Chapter 6 . oT pic 2
3 How could you summarise these details within main poin?t s
Not all explanations are main points . a) ‘Ve rona, Bergamo, Mantua and others’
b) ‘the multitude of cui s i n e s , di a l e c t s and outlo o k s t hat
span the region’
4 Look at the sente nce beginning ‘Italy only bec ame a
unified st atein181. ’…6 What cons equence of this event
might not qualify as a major poin?t
Develop the skills
When plannin g a s u m m a r, yf i r s t list your selec ted p o i n t s , then
decide how b est to order them. T he order you choose may not be
the same as in the text – it will dep end on what a s p e c t s youhave
been aske d to summarise.
In a summar, ayim to d e m o n s trate an overview – do not jus t
summarise one bit at a time.
5 Below is a list of points summarising touri s t a t tr a c tions in
the Italian Lake s . W h ich points could be groupe d togeth er
to create a concis e o v e r veiw?
•
lush veg etation
•
lots of play areas
•
good weather
•
food and wine
•
variety of waters p o r t s
•
beautiful la n d s c a p e s
•
ferries
•
theme parks
•
possible to avoid crowds
•
beautiful lakes
•
i n t e r e s ting villag e s
•
h o r s e - riding and cycling route s through woo dland
•
a r t and architec ture
•
c i t y – c ou n t r y contrast
•
local variations.
6 I magine that you are as ked to summarise: ‘ W hat would families .?Re’order the list Topt pi
makethe Lake s region ap peal to
to answer this question. Do not include your own
opinionsinyour summ.ary
S e c t i o n 2: Applyi n g k e y s k i lls
148
6 .2
Appylthe skills
Readthetabonwesxolncthirhe,rdgdueiaverltacn.oitni
Welcome to Crete
There’s somethin g undeniably ar t i stic in th e way the Cret an
l a n d s c a p e u n f o l d s , from the sun- drench e d b e a c h e s in the north
to the rugged canyons spilling out at the cove - c a r ved and clif-f
lined southern coast . In bet ween, valleys cra dle moody villages ,
and round- shouldere d hills are the overture to often snow-
d a b b e d m o u n t ains.. []..
Crete’snaturalbeaut yise qualedonlybytherichnes sofits
histor. y Theislandisthe birthplaceofthefi r s t advancedsociety
onEuropeansoil,theMinoans, who ruled some 4 0 0 0 yearsago,
andyoul’lfi ndevocative vestigesal,orve includingthefamous
PalaceofKnos sos.Atthecrossroadsofthreecontinent s , Crete
has been covetedandoccupiedbyconsecutiveinvaders .Histor y
imbuesHaniaandRethymno,wherelabyrinthinelanes–laid
outbytheVenetians–arelordedoverbymighty f o r tr e s s e s ,and
where gorgeously restoredRenaiss ancemansions rub rafters with
mosques aunrkdisTh bathhouse s. The Byzantineinfl uence stand s
inmagnifi centfresco ed chapels,churches and monasteries.
Ifyou’re a foodie, you will be in heaven in Crete, where ‘lo cavore ’
is not a trend bu t a way of life. Rural tave r n a s o f ten produce
their own meat , c h e e s e, olive oil, raki and wine, and catch their
own seafood. Follow a gourme t trail acros s the lands cape and lyra ,orweddingcelebrants
kafeneai (cofeehousp,)erpsaringtheir
you’ll delight in disti n c tive herbs and greens gathered from each
From Welcome to Cret e , 6 t h e di t i o n
hillside, c h e e s e s made fresh with unique villa g e - o r h o u s e h o l d -
s p e c i f i c recipes , and honey fl avoured by mountai n h e r b s.[.]..
Cretes’piritedpeoplechampiontheirunqiuecutlureandcustom s,
andtime- honouredatrdtionsremaniadynamcipart ofthe
island’soul.Lookformusicianstrikingupafreefo-rmjamon
localins trumenektisl ,thestringed
weavnigthertime -honouredtradotinarlegoinadlances.Meeting
regualrfoklgospinigni
Easterfeast,tendnigtotheirsheeporceelbratnigdurnigtheri
manyfesivtalsiwhamt akesavsitoCretesospeci.al
7 Checkyour progress:
S e l e c t points to answer th e following que stion:
I can i d e n t i f y main points in
According to the tex t , w hat makes Crete an enjoyable and a text .
interesting place to visit? I can co mbine de tails within a
main point.
8 I c a n o r d e r p o i n t s l o g i c a l l.y
Use a mind map or s pider diagram to order your points . I can id e n t i f y main poin t s
(Hint: the ques tion says‘e njoyable and interestin, sgo’you relating to t h e q u e s tion.
might address each factor in turn.) I can dis tinguish b e t we e n
e s s e n t i al informatio n and
n o n - e s sential information. 149
I c a n c o nv e y a n o v e r view.
C h a p t e r 6: S u m m a r y w r i t i n g
Chapter 6 . oT pic 3
Wtirngia summary
W h e n w r i t i n g a s u m m a ,r yy o u r r e sp o n s e s h o u l d b e
c o n c i s e , f l ue n t a n d w r i t t e n i n y ou r o w n w or d s a s f a r
a s p o s s i b l e .ouY s h o u l d a l s o u s e a c c u r at e sp e l l i n g ,
p u n c t u at i on a n d g r a m m ar.
Explore the skills
Read the firs t p a r t of a review of a docum e n t a r y film.
Jillian Schles inges r‘M’ aidentrip]..’[. c h r o n i c l e s D u tch tee n L a u r a
Dekksers’ail around the globe at ag4,ea 1feat which would win her
the title in20o1f youngest p e r s o n in h i s t o r y tomake thevoyag e
a l o n e . O b s e r va n t a n d u n a s s uming, the documentar y lo oks at the
significance of L ausratr’ip not in ter ms of rec ords, but as a rite of
pass age, an d as a way for the teen to negotiate her pas t.
Thefilmgetstheugly stuffoutofthewayfir st.FolowingDeskekr’
announcement tosailin20 09,sheandherfatherwereembroiled
inaten-month legal bat tle.D utchauthorities claimedthat Laura
needed acustodytran,wshfeilertheinter nettosse dwordsather
including ‘a rro, g‘saponitle’d’ andthepar ticularly nastysentiment:
‘I hopeshe’ sAinfktse. rayear of warringwiththecour tsand
shouldering wavesofmedia opinion, Laura was per mitte dtomakeher
voyage,andtoremain under her fathers’ cus.tTohdyis periodintime
Schlesingerke epstoan economicalfive -minute montage.
Indeed, ‘M aidentrip’ is pleasantly free from the hyster ia that
s u r r o u n d e d L aura Dekke rforove r a y, eaanrd instead presents he r trip
in a judgment-f r e e m a n.nIet rneither sug gests (a s it unders t a n d a b l y
could) th4atis1an alarmingly young age to traver se the mightily
unforgiving Pacific and Atlantic Oceans, nor takes a blindly
positive ‘Ra! Ra! Go L aura!’ stanc]e... [
-nepo Loecnoto,npeddtana,easpretdisniasniaytaduIreutar
asltkencehdisirpftnovatchnw,iebyeflabtoa,raehadiknycsai sysleei
w(egsdn,paeusluoslhdonHuaonr:tiyeyhe,gltnseomtcfnhctiecGiclhu ‘
tuo y lure)svte’dnaeaipitdeger.hozSenfr,ieudhs.tnnyat ,bsaubh a
ogyn-dinduroleorhlmp-otdcoerhoscterordldlegirwoanWthsu
nel tupohoethgtrtisweahtrwrupoapyartseLoiheytvrfat,tgoilses
hfsft iltdunachiedhtnutkoaboos-dfnoranu,alecnteorxeeuhie
la e,hasinomrleasFerrn(eyhmwtselusAohPsmtehhi,gcanligec eht
dna sdn)aclsi Ir fAsogahpa.tuloaSG
Indie Wire website by Beth Ha n n a
From
S e c t i o n 2: Applyi n g k e y s k i lls
150
.3
6
uoY may need to wo rk out the meanin g of some word s in the
p a s s a g e f r o m their contex t(s eoepciT1. 5).
1 What is the co r r e c t meaning of ‘e mbroiled’ inline8?
oT summarise an asp e c t of a t e x t you should:
•
cooked
•
entangled
•
found guilty
•
i d e n t i f y the main points
•
write them out , using fewer words and paraphrasing
i f p o s s i b le.
Read the following qu e s t i o n .
What do we learn ab out Laura Dekker ’s trip and what made
i t n e w s w o r t h y in this pass a?g e
Here are some possible p oints you
couldmake in respon se:
•
sailed round the globe at the
age of14
•
y o u n g e s t p e r s o n i n histor ytomake
the voyage alon e
•
embroiled in a ten- month legal
battle before the trip
•
internet tos sed words at her
includinagrr‘ o g a n, ‘tsp’ oiled ’
and ‘I hope she sinks’
•
gave hers e l f t wo years for the
excursion.
Howe,vtehrese notes are too close to
the wording of the tex tto use in the summary. In addition, som e
of the points should be combined. For example:
14At Dekker became the youngest ever solo circumnavig.ator
2 a) I d e n t i f y the points that have bee n combined in this
sentence.
b) W hat single word has been used to replace seve a?rl
C h a p t e r 6: S u m m a r y w r i t i n g
151
Chapter 6 . oT pic 3
Build the skills →
We ate fruit.
3 S o m e d e t alis may be imp o r t a n t , such as Laura’s age, but →
others can b e o m i t ted. Which could be omit ted o r replaced T he British love
with one word in the third bullet ponit? pets.
E x a m p l e s c a n be combined to save words: Topt pi
oT achieve an overvewi, t r y
We ate apples , orange s and bananas . writingyoursumm a r y from
The British love rabbits , c a t s and hamste r s . your notes without looking
back at the text.
4 a) Rewrite the four th bullet point more concis ely by
combining examples .
b) Find an even more concise way to say this , beginning,
‘ S h e r e c e.ived…’
Develop the skills
T h e b e s t way to write a co ncise and fl u e nt s u m m a r y is to aim for
an overview rather than jus t using synonyms for individual word s
or even summarising one sentence at a time. Complex sentences
will help you combine ideas . Compare the following:
•
‘Maidentrip’ is about a Du tch girl. She s ailed round the world
solo. Her name was LauraDek.ke r
•
‘Maidentrip’ is about a Du tch girl, LauraDek.ke r She saile d
round the world solo.
•
‘Maidentrip’ is about LauraDek,ke r a Dutch girl who sailed
round the world solo.
The third ver sion is the most fl u e nt becau se it is a co mplex
sentence, using a subordinate clause and p u n c t u ation to combine
information.
5 Copy the line below,fi ling in the gaps with your own
words to combine all the bulet points from Acti v i t y 1
in a single sente nce that provides an over view.
Welearntha6t, ata1f t erovercoming..andspendingtw.o
LauraDekkerbecam.e.
E x p e r i m e n t with different wording untli you think you have
found one that includes all points fl u e ntly in your own word s .
S e c t i o n 2: Applyi n g k e y s k i lls
251
Appylthe skills coVabulary .3
Now read this continuation of the review of ‘Maidentrip’: 6
therapeutic:
something that has a describing
healing effe c t o r that
makes you feel bet ter to relieve, or
assuage:
Dekker acts as her own camer a operator and narra, to r p e r i o d i c a l l y make som ething feel l e s s
filming herse lf throughout her trip, commenting on the wind s, weather unpleasant
and whatever else might be on her mind.
therapeutic for the onset of loneliness that
Lausrac’amera prove s her feelings of isolation.
strikes her early in the expedition; the device is something to talk assuage
to.She comments on the silly and mundane, but also on the more
profound expe riences of being thousands of miles from land or
another human. We hear h e r s n i f f ling through tea rs as she films a pod
of dolphins swimming a longside her boat, pleading with them to stay
awhile and
t eY as time and the d o c u m e n t a r y go on we sen se a change in L a u r a .
Sshere’ lishing the days on end of alone time, and se emingly more
a t t u n e d to the fluctuations of the oc ean.
6 Using both par t s of the review, write a 100 051 – - w o rd Checkyour progress:
s u m m a r y in respon se to the que stion:
I can rewrite se n t e n c e s u s i n g
What do we learn about Laura Dekk?er my own word s .
I can co mbine de tails in single
Begin by listing your main poi n t s , rememberin g to focus on Laura ideas.
herself. Write in your own w o r d s , using complex sentences to Icanreplace examples.
write fluently and concise.yl Aim to demon strate an ov erveiw.
I can rewrite se n t e n c e s
f l u e n t l y a n d c o n ci s e l y to
p r e s e n t a n o v e r v iew.
I can fin d s y n o ny m s f o r w o r d s
from their c o n t e x t .
I can com bine simple
s e n t e n c e s into fluent
complex ones .
C h a p t e r 6: S u m m a r y w r i t i n g
351
Chapter 6 . oT pic 4
Practicquestoinsand
amseplersponses
Key skills
uoY will need to show the following skills:
•
locate the pa r t icular sec tio n of the pass age that the t ask or
q u e s t i o n refers to
•
u n d e r s t a n d the focus of the question
•
u n d e r s t a n d the explicit m eanings of wo rds and phra ses in the
passage
•
u n d e r s t a n d the implicit meanings and at titu des in the p a s s a g e
•
s e l e c t , analyse and evaluate what is relevant to inclu d e
•
write in an appropriate st yle fo r a s u m m a r, ycon cisely and
using your own words.
our tYask
Read the following pa s s a g e a n d the task that follows.
Exploring responses: summary questions
Read this news paper repor t . T hen read the ‘Checklis t for succ e s s ’
before answering the ques tion that follows.
Lynx could return to Britain this year after absence 3o0f01years
A f t e r a n a b s e n c e o f 31 0 0 y e a r s , t h e l y n x c o u ld K i elder ofr e st was chosen by t h e t r ust f r o m fvi e
be back in UK forests by t h e e n d o f . 7 210 The possible site s, due to its a b u n d a nce of deer, l a rge
Lyn x U KrT u s t h a s a n n o u n c e di t w i l l a p plofyra forest a r e a a n d t he absence of major r o a d s .
trial r e i n t r o d u c t i o n of r si x l y n x i nt o t h e K iel d e r
Sheep fa r m e r s and some locals are opposed to
5 forest , Nor t h u mberla nd, f ollow i n g a t wo ye-a r
t h e r e i nt r o d u c t i o n , b u t D r Pa u l OD’ o n og h u e , 51
20
c o n s u l t a t i on p r o c e s s w i t h l o c a l s t a k e h o l d e r s.
chief s c i e n t i fic a d v i s o r t o t h e yLn x U K rT ust
The se creteiv cat can g orw ot 1. 5 m in leng t h and ex p e r t adv iser to the I n t e r n a t iona l Un ion
and fe e d s a l most evisuleycx by ambush ing deer. f o r t h e C o n s e r v a t i o n of N a t u r e ( I U C N ) b e l ieves
A t t a cks on hum a n s a re u n k now n, but it was there a re go o d reasons for rei n t r o d u c i n g the
0 1 h u n t e d to ext i n c t ion ofr ti s f u r i n t h e U K . T h e predator.
S e c t i o n 2: Applyi n g k e y s k i lls
154
henyLmab‘hseulroacenshdxgehogs, badgers, of forests by deer, allwoi ng other w i l d l i ef to .4
6
thebylaroc–bkinbsi,rds intaanrei ncsi pofar t the l ou r i shf. e ‘W evah a masseiv eovr p opulatoin
40
UK enviro’ nment, he told the Guard i a n. ‘There is ofr o edeeirn t h’eU K , hseaeir‘dWeo. noetfhe
amorekaoblgiatioWln.l evdr y sinlgaeoslnte mosbtiodevi rsity poorcount r i esi nt hweolrd. W
25 of them orf the fur trade, s that’ a wrong ew evha n e e d t he lynx, more tha n t he ly]nx. n. ee’d[s us.
t’or gi ht.
fI ynxl earcudo,tdnreier ti ludow eb yrev uctdlfi
Rural commu nit esi would also benetfi from eco - t eesceot rmuioastft-oyehlsrin utconrnal an,ismla
t o u r ism, DOo’ngohue sadi: ‘They will generate oDeuh’gOon : dasi y L ‘ nx ear yrev viterces dna 54
tenomsfi llioponofsufonsdrtsr uggling r u raUl K e vhit ss utubl’te,a ’rsetitIelnypmlao.cveter cnahc ae
30 econom.sei Ly nx heav al ready b een reintroduced l eelrwaoehwfontiytnaksx a eesaoctn,avheci l
in the Harz mounta ins in G e.r many They evah xnyl aeekscoartxnytl, tishcotapyrcisgAdn.fu
branded thewhloeareathe‘k .indogmofthely nx’ did ees a nyxl ni eht ,d tlwii ludow eb ehtefldilwi
thais tNworiviencgotour smi destinwaetionnd il ae’tnfuocenerf.mei 50
thocwuegehtxdoaoucldtly t’hseaofKmr,erdile
53 hesaid. From‘Ly nx could return to Britain’
by Damian Carrington,
The Guardian
nLy x would also boost the n a t u r al env i r o n ment,
said D’Oonoghue,by reducing theoevrgr a z i n g
According to the tex t , w hat plans are the re for reintrodu cing
t h e l y n x , and what are the argum ents in favour of?this
uoY m u s t u se continuous writing (not notes) and your own
words as far a s p o s sible.
uoY r s u m m a r y should not be morethan15 0 w o r d s .
Checklistforsuccess
✔
Show an unders tanding of the pass age.
✔
Stick to the focus of the que stion.
✔
Omit detalis or group the m together as single point s .
✔
Order the impo r t a n t points to show an over view.
✔
Writefl u e ntly, using your ow n words as far as pos sible.
✔
r T yto use accurate spellin g , p u n c tuation and gram.mar
C h a p t e r 6: S u m m a r y w r i t i n g
51
Chapter 6 . oT pic 4
Exploring responses
Now read the following respons e to the ta sk, and the
annotations.
Response 1
nyL xcouldbeback in the UK b.y the en7d o1f02 Tyhnxe L in the KieldeorrFest.Thiswas chosen unnecessary personal
rUusKtTis going toapplyforatrialreintroduction of this judgement
beautiful creature W.e moral y should bring them back because not relevant to task and
foritsabundance of.dTeheeryacdkohunmoatnas,they quotes passage directly
woaulcdkpsrhoebeapb.ly a
better to group these
y L nxbelongintheUK, like hedgehogs,badgers,robinsand together in one phrase
blackbirds
wemadethemdieoutin the fi r st place by hunting them unnecessary quotation, and
unnecessarilyof.r fur used inaccurately
some explanation needed for
I t w o u l d b e great fo r t o u r i s m , l i k e i t i s i n G e r m a n,y which the point to make sense
i s n o w k n o w n a s t h e ‘ k i n g d o m o f t h e l y n. x’ T h e y w o u l d e at
r o e d e e r w h i c h w o u ld b e g o o d of r of rests. We n e e d t h e m
m o r e t h a n t h e y n e e d u s f o r o u r bi o d i v e r s ity. T h e y a r e
secretive and hard to see, but it would still be exciting
t o k n o w t h e y we r e t h e r e b y s e e i n g t h e i r t r a c ks a n d
s c r a t c h i n g p o sts.
Feedback
This respo nse is broadly accurate, although there are t wo
m i s u n d e r s t a n d i n g s . It makes s o m e e f fo r t to paraphras e and
provide an ove rview, but it still use s the wording of the text
too much and te nds to summari se line by lin e rather than
as a whole. It does not always stick to the focu s of the ta sk.
T h e s t yle would be more fl u e nt if complex sentences were
employed, along with bet ter p u n c t u ation. The precise sen se is
not always c.lear
1 I d e n t i f y three things in the sample
r e s p o n s e t hat could be improved.
Use the ‘Excellent pro g r e s s p oints’
onpage15 8 to help you.
S e c t i o n 2: Applyi n g k e y s k i lls
156
.4
6
Now read this se cond sample re s p o n s e .
Response 2
T h e L y n x U K r Tu s t h o p e s t o r e i n t r o d u c e s i x l y n x i n t h e
f o r e s t s o f N o r t h u m b e r l a n d by t h e e n d o ,f 2 70 1 a n d
h a v e c on s u l t e d c a r e f u l l y p r i or t o d oi n g t h i s . A c c or d i n g
t o P a u l O ’ D o n og h u e , w e h a v e a m or a l d u t y t o r e s t o r e succinctly makes point with a
phrase in place of a list
l y n x b e c a u s e t h e y a r e a n i n d i g en o u s s p e c i e s t h a t effective paraphrasing
concise vocabulary
w a s c o m p l e t e l y wiped out by hu m a n h u n t i n g . T h eir
woul d complex sentence concisely
p r e d a t i o n o f t h e U K ’ s e x c e s si v e r o e d e er popul a t i o n combining points, correctly
punctuated
b e n e fi t t h e d i v e r s i t y o f t h e e c o s y s t e m b y r e d u c i n g t h e
d e e r ’ s o v e r g r a z i n g a n d a l l o w i n g ot h er s p e c i e s t o f l ou r i s h .
L y n x pose n o t h r e a t t o h u m a n s a n d w o u l d grea t l y
b e n e fi t t h e l o c a l e c o n o m y , a s d e m o n s t r a t e d by t h e i r
s u c c e s s f u l r e i n t r o d u c t i o n in Ger m a n y . For t o u r i s t s , e v e n
if n d i n g e v i d e n c e o f lyn x w o u l d b e e x c i t i n g , a n d a c t u a l l y
s e e i n g o n e w o u l d b e t r u l y m em o r a b l e .
Feedback
This response is accurate and concis e. It shows evidence of an
o v e r view by reorderin g some point s and making co n n e c t io n s
b e t w e e n ideas across t h e t e x t . T h e s tudent paraphrases
s u c c i n c tly and fl u e ntly,showing an unde r s t a n d ing of the tex t ,
and of what is mos t impor t a n t in it. Complex sentences are
used for fl u e n c y a n d concision , and with helpful and correc t
p u n c t u a t io n .
2 Using the res p o n s e s a n d feedback in this topic, and the
‘Excellent progres s points’onpage15 8, evaluate your own
r e s p o n s e s a n d improve them where you can.
C h a p t e r 6: S u m m a r y w r i t i n g
751
Chapter 6
Checkyour progress Soundprogress
Reading
•
Writ ing I can show a reas o n a b l e u n d e r s tanding of the focus of the summa.ry
•
I can show unde r s t a n d ing of some id eas in the tex t .
•
I can work out th e meaning of dif ficult words from their contex t s .
•
I can selec t som e ideas that match the question focus .
Excelent progress
•
I clearly under s t a n d the focus of the summa.ry
•
I can show unde r s t a n d ing of a wide rang e of ideas that match the ques tion fo c u s .
•
My ideas are relevant at all tim e s .
•
I can selec t points carefully to dem onstrateanoverall grasp of the te x t and what it
says abou t the topic in fo c u s .
Soundprogress
•
I can usually e x p r e s s myself clearly and concisely .
•
I do not speculate or give opinion s .
•
I can generally use my ow n words whe n writing my summary.
•
My spellin g , p u n c tuation and grammar are often accurate.
Excelent progress
•
I can write a clearly expres s e d r e s ponse that is fluent and concise.
•
I can stru c t ure my respo nse logically in a way that maeks it easy fo r the reader to
folow.
•
I can summarise in my own words , usin g precise s y n o n y m s and collec tive n o u n s .
•
I can combine s everal pieces of information into complex sentences , usin g clause s .
•
My spellin g , p u n c tuation and grammar are mostly accurate.
S e c t i o n 2: Applyi n g k e y s k i lls
158
Analysing
language
7
Links to ot her chapters: S o m e t a s k s will require you to conside r the
Chapter1: Keyreading skills language use d by writer s and the ef f e c t that it
Chapter5:Comprehension has on the rea.de r
oT answer thi s t y p e o f q u e s tion, you wil need t:o
•
d e m o n s t r a te u n d e r s t anding of explicit
meanings)(R1
•
d e m o n s t r a te u n d e r s t anding of impilcit
meanings and a t t it u d e s ( R 2)
•
d e m o n s t r a te u n d e r s t anding of how w riters
achieve effe c t s and influence rea d e r s ( R .4)
951
Chapter 7 . oT pic 1
deInitfying nyos ms
andaertliml eanigs
T h e f i r s t s t ep i n w r i t i n g a b out la n g u a g e i s t o s h o w your
u n d e r s t an d i n g o f t he m e a n i n g of words and p h r a s e s .
Explore the skills
In Chapter 5, you p r a c ti s e d p u t ting phras es into your own words .
Synonyms are different words that have similar meani n gos . T
show your under s t a n d i n g of the meaning s in a tex t , you need
to be able to fi n d quotations that match a synonymous word or
phrase that has been given to you.
Read the following paragraph.
A s s o o n as the ball wa s p a s s e d to him, Etebo headed for the goal.
C o n s t a n t ly tapping the ball a few metre s ahead of him , he raced down the
pitch. Glancing ba c k w a r d s , he spe d up as he saw three oppo sition playe r s
gaining on him. Do dging and weaving, he managed to pass t wo defe n d e r s .
5 O n e a t t e mpted a sliding tackle bu t Etebo jumped over him, met up with
the ball again and continued determinedly towards the g oal. Bearing dow n
on the single ke e p, eEtrebo paus ed momentarliy to gather his s t r e n g t h and
choose his an gle. The side of his boot s mashed again st the ce ntre of the
ball, sending it hurtling through theairlike arocke t and straight into the
01 back of the net .
1 Find a word or phrase in the fi nal sentence that means .
to hit with force
There are seve ralwaysto work out the meaning of a word,
including:
•
looking at the stem and thinking of wo rds you know with
a similar ste m
•
looking at the co n t e x t of the word.
For example, you can work out the meaning of the word oT . clarify the meaning, you can then re duce dodging Topt pi h u r tling and
by fi r s t placing it in the c o n t e x t of Etebo managin g to dodge pass two
defenders and think about word stem s with similar Consider the words carey.lufl both suggest
to the ste m means avoiding. evade dodging In this examp,le
meanings such as or avoid . This would help you to work out kiel a rocket
that constantly , at the st a r t of the speed and po, wbuetrthey do
dodging not mean that somethinghas
been hit.
2 W hat is meant by the word
second sente e?nc
S e c t i o n 2: Applyi ng key ski l l s
160
.1
7
Build the skills
3 For each st atement below, selec t a word or phras e from the looked quickly behind him. w.ay
t e x t that matches the un derlined words. ran faste r purposeful
a) Etebo s t o p p e d v e r y quickly to prepare his shot at the
b) Etebo headed towards the goal in a when he saw the oppositio n g e t ting
c) Etebo
nea. rer
d) Etebo
goal.
Develop the skills
Synonymsarealsousefufiylouareasdektoexpalniwhatwords ht gniplaltnabtysnocle suj tonetodiwr, t gnipat mnaes or
or phrasesmoeuansh.Youlddothisa s precisely as possible.For gnikcik .
erwewuhoynidfarwoilpxedhe,ketoslmtaptxae woehtmonebidaleuwposxeitceIosrpated.r two defen d e r s .
sarhpeht nie through the. air dekcik yl thgi l
gnihti
4 Look at the followin g q u e s tion, then co r r e c t the respo n s e s
below to make them more precise.
Explain the meaning of the underlined words or phrases .
a) He managed to pas s
b) S ending it h u r t ilng
)a Hegotawayfromthetwodefenders. Checkyour progress:
)b T hebal movedthroughth. eair
I can ex plain ide as in my ow n
Appylthe skills words.
5 Using preci se language, explain the underlined word s or I c a n m a ke so m e u s e of
phrases from the pass age. s y n o n y m s to explore and
e x p r e s s m eaning.
a) A s s o o n as the ball wa s p a s s e d to him.
I can us e language with so me
b) He raced down the pitch. precision.
c) Bearing down on the single ke e p. e r I can ex plain com p l e x i d e a s in
my own words .
I c a n m a ke us e of a ran g e
o f s y n o n y m s to e x p l o r e and
express complex meanings .
I can u se la n g u a g e p r e cisely.
C h a p t e r :7 A n a l y s i n g l a n g u a g e
161
Chapter 7 . oT pic 2
Expnailgthesgugeostni sthta Topt pi
wordscancreat oT remindyourselfabouthow
words carry implicitmeanings,
A s w e l l a s s ho w i n g t hat y o u u nd e r s t a n d t h e l it e r a l . 7 . 61na.d oc1psi Tatbokacl
m e a n i n g o f w o r d s a n d p h r a s e s , y o u n e e d t o b e a bl e t o
e x p l o r e t h e i d ea s t h a t p h r a s e s su g g e s t . punched the
Explore the skills
Read this pass age about a soccer match. T h e s p e c t ators followed the ball, o p e n - m o u t h e d , a s it shot through. air When it hit the
5 back of the net , the crowd erupted. With only one minute of the match remaining , they
leapt to their fee t and cheere d excited.yl Looking around at the spec tato r s , E tebo grinned
widely and punched the air in triumph. His team mates ran towards him, throwing their
arms around his s houlders in congratulation. He basekd in their attention, his h e a r t warm
at the idea of having scored the winning goal. Aware that there were still s i x t y seco n d s
toplay, the players quickly returned to their positions and Ete b o r e f o c u s ed on the match,
resolute that the opposition wouldn’t manage a late equail.s e r
A short- answer que stion might ask what the phrase shows abou t Etebo’s feelings during the match.
air in triumph
uoY might star t by p u t ting the phra se in its c o n t e x t (Etebo has
j u s t s cored a g oal), then break the phras e d o w nr.iu‘mTph’ means
celebration , joy or prid e. Punching th e air sugges t s a n e x p r e s s ion
of excitement or pleasure.
1 Put these id eas together to create an explanation in your
own words, in a single sente nce.
Build the skills
2 Here are two phrases from the tex t . Below each phras e are
three explanations for what it s u g g e s t s about Etebo during
the soccer match. Decide which explanation is correc t .
a) r‘efocus ed on the matc:’h
•
The phrase shows that Ete b o s t o p p e d thinking about
his goal and returned his at tention to the game.
•
The phrase s u g g e s t s that Etebo hadn’ t been
concentrating hard enough.
S e c t i o n 2: Applyi ng key ski l l s
162
• Topt pi .2
The phrase s u g g e s t s that Etebo didn’ t want his 7
Remembertoke epusingyour
happiness about the goal to get in the way of own words to showyourful 163
u n d e r s t anding.
winning, so he refocuse d on the match.
b) h‘ i s h e a r twarm’:
•
The phrase shows that Ete bo felt hot.
•
The phrase shows that Ete bo felt please d with hims elf
for having sco red the goal.
•
The phrase shows that s coring the goal made Eteb o
feel warm inside.
Develop the skills
3 Look at the six th s entence. What does the phrase ‘baske d
in their attention’ sugg e s t a b out Etebo’s feelings during
the ma?tch
• a t t ention and basked , and
Think about w hat Etebo has j u s t done and how his team
mates have reac ted (the contex t of the phras.)e
•
Consider the meaning of
what these wo r d s s u g g e s t Etebo is feeling.
4 W h a t d o e s the phrase ‘resolu te the oppo sition wouldn’ t resolute and
m a n a g e ’ s u g g e s t about Etebo feelings during the ma?tch
, and what thes e words sug gest that Etebo is Topt pi
•
Think about w hat the opposition are going to want to When explainni gaphras,e
do (the contex t of the phras.)e you do not need to explain
each word. Focusonkey
• wordsorconsider what the
Consider the meaning of the words phrase as a whole su g g e s t s.
manage
feeling.
Appylthe skills Checkyour progress:
5 Using your own wo r d s , e x p l ain what the unde rlined I can us e my own w o r d s .
phrases su g g e s t a b out the crowd during the soccer match.
I can wor k out the implied
a) T h e s p e c t ators followed the ball, o p e n - m o u t h e d , a s it
shot through. air meanings of individual wo r d s
b) When it hit the back of the net , the crowd e rupted. cheered excitedly .
and phras es and explain w hat
c) With only one minute of the match remaining, they
leapt to their fee t and t h e s e p h r a s e s s u g g e s t to the
Checklistforsuccess r e a d.e r
✔
I can us e my own words w ith
Use your own wor d s . c l a r i t y and pre ci si o n .
✔
I can co n s i d e r th e s p e cific
Don’t jus t say w hat words mean. e f f e c t s of individual words
✔ and phras es and explore
what they s u g g e s t to the
Consider the pre c i s e e f fe c t of individual words – what do r e a d.e r
t h e y s u g g e s?t
C h a p t e r :7 A n a l y s i n g l a n g u a g e
Chapter 7 . oT pic 3
deInitfying the wrse’tri craft
Writ e r s c r a f t t h e i r w or k i n o r d e r t o ac h i e v e e f f e c t s i n a n
i n t e r e s t i n g a n d impac t f u l w a y t h a t i s e n joyable t o r e a d .
M o s t w r iter s t r y t o d o t h r e e t h i n g s :
•
convey meaning/feelingst/amosphere
•
create a sensory picture
•
provokeanemotion.
They ach i e v e t h is through careful selectionofwordsthat
havelit eral and implicit meanings, which build an effe c t .
Writ ers also achieve effe c t s t h r ough a range of de vices
such as image, rcyomparison and person i f i cation.
Explore the skills
Read the following ex tra c t f r o m a novel.
Afit r s t wewalkedalongthebeach,hopingtocirclethecoas t , b u t t h e s a n d s o o n t u r n e d
to jagged r o c k s , which turned to imp a s s a b l e c li f f s a n d g o r g e s . T h e n w e t r i e d t h e o t h e r
n iaseseohrtle,indyuhnwkusoesrreudfoewmeiie.Whrecd,ihnertnaritbaptseagmw
ot tubpeechoTgikoahesp.cudoneaihowenvtlbnoswhsntaebwieteysrhstaliwftesal
5 ehtedolu-otnehnkisbci irpuy.oawedngslrnagruernnvuloisjlrd
The fi r s t two or three hundred metres from the shore were the hardes t. The spaces
b e t w e e n the palm trees were covered in a strang e rambling bush with tiny leaves that
sliced leikrazo r s , a n d the only way pa st them was to pus h through. But as we got fur ther
inland and the groun d began to rise, the palms b e c a m e less common than another kind of
01 t r e e — trees ilkerus ted, iv y - choke d space rockets , with ten -foot roots that fanned from th e
trunklike stabiilzerfi n s . With less sunlight coming through the canopy, the veget ation on
the forest fl o o r thinned out . O c c a sionally we were sto p p e d b y a dense spray of bamboo,
b u t a s h o r t search would fi n d an animal track or a path cleared by a fallen branch.
AZepsfdher’utenjhscteprionfiwtuhJgetar,lsipcasilnantsdartsngceyoluerdbirds,
5 1 wIvagsudyesailpptoie.hnaritlebdyekyi lmnohewrtlfIgkaiwnstIlyaysughan
ofrhesdEnigls’t,IezjuemhitnusoBratmfohukr.yetwarloesrmhetnightsat
uastmebiSyfxlotvc.esiwbtonarwlysiemtnonkeyscur arnziyaguphtnert-sT, ailnas thsunekgabiolveusalaictes— anhdtwerhtweadpstirapet:rdonounreck s,
style
lf -Tats,uckorutenerdhoariuhsri otsoturchestsT.he-frhweaoluhratosmtiuofhc empt y
20 canteenostppedbSaetnigd.naiwgunohdsrakyebratnipagvhncordivieda
coupeoglpefkohoangvrfgd.Tyihemqusakcotwhisclpayeslesdl,howroyevrer
theswmihteoamvs,ynlodekawhenweturnenaidnldine,t’scapeme.
From T h e B e a c h by Alex Garland
S e c t i o n 2: Applyi ng key ski l l s
164
.3
7
1 The writer has created a d etailed s e n s o r y p i c ture for the coVabulary a long, wood y vine
rea.dHeorw has he achieved t?his
liana:
a) Which nouns ha s the writer chosen for th eir precis e (ofte n u s e d bymonkeys to
literal meanig? swing from tree to tree)
b) S e l e c t a d j e c tives and ad verbs that h elp to create a
s e n s o r y p i c t ure.
2 The writer has also co nveyed the narrators’ d i f ferent
thoughts and fe elings. How have thes e been pre sented?
a) Which verbs show that the narrato r found the
exploration of the island dif fi cu?tl
b) W hich adjec tive s add to th e impression that the
narrator found the journey diffi cult?
3 Reread the fi r s t paragraph. Look at the lis t of paire d words
below. Considering w hat the words tell you about the
narrators’feelin g s o r e x p e r i e n c e s , decide which is the mos t
p o w e r f u l word in each .pair
a) t r y picked
b) barrier inland
c) s k y pre cious
d) goal pass Topt pi
Build the skills When you are analysing the wil be wrong answers.
writesrc’raft, there is not
r T yto comment on any p o w e r fu l i m a g e r y that you read in a tex t . one correct answer – all
Thismeansthatyoushoudlolokoutforanyef f e civteexamplesof: readers wilhaveanindividual
response to a text. How,ever
• there
simile uMhetrysaotakeucnexpalni
why your chosen words
• are interesting, powerful or
metaphor impact fu.l If you can do this,
yourchoicesare correct.
•
p e r s o n i f i cation. Example Example effe c t
T h i s d e s cribes th e sun as if it is an g r y
4 Look at the table below, which gives a defi nition, example ‘He gazed around at or unwelcoming in order to convey the
a n d e f fe c t of the three t y p e s of i m a g e.r yW hi c h t y pe of the bright fi rew o r k s discomfort caused by its heat .
i m a g e r y goes with which row in the ta?ble of fl owers with their
p e t a l s of r e d s , blue s , This captures the sparkling appearan ce of
Definition and yellows’ . the w.aBteyrcomparing it to diamonds , the
writer also s u g g e s t s how much the thir s t y
a descrip tive technique, ‘The sun glared down man values the water he has foun d.
giving human from the cloudle s s
c h a r a c teristics to an obj e c t sk’y. C h a p t e r :7 A n a l y s i n g l a n g u a g e
or idea
a descrip tive compari s o n , kiel or as
using
165
Chapter 7 . oT pic 3
Definition is Example Example effe c t
a descrip tive compari s o n , kiel or as )
w r i t t e n as if one thing ‘ T h e m a n looked This make s the multicoloured flowers
something else (rather thirs tily at the pool of sound vibrant and in abundance, a s well as
than it being water as it gli s t e n e d s u g g e s t i n g that they were a s triking si g h t .
likediam onds in the
sunligh’t.
Develop the skills Topt pi
Do not try to explore al
the words in a quotation.
5 Consider the phr a s e ‘ treeslike r u s t e d , i v y - c h o ked space Focus only on thos ethatare
rocket s’ from paragraph 2 of the ex tra c t o n page16 4 . p o w e r ful or interesting.
Make notes using the following pro m p t s .
? How does this help the read er
a) W h a t t y pe of imager y i s this phra?s e
choking the tr?ees
b) Whatisthewritertrynigtoconveyby
comparnigthetreestospa?ocrekest
Howdoestmshiakethetreessound?
Whatmgihthenaratorbefeenli g
aboutthe?tree s
c) W h y d o e s the writer de scribe them as
rusted
to imagine what the trees loo k and feel
?eki l
d) How is the iv y made to see m when it is
describe d as
6 Reread the second paragraph of the
e x t r a c t o n page16 4 , then copy and
complete the table on pag.e 167
Choose power ful p h r a s e s , apply subjec t
terminology an d consider w hat the phras e
s u g g e s t s about the narrator’s feelings or
experiences. Some examples have been
given.
S e c t i o n 2: Applyi ng key ski l l s
166
.3
7
Chosen phrase Subject Effect
terminology This shows the vegetation is unusual which
‘strange ramblingb ush’ noun phrase makes the narrators’ journey more interesting
and could sugge st that something is wrong.
simile
This shows that the journey was physicaly
d i f f i cult but that th e narrator was determined to
continue.
‘dense spray of bamb oo’
Appylthe skills Checkyour progress:
7 Reread the final paragraph of the ex tra c t . Ch o o s e t h e t wo sancI elecsotmneiteresintg
individual words and the two phrases that you think are wordsanpdhraseoxrfstma t.
m o s t e f fe c t ive in sugges ting the narrators’ emotion s in the I can ex plain what my chos en
paragraph. Note them down, use subjec t te rminology to w o r d s a n d p h r a s e s s u g g e s t to
i d e n t i f y t h e t y pe of words and devices the writer has u s e d t h e r e a d.e r
and what they sugg e s t . I can ap p l y s o m e s u b j e c t
t e r m i n o l o g y to my chos en
Checklistforsuccess words and phrase s .
✔ I can s e l e c t a r a n g e of
i n t e r e s ting or pow e r f u l w o r d s
S e l e c t i n t e r e s ting and power ful wo rds and phra s e s and phras e from a t e x t .
from a text . I can a nalyse th e e f f e c t s
✔ of my chose n words and
Analyse th e e f f e c t s of language in a tex t . phrases.
✔ I c a n a p ply a ra n g e o f s u b j e c t
U s e s u b j e c t terminolo.gy t e r m i n o l o g y to my chos en
words and phrase s .
C h a p t e r :7 A n a l y s i n g l a n g u a g e
761
Chapter 7 . oT pic 14
Anyanlsig the wrse’tri craft
Once you have sele c t e d p o w e r f ul words and phrases TheBeach on page 16 4 . T h e n look at the
f r o m a t e x t , you n e e d t o e x pl a i n h o w t he y a r e b e i n g
u s e d e f f e c t i v e l y b y t h e w r i t e.r
Explore the skills
Reread the extr a c t from
example of analysis below.
ifthenI ‘vecitadjshretnsence, apgoajwsgyaiefrd’luto
t prahtsi weotsha eshtkhcgoef.rbioerilaehrhrcguystiethxd
netalerhlrtahncf oedhntnuoosisetkadarmnoalslpsix’gheinrTiog
bedoculsugetashitce.hatpldaonugserwleias
1 Annotate a co py of the analysi s, identif y ing the following
elements:
a) evidence (reference to the t e x t)
b) use of subjec t te rminology
c) analysis of why the word is powe r f u l
d ) f u r t h er developme nt of the explanatio n .
Topt pi
Build the skills uoY can use the folowing
steps to ef f e c tively analys e the
When writing about a tex t , it i s i m p o r t ant to focu s on specifi c writesrc’raft:
1 Point:
stating the ef f e c tcreated. makeyourp ointby
d e t a i l s , give clear and precise explanations and tr ytomakeuse of
subject terminolo.gy
2 Evidence: makereference
to the text as evidence of
Look at the followin g t w o examples of analy s i s . your point.
In the second sentence, the writer uses theevrbphrase 3 Analysi:s give your analy sis,
‘wastingprecious time’ to conevythenarra t osrefe’ lings when which may b:e
exploring the island. The verb ‘wasting’sugg ests that he is
ingfrusgtreated by their inability to ge tacrosstheisland. •
The adjectivep‘recious’adds to this f rustrationb ycreating literalmeanings
amoodofurgency: the narratorfeels the hours of the day
arequicklypassingandtheyarerunningoutoftime. These •
examples ofwordchoiceclearlyshowhisfeelings. associations(that is, the
senses or emotions)
•
language devices.
4 eEfc:t restatetheefect.
S e c t i o n 2: Applyi ng key ski l l s
168
.4
7
T h e wr i t er u s e s t h e w o r d s ‘ w a s t i n g p r e c i o u s t i m e ’ wh e n t h ey
a r e e xpl o r i n g t h e i s l a n d a n d f a i l i n g t o f i n d a way t o ge t
f u r t h e r i n l a n d . D e s pi t e w a n t i n g t o e x p l or e , t h e n a r r a t o r f e e l s
t h a t t h e d ay i s be i n g ‘ w a s t e d ’ a n d t h i s w o r d i s a power f u l
w ay t o sh ow h ow h e f eel s. T h e word ‘pr e c i o u s ’ i s a l s o
p o w e r f u l a s i t d e s c r i b e s t h e h ou r s o f t h e d a y . T h e t e x t s a i d
t h e su n h a d a l r e a d y ‘ r o s e i n t h e sky’ wh i c h m e a n s t h a t t h e y
a r e r u n n i n g ou t o f t i m e b e c a u s e t h ey a r e s p e n d i n g s o l on g
t r y i n g to fi n d a pas sabl er o u t e a r o u n d t h ei s l a n d .
2 Decide whic h r e s p o n s e is the bes t and w.hyW hi c h a s p e c t s
of the less s u c c e s s ful example nee d improvem ent?
Develop the skills
Look back at the information on image r y ai ns kTo5.p,3iTc. 7 TheBeach .
Consider again the phrase ‘ t r e eslike r u s t e d , i v y - c h o ked space
rocket s’ from paragraph 2 of the ex tra c t f r o m
3 ruT n your notes into an explanation of why the phra se is
e f f e c tive. Remembe rto:
•
makeaclear reference to t h e t e x t
•
use subjec t te rminology
•
explain the ef f e c t of a specifi c word or device that you think is
powerful or interes ting
•
develop your explanation by focu sing on anothe r specifi c
a s p e c t of your quotation.
Appylthe skills Checkyour progress:
4 Pick out three pow e r f u l words or phrases fro m the last I can re s p o n d to a tex t in
paragraph of th e e x tr a c t on page 16 4 . I n clude one e xample s o m e d e t ail.
o f i m a g e.r yE x plain how each of your choices has b e e n u s e d
e f f e c tively by the wr.iter I can u se so m e s u b j e c t
t e r m i n o l o g y in my res p o n s e .
Checklistforsuccess
✔ I can e xplain t h e e f f e c t s of
s o m e d e s criptive devi c e s .
Write a concis e yet det ailed re s p o n s e .
✔ I can co n s t r u c t a conci se and
d e t a i l e d r e s p o nse to a tex t .
U s e s u b j e c t terminolo.gy
✔ I can in clude a range of
Include at lea st one example of simile, me taphor or subject t e r m i n o l o g.y
p e r s o n i f i cation.
I can ex plore a range of
d e s c r i p ti v e d e v i c e s .
C h a p t e r :7 A n a l y s i n g l a n g u a g e
169
Chapter 7 . oT pic 5
Practicquestoinsand TheBeach .
amseplersponses
Key skills
uoY will need to show the following skills:
•
locate and s e l e c t relevant or appropriate word s, phra ses or
language
•
i d e n t i f y explicit and implicit meanin g s
•
explain or analy se the ef f e c t of a writers’ language choices
using your own words
•
explore the writer’s craft , using terminology to comment on
what makes a piece of writin g p o w e r ful.
our tYask
Read the following ex tra c t f r o m Alex Garlands’novel,
TheneradhtC‘hes37ickbloufscetrosf’npreagne1swenrig
the.qowlouflhtoaenist
5 A f t er a long journe,ythe narrator has fi nally arrived at his hotel.
01
51 The fi r s t thing I did afte r s h u t ting the door behind me was to go to the bathroom mirror
20 and examine my face. I hadn’t s een my refl e c tion for a couple of day s and wanted to check
things were OK .
Itwasabitofashock.Beingaroundlotsoft annedskind’I somehow as sumedIwa s also
tanned, butthe ghost inthemirrorcorrec tedme.Mywhiteness wasaccentuatedbymy
stubble, whiche,limk,yrhai isjetblack.UV deprivationaside,Iwasinbadne edofasho. wre
MTy- shir thadthesalt y sti f fness of materialthathasb een sweatedin,sun - d r ied, then
sweated inagain.Idecided to headstraighttothe beach foraswim.Icouldkil two birds
withoneston e — soakupafewraysandgetclean.
Chaweng was a trav e l - b rochure photo. Hammocks slung in the shad e of curving palm trees ,
sand too b right to look at, jet- skis tracing whit e p a t ternslike jet-planes in a clear sky. I
ran down to the surf, p a r tl y b e c a u se the sand was so hot a n d p a r tl y b e c a u se I alway s run
into the sea. Wh en the water be gan to drag on my legs I jumpe d up, and the mom entum
s o m e r s a u l ted me for ward s. I lan ded on my ba ck and sank to th e b o t t o m, exhalin g. On the
seabed I let myself re s t , head tilted slightly forwardtoke ep the air trapped in my nose, and
l i s t e n e d to the sof t clicks a n d r u s h e s o f u n d e r water noise.
d’I been splas hing around in th e water for fi f t e en minutes or so when Étienne came dow n
to join me. He als o ran acros s the sand a n d s o m e r s aulted into the sea, b ut then leapt up
with a yelp.
S e c t i o n 2: Applyi ng key ski l l s
071
.5
7
‘ W h a t s’up? ’ I c alled.
Étienne shook his head, pus hing backwards through the water away from where he’d
l a n d e d . ‘ T his!Thisanimal! This... fi s’!h
I began wadin g towards him. ‘ W hat fi ? s h’
25
‘I do not know th e English — A a ah!Aaa!h There are more! Aaah!Stinging!’
‘Oh,’ I said as I rea ched himJ.e‘l l y f i s!hGrea’!t
hpaeserasepleiwprahseawshetoaItevhdlfektvol,snilsi glnIfoioatsp.rdrlyio
.eghtfiaritocslyhetmfloadseinwtrasdehiwartnbgdeauctpri,atnwplen
From T h e B e a c h by Alex Garland
1 I d e n t i f y a word or phras e from the tex t w hich sugges ts the carefully in s p e c t s his face in the bathroom
same idea as the words und erlined: .
a) The narrator emphasised the paleness of
m.irror
b) The narrator ’s dark hair almost
his skin.
c) When Étie nne is stung by a jellyfi s h he jumps fro m the
water and cries out in pain.
d ) B e c a u s e the white sand refl e c ted the light, it was
blinding
2 Using your own wo r d s , e x p l ain what the write r means by
each of the words underline d:
I was pleased to see the pale shapes , fl oating in
the water leikdrops of weirdness
straight f o r ward silvery oil. I loved their
occupied be t w e e n p lant and animal life. , the strange area they
3 Explain how the phrase s underlined are us ed by the writer S e l e c t f o u r p o w e r ful
t o s u g g e s t the narrators’ r e s p o nses to the jellyfi s h. Use your
own words in your explanation.
I was please d to see the pale shape s , f l oating in
the water leikdrops of silve r y oil. I loved their
straight f o r ward weirdness , the s trange area they
occupied be t w e e n p lant and animal life.
4 Reread paragraphs 2 and 3, describing the narrator s’
feelings ab out hims elf and the beach.
words or phra ses from each paragrapohu.rYchoices should
include imag ery. Explain how each word or phrase is us e d
e f f e c tively in the contex t . Write 200 – 3 0 0 w o r d s .
C h a p t e r :7 A n a l y s i n g l a n g u a g e
171
Chapter 7 . oT pic 5
Exploring responses
Now read the following respons e to the ques t i o n s , and the
annotations.
Response 1
1 a)
check
)b
shock
)c
A ‘ aah!Stinging! ’
d)
thesandwasso hot
2
pleased–unlikeÉtienne, he isn’t scared
silvery – shining like silevr
weridness–behavinglike a freak
3
pleased to see – the narrator had seen the jellyfi shbeforeandwanted to see them
again.
likedropsofsilev r y oil – the jellyfi shweresielvrandoiyl looking
Ilovedtheirstraightofrwardweridness–thenarratorisfascinated by the jelly fi sh.
4
T heword ‘shock’ is a powerf ulwayt odescribe whatthenarratorfeelswhenhelooksin
themirrorbecausehewasexpecting to look more tanned. The wosrdw‘ eated’ is also
powerf ulbecauseitshowshowhotitwas.Thephraseso‘ akupafewrays’describeshow
he wants to go sunbathing.
T hepalmtreeisdescribedac‘surv.inTghi’sisgoodbecause it sounds quite peacefuland
gracefulwhichmatchestheatmosphereonthebeach.Thisissimilartothe phrase ‘the
s o f tclicksandrushes’which is a powerf ulwayt odescribe what he hears underwa. ter
Theworcd‘ licks’makesitsoundunusualwhichissuitablebecausehe’s underwaterand
thewordr‘ushes’ links to the moevment of theseaoverhim.How, ever becausehesays
‘ s o f t’thismakesitseemrealygentleandrelaxingbecausehe’senjoyinghim.self
S e c t i o n 2: Applyi ng key ski l l s
271
.5
7
Feedback Checklistfor
1 N one of thes e quotation s fully match the q u e s t ion’s unde rlined wo rds and phra s e s , a lthough success
‘check’ comes close to ‘e xam.ine’
✔
2 T he fi r s t and third answers are ina ccurate. Th e second answer is co r r e c t , but the writer doe s M akeus e of synony m s
not fully use their own words .
and explain ideas using
3 The fi r s t comment is not precise enough: although it implies the narrator likedje l l y f i s h ,
it also implies that he has seen the s ame jelly fi s h before. Th ere is not enough use of own your own words .
words in the s econd comm e n t . T h e third comment i s accurate but does not fuly explain the
second half of the underlined phras e. ✔
S e l e c t i n t e r e s ting or
4 There are som e good choice s from the tex t , including one example of imager , y but there is
not a full range and not all the word s s e l e c ted a r e p o w e r ful. Oth er words and p h r a s e s that powerful words and
s t a n d o u t in the extr a c t have been o m i t t e d. There is s o m e a t tempt to explore the different
a s s o c i ations that word s c a r r y but, to o o f ten, the comm e n t s f o cus on literal rather than phrases.
inferred meanin g s . T h e last e xample could be ex plored in a mu ch more conci seway. The
explanations lack preci sion so fail to convey a full u n d e r s t anding of how language is us e d . ✔
S u b j e c t terminology could be applie d . C onsider the precise
5 Look back at the in c o r r e c t a n s w e r s from e f f e c t s of language.
Q u e s t i o n1.Can you work out why the stu d e n t
thought those quot ations were correct and what ✔
they misunders tood or m i s s e d o u?t Use su b j e c t
6 a) Look at the res ponse to Q u e s t i o n 2. What terminology.
d i f f e rent things are wrong with th e fi r s t
explanat?ion
b) How could the se cond explanation be
altered to e nsure that it is al in their own wor?d s
c) What is wron g with the words ‘behaving ’
and ‘freak ’ in the third ex plana?tion
7 For each of the points in the re sponse to Q u e s t ion 3,
i d e n t i f y what could be improved.
8 Consider the re sponse to Q u e s t ion 4.
a) Which word or phrase choice s would you cut from this
answer?
b) What additio nal words or p hrase could you add from
t h e e x tr a c?t
c) Makethe fi nal explanation mo re concise.
d ) Apply subjec t te rminology to the examples give n.
C h a p t e r :7 A n a l y s i n g l a n g u a g e
371
Chapter 7 . oT pic 5
Now read this se cond sample re s p o n s e .
Response 2
1 a) e x a m i n e
)b a c c e n t u a t e d
c) l e a p t up wit h a yelp
d) t oo br i g h t t o l o ok at
2 pl e a s e d – h a p py a n d w e l c o m i n g
silvery – shim m e r i n g
w e i r d n e s s – b e i n g s t r a n ge o r u n u s u a l
3 pl e a s e d t o s ee – th e n a r r a t o r l i k e s jel l y fi sh s o h e w e l c o m e d t h e sigh t of th e m .
likedr opsfsilvreyoi–l thejly fi hsshim m e r edinth le ightandlookedil quidrathre
than solid.
I l ov e d t h ei r s t r a i g h t f or wa r d w e i r d n e s s – t h e n a r r a t o r i s f a s c i n a t ed by h o w s t r a n ge
y e t s i m p l e t h e j e l l y fi sh l o ok.
4 Sa l t y s t i f f n e s s ’ i s a n e f f e c t i v e wa y o f d e s c r i b i n g t h e d i s gu s t i n g t e x t u r e o f t h e n a r r a t o r ’s
t - s h i r t a n d t h i s i s h i gh l i gh t e d by th e si b i l a n c e . T h e ‘ s t i f f n e s s ’ s o u n d s u n c omf or t a b l e
a n d t h e ‘ s a l t y ’ i m p l i e s i t f e e l s g r a i n y , a s w ell a s em p h a s i si n g h ow m u c h h e ’s s w e a t ed
a n d h o w u n c l e a n t h e j o u r n ey h a s m a d e h i m .
T h e m e t a p h or ‘gho s t i n t h e m i r r or ’ i s a power f u l way t o d e s c r i b e t h e n a r r a t o r ’s pal e
a p p e a r a n c e a n d em p h a s i s e h o w s t r a n g e l y w h i t e h e l o o k s , wh i l e a l s o sugge s t i n g t h a t
h e f eel s a l m o s t d e a d af t er h i s e x h a u s t i n g jo u r n ey.
Thel engthohf i sjourn iyesa l s ocapturedinth he yperbolipchra se‘ U Vderpivationw’hi ch
sugge s t shef ee l sthathe s’beenlockedawayliparke ison rewithuotan ysun light. The
ideaofbein gdperived alsoshows howrelievedhei stoh avefi n a l l yrea c h ed thebeac h.
T he m etaph o‘rsoaku paf ewr a y s ’ i sagoodwaytod e s c r i b esunba thing. T h everb‘s o a k ’
sugge s t s bathi ng by lin kingtowaI.tatlersoso u n d srel a x i n ga n dplea s u rable,witht h e
wordr‘a y s ’m a k i n g t h esunli ghtseemli ke ind i v i d u a lb e a m swarm ing h is body.
T h e t h i r d p a r a g r aph op e n s with a go o d m e t a p h or : ‘ C h a w e n g w a s a t r a v el - b r o c h u r e
p h ot .oT ’h i s i m p l i e s t h a t i t l o oks p e r f e c t i n a n a l m o s t u n b el i e va b l e way.
ll cpeuhkni-toniarotcl.Ttwhasnei’ushrintT‘yralsjikrymceiadiasnmeilgi
maketshejkt-sesmismilesawaryathetrhanclose-upandn oCmoiy.sparingthseaeot
l c lm.aeer,thpledmpalymosatsciokawectihuefslonhrsetdasanwsehteka
T h e n a r r a t o r a l s o s e e m s r e l a x e d w h en h e d e s c r i b e s t h e ‘ s o f t c l i c k s a n d r u sh e .sT ’h i s
u s e s t h e s e n s e s o f s o u n d a n d t o u c h t o c on v e y t h e s t r a n g e y e t s o o t h i n g s e n sa t i o n of
b e i n g u n d er wa t. e‘ Cr l i c k s ’ s o u n d s u n u s u a l a n d h e l p s t h e r e a d er t o i m a g i n e t h e e x o t i c
m a r i n e w o r l d , whi l e r‘ u sh e s ’ sugge s t s t h e c a l m m o v e m e n t of th e wa t e r on hi s sk i n .
T h i s c o n t r a s t s w i t h ‘ t h e m o m en t u m s o m e r s a u l t ed m e f or wa r d s ’ w h i c h c r e a t e s f u n a n d
e x c i t e m e n t b y l i n k i n g t o m o v e m e n t a n d s p e e d . T h e v e r b ‘ s om e r s a u l t e d ’ su g g e s t s h e
f e e l s e x h i l a r a t e d , l i k e a gymn a s t , w h en h e ’s k n o c k e d i n t o t h e wa t. e r
S e c t i o n 2: Applyi ng key ski l l s
471
.5
7
Feedback
1 The three ans wers are accurate and show precise u n d e r s t anding.
2 The three ans wers are accurate, working out the corre c t m e aning of the word in relation to
its place in the extr a c t .
3 The three explanations are accurate and the writer of the res ponse make s use of their own
words.
4 T his respo nse contains a range of well - s e l e c ted words and phrase s, including some i m a g e .r y
The writer co n s i d e r s t h e d i f ferent meaning s and ass ociation s of the words being quoted.
Writing is con cise and precise, makin g g o o d u s e of subject terminology ; there is clear
u n d e r s t a n d ing of the effe c t s achieved by language.
9 What is be t t e r about the ans wers he? rI ed e n t i f y one
improvement in each answ. re Use the ‘Excellent progr e s s
poohienlptsy’ooun. pag76et 1
10 Using the res p o n s e s a n d feedback in this topic, and the
‘Excellent progres s points’ on pag7e6,1evaluate your own
r e s p o n s e s a n d improve them where you can.
C h a p t e r :7 A n a l y s i n g l a n g u a g e
571
Chapter 7
Checkyour progress
Soundprogress
•
I can unders t a n d m o s t meanings in a text .
•
I can explain m ost meanings of words and phrase s .
•
I can selec t some p o w e r ful words and p hrases from a text .
•
I can selec t some p o w e r ful imagery from a text .
•
I can apply som e s u b j e c t terminolo.gy
•
I can explain some of the ef f e c t s of words and p h r a s e s .
Excelent progress
•
I can unders tand complex meanings in a text .
•
I can explain the meanings of words and p hrases p recisely an d concise.ly
•
I can selec tarange of power ful wo rds and phra ses from a t e x t .
•
I can selec t a range of powe r f u l im a g e r y from a text .
•
I can apply a full range of subjec t te rminolo.gy
•
I can explain t h e e f fe c t s of words and p hrases precisely and concise.yl
S e c t i o n 2: Applyi ng key ski l l s
671
Extended response
to reading and 8
directed writing
Links to ot her chapters: eeeno ldaleriwsmeowuitotmeoytexSrtods,
Chapter 2: eKy technical skill s
Chapter 3: Key writing form s ot mehatl mitesaocettrnaledfisropcndehnst
Chapter 4: Writing for purpos e
i rwepfos aecdeuraoipfdewgein.efcineiatic
dteenoeoytolskuld,nioskwpsTstastielhur
ldinaksgngindaietr ihr.wstlob
Reading:
•
xe fo tgtanisrrcietdnudisnmoealdp
1R( sgn)inaem
•
i lpmisgnfionaemgtntasrirtednusinmoeacd
2Ri(ttase)dunta
•
poleveadvedna,eesdyttdianclauafn,lsase
,snoinipo ppus repptaaigrnfripoomtsrou
)t3xeRt(eht
•
ps rofnf inoeisutcamitdfrceniolaecs
)5R( seso.prup
Writing:
•
xeepdxnea eeatwhcaneslusietcratp
dna t lefW)(,dtehnguigo1mahit
•
osdndranoafsaeesdnionaigneriotucprt
arebfife(l etcdt )W2
•
ecngenaatcnroevscuardftnyeoasrarslubets
texteatniorcpoortp)pW(a3
•
xetnoci ropotrsppigaert(raeesut 4W)
•
ni l elseduncpaasenotaieftcntruokpauamc,g
W( .rma)rg5
771
Chapter 8 . oT pic 1
Undaensrtdnigexetnded response You a r e A l f r e d o . oYu a r e h o p i n g t o o r g a n i s e the role you should
to readingqtiouesns write in
guided tour s , i n cluding a vi sit to to your busin e s s p a r t.ner a foo tball
S o m e t i m e s y o u w i l l b e a s k e d t o w r it e a n e w t y p e o f ‘Dear Raul, I have had a great that this is a the material you should
t e x t , b a s e d o n i n f o r mat i o n g i v e n i n a n ot h e r passage. g a m e l i k e t h e o n e i n eT x t A . o Y u n e e d t o use in your writing
uoY w i l l n e e d t o demonst rat e r e a d i n g s k i l l s t h at s h o w the audience (in this
u n d e r s t a n d i n g o f t he p a s s a g e .ouY w i l l a l s o n e e d t o persuade your business p a r tn e r case the reader) for your
m a k e i n f e r e n c e s f r o m t hat informat i o n , d r a w i n g on writing
t h e d e t a i l a n d e x p a n d i n g o n it t o c r ea t e yo u r o w n p i e c e good idea, explaining:
o f w r it ing. the key points you must
include
Explore the skills
Lookatthisexampletask. Theeykfeatures – thosethatwould areminderto
formthebasisofa response–havebe enlabelled. (T his question usematerial
referes txo TtAon pa7g9,ebu1tyoudonot need to read this ye)t. fromthepassage
inyouranswer
the purpose
of your writing
•
what it is like before the game
•
the different ways to experience the match
•
what tourist s will learn or experience from
going to one.
Write a l e t te r
the form of Base your let ter o n what you have readeinx T t A ,
w riting you must but be careful to use your own words . Deal with
each of the three bullet point s .
use
Begin your let ter:
idea for our guided tours…’
the opening
sentence you
Write about 25 0 to 350 word s .
must use
Upto15 marks are available for the co ntent of
your answ, aenrdupto10 marks for the quality of
your writing.
S e c t i o n 2: Applyi n g k e y s k i lls
871
.1
8
1 Look at the las t t wo paragraph s in the ta sk.
W h i c h t wo i m p o r t ant bits of guidance have
not been labelled h?ere
Develop the skills
2 Reaedx T t A below. As you do so, note dow n:
a) w h o s e p e r s p e c t i ve the text is from (for example,
is it Alfre?dso’ )
)b terlofa(tisis.is),ietxhmtal?pxeofwrotsehat
xeT tA
In this tex t , t he auth, ofrom the USA , has been takento uoT t s a r e t r y ing to sell themticket s .
a footbal match bet ween El Salvador and Mexico by his
friend Alfredo.
uPtng.hiArhouyntremdi‘’d.,aiuosyefwohceatr ak ‘ T evrBkecop.tMco.syhuestlfarof.evsthaprieopl
ruoy
5
or’ .luolwyiyheTb
I did as I was told. ‘ W hat about theticke?tSshall we buy Suns from these boys? ’
some
‘No, I will buy Shades ’.
01 rA‘ e they expenveis? ’
‘Of course,butthiswilbeagreatgame.Icouldnever see coVabulary people who sell
suchagameinSant aAna.Any w,tayheShadeswillbe
qu’.ieAtlefredo looekd around.‘Hideovertherebythe uoT t s : ticket s for pla ces
wal.Iwlil get theticke ts.’ ticket s at high p rices ticket s for pla ces
outside groun d s
51 A l f r e d o v a n i s h e d i n t o t h e c o n g a l i n e a t a ti c k e t w i n d o w . triumph. Suns:
H e a p p e a r e d again at the middle of th e line, jumpe d the in the sun
q u e u e , e l b o w e d f o r w ard and in a ver y s h o r t t ime had Shades:
fought his way to the window. Even his frien d s m a r velled under cover or out of the
a t h i s s p e e d . H e c a m e t o wa r d s u s s miling, waving the sun
salver:
20 t i c k e t s i n tray
tureen:
We were frisekd at the entrance; we passed through a oval in shape lf at silver or me tal
tunnel and emerge d at the end of the stadium. From the
outside it had looke dlike a kettle; inside, its shape was salver , a tureen if led with brown screeching
more of a
25 faces. In the centre was a pristin e r e c t angle of gree n grass. s e r v i ng dish, of ten
C h a p t e r 8 : E x t e n d e d r e s p o n s e t o r e a d i n g a n d d i r e c t e d w r it i n g
971
Chapter 8 . oT pic 1
From The Old Patagonian Ex p r e s s
It was, those 45 0 0 0 people, a mod el of Salvadorean societ . y
Not only the half of the st adium where the Suns sat (andit
was jammed: not an empty seat was visible);or the bet et-r
d r e s s e d and almost as crowded half of the Shade s(at night,
3 0 in the dry s e a s o n , there was no dif fere nce in the qualit y o f
the seats: we sat on concrete ste p s , b u t o u r s , being more
expensive than the Suns, were less crowded); there was
a s e c tion that Alfred o had not mentioned: the Balconies.
Above us , in fi ve tiers of a gallery that ran around our half
35 of the sta dium, were th e Balcony pe ople.
40 Balconypeople had seasonctikets. Balconypeoplehad
45 smallrooms , cupboardsized,aboutaslargeastheaverage
50 Salvadoreanhut;Icouldseewineb ottle s, theglasses ,the
platesoffoo d.Balconyp eoplehadfoldingchairsand a good
viewofthefi eld.TherewerenotmanyBalconypeople –
two or threehundred–butat$20 0 0 for a seasonctiketin
a countrywheretheper capita incomewas$373onecould
understand wh.yTheBalconypeopleface dthescreaming
Sunsand,beyond the stadium,aplateau.WhatItooktobe
lumpishmulti- coloured veget ationcoveringtheplateauwas ,
Irealised ,aheapofSalvadoreanss tandingontoporclinging
tothesides .Therewere thousandsoftheminthismass ,and
gwmhistaieostrrifnyihgtahntSeunsTh.ewygeihlertd
byhteestae;urmdgilwuersjaps-taenwrcgbpietl
movemenatmongthaw-netbats.oidlei;sl ih
by Paul Therou x
180
S e c t i o n 2: Applyi n g k e y s k i lls
Appylthe skills .1
8
3 Look back at the ta sk and the annot ations. Now ‘de code’
the following ta sk in the sameway. Copy it out and ad d Checkyour progress:
a n n o t a t i o n s , labellingthekey e l e m e n t s . I can un d e r s t a n d the main
i d e a s r e q uired in e x t e n d e d
uoY are one of the ‘Su. nAsf’ ter the game, a re p o r t e r a s k s r e s p o n s e to reading t a s k s .
whether he can i n t e r view you about your experience s of I can un d e r s t a n d all the
a t t e n d i n g the match. The r e p o r te r a s k s you three ques tions: a s p e c t s required to resp ond
to an ex t e n d e d r e s p o n s e to
• readingta s k .
What did you se e and feel both before and during the
match?
•
What do you rem ember about other people watching
the game and how their experience s d i f fered to you?r s
•
Would you go to another game if itwaslikeths?i Why/
whynot?
Write the words of the interveiw.
Begin your inter view with the firs t q u e s tion.
Checklistforsuccess
Remember to note down:
✔
your role
✔
the form and purpos e
✔
the audience
✔
any other key detail s .
C h a p t e r 8 : E x t e n d e d r e s p o n s e t o r e a d i n g a n d d i r e c t e d w r it i n g
18
Chapter 8 . oT pic 2
Extendedresponsetoeradnig:
hegatringinformonait
The key elements in the que s t ion will g uide you towards m u s t include in your respo ns e , s o us e it to find persuade your business p a r tn e r that this is a goo d idea,
the infor mat ionyou n e e d f rom the tex t . T h e y will also oY u are hoping to organise guided tours including a visit to a football game
helpyou decide on the tone and st lye of your response.
to your busin e s s p a r t.ner
Explore the skills
Onekey element of the q u e s t ion is the lis t of bullet points . This
is the content you
thekeyinformation you need from th e t e x t .
Look again at the b ullet points from th e task oin T p. i1c 8.
uoY are Alfredo.
likethe one einx T t Aou. nYeed to
explaining:
•
what it is like before the game
•
the different ways to experience the match
•
whattourist swillearn or experiencefromgoingtoone.
Write a l e t te r
Here is an example of some notes that have bee n s t a r ted in M ain points from text to Detail
response to the firs t bulle t point.
Keypa r t o f q u estion
what it is like beofrethe game the need to keep saef watching out for ‘thieve’s use in the letter
how to get tickets thec‘ onga-line’ queue
what it is like enteringthestadium
1 Copy and complete the table, adding detalis to the third
column to suppo r t the overall points you might u se in
t h e l e t. rte This could b e specif i c f a c tual information or
p a r t icular des criptive detail s .
At this point , you do not need to fo cus on how Alfredo
might view things dif f e r e ntly from Paul (the narrato).rStick
to what actually happe ns or can be seen by anyo ne who is
at the match.
S e c t i o n 2: Applyi n g k e y s k i lls
182
.2
8
Build the skills . t h e d i f f erent way s to Toptpi
d i f f erent way s ? Scan the te x t for references It is import anttoread the
Now conside r the seco nd bullet point: text c arefulyw ith the task
experience the match faced the screaming Suns.’ inmind,tomakesurethat
you include enough relevant
2 W hat are thes e reasonable inferences detailsfrom the text in
to the following, andmake brief notes o n them: yourwriting.I t can help to
• b) The Suns hate the Balcony underline or highgilhtkey
ih)teratwhawh’dnysa(uSedehaS‘sn‘tmae’hndatsso people. details in the passage as you
• read it.
the ‘Balcony ’ people (how their exp erience is d i f ferent d) The Balcony people are not
to those of the ‘Suns’ an d ‘ S h a d e s’ ) as excited by the match as they (the Balcony people) do
• the Suns. not have the hot sun in their
the people on the mound outside the ground (this may faces
or may not be of use to you on th,esotoeuvraluate the ‘Suns’ are making a huge
whether it is worth including). amount of noise
Develop the skills e) The Balcony p e o p l e d o n ’ t
likefoo tball.
Using inferen ce is an impo r t a n t skill in ta sks like this. For example,
the writer s tates: Checkyour progress:
‘ T h e B alcony peo ple I can gather relevant
information f rom a give n
3 W hich of the following would be passage.
from the given informat?ion
I can s e l e c t relevant
a) The Balcony people information f rom a give n
hate the Suns. p a s s a g e and consider how it
will be u s e d .
c) The Balcony people
are privilege d.
Appylthe skills
The third bullet point in the qu e s t i o n a s k s you to explain what
t o u r i s t s will gain from the experience. This requires a d i f ferent
s o r t of inference. Fo r someone unus ed to the e xperience, it might
n o t b e p a r ticularly relaxing or comfor t a b l e.
4 Fi n d t e x tual evidence to s u p p o r t the following st a t e m e n t s .
a) It is an exciting experience.
b) It is an impor t a n t match that ordinary people do not
usually ge t to see.
5 W hatelsedoyouthniktouristswoudlganifromthe
expe?rLioeonkacgeaniathowPaulTherouxrespondsto
whathesees:whatdoeshelearnabouthathewouldn’t
hdefa’viespentahlsitmeathe?beach
C h a p t e r 8 : E x t e n d e d r e s p o n s e t o r e a d i n g a n d d i r e c t e d w r it i n g
183
Chapter 8 . oT pic 3
Extendedresponsetoeradnig:
devgoeplniaconv nigcieorl
For lo n g e r w r i t i n g t a s k s , y o u w i l l n e e d t o a do p t a
c o n v i n c i n g r o le . I n o r d er t o d o t h is, you w i l l n e e d t o
u n d e r s t a n d t h e t y p e o f c h a r a c t e r a n d ‘ v o i c e’ you w o u l d
h a v e i n t h i s r o l e a n d adapt y o u r u s e o f l a n g ua g e t o f i t .
Explore the skills
A role is the part someone plays or the t ype they fi t into – for Toptpi
example, a particular profes sion (bus driver), place in a group refers to t h e p e r s on’s pe rsonalit y o r b e l i e f s .
(eldes tchild ) or even a s tate of mind (the hero in a sto r y.) L o o k b a c k a0ot1pTicf2o.r
Character more info rmation on voice
and role in writing.
The role might have c e r t ain ty pical behaviours or trai t s . For tourist might:
example, a
•
want to see the sights
•
use a map or p hone app for dir e c tions
•
b e s t a ying in a hotel or gue s t h o u s e .
Their charac ter could be any thing, but it might be sugge s t e d
by the role. For example, they may:
•
have an inquiring , curious mind
•
be irritable about food or lack of comfor t
•
be worried about safe t y / s e c urity.
uoY can prac tise such creative thinking by taking so me
common roles in life and fi ling in the blank s . F o r example:
elderlyproe,sflivseosralone:thoughtful,bookish, dry sense of h…umour
1 Fill in the blanks fo r the following rol e s .
) a ifnefordlreihretcvai,fygrsudbnu…onytyeiixcva:t,
b) waitress , new to h e r j o b , v e r y young: …
Build the skills
It can help to build a ment al image of th e role you are ‘play.ing’
Ask yourself:
•
D o I u n d e r s tand the role I have bee n gi?ven
•
W h a t d o e s this pers on feel about the situation or to?cpi
S e c t i o n 2: Applyi n g k e y s k i lls
184
• Detail from tex t Explanation .3
How might this pe r s o n s p e n d their t?imWehat are their uoT ts are s elling I’mselling unof f i c ial 8
i n t e r e s t s or beli?efs ticket s for the c h e a p e s t Inference
ticket s for the ‘ S u,n s ’ seats. uoT ts leikme rely on
Imagine that your role is that of a ticke t touot. Y u could use before the game. people being desperate
q u e s t i o nslike the ones above to infer ideas about the chara c t. e r Locals warn tourist s to see the game at any
Look at the table below. Alfredo say s , ‘ B e v e r y about tout slike me. c o s t , even for the wor s t
careful. Mos t of the se They think I mus t also seats.
Question people are thie v e s . be a thief if I sell bla-ck
Do I underst and They will ro byou.’ market ticke t s . 185
the role I have be en
gvien? I’m hardworking and competitive – I’m worried, always checking
there are all the other ticket touts around me. Police might turn up
What do I feel trying to out-sell me! at any time and…
about the situat?nio
I have a family of… which
2 Complete the inference for the second row of the table. means I…
oT flesh out char a c ters and makethem realistic, you could create a
diagram.
3 Copy the diagram and complete it to build up an idea of
theticke t tout and hi slife.
I’m c,rabfuttyI’m not like
the otheerss,.IY’ll sell
dodgy tickets, but…
I’m jealous of that man they call
Alfredo’ and his fr‘iends because…
4 Create a similar diagram for one of the ‘ Balcony ’ people.
•
xetmiorhteanftomrinfehteonUsdt.elrubipctaitl
•
Consider any inferences about the ‘Balcony’ people
suggested by the text .
•
Use a range of different ideas.
C h a p t e r 8 : E x t e n d e d r e s p o n s e t o r e a d i n g a n d d i r e c t e d w r it i n g
Chapter 8 . oT pic 3
Develop the skills
A key asp e c t of developing a co nvincing role is to get the voice
of the pers on right. T his means that the language you choose for
that person must:
•
if t their charac ter (for example, if they are a positive, excitable
p e r s o n , y ou might use sho r t e xclamations and positive
language)
•
if t their role (a p a r ti c u l a r p r o f e s s i o n o r t y p e o f p e r s o n m i g h t
u s e v o c a b u l a r y linked to their job – for exa m p l e , a f o o t b a l l Key terms
r e p o r t e r m i g h t r e f e r t o ‘ w a v e s o f a t t a c k ’ o r ‘ b r i l l i a n t l i n -k u p jargon: technical te rms that
people unfamliiar with the v e r y informal us e
p l a y ’ ). s u b j e c t would not know
slang:
uoY also need to decide whether the language they us e: of language (may include
d i a l e c t words,) o f ten
• jargon or other technic a l - s o u n ding language common to an area, city or
is formal or informal slang a n d n o n - s t a n d ard forms of Engilsh or is mos tly group of people
• ‘Can I have a drink?Please, Dadd y!mI’ so hot!Please’!
contains f A ‘ ter an uneventful fi r s t half,the match came to life on 52 minutes when
• Ribeiro saved the penalt’y.
contains ‘ W ell, it was tou gh but we held out – great save by Marco – so we’re still in
with a chance of the Cup, w hich is grea’t.
i n s t a n dard English. ‘Four for the We st St and? Right, that will b e f o r t y dollars pleas’e.
5 Look at list of people who are attending the match and the
d i f f e rent things they might s.ay
a) Match each role on the l e f t to an appropriate phras e on
the right.
b) What are the clu es that tell you who is speak?ing
child
footballer
ticket seller
reporter
Look at these t h r e e e x tr a c t s writ ten in the role of the ticekt to u t .
Ihaveahighlysoughatf- t e r positionasaticketfacilitatorwhodistributesticketsinre turnfor
monetary remuneration at public eevnts.
tIs’arightoldlaugh,innit,like?KnowwhatImea?nCosIjustwannamakeapacketbe fore the fuzz
catchme…
Iknowpeoplelookdowntheirnosesatme,buttheystilwanttickets, don’ttheyo?rFtheright
price, I’ l givethemwhattheywant.
S e c t i o n 2: Applyi n g k e y s k i lls
186
.3
8
6 W hich ex tra c t s e e m s m o s t appropriate , bearing in min d H e is worried for Paul’s s a f e t y as a friend an d
both the role and char a c t e r of the per son conce rned? voice . What clue s are there in t h e t e x t
Now consider how to develop Alfredo’s voice. Rememb, e r C h a p t e r 8 : E x t e n d e d r e s p o n s e t o r e a d i n g a n d d i r e c t e d w r it i n g
t h e p a s s a g e is not written by him so you wil need to read
t h e t e x t and note down what you find out about him.
Read the text on page7s9 t1o 180 again.
7 M atch the inferen ces below to evidence fro m the text .
He warns Paul ab out his se c u r i.t y
a tourist .
He ‘jumped the queue’ and ‘elbowed H e i s v e r y excited by the e x p e r i e n ce, which is
f o r w ard’ to ge ttheticke t s .
special for him too.
His friends ‘ m a r velled’ at his ability to do so.
H e could be s een as a leader or some one
He knows whichticke ts to g et – not the Suns , who take s respo nsibili.ty
but the more exp ensive Shade s .
He might not have muchmoney, but
HetelsPaul‘suchamatch’wouldnever be c o n s i d e r s the event wor th t h e e x tra cost .
seeninhisowntown,S anta Ana.
He is determined, and p erhaps slightly
8 N ow,con sider his r u t h l?e s s
about the way h e s p e a?k s
• Checkyour progress:
eusheDsoe i lmbaercnetnrhoes,gindorg?nls,eno ts
• I can dev e l o p i d e a s from a
Does he seem to be confident or timid in the way he t e x t to create a role.
speaks? not
• I can s e l e c t from a ra nge of
W h a t s o r t s of things ishelikely to talk about (he is ideas in a t e x t to create a
there as a fan of th e team, and with his friends , so convincing role.
consider tha?t)
Appylthe skills
9 01aWetir 0 - w orddairyentrofymviAoerfpndlotisoe’wni
whchiedescbrinvaeighrtsteaduiemkcanidbtungiyt s .
Checklistforsuccess
✔
Use language that matches what you know about Alfredo
a s a p e r s on and his likelych a r a c. rte
✔
Makesure that you draw from a range of dif ferent ideas in
t h e t e x t to create your role.
✔
Consider his p e r s p e c t ive – remembe r that the tex t i s
w r i t t e n from Alfred o’s point of view so think how his
p e r s p e c t ive might differ from Pausl’ .
187
Chapter 8 . oT pic 4
Extendedresponsetoeradnig:
structurigna response
T o w r ite a n e f f e c t i v e r e s p onse, you n e e d t o o r ga n i s e
your idea s s o t h at t he y a r e c l e a r a n d f i t t he f o r m o f t e x t
you have b e e n a s k e d t o w r it e .
Explore the skills oY u are hoping to organi se guided tou r s
Look again at the t a s k . persuade your business p a r tn e r that this is a
uoY are Alfredo. to your busin e s s p a r t.ner
including a vi sit to a football gamelike the one einx T t A .
uoY need to
good idea, explaining:
•
what it is like before the game
•
the different ways to experience the match
•
what tourist s will learn or experience from goin g to one.
Write a l e t te r
There are two e l e m e n t s of struc ture in this tas k :
•
theoverall organisatio n of your tex t in l e t t e r format
•
the struc ture of individual paragraphs to e xplainkey i d e a s .
In terms of the overallorganisation, you have the information
you gathered fo r each bullet point from the t ask oinpiTc 8 .o2u. Y
now need to consider how to organise thi s in letter format. For
example:
• Dear Raul
salutation:
•
opening paragraph: explain your reaso n for writing
•
middle paragraphs: use the information you have gathered for
the bullet points in the t ask to p e r s u a d e Raul
•
concluding paragraph: what you want to happ e n n e x t – any
expected r e s p o n s e from Raul.
1 Remember that this is a per sonal le t t. We rh a t s t yle of
language would you use to ad dress Raul?(Heis your friend ,
but also your busines s p a r t).n e r
S e c t i o n 2: Applyi n g k e y s k i lls
188
.4
8
Build the skills purpose : to
uoY now need to consider how to struc ture individual paragra p h s annotate it.
so that you write 250 – 350 words in total.oInpiTc 8 . 2, you used
a table to explore the text . This i s a good st a r t ing point, but you
need to think about how to a dapt the information for
makeit p e r s u a s ive. For example:
•
introducingyourkey i d e a /s to Raul
•
anticipating any o b j e c tions he might rai s e
•
u s i n g p e r suasive language to get your point across .
2 H ow has this be en achieved in the following paragr?aph
Copy the paragraph and
uoT ristswillovethewholebuildu-p to the maetsc,h. Y
I know there are long queues for tickets, but,believe me,
I know how to ge tthemquicekWyl.canalsomakesure
touristsaresafe by giving them clearadviceaboutvaluables–
this is something touristshavetodoal overtheworld,so
tsi’not a problem. Then,justimaginethethrill they will get
entering the stadiumandseeingtheexcitedcrowdandthe
pitch!
C h a p t e r 8 : E x t e n d e d r e s p o n s e t o r e a d i n g a n d d i r e c t e d w r it i n g
189
Chapter 8 . oT pic 4
3 Complete the pe rsuasive details for each of the points don’t worr ,y I’ll ensure tourist s don’ t have
below about dif f e r e nt ways of exp eriencing the match.
Remember – s tick to w hat is in the original text . t h e s e a r e p e r f e c t b e c a use…
a) Sunsticke ts – these are good, but…
these because…
b) Shades ticekt s –
c) Balcony ticekt s –
4 Co n s t r u c t a paragraph using a similar mod el:
• Toptpi
topic sentence introducin g the idea uoY will not find much
explicit information in t h e t e x t
• that will help you address the
follow up senten ce/s anticipating any obj e c t ions that second bull et poinot.u Yn e e d
to use your skills of inference
Raul might raise here.
• benefi tof a local guide who
will keep them safe
if ni sh with key positive poi n t s u si n g p e r suasive
language.
Develop the skills what touris t s w ill learn or
Now think about the fi nal bullet point:
experience f rom going to a match.
5 U se a table or a spider diagram to come up with ideas – but
r e m e m b, tehrey must be specifi c details from the tex t .
what tourists will learn or
experience
S e c t i o n 2: Applyi n g k e y s k i lls
190
Appylthe skills .4
8
6 Write out a full plan for the ta sk, with a number for each
paragraph and l e t t e rs for ea ch point or de tail you wish to Checkyour progress:
include. T hen, draf t your respo nse. I c a n c r e a t e a n o v e rall
plan for a t a s k and incl u d e
Checklistforsuccess relevant point s .
✔ I c a n c r e a t e a n o v e ra l l p l a n ,
and constr u c t paragraph s
Use the bullet points to help you organi se the order and that illus trate my p o i n t s
content of your res p o n s e . clearly.
✔
Remember the purpose of th e l e t t e r – to per suade Raul.
✔
Makesure that you stick to the form – a let . ter
✔
Use only the information from th e t e x t .
C h a p t e r 8 : E x t e n d e d r e s p o n s e t o r e a d i n g a n d d i r e c t e d w r it i n g
191
Chapter 8 . oT pic 5
tsUrnde andgidirected wtinrgi
oqnsueist
D i r e c t e d w r it i n g quest i o n s m a y b e b a s e dd oon o n e o r t w o n o n e o r t wo
passages. T hey may ask you to: e ideas that
•
wn ideas.
evaluate the material that you read, analysing the id eas that t you do not
it contains
• htob otwo lruufoeyrsa.setuscbdtsrxdeurdwAtoe,bns
express your own views on the issue or issues
• Toptpi
write in a form that allows you to ex press your o wn ideas . I f n e c e s s ar, lyook back at
poT 1i cto8 r.emind your s e l f
Explore the skills how to identify the key p o i n t s
in a task.
Read this tas k. It is base d oenx T t s A and B below, but you do not
need to read them yet.
Write a spee c h for a school a ssembly, giving your views on whether money raise d through
s c h o o l f u n d - raisin g events s hould be given to a charity called S ave Our Tig e r s , o r used in s o m e
other way.
In your spee ch, you should:
•
evaluate the views given in both tex t s about ‘single s p e c i e s’ c o n s e r vation
•
give your own views , b a s e d on what you have read.
ni daer epvsahruouwhyonyoeshatcBeae
l lub eht sftoniohptotbe.
taepsro…fruyoyuaoyndToig‘kenBthace,’hpidsnemyhtg
Write about 25 0 to 350 word s .
Upto15 marks are available for the content of your ans wer and up to 25 marks fo r the quality
of your writing.
1 List the key e l e m e n t s of the ques tion.
Identify:
a) the form of the tex tyou are being as ked to write
b) i t s audience and pur p o s e
c) the core issue or focus
d ) the content you mus t inclu d e
e) any other key information.
S e c t i o n 2: Applyi n g k e y s k i lls
291
8 .5
Build the skills But l e ts’face it: rof koL pxesnoiraseselrc tniowpeiv fo
we’re ,isfi ethahethtetk(ematrnaeslrecsctn evidence alternative points
uoY will need to analyse an d evaluate the ideas from the pa s s a g e s . )stnvwearusevreoiceptsiwr that sugges t s
in your own writing. In doing so, it may help toeke p a running C h a p t e r 8 : E x t e n d e d r e s p o n s e t o r e a d i n g a n d d i r e c t e d w r it i n g
log or list of notes of the main points made by each wr.iter Look for signals of
For example, here is the opening paragraph eoTf x t A : (that is, the connec tive ‘But ’ su g g e s t s
that the writer ha s more to sa.)y
I don’t want the panda to die out . I want spe cies
to stay alive – thats’why I ge t up in the morning. Look for
I don’t eve n kill mos quitoes or fl ie s. So if pandas a point of view (that is , lack of money
c a n s u r vive, that would be great. f o r c o n s e r vation, so choices have
c o n s e r vation, both nationally andglobaly, has a to be made.)
limited amount of resource s , a n d I think
going to have to maek s o m e hard, pragmatic
choices.
So, the point you note down here could be:
The writer believesinconservingal species,(‘ Iwantspecies
tostayalive’buttheres’ alackofresourcessoitmaynotbe
pos.)sible
2
N ow read the t wo pas s a g e s , making notes as you do so.
xeT tA
The following pass age is an ar ticle in which a telev ision presenter
and naturali s t , Chris Packham, ask s a dif fi cult question about
c o n s e r v ation.
S h o u l d p a n d a s b e l e f t to face ex t i n c t i o n?
Idon’twant the panda to die out. I wa nt species ot stay alive – thsawt’hy I get up in the mo rning.
Idon’teven kill m osquitoes or files. So if pandas can s u r vive,thatwould be great. Butlet’s face
it: conser vation, both nationally and glob,ally has a limited amount of res ources, and I thinkwre’
going to have to maek some hard, pragmatic choices.
The truth is, pandas are ex traordina rily expe nsive to keep going.We spend millions and millions
5
of pounds on pret t y much this one species, and a few others, when we know that the bes t thing
we could do would be to look afte r the wosrl’d biodiversity hotspots with greate r care. W ithout
habitat, youv’ e got nothing. So maybe if we took all the cash we spend on pandas and just
bought rainfore st with it, we might be doing a bet t e r job.
391
Chapter 8 . oT pic 5
0 1 O f c o u r s e ,ti’s easier to raise money for something fluf f. Cyharismatic meg afauna like the panda
do appeal to peopslee’motional side, and attr act a lot of public atte ntion. They are emblematic
of what I would ca ll single-sp e c i e s c o n s e r vation:ei.. a focus on one animal. This approach b e g a n
inthe1790s with Save the Ti,gSeavre the Panda, Save the Whale, and so on, an d it is now out
of date. I think pan das have had a valuable role in raising the profile of cons e r v ation, but per haps
5 1 ‘had’ is the right word.
Panda conser vationists may st and up and, say ‘It’s a flagship species. Wer’ea l s o c o n s e r ving
Chinese fores t, where there is a whole plethora of other thi’nAgsn.d when that works,mI’not
against it. But wehaveto accept that so m e s p e c i e s a re stronger than others. T he panda is a
species of bear that has gone herbivo rous and eats a type of food that isn’t all that nutritious, and
20 that dies out sp oradica. lIltyis susceptible to var i o u s d i s e a s e s, and, up until re cen, ittlyhas been
almost impossib le to bree d in captivi.tThyey’ve also got a ve r y restricte d range, which is ever
decreasing…. [] Pe r h a p s the panda was already destined to run out of time.
E x t i n ction is ve r y mu c h a p a r t of life on ear th. And we a re going to have to get used to it in the
next few y e a r s because climate change is going to result in all sor ts of d i s a p p e a r ances. The la s t
25
large mammal ex tinctio n was anothe r animal in China – tahnegYtze rive r dolphin, which looked
like a worn - o u t p i e c e of pink soap with piggy eyes and was never going to make it on ot anyson’ e
s-T h i r t. If that had appe a r e d b e a u tiful to us, then I doubt ver y much that it would be extinct. But
it vanished, b e c a u s e it was pig-u gly and swa m around in a river where no one saw it. A nd n,ow
sa,ditlyhas gone for.ever
3 0 …] [ m’I saying we won’tbe able to save it al,l so lsedt’o the best we can. An d at the moment I
don’t think our strategies are bes t placed to do that. We should be focusing o u r c o n s e r vation
endeavours on biodive r s i t y hotspots, spreading our net more widely and looking at go o d - q u a l i t y
habitat mainte nance to p r e s e r ve as much of the life as we po ssibly can, using hard scien ce to
make educ ated decisions as to which species a r e e s s e n tial to a community’s maintenanc e. It may
well be that we can lose the c h e r r i e s f r o m the cake. Bu tyoudon’t want to lose the substance.
35
Save the Rainforest, or S ave the Kalahari: that would be bet.t e r
F r o m w w . wguardian.cou.k
S e c t i o n 2: Applyi n g k e y s k i lls
194
xeT t B .5
8
The follow ing pass age comes fr om a naturalis t ’s autobiograp.hy
calmi thatfocusing
A love afaf ir with nature
Iwantyoutopictureascene.ItisaSundayaf ternoon, twe n t y - f i veyearsago.Achildwander s
aroundazoowithhisparents ,untilheisdrawntothepandaenclosure.Atfi r s t ,thereisnothing
tosee.Then, littlebylittle,abundleoffur emergesfrombehindatree.Largeeyesgazeout
atthevisitors .Inthatmoment, the childisentrancedbythegentlepanda,asifhehadbeen
5 offere dthelarge st te ddyintheworld.Buthe also be ginsaloveaf fairwithnatureits.fel
Thatchdliwasme.LiteltddikInowthatvsitwoudlchangemyfiel–butidid.Forsincethen
Ihavebeenapowerfuladvocatefosr‘avethepanda’campaignsevennithefaceofmounting
crtismosf‘inglespeiecs’conservationanditscost.Afetraw,l hoceanputa?Ypcrieonfeil s ,
therearethosewhoobjectosavnigcuddylcreatkueirelshepandaandwho
01 onindividualspeciesmissesthebiggerpicutre,theneedtoprotec thabitatsforadiverserange
ofanimals.Theyassert thatpilngefortnitosavnigacrkeialuter,thepanda,whomayhave
deidoutnianycasethroughevoultoinar yforces,isadiversion,awas teofmoney…perhaps
evenawasetoftmi eB.utwhyshouldexitnciotnbesomethnigweace?ptHumanityhasthe
powertochangefileforthebe. tter
5 1 tssismtliarustanihwtyaeoNknbraehcobneithova.esytrhYesnhwtdipIoihettnes
cefsietilesounglitneihtodrsetormcvgedntumsadit,mylaeucotbws.anipyotfAlreIs
ekhtieklcabkmeardmewilbaInihowIcls:nktwhiatdhulwanrhedassafon,e
udcasibsaogmsrt,eiolthwasnmetlrhanfiopdcoinmeyitndaotlys
?tahtwongirhtsenwha’t
20
Themonewyegovtcaimpuasgvohcetincersauterdsomeuahrftjonersstsupporthtat
porvitIamdni.aelseducoaintdempolymenfotlrcpaefloipehl;aevjobhtesay,er
otyeldkfeiols-resutposi,porthsabgatoiAsthoenspd.flgriv,oneirevtaibylmeans
pordnvbigaeterhaohbftarepiefrtiBydum.tsosmtifpor,tyalnterminiduhsowoclse
htecrauwtersmeosctheoxtaehrsi nitctioTnh.eareoab1yo8nult 00htaegniiptalnldiast
25 nsoaywiendthsl,ioughtosusthtnpaeioAopnaiut.l IsgewhrteofcuarIfpsotd
qkueyson:ihwtaopIsloptahsgypeniatndahtwere,thntioMe, adag,asrcamunertl
oh trensowWeloupb?dahedIralppusofcyhmraginfi ecntbeastbotesochmsfielre?tory
Fomrhtee,anodst.swibeyralhcntklw‘eina–osnt’di
Develop the skills
3 Check your points – are the re any that could be d i r e c tly compared or contras ted? Record your
ideas in a table such as the o ne below.
Text A: Panda s – wort h savin?g e xTt B: A love afaf ir with natu r e
C o n s e r v ation has ‘ilmited res our.ces’ ou cYan’t p ut‘a price on.life’
Appylthe skills Checkyour progress:
4 Based on your initial readin g, what is your view on I can s e l e c t key po i n t s f rom a
whether the school money should be spent on a Save Our source tex t .
T i g e r s c a m pgnai? Write one paragraph summarising your
viewpoint. Check that you have e nough evidence from the I can s e l e c t key po i n t s a n d
t e x t in your notes to suppor t this viewpoint . compare them with one s
from a cont r a s t in g t e x t .
C h a p t e r 8 : E x t e n d e d r e s p o n s e t o r e a d i n g a n d d i r e c t e d w r it i n g
195
Chapter 8 . oT pic 6
Directed wtinrga:inaylsnigand
evualt nigtexts
uoY n e e d t o d em o n s t r a t e t h at yo u h a v e c o n s i d e r e d t h e pandasre exketorxapytolndevraiensepgonig. i’yflisniertanidroaehrttxe‘ re
k e y i d e a s i n t e x t s c a r e f u l,l ys o t h a t y o u c a n w r it e a n hgihylbidercni si tsoceht stsegus
a n a l y t ic a l r e s p o n s e suppor t e d b y e v idence.
‘keep going’ – means help to
Explore the skills survive, support
There are two stages to this process. First, you need to look at an
idea in detail to fully understand what the writer is saying. For
example:
Thetruthsi
So, the point is: it cost s a huge amount to ke ep pandas alive
(according to the writer)
.
1 T he table below contains two qu otations froeTmx t s A and
BoinpiTc 8.5. Copy and complete it to identif y the point Point being made Do I agree/ Why? Why not?
being made and the inference s. If there is more than one
inference, u se the fi nal column.
Quotation
disagree? (explain your reasons with
new information or ideas)
xeT t A : ‘Of c o u r s e , i t ’ s easier People are happy
to donate to save
toraisem oney for something appealing -looking
animals.
ul f f f’ . y
xeT tB: ‘ t h e child is entranced
by the gentle panda’
Build the skills synthesise two id eas from the
T h e n e x t s t a g e in the proce ss is to
t e x t s, fo r example:
xeT t A : ‘ E x t in c t io n i s v e r y m u c h p a r t of life on earth. And we are going to have to get used to it
in the next few years b e c a u s eo[f ] climate change…’ ‘But why s h o u l d e x ti n c tion be som ething we acce pt?Man has the power to change life
xeT t B :
for the bet’ . ter
S e c t i o n 2: Applyi n g k e y s k i lls
196
.6
8
2 St a r t by making notes about: Key term b r i n g t wo ideas
• synthesise:
semksaiynadecdniasenchureocagnfywihtay together to makeanew
one
•
what your own viewp oint is.
Develop the skills uses a similar word to ‘en-
tranced’ (‘captivated’) and
Now evaluate. This means making your own judgem ent about the phrases the point using the
p o i n t s . Bear in mind that you are not d i r e c tly quoting fro m the positive adjective ‘proud’ (like
given text o r t e x t s , b u t writing your own material – in this cas e, ‘gentlee’ xint AT)
a speech fo r the school a ssembly. The sample re s p o n s e b e l ow
s y n t h e s i s e s the two points of view into one evaluative comment: tshone‘esaphrhet seus
kcabsknil dna ’smegdutnej
Iknowthatweareal captivated by the sight of surely weshould make honest ’sihturteht‘ s mahk’ocatP
the proud tiger with its unique coat, but I agree
withCharcikshaPm: aboutconservationonmorethanjust a endswithaquestionandthe
judgements phrase‘morethanjust’which
creatures’ visualappeal? suggeststhatthestudent
does not
shouldbespentonthetiger thinkthemoney
campaign
There are a numb er of dif ferent ways of saying ‘I agree ’ or
‘I disagr.ee ’ For example:
I am in agreement with… I am in disagree ment with…
Likewis e, I feel… In contrast , I feel…
I share the same point of view I don’t share the view that… I d i f fer from…
I don’t believe…
I concur with…
I believe…
3 Rewrite the evaluative paragraph above as Checkyour progress:
if you disagre ed with Chris Packham. Use
at least t wo of the phrase s in the right- hand I can s y n t h e s i s e p o i n t s from
column. two tex t s .
Appylthe skills I can s y n t h e s i s e p o i n t s from
t w o te x t s and evalua te what
4 aekthTe points from th e ‘running log’ you they are saying.
completedoiTn pic 8.u5r.nTthese into
evaluative sentences leikthe on e above.
Where there is not a ‘parallel point ’ in the
o t h e r t e x t , t r y to evaluate that point on
its own.
C h a p t e r 8 : E x t e n d e d r e s p o n s e t o r e a d i n g a n d d i r e c t e d w r it i n g
791
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