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Viewpoint and attitude. What’s the point?. Lesson objectives:. Understand how texts present a viewpoint or attitude about their subject. Key terms…. Rhetorical question- a statement posed as a question, for effect First person address- ‘you’
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Viewpoint and attitude What’s the point?
Lesson objectives: • Understand how texts present a viewpoint or attitude about their subject
Key terms… • Rhetorical question- a statement posed as a question, for effect • First person address- ‘you’ • Connotation- the suggestion of something else beyond the literal meaning of a word or phrase • Imperative verb usage- says you must do something • Plural pronoun- use of ‘we’ or ‘us’ • Hyperbole- exaggerated description • Parenthesis- adding more information to a sentence using brackets or commas • Connective- a joining word that links parts of a sentence together • Statement- a sentence that suggests something as a fact
BINGO! • Everyone has a bingo card in front of them containing the key terms you have just seen. • You are now going to hear examples of these in action. You need to correctly match the terms on your cards to the examples that are read out. The first person to get a full house and shout bingo wins…
Getting your point across… • Writers do more than present facts and opinions. Most of the time, they want to present their viewpoints and attitudes to the reader in a certain way- whether they are positive or negative. • Can you think of ways writers might do this?
AA Gill’s thoughts and feelings about pandas… • Read it; what is AA Gill saying about pandas? • Collect the evidence • Track any changes or development in views • Comment on the techniques used and why they are successful
Written as a rhetorical question> as though everybody does He hates pandas- strong opinion expressed in first line. Hyperbole? ‘Don’t you just hate pandas? …For a start it’s their faces, that childish clown’s make up. And then there’s the ingratitude. Panda should be synonym for rudeness. Use of statements> expresses views Lists reasons why : ‘Firstly’ ‘And then’
Finally… • Find at least one example of the techniques learnt at the beginning of the lesson in the article