Analyzing Writer's Language Use in English Language GCSE Component 2

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E
NGLISH
 L
ANGUAGE
 GCSE
 
Component 2 – Analysing how writers use language
 
L
EARNING
 O
BJECTIVE
:
 
 
AO2 Skills
Comment on, explain and analyse how writers use
language, using relevant subject terminology to
support your views.
 
Key term:
Analyse
: examine (something) methodically and in
detail, typically in order to explain and interpret it.
 
I
N
 
THE
 
EXAM
:
 
There are many ways you can be asked to
explain, comment upon and analyse. For
example:
What impressions do you get of…?
What do you think and feel about …?
Explain how…
What are the writer’s thoughts and feelings about…?
How does the writer…?
I
N
 
THE
 
EXAM
:
These questions will then often have bullet points
which you need to follow too:
Comment on the language and tone of the writer.
Comment on the writer’s structure.
Comment on the writer’s choice of literary elements.
 
What you are being asked 
how a writer achieves a certain
effect
 or influences you to think or do something.
It doesn’t mean write a list of features with no explanation!
You 
must show an understanding of the words
 and
examples you select.
You will be rewarded for using appropriate vocabulary, just
identifying the simile or short sentence is not enough.
Remember AO2 asks for “
relevant subject terminology
 
O
UR
 
TEXTS
 
Promotional materials like leaflets and websites often
use persuasive language about a place or experience in
order to sell it to their target audience.
Read the two extracts from the ‘Predator Experience’
leaflet.
 
 
Make a list of words and phrases which help to
persuade the reader that the experience will be
exciting and memorable.
A
CTIVITY
 1
10
minutes
Exciting and
memorable
language and
techniques
 
“Swoops to land gently”
 
 
Remember that in your exam you might be asked a
question such as:
A
CTIVITY
 2
10
minutes
How does the writer make the experiences sound exciting
and memorable? [10]
 
To help decide which words and phrases are relevant, keep this question in
mind.
“Does this word persuade me that the experience is exciting or memorable?” If
it does ask Why? To help comment on  the reasons it persuades you.
Look back at your list.. Make sure all the words are relevant. Note down a few
words to explain why they persuade you.
D
ID
 
YOU
 
IDENTIFY
 
THIS
 
TERMINOLOGY
?
 
Adjectives
iconic
 Golden Eagle’ – specifically chosen to describe the
noun as impressive.
precision
 predators’ - specifically chosen to describe the
noun as impressive.
 
Superlatives
largest
 British raptor’ – specifically chosen to impress and
persuade, this can’t be beaten.
largest
 of the owl family’ - specifically chosen to impress
and persuade you that this can’t be bettered.
 
Links, patterns (oxymoron)
Eagle flies 
dramatically, 
but lands 
gently.
 
Present tense verbs
soars’ ‘swoops’
 used to visualise the flight of the Golden
Eagle.
D
ID
 
YOU
 
IDENTIFY
 
THIS
 
TERMINOLOGY
?
 
Second-person pronoun
‘you’
 
‘your’ 
– puts the reader in control of the bird
 
Suggestions that the birds have real personalities:
some real characters”
 
Expressions and verbs that put the reader closer to the
animals:
on
 your gloved hand”
on
 to your glove”
pick up
handle
 
Adjectives
fun’
 
‘fantastic’ 
used to suggest energy and enthusiasm,
what a great time it will be!
Q
UESTION
 
AND
 M
ARK
 S
CHEME
How does the writer make the experiences
sound exciting and memorable? [10]
A
CTIVITY
 3
How does the writer make the experiences
sound exciting and memorable? [10]
 
Write a response to the question. Comment on at least three language
features, either from the list we have discussed or use your own ideas.
Explain how they help to persuade the reader that the experience will
be exciting and memorable.
20 minutes
10 minutes
 
PEER 
ASSESSMENT
 
How does the writer make the experiences
sound exciting and memorable? [10]
 
Highlight examples of where your response fulfils top marks.
Write an WWW,EBI, and ACT comment.
Pass back and improve your response.
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In English Language GCSE Component 2, students learn to analyze how writers use language. The learning objective focuses on commenting, explaining, and analyzing language use with relevant subject terminology. The exam assesses students on their ability to interpret and explain a writer's thoughts, feelings, structure, and literary elements. The text highlights the importance of understanding how writers achieve certain effects and influence readers. Activities are included to practice identifying persuasive language in promotional materials like leaflets. Students engage in listing words and phrases that persuade readers of exciting and memorable experiences to enhance their analytical skills.


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  1. ENGLISH LANGUAGE GCSE Component 2 Analysing how writers use language

  2. LEARNING OBJECTIVE: AO2 Skills Comment on, explain and analyse how writers use language, using relevant subject terminology to support your views. Key term: Analyse: examine (something) methodically and in detail, typically in order to explain and interpret it.

  3. IN THE EXAM: There are many ways you can be asked to explain, comment upon and analyse. For example: What impressions do you get of ? What do you think and feel about ? Explain how What are the writer s thoughts and feelings about ? How does the writer ?

  4. IN THE EXAM: These questions will then often have bullet points which you need to follow too: Comment on the language and tone of the writer. Comment on the writer s structure. Comment on the writer s choice of literary elements. What you are being asked how a writer achieves a certain effect or influences you to think or do something. It doesn t mean write a list of features with no explanation! You must show an understanding of the words and examples you select. You will be rewarded for using appropriate vocabulary, just identifying the simile or short sentence is not enough. Remember AO2 asks for relevant subject terminology

  5. OURTEXTS Promotional materials like leaflets and websites often use persuasive language about a place or experience in order to sell it to their target audience. Read the two extracts from the Predator Experience leaflet.

  6. ACTIVITY 1 10 minutes Make a list of words and phrases which help to persuade the reader that the experience will be exciting and memorable. Swoops to land gently Exciting and memorable language and techniques

  7. ACTIVITY 2 10 minutes Remember that in your exam you might be asked a question such as: How does the writer make the experiences sound exciting and memorable? [10] To help decide which words and phrases are relevant, keep this question in mind. Does this word persuade me that the experience is exciting or memorable? If it does ask Why? To help comment on the reasons it persuades you. Look back at your list.. Make sure all the words are relevant. Note down a few words to explain why they persuade you. Oxymoron bird plunging to the ground yet lands softly. Exciting and memorable language and techniques Swoops to land gently

  8. DIDYOUIDENTIFYTHISTERMINOLOGY? Adjectives iconicGolden Eagle specifically chosen to describe the noun as impressive. precisionpredators - specifically chosen to describe the noun as impressive. Superlatives largestBritish raptor specifically chosen to impress and persuade, this can t be beaten. largestof the owl family - specifically chosen to impress and persuade you that this can t be bettered. Links, patterns (oxymoron) Eagle flies dramatically, but lands gently. Present tense verbs soars swoops used to visualise the flight of the Golden Eagle.

  9. DIDYOUIDENTIFYTHISTERMINOLOGY? Second-person pronoun you your puts the reader in control of the bird Suggestions that the birds have real personalities: some real characters Expressions and verbs that put the reader closer to the animals: onyour gloved hand onto your glove pick up handle Adjectives fun fantastic used to suggest energy and enthusiasm, what a great time it will be!

  10. QUESTIONAND MARK SCHEME How does the writer make the experiences sound exciting and memorable? [10] Mark Criteria Nothing worthy of credit. 0 Identifies and begins to comment on some examples. May struggle to engage with the text or the question. 1-2 Identifies and gives straightforward comments on some examples. Simply identifies some subject terminology. 3-4 Explains how a number of different examples create impressions. Begins to show some understanding of language, structure and tone are used to achieve effect. Begins to use relevant subject terminology accurately to support their comments. 5-6 Makes accurate comments about how a range of different examples create impressions. Begin to analyse how language, structure and tone are used to achieve effects. Subject terminology is used accurately to support comments effectively. 7-8 Makes accurate and perceptive comments about how a wide range of different examples create impressions. Provide detailed analysis of how language, structure and tone are used to achieve effects. Subtleties of the writer s technique are explored. Well-considered, accurate use of subject terminology supports comments effectively. 9-10

  11. ACTIVITY 3 How does the writer make the experiences sound exciting and memorable? [10] Write a response to the question. Comment on at least three language features, either from the list we have discussed or use your own ideas. Explain how they help to persuade the reader that the experience will be exciting and memorable. 10 minutes 20 minutes

  12. PEER ASSESSMENT How does the writer make the experiences sound exciting and memorable? [10] Highlight examples of where your response fulfils top marks. Write an WWW,EBI, and ACT comment. Pass back and improve your response.

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