Q2: Summarising - Castleford Academy

Q2: Summarising

- To recall how to structure this question

- To be able to summarise effectively

Thursday, 22 October 2020

4 Marks5 Minutes

Read again the lines 13 to the end of Source A.

Choose four statements below which are TRUE.

• Shade the boxes of the ones you think are true.• Choose a maximum of four statements.

A Witch feasts are no longer practised in EnglandB Most people in England still believe in witchcraftC Lucky stones hung from horses warded off evil spiritsD Only English peasants still believe in witchcraftE Peasants believe that witches fly on broomsticks F Lucky stones hung from cows’ backs warded off evilG Peasants believe witches can cause a person to die of disease

This question is based on Source A.

What does it mean?

Adjective: Strong or conflicting emotion

What’s the story?

A tempest is Latin for a storm or turbulent weather. The word tempestuous developed from this to describe something as stormy or aggressive.

We often use it now to describe a person’s character or the general atmosphere.

Tempestuous

Your turn!

TASK: Use the image to write a descriptive paragraph. Include the word tempestuous in one of your sentences.

EXTENSION: Is Capulet or Tybalt the more tempestuous character in Romeo & Juliet? Why?

How do I use it in a sentence?

The woman’s work colleagues often avoided her, largely due to her tempestuous nature.

There was no chance of the cricket match being played due to the tempestuous rain still incessantly falling.

His tempestuous reaction soon ended the conversation.

How do I say it?

Tem-pest-you-us

8 Marks

10 Minutes

Point Quote Interpret

Make a clear statement about the

connections.

Quote details from

both sources.

Make an inference

which shows understandi

ng.

Demonstrate a clear connection/differencebetween texts.

Select relevant quotations from both texts to support summary.

Begin to interpret both texts.

Similarly Likewise As with Like EquallyAlternatively Whereas Unlike Instead of In contrast

You need to refer to both source A and Source B for this question.Both writers discuss the different ways witches were treated.Use details from both sources to write a summary of the differences.

8 Marks

10 Minutes

Details: treatment of the witches.Choose 3 quotations from each passage.

Source A – 19th Century Source B – The Guardian - 2007

In Source A, the writer discusses how a woman will not live with her husband ‘because she suspects him of having bewitched her’ showing how people were still alienating possible witches and not trusting them, even those closest to them! On the other hand, Source B seems to be in support of witches and criticising the treatment of one, calling it ‘a silly arrest’, when Mrs Duncan was convicted. This highlights how they think she was treated unfairly.

Your turn…

• Complete your response to this question by writing 3 paragraphs of your own.

• You have 10 minutes to write your answer.

Point – Quote – Interpret – Connective – Point – Quote – Interpret

You need to refer to both source A and Source B for this question.Both writers discuss the different ways witches were treatedUse details from both sources to write a summary of the differences.

Have they made two relevant points about each text including compare and contrast language?

Have they included textual details or quotations?

Have they been able to infer meaning from the textual details

they have provided?

PEER ASSESSMENT

Q3: Analysing Language

- To analyse the effects of language within a text

- To be able to plan and write an answer to question 3


Complete Dirty 30 BIG

12 Marks

15 Minutes

You now need to refer only to lines 4 – 20 of Source B, an article about the mis-treatment of a ‘witch’.How does the writer use language to present Mrs Duncan and how she was treated?

• You must focus on the effect of the language. What impact does it have on the reader?

• Select quotations with precision – zoom in on the impact of specific words.

• Pay attention to the section of the extract you have been asked to read.

Emotive language Metaphor Personification Noun (Dynamic) Verb

Semantic field Simile Adjective Adverb

Method

Evidence

Analysis

1) Use your opening sentence to refer to a method the author has used.

2) Select a quotation from the text –pick out a key quotation.

3) Analyse the meanings and connotations within the quotation – this should be the longest part of the paragraph.

12 Marks

15 Minutes

You now need to refer only to lines 4 – 20 of Source B, an article about the mis-treatment of a ‘witch’.How does the writer use language to present Mrs Duncan and how she was treated?

• Annotate the extract, focusing only on the paragraphs identified in the question.

• Look for any of the techniques listed below to help you.

Emotive language Metaphor Personification Noun (Dynamic) Verb

Semantic field Simile Adjective Adverb

Mrs Martin knew her grandmother, Helen Duncan, as a comforting woman she could trust, the granny with a special gift: talking to spirits. But this was April 1944, at the height of the war with Germany. Mrs Duncan had just been branded by an Old Bailey jury as a witch and spy guilty of revealing wartime secrets.

Some 50 years after Mrs Duncan's death, a fresh campaign has been launched to clear her name, with a petition calling on the home secretary, John Reid, to grant a posthumous pardon. Her conviction, said Mrs Martin, was simply "ludicrous"..

The appeal is winning international support from experts in perhaps the world's most infamous witch trial: the conviction and execution of 20 girls, men and women at Salem, Massachusetts, in 1692. "Helen Duncan was very much victimised by her times, and she too suffered," said Alison D'Amario, education director at the Salem Witch Museum.

Mrs Duncan, a Scotswoman who travelled the country holding seances, was one of Britain's best-known mediums, reputedly numbering Winston Churchill and George VI among her clients, when she was arrested in January 1944 by two naval officers at a seance in Portsmouth. The military authorities, secretly preparing for the D-day landings and then in a heightened state of paranoia, were alarmed by reports that she had disclosed -allegedly via contacts with the spirit world - the sinking of two British battleships long before they became public. The most serious disclosure came when she told the parents of a missing sailor that his ship, HMS Barham, had sunk. It was true, but news of the tragedy had been suppressed to preserve morale.

What does it mean?

Adjective: Strong or conflicting emotion

What’s the story?

A tempest is Latin for a storm or turbulent weather. The word tempestuous developed from this to describe something as stormy or aggressive.

We often use it now to describe a person’s character or the general atmosphere.

Tempestuous

Your turn!

TASK: Use the image to write a descriptive paragraph. Include the word tempestuous in one of your sentences.

EXTENSION: Is Capulet or Tybalt the more tempestuous character in Romeo & Juliet? Why?

How do I use it in a sentence?

The woman’s work colleagues often avoided her, largely due to her tempestuous nature.

There was no chance of the cricket match being played due to the tempestuous rain still incessantly falling.

His tempestuous reaction soon ended the conversation.

How do I say it?

Tem-pest-you-us

POINT (METHOD) EVIDENCE EXPLANATION

How does the writer use language to present Mrs Duncan and how she was treated?The writer uses the noun ‘granny’ to portray Mrs Duncan as an innocent, vulnerable and caring old lady. The connotations of this word show she is a typical grandmother, further emphasised by the fact she was ‘comforting’ and could be ‘trust[ed]. This makes it all the more shocking for the reader when we learn that in the past she was ‘branded’ with the label of a ‘witch’. By using such a violent verb, the writer emphasises how she was treated inhumanely, almost like an animal, and she cant escape this reputation. The juxtaposition of the homely image of ‘granny’ against the evil, satanic image of a ‘witch’ creates an impression of injustice that such an innocent person can be treated this way.

Your turn…

• Complete your response to this question by writing 3 paragraphs of your own.

• You have 15 minutes to write your answer.

Method Quotation Analysis

Try to write at least 3

paragraphs of your own!

Useful sentences:•This metaphor/simile/personification is used to show...•The use of this adverb/verb/adjective/image represents...•The writer is trying to symbolise...•This image is effective because...•The use of the adjective/noun/verb evokes a sense of…

This suggests… This links to… Alternatively, it might… This indicates…

We can argue that… The reader will… This demonstrates… This reveals…

Writing your Paragraphs

Method

Evidence

Analysis

1) Use your opening sentence to refer to a method the author has used.

2) Select a quotation from the text – pick out a key quotation.

3) Analyse the meanings and connotations within the quotation – this should be the longest part of the paragraph.

How does Wilde use language to create sympathy for the child prisoners?

As well as

Furthermore

In addition to

Also

Moreover

Have they made a range of clear points

about the language

techniques used?

Have they included a

range of quotations?

Have they tried to

develop a range of

interpretations of the

language?

Have they explained the effect of the

language techniques on

the reader?

PEER ASSESSMENT

Question 4 - Comparison

- To understand how to plan and write a response to question 4

- To be able to effectively compare non-fiction texts



16 Marks

20 Minutes

For this question you need to refer to the whole of source A together with the whole of source B.

Compare how the writers convey their different attitudes to witchcraft.

In your answer, you could:

• compare their different ideas and perspectives• compare the methods they use to convey their ideas and perspectives• support your response with references to both texts.

This is the most important word in the question as it is asking you to write about the effects of the language through the

techniques that the writers have used.

Source A Source B

What are the viewpoints/perspectives?What are their attitudes?

How are they similar? How are they different?

ATTITUDE METHOD EVIDENCE ANALYSIS

SOURCE A

SOURCE B

SOURCE A

SOURCE B

HOWEVER

IN CONTRAST TO

ON THE OTHER HAND

Emotive language Metaphor Statistic Abstract noun Verb

Semantic field Simile Alliteration Adjective Adverb

1. Identify the viewpoints and attitudes

in both texts – are they similar or different?

2. Identify and analyse the techniques the writers have used to present their views.

3. Link your ideas together in an AMEA

paragraph – use connectives.

Similarly Alternatively

Likewise WhereasAs with Unlike

Like Instead ofEqually In contrast

Remember to write a lot about a little!

Useful sentences:•This metaphor/simile/personification is used to show...•The use of this adverb/verb/adjective/image represents...•The writer is trying to symbolise...•This image is effective because...•The use of the adjective/noun/verb evokes a sense of…

…

In the same way / SimilarlyOn the other hand / However

Attitude Evidence AnalyseA

Attitude Evidence AnalyseBx3

Method

Method

EXAM PRACTICE

As a class, write up a link, then complete the response independently.

For this question you need to refer to the whole of source A together with the whole of source B.

Compare how the writers convey their different attitudes to witchcraft.

Does each paragraph include each of the following?

Source A: Writer’s attitudeMethodEvidenceAnalysis

Connective

Source B: Writer’s attitudeMethodEvidenceAnalysis

Annotate your answer with these aspects of AMEA and then write a WWW/EBI underneath.

PEER ASSESSMENT

Paper 2, Question 5:Writing to Argue- To understand how to plan and

structure a letter.

- - To use a range of features when creating a response


What are your views on witches and witchcraft?!

Start the discussion:• I believe that...• In my opinion...• One argument may be that...• I’d like to make the point that…

Agree:• I support your point because…• Your opinion is reasonable because...• I agree with your statement because...• Your argument is a valid one because...

Build:• Building on what... said...• In addition to ...’s statement...• I agree with your point, but should add

that…• Your argument is a good one, however it

needs...

Challenge:• This opinion could be questioned because…• My own view is contrasting with yours

because...• I would like to challenge your argument

because...• I disagree with your statement for a number

of reasons...

A local priest in your community stated:“Halloween is Satanic and encourages children to celebrate evil. It should be banned.”Write a letter to your local newspaper, arguing against or in support of this viewpoint.(24 marks for content and organisation and 16 marks for technical accuracy) [40 marks]

Reasons to Agree Reasons to DisagreeTAP the

task

AFORREST• Create some examples of persuasive techniques, linked to some of your

arguments.

• For example:

• To ban Halloween is absurd! It is a terrific tradition for people of all ages!

If the question asks for a letter, you should include…

• the use of addresses

• a date

• a formal mode of address if required e.g. Dear Sir/Madam or a named recipient

• effectively/fluently sequenced paragraphs

• an appropriate mode of signing off: Yours sincerely/faithfully.

Structuring your ResponseUse this checklist to write your answer

Paragraph 1 –Introduction to argument Paragraph 2 – First argument point

Paragraph 3 – Second argument point Paragraph 4 – Counter-argument

Paragraph 5 – Third argument point Paragraph 6 – Concluding statement

A local priest in your community stated:“Halloween is Satanic and encourages children to celebrate evil. It should be banned.”Write a letter to your local newspaper, arguing against or in support of this viewpoint.(24 marks for content and organisation and 16 marks for technical accuracy) [40 marks]

AlliterationFactOpinionRepetition/Rhetorical QuestionEmotive languageStatisticTriple

Plan for a shorter/one line paragraph too!

Shared class writing

YOUR TURN!Now have a go at creating your own paragraph, from your plan.

SELF assess your work…/24 A05 – Content and Organisation

Level 4

19 – 24 marks

Compelling and convincing

Upper Level 4

22 –24 marks

Tone is convincing and compelling for audience.Assuredly matched to purpose.

Extensive and ambitious vocabulary, with sustained crafting of linguistic devices.Varied and inventive use of structural features.

Compelling writing includes a range of convincing and complex ideas.

Paragraphs link fluently and seamlessly, with integrated phrasing to structure writing.

Lower Level 4

19 – 21 marks

Tone is convincingly matched to audience.Convincingly matched to purpose.

Extensive vocabulary with conscious crafting of linguistic devices.Varied and effective structural features.

Highly engaging with a range of developed and complex ideas.

Consistently coherent paragraphs with more sophisticated, integrated phrasing to structure writing.

Level 3

13 – 18 marks

Consistent and clear

Upper Level 3

16 – 18 marks

Tone consistently matches audience.Consistently matched to purpose.

Increasingly sophisticated vocabulary and phrasing, chosen for effect with a range of successful linguistic devices.Effective use of structural features.

Writing is engaging, using a range of clear and connected ideas.

Coherent paragraphs with more sophisticated, integrated phrasing to structure writing.

Lower Level 3

13 – 15 marks

Tone is generally matched to audience.Generally matched to purpose.

Vocabulary clearly chosen for effect and linguistic devices used appropriately.Structural features usually used effectively.

Range of engaging, connected ideas.

Paragraphs are usually coherent with a range of phrases to structure writing.

Write a WWW/ EBI for your writing.

Have paragraphs included these?- Connectives- Topic

sentences- Language

features- Conclusions

Does it fit with the TAP from

Q2: Summarising - Castleford Academy

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