One of the criteria for studying English is to be able to decide what elements in particular set passages are significant. Students need to be able to demonstrate their understanding by picking out what is important, and to be able to explain why this is the case.
One of the ways to do this is to look at interesting word choices throughout the text that may give clues to the subject matter, and also to other aspects of the passage, such as genre, plot, themes, characterisation, the intended audience and the time in which it was written or set.
The student should be able to analyse the writer’s choice of linguistic and literary devices; and be able to comment on the purpose of the language used, and also any grammatical deviations.
When teaching pupils on how to identify the elements that are significant in a passage, it is useful to have them working in groups so that they can bounce ideas off each other, and work out connections within the text. They can be directed to look for particular patterns within the syntax, such as word length, archaic words and any particular devices, such as poetic inclusion.
After a given length of time, the groups (or pairs) can then compare their findings and be asked to explain their choices and what impact they feel the features they have chosen have upon the piece. For example, if they have focused on adjectives, they can explain how effective they are in bringing the piece to life, or otherwise.
As pupils progress, they can be asked to work independently, and more focus can be given on particular aspects of a text, such as the theme or the characterisation. Once they have an idea of what to look for, pupils can compare different texts; for example, two differing opinions on the same subject or two different styles of writing, such as journalistic and advertorial.
One of the ways to do this is to look at interesting word choices throughout the text that may give clues to the subject matter, and also to other aspects of the passage, such as genre, plot, themes, characterisation, the intended audience and the time in which it was written or set.
The student should be able to analyse the writer’s choice of linguistic and literary devices; and be able to comment on the purpose of the language used, and also any grammatical deviations.
When teaching pupils on how to identify the elements that are significant in a passage, it is useful to have them working in groups so that they can bounce ideas off each other, and work out connections within the text. They can be directed to look for particular patterns within the syntax, such as word length, archaic words and any particular devices, such as poetic inclusion.
After a given length of time, the groups (or pairs) can then compare their findings and be asked to explain their choices and what impact they feel the features they have chosen have upon the piece. For example, if they have focused on adjectives, they can explain how effective they are in bringing the piece to life, or otherwise.
As pupils progress, they can be asked to work independently, and more focus can be given on particular aspects of a text, such as the theme or the characterisation. Once they have an idea of what to look for, pupils can compare different texts; for example, two differing opinions on the same subject or two different styles of writing, such as journalistic and advertorial.
