Unit 1 – Understanding Non-Fiction and Media Texts

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Unit 1 Understanding Non-Fiction and Media Texts

• AO3(iii) Explain and evaluate how writers use
  linguistic features to achieve effects and engage
  and influence the reader

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Assessment Objective

• AO3(iii) Explain and evaluate how writers use
  linguistic features to achieve effects and engage
  and influence the reader
• Know some language terms
• Be able to explain the effects of these
• Evaluate HOW and WHY they are used

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The Exam

• On Foundation Tier, you will be asked to analyse
  the language used in one text
• On Higher Tier, you will be asked to compare the
  language used in two texts

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Linguistic Devices

• You need to learn some examples of linguistic
  devices
• In the exam, you must be able to recall these
• You need to be able to identify these and give
  precise explanations of how a writer has used them

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Address

• Does the writer address the reader directly?
• Look for the use of pronouns such as you, we
  and us or the use of rhetorical questions
• Addressing the reader directly draws us into the
  text
• It makes us feel like the ideas matter to us and
  that we are responsible

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Types of sentences

• Short sentences will often be used for impact
• Longer sentences will be used to develop
  particular ideas or examples
• Look out for the following
• Exclamations shock, surprise, anger
• Imperatives instructions or commands
• Questions to make the reader think

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Register

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

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Emotive language

• 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

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Factual language

• Factual language will indicate that something is
  true or has happened
• It will support the writers opinions and ideas

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Vocabulary

• Look at particular types of words such as
  adjectives, verbs and adverbs
• Adjectives describe objects or ideas
• Verbs actions
• Adverbs describe how something is done
• Think about why the writer has used this
  particular word
• What does it mean and how does it support the
  writers views?

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Lexical sets / semantic fields

• These are groups of words that all have a related
  meaning
• They help hold the text together and emphasise
  key ideas e.g. soldiers, trenches, gunfire, mud
  would all make us think of war

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Repetition of keywords

• 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

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Rhetorical devices

• You should look for specific phrases that are
  used for persuasive effect there are a whole
  range of devices to look for
• Remember to explain HOW the device affects the
  reader and WHY the writer has used it
• Give a precise explanation of the rhetorical
  device linked to the purpose of the text

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Reading Framework

• Read the questions
• Read the text
• Work out the PAFT and message
• Highlight examples check the question
• Plan your response use a PEE table

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Model Question

• How is language used for effect by the writer?

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Age Interests Lifestyle Gender
Education Class Job Hobbies Politics
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Plan your answer 1

• Highlight the text, identifying the most
  important examples of language you can find
• 8 marks 16 minutes
• 8 marks at least 3 really good examples
• Annotate your examples with explanations of the
  precise effect

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Linguistic Devices

• Address
• Types of sentences
• Register
• Emotive language
• Factual language

• Vocabulary
• Lexical sets / semantic fields
• Repetition of keywords
• Rhetorical devices

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Plan your answer 2
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Explaining effects

• You must give explanations that are matched to
  the text you have read
• Do not make generic statements like it is
  effective
• Every explanation must use the word because

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Useful analytical language

• This connotes
• This means
• This suggests
• This represents
• This symbolises

• This highlights
• This shows
• This makes us feel
• This creates
• This implies

Use this vocabulary to support your
analytical and evaluative comments about language
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HOW and WHY

• For each example, you need to explain HOW and WHY
  the language is used
• HOW has the writer used the language i.e. what is
  the effect of this word on the reader?
• WHY has the writer used the language e.g. how
  does it help the writer achieve their purpose?

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Banned answers

• YOU MUST NEVER USE THE FOLLOWING PHRASES!!!
• 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
• UNLESS YOU EXPLAIN WHY

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Using PEEL

• Point Identify a technique
• Evidence Give a short quotation
• Explain The effect of this technique on the
  reader
• Link Refer back to the question (repeat some of
  the words)

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Using PEEL an example

• How does the writer use language to persuade the
  reader?
• The writer has used a series of rhetorical
  questions. For example, he writes How many of
  us recycle regularly? These questions make us
  think about our own responsibility to the
  environment and how much rubbish we create. He
  does this 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.

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How this is assessed

• Band 1
• Limited evidence of understanding
• No real appreciation of language
• Very few and poorly chosen examples
• Band 2
• Some evidence of understanding
• Some appreciation of words and phrases
• Attempts to support with examples
• Band 3
• Clear evidence of understanding
• Clear analysis of words and phrases
• Relevant and appropriate quotations used to
  support ideas
• Band 4
• Full and detailed understanding of the content
• Detailed and perceptive analysis of language
• Relevant quotations with perceptive comments