Key stage 3 English Reading Presentation 3: Understanding the effect of language choice (AF5) Analysis of pupil performance 2004

 To introduce the implications for teaching and learning relating to AF4  To illustrate these with examples from pupils’ answers to specific questions. Aims of the session

Assessment Focus 5 Explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level

Help pupils to:  Recognise and explain the effects of specific words and phrases in context. AF5 Q2a1 mark Implications for teaching and learning for levels 4 to 5

AF5Q2a1 mark Examples 1-40 marks 1. That it smells like no other smell. No evidence that pupil understands the phrase. 2. that the rubbish smells quite bad. Too vague; doesn’t convey the strength or pervasiveness of the smell. 3. that the rubbish smells a lot through the whole day. Doesn’t get close enough to actual phrase 4. it was a stench. ‘stench’ is taken from the same sentence; can’t be taken on its own as evidence of understanding of the phrase

AF5Q2a(cont) Examples 5-71 mark 5. that the smell is awful and disgusting 6. the foul smell and rotting oder of the bin 7. there was a revolting smell 8. that it smells terrible and makes you feel sick All show clear understanding of what the phrase suggests and earn the mark.

Help pupils to:  Explain the meanings created through the use of figurative language. AF5 Q5b1 mark Q12b1 mark Implications for teaching and learning for Levels 5 to 6 Both parts of answer too vague and are unsupported by a quotation.

AF5Q5b1 mark Example 10 marks The effect it has on you is it makes you feel it is one of the best bay around Fails to explain the metaphorical connection between ‘gem’ and the cove.

Example 21 mark Gem’s are beutiful so that makes us think that lulworth cove is beautiful. Linking of gem to cove with the phrase ‘so that’ establishes idea of metaphor and ‘makes us think’ conveys the effect on the reader. Example 31 mark a gem is a spectacular and beautiful object, and it is a good word for a beautiful place as lulworth cove. Less explicit answer but connection drawn, via repeat of ‘beautiful’ and hence that gem is ‘a good word’ for the cove. AF5Q5b(cont)

AF5Q12b1 mark Example 10 marks To emphasise it, make it stand out. Wrong reason for use of inverted commas here.

AF5Q12b(cont) Example 21 mark Because it is not really a theatre where you watch a show, the word just shows that it is telling a story. It is a metaphor. Implicit and then explicit recognition of metaphor.

Help pupils to: Explore ways in which language is used for effect in non-fiction texts, eg precise use of words, different levels of formality. AF5 Q2b1 mark Q61 mark Q135 marks Implications for teaching and learning for levels 6 to 7

AF5Q2b1 mark Example 10 marks As things pile into the dust cart they all fall on top of each other almost sticking together. Has failed to read the whole sentence so not understood this is about what goes on inside the dustbins, not inside the cart. Example 20 marks Things are shrivelling up and collapsing from the weight of all the rubbish. Attempts to explain the phrase, but in isolation, not relating it to the smell.

AF5Q61 mark Example 10 marks More and more tourists continue following and joining a line in hope to catch a glimpse of the cave. Attempts to explain ‘relentlessly’, with ‘more and more’ but doesn’t capture the invasive, unstoppable aspect. Example 20 marks That they are constantly moving and that they never stay in one place for too long. Gets at idea of non-stop movement but fails to convey indifference/invasive sense of ‘relentless’.

AF5Q6(cont) Example 31 mark It suggest that the people were moving without caring about anything. Captures sense of them acting without concern for anything. Example 41 mark People move as if they don’t care about the enviroment or where they are. Explicit link between tourists walking and threat to environment.

AF5Q135 marks L6 pupils in sample 22% scored 4 marks 4% scored 5 marks mean mark for over 50% of pupils was 3. L7 pupils in sample 43% scored 4 marks 28% scored 5 marks

Example 13 marks …‘Kids of all ages have been bowled over by Eden, and schools are literally queuing up to experience the Eden magic’. This quote also makes the Eden project appealing to teachers by saying that schools are queuing up to visit… Selects a relevant sentence but the comment merely repeats what is in the quotation; doesn’t really explain how language is used to create a positive image. Example 25 marks …the word ‘bowled over’ suggests they’ve been overwhelmed by it… Engages with the language in detail.

Example 34 marks …Firstly the name ‘Eden’ is in the bible when the world was a paradise, so the name suggests a ‘paradise project’ which shows they are trying to create a paradise…. Engages with the language in detail. Example 44 marks …..Even though it is formal they make it quite attractive….Altogether the writing is mixed between interactive talk and facts with some good descriptive information.

Summary Pupils of all abilities seemed to have difficulty in relating specific features of language, particularly figurative language, to the meaning of the whole text. Could this be an area worth further work in the programme for year 9 classes? How might it be incorporated?