[English] General queries

[Reynolds, Gail G]

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From: english-bounces at edulists.com.au [english-bounces at edulists.com.au] on behalf of Briscoe, Micaela J [briscoe.micaela.j at edumail.vic.gov.au]
Sent: Wednesday, 6 March 2013 11:38 AM
To: english at edulists.com.au
Subject: [English] General queries

Just wondering if I could have the following clarified, please....

1) Does a ULP conclusion just restate the issue and the contention?
Many students do not use a conclusion at all, and this is what I advise my students as it saves exam time (and certainly has not impacted on their marks.) The conclusions which are used often sum up the main language devices/predominant techniques etc (Have a look at the sample responses in the VCAA Examiner's reports over the years.)

2) Is it wrong to give an opinion on how well the author persuaded their readers?
(I assume you are still asking about language analysis?)To give an opinion is a misunderstanding of the task. The task is to discuss how the writer has chosen language to persuade the reader to their point of view, as soon as you give an opinion on how well (usual cliché is "clever") the writer has succeeded you are assessing the argument and not the language .

Your students need to be able to 1. indentify the device (technique) 2. find an example (quote) 3. discuss the effect on the reader and 4. perhaps discuss the result (DEER)
Here is how I delight in explaining this to my classes: I pick a resilient student whose mind may be wandering (usually middle back row!) and in a quiet voice I tell the class that I am about to illustrate how this works and then loudly exclaim "Sam what do you think you are doing!" Which immediately provokes silence as everyone looks at the "offender",I  immediately apologise and explain that no one is in trouble but this is to illustrate the point (class usually laughs at this point) -- The teacher uses a loud (Device) rhetorical question (Device) "What do you think you are doing?"(Example) to gain the student's attention (Effect) and make them behave appropriately (Result) This can of course be expressed in any logical order and you can add additional words or phrases as long as you are still discussing language choices In belligerent tone the teacher loudly exclaimed...
3) Is there Emotive Language (stronger choice, e.g. slaughter rather than kill) AND Appeals to Em'otion (a phrase) or are they the same thing? Most techniques have more than one name that can be applied to them and you should encourage students to recognise this as it avoids the essay which is stuck on one technique over and over and over -- they need command of a wide variety of terms. The question is not are they the same but can they be applied to this piece of writing -- they are not mutually exclusive!

4) Should texts (in all AOSs) be underlined rather than " "? Yes underline is standard notation

5) Do essays need to be written in the present tense? (Reading & Responding mainly) Tenses only need be appropriate for the particular task and correctly used throughout.  I know there is a school of thought that R&R should be in present tense only, but I think there are times, when discussing change for example, when it makes sense to use some past tense, especially if it fits the student's writing style. Hard and fast "rules" are not always in a students best interest,especially if they are "good writers" although I have been known to give this idea to those who struggle with tense.

Hope this helps,
Gail

Thanks
Micaela

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