Improving Our Analyses
Read again the first part of Source B (the first paragraph).
Choose four statements below which are TRUE.
Shade the boxes of the ones that you think are true.
Choose a maximum of four statements.
Statement:
A
Work begins at 6.30 in summer and 8 winter.
B
An hour is allowed for breakfast.
C
The girls are allowed to sit when they are working.
D
2s. is paid for the rent of one room.
E
The girls are given jam and marmalade at their monthly meal.
F
The girls are not allowed to be fined.
G
Support is offered to the girls if they suffer injury.
H
The foremen can be violent.
Statement:
Statement:
A
Work begins at 6.30 in summer and 8 winter.
A
Work begins at 6.30 in summer and 8 winter.
B
An hour is allowed for breakfast.
B
An hour is allowed for breakfast.
C
The girls are allowed to sit when they are working.
C
The girls are allowed to sit when they are working.
D
2s. is paid for the rent of one room.
D
2s. is paid for the rent of one room.
E
The girls are given jam and marmalade at their
monthly meal.
E
The girls are given jam and marmalade at their
monthly meal.
F
The girls are not allowed to be fined.
F
The girls are not allowed to be fined.
G
Support is offered to the girls if they suffer injury.
G
Support is offered to the girls if they suffer injury.
H
The foremen can be violent.
H
The foremen can be violent.
Statement:
Statement:
A
Work begins at 6.30 in summer and 8 winter.
A
Work begins at 6.30 in summer and 8 winter.
B
An hour is allowed for breakfast.
B
An hour is allowed for breakfast.
C
The girls are allowed to sit when they are working.
C
The girls are allowed to sit when they are working.
D
2s. is paid for the rent of one room.
D
2s. is paid for the rent of one room.
E
The girls are given jam and marmalade at their
monthly meal.
E
The girls are given jam and marmalade at their
monthly meal.
F
The girls are not allowed to be fined.
F
The girls are not allowed to be fined.
G
Support is offered to the girls if they suffer injury.
G
Support is offered to the girls if they suffer injury.
H
The foremen can be violent.
H
The foremen can be violent.
Check your answers:
Statement:
A
Work begins at 6.30 in summer and 8 winter.
B
An hour is allowed for breakfast.
C
The girls are allowed to sit when they are working.
D
2s. is paid for the rent of one room.
E
The girls are given jam and marmalade at their monthly meal.
F
The girls are not allowed to be fined.
G
Support is offered to the girls if they suffer injury.
H
The foremen can be violent.
Shade:
In the exam, you will be given a task at the beginning of the paper where
you have to choose FOUR true statements from a choice of EIGHT. As
long as you read the text and the statements carefully, you should be
able to answer this quite quickly and more on to the next questions.
Learning outcomes
To describe how we can improve our
analyses using analytical verbs
To explain how a writer employs
language in an extract, using analytical
verbs
To evaluate the effectiveness of our
analyses by improving our use of
analytical verbs
Over the past few lessons we have
been exploring two non-fiction texts
We have created summaries, language analyses and
compared the two texts.
However, we can make some very easy changes to
our analyses to improve them and make them even
better.
Today we will explore how we can achieve this.
Sometimes students can use these
kinds of phrases in their analyses:
This shows…
This suggests…
This tells us that…
The writer did this
because…
This makes the reader
feel…
Discuss: What ideas
or phrases could we
use instead of these
simple ones to
improve our
analyses?
It’s time to upgrade our analyses!
Take one of your analytical
paragraphs from a previous
lesson this term.
Highlight all the basic
analytical verbs you used
like ‘shows’ or ‘tells’.
Now, use your detailed
tables to replace them with
more specific and
impressive analytical verbs.
Analytical
verb
Meaning
Emphasises
Makes clearer to an audience by focusing on
something
Affects
Has an impact on, makes the reader feel
something.
Connotes
Implies something beyond a literal meaning to the
audience
Alludes to
Hints at or refers to something in directly and
the readers will recognise the reference.
Conveys
To get across a message or idea to the audience
Articulates
To explain something clearly.
Highlights
Makes the audience focus on something by making an
idea stand out
Builds
To put something together and make it stronger
or clearer, for example building tension.
Exaggerates
To make something seem better or worse than it is to
emphasise an idea to the audience.
Clarifies
Makes something clearer or definite to the
reader.
Illustrates
Makes the audience see a particular image or idea
Compels
Makes the reader feel they have to think or feel
something.
Amplifies
Emphasises something by making it clearer by adding
more detail
Confirms
Establish the truth or correctness of something
for the reader.
Indicates
Helps the audience to see a particular idea
Denotes
This is what you can see, the exact meaning of a
word.
Evokes
Make an audience feel a particular emotion
Constructs
To put together, to build for the reader.
Provokes
Makes the audience react to something
Creates
To make or design something for the reader.
Foreshadows
Provides hints to the audience about something that
may happen in the future
Criticises
To express a judgement or opinion on
something.
Parallels
Seems to be similar or the same as another part of the
play, character or theme.
Deepens
To make an idea or opinion deeper.
Reiterates
To re-emphasise to the audience; to repeat an idea for
added emphasis.
Depicts
To show in words, a way of describing
something.
Symbolises
Uses a particular image to represent a deeper
meaning for the audience
Describes
To provide a detailed account of how something
appears for the reader.
Analytical
verb
Meaning
Determines
Establish the certainty of an idea or opinion.
Intensifies
Makes something more intense or stronger.
Demonstrates
Giving proof or evidence of something.
Introduces
Bring something into use for the first time,
perhaps a new character or setting.
Echoes
An idea, thought or feeling that is paralleled. The
empty countryside echoed his loneliness.
Juxtaposes
To put contrary or different ideas next to each
other for effect.
Encourages
Persuade the reader to think or do something.
Manifests
To show something, often in physical form. The
character’s thoughts were manifested through
their actions.
Establishes
Creates for the reader.
Narrates
To give a spoken account of something.
Exemplifies
Be a typical example of something.
Personifies
To give a non-human human qualities.
Exhibits
To show something clearly to the reader.
Persuades
Encourages the reader to think or feel
something.
Expands
A bit like deepens, it gives the reader a more detailed
account of something.
Portrays
To depict or describe something for the reader.
Exposes
To reveal, to show the true nature of something.
Presents
To introduce someone or something.
Expresses
Convey ideas or thoughts to the reader.
Refers
To mention to or allude to.
Forces
Makes the reader think or feel something.
Represents
To depict or describe something for the reader.
Another way of saying ‘shows’.
Heightens
Like deepens or expands.
Reveals
Like exposes, this is when something previously
not shown is revealed to the reader.
Hints
This suggests something is happening without saying it
directly.
Supports
Gives weight or authority to an idea or feeling.
Indicates
Another way of showing something to the reader.
Typifies
A good example of something.
Let’s focus on one small part of Source B
Some key language features have
been highlighted on your copy.
For each of these features, analyse
how it influences the reader.
In each analysis, aim to use at least
one new analytical verb using your
table.
So furious were the girls at this cruel
plundering, that many went to the unveiling of
the statue with stones and bricks in their
pockets, and I was conscious of a wish that
some of those bricks had made an impression
on Mr. Bryant's - conscience. Later they
surrounded the statue - "we paid for it" they
cried savagely - shouting and yelling, and a
gruesome story is told that some cut their
arms and let their blood trickle on the marble
paid for, in very truth, by their blood.
This adjective alludes to the sense
of injustice that the girls felt at the
statue being paid for out of their
own wages.
So furious were the girls at this cruel
plundering, that many went to the unveiling of
the statue with stones and bricks in their
pockets, and I was conscious of a wish that
some of those bricks had made an impression
on Mr. Bryant's - conscience. Later they
surrounded the statue - "we paid for it" they
cried savagely - shouting and yelling, and a
gruesome story is told that some cut their
arms and let their blood trickle on the marble
paid for, in very truth, by their blood.
This adjective alludes to the
sense of injustice that the
girls felt at the statue being
paid for out of their own
wages.
The adverb ‘savagely’
amplifies the girls
sense of anger over the
statue for the reader
and the adjective
‘gruesome’ creates a
sense of anticipation
for the reader, as they
want to know what the
story is.
The verb ‘plundering’ connotes the
robbery or theft of the owners when
they dock the girls’ wages to pay for the
statue. The adjective ‘cruel’ intensifies
this sense of injustice.
So furious were the girls at this cruel
plundering, that many went to the unveiling of
the statue with stones and bricks in their
pockets, and I was conscious of a wish that
some of those bricks had made an impression
on Mr. Bryant's - conscience. Later they
surrounded the statue - "we paid for it" they
cried savagely - shouting and yelling, and a
gruesome story is told that some cut their
arms and let their blood trickle on the marble
paid for, in very truth, by their blood.
The writer juxtaposes the expensive marble with the
violent image of the children paying for it with their
blood, referring to the hard work and toil they have put
themselves through to pay for it.
Did you notice the
clever use of the dash
here? It hints that the
writer almost wants
the girls to throw the
bricks at Mr. Bryant,
before the writer
corrects themselves
with the noun
‘conscience’, This
manipulation of
punctuation represents
the writer’s anger at
Mr. Bryant.
Plenary: Colours
What colour best
describes what and how
you’ve learnt today?
Example: Green because
I felt I’ve learnt new
ideas and now looking
at language seems more
natural to me.
To describe how we can
improve our analyses using
analytical verbs
To explain how a writer
employs language in an
extract, using analytical
verbs
To evaluate the
effectiveness of our
analyses by improving our
use of analytical verbs
One of the most popular
authors on TES!
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