Transcript Reading Question 2 - Seaford Head School

Reading Question 3
Understanding and writing about language
features
Name 5 language features you could talk
about in a text
To get full marks for this question you must:
• Be able to identify language features.
• Give clear examples of language features.
• Explain the effect of the features.
Learning objective: to learn how to plan an
effective answer to reading question 3
All: to plan a top band 2 answer
Most: to plan a band 3 answer
answer
Some: to plan a 12 point answer
A typical question 3 would look like this:
3. How does the writer use language features to inform
the reader about his trip and to describe his experiences?
Remember to:
give some examples of language features to inform
give some examples of language features to describe
explain the effects.
(12 marks)
May 2012
Task 1
Look at the example text. Highlight the
features that inform and describe. Try and find
at least 3 examples of each.
Effect
For high marks, you need to be specific about the job the
feature is doing in this particular example. A general comment
on a language feature may be:
The text uses lots of adjectives. This helps the reader imagine
the scene.
A specific comment would be:
The text uses the adjectives “flat” and “calm” to describe the
way the sea looks at first light. The writer is emphasising the
stillness of the scene. A further adjective “motionless”
describing the way Kasim stands adds to the atomosphere
making the scene feel serene and restful.
Mark Scheme
Mark Band 3 (9 - 12 marks)
• clear evidence that the text is understood in relation to language
features
• developed comment on the effect of features of language to inform and
describe
• supports response with relevant quotations/examples
• clear focus on language features which inform and describe
Mark Band 2 (5 - 8 marks)
• some evidence that the text is understood in relation to language
features
• some comment on the effect of features of language to inform and/or
describe
• attempts to support response with usually relevant quotations/examples
• attempts to focus on language features which inform and/or describe
To inform:
numerous references to time and place ‘Day 22, ‘east’, ‘at 5’
uses of proper nouns – names of people and places, ‘Captain Suleyman’, ‘Karachi’
use of technical terms/subject specific language ‘crew’, ‘bows’ ‘huge sail’
use of listing ‘sleeping space ….water’
use of anecdote/real life story ‘his brother’s ship … drowned’
use of statement sentences/declarative sentences.
To describe:
use of adjectives ‘flat’, ‘calm’, ‘motionless’
use of adverbs ‘Suddenly’, ‘rarely’, ‘shamelessly’
use of metaphor ‘boat comes to life’
use of non-finite verbs/’ing’ verbs
‘rolling/weaving/diving/backtracking/returning to describe the actions of the
dolphins
use of intensifier ‘so blue and clear’
use of noun phrases ‘perfect silhouette’, ‘lucky men’, ‘precious water’
use of complex sentences for detailed description.
Words: are they simple or difficult, formal or informal? What word class,
adjectives, verbs, etc.
Sentences: are they short or long?
Paragraphs: are they short or long? Are they all the same length, or do some
stand out for emphasis or dramatic effect?
Personal pronouns: does the text use the personal pronoun 'you' or 'we' to
address the reader? Using 'we' is a technique the text could use to create a close
personal relationship.
Persuasive techniques: does the writer use rhetorical questions (eg "Have you
ever wondered what it would be like to be a billionaire?"), groups of three (eg
"The good, the bad and the ugly...") or alliteration (eg "sizzling sunshine")? These
can all be used to persuade the reader to feel a certain way about something.
Discourse markers: does the writer use casual, chatty discourse markers (eg
"anyway, you know what I mean, so") or more formal ones (eg "nevertheless,
therefore, however")?
Emotive vocabulary: are the words colourful (eg "extraordinary, teeming,
resplendent") or plain (eg "good, full of, organised").
Exclamations: does the writing sound angry and argumentative (eg "This must
stop..." or "We must think again...") or is the writing more thoughtful (eg "probably,
it might be, on the other hand").
Facts and opinions: does the text use lots of facts and statistics or are there
more opinions? Is the text intended to inform or to persuade, review and
entertain?