Malice intent to do evil having ill will

Malice intent to do evil, having ill will, wrongful intention, spite, malignity, rancor Frolic Play and move cheerfully, rejoice, lark, romp, fun, prank, hilarity, make merry Prowl Move around in search of pray, rove, wander, roam, creep, move around Aura Glow, energy Atmosphere that surrounds a place/person/thing A glow or energy surrounding a living creative

Your week of teaching Did you… n Try any new techniques (methods)? n Teach any content for the first time? In these situations, were you learner (need), teacher (ego) or curricular (policy)-driven?

pick out the key words Teacher-centred curriculum Teacher-centered learning is characterized by the transmission of information from a knowledge expert (teacher) to a relatively passive recipient (student/learner) or consumer. Here the focus is on specific knowledge (official and core curriculum) without much consideration of the students’ current abilities. ‘Teacher-centered curriculum refers to a body of assumptions about the purposes of education, beliefs about knowledge, learners, and learning observable in teacher behaviors and classroom practices. Teacher-centered curriculum embraces an orientation toward education as a venue for socializing students toward enacting their roles in society through mastery of particular skills and traditional values. ’

pick out the key words Student-centred curriculum learner-centered learning is ‘The perspective that couples a focus on individual learners (their heredity, experiences, perspectives, backgrounds, talents, interests, capacities and needs) with a focus on learning (the best available knowledge about learning and how it occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning and achievement for all learners)’ ( Mc. Combs & Whisler 1997, p. 9) URL http: //www. intime. uni. edu/model/center_of_learning_files/definition. html

‘House keeping’ If I don’t have a lesson plan from you, I’m not conducting a T/O this week. If you would like to practise writing or do some co-marking, you can let me know via email. If you can’t attend a workshop, let me know over email.

Lesson Planning Your approach to supporting student learning n Student n Teacher n Curriculum • Write a persuasive argument that describes you as a teacher

Linguistic Devices PAFT PEE tables Writer’s Effect Alice in Wonderland The Little Prince Stop All the Clocks Kate Elliott NE, MA & NB Workshop # 4 September the 23 rd, 2013

What do we know? What do we want to know?

Writer’s Effect PURPOSE – AUDIENCE - FORM - TONE ? HOW has the writer used language and what effect does the word/phrase have on the reader? ? WHY does the writer use the language – i. e. how does it help the writer achieve his/her purpose?

Guidance for students n n Assessment rubric PAFT brainstorming PEE table Handouts, including examiner’s tips

Key Competencies Students must: § § § know some language terms be able to explain the effects of these evaluate HOW and WHY certain types of language have been used

How is Writer’s Effect assessed? Band 4 n n n Full and detailed understanding of the content Detailed and perceptive analysis of language Relevant quotations with perceptive comments Band 3 n n n Clear evidence of understanding Clear analysis of words and phrases Relevant and appropriate quotations used to support ideas Band 2 n n n Some evidence of understanding Some appreciation of words and phrases Attempts to support with examples Band 1 n n n Limited evidence of understanding No real appreciation of language Very few and poorly chosen examples ‘ Michelle shot daggers at Carlos with a considerable degree of malice in her eyes’

EFFECT E C N E D I EV N O I T A N EXPLA

‘PEE’ tables Point Evidence Explain (identify a technique) (quotation) (how this persuades)

Support for students Linguistic Devices learn some examples of linguistic devices recall these devices in an exam setting identify linguistic devices and provide precise explanations of how they’ve been used

Address n Does the writer address the reader directly? n Look for the use of pronouns such as ‘you’, ‘we’ and ‘us’ or the use of rhetorical questions EFFECT n n = directly draws us into the text = makes us feel like the ideas matter, that we have power / responsibility

Types of sentences n Short sentences - impact Longer sentences - develop particular ideas or examples n Look out for the following: n n Exclamations = shock, surprise, anger Imperatives = instructions or commands Questions = to make the reader think

Register Formal vocabulary and sentences n n Create a sense of authority or knowledge Create distance between the reader and writer Informal / colloquial vocabulary n n Create humour / irony / sarcasm Make the writer appear friendly and approachable i. e. equal to the reader

Emotive Language n n n These words are used deliberately to make us feel an emotion e. g. anger, fear, guilt, hope Identify specific words that are supposed to have this effect Explain what emotion they are supposed to make us feel

Vocabulary n particular types of words such as adjectives, verbs and adverbs n n n Adjectives – describe objects or ideas Verbs – actions Adverbs – describe how something is done Why has the writer used this particular word? What does it mean and how does it support the writer’s views? [Task: 5 ‘synonyms’ for ‘very small’]

Factual language n n Factual language – something is true / has happened Supports the writer’s opinions and ideas ‘The deadline for submission has come and gone, the doors have closed. ’

Lexical sets / semantic fields n groups of words that all have a related meaning They hold the text together and emphasise key ideas e. g. soldiers, trenches, gunfire, mud would all make us think of n war

Repetition of keywords n n n Look for particular important words or phrases that are repeated The writer will want you to remember these phrases Explain the reason why the writer wants you to remember these words

Rhetorical devices n n n Sometimes particular phrases are used to persuade Explain HOW the device affects the reader and WHY the writer used it Provide precise explanations of the rhetorical device linked to the purpose of the text

Reading Framework 1. 2. 3. 4. 5. Read the question(s) Read the text Work out the PAFT and message Highlight examples – check the question Plan your response – use a PEE table

PURPOSE: what job is the writer trying to do? Argue Persuade Explain Advise Inform Describe Review Analyse Comment Explore Imagine Entertain AUDIENCE: the reader Children Teenagers Parents Pensioners Workers Experts Fans Men Women Adults PAFT Age Interests Lifestyle Gender Education Class Job Hobbies Politics Purpose Audience Form Tone FORM: type of writing Leaflet Web page Letter Speech Report Article Story Email Essay Advert TONE: what is the mood of the writing? How are we addressed? Enthusiastic Passionate Hopeful Optimistic Humorous Angry Frustrated Pessimistic Sad Annoyed Questioning Doubtful Suspicious Sarcastic Ironic Objective Subjective Neutral Cynical Knowledgeable

Paper 2: Summarise what happened to Paul after Evan was flung out of the boat. Paper 3: Choose words and phrases and explain how the writer creates effects through these descriptions. Text 1: ‘I was swallowed by a hippo’ I reached over to grab his outstretched hand but as our fingers were about to touch, I was engulfed in darkness. There was no transition at all, no sense of approaching danger. It was as if I had suddenly gone blind and deaf. I was aware that my legs were surrounded by water, but my top half was almost dry. I seemed to be trapped in something slimy. There was a terrible, sulphurous smell, like rotten eggs, and a tremendous pressure against my chest. My arms were trapped but I managed to free one hand felt around – my palm passed through the wiry bristles of the hippo’s snout. It was only then that I realized I was underwater, trapped up to my waist in his mouth. I wriggled as hard as I could, and in the few seconds for which he opened his jaws, I managed to escape. I swam towards Evans, but the hippo struck again, dragging me back under the surface. I’d never heard of a hippo attacking repeatedly like this, but he clearly wanted me dead.

Text (2) from ‘Lord of the Flies’ The shore was fledged with palm trees. These stood or leaned or reclined against the light and their green feathers were a hundred feet up in the air. The ground beneath them was a bank covered with coarse grass, torn everywhere by the upheavals of fallen trees, scattered with decaying coconuts and palm saplings. Behind this was the darkness of the forest proper and the open space of the scar. Ralph stood, one hand against a grey trunk, and screwed up his eyes against the shimmering water. Out there, perhaps a mile away, the white surf flanked on a coral reef, and beyond that the open sea was dark blue. Within the irregular arc of coral the lagoon was still as a mountain lake —blue of all shades and shadowy green and purple. The beach between the palm terrace and the water was a thin stick, endless apparently, for to Ralph’s left the perspectives of palm and beach and water drew to a point of affinity; and always, almost visible, was the heat. He jumped down from the terrace. The sand was thick over his black shoes and the heat him. He became conscious of the weight of his clothes, kicked his shoes off fiercely and ripped off each stocking with its elastic garter in a single movement. Then he leapt back onto the terrace, pulled off his shirt, and stood there among the skull-like coconuts with green shadows from the palms and the forest sliding over his skin.

THE PROCESS

Step 1 n n Identify the most important examples of language in the text Annotate examples with explanations of the precise effect

Linguistic Devices (techniques) n n n Address Types of sentences Register Emotive language Factual language n n Vocabulary Lexical sets / semantic fields Repetition of keywords Rhetorical devices

Useful analytical language n n n This This connotes… means… suggests… represents… symbolises… n n n This This highlights… shows… makes us feel… creates… implies…

Step 2 – extend your answer Point Evidence Explain (Identify a technique) (Quotation) (How this persuades) technique Word(s) Words and technique in context of writer’s intent

Useful analytical language n n n This This connotes… means… suggests… represents… symbolises… n n n This This highlights… shows… makes us feel… creates… implies…

Using PEEL n n Q: How does the writer use language to persuade the reader? Point – Identify a technique The writer has used a series of Evidence –short quotation rhetorical questions. For example, he writes “How many of Explain –effect of us recycle regularly? ” These technique on reader questions make us think about Link – refer back to our own responsibility to the question (repeat/rephrase environment and how much rubbish we create. He does this some words) because he wants us to feel guilty. This is persuasive because he feels that we all need to do more and it makes us think about our own actions.

Explaining effects Use evidence to justify your points Avoid generic sentences, e. g. ‘It is really effective. ’ Use the word ‘because’ (a linking word) to indicate your awareness of the relationship between function/word and effect.

Things to avoid at all times (unless an explanation of ‘why’ follows) n n n The language is good The language eye-catching The language is effective The language is interesting The language makes the reader think The language means…

What do we now want to know?