How To Revise and Study For Your Unit 3&4 English Exam

49

9.00, October 29th

6 reasons you should listen

This student was asked to explain what a mutation was in a

Biology exam

6 reasons you should listen

This student was asked an algebra question on a

Maths exam

6 reasons you should listen

This student was asked to represent expenses on a Accounting exam

6 reasons you should listen

This student was asked to expand an equation

on a Maths exam

6 reasons you should listen

This student was asked about Arctic wildlife on an Environment exam

6 reasons you should listen

This student was asked an algebra question on a

Maths exam

Don’t end up here

Three sections

• Language Analysis

• Context Response

• Text Response

Language Analysis

• Apart from writing out a whole language analysis, what can you do to study?

• Practise annotating persuasive text with specific words

• Practise writing a variety of analytical sentences

• Practise writing about a visual

Reading Time

15

minutes

1-2 minutes - choose text response question, consider context prompt

2-3 minutes - read through persuasive language analysis material

8-10 minutes - mentally identify persuasive techniques and plan analysis

To begin with

• Underline key information in the background box

• Underline a sentence or part of a sentence which best summarises the author’s contention (this might be the headline or the byline)

The Introduction

• Responding to the issue of...(issue) ....(author) argues in his/her.... (text type) that “..... “. Using an emotive, righteous (adjective) tone.... (author) seeks to position the reader to.... (react to the issue how?)

How?

#1: Annotating• Mark David uses expert evidence from Professor

Gordian Fulde, Director of Emergency at Sydney’s St Vincent’s Hospital, when he says that “some nights at least twice an hour they treat a patient who’s been knocked unconscious”. Expert evidence makes the reader...

• Mark David cites the evidence of Professor Gordian Fulde, Director of Emergency at Sydney’s St Vincent’s Hospital, that “some nights at least twice an hour they treat a patient who’s been knocked unconscious” as proof that one punch incident have become a significant problem.

Praises, Celebrates, Gushes, Champions,

Supports, Effuses, Commends, Approves,

Accepts, Applauds, Understands,

Advocates, Identifies with, Esteems,

Credits ,Endorses

Labels, Dismisses, Attacks, Insults, Slurs,

Denigrates, Undermines, Criticize, Critiques, Lambasts, Denies, Demeans, Blames, Accuses, Judges, Rejects

Connects...with, likens...to,

compares...to, associates...with/to, connotes...as being

like, relates...to, attaches...to

Queries, Reflects, Raises, Wonders,

Reasons, Philosophises, Ponders, Supposes,

Speculates

Urges, Posits, Contends, Argues,

Disputes, Challenges, Opposes, Debates, Contests, Demands

Forcefully, logically, caustically, sarcastically, emphatically, darkly, quickly, humourously, emotionally, angrily, passionately, laughingly, reassuringly, authoratively, jokingly, seriously, matter-of-factly, accusingly, effusively, speculatively, challengingly, insultingly, disgustedly, righteously, absolutely, clearly, rhetorically, carefully

#2: Writing a variety of sentences

• David labels the impact of king hits as “the maximum possible damage”. This description...

• David labels the impact of king hits as “the maximum possible damage” positioning the reader to...

• By labeling the impact of king hits as “the maximum possible damage,” David positions the reader to...

#3 Writing A Variety of Sentences

• (the author/text)... impacts, influences, positions, causes, makes...(the reader)

• (the reader)... is...positioned, made to feel/think/see/believe/wonder/query

• (the reader) sees, thinks, believes, wonders, views, judges, accepts

#3: Analyse visuals

• David uses a range of emotive techniques to...These include the image which accompanies the piece...

#3: Analyse visuals

• Our focus is captured by the visual when / at...

• The portrayal of...as...focuses our attention because...

• ...is represented as...

• Re-inforces the point that...

• Supports the contention / argument that...

• The image visually captures the author’s argument that...

Skill improvement

• In 1978 British postmen were taught to type. Some postmen were taught:

• One x 1 hour session each day (60 days)

• Two x 1 hour session each day (30 days)

• One x 2 hour session each day (30 days)

• Two x 2 hour session each day (15 days)

• After sixty hours of training - who had the highest level of skill?

Skill improvement

• In 1978 British postmen were taught to type. Some postmen were taught:

• One x 1 hour session each day (60 days) (55 hrs)

• Two x 1 hour session each day (30 days)

• One x 2 hour session each day (30 days)

• Two x 2 hour session each day (15 days) (80 hrs)

• After sixty hours of training - who had the highest level of skill?

Thankyou