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Then (using a linking phrase like ‘by contrast’ or ‘on the other hand,’) you’ll bring up the second author and discuss how they instead draw attention to how New Zealand is a nightmarish hellscape full of blood and gore and death, and no one would ever want to live there! Alternatively, our English Q and A thread is always at your service! Finally, you can explain why this sub-argument is supporting the author’s broader intention. For instance, if I were trying to persuade you to move to New Zealand, then it would make sense that I’d also want you to believe that: – New Zealand is more livable than Australia. • Does the expression and grammar do justice to the quality of the analysis? So long as your essays are addressing that core question, everything else is secondary. • Does the piece appear to have covered the most important facets or ‘gist’ of the material? But the way you format your analysis is also a pretty significant factor. • Does the analysis in this piece help support the contention that has been identified? Textbook content can provide qualitative categories that can be rearticulated and resignified, going beyond a format that complies with yes and no to answers. The most common strategy is to structure things chronologically (meaning you just start analysing the beginning of the material and go on till you get to the end and run out of stuff to say). VTAC, QTAC and the VCAA have no involvement in or responsibility for any material appearing on this site. • Is the piece an appropriate length given the task material? The speech which was later televised addressed the groups of volunteers who were present and praised them for their selfless acts of generosity. • Does the spread of the analysis reflect the spread of the material? It’s a third of the exam, and it’s one of the hardest parts of the VCE English course to master. Purpose? Generally, you should also touch on the background information and the ‘spark’ that prompted this author to respond to an issue, though this is more optional and shouldn’t take more than a sentence or two. It furthermore deals with the relatedness of different sentence types and with the analysis of ambiguous sentences. Paragraph 3: the appeal of New Zealand people. • Does this piece have sufficient explanations as to how the audience are made to think, feel, or believe? Likewise, we don’t know whether there’ll be an opinion piece, a speech, a blog post, or something we haven’t seen before. Audience? Whereas, if I were trying to persuade you NOT to move to New Zealand, then I’d be claiming that. And since she explicitly characterises the award as being “from bigsplash,” she is therefore highlighting the company’s social conscience and goodwill. • Have the quotes been well-integrated, and do they fit the grammar of the sentences they’re in? Lessons from Content Marketing World 2020; Oct. 28, 2020. (NOTE: we’re mainly going to be focussing on Language Analysis in the exam as opposed to your SAC. Because if I were instead trying to argue that you SHOULD move to New Zealand, but I was saying that their economy was dead and that everyone who lived there was hideous, that wouldn’t help strengthen my argument. Other methods involve structuring by techniques, which is even riskier since it’s highly unlikely that you’ll be able to find a neat way to divide the material up into three or four paragraphs based on the language devices they employ. How is language used to persuade the audience? Note that if you get multiple written pieces, you don’t have to go through every single contention. WHO has this text • Does the piece use metalanguage to describe the visual features and explain how and why they persuade? • Is the wording and syntax of this piece clear and concise? it being a blog, speech, magazine interview, etc.)? Note that you DON’T have to mention every single article in every single paragraph of your Language Analysis piece. Beginning in September 2009, all arts programs for Grades 1 to 8 will be based on the expectations outlined in this document. • Has the piece correctly identified the contention of the visual, or, at least, has the piece conducted sufficient justification for its interpretation of the visual? Language typology attempts to classify languages according to high-order principles of morphology and syntax and to make sets of generalisations across different languages irrespective of their genetic affiliations, i.e. Structural/ Formal Syllabus This type of syllabus contains a collection of the forms and structures, usually grammatical of the language. In those circumstances, it’s enough to just go through the contention of the main piece and then mention that ‘this piece was also accompanied by a variety of comments spanning different views from members of the public.’ Then, when you have to analyse these comments in your body paragraphs, you can just give a quick run-down of those contentions where necessary. The representatives should be chosen using one of five methods: voluntary, rota - tion, evolvement, peer selection, or administrative selection. Or, if you’ve misunderstood the author’s contention from the outset, you’re going to find it harder to recover later. Then, in each of these paragraphs, you would discuss how language is used to persuade readers of these sub-arguments. • Has the piece made effective connections between the written and visual material (where applicable)? Let’s take that New Zealand example from above, and assume that you were given two pieces on the exam. EXAMINATION LANGUAGE ANALYSIS TASK New Practice Tasks Robert McGregor ACKNOWLEDGEMENTS For official advice on the requirements of the Examination Language Analysis Task for VCE English, readers should consult the bulletins published by the Victorian Curriculum and Assessment Authority. How is the text positioned? Obviously this neat intro is going to be a much better starting point. Consequently their content and structure are very important for the promotion of a specific vision of curriculum. From this, we can conclude that the sub-arguments are supporting the overall contention. This will neatly get around the problem of needing to jump around the articles (since you’re grouping by ideas/arguments rather than going through it all line by line,) and it will usually make for a much clearer and more even dissection of the material. • Does the piece have effective topic sentences that make the initial focus clear? Compare this with an intro that’s clear, concise, and not bogged down by any unnecessary repetition. • Has this piece expressed a comprehensive understanding of the overarching argument and sub-arguments? • Does this piece use the correct metalanguage when commenting on language, tone, and argument? The most important thing is that you outline the contention of the main written piece(s). • Has the piece made succinct and obvious connections between different points of analysis? So if you were given, say, three comments along with a blog post, explaining the contentions of each of those comments wouldn’t be necessary. Form? Many schools complete their Language Analysis SAC early in the year, which means you’ll have months between your school assessment and the end-of-year task. It’s reasonably quick, it’s easy to master, and it’s probably the most sophisticated way to format your analysis, so I’d definitely recommend this as your first resort. This starts with a critical analysis of present curriculum practices as well as issues which are likely to lead to the need for reforms. – New Zealand’s economy is dead and no one can find employment. • Are the quotes the right length, and has the student selected the most relevant language to include as opposed to inserting a whole chunk of the piece in their own work? Contrarily, although Nguyen in his acceptance speech does recognise the importance of the award, he instead sees it as an incidental part of volunteering rather than an integral force to redress the balance of acknowledgement. Learn more. It wouldn’t’ve hurt to briefly summarise what the visuals were, but in the interests of keeping the intro short and sweet, we can just leave them till later. Good Language Analysis introductions will usually be pretty straightforward. So how can you write an objectively safe, ridiculously impressive, kick-ass 10/10 piece at the end of the year? Everything’s a mystery until 9:00am October 26th when about 50,000 kids turn to Section C. But the fact that you don’t know precisely what kind of material is going to come up doesn’t mean it’s impossible to prepare yourself. • Do the points raised in this analysis culminate in a discussion of why the author has made certain choices in order to get their argument across? This can also be seen in her use of definitive and pithy language in calling for the audience to “never forget or overlook” volunteers since “bigsplash certainly does not.” By contrasting words like “forget” and “overlook” and their connotations of neglect and disregard with the comparatively kind and fair ethos of ‘bigsplash,’ Bennett positions the award as something that corrects this injustice. Analysis of how language and structural choices shape perspectives in and for a range of contexts is central to this unit. *Disclaimer: I have never been to New Zealand. Luckily, there’s a pretty big clue on the Section C page of the exam. And at the end of each paragraph, you can link these sub-arguments to the overall contention of the author. Whilst you may not be able to predict what the exam material will look like, there are a couple of things we can safely assume. Not how many techniques you can find. No public clipboards found for this slide. • Does the piece have a sense of flow in the way it transitions both within and between paragraphs? The curriculum council should also select teacher representation for curriculum devel - opment. The first one argues that you should move to New Zealand for those reasons we outlined. Our sub-argument approach from above still works for comparative material! By way of example, here’s a body paragraph for the 2015 exam that looks at the main speech, and the secondary one, looking at the way the two speakers position the award: Bennett likewise lauds the role of the Volunteers Award as an important and necessary gesture of recognition. What I would recommend instead is that you structure your essay by arguments (or, more accurately, sub-arguments). Language? And you should also endeavour to discuss tone (or tonal shifts), connections between written and visual material, and the connotations of words and phrases. So you’d begin by outlining what the sub-argument is, and what the author is suggesting. Looks like you’ve clipped this slide to already. to present a coherent plan, CURRICULUM ANALYSIS involves unpacking the curriculum in order to understand the plan. This document replaces The Ontario Curriculum, Grades 1-8: The Arts, 1998. For one, you are required to unpack the persuasive devices and the language features in the material. Remember: The CONTENTION is what the writer/author/ artist/person is trying to ARGUE. Please login to system to use all resources, Language Analysis. Hence, she engenders the audience’s respect for the organisation in order to solidify the award as being the product of a benevolent institution. If possible, try and say something about how language has been used overall, or comment on a major appeal or big technique that the author uses. Not how many quotes you can cram into your paragraphs. So don’t waste a whole paragraph going back and forth between different parts of the material. You need to strike a balance between the different types of material you’re given. WHO has this text been made for? However, there are different sub-criteria you’re expected to address, and those aren’t stated quite so clearly. If you wish to opt out, please close your SlideShare account. 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