SECTION B Analytical Text Response Essay What is

SECTION B Analytical Text Response Essay

What is required

Mark allocation

Examination advice - 2019 ◦ Low-scoring responses tended to be more descriptive and dominated by a detailed retelling of the text’s content rather than selective use of the text. In planning, students need to brainstorm all the key words in the question, paying particular attention to modifying words and comparatives. A well-planned response is less likely to slip into retelling the story or adapting a previously written response to fit the question. ◦ As part of their preparation, students need to consider the ways authors and/or directors build the world of the text by examining the choices made in the construction of texts Students need to explore different interpretations of texts, synthesise ideas and develop an interpretation of their own A thorough knowledge of the events, themes and characters in the text is required to achieve this. It is also important to be familiar with the language used for analysis The focus of analytical writing is on the relationships between pieces of information rather than a description of them Students need to develop writing skills that will enable them to incorporate knowledge of the text into their analysis. Writing that simply describes or tells what a character did rather than exploring why and how, and the effect of the behaviour relevant to the set topic, is a limited response. Students also need to be familiar with the variety of ways in which topics can be worded and understand the requirements of different task words and phrases, phrases such as ‘discuss’, ‘do you agree? ’, ‘to what extent’, etc. Thoughtful planning is needed to craft a response that directly addresses the set question. This includes an awareness of modifying words in a question and how they might shape a response, for example, ‘the characters find no resolutions’, ‘the most important support for Malala’, ‘he can rely on himself’, ‘to what extent’ and ‘Victor never understands’. An introduction that addresses the key terms in the question rather than giving general background material about the setting of the text is a feature of all strong responses.

Checklist - Analytical writing ◦ ◦ ◦ ◦ Using TEEL / TEEAL / TEELEEL Writing topic / linking sentences Noting the difference between examples / evidence and explanation / elaboration Embedding quotes (3 -4 words) then rephrasing them – no swathes of text / use as part of sentences. Using present tense Being specific – avoid the words ‘thing’ / ‘ something’ Using metalanguage – if difficult, then isolating words / phrases and mentioning interchangeable terms will suffice Using nominalisation and passive voice Avoiding pronoun use - the reader / viewer / audience replaces ‘I’ / ‘you’ / ‘we’ Modality – use can/may in place of more definitive choices such as are/will. Avoiding phrasal verbs / slang / contractions – ‘play up/come out’, ‘gonna / wanna’, ‘isn’t / doesn’t’ Being concise / precise with vocabulary Constantly referring to the author / director / writers’ construction and messages / purpose Mentioning audience reactions / interpretations – Western readers, conservative audiences, modern audiences, feminist readers etc.

How to revise content ◦ Revision grids ◦ Hot seat ◦ Lists / Tables or Mind Maps

How to revise writing ◦ Vocabulary lists ◦ Sentence stems ◦ Writing frames for essay components – introduction / body paragraph / conclusion ◦ Annolighting sample essays

Unpacking prompts ◦ Locate key words ◦ Distinguish between word types – content (what), modifying (limit) and instructional (do) ◦ Match synonyms ◦ Re-write prompt in own words ◦ Ask questions of the prompt – 5 W & H ◦ Categorise ideas ◦ Brainstorm ideas / form topic sentences using questions as a springboard ◦ Collaborative writing works well, then move to individual attempts

Timed writing ◦ Provide dot pointed ideas for each essay part – introduction / body paragraphs / conclusion. Students must include every idea mentioned in their responses. ◦ Students can move from dot points to independent construction over time. ◦ Your ideas? Let’s share in break out!

Useful Resources / Thanks ◦ Insight EAL Exam Guides ◦ Insight EAL Year 12 ◦ https: //jan. ucc. nau. edu/lsn/educator/edtech /learningtheorieswebsite/vygotsky. htm ◦ https: //www. tolerance. org/classroomresources/teaching-strategies/close-andcritical-reading/annolighting Education is a public good. I wish to thank my talented colleagues, past and present, who continue to inspire and share their expertise. ◦ Margaret Dickie ◦ Stella Louca ◦ Madeline Oh ◦ Maria Papasotiriou ◦ Esther Weichert