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Question 4

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sandilands83

The document provides guidance on how to answer Question 4, which asks students to compare the use of language in two texts. It emphasizes selecting examples of specific words or phrases and analyzing their effects on the reader. It also stresses providing perceptive comments on the writer's intended effects and comparing the similarities and differences in language features between the two texts. The document demonstrates these skills with examples and encourages highlighting parts of a sample student response that illustrate each skill.

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Question 4 -SCPC Select examples of language/word choices and analyse their effects. Q4: Now you need to refer to Source 3, In Search of Olives and either Source 1 or Source 2. You are going to compare the use of language in two texts, one of which you have chosen. Compare the ways in which language is used for effect in the two texts. Give some examples and analyse the effects.
Q4 SCPC – Some Chickens Peck Camels Select (language feature/word) Comment (on EFFECT) Perceptive (comments) Compare (similarities and/or differences)
Select (word/language feature) • Candidates are being asked to select actual words, phrases or language features that have been deliberately chosen in order to create an effect on the reader • It is therefore essential for candidates to select examples of language that enable them to analyse the effects on the reader effectively • Candidates are not comparing the content of the texts or the structure of the texts. Everything they say needs to be focussed on the use of language • The purpose and audience of a source are only important in so much as they determine the writer’s choice of language. They should not be the focus of the candidate’s response
Select –examples • The use of hyperbole and the metaphor of ‘ticking time bomb’ are used throughout Source 2 to… • The short sentence length and harsh ‘t’ and ‘ck’ consonants of this sentence and the article also reinforce… • The elongation of reading caused by the use of the long ‘i’ vowel sound in the word ‘grind’ also reflects… • This use of playful language emphasizes… Words highlighted in blue show that the student is beginning to comment on effects.
Comment (on EFFECT) • Candidates are being asked to comment on the effect a specific word or language choice has on the reader. This is the most important part of the candidate’s response • The mark band is determined by the quality of the explanation of why a writer has chosen to use a particular word, phrase or language feature and the effect of this choice on the reader • Candidates should avoid generalisations when commenting on effects, ie ‘this is effective because it creates a picture in your mind’ or ‘this is effective because it makes you want to read on’. The effects of the words or details need to be analysed in context
Perceptive Comments • The mark band is determined by the quality of the explanation of why a writer has chosen to use a particular word, phrase or language feature (perceptive comments) and the effect of this choice on the reader • Pick out language features which are less obvious • Provide clever interpretations (about the writer’s intended effect) based on the language features you have identified Example: The elongation of reading caused by the use of the long ‘i’ vowel sound in the word ‘grind’ also reflects the environment of the ‘middle of nowhere’ making the reader feel as if the journey is endless.
Compare (similarities and differences) • Candidates are being asked to compare the use of language in two texts. To compare means to look at the similarities and differences • It is a good idea for candidates to include words or phrases that show similarities and differences to make it clear that they are comparing, for example, ‘both’, ‘is similar to’, ‘on the other hand’, ‘however’ and ‘whereas’
Task: Create a key at the top of page 2 in your Question 4 pack. Choose a highlighter for each skill: SCPC Go through Candidate G’s response (15/16 marks) and highlight - in the according colour - where you identify each skill (Select, Comment on EFFECT, Perceptive comments & Compare)
What does this show you? Hopefully you have identified that Candidate G spends the majority of their time exploring the effects that specific words, phrases or techniques have on the reader. This is what you need to do!
Key Phrases to Use Select The use of… • The writer also uses… • The word… • The writer uses devices such as ___ and ___ to… • The word ___ mirrors the aforementioned ___... • This use of ____ language emphasises… • ____is reflective of___... Comment on EFFECT • This evokes… • This creates feelings of… • The reader feels… • The writer uses ___ to invoke and express their feelings of… Compare • In contrast… • Both sources… • …whereas… • On the other hand, in source__...
Sum Up You do not need an introduction but it’s a good idea to sum up in a sentence like the one below: Source 2 uses _____, _____ and other devices to _____ and _____ the reader whereas Source 3 uses devices to _____ and ______ the writer’s emotions within the reader. Source 2 uses hyperbole, imagery and other devices to shock and inform the reader whereas Source 3 uses devices to describe and invoke the writer’s emotions within the reader.
Have a go yourselves…
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Question 4

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Question 4

  • 1. Question 4 -SCPC Select examples of language/word choices and analyse their effects. Q4: Now you need to refer to Source 3, In Search of Olives and either Source 1 or Source 2. You are going to compare the use of language in two texts, one of which you have chosen. Compare the ways in which language is used for effect in the two texts. Give some examples and analyse the effects.
  • 2. Q4 SCPC – Some Chickens Peck Camels Select (language feature/word) Comment (on EFFECT) Perceptive (comments) Compare (similarities and/or differences)
  • 3. Select (word/language feature) • Candidates are being asked to select actual words, phrases or language features that have been deliberately chosen in order to create an effect on the reader • It is therefore essential for candidates to select examples of language that enable them to analyse the effects on the reader effectively • Candidates are not comparing the content of the texts or the structure of the texts. Everything they say needs to be focussed on the use of language • The purpose and audience of a source are only important in so much as they determine the writer’s choice of language. They should not be the focus of the candidate’s response
  • 4. Select –examples • The use of hyperbole and the metaphor of ‘ticking time bomb’ are used throughout Source 2 to… • The short sentence length and harsh ‘t’ and ‘ck’ consonants of this sentence and the article also reinforce… • The elongation of reading caused by the use of the long ‘i’ vowel sound in the word ‘grind’ also reflects… • This use of playful language emphasizes… Words highlighted in blue show that the student is beginning to comment on effects.
  • 5. Comment (on EFFECT) • Candidates are being asked to comment on the effect a specific word or language choice has on the reader. This is the most important part of the candidate’s response • The mark band is determined by the quality of the explanation of why a writer has chosen to use a particular word, phrase or language feature and the effect of this choice on the reader • Candidates should avoid generalisations when commenting on effects, ie ‘this is effective because it creates a picture in your mind’ or ‘this is effective because it makes you want to read on’. The effects of the words or details need to be analysed in context
  • 6. Perceptive Comments • The mark band is determined by the quality of the explanation of why a writer has chosen to use a particular word, phrase or language feature (perceptive comments) and the effect of this choice on the reader • Pick out language features which are less obvious • Provide clever interpretations (about the writer’s intended effect) based on the language features you have identified Example: The elongation of reading caused by the use of the long ‘i’ vowel sound in the word ‘grind’ also reflects the environment of the ‘middle of nowhere’ making the reader feel as if the journey is endless.
  • 7. Compare (similarities and differences) • Candidates are being asked to compare the use of language in two texts. To compare means to look at the similarities and differences • It is a good idea for candidates to include words or phrases that show similarities and differences to make it clear that they are comparing, for example, ‘both’, ‘is similar to’, ‘on the other hand’, ‘however’ and ‘whereas’
  • 8. Task: Create a key at the top of page 2 in your Question 4 pack. Choose a highlighter for each skill: SCPC Go through Candidate G’s response (15/16 marks) and highlight - in the according colour - where you identify each skill (Select, Comment on EFFECT, Perceptive comments & Compare)
  • 9. What does this show you? Hopefully you have identified that Candidate G spends the majority of their time exploring the effects that specific words, phrases or techniques have on the reader. This is what you need to do!
  • 10. Key Phrases to Use Select The use of… • The writer also uses… • The word… • The writer uses devices such as ___ and ___ to… • The word ___ mirrors the aforementioned ___... • This use of ____ language emphasises… • ____is reflective of___... Comment on EFFECT • This evokes… • This creates feelings of… • The reader feels… • The writer uses ___ to invoke and express their feelings of… Compare • In contrast… • Both sources… • …whereas… • On the other hand, in source__...
  • 11. Sum Up You do not need an introduction but it’s a good idea to sum up in a sentence like the one below: Source 2 uses _____, _____ and other devices to _____ and _____ the reader whereas Source 3 uses devices to _____ and ______ the writer’s emotions within the reader. Source 2 uses hyperbole, imagery and other devices to shock and inform the reader whereas Source 3 uses devices to describe and invoke the writer’s emotions within the reader.
  • 12. Have a go yourselves…