Paper 1 Section 2

Marks: 25

Topic : Text Analysis

O this learning, what a thing it is!

—William Shakespeare
“The Taming of the Shrew"
 Assessment Objectives
• AO1 Read and demonstrate understanding of a
wide variety of texts.
• AO2 Write effectively, creatively, accurately and
appropriately, for a range of audiences
• and purposes.
• AO3 Analyze the ways in which writers’ and
speakers’ choices of form, structure and language
produce meaning and style.
• AO4 Demonstrate understanding of linguistic
issues, concepts, methods and approaches.
• AO5 Analyze and synthesize language data from a
variety of sources
Assessment Objective Distribution as
per Papers.
Assessment objective Weighting in components
Assessment Paper 1 Paper 2
Objective In % In %

AO1 30 0

AO2 10 80

AO3 60 20

AO4 0 0

AO5 0 0

Total 100 100

Let us Deconstruct the construction (Text)

GTRAPPS:
Genre
Tone
Register
Audience
Purpose
Perspective
Structure
 The conventions of a wide range of
written textual forms-(GENRE)
EXAMPLES:

• Imaginative • Evaluative
• Narrative • Reflective
• Descriptive • Informative
• Persuasive/ • Academic
Argumentative • Advisory
• Expository • Instructional
 The conventions of a wide range of
written textual form-(Text Types)
EXAMPLES:
• Advertisements • Podcasts
• Brochures • (Auto)biographies
• Leaflets • Travel writing
• Editorials • Diaries
• News stories • Essays
• Articles • Scripted speech
• Reviews • Rhetorical speech
• Blogs • Prose text
• Investigative journalism • Descriptive writing
• Letters
 TONE
• Provocative /Stimulating
We shall not flag or fail. We shall go on to the end. We shall fight in
France, we shall fight on the seas and oceans, we shall fight with growing
confidence and growing strength in the air, we shall defend our island,
whatever the cost may be.
• Sarcastic — Snide, mocking
You will send your child, will you, into a room where the table is loaded with
sweet wine and fruit – some poisoned, some not? – you will say to him,
“Choose freely, my little child! It is so good for you to have freedom of
choice; it forms your character – your individuality! If you take the wrong
cup or the wrong berry, you will die before the day is over, but you will have
acquired the dignity of a Free child.”
-“Freedom,” Ruskin
 REGISTER

• Words expressing Formality

• Informality of tone
• Semi formal tone
AUDIENCE, PURPOSE, PERSPECTIVE

• The significance of Audience in both the design

and reception of texts
• The ways in which genre, Purpose and context
contribute to the meaning of texts.
• The voice and Perspective of the writer/text.
 STRUCTURE ,Form and Language

• Narrative perspective
• Word ordering and sentence structure
• Paragraph and text-level structure
• Pragmatics
• Tense forms
• How Voice is drafted
• Modality of word order
• The way ideas are arranged
 The linguistic elements and literary
features of texts
• Parts of speech / word classes
• Subject-verb agreement
• Vocabulary
• Figurative language
• Morphology
• Rhetorical devices
• Lexis
 Challenges of Text Analysis

• Identifying the predominant

themes\Techniques\Literary devices.
• Empathetic understanding of writer’s tone
• Theoretical analysis of Form and Structure
• Choosing the right terms and structuring the
commentary.
• Elaborating the identified points without
being judgmental
 Identifying the predominant
themes\Techniques\Literary devices
• SOCIAL THEMES:
– Subaltern concerns:
In this country American means white. Everybody else has to hyphenate.
– Diasporic sentiments:
I enter and am greeted by an Englishman who smiles on me and
shakes my hand. ‘Come in. Sit down,’ he tell me. A cup of tea is
brought and placed before me. All good signs – I have the job, I
comfort myself. The man takes up the letter to read the contents.
Everything is in order. ‘So, you were in the RAF?’ he ask.

• Symbolism:
My love for Linton is like the foliage in the woods. Time will change it; I'm
well aware, as winter changes the trees. My love for Heathcliff
resembles the eternal rocks beneath a source of little visible delight,
but necessary.
• LISTING: A chair, a table, a lamp. Above, on the white ceiling, a relief
ornament in the shape of a wreath, and in the center of it a blank space,
plastered over, like the place in a face where the eye has been taken out.
– List of THREE : Life, liberty, and the pursuit of happiness
Blood, sweat, and tears
• ASYNDETON: Falling in love, we said; I fell for him. We were falling
women. We believed in it, this downward motion: so lovely, like flying, and
yet at the same time so dire, so extreme, so unlikely. God is love, they once
said, but we reversed that, and love, like heaven, was always just around the
corner,
• EXTENDED METAPHORS:
Hope is a thing with feathers (Dickinson) , Road not taken (Frost),
Great Gatsby –This is a valley of ashes — a fantastic farm where ashes grow
like wheat into ridges and hills and grotesque gardens; where ashes
take the forms of houses and chimneys and rising smoke and, finally,
with a transcendent effort, of men who move dimly and already
crumbling through the powdery air.
 Popular linguistic devices

• Ethos • Hypophora
• Pathos Persuasion • Tautology
Techniques
• Logos • Coinage\Neologism
• Kairos • Clipping
• Anaphora • Asyndeton
• Epiphora • Polysyndeton
 Aristotle’s 3 modes of persuasion
(Examples from Speeches of MLK, JFK and Lincoln)
• Ethos - As a doctor, I am qualified to tell you that this course of treatment
will likely generate the best results
• Pathos- I have a dream that one day right there in Alabama, little black
boys and black girls will be able to join hands with little white boys and little
white girls as brothers and sisters.(MLK)
• Logos - More than one hundred peer-reviewed studies have been
conducted over the past decade, and none of them suggests that this is an
effective treatment for hair loss.

• Kairos - I have a dream today

I have a dream that one day down in Alabama, with its vicious racists, with
its governor having his lips dripping with the words of interposition and
nullification; that one day right down in Alabama little black boys and black
girls will be able to join hands with little white boys and white girls as sisters
and brothers.
• Anaphora: It rained on his lousy tombstone, and it rained on the grass on
his stomach. It rained all over the place. (Catcher in the Rye)
• Epiphora: I'm a Pepper, he's a Pepper, she's a Pepper, we're a Pepper.
Wouldn't you like to be a Pepper, too? Dr. Pepper."- Advertising jingle for
Dr. Pepper soft drink.
• Hypophora: After all, what's a life, anyway? We're born, we live a little
while, we die. A spider's life can't help being something of a mess, with all
this trapping and eating flies. By helping you, perhaps I was trying to lift up
my life a trifle. Heaven knows anyone's life can stand a little of that.
(Charlotte’s Web by E.B. White)
• Tautology:
– Remember when 4G cell phones were a new innovation?
– The evening sunset was beautiful.
– I need a new hot water heater
• Transferred Epithet in Passage:
As I sat in the bathtub, soaping a meditative foot and
singing...it would be deceiving my public to say that I was
feeling boomps-a-daisy."
From "Jeeves and the Feudal Spirit" by P.G. Wodehouse
Transferred Epithet in Advertisement:
In the midst of the craziness that is Grace Bay, Point Grace
still manages to exude a calm, intimate charm
 Coinage\Neologism

• Google • Cyberspace
• Tweet cred • Beatnik
• Staycation • Meme
• Laundromat • Xerox
• Band-aid • Chillax
• Kleenex • Tupperware
• Frisbee • Muffin top
• Fashionista • Noob
• Jabberwocky • Troll
 Clipping

ad – advertisement burger – hamburger

memo – memorandum pen – penitentiary
auto – automobile bus – omnibus
mic – microphone phone – telephone
bike – bicycle champ – champion
mum – chrysanthemum photo – photograph
 Identify the Literary Devices…

1. But since I feel that you are men of genuine good will and that your
criticisms are sincerely set forth, I want to try to answer your statement in
what I hope will be patient and reasonable terms.
2. In any nonviolent campaign there are four basic steps: collection of the facts
to determine whether injustices exist; negotiation; self purification; and
direct action. We have gone through all these steps in Birmingham.
3. But more basically, I am in Birmingham because injustice is here.
4. It was the best of times, it was the worst of times, it was the age of wisdom, it
was the age of foolishness, it was the epoch of belief, it was the epoch
of incredulity, it was the season of Light, it was the season of Darkness, it
was the spring of hope, it was the winter of despair, we had everything
before us, we had nothing before us, we were all going direct to Heaven, we
were all going direct the other way
Empathetic understanding of Writer’s Tone

1. The Second Coming, W.B. Yeats

"Mere anarchy is loosed upon the world.”
– There is an apparent sense of fear and foreboding in writer’s tone, a
pain is transferred.
2. The Catcher in the Rye, J.D. Salinger
“I am always saying "Glad to've met you" to somebody I'm not at
all glad I met. If you want to stay alive, you have to say that
stuff, though.”
– The writer’s tone is sardonic and rational as he is writing about people
making pragmatic choices for survival.
 Tone words
Funny tone Farcical Satirical Blithe Incredulous

Serious tone Austere Condescending Contemplative Judgmental

Sad tone Bleak Lugubrious Melancholic Dismal

Positive/ Conciliatory Affable Laudatory Reverent

upbeat tone

Threatening Disgruntled Aggressive Menacing Disparaging

Elaborating the identified points without
being judgmental
• The word/phrase -
reveals/shows/demonstrates/means/highlights/
illustrates/exemplifies/implores…
• The author wants the reader to understand…
The essence of the author’s argument is…
The passage keenly explores the author’s
intent…
• This justifies the author’s approach towards…
 Preferred Terms

• Denotes • Intentional
• Connotes • Conscious attempt/bid
• Leads to • Venture out
• Forecasts • Indicates
• Adds on to the effect • Suggests
• Build up • Advocates
• Magnify • Stipulates
• Intensify
• Deliberate effort
 Avoid using…
Phrases lacking confidence or expressing personal opinion.
• Seems to be…
• Feels like…
• According to me…
• I feel…
• In my opinion…
• Effect on me…
• In my understanding…
• It is a good/bad passage…
• This could be…
 Useful Links
• https://educated-traveller.com/2017/10/26/truffle-hunting-in-italy/
• https://www.smh.com.au/national/nsw/46-hours-a-week-of-practice-when-is-
enough-enough-for-prodigy-children-20190425-p51hbe.html
• https://consideringart.com/tag/atony-gormley/
• https://www.theguardian.com/commentisfree/2015/oct/30/bic-teenagers-
pens-dead-paper-handwriting-relic
• https://fs.blog/2014/05/kurt-vonneguts-letter-book-
burning/#:~:text=McCarthy%3A,that%20my%20work%20is%20evil
• https://www.nobelprize.org/prizes/peace/2007/gore/26118-al-gore-nobel-
lecture-2007/
• https://www.independent.co.uk/life-style/food-and-drink/veganism-
environment-veganuary-friendly-food-diet-damage-hodmedods-protein-
crops-jack-monroe-a8177541.html
 PAPER 1 – READING
COMPARATIVE COMMENTARY Q1 A – 10 MARKS
Q1 B – 5 MARKS
ASSESSMENT OBJECTIVES
Directed Paper 1-Section A

Response Question 1a
Paper 1: Section 1a -10 Marks

Section A: Directed Response Question 1 is in two parts:

Part 1
a) Directed writing task in response to a text/stimulus as inspiration. For this question, the candidate will be given a specific
form and/or audience. (10 marks)
In Question 1(a), candidates are required to read a text/stimulus of approximately 550–750 words, and write a directed
response of 150–200 words, choosing their vocabulary, style and structure to fit a specific form, purpose and audience.

This question assesses AO1 and AO2.

AO1 Read and demonstrate understanding of a wide variety of texts – show that you understand the text by using features that are suitable for
your own writing. (5 marks)

AO2 Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes – write your answer to a high level of
accuracy, express yourself in a sophisticated way and use content that is fully relevant to the audience and purpose. ( 5 marks)
 DECODING THE DIRECTED
RESPONSE
THE TEXT YOU ARE ASKED TO READ THE TEXT YOU ARE
ASKED TO WRITE
What is the original text about? What is the new text about?

What is the text type ? What will be the different form or

type of text?

Who wrote it? Who – or in what role – will it be

written in?

What is it’s purpose and/or viewpoint? What the purpose or viewpoint (if any)
might be?
The following text is a report about the effects of earthquakes in Nepal in 2015. The report
was compiled from multiple sources by a researcher.
At 11.56 Nepal Standard Time, on 25 April 2015, an earthquake with a Richter magnitude of
7.8 struck Nepal. The epicenter was east of Gorkha District at Barpak, Gorkha. It was the worst
natural disaster to strike Nepal since the 1934 Nepal–Bihar earthquake. Many aftershocks
followed the 25 April earthquake, and there was a magnitude 7.3 aftershock of the April
earthquake just a few weeks later on 12 May 2015 at 12:50 p.m. local time. The epicenter of
the 12 May earthquake was on the border of Dolakha and Sindhupalchowk, districts of Nepal.
As this second earthquake occurred on the same fault line as the larger magnitude 7.8
earthquake of 25 April, it is considered to be an aftershock of the 25 April quake.
Earthquakes between 7 and 7.9 on the Richter scale are classed as ‘major’ earthquakes. Only
one category on the scale is higher and they are earthquakes measuring 8 or higher magnitude,
and these are classed as ‘great’. The Richter scale, however, is a logarithmic scale, which means it
is based on orders of magnitude, rather than a standard linear scale. The value represented by
each equidistant mark on the scale is the value at the previous mark multiplied by a constant, in
this case 2. This means that an earthquake that measures 2 on the Richter scale is 10 times as
powerful as an earthquake that measures 1. In addition, each whole number increase on the
Richter scale means 32 times more energy is released. […]
Somewhere between 500 000 and 800 000 people were made homeless by the earthquakes.
Government estimates are nearer the 500 000 figure but aid agencies say the real number of
people made homeless is nearer 800 000. In the weeks following the earthquakes, there were
millions of people living in temporary shelters, 4 million of which were sub-standard temporary
shelters, according to the IFRC.
DIRECTED WRITING TASK
You have been asked to write the text for a
web page appeal for charity donations (150–
200 words).

Basing your answer closely on the material of

the report, write the text for the web page
appeal. [10 marks]
THE TEXT YOU ARE ASKED TO READ THE TEXT YOU ARE
ASKED TO WRITE
What is the original text about? What is the new text about?
Devastation caused by a major Appeal for charity donations
earthquake in Nepal
What will be the different form or
What is the text type ? type of text?
Factual report Web page appeal text

Who wrote it? Who – or in what role – will it be

Researcher written in?
Charity organization working
towards providing relief to
earthquake-hit citizens of Nepal

What is it’s purpose and/or What the purpose or viewpoint (if

viewpoint? any) might be?
Awareness Persuade
Third-person omniscient First-person plural
BULLETIN NEWS!
In preparation for Paper 1, learners should be encouraged to read
widely. Learners should be able to understand, identify and apply the
conventions associated with different genres, styles and contexts.
When learners approach Paper 1, they should be able to respond
reflectively, analytically, discursively and creatively to diverse tasks and
contexts.
Paper 1: Section 1a -10 Marks
Paper 1: Section 1a -10 Marks
6 Steps to the Directed Response:
1) Read the given text

2) Do the GTRAPPS (for the given text)

3) Do the PAFTV (for the question)

4)Think about how to repurpose it/change it for a different audience.

5) Select material from the original.

6) Finally, produce a piece of writing of your own that imitates the genre/language features
requested in the question. You also need to produce some text of your own but it must be a
sound appreciation of the original material.
GTRAPPS: The Mnemonic For Deconstructing Texts

Genre
Tone
Register and Tone
Audience
Purpose
Perspective
Structure
PAFTV: This helps in DECONSTRUCTING the question for
Directed Writing

Purpose
Audience
Format
Tone
Voice
Directed Paper 1: Section A
Response Question 1b
Paper 1 Section 1b: 15 Marks

Part 2:
b) Comparison of the form, structure and language of the candidate’s response in part (a) with that of the original text (15
marks)

In Question 1(b), candidates are required to:

• identify, analyze and compare characteristic features of the texts
• relate these features to the purpose, audience and context of the texts.

This question assesses AO1 and AO3.

AO1 Read and demonstrate understanding of a wide variety of texts – show a

sophisticated understanding of texts, especially the specific characteristic features
present in both. [5 marks]
AO3 Analyse the ways in which writers’ and speakers’ choices of form, structure and
language produce meaning and style – create a high quality comparative analysis,
which relates the contexts of the texts to how they create meaning. [10 marks]
Paper 1: Section 1b -10 Marks

Steps to the Comparative Commentary:

1) Comment on your own text

2)Compare your text to the original in ways that seem relevant.

(Think of the BIG 5s – Tone and Mood, Audience and Purpose, Content and Theme,
Structure, and Linguistic/Literary Devices)

3) Produce a coherent but quite brief piece of analytical writing.

NOTE : As time is limited, it is important to get on with the

specifics of the comparison. Do not feel the need to write
lengthy opening or closing paragraphs where the student
explains what he/she intends to do or what he/she thinks he/she
has done.
PAPER 1 SECTION 1B: PLANNING BEFORE
ATTEMPTING THE COMMENTARY
Original Repurposed Evidence in
text Text/My Text the form of
Quotes from
the text and
comments
TONE and MOOD

Similarities AUDIENCE
and
PURPOSE
CONTENT and
THEME

FORM and
Differences STRUCTURE

LINGUISTIC/
LITERARY
DEVICES
 OPTION A – HALF AND HALF – THIS STRUCTURE
TACKLES THE FIRST IN ONE GO BEFORE MOVING ONTO
THE SECOND.
Paragraph Focus
1. Sums up the overall approach of the original article.

2. First part of the article – conventions of article writing

3. Deals with the next part of the article – focus on language.

4. Comments on the notable form and structure

5. Moves on to the second text, contrasts second text’s language and

conventions with the first and gives an overall approach.
6. Explains the first part of the second text – the letter, structural use of
counter-arguments and text patterns.
7. Comments on the form and structure features, such as discourse markers,
use of sentence variety and syntax in the second text.
 OPTION B – COMPARING TEXTS WITHIN PARAGRAPHS –
DEAL WITH PARTICULAR ELEMENTS OF LANGUAGE AND
STYLE MOVING BETWEEN EACH TEXT AS YOU PROCEED.
Paragraph Focus
1. Sums up the overall focus of both texts, perhaps suggesting the key ways
in which they are similar/different.

2. Deals with the use of conventions: those from an article; those from the
letter

3. Explores the use of language: lexis or phrases to indicate viewpoint in

both texts.

4. Explores the form and structure of both texts and how they operate in
each.

5. Explores additional structural or linguistic devices in both texts.

 OPTION C – SWITCHING BETWEEN TEXTS THROUGH
ALTERNATE PARAGRAPHS: SWAPPING BETWEEN TEXTS
AS YOU GO ALONG
Paragraph Focus

1. As above in A and B
2. Use of conventions in the article
3. Use of conventions in the letter
4. Use of language/lexis in the article
5. Use of language/lexis the in letter
6. Use of form/structure the in article
7. Use of form/structure in the letter
8. Use of other linguistic or structural devices in the article
9. Use of other linguistic or structural devices in the letter
COMPARE (similarities) AND
CONTRAST (differences)
LEXIS FOR COMPARISON (evaluative lexis)

For comparison For difference or contrast

in the same way however
both yet
similarly in contrast
likewise on the one hand/on the other hand
as well as although/even though
the same as unlike
have in common whereas/while
so too on the contrary
ACTIVITY – USE THE APPROPRIATE WORDS OR
PHRASES FROM THE WORD BANK TO COMPLETE THESE
SENTENCES.
____________ MY TEXT HAS A DIRECT, IMMEDIATE STYLE, THE
ORIGINAL ARTICLE IS MORE REFLECTIVE AND THOUGHTFUL.
THE ORIGINAL ARTICLE USES VIVID IMAGERY TO DESCRIBE CITY LIFE
_____________ MY VERSION DOES, TOO.
STRUCTURALLY, THE ENDING OF THE LETTER IS STIFF AND FORMAL
_______________ MY BLOG HAS AN INFORMAL, CONVERSATIONAL
TONE.
SHORTER WRITING AND REFLECTIVE
COMMENTARY PAPER 2 – WRITING
SECTION A – Q1(a)
Shorter Written Task
(15 marks)
Q1 (b) Reflective
Commentary (10 marks)
SHORTER WRITING AND REFLECTIVE COMMENTARY-
PAPER 2 – Q1A AND B
Q1(a) SHORTER WRITING – 15 MARKS Q1(b) – REFLECTIVE COMMENTARY – 10 MARKS
This question asks the student to carefully This question asks the students to produce a
read a prompt write a text of no more reflective commentary (review and evaluate how
than 400 words in response. well it met the brief/prompt) on the linguistic
choices based on the text written by the student
Within the prompt you’ll be given an for Q1(a).
audience and a form/text type
(narrative/descriptive/transactional) The student should make sure to allude to
audience, form, purpose, structure and language.
You may need to infer the purpose(s) of the
text from this information. This question is assessed using A03.
This question is assessed using AO2. AO3 – Analyse the ways in which the writers’ and
speakers’ choices of form, structure and
AO2 – Write effectively, creatively, language shape meanings.
accurately and appropriately for a range of
audiences and purposes.
WHAT IS EXPECTED FROM AO2 AND A03?
Q1(a) AO2 - Write effectively, Q2(b) AO3 - Analyse the ways in which
creatively, accurately and appropriately the writers’ and speakers’ choices of
for a range of audiences and purposes. form, structure and language shape
meanings.
❖ write with technical accuracy while
using complex syntax and lexis where ❖Write a commentary which is reflective
appropriate. and analytical.
❖ use a range of features which are ❖Analyse your own stylistic choices.
appropriate for your given task.
❖Explain how these stylistic choices
❖ structure your writing appropriately, relate to audience and shape meaning.
meaning you need to think about how
you organize your writing as well as the
language your use.
❖ develop ideas fully throughout your
writing, in order to achieve a
sophisticated structure.
UNDERSTANDING A SHORTER WRITING QUESTION
Q1(A) – 15 MARKS
Steps to writing an effective yet comprehensive shorter written task.
❑Decode the brief/prompt/question given using PAFTV.
❑Getting the conventions right – it is very important that you match the style of your
writing to the specific text type requested. For example, if it’s a diary entry I will
include the following conventions:
1) Use of first person
2) Fluctuating tenses
3) Variety of sentence types
4) Order of content – using time or place or both
5) Informal style of writing
❑Getting the detail and content right – The writing task/prompt/brief will include
some direction for you to include certain things/details/content.
❑Getting the focus aspects in the prompt right – For example : You have been asked
to write an article for your school magazine encouraging fellow students to make
contact with people their own age in other countries. In your writing, create a sense of
enthusiasm and hope. Write no more than 400 words.
In this prompt, the focus aspects are ‘enthusiasm’ and ‘hope’. Hence, your writing must
create this sense.
❑ Planning and structuring your shorter written response – Once you are clear in your
mind about the sort of writing you have to do and what to include, you should start to
plan your response.
SHORTER WRITING TASK ACTIVITY

Exam-Style Question:
You are a journalist. You have been asked by your paper to cover a local dispute
between a woman called Brenda Smith and her city council.
These are the facts:
❑She has a big car that sticks out from her driveway onto the sidewalk.
❑The council has decided to stop her doing this by giving her a $100 parking ticket,
even though her car was parked in her own drive at the time.
❑She has small children.
❑She feels both cross and slightly amused about the fine; the council feels it has to
make a stand to protect people who want to use the sidewalk.
WRITE AN ARTICLE OF NO MORE THAN 400 WORDS IN WHICH YOU
REPORT ALL OF THIS TO LOCAL READERS. (15 marks)
BREAKING DOWN THE TASK
❖Facts to include
❖AUDIENCE – Who will read the piece?
❖Local people, seeking information, reading quite quickly and casually.
❖FORM – genre considerations
➢HEADLINE/SUBHEADINGS – Easy to read
➢Clear and straightforward, so needs to use quite simple structures/language
❖PURPOSE
➢To present a balanced view
➢To represent the views of the various parties involved
❖STYLE/LANGUAGE
➢Clarity and simplicity are important
➢Sensible to use both reported and direct speech to give sense of immediacy
➢Restricted use of non-literal language (figurative language) – it is a factual report.
➢Short paragraphs – easier to read
CANDIDATE NOTES SHOULD BE CONCERNED WITH STRATEGIES AND NOT WITH
CONTENT.
Q1 (B) REFLECTIVE COMMENTARY-
10 MARKS

In Q1(b), the candidate will be asked to produce a reflective commentary on his/her

linguistic choices in response to Q1(a).
VERY IMPORTANT – QUESTION 1(b) asks about linguistic choices so the candidate
MUST talk about WORD CHOICE.
Reflective Writing allows the candidate to show that he /she is writing consciously.
In producing a reflective commentary on your own writing, the candidates are
demonstrating awareness of the following:
❖Adapting language to audience and purpose
❖Selecting language according to form, mode and genre
❖Choosing language precisely for effect and meaning
Q1 (B) REFLECTIVE COMMENTARY-
10 MARKS
CAUTIONARY MEASURES WHILE ANALYSING YOUR OWN WORK:
❑ DONOT SIMPLY LIST LINGUISTIC FEATURES – INSTEAD USE THOSE LABELS WITH
PURPOSE.
❑IT’S ALWAYS MORE HELPFUL TO ANALYZE ONE FEATURE IN DEPTH THAN IT IS TO
LIST 4 OR 5 WITHOUT ANY REFERENCE TO MEANING AND CONTEXT.
❑IT’S IMPORTANT TO BE SELECTIVE – PICK THOSE WHICH ARE IMPORTANT AND
INTERESTING
❑TRY TO AVOID CHOOSING THOSE FEATURES THAT WILL LEAD TO YOU
REPEATING YOURSELF IN THE EXPLANATION.
❑ARRANGE YOUR POINTS INTO A COHERENT STRUCTURE – Group points that are
similar or related. Also consider if you want to take them in the text order or a
natural order of different language features.
AS Level 9093 English Language

Paper 2: Composition
 Paper 2 Composition

• 25 marks
• 50% of the component weightage (Paper 2)
• 25% of the total weightage (Papers 1 and 2)
• 600 to 900 words (preferably 600 to 750 words)
 Genres – Writing Styles

D I
E R P D N
S E N E I F
F A P
C A R S O
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P A A R A
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T T S S T
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I I I I I
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EVALUATORY CRITICAL
Genres – Sub division of Textual Forms

A
N D
E V
W E
S R
P B T
S L A
O R I
T E S R
D B O S
O A P T
C L C E
R F E I
O H M
I A L E C
G U E
E S E C L R N
S T T H E E T
TRAVEL WRITING
Genres – Sub division of Textual Forms

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N C
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V E O
O M
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S P
R I O O
T W A
N T R P N
I E R L R
O E E T
G A B E E E
R P N R
A L S V T
I O I A
T I I I T A
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DIARY (A U T O) B I O G R A P H Y
AS Level 9093 English
Language Paper 2
Section B – Extended Writing
Imaginative and Descriptive
Discursive and Argumentative
Review and Critical
 Textual Forms: Fiction

Imaginative/Descriptive

What is Imaginative/Descriptive writing?

An umbrella term for all writing that may be included in the Narrative,
Descriptive, Personal, Reflective Genres.
 Textual Forms: Fiction

• Narrative – Short Story, Opening or Ending of a Short Story or a Longer

Narrative Text, Include words/sentences at the Beginning, in the Middle, or
at the End of the Narrative composition
• Personal and/or Reflective – Monologue, Diary, Journal, Informal Letter,
Autobiography, Biography
• Descriptive – Person, Place, Thing, Idea, Event…, Compare and Contrast
• Narrative/Descriptive – Create an atmosphere in a story… (50-50)
 Textual Forms: Non Fiction
• Advertisements • Blogs
• Brochures • Investigative Journalism
• Leaflets • Formal Letters
• Editorials • Podcasts
• News Stories • Essays

• Reviews • Scripted Speech

• Articles • And more…

 Paper 2, Section B– Extended Writing

It is recommended that this unit should take about 50 hours. Within this unit,
learners should read a range of different texts to become familiar with the
conventions and features of a range of styles and genres.
Learners will apply their learning of the various textual conventions and
features to:
• Produce a continuous piece of writing of 600–900 words
• Express their ideas coherently and accurately using an appropriate range of
language
• Develop their writing in a manner appropriate to the form, purpose and
audience.
 Purpose and Skills developed

PURPOSE OF WRITING
• communicate effectively, creatively, accurately and appropriately in their
writing

SKILLS DEVELOPED
• sustaining accurate, fluent and consistent writing
• producing informed responses appropriate to the specified form, style,
context, and audiences
• conveying knowledge and understanding from both specific examples and
wider studies.
 Knowledge and Understanding of...
o the conventions of a wide range of written textual forms
o the linguistic elements and literary features of texts
o the significance of audience in both the design and reception of texts
o the ways in which genre, purpose and context contribute to the meaning
of texts
Examples: • tense
parts of speech/word classes • modality
• vocabulary • narrative perspective
• figurative language • word ordering and sentence structure
• phonology • paragraph and text-level structure
• morphology • formality/informality of tone
• voice • pragmatics
• aspect
 Skills and Techniques…
• writing for a specified audience and purpose, to fulfil •Examples:
the brief provided
• producing an appropriate structure for longer pieces • Freytag’s Pyramid in imaginative
of writing
writing
• organising writing to achieve specific effects
• structuring paragraphs • withholding key information in
• using a range of appropriate linguistic elements and imaginative writing
literary features
• topic sentences, connectives, internal
• expressing ideas accurately and clearly at both
sentence and word level coherence, discourse markers
• reflecting upon and evaluating the qualities of their
own writing, including aspects relating to its purpose,
• imagery in descriptive writing
form and audience
 Purpose
PAFTV helps
Audience
in decoding the
composition Format
question
Tone
V
Voice
 Choose Your
Technique

BRAINSTORMING
TECHNIQUES
What works best!
Starbursting
Starbursting
Example
Rapid Writing
Timed Task
Mind Mapping
Free Writing
 Focused
Free Writing
Free Writing
Prompts
Point Counter Point
Cubism
 Pre Writing Steps to
Success
Read, Read and Read… (1 Hour Daily)

GETTING Learn about the Conventions and Features

TO GREAT of the Different Genres and Texts Types

Practice Interpreting the Questions

 Approaching the Composition

Step 1

Read all 3 Questions

Step 2
12 STEPS
TO Underline the Key words
SUCCESS
Step 3

Do the PAFTV
 Approaching the Composition

Step 4

Cubism Technique to Eliminate and Select

Step 5
12 STEPS
TO Brainstorm
SUCCESS
Step 6

Write the entire Topic in the Answer Script

 Approaching the Composition

Step 7

Begin writing the composition

Step 8
12 STEPS
TO Keep returning to the topic
SUCCESS
Step 9

Focus on Form, Structure and Language

 Approaching the Composition

Step 10

Keep Connecting to what is previously

written

Step 11
12 STEPS
TO Always keep the end in sight
SUCCESS
Step 12

Read, Revise and Edit after completion.

NARRATIVE
WRITING
 What is a Narrative?

A narrative is a form of writing that tells a story.

Sub Genres:
Humour Adventure Fantasy War Historical
Mystery…
 Features of a Narrative

• The plot and structure of the story (even if only a part of it is written)
• Characterisation, voice and narration – who tells the story? Why? Is it the
protagonist or someone else? Is the narrative point of view/perspective Unreliable?
Limited? Omniscient? Unusual?
• The setting and location – where does it take place and how does this link to the
story and characters?
• The use of dialogue or other forms of speech – how can speech develop the action
or contribute to characterisation?
• The use of literary and linguistic devices – what particular uses of language will
create impact and engage the reader?
Narrative Elements

Setting
Character/s
Plot
Conflict
Dialogue
Point of View
Perspective
Tone…
Narrative Structure
Chronological/Linear
Flashback/Flash Forward
Parallelism/Dual Perspective
Multiple Perspectives
In Media Res
In Ultima Res
Circular Plot
Stream of Consciousness
Skewed Plot (Radical) Avoid this!
 Questions to be asked

• Who?
• What?
• Why?
• Where?
• When?
• How will the narrative begin?
• What will be the main climax?
• How will it end? (Perhaps this may be thought of before writing.)
 Don’ts

• End with: It was a dream…, and so I died…, unless that is embedded in

your composition somewhere.
• Include too many characters
• Too many dialogues
• Be too ambitious about structure in the exam. Unless it has been practised
before.
 I Used to Live Here Once

Read the short story and identify the conventions and features of a good
narrative.

http://xtec.gencat.cat/web/.content/alfresco/d/d/workspace/SpacesStore/
0085/ce688da7-2cad-4561-a48d-
dfefad21275b/iusedtolivehereonce_text.pdf
 Exam Questions

1 Write a short story called Mistaken Identity. Your writing should create a situation which
has a surprising ending.
2 Write the opening chapter of a novel called The Survivors. In your writing create an
atmosphere of mystery and tension.
3 ‘Thunder could be heard rumbling faintly in the distance; rain began to spit from the sky;
the wind was beginning to rise. The island lay just before them. They needed shelter and
needed it now …’
Continue a short story from this opening. In your writing create a sense of mood and place.
(You do not have to complete the story.)
DESCRIPTIVE
WRITING
 What is Descriptive Writing?

In which an author paints a picture with words.

What do we describe?
• People, Places, Ideas, Things, Events and Happenings, Movements,
Monuments
• And more…
 Descriptive Writing Features
• Detailed, specific adjectives describing environments, people, events, weather and
other phenomena.
• Reference to the senses.
• Verbs, adverbs and prepositions which create movement or a sense of being.
• Figures of speech to create interesting images and effects. These can be in
individual words and phrases or extend across the whole text.
• Contrast and juxtaposition.
• Varied sentence length and construction.
• Repetition and groups of three
• Close and broad observation – the pen acts like a camera and moves from one
perspective to another.
Descriptive Structure
Chronological or linear: Time,
space, and movement
Zoom in: From general to specific
Zoom out: From specific to
general
360 degrees: Panoramic view
 Don'ts

• Launch into a Narrative when a Descriptive is to be written.

• Write in a haphazard manner.
 Activity 1: Respond to the Image

https://www.google.com/search?q=different+beautiful+images&tbm=isch&ved=2ahUKEwj206iFx_nxAhUzhUsFHXYOAYkQ2-
cCegQIABAA&oq=different+beautiful+images&gs_lcp=CgNpbWcQAzICCAAyAggAMgIIADICCAAyBggAEAgQHjIGCAAQCBAeMgYIABAIEB4yBggAEAgQHjIGCAAQCBAeMgYIABAIEB46BQgAELEDOggIABCxAxCDAToECAAQQ1DQ2Q5Y458PYNmiD2gA
cAB4AIAB3wGIAaYdkgEGMC4yNS4xmAEAoAEBqgELZ3dzLXdpei1pbWewAQDAAQE&sclient=img&ei=keb6YLZHs4qu2g_2nITICA&bih=754&biw=1536&rlz=1C1SQJL_enIN962IN962#imgrc=Oh_cXE1h6WdDRM
Activity 1: Respond to the Image
Activity 1: Respond to the Image
Activity 2: Compare and Contrast
 Activity 3: Examples of Descriptive Writing

• Her last smile to me wasn’t a sunset. It was an eclipse, the last eclipse, noon dying
away to darkness where there would be no dawn.
• My Uber driver looked like a deflating airbag and sounded like talk radio on repeat.
• The old man was bent into a capital C, his head leaning so far forward that his
beard nearly touched his knobby knees.
• The painting was a field of flowers, blues and yellows atop deep green stems that
seemed to call the viewer in to play.
 Examples of Descriptive Writing

• My dog’s fur felt like silk against my skin and her black coloring shone, absorbing
the sunlight and reflecting it back like a pure, dark mirror.
• The sunset filled the sky with a deep red flame, setting the clouds ablaze.
• The waves rolled along the shore in a graceful, gentle rhythm, as if dancing with the
land.
• Winter hit like a welterweight that year, a jabbing cold you thought you could stand
until the wind rose up and dropped you to the canvas.
 Activity 4: Descriptive Sentence

• Use adjective doubles/triplets/stacks

• Figures of speech
• Imagery
• Idioms
• Emotive Words

Make your own sentence. Include at least 2 of the above.

 Exam Questions

1 Imagine you are flying high over a particular landscape. What can you see? What can you
hear? What do you feel?
2 Write a descriptive piece called The Workplace. In your writing focus on colours, sounds
and textures to help your reader imagine the scene.
3 Write two contrasting pieces (between 300–450 words each) about two people in the
same school year. The first piece describes them at the point where they are about to leave
school; the second piece describes them when they meet up again at a student reunion
several years later. In your writing create a sense of their physical appearances and
characters.
PODCASTS
 The Popularity of Podcasts
Podcasts are now widely used for disseminating audio content.
News podcasts and documentary podcasts adhere to specific codes and
conventions in order to develop accuracy and maintain certain ethical standards
that a listener would not find in a theatrical or dramatic podcast.

One way of thinking about the difference between the two is fiction and
nonfiction.

A dramatic or theatrical podcast is fiction. They are free to play with the truth,
embellish, even create storylines in order to establish a relationship with the
audience. However, a news or documentary podcast is like nonfiction. Their job is
to bring balance, insight, and a certain level of objectivity to a subject by
remaining as faithful to the source(s) involved.
 Conventions and Features

• Balance
• Fact
• Bias
• Impartiality
• Subjectivity
• Credibility
• Opinion
• Objectivity • Point of View
• Representation
• Privacy
 Listen to this Podcast

https://www.theteachingspace.com/blog/interview-oliver-caviglioli

Listen to the podcast.

You may read the transcript simultaneously or read it later.

Identify the conventions and features that make it a Podcast.

 Questions

1. Playground fun: Offer activity suggestions that students could try out at
recess and lunchtime.

2. Money tips: How to make money, save money, and be financially

responsible. Students should compile tips for their fellow classmates.

Questions courtesy: Ms Shweta Jhaveri

BLOGS
 Good Blogs Build Relationships
• Appropriate, pertinent and relevant content. Useful with important information and
unique perspective. Be succinct and clearly explain your idea, concept or thought.

• Your blog should aim to help and educate your audience, offering valuable takeaways.

• Engaging: a blog post must be well written. And it is not enough to have perfect
grammar and spelling; it also needs to be personal, interesting, and interactive. A
conversational tone, personal stories and anecdotes are a great way to make a blog post
more engaging.

• Ask for feedback, thoughts, opinions, or even just comments. Include a call to action at
the end to garner a response.

• Bullets and lists are a great way to make sure your content is easy to read.
 Types of Blogs

• Travel Blogs
• Fashion Blogs
• Food and Nutrition Blogs
• Health and Fitness Blogs
• Academic Blogs
• Scientific Blogs
• And more…
 Examples of Blogs

• Take a look at these blogs…

https://blog.anchor.fm/
https://blog.anchor.fm/create/short-podcasts
EDITORIAL
 Editorials
An editorial is an article that presents the newspaper's opinion on an issue. It reflects
the majority vote of the editorial board, the governing body of the newspaper made
up of editors and business managers.
It is usually unsigned.
Much in the same manner of a lawyer, editorial writers build on an argument and try
to persuade readers to think the same way they do.
Editorials are meant to influence public opinion, promote critical thinking, and
sometimes cause people to take action on an issue. In essence, an editorial is an
opinionated news story.
 Conventions and Features

1. Introduction, body and conclusion like other news stories

2. An objective explanation of the issue, especially complex issues
3. A timely news angle
4. Opinions from the opposing viewpoint that refute directly the same issues the writer addresses
5. The opinions of the writer delivered in a professional manner. Good editorials engage issues,
not personalities and refrain from name calling or other petty tactics of persuasion.
6. Alternative solutions to the problem or issue being criticized. Not just complaints but a good
editorial should take a pro active approach ameliorating the situation by using constructive
criticism and giving solutions.
7. A solid and concise conclusion, powerfully summarising the writer's opinion. Packing a punch.
 Read the Editorial Piece

9093/13/O/N/19 – Question 2

• Identify the conventions and features of an editorial…

INVESTIGATIVE
JOURNALISM
 What is Investigative Journalism?

Investigative journalism is a form of journalism in which reporters

deeply investigate a single topic of interest, such as serious crimes,
political corruption, or corporate wrongdoing.
Investigative Journalism means the unveiling of matters that are
concealed either deliberately by someone in a position of power, or
accidentally, behind a chaotic mass of facts and circumstances.
And the analysis and exposure of all relevant facts to the public. In this
way investigative journalism crucially contributes to freedom of
expression and media development.
 Read the Investigative Journalism Passage

9093/13/M/J/16 – Question 1

• What makes it a good example of investigative journalism?

Identify and discuss the conventions and features.