Writing non-fiction texts Part 2 of Examination

Writing non-fiction texts

Overview: non-fiction texts

You will be asked to write different non-fiction texts with different purposes andaudiences. They may be of specific lengths. You might be asked to:

·         Describe a person or a place.

·         Give information or instructions.

·         Persuade a person or group of people.

·         Argue a point of view.

·         Express an opinion on a topic.

·         Analyse some information.

 

You will need to think about:

·         Content: what do you want to say?

·         Organisation: how should you layout and structure your writing?

·         Accuracy: how good is your spelling and punctuation?

·         Vocabulary: how many interesting words are you familiar with?

TIP: A good tip is to imagine why you are writing: not because you're in an exam but why you might feel motivated to write the letter, speech or magazine article you have been asked to come up with. This is a bit like thinking of the back story to explain your motivation. Deciding on your motivation will give you more ideas about what to write.

 

 

Identifying GAPS

When it comes to the writing tasks in the exam, your first step is to clearly identify:

·         the genre - what type of text should you be writing, e.g. a magazine article

·         the audience who will be reading your text, e.g. teenagers

·         the purpose of your text, e.g. to convince people to do more sport

·         your chosen writing style, e.g. informal

Make notes on these four areas and use them to help plan your writing. Show that you understand how each of these will persuade the examiner to give you marks.

Exam Checklist

Exam Checklist:

When you sit down to do the exam, try to remember this checklist:

·         Read through the whole paper (all questions and all three items) before you start writing.

·         Before you answer each question, read through the related text again. If you are answering more than one question on a text, read the text before answering question 1, then read it again before answering question 2.

·         Note how many marks you get for each question and use this as a guide for how many points to make in your answer to each question.

·         Know exactly what the question is asking - which of the four types of question is it? Remember the question will either be about finding information, presentational devices, inferring meaning or explaining language techniques.

·         Always put your explanations in your own words. Don't just repeat what a text says or point out the presentational devices used - you must say why or how you know this about the text.

·         Always give evidence to support your explanations – i.e., choose the right quotation, presentational device or language technique and quote it in full.

·         Always link your point to the writer's intention – i.e., say how a device or technique meets both the text's purpose and audience.

Unit 1 Examination Revision Question 4

Question 4: Comparing Texts

There are three steps to answering this question.

·         You need to identify writing techniques used in a text.

·         You need to say what effects these techniques have - why are they used?

·         You then need to do the same for another text, saying which techniques and effects are similar and which ones are different.

This means in your answer you will have to write at least four paragraphs describing:

 

1.       which writing techniques are used

2.       why these techniques are used

3.       how these are similar or different from writing techniques from another text

4.       why these similar or different writing techniques are used in the other text

 

Your marks will be spread evenly across these four sections.

 

Identifying writing techniques

 

The question is similar to question 2, but instead of identifying presentational devices, you will be identifying and comparing writing techniques. You therefore need to know what writing techniques to look for and why each of them is used. Different techniques will be used to appeal to different audiences or meet different purposes.

These are the techniques you should be able to identify:

 

·         Words: are they simple or difficult, formal or informal?

·         Sentences: are they short or long?

·         Paragraphs: are they short or long? Are they all the same length, or do some stand out for emphasis or dramatic effect?

·         Personal pronouns: does the text use the personal pronoun 'you' or 'we' to address the reader? Using 'we' is a technique the text could use to create a close personal relationship.

·         Persuasive techniques: does the writer use rhetorical questions (e.g. "Have you ever wondered what it would be like to be a billionaire?"), groups of three (e.g. "The good, the bad and the ugly...") or alliteration (e.g. "sizzling sunshine")? These can all be used to persuade the reader to feel a certain way about something.

·         Discourse markers: does the writer use casual, chatty discourse markers (e.g. "anyway, you know what I mean, so") or more formal ones (e.g. "nevertheless, therefore, however")?

·         Emotive vocabulary: are the words colourful (e.g. "extraordinary, teeming, resplendent") or plain (e.g. "good, full of, organised").

·         Exclamations: does the writing sound angry and argumentative (e.g.  "This must stop..." or "We must think again...") or is the writing more thoughtful (e.g. "probably, it might be, on the other hand").

·         Facts and opinions: does the text use lots of facts and statistics or are there more opinions? Is the text intended to inform or to persuade, review and entertain?

Unit 1 Examination Revision Question 3

Question 3: Understanding the feelings/meanings of the text

Like the first type of question, this question tests your understanding of the text, but while the first type asks for information given in the text (e.g. facts that you can quote), this kind of question asks you for ideas or feelings that are implied by the text (e.g. attitudes which are not necessarily clearly stated).

You therefore have to infer meaning, which means reading between the lines, so you need to decide what someone thinks from how they say things, not just from what they say.

Inferred meaning

We use this kind of indirect language everyday, to give our words a certain effect. An example is when we are sarcastic: "'Mmm, delicious,' she said looking at the solitary sandwich on the table."

Even without any context (like where this is happening or who the person is) we know the person does not think the sandwich is delicious. The clue is in the single adjective "solitary". It makes us see the sandwich on its own and suggests the person involved would much rather see several. We might infer the person is hungry or doesn't like sandwiches.

 

The key to understanding the attitude of a text is to consider how the writer feels about the subject.

·         Do they feel good or bad about this subject?

·         Is it funny or serious?

·         Are they happy or sad?

When inferring meaning, you might simply know what the writer feels. If it is not clear, then you need to look closely at detail and similes.

Details

Writers often use indirect language. Rather than just describing a scene, they might engage readers by describing how you would see or feel the scene. Feelings will therefore come from the kind of things being described (e.g. colourful, interesting descriptions with positive associations or used, broken objects with negative associations).

Similes

Similes and metaphors are common techniques for suggesting feelings or attitudes. For example, "He looked like a lion fresh from the jungle". This statement suggests a positive feeling, because we think of lions as big and strong, the kings of the jungle. So the writer is impressed by the person being described.

Unit 1 Examination Revision Question 2

Question 2: Identifying presentational features

The second question relates to the way the text looks. To get all the marks on this question you need to do two things:

1.       List the presentational devices the text uses.

2.       Explain why these devices are used and what effect they have.

 

To answer the first part of the question you need be able to recognise presentational devices such as:

·         Headings (titles) and sub-headings

·         Photos

·         Pictures

·         Illustrations

·         Font size and style (bold, italic etc…)

·         Colour

·         Layout features (bullets, boxed text)

·         Structure (short or long paragraphs)

·         Quotations (things people said either in quotation marks or highlighted in the text)

 

A good way of revising is to analyse any text you see or read. Pick up a magazine and look at a page at random. You should be able to spot a whole range of devices being used.

 

Why presentational devices are used

 

The devices used depend on:

·         Purpose - what the text is trying to do (e.g. inform, advise, persuade).

·         Audience - who it is trying to talk to (e.g. children, adults, men, women).

 

Choices in layout (such as the use of pictures, diagrams and lists) are made to meet a specific purpose and communicate with a specific audience. Choices in colour and font, for example, can be made to appeal to a specific target group. You might use lively colours and playful fonts in a text for kids and more serious fonts and colours for adults. Different presentational devices create different effects.

 

Remember: there are three main reasons for using presentational devices: mood, memory, clarity.

 

Mood

A piece of writing will always try to express feelings. The mood created could be fun and excitement (e.g. in a brochure for a theme park) or perhaps fear and concern (e.g. in an advice sheet about road safety). The feelings should always be in tune with the target audience.

Devices to look out for in mood:

·         Pictures

·         Fonts

·         Colour

·         Quotes

Memory

 

If the main purpose of a piece of non-fiction writing is to inform, then it is important that readers find and remember key bits of information. These can include website addresses or phone numbers, advice or statistics.

Devices to look out for that are used to aid memory:

·         Bold text

·         Headlines and sub headings

·         Bullet points

·         Diagrams, maps and illustrations

 

Clarity

Most non-fiction texts are written for people in a hurry, so it is important that the purpose and audience of a text is clear. This will make the right people pick it up and read it. The information within the text also needs to be clearly presented otherwise people will stop reading.

Devices to look out for to aid clarity:

·         Bold text

·         Bullet points

·         Sub-headings

·         Paragraphs

·         Colour

·         Images and captions

·         Quotes

Unit 1 Examination Revision Question 1

Question 1: retrieving information from a piece of text
Question 2: analysing presentational features
Question 3: analysing the feelings/meaning of a text
Question 4: comparing/contrasting two texts

Question 5: writing to inform/describe/explain (although the question could ask you to do both)
Question 6: writing to persuade/argue

Question 1: Inferences from the source

The first type of question tests your understanding of a text.

To answer this well you need to do two things:

1.       Find the information the question asks for.

2.       Explain why the information you have chosen answers the question.

The key skill tested here is how to summarise an argument. For this you need to identify what the text is about and then decide if the writer thinks the topic is a good or a bad thing.

You can do this by looking at:

·         The heading or title - this should help you decide on the main subject of the text.

·         Vocabulary - the kinds of words (nouns) used to give information will also indicate a particular subject. For example, an article about global warming will include words such as "environmentalist, carbon footprint, greenhouse gasses and sustainability".

·         Attitude - adjectives and intensifiers should tell you what the writer thinks about their subject. Look for words like "totally brilliant, absolutely ridiculous, complete nonsense, straight forward common sense".

·         Argument - the author will use points to develop their argument. Look for discourse markers - phrases such as "on the contrary, what is more, and another thing, as a result, in conclusion".

 

Tips and traps

When reporting what a writer says in a text you should summarise what they say and how you know. Do this by quoting a line of text and saying where it is from.

The main points a writer makes tend to come at the end of each paragraph. A good way of checking the overall argument is to compare what the writer says at the end of the first paragraph with what is said at the end of the last one.

Be careful about quotations. Lines that are reported and spoken by other people will not always be the opinions of the writer. Look at the adjectives and intensifiers the author uses to work out if the writer agrees or disagrees with the people quoted.

Discrimination of Women in Mice and Men

Some extra reading for you -

In Steinbeck's Of Mice and Men women are portrayed as discriminated. In the times John Steinbeck lived in women were not held in high regard but they were just present to serve men. However, they still tried to yearn for a better future by exploiting men.

The character Curley's wife in the novel is a victim of society and her dream. She is married to Curley who neglects her and so because of her loneliness she is always seeking attention. She wears too much makeup and dresses like a "whore" with red fingernails and red shoes with ostrich feathers. Steinbeck uses this imagery to portray her as provocative. Curley's wife knows her beauty is her power, and she uses it to flirt with the ranch hands and to make her husband jealous.

Steinbeck's initial portrayal of Curley's wife shows her to be a mean and seductive temptress. She is paralleled to Eve in the Garden of Eden. The same way Eve tempted Adam, Curley's wife shattered the dream of George and Lennie owning a farm.

However, even Curley's wife needed to dream and hoped for a better future. She dreamt of becoming a Hollywood actress. Her beauty would have helped her in her dream which this makes her more vulnerable since she was not successful. In the last scene, when she dies, she is described as innocent. Steinbeck shows us that even the people who are portrayed as the worst, may have some humanity in them.

Steinbeck also refers to other women in the novel apart from Curley's wife. Although not much mentioned, the girl in Weed is also of significance in this novel. It was due to her that Lennie and George had to flee from their job in Weed. One can conclude that the girl in Weed and Curley's wife are both temptations that encouraged his curiosity and that he could not resist.

Just like Lennie could not resist to pet soft objects that reassured him, ranch men could not resist seeking immediate gratification. Susy's brothel house shows clearly that women were just objects in the hands of man which makes them victims of society. Many of the ranch workers used to go there and participate in bordellos. It is clear that women in the novel are used and discarded. They had no importance. In fact Curley's wife's name is not even mentioned. She is the one left behind and she was the one who created most tension in the ranch. Nevertheless she had fear of her husband.

In spite of all the evil associated with women Steinbeck also gives us a maternal vision of Aunt Clara, whose role is later taken up by the good character of George. Therefore, in the novel we are also made aware that some form of goodness within woman does exist.

However it seems as if there can never be any peace in the world where women are present because once Eve corrupted Adam in the Garden of Eden, the world has remained tainted forever.



(Source: http://voices.yahoo.com/the-role-women-play-mice-men-3387290.html?cat=38)

Role of Women in Of Mice and Men

When looking at how women are viewed in Mice and Men there are several things that you must remember.

1. There are three types of women - Firstly, the 'girl next door' who provides stability through marriage and home life - the nice girl to settle down with and make roots. Secondly there is the prostitutes who are the only type of woman the ranch members have access to. Lastly, there is Curley's Wife, who we have looked at a lot in lessons.  
2. Woman, or the lack of, are a symbol of failure for men. George can't have the type of stability that he dreams of because according to him Lennie is always 'on my tail'.
3. Curley's wife lets men think that he wears Vaseline in glove to impress the other ranch men and highlight their failings.. To prove how manly he is. He isn't try to impress his wife here. He does not respect her because he spreads this talk with the other men.

What role do Dreams play in Chapter 2?

What are the significant issues explored by Steinbeck in Chapter 2 of Mice and Men? 

Very brief synopsis of the chapter -

(George and Lennie arrive at the ranch where they meet an old guy called Candy who give them the lowdown on the ranch. They speak to the boss who questions their work history and become suspicious when George does all the talking. Candy tells them about the others who live on the ranch; in particular that of Curley of his wife 'Curley's Wife'. George warns Lennie of where to go if something bad happens. George reminds Lennie that they need to work there long enough to be able to buy a ranch of their own. 

We will only focus on one theme in this post - One of the most important being DREAMS! 

All the characters in this novella have dreams so they don't give up. It makes their life worth living and to survive the effects of the Depression. But dreams, hopes and planning for the future can also hurt them... as we see later in the novella.  Everyone knows these dream are futile but they still have hopes and aspirations... although Crooks might be the only exception. This is because the characters never regard their hopes and ambitions as impossible things to fulfill – they see them instead as concrete and realistic plans.

Questions to consider...

• Does the dream farm mean the same thing to Lennie as it does to George? 
• 
  
• Do others on the farm also have dreams? Is it important to share these dreams with others, or is it more important that the dreams be kept secret?

Chapter 1 foreshadowing dread of what is to come.

What are some examples of foreshadowing in the opening chapter of Mice and Men?

The Salinas River and its surrounding area is described in chapter 1. The name 'Soledad', which is the location of this story is an interesting one. It means loneliness and as well know everyone ends up alone. Even before we meet Lennie and George, this area is described in great detail.  In this opening chapter we learn about the hopes and dreams that George and Lennie have for the future but this also foreshadows to the reader the theme that Steinbeck wants the reader to leave with.

The dead mouse in Lennie's pocket, and George's reaction to this, is also of key importance. It foreshadows the future of these two individuals. Lennie did not kill the mouse intentionally but this shows the reader that Lennie is not in control of his body and there are consequences of this later in the story, a sense of dread to what is to come. 

The opening paragraph portrays this area as the perfect Garden of Eden, untouched by man through the golden imagery describing the physical landscape of the Galiban Mountains and wildlife. Written in the present tense, this area will continue to live on well after George and Lennie, who are written about in the past tense. 

It is important that you are aware of the many examples of foreshadowing used by Steinbeck throughout this novella. 

Social and Historical Context of 'Of Mice and Men'

Wall Street Crash

When the Wall Street stock market crashed in October 1929, the world economy was plunged into the Great Depression. By the winter of 1932, America was in the depths of the greatest economic depression in its history.

The number of unemployed people reached upwards of 13 million. Many people lived in primitive conditions close to famine. One New York family moved into a cave in Central Park. In St Louis, more than 1,000 people lived in shacks made from scrap metal and boxes. There were many similar Hoovervilles all over America.

Between 1 and 2 million people travelled the country desperately looking for work. Signs saying 'No Men Wanted' were displayed all over the country.

By the time of the election in November 1932, Hoover's popularity had reached rock bottom. It was not even safe for him to go onto the streets to campaign. After his heavy defeat, Hoover told his friends, "we are at the end of our string... there is nothing more we can do". The American economy did not fully recover until the USA entered the Second World War in December 1941.

 

 

 

Effects of the Depression

1. Unemployment - 13 million people were out of work.
2. Industrial production dropped by 45 per cent between 1929 and 1932.
3. House-building fell by 80 per cent between 1929 and 1932.
4. The entire American banking system reached the brink of collapse.
5. From 1929 to 1932, 5,000 banks went out of business.
6. Although many people went hungry, the number of recorded deaths from starvation during the Depression was 110, although many other illnesses and deaths were probably related to a lack of nutrition.

Source: http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/usa/walldepressionrev1.shtml

Introduction to 'Of Mice and Men'

Hello Year 11. Over the summer holidays you are expected to read Of Mice and Men and complete the set homework provided. Both set 1 and set 2 will be doing this. Over the summer holidays I will also post background information that will help you with both the one controlled assessment you will need to complete and preparation for your examination in May 2013. Please read these and make a note of any key ideas that you think will be useful.

Synopsis: John Steinbeck's classic story of loyalty and friendship focuses on two travelling farm workers, George and Lennie. George has taken on responsibility for the mildly retarded Lennie, who constantly seems to fall into trouble of one sort or another.  George and Lennie don't plan to travel forever - someday, they will have a little place of their own...

How to write a PEE paragraph referring to both texts

·         POINT - In R&J Shakespeare uses lots of light/dark imagery (METAPHORS AND hyperbole) to describe how bright Juliet is in her beauty whereas in the sonnet 130 Shakespeare focuses on the physical appearance of his mistress and makes her sound very unattractive.

·         EXAMPLES - (rich jewel in an Ethiopes ear) (METAPHOR)

·         Snowy dove trooping with crows(METAPHOR)

·         She hangs upon the cheek of night

·         She teaches the torches to burn bright (hyperbole)

·         SONNET 130 – If snow be white, then her breast be dun

·         EXPLANATION – In Sonnet 130 Shakespeare is mocking the use of clichés by referring to snow be white whereas in R&J Romeo uses clichés to describe Juliet’s physical appearance. This section gives you possible A grade

·         What do you learn from the quotations you have used to support your point?

Shakespearean audience's view of sonnet writing

Shakespeare’s audiences regarded the ability to write poetry and plays in sonnet form as very respected. Wealthy and well educated people were associated with this skill because it was witty, intelligent and serious.  Because of this, he uses the sonnet so that the audience recognises immediately that Romeo and Juliet’s first exchanges are serious and deeply significant. 

Romeo and Juliet: Language and Imagery

A short video on the what iambic pentameter is and how Shakespeare used it in his writing

1 page practise piece - Thursday June 14th

How is Romeo's experience of love that of a typical Petrarchan lover?

• You are allowed to have the A3 pages with notes and a copy of Romeo and Juliet.
• Do not write in full sentences on your notes page.

Thursday June 14th

LOVE AND MARRIAGE FOUR CENTURIES AGO

Obedience, hierarchy (“knowing your place in life”), and order were prized and expected of all good citizens. Any violation of duty or rebelliousness and disrespect of the laws would have consequences, even though enforcement of those laws was often arbitrary and ineffective. However, the way women were seen by the society was clearly defined.

Elizabethan culture was patriarchal, and loyalty to your relatives was more important than anything else. Men controlled their wives and daughters. Chastity was a woman’s most important virtue. A father could disown, starve, or lock up a woman who had violated the family “honor.”

Queen Elizabeth defied all expectations of the age. She never married because she realized early that marriage meant loss of power. Even though the general opinion of the time was that women’s minds were weak and that a female head of state was an “offense against nature,” she ruled with great political skill and cunning.
Juliet is expected, as she approaches her 14th birthday, to be married and already planning her family. Shakespeare never specifies Romeo’s age, although it is often assumed to be a few years older than Juliet.

In Elizabethan England the age of consent was 12 for a girl and 14 for a boy. However, statistics show that the average age of marriage in Elizabethan England at the time Romeo and Juliet was written was in the mid-20s, about the same as it is today. It is thought then that Juliet’s young age was meant to be extreme to audiences of that time as well, and perhaps a comment on Shakespeare’s perception of Italian culture.


The decision to marry is in the hands of Juliet’s parents. A father chose a daughter’s husband and it was considered dishonorable and disrespectful to communicate her desires in the process. Juliet must beg her father’s forgiveness after speaking out against marrying Paris.

When a woman married, all of her personal property became the property of her husband and she had no say in how it was spent. Women were regarded as chattel (property) to be married to improve the family fortune or political alliances. Elizabethans thought women needed a male caretaker (remember, females could not have careers).

 However, Shakespeare lived during the time of the Renaissance, which was a turbulent and exciting period of history in which many old and accepted ideas were being questioned, examined, and interpreted. In this time the idea of romantic, personal love flourished. Romeo and Juliet is all about the struggle between personal love and “correct” matchmaking.Romeo and Juliet gives a fascinating snapshot of English life in the late 16th century, especially about love and marriage.