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Question 4 – comparing language

Question 4 – comparing language. Connector : Se ction A (reading) is worth 40 marks. You have 1 hour and 15 minutes on this. Do you know how many marks question 4 is worth? How long should you spend on it?. Big picture. Time management Decoding the question - key terminology

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Question 4 – comparing language

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  1. Question 4 – comparing language Connector: Section A (reading) is worth 40 marks. You have 1 hour and 15 minutes on this. Do you know how many marks question 4 is worth? How long should you spend on it?

  2. Big picture • Time management • Decoding the question - key terminology • Model answers • Practise • Homelearning

  3. Question 4 of the higher paper – comparing language You will spend around 15 minutes reading... This gives you one hour to answer four questions for section A. Question 4 is worth 16 marks out of 40... so nearly half! Therefore, you should spend roughly half of your time answering question 4...about 5 minutes to plan and 20 minutes to write. So a good idea may be to start with the question that takes the longest to complete, rather than with question 1! If you choose to do this make sure you make it very clear by putting the question number in the margin.

  4. What is the examiner looking for? Question 4 Compare the different ways language is used for effect in the two texts. Give some examples and analyse what the effects are. (16 marks) Now brainstorm your key words.... Highlight/ underline the key words in the question first.

  5. Feedback and add your ideas to the diagram below... Use comparison connectives to link ideas In comparison Discuss similarities and differences Compare Both Similarly Likewise However Refer to both item 1 and 2 On the other hand Unlike Source 1....whereas source 2...

  6. Feedback and add your ideas to the diagram below... Direct ... E.g use of second person to draw you in humourous Contrasting (juxtaposition ) Formal e.g. When reporting the facts e.g. a new study suggests... The words used in the texts Evidence based – facts/ statistics e.g. 89% of elderly people surveyed found that... Language Hyperbolic - exaggerated Informal/ casual or conversational Alliteration / assonance Figurative/ metaphoric language e.g. He simply oozed confidence and charisma. Emotive (powerful)...e.g Help the helpless. Commands and imperative verbs ... E.g. Join today! Ironic – when something has the oppose meaning of what is expected/ intended e.g. The fearless mouse... Use of direct questions or rhetorical questions Active: use of many powerful verbs

  7. Feedback and add your ideas to the diagram below... How the reader reacts to the language or what the author intends What is implied as we read between the lines Effect How we read it What we understand from the words used What we infer

  8. Feedback and add your ideas to the diagram below... Evidence – quotations from the two texts Examples This should be short and if possible embedded(part of your sentence) E.g. The writer uses figurative language when comparing the white water rafting experience to a “Disney-like experience”

  9. Feedback and add your ideas to the diagram below... Ideas are developed and have a good flow (fluency) Go into detail about... analyse Consider all possible angles Highlight the important words or phrases used and their effect on the reader Offer more than one point of view.

  10. Comparethese two short quotations from source 1 and 2 Model WWW? EBI? Source 1 aims to excite the reader by using active verbs such as “riding the rapids” and “screaming with the thrill of it”. The writer is comparing his experience of water rafting to a roller-coaster ride. Whereas in source 2 the writer’s language is a little more formal informing the reader about the cause for extinction of the Tyrannosaurausrex. This is clear from the fact stated: “the world’s largest T-rex”. Source 1 Key language feature identified Riding the rapids ....a white-knuckle, roller-coaster ride that has people screaming with the thrill of it. Use of embedded quotations Source 2 Uses comparison connective Sue, the world’s largest Tyrannosaurausrex, may have been bought down by a humble parasite Compares tone and purpose Is this answer developed enough for an A-A* grade? Provides clear example

  11. Model A* analysisCan you say why? Let’s annotate together... Source 1 aims to excite the reader by using active verbs such as “riding the rapids” and “screaming with the thrill of it”. These make the reader feel part of the action as if we are experiencing the thrill for ourselves. The writer is appealing to or sense of adventure when comparing his experience of water rafting to a “roller-coaster ride”. It is an apt metaphor since being of a roller coaster makes you feel nervous but excited at the same time, much like being on a white water rafting experience. By contrast, in source 2, the writer’s language is more formal, informing the reader about the cause for extinction of the Tyrannosaurausrex. This is clear from the fact stated: “the world’s largest T-rex”. In addition, as well as informing the reader, he surprises us by using juxtaposition; the mighty T-Rex is brought down “by a humble parasite”, something so small and insignificant, which the reader finds hard to believe and would certainly not expect, therefore engaging our interest.

  12. TOP TIP Write a lot about a little! Detailed analysis and exploration of four to five short quotations will get you the top marks rather brief comments on longer quotations. In fact the weakest answers often use very long quotations with little comment on the effect. Remember PEAS Analysis and speculation carry the most marks!

  13. PractiseCompare the effect of the language below. Source 1 For the next 45 seconds, I got sucked down and spun around and finally spat up into sunlight, gasping for air. Was I scared? A little. Exhilarated? More than I have ever been. Source 2 The 65-million year old beast is known to have survived violent skirmishes that left her with three broken ribs, torn tendons and a damaged shoulder. But according to a study of Due’s remains, her death was far more ordinary than her combat-scarred remains suggest.

  14. Homelearning • Read and complete question 4 in timed conditions 20 minutes – • Plan your answer using a spider diagram first! (3-5 minutes) Unit 1 – January 2011 paper – find it on weebly website www.fshenglishrevise.weebly.com Go to ‘higher tab’ Feedback available via teacher email or booster on Friday morning!

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