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Reading Question 3

Reading Question 3. Understanding and writing about language features. Learning objective: to practise writing a question 4 answer. All: to plan a top band 2 answer Most: to plan a band 3 answer answer Some: to plan a 12 point answer. Starter.

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Reading Question 3

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  1. Reading Question 3 Understanding and writing about language features

  2. Learning objective: to practise writing a question 4 answer. All: to plan a top band 2 answer Most: to plan a band 3 answer answer Some: to plan a 12 point answer

  3. Starter Imagine you’d been asked to write a charity fund-raising leaflet. Write down at least 5 verbs you might use.

  4. Starter Verbs are very important in persuasive texts. They are often bossy and tell the reader to do something: Donate now! Join the fight against poverty. The correct name for sentences that start with bossy verbs is imperative sentences. donate pledge help act support join change transform

  5. Other language features of persuasive texts: Alliteration Facts Opinion Repetition Emotive language Statistics Triples (rule of three) Pronouns (direct address): we, you, us… Rhetorical questions Bossy verbs (imperative verbs and sentences)

  6. Features of language to inform: • headings and subtitles for clarity • statements (declarative sentences: Everyone loves watching TV.) • statistics • proper nouns (names of people, organisations, countries, etc.) • lists • opinions Think about what information the text includes and how it makes it clear for the reader to read and understand.

  7. Features of language to advise: • Chatty tone to create empathy or sympathetic tone. • Direct address (you, us, we,etc) to reinforce empathy. • suggestions often using modal verbs: could, should, may, might, etc. • specialist knowledge to reassure • often a balance between negative and positive words. • repetition of key positive words

  8. To get full marks for this question you must: • Be able to identify language features. • Give clear examples of language features. • Explain the effect of the features.

  9. Practise Question Now read Source 3, the Sport Relief webpage for schools about Fantastic Fundraising Ideas, and answer the question below. 3 How does the webpage use language:  to inform and  to persuade schools to take part in Sport Relief? Remember to:  give some examples of language features that inform  give some examples of language features that persuade  explain the effects.(12 marks)

  10. Answer structure Start with the purpose of the text. The purpose of the Sport Relief webpage is to persuade teachers to get their students involved in Sport Relief activities. It also gives information about fund-raising activities and the work of the charity… • All of your points need to be related to the purpose of the text. • Make developed points about the effect of language • Start with persuade then move on to inform • Choose three clear examples of language to persuade and two to inform. • Write your answer using connectives to link your points: firstly, secondly, another example, furthermore, moreover, finally.

  11. Mark scheme • Mark Band 3 (9-12 marks) • clear evidence that the texts are understood in relation to language • features • clear analysis of/developed comment on the effect of words and phrases to inform and persuade • supports response with relevant quotations to support ideas/examples • clear focus on language features which inform and persuade • Mark Band 2 (5 - 8 marks) • some evidence that the texts are understood in relation to language • features • some comment on the effect of words/phrases to inform and persuade • attempts to support response with usually relevant quotations/examples • attempts to focus on language features which inform and persuade

  12. Persuade: - the text involves the reader using techniques such as direct address ‘If you each make …’/ informal phrases such as ‘a bit of fancy dress’, questions ‘Why don’t you?, and the reference to ‘Everyone..’ - the text uses a list of three (easy, fun …. everyone can do) - the text uses language patterns such as alliteration to make the campaign’s activities sound appealing and memorable (Memorable Miles, Battle of the Buddies) - the text uses comparisons to help the reader to feel positive (small donation … huge difference) - the text uses imperatives/command sentences/bossy verbs (Challenge staff and pupils, get in the Olympic spirit) - uses positive vocabulary (loves, fun, loads of cash, fantastic)

  13. Features of language to inform: - uses snappy titles as part of the menu of activities (Think Big, Battle of the Buddies) - uses statements/ declaratives (Everyone loves a bit of fancy dress) - uses opinions (It’s easy and fun) - uses statistics (£25 could provide 10 street children in India with their own bank account) - uses proper nouns (Sport Relief, Olympic, India) - uses a list of ‘Top Tools’ to inform the school of the things they need and provide the documents for them

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