Comparison Junction What can you remember?

Comparison Junction What can you remember?
The BIG Question: Can we accurately select implicit and explicit information? 1 2 Comparison Junction What can you remember? 3 4

Comparison Junction What can you remember?
How accurate were you? 1. Choose four statements below which are TRUE 2. Use details from both sources to write a summary of the differences Comparison Junction What can you remember? 3. How does the writer use language to…? 4. Compare how the writers have conveyed their different views About…

Question 1 (AO1) Reading to infer from a section of the text 4 marks Identify TRUE/FALSE statements Question 4 (AO3 [AO1 and AO2]) Compare VIEWPOINTS and PERSPECTIVES Compare METHODS 16 marks How does the writer feel about… AND How do they show these feelings? Language and its effects Methods and terminology Structure and form Question 2 (AO1) Summary and synthesise 8 marks Compare details in two texts No need for language analysis or comment on methods Quotations required for higher levels Retrieve and infer Question 5 (AO5. AO6) Writing – language for impact Viewpoint – explain, argue, persuade etc. 40 marks: 24 for content, 16 for sentences, spelling, punctuation Engaging ideas in an engaging way Question 3 (AO2) Language features from a section of the text 12 marks Language and its effects Methods and terminology Sentence structures

Minimum Expectations:
Challenge Yourself: To accurately select relevant textual detail and identify explicit and implicit information Minimum Expectations: To know the difference between true and false information Keywords: Retrieve Inference Implication Relevant

QUESTION 1 - True or false?
Q1 – Identifying, selecting, synthesising and interpreting Information (AO1/4) QUESTION 1 - True or false? 4 marks 5 mins The first question on paper 2 is a true/false question Assesses A01 – identifying EXPLICIT and IMPLICIT information You will be given 8 statements have to decide which statements are true and which are false by shading the boxes This is testing your inference skills BUT BE CAREFUL… Not all ‘true’ statements will be explicit – you will have to infer and interpret what’s been said in the text.

Examiner Feedback… Q1 - RETRIEVAL T/F?- problems/patterns: - pupils misreading focus of Q - misreading text - not retrieving just from stated lines - ticks the deliberate trick answer (the almost accurate answer)

Q1 – Identifying, selecting, synthesising and interpreting Information (AO1/4)
True or false?

Q1 – Identifying, selecting, synthesising and interpreting Information (AO1/4)
True or false? Choose four statements below which are TRUE There’s a man wearing a party hat There’s a toy on a plate There’s a fire in the background There’s a woman laughing There are three children at the table The fireplace is white There’s a spare seat at the table Both men are wearing checked shirts

Applying these skills to Source A
Choose four statements below which are TRUE [4 marks] Women spend more than men at Christmas Most money spent at Christmas is on credit cards It’s best to get advice early if you are worried about money People get paid late in January January is a tough time for some people who overspend at Christmas Men are more likely than women to use credit cards The government don’t care about people’s debt A good way to save money is to use left over food DO! Tick the boxes.

Summarise the similarities and differences between these two images.
The BIG Question: How do we select and synthesise evidence from different texts? (A01) Summarise the similarities and differences between these two images.

Minimum Expectations: pick out the point of connection in the question
Challenge Yourself: To accurately select relevant textual detail, make inferences about meaning, and bring two sets of details (and implied meanings) together in a summary. Minimum Expectations: pick out the point of connection in the question search out the textual details relevant to the focus of the question Keywords: Retrieve Inference Implication Relevant Summary Differences

QUESTION 2 - summarising
8 marks QUESTION 2 - summarising 10 mins Assesses AO1- identifying explicit and implicit information & synthesise evidence (blending two texts together). Refer to the content of Sources A and B. You have to summarise their similarities and/or differences (depending on the question) between the two sources by making statements. Use references to the source or textual detail (quotations) You are rewarded on your ability to INFER (drawing conclusions from the evidence). Aim for 4 X SQUID paragraphs Statement, Quotation, Inference, Develop (2 on each source) DO NOT WRITE ABOUT LANGUAGE (that’s Question 3!) But be careful… Don’t just repeat the information in the sources. Write down the essential information.

2. You need to refer to source A and source B for this question.
THINK! What do you think are the key elements to this question? What skills does the examiner want you to use? 2. You need to refer to source A and source B for this question. The way Christmas is presented is different. Use details from both sources to write a summary of the differences. [8marks] How does this question compare to Q1?

What do I need to do to succeed?
Level 4 (GCSE 7 to 9) Perceptive summary 7-8 marks Makes perceptive inferences from both texts Makes judicious references/use of textual detail relevant to the focus of the question Statements show perceptive differences between texts Level 2 (GCSE 4) Some attempts at summary 3-4 marks Attempts some inference(s) from one/both texts Selects some appropriate references/textual detail from one/both texts Statements show some difference(s) between texts Level 3 (GCSE 5 – 6) Clear, relevant summary 5-6 marks Makes clear inferences from both texts Selects clear references/textual detail relevant to the focus of the question Statements show clear differences between texts

Plan your answer by completing the table below:
You need to refer to source A and source B for this question. The way women are described and presented is different. Use details from both sources to write a summary of the differences. Read both texts Plan your answer by completing the table below: Expected Challenge SOURCE A (quotes) SOURCE B WHAT’S DIFFERENT AND MIGHT BE INFERED FROM THIS? Meaning of Christmas People’s behaviour at Christmas Feelings about Christmas

Let’s re-cap This question assesses AO1 – ‘identify and interpret explicit and implicit information and ideas’; ‘select and synthesise evidence from different texts’ You need to compare details from two sources and think about differences You need to show understanding of information you have read in both sources You need to summarise the details – use your own words as well as some references and quotations Textual references and quotations can be used BUT you use these to inform content (not to analyse language) Don’t get bogged down with trying to use too many quotations Be selective about the ones you can infer something about You can write a single, integrated paragraph comparing both sources OR You can write two connected paragraphs Use discourse markers such as ‘however’, ‘another way they differ is’, ‘this is similar to…’, ‘whereas’ Use sentence stems to help you infer (‘this suggests’,

Examiner Feedback… Q2 - COMPREHENSION/SUMMARY -problems/patterns: - pupils trying to compare meaning and compare writer's method -not engaging with meaning. This must be first step. What is each text about? Make a statement in response to focus of Q - incorrect terminology for comprehension (using comparative terms instead - no clear method of how to respond - lack of summary - failure to infer - lack of evidence to prove/support - lack of range of response and evidence What we don’t need to do: We don’t need to comment on language features, structure or writer’s methods. We NEED TO focus on RETRIEVAL AND INFERENCE.

Developing the response SQI
You have to compare the two sources and summarise their similarities and/or differences (depending on the question) between the two sources by making statements. Use references to the source or textual detail (quotations) You are rewarded on your ability to INFER (drawing conclusions from the evidence) and develop your thoughts. STATEMENT QUOTATION INFERENCE(S) DEVELOPMENT Once you have selected appropriate textual details, you need to create statements in relation to each Select relevant textual detail to support your statements (quotations AND/OR references DO NOT ANALYSE LANGUAGE!) What does this suggest to me about… What might I imply from this about… What does it make me realise…

Developing the response
STATEMENT QUOTATION INFERENCE Expected Challenge

Bringing it together in summary…
You can either: write a single, integrated paragraph as a response to both sources write two connected (or linked) paragraphs as their preferred response to both sources. You need to use discourse markers and connectives. Whiteboard WAGOLLs This might suggest to me that… You could infer from this that…

NOW IT’S YOUR TURN 2. You need to refer to source A and source B for this question. The way Christmas is presented is different. Use details from both sources to write a summary of the differences. [8marks] Some useful prompts… Question 2 (AO1) Summary and synthesise 8 marks Compare details in two texts No need for language analysis or comment on methods Quotations required for higher levels Retrieve and infer In source A… It also… To reinforce the sense… Source B also has … which like the … in source A suggests Whilst both texts show…., source B makes In source A it appears… However in source B… Metacognition – dissect the question and write a response. DO! Write your answer.

Let’s explore a response together…
Read through your peer’s example answer. In pairs, identify where the candidate has used a STATEMENT, QUOTATION, INFERENCE and DEVELOPMENT. Decide on a Level and EXPLAIN why you would give it that Level/mark based on the mark scheme

AIR Peer Assessment A – Acknowledge a strength in the performance
____________________________________________________ I – Set an improvement task R – Respond to your partner’s improvement task in your book in green pen. Skill Achieved Makes clear inferences from both texts Selects clear references/textual detail relevant to the focus of the question Statements show clear differences between texts Clear, relevant summary Uses appropriate connectives

WHAT DEVICES CAN YOU SEE?
The BIG Question: How does a writer use language to achieve effects? (A02) WHAT DEVICES CAN YOU SEE? WHAT IS THE EFFECT? Metacognition – dissect the question and write a response.

Minimum Expectations:
Challenge Yourself: Explain, comment on, and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology. Minimum Expectations: Explain how a writer uses language for effect Keywords: Retrieve Inference Implication Relevant Terminology Effect

12 marks 15 mins QUESTION 3 – Analysing Language
Assesses AO2 – Explain, comment on, and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology. Refers to a section in one source ONLY 3 X SQUADE (Statement, Quotation, Analysis, Development, Effect) paragraphs You must use specific terminology (language techniques/features) to support your explanation. Must explain how and why the writer is manipulating the reader – how he/she forces us to react or respond (effect). You are rewarded on the depth of your ANALYSIS. But be careful… Don’t ever say that it’s to make the reader ‘read on’!

Level 4 (GCSE 7 to 9) Detailed, perceptive analysis 10-12 marks Analyses the effects of the writer’s choices of language Selects a judicious range of textual detail Makes sophisticated and accurate use of subject terminology Level 2 (GCSE 4) Some understanding and comment 4-6 marks Attempts to comment on the effect of language Selects some appropriate textual detail Makes some use of subject terminology, mainly appropriately Level 3 (GCSE 5 – 6) Clear, relevant explanation 7-9 marks Explains clearly the effects of the writer’s choices of language Selects a range of relevant textual detail Makes clear and accurate use of subject terminology

Examiner Feedback… Q3- LANGUAGE-problems/patterns (similar to paper 1): - pupils not engaging with meaning. This must be first step. What is text about? forgotten in favour of feature spotting - incorrect terminology - no clear method of how to respond - failure to explain effect on reader/ effect of technique - failure to explain writer's intention - lack of evidence to prove/support - lack of range of response and evidence What we don’t need to do: We don’t need to just label and list language features, or writer’s methods. We NEED TO focus on EFFECT.

NOW IT’S YOUR TURN Look in detail at this extract from lines ?-? of the Source. (All of Source B to be used for this attempt) 2. How does the writer use language to try and influence the reader? You could include the writer’s choice of: Words and phrases Language techniques Sentence forms [8marks] Statement Quotation Analysis Development Effect Expected Challenge

Question 3 answers from a different paper
Highlight SQADE Write down what does this candidate do well and what could they do to improve it further.

NOW IT’S YOUR TURN [8marks]
Look in detail at this extract from lines ?-? of the Source. (All of Source B to be used for this attempt) 2. How does the writer use language to try and influence the reader? You could include the writer’s choice of: Words and phrases Language techniques Sentence forms [8marks] STATEMENT – The writer’s use of language….. QUOTATION – For example, it says …………… ANALYSIS – The use of the …(terminology)…….. suggests…. DEVELOPMENT – Also, the use of …(terminology)… suggests…. EFFECT – This makes the reader feel …. because…..

Read through your peer’s example answer. In pairs, identify where the candidate has used a STATEMENT, QUOTATION, ANALYSIS, DEVELOPMENT, and EFFECT. Decide on a Level and EXPLAIN why you would give it that Level/mark based on the mark scheme

AIR Peer Assessment A – Acknowledge a strength in the performance
____________________________________________________ I – Set an improvement task R – Respond to your partner’s improvement task in your book in green pen. Skill Achieved Made a clear statement linked to question Followed the SQUADE format Used a relevant quotation Zoomed in on a language choice Used accurate terminology Developed analysis Stated effect on reader

The BIG Question: How can I compare how writers convey their different views? (A03) Click images to play! What do these advertisements make you think and feel? Jot down a few words and phrases and be ready to share them with the class.

Explain a writer’s perspective (thoughts and feelings).
Challenge Yourself: To respond to a writer’s perspectives and explore how they express theses perspectives Keywords: However/Alternatively In addition/Moreover Suggests/infer/implies Reader Perspective View Compare Contrast Minimum Expectations: Explain a writer’s perspective (thoughts and feelings).

16 marks 20 mins QUESTION 4 – Comparing ideas, views, and perspectives
Assesses AO3 – Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts. Refers to both sources. 6 X C-SQUAD paragraphs (Compare, Statement, Quotation, Analysis, Development) (3 on each source) You must make specific comparisons between writers’ ideas and perspectives and support these with QUOTATIONS. You must compare the METHODS the writers use and analyse WHY the writers have used them You are rewarded for detailed comparisons and depth of your ANALYSIS of writers’ methods. But be careful… Q4 is not testing the same skills as Q2: we are comparing ideas, views and perspectives and HOW these are presented.

Level 2 (GCSE 4) Some attempts 5-8 marks Attempts to compare ideas and perspectives Makes some comment on how writers’ methods are used Selects some appropriate textual detail/references, not always supporting from one or both texts Identifies some different ideas and perspectives Level 3 (GCSE 5 – 6) Clear, relevant 9-12 marks Compares ideas and perspectives in a clear and relevant way Explains clearly how writers’ methods are used Selects relevant detail to support from both texts Shows a clear understanding of the different ideas and perspectives in both texts Level 4 (GCSE 7 to 9) Detailed, perceptive 13-16 marks Compares ideas and perspectives in a perceptive way Analyses how writers’ methods are used Selects a range of judicious supporting detail from both texts Shows a detailed understanding of the different ideas and perspectives in both texts

Examiner Feedback… Q4- COMPARATIVE- (almost mirrors Q4 on paper 1 but x2 texts) It is the WHAT of A01 It is the HOW of A02 Problems/patterns - not identifying writers' views - not identifying what writer has done or method used to convey view - most students just identify a technique but don't say why or how -don't compare -don't plan! What we don’t need to do: We don’t need to describe what the texts are about in our opinion We NEED TO focus on the writers’ views

Let’s read and annotate the texts
You need to thinking about the questions below as you read through the texts What are the writers’ different views and perspectives? What do the writers focus on? How do they feel about their experiences? How have they conveyed these experiences? What are they trying to make the reader feel? How does the writer come across? Use two colours to highlight the sims/diffs in each text!

Expected Let’s focus on one text at a time to begin with… Source A
What does the writer think/want us to think about Christmas? Expected Example from the text What this suggests/tells us about the writer’s feelings

Now let’s zoom in on the language
What does the writer think/want us to think about Christmas? Challenge Example from the text What this suggests/tells us about the writer’s feelings How the words work – zoom in on language and techniques

What does the writer think/want us to think about Christmas?
NOW IT’S YOUR TURN What does the writer think/want us to think about Christmas? The writer believes that Christmas is … The writer feels that … The writer thinks Christmas may/may not… It makes Christmas seem… It makes the reader feel… It makes the writer seem… Use these questions to help you: What does the writer focus on? How do they feel about…? What is their attitude towards…? What are they trying to make us (the reader) feel? How does the writer come across?

Now let’s focus on Source B…
What does the writer think/want us to think about Christmas? Expected Example from the text What this suggests/tells us about the writer’s feelings

Now let’s zoom in on the language
What does the writer think/want us to think about Christmas? Challenge Example from the text What this suggests/tells us about the writer’s feelings How the words work – zoom in on language and techniques Take the inferences a stage further and explore language use

Now let’s explore the exam question
For this question, you need to refer to the whole of source A together with the whole of source B. Compare how the different views and perspectives of Christmas are conveyed. In your answer you could: Compare their different viewpoints and perspectives Compare the methods used by the writers to convey these views and perspectives Support your ideas with quotations from the text Take the inferences a stage further and explore language use Quickly list al the words/phrases you can use to compare Similarities Differences

NOW IT’S YOUR TURN Views / Perspectives
For this question, you need to refer to the whole of source A together with the whole of source A. Compare how the different views and perspectives of Christmas are conveyed. In your answer you could: Compare their different viewpoints and perspectives Compare the methods used by the writers to convey these views and perspectives Support your ideas with quotations from the text Views / Perspectives Methods used to convey viewpoint Include line numbers How they are different Source A Focuses on A – B – Source B

What should the answer look like?
Highlight comparison, quotation, method. explanation Write down what does this candidate do well and what could they do to improve it further.

NOW IT’S YOUR TURN Task: Write 4 C-SQUAD paragraphs (TWO on each text)
For this question, you need to refer to the whole of source A together with the whole of source A. Compare how the different views and perspectives of Christmas are conveyed. In your answer you could: Compare their different viewpoints and perspectives Compare the methods used by the writers to convey these views and perspectives Support your ideas with quotations from the text Task: Write 4 C-SQUAD paragraphs (TWO on each text) Start with column 3 (How they are different) for your opening comparison. Then column 1 (views/perspectives) for the statement Then column 2 (methods) (quotation) Then go on to analyse and develop. Then use a comparing word to link to your second C-SQUAD paragraph on the other source If possible, avoid writing about the same topics as the examples (unless you are improving them). Really think about how you will express your ideas. Make sure that you compare ideas/perspectives AND methods.

Read through your peer’s answer. In pairs, identify where the candidate has used a COMPARE, STATEMENT, QUOTATION, ANALYSIS, DEVELOPMENT. Decide on a Level and EXPLAIN why you would give it that Level/mark based on the mark scheme

AIR Assessment A – Acknowledge a strength in the performance
__________________________________ I – Set an improvement task R – Respond to your partner’s improvement task in your book in green pen. Skill Achieved Compared the ideas and perspectives Followed the C-SQUAD format Selected relevant quotations Zoomed in on language choices Used correct terminology Developed the analysis Linked ideas as they go

Comparison Junction What can you remember?

Similar presentations

Presentation on theme: "Comparison Junction What can you remember?"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Comparison Junction What can you remember?

Similar presentations

Presentation on theme: "Comparison Junction What can you remember?"— Presentation transcript:

Similar presentations

About project

Feedback