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Comments on the news

Often have persuasive devices (Ethos, Pathos, Logos)

Look out for voice (how the author is writing)

MNEMONIC for devices of an opinion article:

Honor Aunt Vera Because She Requires Care and Love

Headlines and hooks - how does the author grab the attention and does the title/headline say anything about the content?

Anecdotes and Stories: any personal stories/ elements, what is the effect?

Voice of author

Background to what the opinion is about (summarising the news story)

Structure: (text structure, paragraph structure, sentence structure)

Reader connection: establishing a connection with the reader --> through pathos, rhetorical questions or...

Call to action / closing: This links to the purpose of the article, what does the author want to achieve, could very well be a call to action.

Language: Author's choice of language (like metaphors and stuff)

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MRS. H'S IB ENGLISH LANGUAGE AND LITERATURE

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Whether you are a standard or higher level student, Paper 1 tests your ability to analyze unseen texts. If you are a standard level student, you will have to analyze one text out of a choice of two. If you are a higher level student you will be given the same two texts but you will have no choice: you must write an analysis of both texts. The texts will be unconnected - the topics and text types will be different - and you are not required to compare or contrast at all. You will essentially complete the same exercise twice. This is to reflect the greater number of lessons you will have had to explore a wider range of texts types, and the greater ability you should have when approaching texts by yourself. HL students will be given more time: 2 hours and 15 minutes compared to 1 hour and 15 minutes at standard level. All students will be given an optional guiding question that will focus your attention on important elements of the text, providing you with a 'way in' and helping you structure a worthwhile analysis.

There's no doubt that paper 1 is a challenging exam. It represents 35% of your grade at SL and 25% at HL. It will be impossible to predict the topics and exact texts that may appear in this exam paper. The range of possible text types is wide, as illustrated by the examples given in the IB syllabus guide. However, that doesn't mean you can't prepare for likely text types. In the past, comics and cartoons, advertisements, speeches, opinion pieces, infographics, magazine articles, news reports and travel writing have frequently appeared on this paper. Less common examples have been song lyrics, movie posters, letters and even texts from the past, such as an extract from Samuel Pepys' diary - he was an eyewitness to the Great Fire of London in 1666! Moreover, the IB subject guide is explicit in that you are not meant to exhaustively memorize features of different text types just in case one appears in your exam. Instead, you can learn approaches that are transferable to any text you are given and learn to recognize patterns of language that can help you analyze a text, ascertain its purpose and intended audience, and evaluate its success.

​Scroll down to find explainers and key conventions, along with sample papers and responses. All these answers would score highly if produced in this exam; perhaps even 20 out of 20. However, it is important to note that these responses demonstrate only one possible approach each time. Alternative responses can also be valid. Discuss the responses with your classmates and teacher as you go through the course, and revise before your assessments and exams. Once you have read and written a few sample responses, you'll be able to find strategies that work for you and will allow you to succeed in Paper 1, whatever text you may encounter.

The world of advertising is enormous, a classroom study of this text type might easily make up a good chunk of your course - and you'll still have only scratched the surface of what this wide and varied genre has to offer. Unsurprisingly, advertisement texts have been extremely popular in Paper 1. They tend to be persuasive and you can easily learn a few key features to look out for. Studying the language of advertising claims and investigating issues like representation are interesting in their own right, and improving your media literacy when it comes to analyzing images and knowing when you're being manipulated or conned is an important aim of the IB Lang and Lit course. Advertising can be extremely creative too, and striking the balance between recognizing effective writing and being skeptical about the things you read can make the difference between a good answer and a great one in Paper 1. Take a look through some of these examples to find common patterns of analysis that you can apply to your analysis of adverts you encounter:
SAMPLE RESPONSES: TRY FOR YOURSELF:
KEY FEATURES OF ADVERTISEMENTS

Problem and benefit: also called "benefit and need," the success of any advert depends upon appealing to the desires of its readers.

Image: a major component of modern advertising, images often tell visual narratives, or employ tactics such as 'shock value' or 'sex sells.'

Advertising claims: favourites include the use of weasel words, scientific claims, vague language, or bandwagon claims. There are many more for you to look out for, and you might also keep an eye out for jargon which sounds impressive, but doesn't communicate meaning.

Persuasion: adverts are always persuasive. Even ads that are not trying to sell you a product or service might be asking you to think something, change your behaviour or help someone. Look out for any and all kinds of persuasive devices in advertising.

A sub-category of advertising, charity appeals attempt to recruit you on behalf of a good cause and often ask you to donate either time or money. They are extremely persuasive, and often rely on similar methods to conventional advertising and persuasive speaking, tending to have more copy than conventional adverts. Take a look at the sample analyses to different charity appeals here and notice the elements they have in common:
SAMPLE RESPONSES:TRY FOR YOURSELF:
KEY FEATURES OF CHARITY APPEALS

Persuasive: the purpose of charity adverts is to make the reader take action, probably in the form of money or time. Adjacent to this is the need to raise awareness of social problems. Therefore, look out for all kinds of persuasive rhetorical features in charity appeals.

Metonymy: social problems like hunger and poverty are too large for one person to help solve; so charity ads often introduce you to a single individual who represents all those who your donation goes towards helping.

Frequently associated with wartime propaganda, recruitment campaigns can be used in a variety of contexts to encourage people to support a cause. A hybrid category of advertising and persuasion, recruitment campaigns would traditionally have been waged with pamphlets, leaflets, brochures and posters. Increasingly, this text type is being driven online, although certain traditional features survive; in particular, you can look out for webpages being formatted in three parts, as if folded into a brochure. Take a look at a couple of these responses to recruitment texts, then have a go at writing your own:
SAMPLE RESPONSES:TRY FOR YOURSELF:
KEY FEATURES OF RECRUITMENT CAMPAIGNS

Visuals: can be wholly visual, but likely to have some accompanying text (multi-modal).

Card-stacking: a common feature of recruitment drives is they often fail to show the downsides of joining up! Ignoring parts of the argument that don't fit your agenda is called card-stacking.

Simplification:along with a host of other fallacies, recruitment campaigns reduce complex issues to simple solutions. They may also invoke stereotypes.

Symbolism: elements of the text will connote concepts that are integral to the writer's message. Look out for metonymy, where an individual is made to stand for the whole.

Learning the features of persuasion - and how persuasion and propaganda overlap - form a part of your lang and lit course. So if you happen to be given a persuasive speech in your final Paper 1 exam, you can count yourself lucky. Persuasive speeches are organised around clear formal frameworks, such as appeals to logic and emotional appeals, and also provide a chance for individual speakers to express themselves stylistically. Check the formal features of persuasive speeches opposite and, if you want to learn more, visit the course page for this unit of study. Then browse these sample responses to see how to put your learning into practice:
SAMPLE RESPONSES:TRY FOR YOURSELF:
KEY FEATURES OF SPEECHES

Persuasive: the speaker attempts to make his or her listener think in a certain way, believe something or take action.

Modality: modal verbs are small but important words (such as 'must', 'need', 'should', 'might,' and so on) that reveal the speaker's degree of certainty and strength of feeling. You can study modality here.

Rhetorical devices: all kinds of rhythmical, structural, auditory and linguistic tricks can be employed by a skilled speaker. They are too many to list here, but rhetorical strategies can be studied and learned.

​Often printed in newspapers or magazines, and sharing many of the features of persuasive speeches, the opinion piece is usually a thoughtfully considered argument about a controversial topic in which the writer takes a side or proposes a solution. Unlike other forms of text for mass consumption, the opinion piece does not pretend to be straight or unbiased. Although it may contain elements of concession or acknowledge the other side of the issue, the purpose of an opinion piece is to express an opinion in a convincing, persuasive or powerful way. An Op-Ed is a special type of opinion piece, normally shorter, which derived its name from its position opposite the editorial page. The op-ed carries the official position of the news institution on a topical issue of the day.
SAMPLE RESPONSES:TRY FOR YOURSELF:
KEY FEATURES OF OPINION COLUMNS

Perspective: as an expression of a personal viewpoint, the first person is most commonly adopted for opinion pieces. Look out for 'we' instead of 'I' - a clever way of implying the viewpoint is commonly held.

Solid Arguments: an opinion piece might open your eyes to the reality of an issue, providing facts, statistics and information to help convince you of the writer's viewpoint. Expect to see opinions backed up by studies, research or evidence of some kind. Keep an eye out for assertion, though, where a writer presents an opinion as if it were a fact.

Structure: the writer of an opinion piece is not trying to keep you in suspense and the opinion is often obvious from the title or first few lines of the article. The rest of the article should support or develop the writer's point in a number of ways. The ending should be strong and certain, perhaps reiterating the writer's position.

Register and tone: you should be especially alert to the writer's choices in this regard. Opinion pieces are often formal, but the writer may adopt an irreverent tone, be passionate, conversational, friendly, challenging, even sarcastic depending on the tactics used to convince you of a particular opinion.

You might study a graphic novel such as Persepolis or Maus as part of your literature course; you may also be presented with a comic strip or cartoon in Paper 1. Students enjoy comics and cartoons because they are engaging and colourful - but make no mistake. This text type can be as subtle and sophisticated as any novel (just check out the list of features opposite). If you want to become an expert in the comic book form, you might like to read Understanding Comics: the Invisible Art by Scott McCloud. Don't forget to check out one or two of the examples below, which demonstrate how this text type might be analysed in an exam:
SAMPLE RESPONSES:TRY FOR YOURSELF:
KEY FEATURES OF COMIC STRIPS

Exposition: text that tells the story is presented as captions.

Speech and thought bubbles: so you can read the internal and external dialogue of the characters.

Artistic style: comics are drawn purposefully and with intention. Are the pictures crisp, heavy, weighty, light, cartoony, realistic, bright, dark? Can you tell whether the artist used pencil, pen and ink, or brush? Words that describe mood and tone can be useful when analyzing graphic weight (shading and contrast) and saturation (brightness).

Punchline: especially apparent in four-panel comic strips, the joke is revealed in the last panel.

A wide ranging and popular text type, magazine articles differ from news articles in that they are not reporting recent events, but rather discussing events, issues, trends and topics that have a general, contemporary appeal. Increasingly, magazine articles are published online, as producers can reduce costs such as printing and distribution, and collect revenue through both subscriptions and advertising. There are many sub-categories of magazine article, such as the celebrity article, scientific article, interview and so on. Topics of a magazine article are wide, in truth it's possible to write about anything and publish it as an article; more common topics include fashion, entertainment, food, sport, and lifestyle.
SAMPLE RESPONSES: TRY FOR YOURSELF:
KEY FEATURES OF SATIRICAL CARTOONS

Irony: meaning when one's actions contradict one's words. Look out for people in cartoons saying one thing and doing another.

Symbolism: objects, icons and even colors have specific associations. Sometimes items are labelled in the text to help the reader make associations.

Allusion: the cartoon may refer to historical or political events outside the text. The success of an allusion depends on the reader's ability to recognize it.

A wide ranging and popular text type, magazine articles differ from news articles in that they are not reporting recent events, but rather discussing events, issues, trends and topics that have a general, contemporary appeal. Increasingly, magazine articles are published online, as producers can reduce costs such as printing and distribution, and collect revenue through both subscriptions and advertising. There are many sub-categories of magazine article, such as the celebrity article, scientific article, interview and so on. Topics of a magazine article are wide, in truth it's possible to write about anything and publish it as an article; more common topics include fashion, entertainment, food, sport, and lifestyle.
SAMPLE RESPONSES:TRY FOR YOURSELF:
KEY FEATURES OF MAGAZINES

Layout: look out for box-outs, bullet points, ears and other kinds of layout features.

Often published in weekend magazines, and now increasingly online, interviews are the write-up of a conversation between a journalist (the interviewer) and an interviewee, normally a celebrity, expert in a field, or person in the public eye. Interviews are written to entertain or divert, but also fulfil the purpose of satisfying a reader's curiosity for information: whether about how a famous writer works, how an individual became successful, or simply the lifestyle of the rich and famous. When reading an interview, the focus is normally on the interviewee's thoughts and opinions. But look out for authorial intrusion, something you may have come across in your literary studies, where either directly or indirectly the writer of the article makes their opinions known as well.
SAMPLE RESPONSES:TRY FOR YOURSELF:
KEY FEATURES OF INTERVIEWS

Question-Answer: a recognisable feature of interviews in this format, which presents the questions asked and responses using quotations (direct speech).

Quotation: as an alternative to the question-answer format, you might see interviews written up as a magazine article. In this case you will see a mixture of direct quotation and indirect free speech.

Topics: the interview may be focused on one issue or may range across various topics. Look out for the interviewer asking leading questions to take the conversation in a particular direction.

Them-and-us: celebrity interviews tend to put interviewees on a pedestal. Look for ways in which the text creates a divide between celebrities and 'us', the reader, or represents the interviewee as special in some way.

It's difficult to imagine modern life without digital communication. Following the development of the internet, readers have been empowered to both consume and produce written and visual content at the same time. A popular form of online text type is the blogpost, normally shortened to 'blog.' In many ways, blogs have a lot in common with magazine articles and opinion pieces; but instead of media institutions deciding what we should read about, independent reader-writers decide the topics for themselves. For this reason, blogs can be quirky, niche, and carry counter-cultural messages. Have a look at a couple of these responses to the 'blog' text type:
TRY FOR YOURSELF:
KEY FEATURES OF BLOGS

Viewpoint: blogs normally represent the interests and opinions of an individual, so are normally first person.

Visuals: blogs may illustrate the text with cartoons, images or photographs (perhaps illustrated or taken by the writers themselves).

Again, this is more a category of writing than a text type. Informational text range from cookbooks to technical manuals, encyclopedias to public service announcements. Informational texts are meant to appeal to your head rather than your heart. There may be some overlap between information texts and scientific articles. Moreover, infographics are a highly visual form of information text which you can study in detail (below). Take a look though one or two of these sample responses to see how you might analyse informational texts of different kinds.
SAMPLE RESPONSES:TRY FOR YOURSELF:
KEY FEATURES OF INFORMATION TEXTS

Typography: look for fonts, capitalizations, bold or italicized words, underlined words, or other features that help emphasize key points.

Short for information graphic, these little visual texts are designed to summarize and present complex information, knowledge and data. They might be posted on a wall, be printed in a magazine or textbook, be a feature in a magazine or, increasingly, spread online. Some brilliant designers work on creating infographics, and the best examples of this text type are almost works of art in themselves. Once you've studied the key features of infographics, try your hand at analyzing one or two of the samples below.
TRY FOR YOURSELF:
KEY FEATURES OF INFOGRAPHICS

Audience: normally infographics are designed to reach as wide an audience as possible. As always look out for technical language that might indicate a niche audience.

Copy: infographics are multimodal, meaning there will be some brief text included. Look out for headlines, labels and snippets (brief chunks of text).

A sub-category of magazine articles and sharing features with information texts (above), general interest scientific articles can be drawn from publications such as National Geographic, New Scientist, Cosmos, Nature and more. There's an interesting investigation to be had in the study of language and literature into the tension between science and the arts and, by reading though the sample papers below, you'll notice how these two disciplines are not necessarily as different as you might think:
SAMPLE RESPONSES:TRY FOR YOURSELF:
KEY FEATURES OF SCIENTIFIC ARTICLES

Comparisons: some scientific concepts are quite abstract or complex, so writers of scientific articles might use similes and comparisons to make them easier for a wider readership to visualize.

Visuals: photographs, diagrams, charts and graphs are all likely to accompany and illustrate scientific concepts. Look out for more examples of simplification.

Structure: look out for both linear and non-linear structures and layouts, depending on the content. A text might provide a timeline or historical overview. Boxouts, summaries, explainers, glossaries can all help communicate complicated ideas.

Newspaper front pages and reports belong to broadly three categories: tabloid, broadsheet and online, each of which have their own particular conventions. You can study the news media in more depth by visiting the courses on journalism, bias, euphemism and the impact of technology on the news.
SAMPLE RESPONSES:TRY FOR YOURSELF:
KEY FEATURES OF NEWS WRITING

Headline: the choice of words in a headline is essential to the tone and angle of the story. There are many techniques involved in creating headlines and you should definitely learn: slammer; pun; alliteration; elliptical headlines (which only include the keywords).

Visuals: all newspapers make use of photographs to accompany stories. Tabloid papers are dominated by images while broadsheet papers tend to use smaller photographs. Look out for pictures of people's faces, which reveal emotion and create bias.

Figurative Language: anyone who still thinks the news is purely factual needs to go back to the start of the course! News reports are a rich source of metaphor, simile, hyperbole, and exaggeration, often distorting reality in some way.

Although descriptive writing is a major part of literary fiction, non-fiction writers may also write with the purpose of having you visualize a scene, event or person. Many forms of writing can be descriptive: autobiographies, travel articles, letters, diaries and blogs might all feature descriptive passages to one degree or another. Read through a sample response, then try your hand at analyzing a descriptive passage:
SAMPLE RESPONSES: TRY FOR YOURSELF:
KEY FEATURES OF DESCRIPTIVE PASSAGES

Imagery: as writing which is drawn from direct experience, description always involves imagery. Humans perceive the world vividly using our visual sense - but don't forget about other ways of perception: sensory images can also be auditory, tactile, kinesthetic, and even olfactory (the sense of smell).

Modifiers: the function of adjectives and adverbs are to describe.

Arguably the most personal text type as the intended reader is usually... the writer him or herself. Almost since the advent of the written word, diaries have been kept by individuals to record daily events, reflect on personal experiences and try to make sense of the complex issues of society. A freeform text type, they tend to be more stylistic than formal, with each writer employing their own particular uses of language which reflects the way they see the world. That's not to say you can't prepare yourself for any eventuality - take a look at one or two of the responses below:
SAMPLE RESPONSES:TRY FOR YOURSELF:
KEY FEATURES OF DIARIES

Viewpoint: as one of the most personal text types, diaries are written in the first person and always express thoughts and feelings.

Perspective: diaries are written to be private as the reader and writer are the same person. Confessional is a particular form of diary writing that reveals a secret.

Colloquialism: the writer might write as if he or she is talking and may use figures of speech in an original or entertaining way.

It's not often you'll read a text that has a particular individual reader in mind, but letters are exactly that. Letters need reading carefully to discover the relationship between writer and reader and to uncover the purpose behind the writing. Here are ways to respond if you should encounter this text type:
SAMPLE RESPONSES:TRY FOR YOURSELF:
KEY FEATURES OF LETTERS

Purpose: people send letters for all kinds of reasons; to complain, to seek advice, to connect with a loved one or even to pass gossip. The purpose of this text type is completely flexible.

This kind of writing is less a text-type and more a category of writing. Travel writing can be as recognisable as a Lonely Planet or Rough Guide recommendation for a trip to a foreign country or city. Or it might take the form of an article, describing the experiences of the writer in a strange place, accompanied by photography, maps, or diagrams. It's possible for Travel Writing to be 'literary' in tone and mood, full of imagery, vivid descriptions, and figurative language, recreating the characters and situations the writer met along the way like a novelist. Common themes in travel writing include the search for the self or one's roots; curiosity about other people; the desire to be informed; the search for a religious, spiritual or abstract experience. If you want to find out much more about this genre, you can visit the course page for this unit of study. Or, simply browse this selection of Paper 1 materials from the category of Travel Writing:
SAMPLE RESPONSES:TRY FOR YOURSELF:
KEY FEATURES OF TRAVEL WRITING

Structure: look out for chronological timelines, past - present structures or a linear journey of discovery. Guidebooks will have clear headings and subheadings and will probably include box-outs and the like.

Information: travel writing often seeks to be informative and can present you with facts and figures, names and dates, historical or architectural or geographical information and more.

Since the 5th century BC, people have been giving each other advice in writing. Chinese general Sun Tzu wrote his advice on bamboo strips - now you can buy his collected works, The Art of War, in a bookstore. Newspapers and magazines feature advisory sections (in Britain, the writers of these columns are known as Agony Aunts or Agony Uncles). Elsewhere, institutions such as the medical practice, health services and even governments like to give advice. This means that advisory texts can take many forms: columns, articles, letters, posters or infographics are all text types that can give advice in one form or another. See for yourself by reading the sample responses to the papers listed here:
SAMPLE RESPONSES:TRY FOR YOURSELF:
KEY FEATURES OF ADVISORY TEXTS

Tone: authoritative, reasonable, commanding or trustworthy. Look out for opinions presented as if they are facts.

Tense: the imperative tense (also called the command tense) can be recognized by the position of the verb at or near the start of the sentence.

Modality: modal verbs such as 'must', 'will', 'should' and 'ought' transmit strength of feelings.

Credibility: expert sources, research and scientific evidence might be used to establish credibility.

More a category of writing rather than a text type, texts produced for young people have distinctive features of their own that you may want to keep an eye on.
SAMPLE RESPONSES:TRY FOR YOURSELF:
KEY FEATURES OF TEXTS FOR CHILDREN

Allegory: like symbolism, in children's stories characters and objects often stand for things greater than themselves. The Wizard of Oz is a good example of allegory.

Diction: it would be unusual for children's texts to contain too much difficult vocabulary, although stories and rhymes often use synonyms.

Visuals: look out for colorful visuals, vividly drawn people and places.

Fable: a particular type of children's writing that anthropomorphizes animals, who stand in for human characters.

Didactic: some texts for children are designed to teach a lesson or moral. You can look out for didactic messages in children's texts.

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Whether you are a standard or higher level student, Paper 1 tests your ability to analyze unseen texts. If you are a standard level student, you will have to analyze one text out of a choice of two....

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Intro:

Hook

Lead in (title, text-type, author, date of publishing, publisher, what is it about)--> link to audience and purpose (the sooner you introduce audience, the better)

Thesis: reword the guiding question is a good tip; through the use of ....

Body:

Magic sentence for point (Author + Verb + Technique + purpose + deep idea/theme)

How ( Technique) + Why (purpose)

Need many examples

Try and explore the deeper idea in your body paragraphs (more than just saying it again and again)

Conclusion:

Basically just rephrase your thesis

remember to link to audience + purpose

Explore the deeper idea properly!

if applicable: talk about the meaning of the title (could also go in body)

if you can: perhaps even criticise the text for lacking something

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You will be assigned a text type from the IB non literary list of options (or more than one).

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You need to fill the column you were assigned with helpful resources!

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You need to fill the column you were assigned with helpful resources!

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This can be something you have created, something you have found online, a helpful image, etc. Look around at the other columns as well, because your types might overlap.

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Literary Terms and Devices - master list from LitCharts

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Literary Terms and Devices - master list from LitCharts

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Useful especially in advertising and other mostly visual texts.

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Try using some of these verbs in your analysis

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Try using some of these verbs in your analysis

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CISL English Language Schools, California

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In English, we often have to analyze data, research, or facts. Do you know how to do this effectively, while using the appropriate verbs of analysis? This list of 50 verbs of analysis in English will help you.
Note: this list is for advanced English learners (CEFR level B2 or above). All definitions are from the Cambridge Dictionary online.
Definition: to have an influence on someone or something, or to cause a change in someone or something.

Characterizes

Definition: Something that characterizes another thing is typical of it.

Differentiates

Diminishes

Discredits

Distinguishes

Elaborates

Establishes

Facilitates

Foreshadows

Formulates

Highlights

Identifies

Illustrates

Incorporates

Insinuates

Integrates

Legitimizes
Converse International School of Languages offers an English for Academic Purposes course for students interested in improving their academic English skills. Students may take this course, which is offered in the afternoon for 12 weeks, at both CISL San Diego and CISL San Francisco. EAP course graduates can go on to CISL's Academic Year Abroad program, where students attend one semester at a California Community College. Through CISL's University Pathway program, EAP graduates may also attend college or university at one of CISL's Pathway Partners. See the list of 25+ partners on the CISL website. Contact CISL for more information.

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50 Verbs of Analysis for English Academic Essays

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In English, we often have to analyze data, research, or facts. Do you know how to do this effectively, while using the appropriate verbs of analysis? This list of 50 verbs of analysis in English will help you. Note: this list is for advanced English learners (CEFR level B2 or above).

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[📊] Infographics can be organized using five main structures: chronological, hierarchical, problemsolution, cause and effect, and comparative.

[🔍] Important infographic conventions include titles, subheadings, icons, charts, graphs, color, typography, information reliability, visual metaphors, statistics, labels, comparisons, and interactive elements.

[🌐] Analysis of a poverty infographic reveals a problemsolution structure, emphasizing the visual pathway, language nuances, and personalization of data.

[🎨] The color palette, with the use of yellow and serious colors like black and gray, conveys a sense of alarm and caution regarding the severity of poverty.

[🚧] The logo of an organization focusing on chronic poverty features a cautionary yellow square falling off, symbolizing incompleteness and the need to address missing elements in society.

[🌐] Interactive elements in infographics, such as buttons and links, signal that understanding and addressing complex issues like poverty requires further exploration and action.

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Interplay between text and image

Visual narrative

Rhetorical devices - pathos logos ethos, direct address and inclusive language

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Short for information graphic, these little visual texts are designed to summarize and present complex information, knowledge and data.

KEY FEATURES OF INFOGRAPHICS

Audience: normally infographics are designed to reach as wide an audience as possible. As always look out for technical language that might indicate a niche audience.

Simplification: the main purpose of infographics is to simplify complex knowledge or data. Look out for all kinds of simplification techniques including summary, bullet points, images with captions and more.

Illustrations: they say a picture is worth a thousand words and nowhere is this more true than in infographics. Icons are simplified mages that symbolize certain ideas from the text.

Copy: infographics are multimodal, meaning there will be some brief text included. Look out for headlines, labels and snippets (brief chunks of text).

Structure: good infographics are little visual narratives that tell a simple story, so look out for structural elements that help you decode the sequence of events.

Design: infographics are supposed to be eye-catching. Color, typography, font and other design features should combine to help you get information and also engage your interest.

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Language:

Emotive Language: Look for words that evoke strong emotions in the reader or listener.

Rhetorical Questions: Questions that don't require a direct answer but encourage reflection. They prompt the audience to consider your perspective.

Repetition: Repeated key phrases or ideas emphasize their importance and make the appeal more memorable.

Appeal to Authority: Look for cited experts or reputable sources that support arguments and lend credibility to the appeal.

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1. What do you note on a cursory glance?

Infographics are usually read quickly and displayed in poster form so consider what are the main ideas that stand out to you. These can form your body paragraphs. You can talk about the fonts or the graphs used and how these enhance readability.

2. The use of colour

This is important as your exam paper is printed in colour so you can use this to structure your “tone and mood” aspects which are necessary for a holistic analysis. Certain colours are associated with different values, “blue” and trust, so you can draw upon this depending on the purpose of the text.

3. How do language and structural elements work together?

An infographic fuses these together to present and deliver the purpose to the target audience so consider how these are formatted to appeal to that particular reader. Perhaps the use of jargon or diction so that the reader can relate and be draw towards the text which bridges the gap between readers, writers and text.

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political cartoons:

are satire (using humor for political or social commentary)

make viewer laugh (irony)

dealing with current events or global issues

abour conflict, showing opposing sides

political cartoonists:

trying to provoke deep discussion or thoughts in viewer

comment on corporate or governemtn policy

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1. Panel (refers to the framed image)

2. Splash (a kind of panel that spans the width of the page)

3. Voice over (refers to the hard line where the narrator can speak to the reader)

4. Speech bubble / Speech balloon / Thought balloon

5. Emanata (refers to the teardrops, sweat drops, question marks, or motion lines)

6. Gutter (refers to the space between panels)

7. Minor details

8. Shape of text (bubbles)

9. Irony

10. Exaggeration

11. Imagery

12. Analogy

13. Symbolism

14. Labelling

15. Main focus

16. Stereotypes

17. Use of words

18. Target audience

19. Bias

20. Tone

21. Perspective

22. Context

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'Fire and fury in the USA' by Parick Chappatte, August 18, 2017

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Coral Needs Our Care And Love

Composition:

how is the cartoon framed

foreground/background

graphic weight

angle shot

camera distance

Narrative:

characters

how are they drawn

what do they look like

what are they wearing

how are they talking

techniques that describe actions:

emanata

speech bubbles

context

conflict

whats going on in the cartoon

Objects or Symbols:

represent larger abstract ideas

e.g. smoke might represents industrial pollution, briefcase might represent secrecy or deception

Color:

how colors can create a mood

how colors can be interpreted

shading

Language:

connotation/dennotation of key wrods

types of verbal irony

look at interplay between language and image

how they work together to create humor

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How to analyse article/opinion column - A generation now believes only thin is beautiful (from P1 packet its)

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How to analyse article/opinion column - A generation now believes only thin is beautiful (from P1 packet its)

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Common use of rhetorical devices - ethos, pathos, logos, to persuade audience to be skeptical and not feed into stereotypes of beauty:

Pathos: "Oh yes, and I confess that I am thinking, if not the burqa, then maybe the tummy tuck."

"Besides asylum-seekers, plump and fat people are the only other group in our society we are allowed to bully, reject and openly abuse." The use of hyperbole and an over-exaggerated and generalized tone through negative diction such as "bully" and "abuse", emphasizes the allienation of overweight people by society. Furthermore, the author's use of hyperbole underscores that being "fat" is not stereotypically accepted.

Logos: "88 per cent of British women have dieted". The use of logos by presenting hard facts to the audience highlights how many women have been affected by diet pills and dieting culture."

Tone:

The author also creates a critical narrrative and tone towards diet culture, "A sceptic, I somehow now know about the Pritikin and Zone diets, the Fat Flush Plan, the slimming pill Xenadrine, Jane Scrivner's Detox." Again, their use of allusion to diet pills and attempts by society to force one to slim down their body, and the author's critical tone portrays a skeptical viewpoint towards these diets to the audience.

Persuasive and indicative, as well as imperative tone is also utilized by the author to underline that a range of clothing sizes should be accepted in society. "Obesity is a serious problem, but being a size 12 or 14 shouldn't be.". The use of indicative and imperative tone emphasizes how the claimed opinion of the author is being presented objectively, similarly to a fact. It also underscores the author's us of voice, which is more accepting of other body sizes and argumentative for what should be defined as obesity.

Other literary devices:

Use of pathos here creates a confessional mood, emphasizes relatability between author and reader. It also highlights patriarchal standards women are trying to reach. Furthermore the use of allusion to the burqa and tummy tuck reference commodities for women. While the burqua is positively connotated by the author, "One day I may just want to take shelter within the secretive folds of a burqa. At least under that cloak your body can turn, age, loosen up and relax. Maybe this is one reason why so many Muslim women (and droves of white women converts) are choosing the hijab to escape from our awful, oppressive "world of slim"." Simultaneously, the author describes through negative connotations and the metaphor "world of slim" the oppressive standards of society when it comes to the female body and pressures by society to stay thin. Contrastingly, the author uses allusion when referencing a cosmetic surgery "tummy tuck", which emphasizes the readers pessimistic and defeated attitude towards not conforming or changing stereotypical beauty standards.

Anaphora/allusion:

The use of anaphora creates a repeated outlook on the word "self". "In January, the month designated by our media-wallahs for self-flagellation, self-disgust, self-deception and impossible forms of self-control, this message has been emitted ad nauseam." This use of anaphora undermines how each individual, particularly women, are affected by the media and its standard ideals, especially through negatively connotated words "disgust, deception".

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Look out for rhetorical devices (ethos, pathos, logos)

Use of image usually - interplay between text and image

what is the authors purpose of the article (likely to effectively communicate information)

probably going to be use of imagery or jargon

pull quotes! drawn from the article

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IB English: Paper One: Top Ten Tips for Success

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IB English: Paper One and IO - How to Read a Political Cartoon

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Interviewing is a communication technique in which one person asks another person questions to obtain relevant information on a specific topic. The interview can be structured, where a predetermined series of questions is followed, or semi-structured, where more flexibility is allowed in the process.

In general, an interview can be quantitative or qualitative. In a quantitative interview, numerical data is collected, and the aim is to objectively measure certain aspects. On the other hand, in a qualitative interview, more descriptive data is obtained, and the aim is to understand the experiences, opinions, and emotions of the interviewee. In terms of structure, an interview follows a sequence of questions. It is essential that the questions are neutral, short and to the point, to avoid influencing the interviewee's response.

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KEY FEATURES OF OPINION COLUMNS

Perspective: as an expression of a personal viewpoint, the first person is most commonly adopted for opinion pieces. Look out for ‘we’ instead of ‘I’ – a clever way of implying the viewpoint is commonly held.

Solid Arguments: an opinion piece might open your eyes to the reality of an issue, providing facts, statistics and information to help convince you of the writer’s viewpoint. Expect to see opinions backed up by studies, research or evidence of some kind. Keep an eye out for assertion, though, where a writer presents an opinion as if it were a fact.

Anecdotes: sometimes a writer will relate a small story from his or her personal experience in order to demonstrate a thoughtful approach to the topic at hand. You may find the opinion piece begins with this story, which acts as a kind of hook into the main article.

Structure: the writer of an opinion piece is not trying to keep you in suspense and the opinion is often obvious from the title or first few lines of the article. The rest of the article should support or develop the writer’s point in a number of ways. The ending should be strong and certain, perhaps reiterating the writer’s position.

Register and tone: you should be especially alert to the writer’s choices in this regard. Opinion pieces are often formal, but the writer may adopt an irreverent tone, be passionate, conversational, friendly, challenging, even sarcastic depending on the tactics used to convince you of a particular opinion.

Concession: although similar in many ways, opinion pieces are not quite the same as persuasive speeches, so the writer is not necessarily trying to change your opinion. In this case, you might find concessions to the other side of the argument or even an acknowledgement that the writer’s opinion is flawed in some way.

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Question-Answer: a recognisable feature of interviews in this format, which presents the questions asked and responses using quotations (direct speech).

Register: as a record of a spoken conversation, a written interview is likely to contain examples of language that is more like speech. Look out for colloquialisms, idioms, contractions and even jokes.

Quotation: as an alternative to the question-answer format, you might see interviews written up as a magazine article. In this case you will see a mixture of direct quotation and indirect free speech.

Topics: the interview may be focused on one issue or may range across various topics. Look out for the interviewer asking leading questions to take the conversation in a particular direction.

Perspective: the interview presents a one-sided view on a topic or person, so is likely to be highly subjective. The interviewee may use assertive statements which present opinions as if they are facts.

Them-and-us: celebrity interviews tend to put interviewees on a pedestal. Look for ways in which the text creates a divide between celebrities and ‘us’, the reader, or represents the interviewee as special in some way.

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Biography - Definition

It's a written work about someone's life, but not by the person themself. Authored by a different person. A biography can include events or details of the person's life, usually in chronological order. It can be about a person who is still alive or lived centuries ago.

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Can either be formal or informal. Important to consider audience and purpose of letter.

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This text is an article from the website of OK! Magazine. From the masthead, banner and tabs it can be seen that OK! is devoted to celebrity news and articles. The word ‘celebrity’  is repeated four times in the banner alone, and the slogans ‘Beyond the Red Carpet’ and ‘OK! Insider’ promise the reader will discover secrets or surprises that only OK! can divulge. While the website is able to reach a mass audience of anybody who has access to the internet, the readership is likely to be niche: people who follow celebrity culture. The website plays upon the appeal of gossip; avid readers want to uncover gossip about celebrity lives that they can share in their own social circles. In addition, this article is about the winner of an Australian reality TV show, so the article would have more relevance to an Australian reader.

This interview fulfils the website’s stated purpose of getting ‘insider’  information about television celebrities. The person being interviewed is Ben, who recently won Big Brother, a reality TV show competition involving a group of people living together in a house with no access to the outside world. Each week, a member of the group is voted out by the TV audience until only one is left – the winner. Because he won, Ben was the final participant on the show and able to ‘exit the house with Sonia Kruger’, the host and television celebrity in her own right. In effect, he was granted access to the celebrity world, which is normally ‘off-limits’ to people like Ben. Overall, the text follows a trend in the mass media of putting celebrities on a pedestal and creating a ‘them-and-us’ divide between celebrities and ‘ordinary’ people, such as the contestants on the show. This divide is mirrored in the format of the interview, question-and-answer, with the questions presented in bold type and the answers in regular type, a visual representation of the two worlds of celebrity and ‘everyone else.’

Therefore, the interviewer’s questions attempt to uncover how Ben’s experience was ‘special’ and lead Ben to answer in a way that suggests access to the celebrity world is an extraordinary event. He uses words like ‘thrilling’, ‘scary’ and ‘terrified’ to describe the emotional intensity of his experience. His responses involve hyperbole and superlative, especially when he says, ‘This was the most amazing experience.’  He uses the word ‘overwhelmed’  and, at certain points, he just says, ‘Oh my god,’ as if words cannot describe the experience of rubbing shoulders with the rich and famous.  He also employs figurative language to describe the moment that he discovered he would be the winner of the competition; ‘I felt like my head was going to explode’ and ‘time stood still.’  All in all, the reader is left in no doubt that being in the celebrity world is an intense experience, almost magical and completely ‘out-of-the-ordinary.’

In this way, Ben’s answers reveal the difference between an ‘ordinary’ person and a celebrity. He admits that ‘I felt privileged to be there’. The interviewer is happy to develop this line of thought later in the interview. She mentions his association with Sonia Kruger, the host of the show. Ben describes her as an ‘icon,’ a word which means ‘to look up to’ or even ‘worship.’ He speaks about meeting a celebrity in person in tones of gratitude, saying that ‘to meet her and then have that one-on-one chat was incredible.’  Once again, his use of hyperbole (‘incredible’) and figurative language (‘lose my mind’) suggests a difference between a celebrity and a ‘normal’ person. The magazine controls Ben’s position through the photo of him as well; he’s presented against a plain background, wearing a simple t-shirt with the collar turned up, as if he’s ordinary. Despite winning the show, he has not attained true celebrity status so has to remain ‘on the ground’ looking up at his idols.

It is undoubtedly in the magazine’s interest to foster a celebrity obsession amongst its readers, which might explain the focus on Ben’s Nicole Kidman t-shirt. Ben’s use of the word ‘obsession’  plays into the interviewer’s hands in this regard, and she immediately asks another question about being a ‘big fan’. Perhaps aware of the way he is presenting himself, Ben backtracks slightly and makes the point that he’s ‘not like a crazy fan.’  He actually repeats this to ensure that the readers view his type of celebrity worship as ‘healthy.’ He emphasises the positive aspects of his Nicole Kidman celebrity-crush using words like ‘family’, ‘strong role model’ and ‘good presence.’  He tries to control his own image by walking back the ‘big fan’ suggestion and presenting his wearing her image on his t-shirt as a kind of respectful tribute, but this too furthers the divide between him and a ‘real’ celebrity.

The final question reinforces the ‘them-and-us’ divide though naming conventions. The interviewer states, ‘you said that being part of the final three, with Layla and Estelle, was hard.’ It’s noticeable that, when speaking about famous celebrities, the interviewer uses full names (‘Sonia Kruger’ and ‘Nicole Kidman’) but when speaking about contestants on the show, uses only first names; ‘Ben’, ‘Layla’ and ‘Estelle’. The shift from formal to informal naming implies the interviewer ‘sees’ ordinary people and celebrities as different. Once again, it’s clear that the interviewer is able to lead Ben’s response by loading the question with a keyword, ‘hard’, as he repeats this word three times in his answer (and uses the word ‘difficult’, which means the same thing, at the end). Just like when talking about his hero-worship of Nicole Kidman, though, there is evidence that Ben is conscious of his own image here as well. He qualifies his criticisms of Estelle with the interjection ‘– while I think Estelle is an incredible person –’ perhaps afraid of coming across as too negative to readers of the interview.

In conclusion, this text is an excellent example of how an interviewer can set an agenda and control the response of the interviewee. It suits the interviewer’s purpose to hear Ben’s hyperbole and cliched answers about how ‘amazing’ and ‘incredible’  being part of a TV show can be. The interviewer then steers the interview towards meeting celebrities in person, as if this is an aspiration or a dream come true. It is at this point that Ben attempts to take back control of his own image, presenting himself as something more than an avid fanboy; but arguably the damage is already done. Despite being the winner of the show, he’s still on the wrong side of the celebrity divide.

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1. Alliteration:

Repetition of the same sound at the beginning of adjacent or closely connected words.

Enhances rhythm and can make phrases more memorable.

"Let us go forth and lead the land we love" - JFK

2. Anaphora:

Repetition of a word or phrase at the beginning of successive clauses or sentences.

Builds emphasis and emotional effect, fostering a sense of unity and importance.

"We shall not flag or fail. We shall go on to the end. We shall fight in France..." - Winston Churchill

3. Epistrophe:

The opposite of anaphora; repetition of words or phrases at the end of successive sentences.

Creates a strong rhythm and emphasizes a particular concept or idea.

"Government of the people, by the people, for the people, shall not perish from the Earth." - Abraham Lincoln

^^ This is also a tricolon!!!!! ^^

4. Tricolon:

A series of three parallel words, phrases, or clauses.

Enhances content impact and memorability through rhythmic repetition.

5. Parallelism:

Similarity of structure in a pair or series of related words, phrases, or clauses.

Enhances readability and provides a sense of balance and rhythm.

"I came, I saw, I conquered." - Julius Caesar

6. Metaphor/Simile:

Metaphors are direct comparisons between unrelated things (e.g., "Time is a thief")

Both enrich language, offering vivid imagery and facilitating deeper understanding.

"The torch has been passed to a new generation of Americans." - JFK

"He died like a dog" - Donald Trump

7. Pathos:

Appeal to the audience’s emotions.

Evokes feelings that already reside in them.

"If we must die, let it not be like hogs hunted and penned in an inglorious spot..."

8. Logos:

Appeal to logic and reason.

Uses data, facts, and logical arguments to appeal to the audience's rationality.

"The numbers don't lie: according to the latest reports, our current plan has resulted in a 20% decrease in unemployment in our region over the past year." - Nobody I just came up with this

9. Ethos:

Establishes credibility and trustworthiness of the speaker.

Involves the speaker's authority, ethics, and character.

"As a Nobel Laureate in Peace, I urge you to choose dialogue over force. My years of experience have taught me it's the only path to lasting peace." - Also something I just came up with

10. Hyperbole:

Exaggeration for emphasis or rhetorical effect.

Draws attention to an idea or detail.

"I would rather die on my feet than live on my knees." - Emiliano Zapata

11. Rhetorical Question:

A question asked for effect or to emphasize a point rather than get an answer.

Engages the audience, provoking thought.

"Is it not to deal thy bread to the hungry, and that thou bring the poor that are cast out to thy house? when thou seest the naked, that thou cover him; and that thou hide not thyself from thine own flesh?" - Martin Luther King Jr.

12. Imagery:

Use of vivid or figurative language to represent objects, actions, or ideas.

Helps the audience visualize concepts and emotions, enhancing connection.

"Let freedom ring from the snow-capped Rockies of Colorado, let freedom ring from the curvaceous slopes of California." - MLK Jr.

13. Allusion:

A brief and indirect reference to a person, place, thing, or idea of historical, cultural, literary, or political significance.

Enriches the speech by drawing on well-known references, adding depth and context.

"Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation." - MLK Jr.

14. Antithesis:

Contrasting ideas are expressed in a grammatically balanced statement.

Highlights differences to emphasize a point or create a striking juxtaposition.

"We must learn to live together as brothers or perish together as fools." - MLK Jr.

15. Juxtaposition:

Placing two or more ideas, places, characters, and their actions side by side in a narrative or a poem for the purpose of developing comparisons and contrasts.

Enhances the qualities of each through contrast, contributing to deeper understanding.

"Injustice anywhere is a threat to justice everywhere." - MLK Jr.

16. Direct Address/Inclusive Language

Talking directly to the audience with "you" or "us" or "we" etc.

Encourages a form of interaction and inclusion in the audience rather than just listening to someone else's words

"I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream." - MLK Jr

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Advice columns try to give advice about a general problem in a specific community. Usually, advice columns try to do so in a commanding manner. The different features of an advice colunm are as following:

Tense: the imperative tense (also called the command tense) can be recognized by the position of the verb at or near the start of the sentence.

Tone: authoritative, reasonable, commanding or trustworthy. Look out for opinions presented as if they are facts.

Modality: modal verbs such as ‘must’, ‘will’, ‘should’ and ‘ought’ transmit strength of feelings.

Credibility: expert sources, research and scientific evidence might be used to establish credibility.

Register: official advice will be formal and persuasive; friendly advice will be delivered in a reassuring or intimate way. Sometimes, advice will include a warning.

Structure: look for cause-and-effect structures, step-by-step guides or linear structures that are easy to follow.

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Unseen Text: Aggressiveness and Readiness Gestures

Text Type: Self-Help Guide

Guiding Question: How does the author of the text reveal his purpose and the values that are important to him?

The ability to be a critical and independent thinker is highly prized by the IBDP. Attributes such as 'inquirer,' 'thinker' and 'risk-taker' are boiled in to the IB Learner Profile, providing clues as to how to approach your day-to-day learning. The following response demonstrates how taking a critical position on a text can result in strong analysis and evaluation. It may feel like a 'risk' but, by carefully supporting all your points with well-chosen evidence, you'll find that taking a critical position can pay off. It's important to note, however, that this is just one way of responding to the given text and may not work every time; alternative approaches can be equally valid.

Sample Response:

The given text is an extract from a self-help guide called Body Language: How to read others' thoughts by their gestures, written by Alan Pease and published in 1981. The purpose of a self-help book is often to give people advice on how to overcome problems in life; this book explains the meaning of various poses and examples of body language, in order to help people in sales become better negotiators. While not directly addressed to salesmen, because a major application of the writer's methods is in sales situations, it is likely that the text would appeal more to people in sales. Furthermore, due to the stereotypical representation of men and women in the text, it is more likely the book was originally aimed at men.

The advisory element of the text is not strongly foregrounded. In fact, the first phrases which directly address the reader in order to give advice are in the fifth paragraph: 'it is also important to consider...' and 'several other gestures can further support your conclusion' both give the impression of the writer speaking to a reader directly. His tone is authoritative, as if he is a teacher guiding the reader through a course. The teaching and advisory purpose becomes more apparent towards the end of the text, where phrases such as ' one of the most valuable gestures a negotiator can learn is...' and 'learning to recognise such gestures... helps to keep many more people in the sales profession.' The repetition of the word 'learn' is complemented by the word 'teach' in this section of the text and reveals the writer's intention is to pass on knowledge and expertise.

The author considers himself an expert on the subject of body language and he writes in an authoritative tone throughout. He belittles other 'sales tactic' guides by saying, 'Unfortunately, most sales courses teach salespeople always to ask for the order with little regard for the client's body position and gestures.' Throughout the text he writes in declarative sentences (for example: 'aggressive-readiness clusters are used...'; 'closed-coat readiness shows aggressive frustration'; 'critical evaluation gestures are often seen...'). However, this mode of writing can be used to disguise opinions as facts, and the writer presents no evidence to support his claims of superior knowledge. There are no statistics or citations in the article.

On closer inspection, the writer uses language in a way that creates the impression of authority where none exists. In the previous three examples listed, there is a piece of jargon in each one: 'aggressive-readiness clusters', 'closed-coat readiness' and 'critical evaluation gestures.' Pease is a fan of adjective stacking, which makes the language quite dense, and sometimes creates compound words (by joining two words together with a hyphen) which sound technical and specialist. But the lack of glossary or explanation can exclude a reader who is not an expert - presumably the very people who are reading this book! A reader might be forgiven for finding the text difficult to understand or asking what exactly is an 'aggressive-readiness cluster.'

The guide is accompanied by simple outline sketches of men and women standing in the 'the hands-on-hips pose.' However, the pictures present very stereotypical images of men and women. For example, the man on the first page is standing up straight and facing the reader. His image connotes strength and confidence. By contrast, the women are posed at an angle, highlighting the profile of their bodies. The way they pose is more suggestive; their bodies are slightly bent and their legs and hips are emphasised in a way the man's are not. This difference becomes even more apparent through analysis of the captions below each image. The man is described as 'Ready for Action', connoting preparedness and the ability to confront problems (another example is the phrase 'ready to tackle his objectives') whereas the caption on the women's image explains the gesture is 'used to make clothes seem more appealing.' Pease repeats the importance of clothing to women - 'clothing for the modern... woman' - and also mentions 'professional models' ; it seems like, to the writer, a woman's 'professionalism' is defined only by how she looks.

Men, on the other hand, are constantly associated with the word 'aggression / aggressiveness' which is repeated ten times in the text. Other words from a similar lexical field are 'angry', dominant', 'fearless', and 'fighting.' Men are depicted as ready for conflict and action (at one point they stand with 'clenched fists')a bias which appears in the opening metaphor: 'the boxer in the changing room waiting for his bout to start.' In paragraph four Pease notes similarities between men and wild birds in terms of the importance of size: 'birds fluff their feathers to make themselves bigger.'

In conclusion, because this text is a self-help guide a reader might expect to receive advice or useful information. However, the way this text is written suggests it is not as reliable as it may appear. Furthermore, the values presented by the author are stereotypical and outdated, although the presentation of men as strong, aggressive and dominant might appeal to salesmen, the audience for whom the text is primarily intended.

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The ability to be a critical and independent thinker is highly prized by the IBDP. Attributes such as 'inquirer,' 'thinker' and 'risk-taker' are boiled in to the IB Learner Profile, providing clues as to how to approach your day-to-day learning. The following response demonstrates how taking a critical position on a text can result in...

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example biography

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Introduction: Clearly stated the purpose of the appeal and provided an overview of the key points it will address.

Body Paragraphs: Arguments are presented logically and supported with evidence, examples, and reasoning.

Conclusion: Summarized the main points and restated the appeal in a compelling way. Ending with a call to action.

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MNEMONIC:

Colourful Fruits Like Cherries Pack Good Flavour.

Composition:

What draws your attention first

Regions of the image (horizontal/vertical)

Focus and Framing:

Foreground

Background

What is in focus?

What is blurry/out of focus?

Light:

What is light and what is dark?

Significance of light/dark

Colour:

Meaning of the colours

Warm/cold colours

Colour connotations/shape meaning

People and place:

What is in the image: people/places/things

People:

Description (race, class, gender)

Facial expressions/ body language

Places:

Rural/Urban

Inside/Outside

Town/region/state/country

Open/crowded

Calm/disorientating

Gaze:

Where people are looking

Aware of camera/attitude towards camera?

Significance on where person is looking

Framing and cropping:

A lot of background?

Crowded/spacious

What is not shown in the photograph

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Practice analysing these photographs

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Vietnam inc. - Philip Jones Griffiths Foundation

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The Philip Jones Griffiths Foundation is a charitable trust established in 2000 by the late photojournalist Philip Jones Griffiths.

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Name, date, address: Does letter include a label like "Mrs" or "Dr". Is an address included, this might speak to whether its a professional more formal letter or a casual informal one.

Salutation: Is there a "greeting" of some sort, Dear or To whom it may concern for example.

Statement of Purpose: Often found in the first paragraph is a short and clear statement outlining the reason for writing the letter.

Register: What seems to be the relationship between the sender and recipient.

Call to Action: Often found towards the end of the letter, telling the recipient what they are expected to do in response to the letter.

Closing: Much like the salutation, the closing statement can reveal loads about the reader and writer of the letter. Look for formal or informal here.

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https://drive.google.com/file/d/1Wlf5DIwtVAA0hAIlEvOmgVf--JWpDPvr/view

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66 - Paper One - Letter _Your First Christmas_- Text and Annotations.pdf

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Feelings/emotions evoked

Political/cultural context

Idea that is communicated

Target audience

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Don't mistake Biography for Autobiography

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Don't mistake Biography for Autobiography

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Similarity

Both texts are written about a certain person and includes background information and their impact on society

Differences

Biography is written in third person while autobiography is written in first person as the author is the main character. In Biography it can be a person who is still alive or lived centuries ago.

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What to look for in the first few minutes?

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What to look for in the first few minutes?

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1) Where was it published?

Look for the author and the website that it was published on. Is it sponsored? A collaboration with someone else? This gives a lot of information about the audience and the purpose of the website. This can be helpful for the introduction, where it is common to mention the audience, as well as the purpose of the author and why this blog has been published here. It can also be helpful to gain context about whether the author wishes to provoke a response (call to action) and/or shift perspective and/or suggest something (travel blog).

2) Title, subtitles

Look at the title and the subtitles. Is it a structured blog (maybe more formal)? Are the titles a question, Is the blog trying to answer a question?

3) Images/photos

There is almost always an image in blogs, which can help give a first impression and information about the purpose of the blog. This image can be analysed like a photograph:

composition

color (what do the colours allude to? do they set a certain mood or tone for the blog?)

4) Icons/buttons

This is a chance for the reader to share the blog, suggesting the author wants their blog to reach a greater audience, have the possibility to gain revenue, or share an important message.

Placement: was it before the blog or after?

NOW... analyse the text itself

5) Rhetorical devices:

It is very common to find pathos in blogs, as the author wishes to appeal to the reader's emotions and feelings, either to make them feel a certain type of way (the purpose) or to compel them to read more of their blogs.

There is also logos sometimes, when the author tries to express their expertise or knowledge about the subject. Further, it can be useful for the reader to know more about the subject.

Ethos: the website or credentials of the author can often be an appeal to ethos, especially if there is a section about the author (common in blogs). Thus, it can help the author create credibility to make their opinions and writing sound and feel more trustworthy.

6) Verbs

Especially in travel blogs, there is often a use of modal verbs to make the reader feel a NEED to do something (e.g. TAKE the train to...). This further gives a sense of certianty and ease to the reader, because everything is set out and planned for the reader.

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https://drive.google.com/file/d/1v-QYrDlkRSST1cWFMiC2qmkbH6_cZ7N8/view?usp=sharing

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Introduction

Early life

Education

Career

Achievements

Personal life

Challenges and set backs

Impact on society