Green pen feedback time You have 2 pieces
Green pen feedback time • You have 2 pieces of non-fiction Question 5 to look out. Class Targets: 1. To plan more effectively 2. Check homophones of there/their/they’re 3. To have more similes, metaphors and personification 4. To give actual DETAILED examples to back up your ideas Children need to take part in activities to boost confidence. Children need to feel their heart pound ferociously as they try to navigate their way around a countryside with a map to feel the rush of accomplishment when they realised that they didn’t need us parents to get involved!
C/L Monday 8 th October 2018 Q 2: Summarising differences in nursing LESSON OBJECTIVE: To understand how to synthesise the implicit differences in two texts. LESSON OUTCOME: To complete a Paper 2 Q 2 response confidently.
Reminder of Paper 2 English Language Q 1 Find 4 TRUE statements in Source A 4 marks Q 2 Summarise differences in both sources 8 marks Q 3 Analyse the language in Source A 12 marks Q 4 Compare the writer’s attitudes and language in both sources 16 marks Q 5 Write your own nonfiction piece 40 marks
First of all read Q 1 and complete it • You need to find the four true statements. • Remember it won’t always be explicitly said.
Now read Q 2: Write a summary of the different writers’ attitudes towards nursing. An attitude means a view that you have!
A clear answer 5 -6 marks! The writers both believe that nursing is hectic but differ in their attitude towards what should be done about it. In Source A, Nightingale describes how manic and overwhelming her job is but in the “midst of this appalling horror” she can truly say that there is “some good” in it all. This suggests that she doesn’t believe that anything can be done about how busy her job is and that she seems to have a positive attitude towards her job despite it being a strain on her. It’s as if she is happy to settle with the chaos as it she simply has to cope. However, In Source B, the writer passionately believes that nurses deserve help and more nurses need to be recruited because the writer says that “staffing remains the key factor”. This stresses that the writer feels that it is unacceptable for nursing to continue this way as it will soon collapse under the weight of pressure. It also shows how unlike Source A, this writer encourages change to happen in nursing instead of just accepting it for what it is.
Quick sentence to sum up the difference that you will discuss The writers both believe that nursing is hectic but differ in their attitude towards what should be done about it. In Source A, Nightingale describes how manic and overwhelming her job is but in the “midst of this appalling horror” she can truly say that there is “some good” in it all. This suggests that she doesn’t believe that anything can be done about how busy her job is and that she seems to have a positive attitude towards her job despite it being a strain on her. It’s as if she is happy to settle with the chaos as it she simply has to cope. However, In Source B, the writer passionately believes that nurses deserve help and more nurses need to be recruited because the writer says that “staffing remains the key factor”. This stresses that the writer feels that it is unacceptable for nursing to continue this way as it will soon collapse under the weight of pressure. It also shows how unlike Source A, this writer encourages change to happen in nursing instead of just accepting it for what it is.
Source A Quote Explain The writers both believe that nursing is hectic but differ in their attitude towards what should be done about it. In Source A, Nightingale describes how manic and overwhelming her job is but in the “midst of this appalling horror” she can truly say that there is “some good” in it all. This suggests that she doesn’t believe that anything can be done about how busy her job is and that she seems to have a positive attitude towards her job despite it being a strain on her. It’s as if she is happy to settle with the chaos as it she simply has to cope. However, In Source B, the writer passionately believes that nurses deserve help and more nurses need to be recruited because the writer says that “staffing remains the key factor”. This stresses that the writer feels that it is unacceptable for nursing to continue this way as it will soon collapse under the weight of pressure. It also shows how unlike Source A, this writer encourages change to happen in nursing instead of just accepting it for what it is.
Source B Quote Explain The writers both believe that nursing is hectic but differ in their attitude towards what should be done about it. In Source A, Nightingale describes how manic and overwhelming her job is but in the “midst of this appalling horror” she can truly say that there is “some good” in it all. This suggests that she doesn’t believe that anything can be done about how busy her job is and that she seems to have a positive attitude towards her job despite it being a strain on her. It’s as if she is happy to settle with the chaos as it she simply has to cope. However, In Source B, the writer passionately believes that nurses deserve help and more nurses need to be recruited because the writer says that “staffing remains the key factor”. This stresses that the writer feels that it is unacceptable for nursing to continue this way as it will soon collapse under the weight of pressure. It also shows how unlike Source A, this writer encourages change to happen in nursing instead of just accepting it for what it is.
Write a summary of the different writers’ attitudes towards nursing. • Shows clear synthesis and interpretation of both texts: • Makes clear inferences from both texts • Selects clear references relevant to the focus of the question • Statements show clear differences between texts
“tails and white ties” “decanter of port” Where, What and Why: “cigar box” • Where in the play Inspector Calls are these What is important about quotes from? each of these things? • What do these items show the Birling family? • Why would Priestley need these items in the play- what message do they have?
Reminder of Paper 2 English Language Q 1 Find 4 TRUE statements in Source A 4 marks Q 2 Summarise differences in both sources 8 marks Q 3 Analyse the language in Source A 12 marks Q 4 Compare the writer’s attitudes and language in both sources 16 marks Q 5 Write your own nonfiction piece 40 marks
C/L Tuesday 9 th October 2018 Q 3 - How the writer uses language to influence LESSON OBJECTIVE: To be able to spot the ways a writer can use their language to influence your feelings in a newspaper article. LESSON OUTCOME: To explain how a writer uses their words to influence you to dislike young people. A key word for today is influence: This means to encourage you to feel something. It also means to change and shape your viewpoint or attitude. We are looking at how language used by the writer, shapes/changes a reader’s view.
If the writer didn’t chose that particular word then what would have happened to the reader? TARGET FOR TODAY: Without it Without the writer’s ____ the reader wouldn’t have felt____
How can a newspaper influence your impressions of someone or something?
Tracking impressions throughout a newspaper article • Let’s look at a newspaper article where we get impressions of two sides: gangs (young people) and residents (people who live in the area where gangs are tormenting them). • As we read, HIGHLIGHT your impressions that you get of the gangs. “ter rori sed “violent yobs” s” h t u o y en k n by b u r d “ ig g ang s”
Semantic Field = a group of words with similar meanings. What is the similar meaning across these group of words used to describe the yobs? “fear” “violent” “fight” “smashing” “terrorised” That they are aggressive or dangerous.
Semantic Field = a group of words with similar meanings. Your Turn: Can you find a semantic field that the yobs don’t care about what they do? That they don’t care about what they are doing.
Tracking impressions throughout a newspaper article • Now read again on your own, UNDERLINE impressions that you get of the residents and community patrol. “res “we’re a iden ll very sc app t s ared” hav eale d fo e de” i r he s t u o p e t lp” s t ’ n “ca
How did you feel when you read this newspaper article? Inside the box, write down your feelings. Who do you feel sympathy for? Do you agree? Are you angry?
How does the writer use language to influence the reader to dislike young people? You need to use 3 quotations and look at the words or phrases that the writer uses and what they suggest. Look at adjectives, verbs, nouns, methods of similes, personification, semantic field, repetition of words. • 12 marks • 10 minutes • Aim for 3 quotations • 3 DETAILED paragraphs
What you need for full marks: • Analyse the effects of the writer’s choices of language in a detailed way. • Selects a judicious range of textual detail. • Make sophisticated and accurate use of subject terminology.
Selects a judicious range of textual detail? • That means you have picked a range of quotes that show off a lot of words for you to analyse. • Judicious quotes = juicy language analysis
Selects a judicious range of textual detail? You want to pick quotations that show off your language analysis skills. Don’t pick a quote unless you can show off being able to comment on the language!
Feel the FEAR and you’ll shine! The writer influence you to dislike young people when the writer…. Feature first – what language method was used? Evidence – quote Remember the examiner is marking you on how clear and thoughtful this part is: “Analyse the effects of the writer’s choices of language in a detailed way” Analyse – say a lot about the effect -Perhaps the writer deliberately used the adjective “____” to show -This word creates a sense of…. -This implies/suggests/evokes…. Reader – finish with the reader’s overall feeling, attitude, thoughts, reactions.
The writer influences thethe reader to dislike young people when the field of How does writer use language to semantic try and violence is used throughout the article through words like “violent”, “smashing” and influence you tothisdislike people? “fight”. The writer deliberately used group of young violent words to repeatedly portray an aggressive image of young people so that the reader is led to believe that all young people can be harmful and threatening. This would encourage the reader to feel a sense of fear that young people are dangerous and physically violent so they would be persuaded to feel anger towards all young people. In particular the writer’s choice of the dynamic verb “smashing” implies that young people could potentially put the public into some harm because they fight with each other and so they could fight with anyone who gets in their way. The sound of this verb is onomatopoeia to perhaps reflect the sound of smashing and destroying things so that the reader is encouraged to hate young people for damaging and ruining things in the reader’s society. Without the semantic field, the reader wouldn’t have felt a growing fear and anger towards young people and without the writer’s semantic field, the reader wouldn’t be led to feel like they shouldn’t trust young people and it could even make the reader want to stereotype all young people as aggressive fighting thugs.
The writer influences thethe reader to dislike young people when the field of How does writer use language to semantic try and violence is used throughout the article through words like “violent”, “smashing” and influence you tothisdislike people? “fight”. The writer deliberately used group of young violent words to repeatedly portray an aggressive image of young people so that the reader is led to believe that all young people can be harmful and threatening. This would encourage the reader to feel a sense of fear that young people are dangerous and physically violent so they would be persuaded to feel anger towards all young people. In particular the writer’s choice of the dynamic verb “smashing” implies that young people could potentially put the public into some harm because they fight with each other and so they could fight with anyone who gets in their way. The sound of this verb is onomatopoeia to perhaps reflect the sound of smashing and destroying things so that the reader is encouraged to hate young people for damaging and ruining things in the reader’s society. Without the semantic field, the reader wouldn’t have felt a growing fear and anger towards young people and without the writer’s semantic field, the reader wouldn’t be led to feel like they shouldn’t trust young people and it could even make the reader want to stereotype all young people as aggressive fighting thugs.
The writer influences thethe reader to dislike young people when the field of How does writer use language to semantic try and violence is used throughout the article through words like “violent”, “smashing” and influence you tothisdislike people? “fight”. The writer deliberately used group of young violent words to repeatedly portray an aggressive image of young people so that the reader is led to believe that all young people can be harmful and threatening. This would encourage the reader to feel a sense of fear that young people are dangerous and physically violent so they would be persuaded to feel anger towards all young people. In particular the writer’s choice of the dynamic verb “smashing” implies that young people could potentially put the public into some harm because they fight with each other and so they could fight with anyone who gets in their way. The sound of this verb is onomatopoeia to perhaps reflect the sound of smashing and destroying things so that the reader is encouraged to hate young people for damaging and ruining things in the reader’s society. Without the semantic field, the reader wouldn’t have felt a growing fear and anger towards young people and without the writer’s semantic field, the reader wouldn’t be led to feel like they shouldn’t trust young people and it could even make the reader want to stereotype all young people as aggressive fighting thugs.
If the writer didn’t chose that particular word then what would have happened to the reader? TARGET FOR TODAY: Without it Without the writer’s ____ the reader wouldn’t have felt____
The writer influences thethe reader to dislike young people when the field of How does writer use language to semantic try and violence is used throughout the article through words like “violent”, “smashing” and influence you tothisdislike people? “fight”. The writer deliberately used group of young violent words to repeatedly portray an aggressive image of young people so that the reader is led to believe that all young people can be harmful and threatening. This would encourage the reader to feel a sense of fear that young people are dangerous and physically violent so they would be persuaded to feel anger towards all young people. In particular the writer’s choice of the dynamic verb “smashing” implies that young people could potentially put the public into some harm because they fight with each other and so they could fight with anyone who gets in their way. The sound of this verb is onomatopoeia to perhaps reflect the sound of smashing and destroying things so that the reader is encouraged to hate young people for damaging and ruining things in the reader’s society. Without the semantic field, the reader wouldn’t have felt a growing fear and anger towards young people and without the writer’s semantic field, the reader wouldn’t be led to feel like they shouldn’t trust young people and it could even make the reader want to stereotype all young people as aggressive fighting thugs.
Feel the FEAR and you’ll shine! The writer influence you to dislike young people when the writer…. Feature first – what language method was used? Evidence – quote Remember the examiner is marking you on how clear and thoughtful this part is: “Analyse the effects of the writer’s choices of language in a detailed way” Analyse – say a lot about the effect -Perhaps the writer deliberately used the adjective “____” to show -This word creates a sense of…. -This implies/suggests/evokes…. -By doing this the writer is encouraging the reader to… Reader – finish with the reader’s overall feeling, attitude, thoughts, reactions.
- Slides: 31
