To what extend do you agree DISAGREE Tattoos

To what extend do you agree? DISAGREE “Tattoos are revolting”

To what extend do you agree? DISAGREE “The death penalty should be brought back to the UK”

To what extend do you agree? DISAGREE “It is more important for men to work than women”

To what extend do you agree? DISAGREE “Personality is more important than looks”

To what extend do you agree? DISAGREE “Benefits are for scroungers”

Lesson Objective: To be able to critically evaluate a text Assessment Objective Paper 1 Question 4 Evaluate texts critically and support this with appropriate textual references. Unpack the terminology: At the end of my course I need to show I am a thoughtful reader, so that when I read things I can weigh Critical: up what is being written and think about the message it may be giving me. I need to be able to ‘Examining responding a text in some detail, working a detective tomeaning. explore understand theand meaning of what I to read but also what the writer was doing like to make me see that clues, inferences gather evidence. ’ So, I willmake need to think aboutand putting the language and structural features under the microscope again and thinking about how the things I read are built and put together. This will also be really useful in helping me become a better writer. Evaluation: UNDERSTANDING, INTERPRETATION, ‘weighing up those ANALYSIS, clues, inferences and evidence APPRECIATION, to piece together. REFLECTION your interpretation of the meaning and impact of a text’

Question 4 assesses your ability to evaluate texts critically and support this with appropriate textual references. This means that you will be asked to consider what the writer intended to achieve in the selected passage. Then you will need to say how far you feel that he or she achieved it. You must support your views with relevant quotations. • Understand what the writer has achieved in the passage • Evaluate the effectiveness of the writer’s choices (how does the writer achieve their • Select relevant quotations and textual references to support your views To help us ‘critically evaluate, ’ we can ask ourselves the following questions as we read a text: • What do I think or feel about characters/events/setting/atmosphere/mood (whatever the question focuses on)? • How does the writer make me think or feel these things? • How well does he or she do it?

Lesson Objective: To be able to critically evaluate a text Focus this part of your answer on the second part of the source from line 22 to the end. A student, having read this section of the text, said: “In this part of the text you can really feel Arthur’s fear of the mysterious woman growing. He’s terrified of her. ” To what extent do you agree? In your response, you could: • consider your own impressions of how Arthur feels • evaluate how the writer creates a sense of fear and tension • support your opinions with references to the text. [20 marks] Do you agree? Disagree? Partly agree?

Terminology -ly word particularly clearly immediately consistently regularly obviously carefully Copy this down into your books Analysis word reveals suggests highlights connotes infers creates the impression implies E. g. The writer immediately makes the reader feel sympathy by stating “ “ This simile implies…

A student, having read this section of the text, said: “In this part of the text you can really feel Arthur’s fear of the mysterious woman growing. He’s terrified of her. ” To what extent do you agree? And, towards whoever had taken it she directed the purest evil and hatred and loathing, with all the force that was available to her. Her face, in its extreme pallor, her eyes, sunken but unnaturally bright, were burning with the concentration of passionate emotion which was within her and which streamed from her. Whether or not this hatred and malevolence was directed towards me I had no means of telling – I had no reason at all to suppose that it could possibly have been, but at that moment I was far from able to base my reactions upon reason and logic. For the combination of the peculiar, isolated place and the sudden appearance of the woman and the dreadfulness of her expression began to fill me with fear. Indeed, I had never in my life been so possessed by it, never known my knees to tremble and my flesh to creep, and then to turn cold as stone, never known my heart to give a great lurch, as if it would almost leap up into my dry mouth and then begin pounding in my chest like a hammer on an anvil, never known myself gripped and held fast by such dread and horror and apprehension of evil. It was as though I had become paralysed. I could not bear to stay there, for fear, but nor had I any strength left in my body to turn and run away, and I was as certain as I have ever been of anything that, at any second, I would drop dead on that wretched path of ground. It was the woman who moved. She slipped behind the gravestone and, keeping close to the shadow of the wall, went through one of the broken gaps and out of sight. Look carefully at the extract. First of all, establish what the writer’s intentions are. Write one or two sentences to sum up what the writer’s intentions are in relation to the statement.

A student, having read this section of the text, said: “In this part of the text you can really feel Arthur’s fear of the mysterious woman growing. He’s terrified of her. ” To what extent do you agree? And, towards whoever had taken it she directed the purest evil and hatred and loathing, with all the force that was available to her. Her face, in its extreme pallor, her eyes, sunken but unnaturally bright, were burning with the concentration of passionate emotion which was within her and which streamed from her. Whether or not this hatred and malevolence was directed towards me I had no means of telling – I had no reason at all to suppose that it could possibly have been, but at that moment I was far from able to base my reactions upon reason and logic. For the combination of the peculiar, isolated place and the sudden appearance of the woman and the dreadfulness of her expression began to fill me with fear. Indeed, I had never in my life been so possessed by it, never known my knees to tremble and my flesh to creep, and then to turn cold as stone, never known my heart to give a great lurch, as if it would almost leap up into my dry mouth and then begin pounding in my chest like a hammer on an anvil, never known myself gripped and held fast by such dread and horror and apprehension of evil. It was as though I had become paralysed. I could not bear to stay there, for fear, but nor had I any strength left in my body to turn and run away, and I was as certain as I have ever been of anything that, at any second, I would drop dead on that wretched path of ground. It was the woman who moved. She slipped behind the gravestone and, keeping close to the shadow of the wall, went through one of the broken gaps and out of sight. Then, it might be easier to split the text into sections. Do any of the following apply: • • • Description of character (characterisation) Character actions and dialogue Setting Atmosphere (mood) Events Make notes on the ones that apply, linking it to the task How has the writer attempted to present the woman?

A student, having read this section of the text, said: “In this part of the text you can really feel Arthur’s fear of the mysterious woman growing. He’s terrified of her. ” To what extent do you agree? And, towards whoever had taken it she directed the purest evil and hatred and loathing, with all the force that was available to her. Her face, in its extreme pallor, her eyes, sunken but unnaturally bright, were burning with the concentration of passionate emotion which was within her and which streamed from her. Whether or not this hatred and malevolence was directed towards me I had no means of telling – I had no reason at all to suppose that it could possibly have been, but at that moment I was far from able to base my reactions upon reason and logic. For the combination of the peculiar, isolated place and the sudden appearance of the woman and the dreadfulness of her expression began to fill me with fear. Indeed, I had never in my life been so possessed by it, never known my knees to tremble and my flesh to creep, and then to turn cold as stone, never known my heart to give a great lurch, as if it would almost leap up into my dry mouth and then begin pounding in my chest like a hammer on an anvil, never known myself gripped and held fast by such dread and horror and apprehension of evil. It was as though I had become paralysed. I could not bear to stay there, for fear, but nor had I any strength left in my body to turn and run away, and I was as certain as I have ever been of anything that, at any second, I would drop dead on that wretched path of ground. It was the woman who moved. She slipped behind the gravestone and, keeping close to the shadow of the wall, went through one of the broken gaps and out of sight. Next, choose 4/5 quotations Write each one down then look at the methods the writer uses such as: Sentence structures Verbs Adverbs adjectives Lists Any language features Imagery Dialogue Semantic field Viewpoint

A student, having read this section of the text, said: “In this part of the text you can really feel Arthur’s fear of the mysterious woman growing. He’s terrified of her. ” To what extent do you agree? 1 “…the dreadfulness of her expression began to fill me with fear…” 2 “I had never in my life been so possessed by it, never known my knees to tremble and my flesh to creep…” 3 “…never known myself gripped and held fast by such dread and horror and apprehension of evil” Next, choose 4/5 quotations Write each one down then look at the methods the writer uses such as: Sentence structures Verbs Adverbs adjectives Lists Any other language features Imagery Dialogue Semantic field Viewpoint

Lesson Objective: To beread able to critically evaluate a text A student, having this section of the text, said: “In this part of the text you can really feel Arthur’s fear of the mysterious woman growing. He’s terrified of her. ” To what extent do you agree? I agree with the statement that you can feel Arthur’s fear to a large/some extent… Impressions of the man’s fear (technique can be included) Evidence Explain the effect of the words / phrases used (technique can be included) …as the writer uses hyperbole to emphasise Arthur’s fears. Reader and link back to statement The use of the verb “gripped” implies that “…never Ultimately this fear and “dread” is personified, holding him known myself leaves the reader in place and overpowering him. This is further gripped and feeling emphasised by the phrase “held fast” which held fast by concerned for the reinforces the intensity of the fear he is feeling, such dread and suggesting that he is transfixed by the horror of safety of Arthur horror and because of the woman. Additionally, the writer successfully apprehension of intensity of the uses emotive language such as “dread”, evil” emotions he feels “horror” and “apprehension” to highlight Arthur’s level of fear towards the mysterious in this moment. own table, Complete your writing notes in each box as a guide for your own response. woman as they imply his terror. This is finally reinforced by using the noun “evil” as this can suggest that the woman is malevolent and could potentially cause him harm and implying the intensity he feels towards her presence.

AO 4 Level 1 Level 2 Level 3 Level 4 I am able to make simple evaluative comment on the text (L 1) I am able to offer simple examples from the text that may explain my view (L 1) I am able to make simple mention of writer's method (L 1) I am able to make simple reference or use textual detail (L 1) I am able to attempt to evaluate comment on the text (L 2) I am able to offer an example from the text to explain view(s) (L 2) I am able to attempt to comment on writer's method (L 2) I am able to select some quotations, which occasionally support view (L 2) I am able to clearly evaluate the text (L 3) I am able to offer examples from the text to explain views clearly (L 3) I am able to clearly explain the effect of writer's choices (L 3) I am able to select some relevant quotations to support views (L 3) I am able to critically evaluate the text in a detailed way (L 4) I can offer examples from the text to explain views convincingly (L 4) I can analyse the effects of a range of writer's choices (L 4) I can select a range of relevant quotations to validate my views (L 4)

Terminology -ly word particularly clearly immediately consistently regularly obviously carefully Copy this down into your books Analysis word reveals suggests highlights connotes infers creates the impression implies E. g. The writer immediately makes the reader feel sympathy by stating “ “ This simile implies…

Lesson Objective: To be able to critically evaluate a text Focus this part of your answer on the second part of the source from line 22 to the end. A student, having read this section of the text, said: “In this part of the text you can really feel Arthur’s fear of the mysterious woman growing. He’s terrified of her. ” To what extent do you agree? In your response, you could: • consider your own impressions of how Arthur feels • evaluate how the writer creates a sense of fear and tension • support your opinions with references to the text. [20 marks] 1. Remember the focus of the exam question you are preparing to respond to. 2. Think about how the writer has suggested the shark is… 3. Think about how the writer’s choices of text structure and language help to achieve this 20 minutes

Lesson Objective: To be able to critically evaluate a text Sentence starters: The author creates a strong sense of… The powerful…used by the writer leaves a lasting impression of… The vivid imagery creates…. And effects the reader by making them… The use of …. is compelling and allows the reader to see the true…. The use of the description of… is pivotal to the overall image that is created because…and the writer does this through the effective use of… The clever characterisation of…by the writer enables the reader to… Through the use of dialogue, the writer enables the reader to see… By presenting the …. as … the writer cleverly manipulates the reader in to… The narrator encourages the reader to marvel at… through the description of… Interestingly, the writer contrasts the movements of… through the use of powerful verbs ‘…. . , ’ suggesting……, with the movements of…. as ‘…. , ’ creating the effect of… This impressive …. Is explained to the reader in some detail, creating…. At this point in the extract, the viewpoint changes from… to …. and the reader is made aware of… I agree/disagree with ‘……………. . ’ because… In this section of the text, the viewpoint changes… To some extent I agree… I strongly agree that… However, some people may disagree that ‘…………………’ because… Furthermore, this is depicted when… This is supported by the quote “… The evidence explores how the statement is true/false because… The use of (insert device or word class) expresses the idea in the statement because… The writer’s choice of the verb/ noun/ adjective ‘…. . ’…. The effect the writer wants to create is… The writer’s method is effective because… The reader may feel… Personally, I think that………. as………. .

Learning Review How confident do you feel about Q 4? What do you feel most confident about? What do you think you might struggle with the most?

Homework: Choose one of the questions below to practice Q 2 or Q 3 Structure Language How has the writer used language from line 12 -21 to describe the woman? [8 marks]