1. 2.3
Unfamiliar text

2. Today:
Feedback from the unfamiliar text paper in the school examination

3. Unfamiliar Texts: what we did well
The responses showed that you can easily read and understand not only the texts themselves, but you could also comprehend the main ideas well.
You structured your responses well and used key words from the question.
Many people wrote, or attempted to write, about all three texts, which is great. Even if you write something about a text that might not be correct, or it might not be finished, you can still be awarded N1 or N2 for the response – these extra one or two points might mean that your overall mark go up from an Achievement to a Merit, for example.

4. areas for improvement: identifying techniques
It is VERY important that you identify techniques. For example, if you write:
This line shows…
This word shows…
This thing shows…
you are not identifying the technique. You cannot get above A4 for your response if you consistently choose not to identify any techniques.
You need to write:
This metaphor shows…
This simile shows…
This incomplete sentence shows…

5. Areas for improvement: using the word ‘quote’ incorrectly
Never identify an example as a quote UNLESS it is an actual quote. For example, in the non- fiction text, the writer quotes people she has interviewed. These examples should be identified as quotes.
Otherwise, identify the example accurately.
Use:
This metaphor shows…
NOT
This quote shows…

6. Analyse, don’t explain
Avoid explaining and focus on analysing. When you analyse, you need to write about the techniques the writer made, and what effect their techniques had. This is explaining: The metaphor ‘the glowing beads’ showed that the character thought that the beads looked like they were shining. Also, do not use words from the example to analyse the example, e.g.: The metaphor ‘the glowing beads’ showed that the beads glow. This is not analysing. You need to explain the effect of the technique, e.g. The metaphor ‘the glowing beads’ shows that the character believed that the beads looked as if they had an inner light source, suggesting the person wearing them is powerful in some way. The word ‘glow’ has powerful connotations, of warmth and light. Combined with the metaphor comparing Jasmine to an angel, and the repetition of the word ‘perfect’, the metaphor shows that the narrator almost worships Jasmine and sees her as someone who is not her equal, but her superior.

7. Analyse as many techniques as possible
Use all of the time available to you. If you have an hour and a half for the unfamiliar text paper, spend 30 minutes on each of the three texts. Analyse as many examples as you can, and focus on showing that you have a good understanding of the effect of each technique.

8. analysing sound devices
When analysing sound devices, make sure you analyse the effect of the SOUND created. You cannot state that assonance, alliteration or onomatopoeia ‘created an image in my head’. You need to focus on the sound effect, and analyse it.

9. First person narration
It is always easy to identify and analyse first person narration. If you see first person narration being used, you automatically know that the writer will want you to form an emotional connection with that particular character, and see their world through their eyes. It is also a highly manipulative technique; if first person narration is used, we do not know what the other characters are thinking or feeling, we only know a lot about the character from whose perspective the story is being told.
When writing about texts that are written using first person narration:
Be careful how you write about texts written in the first person. For example:
The first extract in the school examination was written in the first person. Therefore, it is incorrect to state that ‘readers understand that Laura and Jasmine have a strong friendship’. It would be better to state that ‘readers understand that Laura believes that her friendship with Jasmine is strong’. We don’t actually know what Jasmine thinks or feels, because the story is not being told from her perspective.

10. Avoid Using ‘trying to’
Avoid stating that the writer was ‘trying to’ do something. For example: The writer was trying to use the metaphor to show… When you use ‘trying to’, you are implying that the writer was not successful. If you do not want to imply that, avoid using ‘trying to’. The writer used the metaphor to show…

11. Other important tips Use a range of examples
Analyse as many examples as you can
Avoid defining techniques. The markers know what all of the techniques are.
In unfamiliar text, a longer response is often better than a shorter response.