Uploaded by P Mahoney

PETER-support-sheet

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Point:
From the extract / text the reader learns...
The writer tries to...
The writer uses language to create the effect that…
The author is trying to convey the message that…
Evidence: (remember to use quotation marks ‘__________’ )
The evidence that shows this is...
The quote that supports my point is...
The word/s that show this is…
This is revealed when [character] says, ‘_____’
Technique:
The text uses the
to emphasise…
The word “
” is an example of
…
The author has used a
to demonstrate that…
Explain:
The author creates a sense of…
The result of the language used by the author is…
The use of the word/s ________ shows/produces…
This creates the impression that…
This quote shows…
The effect upon the reader is…
This shows/implies/reveals etc...
Reflect:
The author’s overall message is that…
This leaves the reader with the overall impression that…
This links to…
As a result of this, readers are left with the opinion that…
The author’s intention is…
PETER?
4
5
6
7
POINT
You make a clear and
suitable point. It refers
to the question.
You make a clear and interesting point. It
refers to the question.
You make clear and interesting points, which
link to your other paragraphs. You have a
clear train of thought running through your
whole answer.
You make clear and interesting points, which link
to your other paragraphs. You have a clear train of
thought running through your whole answer.
EVIDENCE
You chose appropriate
evidence. You embed
your evidence.
You chose suitable evidence. Your
evidence is embedded. Your evidence is
not long and wordy.
You chose the most appropriate evidence.
Your evidence picks up on subtle meanings.
You chose the best bits. You may use multiple
pieces of evidence throughout a paragraph.
You chose the most appropriate evidence. Your
evidence picks up on subtle meanings. You chose
the best bits. You may use multiple pieces of
evidence throughout a paragraph.
TECHNIQUE
You identify language
features. You use subject
terminology. You explore
at least one effect of the
technique.
You identify multiple language features.
You understand how and why these
techniques are used. You explore
multiple effects.
You identify subtle uses of language features.
You pick up on multiple and subtle effects
that these language features create. You
comment on how these features effect the
overall reading of the quotation.
You identify subtle uses of language features. You
pick up on multiple and subtle effects that these
language features create. You comment on how
these features effect the overall reading of the
quotation.
EXPLAIN
You look at the
quotation as a whole.
You suggest how it
affects the reading of the
text around it. You use
single word analysis. You
explore effects on the
reader.
Your explanation is becoming more
precise. You use adverbs to explain what
the quotation suggests. You look for
multiple meanings. You use single word
analysis. You explore more than one
effect on the reader. You use
connectives to enhance your
explanation.
Your explanation is becoming more precise.
You use adverbs to explain what the
quotation suggests. You use single word
analysis. You explore more than one effect on
the reader. You look at various interpretations
of the text.
Your explanation is becoming more precise. You
use adverbs to explain what the quotation
suggests. You use single word
analysis. You explore more than one effect on the
reader. You look at various interpretations of the
text.
REFLECT
You refer back to the
question.
You refer back to the question. You
comment on the whole text.
You refer back to the question. You comment
on the text as a whole. You refer to context.
You comment on the writer’s intention. You
pick up on key themes.
You refer back to the question. You comment on
the text as a whole. You refer to context. You
suggest how readers reacted when it was written
and modern audiences who are reading it now
may relate to it differently. You comment on how
different readers may have had different
reactions. You comment on the writer’s intention.
You link it to key themes.
MODELLED PETER PARAGRAPH: The article represents teenagers in a negative light, as people who take drugs and drink alcohol. The
quote that supports my point is, “there has been a 'significant increase' in drug and alcohol abuse in teenagers.” The article uses
the adjective ‘significant’ to emphasise how important the increase of stereotypically negative behaviour is amongst teenagers.
The author creates the sense that the drug and alcohol problem in the UK is huge for teenagers, which worryingly emphasises to the
reader the dangers which are faced by teens today. This is further emphasised though the use of the word ‘abuse’, which implies
that teens are being harmed and are in need of support. The author’s intention is to create a sense of panic for the reader, as the
emotive language chosen emotionally grabs their attention, leaving them with the opinion that this is a perilous situation for teens
which is constantly increasing. However, a teenage audience may feel villainised by this article, as the author has given a biased
view of drug use by not allowing teenagers to a voice and express their opinion.
EXAM SKILLS: - AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views - AO3: Compare writers’ ideas and perspectives, as well as how
these are conveyed, across two or more texts - AO4: Evaluate texts critically and support this with appropriate textual references
Synonyms for shows:
Reveals
portrays
presents
implies
exemplifies
indicates
suggests
conveys Demonstrates
Highlights
emphasises
proves
reveals
exposes
describes
informs
remarks.
ADVERB
SYMBOLISM
METAPHOR
SIMILE
REPETITION
CONNOTATION
IMAGERY
STEREOTYPE
PERSONIFICATION
GENRE
IMPERATIVE
infers
indicates
argues
JUXTAPOSITION ADJECTIVE
ALLITERATION
VERB
IMPERATIVE
PERSONAL PRONOUN
HYPERBOLE
PATHETIC FALLACY
EXAM SKILLS: - AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views - AO3: Compare writers’ ideas and perspectives, as well as how
these are conveyed, across two or more texts - AO4: Evaluate texts critically and support this with appropriate textual references
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