Writing analytically PETER checklist Point: B (6/7) A (8) A* (9) POINT You make a clear and suitable point. It refers to the question. You make a clear and interesting point. It refers to the question. You make clear and interesting points, which link to your other paragraphs. You have a clear train of thought running through your whole answer. EVIDENCE You chose appropriate evidence. You embed your evidence. You chose suitable evidence. Your evidence is embedded. Your evidence is not long and wordy. You chose the most appropriate evidence. Your evidence picks up on subtle meanings. You chose the best bits. You may use multiple pieces of evidence throughout a paragraph. TECHNIQUE You identify language features. You use subject terminology. You explore at least one effect of the technique. You identify multiple language features. You understand how and why these techniques are used. You explore multiple effects. You identify subtle uses of language features. You pick up on multiple and subtle effects that these language features create. You comment on how these features effect the overall reading of the quotation. EXPLAIN You look at the quotation as a whole. You suggest how it affects the reading of the text around it. You use single word analysis. You explore effects on the reader. Your explanation is becoming more precise. You use adverbs to explain what the quotation suggests. You look for multiple meanings. You use single word analysis. You explore more than one effect on the reader. You use connectives to enhance your explanation. Your explanation is becoming more precise. You use adverbs to explain what the quotation suggests. You use single word analysis. You explore more than one effect on the reader. You look at various interpretations of the text. Your explanation is becoming more precise. You use adverbs to explain what the quotation suggests. You use single word analysis. You explore more than one effect on the reader. You look at various interpretations of the text. REFLECT You refer back to the question. You refer back to the question. You comment on the whole text. You refer back to the question. You comment on the text as a whole. You refer to context. You comment on the writer’s intention. You pick up on key themes. You refer back to the question. You comment on the text as a whole. You refer to context. You suggest how readers reacted when it was written and modern audiences who are reading it now may relate to it differently. You comment on how different readers may have had different reactions. You comment on the writer’s intention. You link it to key themes. Writing analytically Point: From the extract / text the reader learns... The writer tries to... The writer uses language to create the effect that… The author is trying to convey the message that…   Evidence: (remember to use quotation marks ‘__________’ ) The evidence that shows this is... The quote that supports my point is... The word/s that show this is… This is revealed when [character] says, ‘_____’   Technique: The text uses the to emphasise… The word “ ” is an example of … The author has used a to demonstrate that…   Explain: The author creates a sense of… The result of the language used by the author is… The use of the word/s ________ shows/produces… This creates the impression that… This quote shows… The effect upon the reader is… This shows/implies/reveals etc...   PETER checklist MODELLED PETER PARAGRAPH: The article represents teenagers in a negative light, as people who take drugs and drink alcohol. The quote that supports my point is, “there has been a 'significant increase' in drug and alcohol abuse in teenagers.” The article uses the adjective ‘significant’ to emphasise how important the increase of stereotypically negative behaviour is amongst teenagers. The author creates the sense that the drug and alcohol problem in the UK is huge for teenagers, which worryingly emphasises to the reader the dangers which are faced by teens today. This is further emphasised though the use of the word ‘abuse’, which implies that teens are being harmed and are in need of support. The author’s intention is to create a sense of panic for the reader, as the emotive language chosen emotionally grabs their attention, leaving them with the opinion that this is a perilous situation for teens which is constantly increasing. However, a teenage audience may feel villainised by this article, as the author has given a biased view of drug use by not allowing teenagers to a voice and express their opinion. Reflect: The author’s overall message is that… This leaves the reader with the overall impression that… This links to… As a result of this, readers are left with the opinion that… The author’s intention is…   EXAM SKILLS: - AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views - AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts - AO4: Evaluate texts critically and support this with appropriate textual references

Techniques Synonyms for shows: Reveals implies exemplifies indicates suggests infers portrays conveys Demonstrates Highlights emphasises indicates presents proves reveals exposes describes argues informs remarks. Techniques ADVERB SYMBOLISM METAPHOR SIMILE JUXTAPOSITION ADJECTIVE ALLITERATION REPETITION CONNOTATION IMAGERY STEREOTYPE VERB IMPERATIVE PERSONAL PRONOUN PERSONIFICATION GENRE IMPERATIVE HYPERBOLE PATHETIC FALLACY EXAM SKILLS: - AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views - AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts - AO4: Evaluate texts critically and support this with appropriate textual references