1. ELLB1 – Food Anthology Exam
Lesson Objective:
To be able to show understanding of the examiner’s expectations

2. The Examiner’s Report
Candidates need to avoid making generalisations ‘the text would be read by people who like sausages’….
Stronger candidates start the comparison instantly and address the question from the outset
The better responses didn’t feature spot and looked only at significant aspects of the texts which related to the actual question
Weaker candidates gave long introductions which SPAG the texts but didn’t address the question or compare
Weaker answers would ascribe meaning where there was none – eg ‘the use of alliteration makes the poem flow and makes the reader want to read on’

3. Avoid Parading terminology Flowing poems Being a fan of
Being made to read on
Equating old texts with difficulty and archaisms
Linking older texts with senior citizens
Claiming intimacy with Joseph, Michael and Charles

4. Approaches to The Anthology Question
Read the question carefully
Choose appropriate texts
Ensure comparison
Move from the macro to the micro
Focus on significant features and effects
Don’t follow the check list
Don’t follow an audience/purpose/genre/context scaffold automatically

5. The successful answer Deals briefly with audience and purpose
Comments relevantly on context
Discusses attitudes revealed by the writer/speaker
Analyses the overall structure and organisation of a text before dealing with other aspects
Focuses on significant language features of a text, discussing their possible effects
Comments on some of the more challenging language frameworks or methods
Compares systematically, ensuring that the comparisons are like for like
Covers layout and presentation (where relevant) in due proportion
Does not paraphrase or summarise content
Uses accurate and appropriate terminology, but not to draw attention to its use
Will not repeat in a conclusion what has already been said

6. Successful opening paragraphs
Clear justification for choices of text
Focus on comparison
Succinct without preliminaries
Sensible use of context
Brief comments on audience, purpose and genre

7. Unsuccessful opening paragraphs
General and unspecific
An “all-purpose” paragraph
Wasting valuable time
Copying information provided in the question
Poor proof-reading

8. Example question
Compare two texts from the Anthology which present different views about what we should eat.
In your answer, write about some of the following where appropriate
Contexts of production and reception
Form and structure
Figurative language
Sound patterning
Word choice
Grammar
Layout and presentation
Which 2 texts would you pick?
Which of the bullet points would be appropriate?
Make a plan of what techniques you would write about bearing in mind the examiner’s report…

9. A Good introduction? Recap
Both extracts are from websites: Text 9 is from the Mail Online and features a well-known chef, John Torode, speaking about his views on eating beef. Text 11, however, is from the Vegetarian Society’s website and clearly has a different purpose: to show the readers that becoming a vegetarian is a simple process. Both texts are informative: Text 9 speaks of health worries in eating beef (and refutes them) and Text 11 tells us about the Vegetarian Society and the help it offers. The main purpose of each article is similar – to persuade us that their views are apt and to convince us to join the vegetarian movement or to enjoy eating beef. But they each approach the topics very differently, even though the genre is similar.

10. Watch the clip of Russell Brand approaching a text from a critical and original point of view….
What is he doing with his language analysis to make it enjoyable?

11. To use the examiner’s report to produce a top band paragraph
KEY WORDS:
Ethos – the attempt to establish the writer’s / speaker’s authority on the subject
Pathos – the attempt to get on side with your audience – John Torode does this by talking about how awful beef was in the 1990s – he will be tapping into the memories of the Mail Online readers who remember CJD
ELLB1 – Exam Focus
Lesson Objective:
To use the examiner’s report to produce a top band paragraph

12. Attitudes to Food…. Does the food you eat define you as a person???
How do The Vegetarian Society in text 11 live up to this stereotype?
And as for John Torode… How does he live up to the Aussie meat eating stereotype?

14. The Examiner’s Report – Recap 5 most important things they advise
Avoid empty phrases such as ‘it makes me laugh/ want to read on….’
Compare explicitly and do it instantly
Avoid making generalisations ‘it’s read by meat-eaters’
Don’t waste valuable time on a pointless introduction
Top band answers analyse the less obvious but more effective language and structural features
Avoid simply ‘feature spotting’

15. Paragraph 1 – Hena, Trudy and Venus - Graphology
TEXT 9
The smiling face of John Torode – what does his celebrity status add to the article – are we more persuaded because of who he is?
The smiling healthy-looking woman enjoying a kebab – compare this to the woman in text 11
No subheadings but look at the length of each paragraph – typical of a popular tabloid newspaper – the readership of which is massively general
The logo of the Mail online links to the readership as does the vegetarian society’s logo – would anybody ‘stumble’ across these texts? (context of production and reception)
TEXT 11
The photograph of Paul McCartney – what image does it present to the reader?
The Colour green – is it a stereotype? If so, why do they conform to the vegetarian stereotype instead of trying to avoid it?
The naturalistic photo of the everyday woman Victoria Alderton – why show this un-posed, almost unflattering photo?
Subheadings to break it down - going against the ‘simple’ notion in the title – if it’s so simple why do we need it broken down for us?

16. Paragraph 2 – Afiya and Shannon – Grammar and structure
TEXT 9
Look at how Torode structures his argument. Where is his Ethos and Pathos? How does each section add to the purpose and reader response? Is there a change in his approach as the article progresses?
Sentence structures are used for effect – look in particular at the complex sentences followed directly by short sentences/ minor sentences. What is the impact (you’ll also have to look a little bit at the words being used as well)
Is there any repetition? Why has it been used?
TEXT 11
Look at the numbered headings – do they follow a logical pattern?
Sentence types are very important – the imperative sentences and the conditional sentences add to the ‘advice’ feel to the article.
Modal verbs are used frequently – why and to what effect?
Each section starts with a topic sentence – ‘simple’ once again but is it patronising? Does this molly-coddling feel to the text live up to the stereotype of a vegetarian (what are the implications of treating your reader like they are ‘simple’?)

17. Paragraph 3 – Sophie and Jess – Word Choices / Language
TEXT 11
The slogan ‘understanding and respect for vegetarian lifestyles’ – what is effective about this slogan? Does it live up to the stereotype?
Imperative verbs used frequently – why? What is the impact – does it imply that vegetarians need to be told what to do?
Seven simple steps – alliteration – what effect does this soothing sound have on the reader?
Point number 2 contains an attack on the people who don’t understand vegetarians – again, how does this live up to the stereotype?
TEXT 9
Emotive / Loaded language - especially his descriptions of ‘beef’ in his PATHOS.
Personal account – why do we care about what John Torode thinks??
‘Well calm down everyone!’ – what is the impact of this exclamatory sentence with colloquial language? – (intertextuality)

18. The Examiner’s Report – Recap 5 most important things they advise
Avoid empty phrases such as ‘it makes me laugh/ want to read on….’
Compare explicitly and do it instantly
Avoid making generalisations ‘it’s read by meat-eaters’
Don’t waste valuable time on a pointless introduction
Top band answers analyse the less obvious but more effective language and structural features
Avoid simply ‘feature spotting’