Question 2b: Language

READ G FOR IN
IN TER R
P ETATION

Language

READI NG FOR I NTERPRETATI ON
W i t er s dev el op t hei r t ext
r
i n di f f er ent ways . To
f ol l ow how t he t ext i s
const r uc t ed, y ou need t o
r ecogni s e s om of t he m e
e or
com onl y us ed t ec hni ques and
m
how a wr i t er uses t hem t o
bui l d t hei r t ext dependi ng
on t hei r pur pose.


Par t of r eadi ng f or i nt er pr et at i on i s l ooki ng
at t he use of f act s and opi ni ons i n a t ext –
whi ch we have been l ooki ng at i n pr evi ous
l essons. I t can al so m ean l ooki ng at ot her
l anguage choi ces a wr i t er m akes and t hei r
ef f ect on t he t ext / r eader .
Over t hi s ser i es of l essons, we ar e goi ng t o:
 Be abl e t o i dent i f y di f f er ent l anguage
t echni ques i n a t ext
 Devel op our abi l i t y t o expl or e HOW wr i t er s
use di f f er ent l anguage t echni ques i n t hei r
wr i t i ng
 Devel op our abi l i t y t o expl or e HOW r eader s
ar e af f ect ed by di f f er ent l anguage t echni ques

LANGUAGE
M any wr i t er s choos e t o wr i t e i n s t andar d Engl i sh,
whi ch i s t he f or m t aught i n sc hool s. W t hi n t hat
i
f or m or as an al t er nat i ve t o i t , t hey use a
,
r ange of l i ngui st i c devi ces whi ch you need t o be
abl e t o r ecogni se and di scuss.
Li st as m any l i ngui st i c devi ces and l anguage t ool s
as you can. Subject
Tabloid Newspaper Language: Bias, Emotive, Slang, Specific
Nicknames, Puns vocab
Descriptive language: imagery, senses, adjectives
Rhetoric:
rhetorical questions, Colloquialisms Emotive Language
direct address, use of
anecdote Adjectives and Adverbs Irony and
sarcasm
Simple/complex Imperatives Literary and poetic devices
vocabulary – really - rhyme, alliteration, metaphor,
scary vs utterly
terrifying Superlatives – simile, personification, hyperbole,
worst, best, biggest … onomatopoeia
Formal/informal
vocabulary – Technical Language Loaded language
mother vs mum

LANGUAGE TECH IQUE 1: TH W ITER S
N E R ’
FEELIN AB
G OUT TH SUB
E JECT - BIAS

You need t o l ook
cl osel y at t he wr i t er ’ s
f eel i ng and at t i t ude
t owar ds t he subj ect
t hey ar e wr i t i ng about .

Do t hey have a bi as?

M ch t he annot at i ons t o t he appr opr i at e
at
I DENTI FYI NG BI AS wor ds and phr ases i n t he ext r act .
As i t happens, t he a) A phr ase whi ch i m i es exam nat i ons
pl i
r esul t s do r ef l ec t have been m ade t o seem l ess i m por t ant
t he i m pact of b) A wor d whi ch suggest s cl assr oom

wool l y educ at i onal per f or m ance i s over r at ed
t hi nk i ng, whi c h has c ) A phr ase whi ch i m i es an over -
pl
pl ayed down ac t ual wi l l i ngness t o pl ease and obey
ex am nat i ons and
i d) A wor d whi ch suggest s t he t hi nki ng i s

el evat ed cl ass r oom uncl ear and l ack subst ance
per f or m ance t hr ough e) A phr ase whi ch suggest s a sense of
cour s ewor k. Thi s st r engt h, t oughness and advent ur e
gi ves gi r l s an Com et e t hi s sent ence cor r ect l y.
pl
advant age, si nce B us i ng l anguage i n t hi s w
y ay t he
t hei r gr eat er w t er rei nf orc es hi s opi ni on t hat :
ri
keenness and  Gi r l s wor k har der t han boys.
bi ddabi l i t y t end t o  Cl assr oom per f or m ance and cour sewor k
ear n t hem hi gher ar e m e i m
or por t ant t han exam s.
m ks t han m e
ar or  School s ar e f ai l i ng boys and t hey
nat ur al l y deser ve bet t er .
r ebel l i ous and
i ndi v i dual i st i c

LANGUAGE TECH IQUE 1: TH
N E
W ITER S FEELIN AB
R ’ G OUT THE
SUBJECT - BIAS
 Thi nk back t o t he Cheese Rol l i ng and
Ol ym cs Edi
pi t or i al ar t i cl es. What i s
each wr i t er ’ s f eel i ng/ at t i t ude t owar ds
t he subj ect of t hei r ar t i cl e?
 How di d you i dent i f y t he
f eel i ngs/ at t i t udes?
 I s t he wr i t er bi ased?

Par t of r eadi ng f or i nt er pr et at i on i s
l ooki ng at t he use of f act s and opi ni ons i n
a t ext – whi ch we have been l ooki ng at i n
pr evi ous l essons. I t can al so m ean l ooki ng
at ot her l anguage choi ces a wr i t er m akes and
t hei r ef f ect on t he t ext / r eader .
Over t hi s ser i es of l essons, we ar e goi ng
t o:
wr i t i ng

LANGUAGE TECHNI QUE 2: LANGUAGE
TO CONVI NCE – RHETORI CAL
DEVI CES
W i t i ng t o ar gue and per suade shar e a
r
set of Rhet or i cal Devi ces t hat wr i t er s
can use t o m ake t hei r poi nt m e
or
per suasi ve.

W hen r eadi ng t o i nt er pr et you shoul d
be l ooki ng out f or t hese and HOW t hey
ar e used i n t he t ext t o suppor t t he
t ext ’ s pur pose or get a r eact i on f r om
t he r eader .

Conventions of Writing to Argue/Persuade
Technique Meaning Example
Rhetorical Question When the writer asks a question- not to get Can you light a fire? (Challenge)
an answer but to challenge you, entice you, Can you watch this poor child suffer?
make you think, feel guilty, or examine your (Guilt inducing)
conscience. Why turn down 0% finance? (Enticing)

3-Point List Persuaders often use lists of three. They Tired, hungry and homeless, John is typical of the
seem to have a special rhythm that sticks in people who seek our help.
the mind and gets the message across. You’ll find it intellectually stimulating, creative
and endlessly varied.

2 Part Contrast Before……..After Last Christmas John was living rough on the streets.
This is the way it is…. This year, he has clean clothes and a warm bed. You
This is how it could be. see, the money you give really does make it a
Stark contrasts are powerful persuaders. difference.

Repetition Repeating the same word or phrase is bound Come to life.
to have an effect! Come to Butlins.
You’ll learn how to present, support……You’ll learn
how to make a difference to people’s lives.

Make it Personal Getting the reader involved by using ‘you’ Designed to fit the way you live your life.
or making them feel part of something by
saying ‘we.’ Together, we can make a difference.

Emotive Language Words which play on the readers emotions. Starved and beaten, this poor puppy would have
died a miserable death without your help.

Exaggerated Claims Language which makes things seem better, Teaching is the ultimate profession.
more exciting than they really are.
Carlsberg- probably the best lager in the world.

Technique Meaning Example
Long Descriptive Longer, complex and compound sentences,
allow the writer to paint an attractive word
This desert of ice is so unique and uncommon to
man’s experience, that even the best of photographs
Sentences picture. are mere attempts at describing the sheer magnitude,
the awe, the beauty of it. (Travel brochure- Antarctica)

Short Powerful Short sentences have real impact. Such wonder can only be felt not defined.

Sentences
Selective Use of Facts Not exactly lying, but being economical You can earn up to £40, 000 as a classroom teacher .
with the truth. Only using facts that support (Notice words up to)
your case, leaving out the facts that don’t.

Imperative Sentences Don’t give your audience a choice – Imagine you are homeless…
command them to do something. Call this number…
(Commands) Send money now…

Anecdotes Incorporating stories/experiences from I have seen the devastation that drought can cause.
your own past will make your speech When I visited Africa, I witnessed…
interesting and you will show your
audience that you know what you are
talking about.

Counter-argument Recognise that there are counter- I understand that fox-hunting can seem evil, however,
arguments or an alternative viewpoint to had you thought about the helpless chickens that they
what you are saying; mention them and kill…
then go on to say why they are wrong/you
are right.

Herd Mentality No-one likes to be the ‘odd one out’ so tell Everybody knows that…Obviously…You must be on a
the reader that they will be if they don’t different planet if you haven’t noticed…
agree with you.

Good persuaders sign off on a strong note. Teaching is the ultimate profession. Because, of
Powerful Ending course, without teaching there are no other
professions.

LANGUAGE TECHNI QUE 2: LANGUAGE TO
CONVI NCE – RHETORI CAL DEVI CES

1. Read t he ar gum ent i n f avour of
usi ng Buf f y t he Vam r e Sl ayer
pi
i n t he cl assr oom .
2. Choose one f act and one opi ni on
f r om t he ar gum ent . How does
each suppor t t he wr i t er ’ s
ar gum ent ?
3. Usi ng t he Co n v e n t i o n s o f W i t i n g
r
t o Pe r s u a d e wor ksheet , f i nd and
l abel f eat ur es of wr i t i ng t o
per suade t hat t he wr i t er has

For eac h ques t i on number t he f eat ure on your s heet w t h t he
i
s am num
e ber as t he ques t i on t hen ans wer t he ques t i on i n your
exerc i s e book.
1. The wr i t er asks quest i ons l i ke, “ sur el y we want chi l dr en t o
enj oy l i t er at ur e and be exc i t ed by s t or i es ?” What i s t he
ef f ect of t hi s quest i oni ng on t he r eader ?
2. The wr i t er uses shor t power f ul sent ences i n t hi s ar gument .
Choose one and expl ai n how i t af f ect s t he r eader .
3. The wr i t er uses t he em i ve phr as e: “ I t woul d be easy t o j um
ot p
t o t he t hought l ess concl usi on. . . ” How i s t hi s meant t o make
t he r eader f eel ?
4. What i s t he ef f ect of begi nni ng t he ar gument wi t h t he count er
ar gument ?
5. How does t he wr i t er use t he f act about “ . . . 2. 6 m l l i on
i
peopl e. . . ” ?
6. The wr i t er uses sever al l i s t s of 3. Choos e one t o expl or e
how t he wr i t er uses t hi s t echni que t o hel p ac hi eve t he t ext ’ s
pur pos e.
7. The wr i t er s ays : “ . . . we ar e t r yi ng t o t each our chi l dr en. . . ”
How i s t he wr i t er us i ng per sonal addr ess t o per suade t he
r eader ?


Ever y ar gum ent shoul d be wel l
st r uct ur ed. Fi nd and l abel :
a) t he wr i t er ’ s t hr ee m n poi nt
ai s
( cl ue: l ook f or t he t opi c
sent ences)
b) t he evi dence used t o suppor t each
m n poi nt
ai
c) t he connect i ves used t o m ake t he
ar gum ent cohesi ve
d) How does t he wr i t er l i nk t he
i nt r oduct i on and concl usi on? What
im age i s r epeat ed?

LANGUAGE TECHNI QUE 2: LANGUAGE
TO CONVI NCE – RHETORI CAL
DEVI CES
Now f or t he exam st yl e answer – r em ber
em
t o PEARL!
How does t he wr i t er
encour age t he r eader t o
si de wi t h her ar gum ent
t hr ough t he l anguage she
uses? Consi der : t he l anguage
f eat ur es ( convent i ons of wr i t i ng t o
per suade) and how t he wr i t er
engages t he r eader ( em i ve;
ot
per sonal ; r het or i c al quest i on) .

W B FFY THE VA PIRE SHOULD BE
HY U M
STUDI ED AT KEY STAGE 3.
B f f y t he Va mp i r e Sl a y e r m
u ay j ust appear t o
be a popul ar Am i can t el evi si on ser i es t o
er
be enj oyed at hom of an eveni ng. But
e
beneat h t he sur f ace of t hi s i nnocent seem ng i
sci - f i ext r avaganza l i es a wel l - cr af t ed,
exper t l y wr i t t en pr ogr am e abl e t o r each
m
t oday’ s yout h wi t h har d- hi t t i ng m essages on
cul t ur al l y r el evant i ssues. Thi s i s t he
sor t of t eachi ng ai d t hat we as t eacher s
have been l ongi ng f or – t he per f ect t ool i n
t eachi ng Key St age 3 st udent s about t he
power of t he m edi a i n t he t went y f i r st
cent ur y.

I t i s a f act t hat t oday’ s yout h wat ch
f ar m e t el evi si on t han any gener at i on
or
bef or e t hem . A r ecent sur vey by t he
Tel evi si on Br oadcast i ng Associ at i on
f ound t hat , ‘ a TV set i s swi t ched on f or
si x hour s 47 m nut es on aver age ever y
i
day’ . I t woul d be ver y easy t o j um t o p
t he t hought l ess concl usi on t hat al l t hi s
i s t i m ‘ wast ed’ on wat chi ng poi nt l ess
e
pr ogr am es but i f you have any
m
under st andi ng of t oday’ s soci et y you
wi l l know t hat t he m edi um of t el evi si on
i s one of t he gr eat est and m ost val uabl e
sour ces of i nf or m i on avai l abl e t o our
at
chi l dr en. B f f y t he Va mp i r e Sl a y e r
u
r epr esent s par t of t hi s m edi um .

Of cour se, t her e wi l l al ways be a pl ace f or t he
cl assi c novel s of such gr eat s as Shakespear e and
Di ckens but t i m es ar e m ovi ng on and i n or der t o
t each st udent s about i m por t ant i ssues, such as
cul t ur al di ver si t y, gr owi ng- up and our m al or
obl i gat i ons, we need t o f i nd a m e r el evant
or
sour ce. B f f y t he Va mp i r e Sl a y e r i s t hat sour ce.
u
B f f y t ackl es a m t i t ude of soci al l y r el evant
u ul
i ssues and each one i s handl ed wi t h a bal anced and
r esponsi bl e appr oach. The pr ogr am e m m ay use
m onst er s and ot her f i ct i onal cr eat ur es t o put t hese
i ssues acr oss but t hi s al l egor y i s not l ost on
st udent s. On t he cont r ar y, when i ssues ar e l at er
di scussed wi t h st udent s t hey show a cl ear
awar eness of t he pr ogr am e’ s r el evance t o r eal
m
l i f e. B f f y i s par t of t oday’ s cont em
u por ar y
cul t ur e and as such st udent s ar e abl e t o em pat hi se
wi t h i t , t o enj oy i t and see t he r el evance of i t
on t hei r own l i ves and sur r oundi ngs. I n shor t t hey
can LEARN f r om i t .

Twent y- f i r st cent ur y st udent s l i ve i n t i m e
wher e t echnol ogy can do f ant ast i c t hi ngs,
wher e m ovi es can be com et el y com
pl put er
gener at ed and t he I nt er net i s f act r epl aci ng
st at i c l i br ar i es. Can we expect out chi l dr en
t o be t ot al l y engaged by a m ust y ol d book when
at hom t hey ar e pr esent ed wi t h wonder f ul
e
oppor t uni t i es t o exper i ence st or i es br ought t o
l i f e wi t h st ar t l i ng r eal i sm on scr een? Sur el y
we want chi l dr en t o enj oy l i t er at ur e and be
exci t ed by st or i es? B f f y ut i l i ses
u
gr oundbr eaki ng speci al ef f ect s and t he m ost -
up- t o- dat e pr oduct i on t echni ques i n t ur ni ng
i t ’ s awar d- wi nni ng scr i pt s i nt o st i m at i ng
ul
t el evi si on. I t i s one of t he m ost hi ghl y
r at ed t el evi si on shows i n Am i ca, wi t h a
er
r ecent pol l f i ndi ng t hat 2. 6 m l l i on peopl e
i
t une i n t o wat ch i t each and ever y week. It
i s j ust t he sor t of t hi ng t hat we shoul d be
usi ng i n our cl assr oom t o engage st udent s and
s

At Key St age 3 Engl i sh we ar e t r yi ng
t o t each our chi l dr en, not onl y
Engl i sh but , about l i f e. W need
e
al l t he t ool s t hat we can gat her t o
do t hi s and B f f y t he Va mp i r e Sl a y e r
u
coul d be t he power - t ool i n our
t eachi ng boxes. W e el se coul d a
her
Zom e show us t he di f f er ence
bi
bet ween r i ght and wr ong? Or a huge,
gr een sea m onst er t each us about
accept i ng cul t ur al di f f er ence? The
Sl ayer m ay onl y be a gi r l but she
coul d put som bi t e i nt o l essons.
e

LANGUAGE TECHNI QUE 3: SPECI ALI ST
TEXTS - SUBJECT SPECI FI C VOCABULARY
A wr i t er m ght choose t o use a r ange of wor ds dr awn f r om t he
i
sam ‘ subj ect ar ea’ .
e For exam e, i f t hey ar e wr i t i ng about
pl
m edi cal condi t i ons, t hen many of t he wor ds may com f r om
e
t hat f i el d. You m ght expect t o f i nd wor ds l i ke: syr i nge,
i
sym om pr escr i pt i on and di agnosi s.
pt ,

The ef f ect of usi ng subj ect speci f i c vocab i s t o i m bue t he
t ext wi t h aut hor i t y. When t he wr i t er uses t hem t hey
dem onst r at e knowl edge of t hei r t opi c ar ea t hat i s bot h
i nf or med and ext ensi ve.

W t i ng about Subj ec t Spec i f i c Voc ab.
ri
When wr i t i ng about t hi s i n an exam answer you m ght usei
phr ases l i ke:
•The wr i t er dr aws on l anguage f r om t he sem ant i c f i el d of . . .
•The wr i t er exem i f i es t hei r knowl edge of t he t opi c by
pl
usi ng l anguage f r om . . .
•Vocabul ar y f r om t he subj ect speci f i c f i el d of . . . i s
ef f ect i ve i n conveyi ng t he wr i t er ’ s knowl edge and
under st andi ng about . . . , t hi s i s ef f ect i ve because i t
est abl i shes t hei r aut hor i t y over t he r eader .

LANGUAGE TECHNI QUE 4: TECHNI CAL AND
EMOTI VE LANGUAGE
 For each l anguage f eat ur e l i st ed bel ow, copy
and wr i t e whet her i t i s TECHNI CAL or EM OTI VE.

St at i st i cs St r ong opi ni ons Exagger at i on
Jar gon Bi as Rhet or i cal
•Fi nd t Questf ieat ur es of em i ve l anguage i n t he t ext bel ow.
hr ee ons ot
For each f eat ur e, gi ve an exam e and descr i be what ef f ect
pl
i t cr eat es.
W hat ki nd of f ut ur e do we want t o gi ve our chi l dr en? Do we
want t hem t o have f r esh ai r t o br eat he? Do we want a cl ean,
saf e envi r onm ent t hey can enj oy and shar e wi t h t hei r own
chi l dr en?
Or do we want a f i l t hy, bar r en, concr et e pl anet wi t h not hi ng
l ef t of our once gr een and pl easant l and, wher e t r ees ar e
j ust som hi ng f ondl y r ecal l ed by t hei r ol d, eccent r i c
et
gr andpar ent s?
The answer i s sur el y obvi ous. Yet i f we al l ow t he si t uat i on
t o car r y on as i t i s now, wi t h m ass def or est at i on and
over devel opm ent i n t he wor l d’ s m ost f r agi l e envi r onment s,

TECHNI CAL AND EMOTI VE LANGUAGE
 How does t he t echni cal l anguage i n t hi s
ext r act f r om an ar t i cl e about cl i m e at
hel p t he wr i t er get i nf or m i on acr oss
at
ef f ect i vel y t o t he r eader ?
The Uni t ed Ki ngdom has a t em per at e
m i t i m cl i m e, wi t h m
ar e at ost l owl and
ar eas r ecei vi ng bet ween 500 and 1000m m
of annual pr eci pi t at i on. Annual
t em per at ur es ar e gener al l y bet ween 5
and 15C, wi t h ur ban ar eas up t o 5C
war m er t han r ur al ar eas, due t o t he
ur ban heat i sl and ef f ect . The sout h i sInsolation is
radiation
al so war m er t han t he nor t h, due t o from the sun
that heats
hi gher l evel s of i nsol at i on. the planet


Par t of r eadi ng f or i nt er pr et at i on i s l ook i ng
at t he us e of f act s and opi ni ons i n a t ext –
whi ch we hav e been l ooki ng at i n pr evi ous
l es sons. I t can al so m ean l ooki ng at ot her
l anguage choi ces a wr i t er m akes and t hei r
ef f ect on t he t ext / r eader .
Over t hi s ser i es of l ess ons , we ar e goi ng t o:
t ec hni ques i n a t ext
 Dev el op our abi l i t y t o expl or e HOW wr i t er s us e
di f f er ent l anguage t echni ques i n t hei r wr i t i ng
 Dev el op our abi l i t y t o expl or e HOW r eader s ar e
af f ect ed by di f f er ent l anguage t echni ques i n
wr i t i ng

LANGUAGE TECHNI QUE 5: W TI NG
RI
TO DESCRI BE

How many descr i pt i ve
t ec hni ques c an you
t hi nk of ?

DESCRI PTI VE LANGUAGE
Read t he t ext bel ow, t hen answer t he
quest i ons i n t he l ovel y col our ed box.
From M ori es of Al dport , by Geof f B kl ey
em uc
I vi s i t ed t he ol d, ghos t l y r ai l way st at i on down t he
r oad f r om wher e I gr ew up. The gr ey, r us t y br i dge
seem ed t o har bour count l es s m or i es of days gone by –
em
t he t hunder ous r oar of an appr oachi ng t r ai n echoi ng
down t he t r ack l i ke a pr em oni t i on of an al i en
i nvas i on.

The f act t hat not hi ng pass es under i t any m e adds t oor
t he eer i e at m ospher e i t has now, and t he st r ange s ens e
of so m any l i v es hav i ng been l i v ed under i t i n t he
past . I woul d l i ke t o t ak e a st r ol l al ong i t s
f or bi ddi ng, ov er gr own l i nes – but t he com nat i on of
bi
an unnec ess ar y bar bed wi r e f ence and t he dense,
A) st ow does at he w bus hes sur r oundi he rai l ws i dit ngson he y
H r angul t i ng ri t er f eel about t ng t he ay s at i sadl
m c ri hi s? i m
des t bes
ake possi bl e.
B W
) hat w t i ng t ec hni ques are us ed t o des c ri be t he s t at i on and
ri

METAPHOR AND SI M LE
I
What i m essi on i s cr eat ed by
pr
t he f ol l owi ng si m l e? How does
i
i t cr eat e t hi s i m essi on?
pr
Jane’ s ef f or t s t o cheer Tom up
wer e as f r ui t l ess as t he Sahar a
Deser t .

 How ef f ect i ve i s t he f ol l owi ng
m aphor ? Expl ai n your answer .
et
Hi s f ace was a snowf i el d of
f ear .

PERSONI FI CATI ON,
ALLI TERATI ON AND
ONOM ATOPOEI A
 For each ext r ac t , wr i t e down t he
t ec hni que bei ng us ed and say what
ef f ect i t cr eat es.
• The com put er squawk ed i nt o l i f e
bef or e cheer i l y i nf or m ng m I
i e
had per f or m ed an i l l egal
oper at i on.
• The t hum ng beat s on of f er at
pi
t he venue now ar e a di f f er ent
wor l d f r om t he Oom pa t unes of
ol d.

I RONY AND SARCASM
Br i ef l y expl ai n each of t he t er ms:
a) I r ony
b) Sar casm
c) Sat i r e
W hat i s t he ef f ect of t he wr i t er ’ s
sar cas t i c t one i n t hi s ar t i cl e about
ext endi ng pub l i censi ng hour s?
Of cour se, t he sol ut i on t o bi nge- dr i nki ng
I RONY: per f ec t l y cl ear : t we convey d keep i n g t hat i s
i s t he use of wor ds o s houl a me a n pubs
t heopen al tl e day i l s l i t er Thi s a n i n g : ever yone y of her
opposi of t ong. al me way, t he i r o n
r epl y, l “ How ni ce! ” when he sai d I of beer wor k al l
wi l get bor ed of t I i dea had t o and
weekend. upA k ni tm i ngwii tnsthat i s m c an pi ctt he e
t ak e
SARCASM
t ead. I ur
i t now: tf he young l out s who arer r or i s e our of
: or of t t ked by use
l anguage tshat li ls sur endedalt lo mur n i tt o eachi m t he but t
st r eet wi i nt el y t ake s vi ct
of ot her pt or say, cul e you k now what , Jer em
cont emand r i di ‘ Do y?
Thi s dr i nki ng of ar k our , i r ony,t exagger at i on, or
SATI RE: The use
l hum j ust i sn’ t he wheez e
i t used t o be when we got c l ear ed out by
r i di cul e –t o ’ expose i and l cr i consi der i ng e' s sti upi di t y or
11pm I m s er ous y t i ci ze peopl m l f e y
vi ces. i ons’ .
opt

TASK: DESCRI PTI VE W TI NG
RI
 Read Ri char d Br anson’ s account of a
hot ai r bal l oon acci dent . Thi s t ext
i s a descr i pt i ve account f r om
Br anson’ s aut obi ogr aphy.
 Annot at e t he f eat ur es of descr i pt i ve
l anguage used i n t he ar t i cl e. Don’ t
f or get t hat sent ence st r uct ur e and
punct uat i on can hel p bui l d
descr i pt i on.

ANSW THESE QUESTI ON I N YOUR BOOK
ER
1. Look at t he sec ond par agr aph, f i nd and wr i t e down 2 ver bs
whi ch show how t he bal l oon l ands. Fi nd and wr i t e down 2
ver bs whi ch show t he m em
ov ent of t he m en i n t he bal l oon.
What ef f ect does t he wr i t er ’ s use of ver bs cr eat e?
2. W ar e ‘ . . . bounc i ng al ong t he t ops of t he wav es l i k e a
hy
st one, sk i m ed by a gi ant hand. . . ’ and ‘ r i di ng t he wav es
m
l i k e a bat ht ub t oy ’ ef f ect i ve ways of descr i bi ng. Expl or e
eac h i ndi vi dual l y.
3. How do you k now t hat Li ndst r and i s f r i ght ened and
pani ck i ng?
4. I n par agr aph 3, what i s sugges t ed by t he phr ase ‘ sl umped i n
a s eat ’ ?
5. I n par agr aph 6, How does Ri char d f eel ? How does t he
l anguage show t hi s ?
6. How does t he l anguage used i n t he f i nal par agr aph show how
Ri c har d’ s f eel i ng change as he get s t he bal l oon under
cont r ol ?
7. ‘ : 75, 100, 200, 500 f eet ’ W hat does t he use of t he col on
i ndi cat e? What ef f ec t does t hi s hav e?
8. I n t he second par agr aph, why ar e som of t he sent ences i n
e
t hi s par agr aph i n i t al i c s? What i s t he ef f ect of t hi s?

An ext r act f r om an account of Ri char d Br anson and Per Li ndst r and’ s f at ed
at t empt t o br eak t he wor l d r ecor d f or a l ong- di st ance bal l oon f l i ght .
W hast i l y consi der ed our di f f i cul t si t uat i on.
e W nd speed was m
i uch hi gher
t han we had expect ed, and i f i t car r i ed on i n t he sam di r ect i on, we coul d be
e
swept m l es of f t he coast by t he t i m dar kness f el l .
i e A gr ound l andi ng was
m uch t oo unpr edi ct abl e. I nst ead, we wer e at t em i ng t o br i ng t he bal l oon
pt
down now, on a beach i f possi bl e, or near one. Li ndst r and began br i ngi ng i t
down. W had r ehear sed t he pr ocedur e f or such a l andi ng count l ess t i m
e es i n
our heads. Li ndst r and woul d push t he t wo r ed i gni t i on but t ons t o f i r e t he
expl osi ve bol t s and r el ease t he bal l oon f r om t he capsul e. I f t he bal l oon
r em ned at t ached t o t he capsul e, i t woul d ei t her dr ag i t uncont r ol l abl y
ai
acr oss t he sea or t ur n t he capsul e i nt o a subm i ne, dr aggi ng i t bel ow t he
ar
waves wi t h i t s wei ght , and al m ost cer t ai nl y dr owni ng t he bot h of us. I f al l
went t o pl an, however , t he bal l oon woul d be r el eased, l eavi ng t he capsul e t o
f l oat saf el y on t he wat er unt i l we coul d be col l ect ed.
The capsul e bounced on t he wat er wi t h a r esoundi ng t hum p, shaki ng us bot h.
Li ndst r and punched f r ant i cal l y at t he i gni t i on but t ons f or t he expl osi ve
bol t s. “ The y ha v e n ’ t g o n e o f f ! Ge t o u t , Ri c ha r d ! Ge t o u t ! ” Li ndst r and
pr i sed of f t he canopy, and cl am ber ed ont o t he t op of t he capsul e, wi t h m e
cl ose on hi s heal s. The capsul e was ski ddi ng and bounci ng al ong t he t ops of
t he waves l i ke a st one, ski m ed by a gi ant hand, t he bal l oon f l appi ng and
m
bi l l owi ng ahead. Then Li ndst r and was shout i ng, “ Ju mp , Ri c ha r d , f o r g o o d n e s s
s a k e , j u mp ! ” – and Li ndst r and was gone. I was al one!
I pul l ed m ysel f t o t he edge of t he r ai l , wher e Li ndst r and had been j ust
m ent s bef or e, and l ooked down.
om The bal l oon was r i si ng upwar ds l i ke an
expr ess el evat or : 75, 100, 200, 500 f eet above t he wat er . I t was t oo l at e t o
j um now.
p Looki ng down ont o t he gr ey wat er I coul d see no si gn of
Li ndst r and. I cl amber ed back t hr ough t he r oof i nt o t he capsul e, sl um ped i n a
seat , and t ugged at t he handl e of t he bur ner s t o gi ve m ysel f t i m t
e o t hi nk.
The bal l oon was ascendi ng at what seem ed t o be an ast oundi ng r at e, i nt o t hi ck

Above m t he bur ner s gave of f a t hi n and wat er y l i ght .
e I was f i ndi ng i t har d t o
br eat he. I had r i sen m uch f ur t her and f ast er t han I had or i gi nal l y t hought . I
pul l ed t he oxygen m ask on and t ook sever al deep br eat hs t o cal m m ysel f down.
“ Thi nk, Ri char d, t hi nk! ” I coul d par achut e out .

I st r apped on m par achut e and
y l i f er af t and cl am ber ed back ont o t he r oof of t he
capsul e. W t hi s goi ng t o be
as i t ? For a f l eet i ng m ent , I bel i eved I was
om
about t o di e. I pul l ed mysel f back i nt o t he capsul e, f ound a penci l and paper
and scr i bbl ed a not e t o m f am
y i l y. “ I l ove you. ” Then I cl am ber ed back out
agai n.

The m al on t he capsul e r oof was f r eezi ng col d and dam t o t he t ouch.
et p I
shi ver ed. I f el t ver y, ver y al one. Peer i ng over t he edge I coul d see onl y
t hi ck m st .
i I t was i m possi bl e t o t el l whet her I was over l and or wat er , but I
t hought t hat som ewher e I coul d hear t he chat t er of hel i copt er r ot or bl ades. I
di d not want t o j um p. A f eel i ng of nausea cam i nt o m t hr oat .
e y I had t o j ump.
But wai t . Supposi ng I j um ped, l anded i n wat er , and wasn’ t seen. W dn’ t
oul
ever ybody assum t hat I and Per wer e st i l l i n t he bal l oon? Nobody woul d be
e
l ooki ng f or m i n t he sea.
e Per woul d dr own, i f he hadn’ t dr own al r eady! I
woul d dr own t oo. It m ade m e sense t o st ay i n t he bal l oon; t hat i s what t he
or
r escue ser vi ces woul d be wat chi ng out f or . I m ust br i ng t he bal l oon down
m ysel f , t hen I coul d t el l t hem wher e t o l ook f or Per ; t hen we woul d bot h be
saf e.

Shi ver i ng, I pul l ed m ysel f back i nsi de t he capsul e. How l ong had I been up her e
by m ysel f ? Ten m nut es? Twent y? I t seem
i ed l i ke an hour . I set t l ed mysel f
i nt o m seat .
y I was br eat hi ng m e evenl y now, t uggi ng at t he l ever s whi ch
or
cont r ol l ed t he bur ner s, vent i ng t he bal l oon. Ever yt hi ng accor di ng t o pr ocedur e.
The bal l oon was descendi ng sl owl y now; t he cl oud t hi nni ng. And t hen i t was

NOW TRY W TI NG A RESPONSE TO
RI
THI S QUESTI ON:
How does t hi s ext r ac t c onv ey
t he em i ons of t hi s
ot
bal l ooni ng event ?
I n your ans wer , wr i t e about
t he l anguage us ed by t he
w t er.
ri

Part of reading for interpretation is looking at
the use of facts and opinions in a text – which
we have been looking at in previous lessons. It
can also mean looking at other language choices
a writer makes and their effect on the
text/reader.
Over this series of lessons, we are going to:
 Be able to identify different language
techniques in a text
 Develop our ability to explore HOW writers use
different language techniques in their writing
 Develop our ability to explore HOW readers are
affected by different language techniques in
writing

LANGUAGE TECHNIQUE 6: WRITING
TO ADVISE

LANGUAGE TECHNIQUE 7: WRITING
TO REVIEW

LANGUAGE
 Language use can be l i nked t o audi ence
and/ or pur pose and/ or f or m and/ or t one.
 So you need t o i dent i f y pur pose, audi ence,
f or m and t one bef or e you can answer
successf ul l y expl or e t he l anguage use.
 Hi ghl i ght t he l anguage f eat ur es i n a t ext
bef or e you wr i t e a r esponse t o a l anguage
quest i on. Then choose t he best 3- 4
f eat ur es t o wr i t e about .
 Your answer m ust expl or e speci f i c l anguage
use i n det ai l – l i st i ng t he f eat ur es i n a
t ext won’ t get you ver y m any m ks.
ar
 Your answer m ust f ocus on speci f i c wor ds
and phr ases, t hen com ent on t hei r ef f ect
m
– gener al com ent s about t he use of , f or
m
exam e, al l r het or i cal quest i ons m
pl aki ng
t he r eader t hi nk, won’ t get you ver y m any

Par t of r eadi ng f or i nt er pr et at i on i s
l ooki ng at t he use of f act s and opi ni ons i n
a t ext – whi ch we have been l ooki ng at i n
pr evi ous l essons. I t can al so m ean l ooki ng
at ot her l anguage choi ces a wr i t er m akes and
t hei r ef f ect on t he t ext / r eader .
Over t hi s ser i es of l essons, we have l ear nt
t o:
wr i t i ng
ar e af f ect ed by di f f er ent l anguage

LANGUAGE TECHNI QUE 8: PUNCTUATI ON
For each of t he sent ences bel ow
expl ai n what ef f ect t he di f f er ent
punct uat i on has:
 The pr obl em had been ongoi ng t he
s
whol e t r i p: r ai n, m ssi ng t ent pol es,
i
no m ches. . . and now, 60 m
at ph wi nds!
W hat wer e t hey t o do? W d t he bear
oul
get bor ed and l eave? W d i t go t o
oul
sl eep? Or woul d i t si m y st ay wher e
pl
i t was, wai t i ng f or t hem ?
 The cause of t he pr obl em was cl ear l y
t he chi l dr en; t he gi r l s wer e al ways
chat t er i ng and pl ayi ng wi t h t hei r
m obi l e phones.

LANGUAGE FEATURES
R EM ER TH ALW
EM B EY AYS LIN TO: P P
K UR OSE, AUDIENCE, FOR AN
M
TONE
 Fact s and Opi ni ons
 Bi as
 Em i ve wor ds, m
ot aki ng t he r eader f eel posi t i ve or negat i ve or sad or . . .
about t he subj ect of t he t ext
 Evi dence / qual i f i cat i on l i ke anecdot es, st at i st i cs. . .
 Per suasi ve t echni ques l i ke r het or i cal quest i ons, t hr ee poi nt l i st s,
count er ar gum ent s, r epet i t i on . . .
 Descr i pt i ve t echni ques l i ke si m l es, m aphor , onom opoei a. . .
i et at
 Adj ect i ves, adver bs and super l at i ves
 W ds al l l i nked t o t he sam subj ect ( sem
or e ant i c f i el d)
 Techni cal vocab
 Im per at i ve ver bs t o com and
m
 Di r ect and i ndi r ect speech
 Punc t uat i on ( don’ t f orget t hi s )
 Regi st er : l evel of f or m i t y i . e. Use of
al com ex wor ds or
pl
col l oqui al i sm
 St r uct ur e – t he or der of t he poi nt s, t he evi dence pr ovi ded,
concl usi on. . .
 Sent ence use i . e. Use of si m e sent ences t o em
pl phasi se or com ex t o
pl
add descr i pt i on. . .
Denot at i on and c onnot at i on:
Denot at i on: what i s t he l anguage use?
Connot at i on: what t he l anguage m akes t he r eader t hi nk or f eel . The
connot at i ons of a l anguage f eat ur e m ay hel p you t o expl ai n i t ’ s use i n
t he t ext and t hi s i s wher e al l t he m ks ar e.
ar

THE EXAM – QUESTI ON 2B
 Ques t i on 2( b) , i s a ‘ H ? ’ ques t i on.
ow
 It i s al l oc at ed 14 m arks and a page and
a hal f t o ans w er i t . You s houl d s pend
about 20 m nut es on i t .
i
 The ques t i on w l l f oc us on how t he t ext
i
us es i nf orm i on and l anguage t o
at
c om uni c at e i t s s ubj ec t - m t er.
m at
 Suc c es s f ul ans w ers w l l i nc l ude bri ef ,
i
ac c urat e quot at i ons and prec i s e
anal yt i c al c om ent on s pec i f i c l anguage
m
c hoi c es .
 General i s ed c om ent about l anguage and
m
s pot t i ng of devi c es or l i s t i ng of

W TI NG ABOUT LANGUAGE
RI
YOU SHOULD LOOK FOR THE W AYS A W TER USES
RI
LANGUAGE I N ANY M EDI A/ NONFI CTI ON TEXT.

WORD BANK
 STEP 1: I dent i f y t he pur pos e, audi ence, f or m and
t one of t he t ex t . To sound thoughtful:
 STEP 2: Annot at e t he l anguage f eat ur es as you can
f i nd i n t he t ex t .
 STEP 3: Sel ect 3 or show analysis:t o wr i t e about .
To 4 f eat ur e
 STEP 4:
 W i t e 3 or 4 par agr aphs – par agr aphs gi v es a c l ear
r
s t r uct ur e f or t he mTokcontinue your point:
ar er t o see.
 Li nk each poi nt t o t he m essage/ audi ence/ at t i t ude/
f eel i ngs/ pur pos e/ . M ake sur e evi denc e i s pr ov i ded wher e
poss i bl e.

TI P: Rat her t han st at i ng your expl anat i on as a f act ,
use m odal i t y t o expr ess unc er t ai nt y: ‘ It
c oul d/may/m ght be t hat /m
i akes m t hi nk/s ugges t s ’ .
e
Thi s wi l l m ake you sound consi der ed and t hought f ul .
Rem ber t o use wor ds whi ch show anal ysi s, l i ke:
em
s ugges t s , i m i es , gi ves us t he i m
pl pres s i on t hat ,
s how , hi ghl i ght s , i ndi c at es . . .
s
I f you want t o m ake t he sam poi nt usi ng a di f f er ent
e
exam e, use: f urt hers , em
pl phas i s es , rei nf orc es . . .

TRY THI S ASSESSMENT STYLE
QUESTI ON:
I t hi nk I ’ ve caught one
M k Cur r i e’ s shar k at t ack st or y m
ar akes
an exci t i ngnewspaper ar t i cl e. Expl ai n
how t he newspaper r epor t er t el l s t he
st or y i n a way t hat keeps t he r eader
on t he edge of t hei r seat .
I n your answer you shoul d wr i t e about :
 How he shows t he danger M k was i n
ar
 The wor ds and phr ases he uses

Rem ber t o use t he P
em EEEEL st r uct ur e
t o suppor t your answer f ul l y.
Let ’ s br eak i t

I THI NK I ’ VE CAUGHT ONE
Som det ai l s and em i ons i n a t ext ar e
e ot
not m ade expl i ci t t o t he r eader . They ar e
l ef t f or us t o i nf er and deduce. W can do
e
t hi s by l ooki ng at t he l anguage a wr i t er
uses t o t el l t hei r st or y.
I n t he openi ng sect i on of t he ar t i cl e ( up
t o ‘ l i ke an ant i n a j ar ’ ) , t he wr i t er
bui l ds t he dr am a, descr i bi ng t he m ost
dr am i c par t s of M k’ s st or y.
at ar
Under l i ne al l of t he wor ds whi ch ar e used
to m ake t he r eader f eel exci t ed about t he
st or y.
I dent i f y t hree of t he wor ds t he wr i t er
uses t o cr eat e t he exci t em ent , and br i ef l y
expl ai n t he ef f ect of t he each wor d on t he
r eader ( annot at e besi de t hem . )

The r est of t he ar t i cl e i s a
det ai l ed descr i pt i on of t he
shar k at t ack. I dent i f y wor ds
and phr ases, f r om t he f ourt h
paragraph t o t he sevent h, t hat
t he wr i t er uses t o cr eat e a
sense of how t er r i f yi ng t he
event s wer e, and br i ef l y
expl ai n t he ef f ect of 2 of t he
wor ds on t he r eader ( as
det ai l ed annot at i ons) .

A t ext can be anal ysed i n par t s.
However , a t ext i s desi gned t o be r ead
as a whol e. To be a good, anal yt i cal
r eader you need t o al so be abl e t o
l ook at t he overal l ef f ec t a t ext has
on t he r eader .

Thi nk about t hi s newspaper ar t i cl e.
What does t he r eader f eel by t he end
of i t ? How do we f eel about t he
event s we’ ve r ead about and t he m an
whose st or y i t i s?

NOW ANSW THE QUESTI ON:
ER
I t hi nk I ’ ve caught one
M k Cur r i e’ s shar k at t ack st or y m
ar akes
an exci t i ngnewspaper ar t i cl e. Expl ai n
how t he newspaper r epor t er t el l s t he
st or y i n a way t hat keeps t he r eader
on t he edge of t hei r seat .
I n your answer you shoul d wr i t e about :
 How he shows t he danger M k was i n
ar
 The wor ds and phr ases he uses

Rem ber t o use t he P
em EEEEL st r uct ur e
t o suppor t your answer f ul l y.

14- 12 marks
 A good r ange of poi nt s
secur e under st andi ng of
showi ng a
t he ways i n 2B MARK SCHEME
whi ch i nf or m i on and l
at anguage
cont r i but e t o t he t ext ’ s pur pose
7- 6 marks
 Car ef ul suppor t i ng r ef er ences and  A l i t t l e evi dence t hat t he t ask has
som anal yt i cal com ent
e m
been under st ood
 Sound awar eness of t ext and t ask
 Poi nt s l i kel y t o concent r at e on
11- 10 marks si m er i nf or m i on and basi c
pl at
 Task has been addr essed f or t he m n
ai l anguage f eat ur es
par t  Asser t i ons pr edom nat e, wi t h m ni m
i i al
 A r ange of poi nt s showi ng a sound or no t ext ual evi dence i n suppor t
under st andi ng of t he ways i n whi ch 5- 4 marks
i nf or m i on and l anguage cont r i but e
at
 Consi der abl e m sunder st andi ng of t he
i
t o t he t ext ’ s pur pose
passage and/ or t ask
 Appr opr i at e suppor t i ng r ef er ences and  Som si m e descr i pt i ve poi nt s
e pl
an at t em pt at an anal yt i cal appr oach
 M uch i ndi scr i m nat e r e- t el l i ng of
i
9- 8 marks
t he cont ent , or par aphr ase
 Som f ocus on t he t ask
e
3- 2 marks
 Easi er i nf or m i on poi nt s t oget her
at  Al most com et e m sunder st andi ng of
pl i
show som under st andi ng of t he t ext ’ s
e
passage and t ask
pur pose
 Onl y gl anci ng r ef er ences t o t he t ask
 Com ent s t end t o be descr i pt i ve
m
r at her t han anal yt i cal , and  M ay consi st ent i r el y of
r ef er ences may be i ner t i ndi scr i m nat e r e- t el l i ng, wi t hout
i
expl anat i on or com entm

THE ARTI CLE ENCOURAGES YOU TO Foundation
SUPPORT TONY ALLAN’ S VI EW ON W
S ATER
SHORTAGE.
How does t he l anguage i n t he ar t i cl e hel p t o do
t hi s?
 I n your answer you shoul d r ef er are o: looking
What t we
• I nf or m i on i n t he l eaf l et at?
at Spend about 25 minutes
on this question
• Som of t he wor ds and phr ases
e
REM BER:
EM
( 14 m ks)
ar
 I dent i f y t he pur pose, audi ence and f or m
 W hat i s t he wr i t er wr i t i ng about ? How does he f eel about i t ? What ar e
hi s t hought s on i t ? How does he want t he r eader t o f eel ? I dent i f y t he
t one. On t he f oundat i on paper t he quest i on wi l l som i m
et es hel p you wi t h
t hi s.
 Go over t he t ext agai n and annot at e:
 Use of wor ds or phr ases t hat r ef l ect t he t one t o t he audi ence.
 Look f or t he bal ance of f act and opi ni on and, i f i t i s a si gni f i cant
f eat ur e of t he l anguage use, hi ghl i ght sever al good exam e of each.
pl
 Next – havi ng i dent i f i ed t he pur pose – l ook f or t he f eat ur es t ypi cal
t o t hi s t ype of wr i t i ng e. g. r het or i cal devi ces i n ar gument at i ve
wr i t i ng.
 Choose at l east 3- 4 t hi ngs poi nt s t o answer t he quest i on.
 W i t i ng i n cl ear par agr aphs, answer t he quest i on usi ng evi dence f r om t he
r

MODEL ANSWER:
I n Tony Al l an’ s newspaper ar t i cl e he ar gues t he ‘ wor l d i s not dr yi ng
up’ and t hat t her e i sn’ t a need i n t he m oder n day f or poor er nat i ons
t o have i nsuf f i ci ent wat er .

He expr esses t hi s opi ni on i n hi s openi ng usi ng a l i st of t hr ee
ef f ect s of wat er shor t age t hat he see’ s as unnecessar y: ‘ f i ght s wi t h
nat i ons’ over wat er ; ‘ dyi ng f or want of cl ean wat er ’ ; and ‘ dr ought s
t o cause m ass st ar vat i on’ . Thi s r het or i cal devi ce of l i st i ng i n
t hr ee has a per suasi ve ef f ect on hi s ar gum ent – m aki ng i t seem t hat
t her e ar e m any ef f ect s of l ack of wat er . The l anguage of t hese
opi ni ons i s al so em i ve; he uses em i ve adj ect i ves i n, ‘ poor est
ot ot
peopl e’ and ‘ m ass st ar vat i on’ . These adj ect i ves wor k t o m ake t he
r eader f eel a sense of suf f er i ng and Al l an i s per haps ai m ng t o m
i ake
t he r eader f eel pi t y. Thi s f eel i ng wi l l t hen per haps m ake t he
r eader m e suppor t i ve of Al l an’ s bi ased ar gum
or ent .

Tony Al l an goes on t o cont r ast t he wat er usage of , as he cl asses
t hem ‘ t he r i ch’ .
, Thi s use of a col l ect i ve noun t o descr i be any
count r y wher e wat er shor t age i s not l i f e t hr eat eni ng r ef l ect s
Al l an’ s f eel i ngs t hat t her e i s a di vi de i n r i ch and poor t hat needs
t o be br i dged. He gi ves t wo exam es t o suppor t hi s ar gum
pl ent t hat
t he r i ch do not have t o st r uggl e f or wat er i n: ‘ gar dener s i n
Ham pshi r e or Cal i f or ni an homeowner s wi t h pool s t o f i l l ’ . These
exam es i l l ust r at e t o t he r eader t he wat er t hat we per haps t ake f or
pl
gr ant ed. I n t al ki ng about t hese ‘ r i ch’ peopl e he r epeat ed uses t he
pr onoun ‘ t hei r ’ and ‘ t hey’ separ at i ng hi m sel f f r om t he peopl e he
sees as wast er s of wat er and r ef l ect i ng hi s f eel i ngs on t he

I n t he f i nal sect i on of t he ar t i cl e, Al l an
i nt r oduces som f act s i nt o hi s pr evi ousl y
e
opi ni onat ed ar gum ent . He poi nt s out how ‘ about one
i n si x . . . do not have a saf e and secur e wat er
suppl y’ . Thi s f act i s used t o suppor t hi s t hought s
about wat er pover t y and has t he ef f ect of shocki ng
t he r eader , a r eact i on t hat wi l l no doubt encour age
sym pat hy wi t h Al l an’ s ar gument .

The t one of t he ar t i cl e i s one of concer n and
out r age at t he econom c and wat er pover t y t hat
i
exi st s. Thi s t one i s car r i ed t hr ough t he ar t i cl e
by wor ds such as ‘ cat ast r ophi c’ and ‘ sel f i sh’ wi t h
ar e em i ve i n cr eat i ng a sense of negat i vi t y i n
ot
t he r eader .

Tony Al l an cl ear l y f eel s st r ongl y t hat wat er i s
som hi ng ever yone shoul d have access t o and even
et
i n hi s t i t l e uses t he i r oni c ‘ wat er , wat er
ever ywher e’ t o hi ghl i ght what he f eel s i s t he

LANGUAGE TECHNIQUE 6: TABLOID
NEWSPAPER LANGUAGE – PUNS, BIAS AND
COLLOQUIALISMS
TUBBY TEDDY’S “INBRED” GAG IS NO
LAUGHING MATTER Fill in the table below using
examples from the tabloid
Portly TV funny man Ted Chance has
newspaper article:
outraged residents of Greenford by ignorantly
slamming them all as “imbred yokels who Language Example
think gurning is great entertainment”. Type
He made the offensive quip at a comedy
festival last week and has left the town
fuming. Locals have since made it clear Bias
there’s fat Chance Ted will be welcome in the
town from now on. Emotive
Local man Paul Drake launched a stinging
attack on Chance’s comments, saying “The
man’s just shown how ignorant he is. He Slang
should stop and think before he opens his big
fat mouth.” Nicknames
The ‘Cheeky Chancer” tried to defend his gag
yesterday, claiming it was tongue-in-cheek.
He retorted: “I don’t think anyone would have Puns
thought twice about it if they hadn’t been so
touchy.”

Reading for interpretation: Writing to Argue
One writer may argue in favour of banning violent films on TV. Another may argue that all children should stay in school until the age of 17. Yet another
may argue that all cigarette advertising should be banned.
An ARGUMENT is a series of reasons or points presented to support a particular point of view.

Argumentative Writing
1. STRUCTURE – a series of reasons/points This is called
2. EVIDENCE – back up each reason with evidence. QUALIFICATION
3. EXAMPLES – use examples to further support your reasons
4. CONVINCING LANGAUGE – how are you going to make it sound like a good argument? What words or phrases will you use to impress or
convince the reader?
5. AUDIENCE – make sure that you clearly aim the argument at the correct reader
6. COHESION – use connectives and topic sentences to signpost for the reader and logically lead them through your argument

Qualification
Once you have identified the central points that the writer is making, you then need to understand how they try to support them. Writers will use a variety
of techniques to qualify and explore the main idea that are proposed in the topic sentences of their text.

Rhetorical Questions TASK 1:
These are questions to which no answer is required. They are often used Reread the newspaper article: Should cannabis now be legalised?
for dramatic effect and to draw the reader in. Label at least two examples of:
•Rhetorical question
Anecdotal evidence •Fact
This is personal evidence, usually in the form of a short account of an •Opinion
incident (an anecdote), that is used to support a point. •Anecdote
•Generalisation
Facts •Counter Argument
Writers may refer to facts to support the points they make.
Convincing Language
How are you going to make it sound like a good argument?
Opinions What words or phrases will you use to impress or convince the reader?
It’s important to recognise that an argument is almost always based on
opinion and the writer’s interpretation of the ‘facts’ Writing to argue and persuade share a set of Rhetorical Devices that
writers can use to make their point more persuasive.
Generalisations
Personal experience or facts are used to form general conclusions When reading to interpret you should be looking out for these and HOW
they are used in the text to support the text’s purpose or get a
reaction from the reader.
Counter Argument
Writers may present a view which is an alternative to their own and then Turn over for the complete list of rhetorical devices.
say something to ‘counter’ or go against it.

LANGUAGE
WHICH LINGUISTIC DEVICE IS BEING USED IN EACH
OF THESE EXAMPLES? HOW IS THE PURPOSE AND
AUDIENCE SUPPORTED BY THESE DEVICES?
You’re feeling a bit frustrated A highly effective dermatological
at the mo’, ‘cause there’s lots shampoo containing salicylic
of stuff you wanna get done acid and piroctone olamine.
and you don’t seem be Can be used up to four times a
making much progress. week,

What is happening to It is an outrage to leave
Britain? One man is stabbed vulnerable kids like these out on
for wearing a Rolex. One girl the streets, a prey to the cruelty of
is shot for texting on her the winter weather and to every
mobile. One gran is battered unsavoury character who offers
for the pennies in her purse. them ‘help’.
And no one seems to care.

As soon as I walked into the
house, the squalid,
unhygienic conditions were
impossible to ignore.

Question 2b: Language

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Question 2b: Language