (voice & expression)
Language
•Narrative perspective•Tense•Sentence types•Vocabulary•Lexical fields
‘The sight has become familiar: drunken young men, travelling in groups, letting themselves and their country down. Heavy drinking, violence and racial hatred is all part of the culture of young Britain, and is generally followed by expressions of self pity when the local police take action.’
‘The sight has become all too familiar: drunken yobs, hunting in packs, degrading themselves and shaming the flag of their country. Heavy drinking, violence and racial hatred is all part of the culture of young Britain, and is generally followed by whines and bleats of self pity when those trusted with upholding the law are forced to take action.’
Information
•Opinion•Fact•A combination of the two•Order & structure
Style & presentational devices
•Reported speech•Exemplification•Facts & figures•Images & graphics•Captions•Headings•Layout & white space•Bullet points & text divisions•Font & text type
Tone
•Formal or informal?•Serious or humorous?•Friendly or impersonal?
Question 3Inform, explain, describe
To inform – putting information across clearly
To explain – helping readers to understand processes or a point of view in more detail
To describe - expressing ideas in an imaginative way
To inform – to tell
•Provide information – ‘who, what, when, where’
•Logical organisation & layout
•Clear factual style
•Balanced opinion & fact
•Keep an eye out for bias
•Present tense
•Discourse markers
CHAVS
Chavs are an easily identifiable group of teenagers, and possibly one of the
ones you may find more intimidating, as they like to hang around in large
groups, not unlike other teenagers. They are identified by their clothing,
which consists of “Timmy’s” or Timberland boots, track-suit bottoms tucked
into their socks, which rise about 4 inches above the boot, and they are likely
to wear Fred Perry or Lacoste sweaters. You may also identify a “chav” by
their jewellery.
Males of the species wear lots of gold chains and bracelets, topped off with
large ‘sovereign’ rings. A female “chav” often wears large, hooped earrings,
gold chains and sovereign rings. Another noticeable feature of your typical
“chav” is that they have a love of all things Burberry, Fred Perry, or, more
recently, Prada.
The make-up worn by your typical female “chav” is also very distinctive,
as they go for a particularly interesting shade of orange, coupled with
violent shades of eyeshadow and thick mascara, topped off with a
‘Croydon Facelift’. The now-notorious ‘Croydon Facelift’ is a popular
hairstyle of female “chavs”, referring to a high, tight ponytail which is
said to pull the skin of the face back, as popularised by Michelle Bass, of
Big Brother fame.
The “chav”, then, is instantly recognisable as being a label-junkie,
dripping with gold jewellery and, if female, plastered with make-up and
having scraped-back hair.
To Explain – to give detail
•Addresses ‘why’ or ‘how’
•Detail
•Exemplification & anecdotes
•Step by step order
•Use of 3rd person
•Impersonal, precise & factual
•Discourse markers
We all enjoy having friends - and few of us are without at least one friend we would call 'special'. But just what is this thing called friendship?
Well, for a start, friends come in all shapes and sizes - young and old, tall and short, dishy-looking and plain. Of course, it's not really what a friend looks like on the outside that counts at all it's what a friend is like on the inside. And I don't mean their hearts, lungs and stomachy bits, either. Friendship is about feelings. A friend is someone that you know really well and who knows you really well, too. A friend is someone who you can trust and a friend is someone who can trust you, too. A friend is someone who knows about your good bits, and about your not so good bits and a friend is someone whose good bits and not-so-good bits you know just as well.
Are you beginning to see a common thread here? Yes - friendship is a two-way game. You can't have a special friend unless that friend also has a special friend. You. And that is where things sometimes begin to go wrong. For your friend might not see you as quite as special as you see him or her. So how can you know if both you and your friend are playing a singles or a doubles match...?
•Subheadings
•Clear topic sentences to start brief paragraphs
Noun + Verb or Noun + Qualifying Adjective –
‘Wolves hunt in packs.’
‘Acids are common substances.’
•Connectives to join ideas between & within sentences
Discourse MarkersInform / Explain
Connectives
•Quantity – all, some, most, few, many, the majority of
•Cause & effect – consequently, because, therefore,
since, until, whenever, eventually, as a result
•Comparison – equally, similarly, compared with, in
the same way
•Contrast – but, however, alternatively, instead, apart
from, in contrast, yet, nevertheless
Connectives
•Sequence – In the first place, secondly, next,
gradually, over time, when, while, meanwhile,
eventually, finally, until
•Contrast & Comparison – alternatively, on the other
hand, however, although, whereas, otherwise, but
•Addition– and, too, as well as, furthermore, also,
again, moreover, in addition, another, what is more,
the following
To Describe – painting word pictures
•Appealing to the senses
•Use of similes & metaphors
•Descriptive vocabulary
•Use of adjectives & adverbs
•Creative viewpoint
Your school has been invited to host several overseas students who have no experience of Christmas.
You have been asked to write a letter, explaining to them the history and traditions of Christmas. The letter will help them to understand and appreciate the celebrations upon their arrival.
•Birth of Christ•Modern family celebration•Presents•Xmas tree & decorations•Advent calendar •Mistletoe•Crackers•Santa Claus•Queen’s speech•Carols•Turkey dinner•Game playing•Xmas cards