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Writers use different methods to achieve their . The form of a text will also effect the writer's choice of method. A comparison of two texts should focus on HOW the writer's methods are similar and/or different. For example, you could focus on a writer's use of:

The method used will have an effect on the reader's response: it's important to think about the impact on the reader when comparing texts. This is also where you can share your opinion about a text. You are the reader, so think about how the text is making you feel and respond.

Read these two extracts that both focus on describing a dramatic event. One is from a 21st century magazine article about a accident and the other is 19th century newspaper account of a ballooning accident.

Experience: I fell out of the Sky
I pulled the brake lines to increase the angle of the wing for extra life. But I forgot that I had tightened them before take-off and made them far more sensitive. I pulled too hard. That, combined with the swirling from the trees and building ahead, caused a break in the airflow under the canopy. Instantly, it began to deflate.

I had just enough time to look up and see the thin material of my wing falling towards me like an enormous bunch of useless laundry. I was dropping like a stone.

Tumbling through the air with no way to stop is a sensation of utter helplessness: a truly stomach churning moment where you know you're not going forwards or upwards; you're just falling. There is no time to think. One second became two, two became three. I closed my eyes. Wallop.

The injured aeronauts at Buxton
It was now the critical moment - two or three severe bumps were inevitable, the wind blowing in angry gusts, and the dashed through one wall of about eighteen inches in thickness, making a clear breach, and hurling the stones forward as if they had been pounded by the largest missile at present in use. Mr. Coxwell was full strain on the upper , which is thirty inches in diameter, but still the mass bore onwards, and a second clean was repeated in the next wall.

Away again with renewed vigour, and down for the third time, and once again through another wall, and now the cry was raised by astounded lookers-on, that two fields further lay the Deep Dale or gorge which would surely prove fatal.

Here are some similarities and differences between the two texts. In an exam you wouldn't have to cover all of these points.

Similarities

Purpose - both are informing and entertaining the reader.

They are both about a similar topic, an airborne accident.

Both use a technical - The Guardian article refers to "brake lines...take-off...canopy..." The report refers to "aeronauts...upper valve...".

Both use dramatic, emotive language to excite the reader. The report uses the dramatic verbs "dashed" and "hurling" whilst The Guardian article uses phrases like "utter helplessness" and "stomach churning."

Both structure the last paragraph in the extract with a dramatic phrase. In the news report "..surely prove fatal" and in the article 'Wallop'.

Both texts use to make the accidents more vivid for the reader. The report uses "...as if they had been pounded by the largest Armstrong missile..." and the paramotoring article uses "...I was dropping like a stone..."

Differences

Different - extract 1 is a magazine article and extract 2 is a news report.

Headline in the report is informative rather than emotive - the reader knows the men survived. The headline of the modern article is intriguing for the reader - this underlines the astonishing nature of the story.

The report is written from the perspective of someone observing the accident, so the reader is presented with the emotions of the onlookers.

The paramotoring article is written from the perspective of the man involved in the accident, so the reader is presented with his emotions.

In the paramotoring article, lots of single clause , short sentences build the tension.

In the report, the use of some present tense makes it seem as if the incident is happening now. This makes it more dramatic for the reader.

The use of in the modern article informs the reader that the writer is recounting a memory - headline and main text that he survived the accident.

The informality of the word "Wallop" in the paramotoring article is shocking and also perhaps creates an amusing tone for the reader.

The is also suggested by the simile, "like an enormous bunch of useless laundry..." The of this humour with the serious subject matter makes the text very effective.

The in the report is more grave. The writer personifies the wind, "..in angry gusts...", to suggest the danger of the situation.

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BBC Bitesize - GCSE English Language - How to compare texts - AQA - Revision 2

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Writers use different methods to achieve their . The form of a text will also effect the writer's choice of method. A comparison of two texts should focus on HOW the writer's methods are similar and/or different.

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You will be presented with two non-fiction texts in your exam. They could come from the 19th, 20th or 21st centuries. The language used will reflect the time and society in which the piece was written.

The extracts in your exam questions will be longer than the examples here. You will be asked questions about each text individually and you will also be asked to make a close comparison of the two pieces.

Read each text carefully before you begin to write your answers. Note any similarities or differences in the attitudes and ideas conveyed as well as the language and structure used.

When you write your answer, remember to link each point to a quotation.

Here are a series of sample responses. You might try to improve or expand on each one as part of your revision and preparation.

Here is an extract from a cookery book published in 1855, Soyer's Shilling Cookery for the People . The writer, Alexis Soyer describes a visit to a house in St Giles, a poor area of London.

Having but little confidence in what they would provide, I bought a quarter of a pound of ground coffee, intending giving them a lesson in how to make coffee. On my arrival, I was received like a princess in a fairy land. The little parlour was not only clean, but ornamented, at a cost of a few pence, with wall flowers from the neighbouring garden (the best in the world, Covent Garden), generously dispensing their perfume over pyramids of muffins and crumpets. Having cordially shaken hands with my host, I set cheerfully to work, and got hold of an old , but clean; in it I put the coffee and placed it close before the fire, begging the old lady to keep turning it round, and stirring it til the powder was hot. I then poured three of boiling water, allowed it to stand for ten minutes, and then poured it out into the cups, with the best milk that could be got, and sugar.

Soyer's Shilling Cookery for the People , Alexis Soyer

Here is an extract from a restaurant review written in 2016.

I reserved our table three months ago. This might seem extreme. But if you're going to eat at a restaurant where the food is hand-picked from its very own walled-garden, I've discovered that a window seat is essential. I like to see precisely where my food has come from. And I'm convinced it makes the flavours more intense.

Besides, (restaurant name) has developed such a reputation for quality that if you don't get your booking in quick, you won't get a table at all.

It's the first time my dining companion has been here. She is suitably wowed by the winding lanes we walk down to reach the restaurant. (It seems too ironic to drive to an establishment where the food miles are practically zero.) And she's impressed by the view of the Mendips that greets us at the gate.

Before we go indoors, we wander through the walled-garden, admiring rows of velvety Cavolo Nero, feathered plumes of carrots, earthy globes of beets. This really is food at its freshest.

At the door we are welcomed by the most cheerful waiter I've ever met. His broad smile and enthusiastic discussion of the menu suggest that this is someone entirely suited to his work. I trust him immediately. In fact he makes me want to throw caution to the wind and I find myself forgoing choice completely and entrusting him to recommend a starter and a main.

'Are you feeling OK?' asks my companion.

'Don't worry,' I say. 'I'll choose my own dessert.'

Restaurant review, 2016

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BBC Bitesize - GCSE English Language - Sample exam question and answer - AQA - Revision 1

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You will be presented with two non-fiction texts in your exam. They could come from the 19th, 20th or 21st centuries. The language used will reflect the time and society in which the piece was written. The extracts in your exam questions will be longer than the examples here.

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GCSE AQA English Language 9-1 exam papers- free download now!

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Past papers? Save time! Find ALL your GCSE, AS and A-level exam papers and mark schemes FAST and download them for free from one site. That's fastpastpapers.com!

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Examiner's Advice on Question 2, Paper 2 AQA 8700

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Glastonbury article and Greenwich Fair 061117

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GCSE English Language Paper 2 Q3  the 'language' question

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Test Yourself: Word Classes

Introduction:

Below you will find direct links to all of the Word Classes self-test areas on this website; you are advised to have read the relevant section before commencing the tests. When you click on a test it will open in a new browser window - once you have finished you can close the window by either clicking on the small cross in the top right-hand corner or by clicking the 'close' button found at the bottom of the window.

The tests:

Word Classes

You are currently here: Test Yourself. This is the only page in this section.

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Test Yourself: Word Classes Introduction: Below you will find direct links to all of the Word Classes self-test areas on this website; you are advised to have read the relevant section before commencing the tests.

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https://www.youtube.com/watch?v=-d3Aq6mOxk4

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0:00 / 11:57•Watch full video

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GCSE English Language Paper 2 Q2  the 'summary' question

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GCSE English Language Paper 2 Q3  the 'language' question

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AQA English Language Paper 2 Question 5 (part 1)

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AQA English Language Paper 2 Question 5 (part 2)

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I have been a teacher for 28 years, a Headteacher for 13 years and, at the age of 52, this much I know about a step-by-step guide to the writing question on the AQA English Language GCSE Paper 2.
In my previous post, I outlined a step-by-step guide to crafting answers to the AQA English GCSE Paper 1 writing task, question 5. In this post I outline a similar guide to writing an answer to the question 5 writing task in the AQA English GCSE Paper 2. It is designed for our students in the academic tier above our SEND students - the ones who have never quite engaged with their studies, the ones who rarely do any school work beyond the school day, the ones who find GCSEs a genuine struggle.
The step-by-step guide to question 5, the writing question, is an example of embedding in the students' brains a metacognitive process for tackling the 40 mark writing tasks. It will not, necessarily, make them better writers; however, it does help them demonstrate their writing at its best when under pressure in the examination hall.
The one specimen English Language Paper 2 we have from AQA has the following exemplar question 5:

What I have emphasised relentlessly to my students is to guard against spouting wildly upon the subject they have been asked to write about. Homework, the subject of the exemplar question, is a provocative topic which students can easily ramble on about, with little structure to their response.
I stress repeatedly that this task is a test of their ability to write deliberately in a certain form, for a specific audience, for a defined purpose. They have to identify the Form, Audience and Purpose (FAP) of the piece of writing before they do anything else.
I explain that the FAP will alter the style of their writing. I demonstrate this using the proforma below:

They then practise writing their own sentences using this similar blank proforma:

The other thing I teach explicitly is Janus-faced sentences. One of the two original thoughts I've ever had is the concept of Janus-faced sentences. In order to signpost the thread of the argument which should run through the answer to Paper 2, question 5, I teach students to begin each paragraph with a sentence which looks back to the previous paragraph's point and forward to the next point in the new paragraph.
Once I have taught these two deliberate features of writing to persuade, I model the step-by-step process to writing an answer to the Paper 2, question 5 task:

The mind mapping step is key. I spend a long time helping the students think beyond the first obvious thoughts through mind mapping topic after topic. As you can see from the following example questions, we have been doing a lot of thinking...

Even if the ideas the students have are a little thin, if they can express them deliberately in a style which suits their FAP, they can score highly.
I have seen good signs of deliberate writing. The following example demonstrates how one of our students has worked deliberately on beginning his paragraphs with Janus-faced sentences:
...and they will provide all the fun you will ever need. All the fun will ensure that your memories will be looked back on and treasured. On average 95% of teenagers have loved their new experiences and at least 80% of them want to try multiple new ones! The memories are forever and if you have no good ones, then what is there worth remembering? So, if you aren't convinced by the lure of great memories, then consider going somewhere with your friends. No one can deny it - going on holiday with your friends is the best type of holiday. Imagine the possibilities, the locations you can visit with your best friends; how you will be able to do what you want and how exciting it will be. Please don't waste your childhood, explore! Although these holidays with friends can be great, they also have their setbacks...
The students now have a firmly embedded tool with which they can approach the 40 mark question with confidence. They can write deliberately, having understood how the Form, Audience and Purpose of a piece of writing dictate their style of writing.

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This much I know about...a step-by-step guide to the writing question on the AQA English Language GCSE Paper 2

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I have been a teacher for 28 years, a Headteacher for 13 years and, at the age of 52, this much I know about a step-by-step guide to the writing question on the AQA English Language GCSE Paper 2.

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When you read an article, it's important to clarify the issue being debated. When you're identifying the issue, phrasing something as a question can often help clearly state what is being argued over.

Should teens have the right to private medical appointments?

Should euthanasia be legalised?

Should fox poisoning be banned?

Should heroin be decriminalised?

IDENTIFYING THE CONTENTION

Contention is simply another word for point-of-view or opinion. Read the piece of persuasive writing carefully. What does the writer believe? Starting a sentence with the word 'that' can help you identify the writer's contention.

That reality television is a waste of time.

That teens should have access to private medical appointments

That fox baiting should be banned.

IDENTIFYING TONE

Tone refers to the overall feeling of a piece of writing. Here are some useful words to help you describe tone:

Logical: rational, reasonable, analytical, cogent.

Neutral: impartial, balanced, objective, unbiased.

Informed: knowledgeable, well-read.

Passionate: emotional, emotive, ardent, vehement.

Witty: humorous, satirical, lighthearted, tongue-in-cheek.

Persuasive techniques

Writers can use a range of techniques to persuade. When you're reading persuasive writing-or writing persuasively yourself-you need to think carefully about how techniques like these are used to position the reader to accept a particular point of view.

Alliteration. The repetition of words starting with the same to create emphasis, e.g. "And I can tell you it is distressing beyond words to watch an animal suffer like that and not be able to alleviate its agony."

Allusion. An allusion is a figure of speech that indirectly references something, such as a novel, song, play, television program, poem, a religious text, historical figure or event. Because allusions are indirect, the reader is required to make the connection themselves. In persuasive writing, allusion prompt readers to think about the issue in the context of such associations. The use this technique also allows the writer to ingratiate themselves with readers, who often feel clever if they pick up on a particularly subtle allusions.

Appeals. Writers often appeal to different emotions, including a reader's sense of or desire for:

Analogy. An analogy draws a comparison between two things to illustrate a point, e.g. "I'd like to have a new retina Macbook, for instance. But when I went to the Apple Store and tried to walk out through the front door without paying for it, waving off the protests of the blue shirted store Nazis because, "It's OK, I'm just torrenting it," that didn't work out so well for me." - John Birmingham, 'Why are you still stealing Game of Thrones?'

Anecdotes. Short, personal stories that help to illustrate a point, e.g. "For my three most recent books, on motherhood, cancer and nursing, I interviewed more than 300 people about the nuts and bolts of what our incredibly short time on this planet is really about - life, death, family and love. If there is one thing I can guarantee, it's that there will never be a person who lies on their deathbed, shaking with rage, sobbing, 'Dear God, I wish I'd spent more time watching MasterChef.'"

Colloquial language. Writers will often use everyday language to make themselves seem down-to-earth, e.g. "Fairness is the cornerstone of our constitution and our national identity. But as we head into an election year, I think we need to ask ourselves whether we really believe in a fair go for all."

Cliches. An overused expression. Although they should be avoided, cliches give writers an opportunity to express an idea to their readers quickly. Here are some examples of cliches:

Absence makes the heart grow fonder.

Alls well that ends well.

As light as a feather.

Time will tell.

Connotations. All words have connotations or associations. Some words, for example, may have the same literal meaning but very different connotations. Connotations may be negative or positive. Imagine an argument about dangerous breeds of dogs, for example, there are lots of synonyms for the word 'dog'-pooch, hound, puppies, mongrels. If you were making an argument that certain breeds should be banned, which words would you choose?

Emotive words. Words that provoke an emotional reaction from the audience, e.g. "But no, people from the bush were saying it is cruel to kill foxes with a poison that causes a slow, agonising death."

Evidence. Writers will often use evidence - which might take the form of facts, figures, quotes or graphs - to help support their argument, e.g. "According to the Australian Bureau of Statistics, males are 400 per cent more likely to commit an offence intended to cause injury than are females."

Expert opinion. Sometimes writers will use the opinion of experts to give further weight to their argument, e.g. "A new research report by Victorian doctors illustrates why: because when kids are worried their parents will be told their private medical details, they simply don't go to the doctor."

Hyperbole. Writers often exaggerate or overstate something to help persuade readers of their point of view, e.g. "Our experts will tell you a million reasons why it can't or shouldn't be done here. They have turned excuse-making into an art form."

Inclusive language. Inclusive language - using the words 'we' or 'us' - is often used to get a reader onside, e.g. "We might not like it, but our kids' right to confidential medical advice should take precedence over our right to know about it."

Imagery. Descriptive writing can be a powerful persuasive technique. Describing something vividly can persuade readers.

Jargon. Jargon refers to highly specialised words or phrases often associated with particular areas of study or research. Jargon helps experts explore and communicate complex ideas with each other. Although it might be difficult for mainstream readers to understand, the use of jargon in persuasive writing can help create the impression that a writer is knowledgeable. It can lend an air of authority to their writing, its complexity conveying that a writer has taken the time to understand complex ideas and their contention is well-considered, e.g. "When it comes to improving education, the evidence is clear: focus on pedagogy, interdisciplinary learning, flipped classrooms and cultivating the metacognitive."

Logic. A logical, well-structured argument can be very persuasive.

Metaphor. Metaphors, when one thing is described as another, help to persuade by describing, e.g. "I've been dying of it all week and can hardly type this column because of the Niagra of snot pouring down my face and the painful fires of a thousand suns burning in my joints and muscles, which being manly muscles are able to carry a much heavier load of pain than lady muscles."

Pun. A play on words often relying on homophones, homonyms or rhymes, e.g. "It's been a trying year for rugby league, what with betting scandals, controversies over players' alleged off-field behaviour and an unseemly on-field brawl that marred the sport's reputation on approach to the finals." Another example: "Racism is no black and white issue".

Repetition. The repetition of words, phrases and ideas can be used to reinforce an argument and drive home the message to a reader, e.g "It has been well established here and overseas that if teenagers think they can see a doctor in confidence, they are more likely to do so, more likely to go back for repeat visits, and more likely to disclose sensitive information."

Rhetorical question. A question where the answer is obvious, can help lead readers to a particular conclusion, e.g. "It has been well established here and overseas that if teenagers think they can see a doctor in confidence, they are more likely to do so, more likely to go back for repeat visits, and more likely to disclose sensitive information. And isn't this the outcome we want? "

Sarcasm. A mocking tone, e.g. "Not all of us can write Max Walker's How to Hypnotise Chooks, you know - for many years the biggest-selling title in Australian literary history."

Simile. Similes, when one thing is compared to another, can help to persuade by describing, e.g. "...as dumb as a sack of hammers..."

Tone. The tone of an article or speech refers to its overall feeling. Is it passionate? Logical? Reasonable? Mocking? Humorous?

THINKING ABOUT PERSUASIVE LANGUAGE

The best way to understand how persuasive language can be used to convey a point of view is by reading examples of persuasive writing. Read the newspaper on a daily basis, particularly the editorials and opinion pages. This will not only help you keep abreast of current events, it will also help you develop the language skills necessary to do persuasive writing yourself.

Read the following articles and answer the questions below to help you develop an understanding of how writers persuade.

Reading and annotating

Before you get started, you need read the text carefully and annotate it, identify:

issue

contention

tone

audience

arguments

language

persuasive devices

You can use this planning sheet to help you think about an article.

Persuasive technique

Emotive language

Connotation

Example

"They had eaten it during a weekend trip to the high country and died horribly."

"...stop foxes being culled in this barbaric manner. Use your voice, they said, spread the news and stop an inhumane practice."

Effect

Makes the reader feel sorry for the animals who eat the bait and builds a case for a ban on the poison.

The word "barbaric" makes the reader feel like this is uncivilized. The word "inhumane" has a powerful effect on the reader convincing them that it is cruel.

Argument analysis essay

In English, you will often be asked to write an essay about how writers or speakers have used language to persuade.

An introduction to an argument analysis essay describes the issue generally, the author's contention and tone. When remembering what to include in the introduction to an argument analysis essay, you can use the acronym FATCAT.

Form. What is the form of the piece of writing? An opinion piece? Letter to the editor? Speech?

Author. Who wrote the piece? What is their involvement in the issue?

Title. Make sure you include the title somewhere in your introduction.

Contention. What is the writer's point of view?

Audience. Who is the intended audience of the article?

Tone. What tone does the writer adopt?

Here is an example argument analysis about an article about poisoning foxes:

There has recently been considerable controversy over the use of 1080 fox bait to control Victoria's fox population. In his opinion article 'They're pests but cruelty is inexcusable', writer Dmitri Kakmi argues in a logical and, at times, emotive tone that fox baiting is cruel and inhumane, attempting to persuade both Victorians and lawmakers that we must change this barbaric practice.

Body paragraph

In the body paragraphs of an argument analysis essay, you will identify an argument, then discuss the persuasive techniques that a writer uses to support that argument. Always make reference to how different techniques make the reader feel or react.

We use the AAPEE structure when writing about this article.

Argument, Identify an argument.

Analysis. Analyse how the writer makes the argument overall.

Persuasive technique. Identify a persuasive technique used to make this argument.

Example. Given an example of that technique

Effect. Explain its effect on the audience.

You may repeat the PEE part as many times as you like!

O'Brien argues that parents should trust the professionalism of doctors, allowing teens to have private medical appointments. In making this argument, O'Brien recognises that, when it comes to their children, parents are likely to be swayed by the advice of experts, which means she approaches this in a logical manner relying heavily on evidence and the suggestion that parents should trust medical professionals. She supports this argument with the use of evidence, referring to "a new research report from Victorian doctors" which indicates children should have the right to private medical appointments. This use of expert opinion suggests that O'Brien's contention has widespread support by a trusted body of professionals and her use of this evidence positions parents to contemplate whether their right to know surpasses their children's health. Furthermore, O'Brien uses the positive connotations of the word "professional" when she states there are times when parents should "defer to other professionals whose job it is to protect our kids". The word 'professionals' has connotations of experiencing and training, further emphasising their credibility in the eyes of parents who might be wary of allowing their teenagers to have private medical appointments.

Writing a conclusion

Analyse the writer's conclusion. Conclude by discussing how the writer makes their final argument. Why does the article end in that way? The last paragraph will often be a final plea to the reader, a call to action or a dramatic statement intended to linger in their reader's mind.

persuasive language argument analysis

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Analysing Persuasive Language | VCE Media, Victorian Curriculum, Media Arts, digital literacy, media education, filmmaking

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When you read an article, it's important to clarify the issue being debated. When you're identifying the issue, phrasing something as a question can often help clearly state what is being argued over. IDENTIFYING THE CONTENTION Contention is simply another word for point-of-view or opinion. Read the piece of persuasive writing carefully.

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1. Compare the writers' attitudes 1-a-day

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1. How does the writer use language 1-a-day

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1. Summarise the differences between... 1-a-day

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Writing A Speech: AQA English Language Paper 2 Question 5