What is the layout of the paper? Three questions Question 1: Analysis of how language creates representations and meanings in Text A Question 2: Analysis of how language creates representations and meanings in Text A Question 3: Comparison on how Text A and Text B use language to create representations and meanings

What are the timings? Read and annotate text A – 5-10 mins Question 1 – 20-25 mins Read and annotate text B – 5-10 mins Question 2 – 20-25 mins Plan Question 3 – 5 mins Question 3 – 20 mins 5 mins proof reading and thinking about… What are the timings?

1) SPAG 2) Clear topic sentences 3) Is the word representation in there somewhere? 4) Specific terms 5) Layered analysis – is there anything else you can say?

What is it tested for? Five things: AO1 – Ability to write and essay; apply layers of analysis; use terminology AO3 – Ability to pick the interesting bits of context; link language and context; analysis and evaluate the effect of contextual factors AO4 – Ability to compare aspects of language and context Ability to pick out what is being represented! What is it tested for?

What’s the difference between the middle and top bands? Pick out interesting context points (perceptive, not obvious) Terminology is specific and advanced Discuss the effect of the terms in perceptive detail Link the language to the context Explore and evaluate Compare thoroughly (Q3) What’s the difference between the middle and top bands?

THINGS WE NEED TO BE DOING Reading non-fiction texts – all the time! Newspapers / articles / blogs / letters / posters / leaflets / packaging What’s being represented? Learn the 10 context points Consider which context points you’d use for the text you’re looking at Learning terminology Applying terminology to texts Thinking of the fluffy comment Annotating your Paper 1 packs (please start bringing to lessons)

PLANNING SOME ANSWERS TEXT TYPE What’s being represented? KEY 3 CONTEXT POINTS INTERESTING / DETAILED COMMENT LANGUAGE FEATURES / TERMINOLOGY TO LINK TO CONTEXT QUOTE FLUFFY COMMENT

IDENTIFYING REPRESENTATION PERSON / GROUP ISSUE PLACE ATTITUDE / OPINION

IDENTIFYING REPRESENTATION: SENTENCE STEMS The article represents the issue of ____ as being something_____ The writer represents himself as someone who is informed and knowledgeable, this adds authenticity… PERSON_____ is presented as someone who_____ which encourages readers to______ The general public are here represented as ______ The attitudes of the writer are represented as______

LET’S PRACTISE THIS REVISION TOGETHER We’re going to practise with transcripts for now Over the next few weeks we’ll ensure we’ve covered a range Transcripts may, or may not come up But in Year 13 the extra Paper 1 question will DEFO be a transcript So, it’s important you get to grips with it!

LET’S PRACTISE THIS REVISION TOGETHER On your table are 3 different transcripts I will guide you in your reading and tell you when to move on You need to fill in the revision table for all three transcripts Key things to consider when exploring transcripts: Spoken language specific terminology Schema? Spontaneous? Semi-scripted? Be careful with audience The transcript itself is not a constructed text Plus, all the other things that you need to do! (Context; language analysis etc etc ) Go, go, go!

THE CHALLENGE… There is no expectation to write the response in a certain way You have to come up with your own steer / concept / line of argument You need to find the right things to say Spot the ‘thing’ Why have they chosen this extract to discuss? How has it been crafted?

Topic sentence which answers the steer POINT EXPLORE QUOTE ANALYSE LINK Topic sentence which answers the steer GASP+++ and has representation in 1 Explore this in more depth and explain what you mean by this. Justify. Offer differing interpretations. Synthesise. 3 or 4 Embed a relevant and precise quotes Analyse the quote in detail that proves the above Evaluate. Terminology Milk 5 or 6 This serves to highlight… This accentuates… This suggests / implies / connotes… This emphasises… Something which surely reflects… A tone that defines… In crafting this… Further, In addition, Indeed, Finally… Link back to topic sentence 1

Genre Audience Subject Purpose Attitude Context and schema

Question 1 and 2 essay plan Paper 1 Question 1 and 2 essay plan

Analyse how that is show in the text Quote and milk Word and syntax Paragraph 1 Topic sentence from GASPS ++ - find the fluff, the perceptive / interesting comment Analyse how that is show in the text Quote and milk Word and syntax Terminology Paragraph 2 Topic sentence from a different GASPS ++ - find the fluff, the perceptive / interesting comment Analyse how that is show in the text Quote and milk Word and syntax Terminology Paragraph 3 Final topic sentence from a third GASPS ++ - find the fluff, the perceptive / interesting comment Analyse how that is show in the text Quote and milk Word and syntax Terminology

Paper 1 – q1 and 2 essay approach Paragraph 1 – Topic sentence (GASP +++++++) Paragraph 2 – Topic sentence (GASP +++++++) Paragraph 3 - Topic sentence (GASP +++++++)

And then finding the fluff… Want a level 5? The trick is in finding the best three topic sentences, which are normally those in red (but not always!) And then finding the fluff… Genre Audience Subject Purpose Attitude Context and schema

WHAT IS THE FLUFF LIKELY TO BE? Level 5 fluff Context and schema - Scheme – expected / unusual / opted out / flouted? Attitude – Attitude of the speakers / writers. Shift in attitude? Relationships of the speakers. Influenced by anything? Gender? Occupation? Class? Purpose – Why did they write / speak like this? How does the form / mode / genre aid this? Anything usual about how they are represented?

ACROSS THE ESSAY… Three topic sentences where you explore wider discourses (GASP+++) Word, syntax, grammar level analysis Terminology The word representation

TYPICAL FEATURES TO SPOT - Clause types - Clause order - Clause linking - Parallel clauses - Cohesion - Antithesis - Visual design, structure and webpage navigation - Tenses: present, past - Superlative adjectives - Ellipsis - Noun phrases - Noun types - Adverb types -Sentence types: simple, compound-complex -Dysphemism - Word classes: verbs, adjectives, nouns pronouns - Interrogatives/questions imperatives declaratives connotations - Hyperlinks, tabs - Colloquialisms -Initialisms -Metaphor - Address -Listing – asyndetic; polysyndeton -Discourse markers -Comparative adjectives -Euphemism -Graphological features: emoticons, bold font -Semantic fields

EXAM REPORT

QUESTION 1 WHAT TO FIND…

YOUR AO3, GASP – TYPE TOPIC SENTENCES TO EXPLORE MAY LOOK LIKE…

YOUR AO1, LANGUAGE ANALYSIS FEATURES MAY LOOK LIKE…

QUESTION 2 WHAT TO FIND…

YOUR AO3, GASP – TYPE TOPIC SENTENCES TO EXPLORE MAY LOOK LIKE…

YOUR AO1, LANGUAGE ANALYSIS FEATURES MAY LOOK LIKE…

QUESTION 3

Paper 1 – Q3 essay approach Paragraph 1 – Answer very briefly how the texts are different Paragraph 2 – Topic sentence – clearly compare GASP +++++++ Paragraph 3 – Topic sentence – a second comparison GASP +++++++ Paragraph 4 - Topic sentence – a third comparison GASP +++++++

COMPARATIVE CONNECTIVES?

Integrated Comparison Something that isn’t as prevalent in Text B Interestingly, a device also utilised in Text B, but to achieve the effect of….. Indeed a notion also explored by (WRITER) in Text B …an idea that does not permeate Text B A structural tool that is also developed in Text B, but for the purpose of… As aforementioned