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Understanding how writers achieve effects. LO: To understand the strategies writers use to create effects. . Purpose Why am I writing this? What do I want to achieve? How am I going to achieve this?. Audience Who am I writing this for? Is any one else likely to read it?
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Understanding how writers achieve effects. LO: To understand the strategies writers use to create effects.
Purpose Why am I writing this? What do I want to achieve? How am I going to achieve this? Audience Who am I writing this for? Is any one else likely to read it? How can I get the readers’ attention?
Answer the following questions... • Complete these sentences: • The intended purpose of the writer of the advertisement is... • The intended audience of the writer of the advertisement is... • Do you think the writer has been successful in targeting the purpose and audience? Give four reasons for your answer.
Now think about the work we did last week. • How do the illustrations: • Link to the writing • Provide information in a visual form • Add interest to the text? 2. Why do you think that the designers chose the colours that they did? What impact do they have?
Selecting Material LO: To be able to use reading strategies to select information.
Look at page 36. Quickly look at articles A, B, C, D Fill out table 1.
Skimming a text • Sometimes we need to read a whole text quickly in order to get a general idea of what it is about. This type of reading is called skimming. When we skim a text, we are looking at surface detail only. • Skim texts A-D and fill out the table.
Scanning a text • Sometimes you need to find a particular detail in a text. To do this you would not read the whole text closely – you would scan it. When you scan a text, your eyes move quickly over it until they focus on a significant word or phrase. Scanning is the skill you use when you look at timetables or tv listings.
Scan texts A – D for the answers to these questions. • What were the earliest football clothes? • What kind of hat did Miss S. wear in June 1977? • When was plastic first used in American football helmets? • What was made by sewing several orange dusters together? • What problem does Marina have with her children? • Why did it take some time for sports clothes for woman to appear? • Whose son complained she looked weird in ‘those funny trousers’? • What is meant by the phrase ‘after the fashion of’?
Collating material • Now make your own notes for Text C. Copy the style of these notes. • Notes on text B: Probably an encyclopedia or reference, uses pictures. Special clothes for sports introduced in 19th century. Men’s clothes for football and cricket introduced first – details given. Some changes for women in 1880s/90s Details of modern football outfit 1907 player shown in contrast to weight lifter and ice hockey goal keeper also shown. encyclopedia or reference uses pictures Men’s clothes for football and cricket introduced first Text B Special clothes for sports introduced in 19th century
Exam Question • Use details from TEXTS A, B, C, and D to help you write an answer to this question: • What do you learn from these texts about fashion? • Here are some ideas to think about: • Definition of fashion (text A) • How fashion changes (text B) • Clothes as an expression of individuality (texts C, D) • Different attitudes to fashion (Texts B, C, D) Add your own ideas and aim to write a 300 word answer.
Skim the article on page 43 • Make notes about what the article is about and attitudes to fashion. • Once you have done this, scan the article to answer these questions: • What were the ballet dancers wearing? • Why was Britney Spears at the show? • What gown boasted Galliano’s trademark spiral construction. Use your notes to write a paragraph explaining what you learnt about the different attitudes to fashion from this article AND text D.
Read the comparison sample answer on page 42. • Now, compare the article on page 43 with text B on page 37. Focus on: • Purpose and audience (why each text was written and its intended reader) • Presentational devices (the way print and pictures are used) • Content (what each text is about)
Reading With Insight LO: to be able to read a text with insight
First read the article on pages 46 – 47 • Write a 100 word summary about what the article is about. • Include: • Key dates • What happened, where is happened, why it happened, when it happened and who it happened to. Your aim is to: - show you have understood the text - give a brief account of the text
Using scanning and skimming to find quotations to back up the following statements. • Titus Oates died bravely. • Scott is suffering frost bite. • The men are travelling very slowly. • They are prevented from reaching the depot by very bad weather.
Inference: the texts suggests that... Empathy: I can imagine how he feels. Insight: what we think the reader wants us to think about Tone: how it sounds as though the writer is feeling
List the words that show you how the writer feels physically? • List the words that show you the range of emotions he is feeling? • Explain why he feels the way he does. • What is the difference in tone between the these lines: The voice told me I was too late; time had run out If I could get to water I would have a chance
Exam Question! • How does the writer feel during the night and in the early morning? • Write two paragraphs, aim to show: • An understanding of the situation • Empathy with the writer’s feelings • Sensitivity to tone
