Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Understanding the Categorising Texts Question - ENGB1
Transcript of Understanding the Categorising Texts Question - ENGB1
Various ways – texts can / should be used in more than one group
Grouped - Make links between the texts. These links may be contextual or linguistic and should be informed and led by the data rather than pre-planned ideas
Linguistic reasons - Discussion/analysis of the groups should demonstrate knowledge about language. Both contextual (A03) and linguistic (A01) reasons should be given Assessment Objectives AO1 - Selecting and using a range of appropriate linguistic methods to analyse data, using relevant terminology.
AO2 - Using ideas from language study (and choosing great groups!)
AO3 - Exploring and understanding context – production and reception Exemplar Response Modification: Texts A, B and F
Text A uses the pre-modifier “flopsy” which may have been used to give the young audience a clearer picture of the main character in the story. It gives the impression of ‘cute bunnies’ which would draw the children in and is quite stereotypical of this genre. However, the more complex modifier “soporific” is perhaps not as common in children’s stories. It may have been used in this text due to the date of publication (it may have been more widely used in the early twentieth century) or as an educational tool by the writer. It could also reflect the possible dual audience of this book of adults/parents and children. It is likely that the parent will read this story to a child and may then explain new vocabulary such as “soporific” to develop a child’s learning. There is a difference in the modifiers used in B as they are more extensive than in A. Boyd uses the phrases “expensive trenchcoat” , “charcoal grey suit” and “new white shirt” which all add to the sophisticated appearance of his character. Adverbs such as “hesitantly” help reflect the character’s current feelings as opposed to his appearance whilst “massively, irrevocably” are likely to have been used by Boyd to engage the reader with the plot. As this is the opening of a novel, the author will need to engage the reader and the final sentence acts as a hook. The modifiers in F are used for a completely different purpose to the entertainment function of A and B. In F they add to the informative nature of the text: “primary ... route”, “alternative route”, “main entrance”. As this text is likely to be only read in an emergency situation the added information which pre-modifiers add will be vital.Text F can be placed in a sub-group with G: synthetic personalisation. Text F uses the personal pronoun “you” possibly to ensure that the audience have thought about what they would personally do if a fire did occur. It may also have been used to make people aware that it does happen and that it can happen to them so they must be prepared. In contrast Text G uses the second person “you” in a different way. It may have been used to give the text a more informal tone making it seem more personal. It may also have been used to show the reader that it is possible to do and to encourage them that they can do it. The 'BIG' Question Study the texts A-F on the next six pages. These texts illustrate different varieties of language use. Discuss various ways in which these texts can be grouped giving linguistic reasons for your choices.
Identify the keywords in the question and what you think they are asking you to do! Assessment Objective 1 KNOWLEDGE
RANGE Assessment Objective 2 RANGE
DIFFERENCES Assessment Objective 3 LINKS
MORE THAN ONE REASON
FLESH OUT THE CONTEXT
EXEMPLIFY Exemplar Marks Student 1
AO1 15-16 band (15)
AO2 15-16 band (15)
AO3 15-16 band (15)