Maliceintent to do evil, having ill will, wrongful intention, spite, malignity, rancor

FrolicPlay and move cheerfully, rejoice, lark, romp, fun, prank, hilarity, make

merry

ProwlMove around in search of pray, rove, wander, roam, creep, move around

AuraGlow, energyAtmosphere that surrounds a place/person/thingA glow or energy surrounding a living creative

Your week of teaching

Did you…Try any new techniques (methods)?Teach any content for the first time?

In these situations,were you learner (need), teacher (ego) or curricular (policy)-driven?

Teacher-centred curriculum

‘Teacher-centered curriculum refers to a body of assumptions about the purposes of education, beliefs about knowledge, learners, and learning observable in teacher behaviors and classroom practices. Teacher-centered curriculum embraces an orientation toward education as a venue for socializing students toward enacting their roles in society through mastery of particular skills and traditional values.’

Teacher-centered learning is characterized by the transmission of information from a knowledge expert (teacher) to a relatively passive recipient (student/learner) or consumer. Here the focus is on specific knowledge (official and core curriculum) without much consideration of the students’ current abilities.

pick out the key words

Student-centred curriculum

learner-centered learning is

‘The perspective that couples a focus on individual learners (their heredity, experiences, perspectives, backgrounds, talents, interests, capacities and needs) with a focus on learning (the best available knowledge about learning and how it occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning and achievement for all learners)’ ( McCombs & Whisler 1997, p. 9)

URL http://www.intime.uni.edu/model/center_of_learning_files/definition.html

pick out the key words

‘House keeping’

If I don’t have a lesson plan from you, I’m not conducting a T/O this week.

If you would like to practise writing or do some co-marking, you can let me know via email.

If you can’t attend a workshop, let me know over email.

Lesson PlanningYour approach to supporting student learning

Student

Teacher

Curriculum

•Write a persuasive argument that describes you as a teacher

Linguistic DevicesPAFTPEE tablesWriter’s Effect

Kate ElliottNE, MA & NB Workshop # 4September the 23rd, 2013

Alice in WonderlandThe Little PrinceStop All the Clocks

What do we know?What do we want to know?

Writer’s Effect

?HOW has the writer used language and what effect does the word/phrase have on the reader?

?WHY does the writer use the language – i.e. how does it help the writer achieve his/her purpose?

PURPOSE – AUDIENCE - FORM - TONE

Guidance for students

Assessment rubric PAFT brainstorming PEE table Handouts, including examiner’s

tips

Students must:

know some language terms be able to explain the effects of these evaluate HOW and WHY certain types of

language have been used

Key Competencies

How is Writer’s Effect assessed?

Band 4 Full and detailed understanding of the content Detailed and perceptive analysis of language Relevant quotations with perceptive comments

Band 3 Clear evidence of understanding Clear analysis of words and phrases Relevant and appropriate quotations used to support

ideasBand 2

Some evidence of understanding Some appreciation of words and phrases Attempts to support with examples

Band 1 Limited evidence of understanding No real appreciation of language Very few and poorly chosen examples

‘ Michelle shot daggers at Carlos

with a considerable degree of malice in

her eyes’

EFFECT

EVIDENCE

EXPLANATIO

N

‘PEE’ tables

Point(identify a technique)

Evidence(quotation)

Explain(how this persuades)

Support for studentsLinguistic Devices

learn some examples of linguistic devices

recall these devices in an exam setting

identify linguistic devices and provide precise explanations of how they’ve been used

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

EFFECT = directly draws us into the text = makes us feel like the ideas matter,

that we have power / responsibility

Types of sentences Short sentences - impact Longer sentences - develop

particular ideas or examples

Look out for the following: Exclamations = shock, surprise, anger Imperatives = instructions or

commands Questions = to make the reader think

Register

Formal vocabulary and sentences Create a sense of authority or knowledge Create distance between the reader and writer

Informal / colloquial vocabulary Create humour / irony / sarcasm Make the writer appear friendly and approachable

i.e. equal to the reader

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

Vocabulary

particular types of words such as adjectives, verbs and adverbs Adjectives – describe objects or ideas Verbs – actions Adverbs – describe how something is done

Why has the writer used this particular word?

What does it mean and how does it support the writer’s views?

[Task: 5 ‘synonyms’ for ‘very small’]

Factual language

Factual language – something is true / has happened

Supports the writer’s opinions and ideas

‘The deadline for submission has come and gone, the doors have closed.’

Lexical sets / semantic fields

groups of words that all have a related meaning

They hold the text together and emphasise key ideas e.g. soldiers, trenches, gunfire, mud would all make us

think of war

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

Rhetorical devices

Sometimes particular phrases are used to persuade

Explain HOW the device affects the reader and WHY the writer used it

Provide precise explanations of the rhetorical device linked to the purpose of the text

Reading Framework

1. Read the question(s)2. Read the text3. Work out the PAFT and message4. Highlight examples – check the

question5. Plan your response – use a PEE table

PURPOSE: what job is the writer trying to do?Argue Inform Analyse ImaginePersuade Explain Review ExploreAdvise Describe Comment Entertain

PURPOSE: what job is the writer trying to do?Argue Inform Analyse ImaginePersuade Explain Review ExploreAdvise Describe Comment Entertain

FORM: type of writingLeaflet ArticleWeb page StoryLetter EmailSpeech EssayReport Advert

FORM: type of writingLeaflet ArticleWeb page StoryLetter EmailSpeech EssayReport Advert

TONE: what is the mood of the writing? How are we addressed?Enthusiastic Angry Questioning ObjectivePassionate Frustrated Doubtful SubjectiveHopeful Pessimistic Suspicious NeutralOptimistic Sad Sarcastic CynicalHumorous Annoyed Ironic Knowledgeable

TONE: what is the mood of the writing? How are we addressed?Enthusiastic Angry Questioning ObjectivePassionate Frustrated Doubtful SubjectiveHopeful Pessimistic Suspicious NeutralOptimistic Sad Sarcastic CynicalHumorous Annoyed Ironic Knowledgeable

AUDIENCE: the readerChildren ExpertsTeenagers FansParents Men Pensioners Women Workers Adults

AUDIENCE: the readerChildren ExpertsTeenagers FansParents Men Pensioners Women Workers Adults

PAFTPurposeAudience

FormTone

PAFTPurposeAudience

FormTone

Age Interests LifestyleGender Education ClassJob Hobbies Politics

Text 1: ‘I was swallowed by a hippo’I reached over to grab his outstretched hand but as our fingers were about to

touch, I was engulfed in darkness. There was no transition at all, no sense of approaching danger. It was as if I had suddenly gone blind and deaf.

I was aware that my legs were surrounded by water, but my top half was almost dry. I seemed to be trapped in something slimy. There was a terrible, sulphurous smell, like rotten eggs, and a tremendous pressure against my chest. My arms were trapped but I managed to free one hand and felt around – my palm passed through the wiry bristles of the hippo’s snout. It was only then that I realized I was underwater, trapped up to my waist in his mouth.

I wriggled as hard as I could, and in the few seconds for which he opened his jaws, I managed to escape. I swam towards Evans, but the hippo struck again, dragging me back under the surface. I’d never heard of a hippo attacking repeatedly like this, but he clearly wanted me dead.

Paper 2: Summarise what happened to Paul after Evan was flung out of the boat.Paper 3: Choose words and phrases and explain how the writer creates effects through these descriptions.

Text (2) from ‘Lord of the Flies’The shore was fledged with palm trees. These stood or leaned or

reclined against the light and their green feathers were a hundred feet up in the air. The ground beneath them was a bank covered with coarse grass, torn everywhere by the upheavals of fallen trees, scattered with decaying coconuts and palm saplings. Behind this was the darkness of the forest proper and the open space of the scar. Ralph stood, one hand against a grey trunk, and screwed up his eyes against the shimmering water. Out there, perhaps a mile away, the white surf flanked on a coral reef, and beyond that the open sea was dark blue. Within the irregular arc of coral the lagoon was still as a mountain lake—blue of all shades and shadowy green and purple. The beach between the palm terrace and the water was a thin stick, endless apparently, for to Ralph’s left the perspectives of palm and beach and water drew to a point of affinity; and always, almost visible, was the heat.

He jumped down from the terrace. The sand was thick over his black shoes and the heat hit him. He became conscious of the weight of his clothes, kicked his shoes off fiercely and ripped off each stocking with its elastic garter in a single movement. Then he leapt back onto the terrace, pulled off his shirt, and stood there among the skull-like coconuts with green shadows from the palms and the forest sliding over his skin.

THE PROCESS

Step 1

Identify the most important examples of language in the text

Annotate examples with explanations of the precise effect

Linguistic Devices (techniques) Address Types of

sentences Register Emotive language Factual language

Vocabulary Lexical sets /

semantic fields Repetition of

keywords Rhetorical devices

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…

Step 2 – extend your answer

Point(Identify a technique)

Evidence(Quotation)

Explain(How this persuades)

technique Word(s) Words and technique in context of writer’s intent

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…

Using PEEL

Point – Identify a technique

Evidence –short quotation

Explain –effect of technique on reader

Link – refer back to question (repeat/rephrase some words)

Q: 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.

Explaining effects

Use evidence to justify your points

Avoid generic sentences, e.g. ‘It is really effective.’

Use the word ‘because’ (a linking word) to indicate your awareness of the relationship between function/word and effect.

Things to avoid at all times (unless an explanation of ‘why’ follows)

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…

What do we now want to know?