Advice for teachers and students
1. Pay careful attention to the ‘Background Information’ box, which should ensure a good understanding of the context of the piece presented.
2. Practise identifying the point(s) of view being presented in the piece.
3. Use a wide range of persuasive types.
4. Focus on the language.
5. Avoid technique identification; instead explore how language is being used to persuade.
6. Focus on the tone – why it is being used and how it may change throughout a piece.
7. Work on incorporating visuals into the response.
8. Respond to the pieces with authenticity.
9. Use as much of the provided material as possible. Some students referred to very little material, referencing only two or three examples.
10. Analyse visuals instead of simply describing them.
11. Ensure that students consider the effect of specific connotative words at key points of an argument, such as ‘wizardry’, ‘revolution’, ‘global cyber disaster’.
12.Encourage students to read the piece holistically and analyse its whole intention.
from: http://www.vcaa.vic.edu.au/Documents/exams/english/2012/English_assessrep_12.pdf
1. Pay careful attention to the ‘Background Information’ box, which should ensure a good understanding of the context of the piece presented.
2. Practise identifying the point(s) of view being presented in the piece.
3. Use a wide range of persuasive types.
4. Focus on the language.
5. Avoid technique identification; instead explore how language is being used to persuade.
6. Focus on the tone – why it is being used and how it may change throughout a piece.
7. Work on incorporating visuals into the response.
8. Respond to the pieces with authenticity.
9. Use as much of the provided material as possible. Some students referred to very little material, referencing only two or three examples.
10. Analyse visuals instead of simply describing them.
11. Ensure that students consider the effect of specific connotative words at key points of an argument, such as ‘wizardry’, ‘revolution’, ‘global cyber disaster’.
12.Encourage students to read the piece holistically and analyse its whole intention.
from: http://www.vcaa.vic.edu.au/Documents/exams/english/2012/English_assessrep_12.pdf