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Mindmap von Alice Love, aktualisiert more than 1 year ago
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Erstellt von Alice Love
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AQA - English Language Unit 1
- Question 1
- Don't just list facts, interpret + explain - to show that
you understand the issue in the article
- Focus on both aspects of the question + argument
- Refer to the text - brief quotations
- Don't...
- comment on presentational features
- analyse language
- comment on presentational features
- Don't just list facts, interpret + explain - to show that
you understand the issue in the article
- Question 2
- Make links between
presentational features + main
part of article
- QUOTE + site specific details from picture.
Short, embedded quotations are best
- Be specific about the effect
- DON'T write- 'The headline makes the reader want to read on'
- DO write - 'The sense of danger in the word '______' suggests
'______' + makes the reader afraid, creating a mini-cliffhanger
effect, which links to....'
- DON'T write- 'The headline makes the reader want to read on'
- Effect on reader + purpose
- Make links between
presentational features + main
part of article
- Question 3
- Thoughts and feelings
- Changes in thoughts + feelings
- Quote examples + explain in detail
- In depth analysis rather than
covering lots of points in little detail
- Thoughts and feelings
- Question 4
- Make sure you write about the text you've been asked to write about + compare to another
- Don't talk about audience and purpose
- Language effects
- Sensory language - touch, taste,
smell, sight, sound
- Used to create vivid picture of scene + increase whatever effect/theme the
writer is trying to get across. Link to sounds. Comment on if it's a positive
or negative mood.
- ‘The writer paints a negative picture of the scene with dull, depressing
sensory language: ‘brown’ and thick, heavy words like ‘sludge’, ‘slop’ and
‘shriek’ which uses a sharp onomatopoeic sound to break, unpleasantly, into
the mood.’
- ‘The writer paints a negative picture of the scene with dull, depressing
sensory language: ‘brown’ and thick, heavy words like ‘sludge’, ‘slop’ and
‘shriek’ which uses a sharp onomatopoeic sound to break, unpleasantly, into
the mood.’
- Used to create vivid picture of scene + increase whatever effect/theme the
writer is trying to get across. Link to sounds. Comment on if it's a positive
or negative mood.
- Figurative language: Mood
- Semantic field - a group of words referring to same
topic, normally highlighting a particular mood.
- ‘Flames suggest it is burning, unstoppable, and links to
the idea of ‘hell’. The semantic field of 'hell' suggests
that this is moral evil, not just a bad situation.’
- ‘Flames suggest it is burning, unstoppable, and links to
the idea of ‘hell’. The semantic field of 'hell' suggests
that this is moral evil, not just a bad situation.’
- Semantic field - a group of words referring to same
topic, normally highlighting a particular mood.
- Sounds
- Sibilance
- Creates soft, gentle mood / sinister mood depending on context
- 'The sibilant sounds in ‘softly, sweetly, sickly’ creates a soft, gentle mood, which
turns sinister on ‘sickly’ as the sounds flow across the line. The unusual shift in
mood within the same, sibilant sound, creates a disturbing effect'
- 'The sibilant sounds in ‘softly, sweetly, sickly’ creates a soft, gentle mood, which
turns sinister on ‘sickly’ as the sounds flow across the line. The unusual shift in
mood within the same, sibilant sound, creates a disturbing effect'
- Creates soft, gentle mood / sinister mood depending on context
- Plosive
- B/p/t/d sounds create abrupt, sharp, shocking effect.
- B/p/t/d sounds create abrupt, sharp, shocking effect.
- Liquid
- L sounds can flow, creating sense of quick, light
movement - or of water, or sound thick + heavy
- L sounds can flow, creating sense of quick, light
movement - or of water, or sound thick + heavy
- Alliteration - emphasises words + connects them
- 'Alliteration links the contrasting ideas of 'death' and 'delicious' to
suggest a cake so good even death becomes delicious - that it's deadly,
perhaps an intense experience.'
- 'Alliteration links the contrasting ideas of 'death' and 'delicious' to
suggest a cake so good even death becomes delicious - that it's deadly,
perhaps an intense experience.'
- Sibilance
- Contrasts
- Juxtaposition
- Creates dramatic effect, emphasising qualities of
each, or how something is out of place
- ‘The writer juxtaposes the old man with the freshness of his
surroundings and the beauty of the spring. This emphasises his frailty,
and the transient (fragile> quickly passing) nature of life.’
- ‘The writer juxtaposes the old man with the freshness of his
surroundings and the beauty of the spring. This emphasises his frailty,
and the transient (fragile> quickly passing) nature of life.’
- Creates dramatic effect, emphasising qualities of
each, or how something is out of place
- Antithesis - two words.ideas that are exact opposite
- ‘The imagery (or semantic field) of despair is set in antithesis to the
theme of hope that runs through the piece. The writer suggests that even
in such a ‘desolate’, ‘twisted’, ‘bleak’ landscape, we can still find ‘light.’ Th
- ‘The imagery (or semantic field) of despair is set in antithesis to the
theme of hope that runs through the piece. The writer suggests that even
in such a ‘desolate’, ‘twisted’, ‘bleak’ landscape, we can still find ‘light.’ Th
- Oxymoron
- ‘The oxymoron ‘despairing hope’ shows the extent to which these
conflicting emotions are intertwined - and perhaps in such a bad situation,
hope becomes even more important.’
- ‘The oxymoron ‘despairing hope’ shows the extent to which these
conflicting emotions are intertwined - and perhaps in such a bad situation,
hope becomes even more important.’
- Superlative
- ‘The writer uses the superlative to show that the blue whale is the largest
on earth, and yet terribly endangered. The juxtaposition of huge size and
extreme vulnerability creates a shocking effect.’
- ‘The writer uses the superlative to show that the blue whale is the largest
on earth, and yet terribly endangered. The juxtaposition of huge size and
extreme vulnerability creates a shocking effect.’
- Juxtaposition
- Statistics - shows the sale of the thing, to fix a
precise image in reader's mind about size of issue +
importance
- Facts
- 'The facts 'from Manchester to Mumbai' shows the scale of the problem'
OR 'The specific facts about the balloon flight seem matter of fact,
contrasting with the silliness of what the man did. Also, '45 helium
balloons' seems not enough to cross something as big as 'the English
channel'.'
- 'The facts 'from Manchester to Mumbai' shows the scale of the problem'
OR 'The specific facts about the balloon flight seem matter of fact,
contrasting with the silliness of what the man did. Also, '45 helium
balloons' seems not enough to cross something as big as 'the English
channel'.'
- Sensory language - touch, taste,
smell, sight, sound
- DON'T write - 'The writer seems happy. I can tell this because he used happy words.'
- DO write - 'The word 'glitters' and 'gold' suggest that the light is precious,
but the natural beauty of the sunset is priceless, as if this is an experience
he could have nowhere else.'
- Be specific, give specific examples
- Connotations of language and phrases in their CONTEXT
- Examples
- Band 1
- The writer uses descriptive language such as ‘paradise’
- The writer uses descriptive language such as ‘paradise’
- Band 2
- The writer uses descriptive language such as ‘paradise’ to
show how beautiful the valley is.
- The writer uses descriptive language such as ‘paradise’ to
show how beautiful the valley is.
- Band 3
- The writer uses descriptive language such as ‘paradise’ to
show how beautiful the valley is. The words suggests that
after walking for so long in the frozen snow, the characters
have stumbled on a place that makes them feel confident
they’ll be rescued.
- The writer uses descriptive language such as ‘paradise’ to
show how beautiful the valley is. The words suggests that
after walking for so long in the frozen snow, the characters
have stumbled on a place that makes them feel confident
they’ll be rescued.
- Band 4
- The writer uses descriptive language such as ‘paradise’ to
show how beautiful the valley is. The words suggests that
after walking for so long in the frozen snow, the characters
have stumbled on a place that feels like heaven which makes
them feel confident they’ll be rescued. The religious
metaphor is continued with the words ‘blessed valley’ and
‘garden of eden’ the writer’s choice of language is almost
suggesting a miracle has happened: the hand of god or some
form of higher being has led them to this divine place and
salvation.
- The writer uses descriptive language such as ‘paradise’ to
show how beautiful the valley is. The words suggests that
after walking for so long in the frozen snow, the characters
have stumbled on a place that feels like heaven which makes
them feel confident they’ll be rescued. The religious
metaphor is continued with the words ‘blessed valley’ and
‘garden of eden’ the writer’s choice of language is almost
suggesting a miracle has happened: the hand of god or some
form of higher being has led them to this divine place and
salvation.
- Band 1
- Make sure you write about the text you've been asked to write about + compare to another
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