languagefeatures

Metaphor

Figure of speech:one thing is said to be another

Example: She was a tower of strength when her husband was killed.

Effect: Can paint a meaningful picture that is easy to remember because two usually different things are said to be the same.

Simile

Figure of speech: one thing is said to be as or like another

Example: He described his experience as a visit to the heart of darkness.

Effect: Can paint a meaningful picture that is easy to remember because two usually different things are compared.

Alliteration

Sound device; the repetition of consonants, especially at the beginning of words, so that he words are linked together by sound.

Example: Culture Clash Is fun to read or listen to. Creates rhythm. Is memorable.

Irony: The speaker means the opposite of what she says. A muslim extremist is likely to be welcomed in the United States. Emphasises the words because they mean the opposite of what you first expect.

Personification Inanimate objects or non-living things are given the characteristics or qualities of something that is alive The rain and hail lashed their faces with a fearful strength Can make the text more dramatic and the listener/reader thinks more deeply about the meaning.

Direct speech The words of a person quoted in a text. Speech marks show the beginning and end of direct speech. "You have overstayed your welcome" the immigration officer retorted. Makes the text seem real.

Contractions Shortened forms of words often in combination with other words "don't push me, it's not my fault that they're homeless" Can make the text look informal or like speech.

Colloquial language Language that is casual rather than formal. It is likely to be used by people who know each other well. There are countless stories to share with my children about "their cuzzies" It is used in spoken language but may be used in written language to create a feeling of familiarity between the writer and the reader.

Passive voice The subject has an action done to it by an agent who may or may not be named. The asylum seeker was detained indefinitely More common in impersonal, formal writing and the writer may use passive verbs to suggest distance, objectivity or formality.

Emotive language Shows the feeling and attitude of the writer The so-called "Asian invasion" of New Zealand is there for everyone to see. Is often used in persuasive writing to appeal to the reader's emotions rather than the mind.

Assessment Schedule

Unit standard 12420:

Read transactional text closely (level 2) - 4 credits

Task Element Evidence Judgement Std Met

F 1.1 Eg: [see Exemplar A]

Some Asian drivers drive when they come to New Zealand without knowing the road rules. They drive as if they were in their own country, like not giving way at roundabouts. Some international students also drive without New Zealand licence. In the article it says, “some Asians drive without New Zealand licence or they buy a fake one.” One idea is accurately explained;

supported by reference to one relevant specific detail.

F 1.2 Eg: [see Exemplar A]

For example, a flash of headlights means let you go first in New Zealand , but it can mean different things for other nationalities like I will not give way to you.For Asian drivers “normal driving culture” is “following too close, driving competitively, ignoring give-way rules.”

These examples show Asian drivers have a different understanding of driving from Kiwis. This can lead to car crash, because they have a culture difference about driving. They don’t know New Zealand road rules which makes trouble for them. New Zealand driving policy is different from their own country.

Significance of one idea is accurately analysed;

supported by reference to one relevant specific detail.

F 1.3 Eg: [see Exemplar A]

Example: “ Why don't they just go? Come on, go, go, go, go, GO! "

Term: repetition

Description of effect: The word “go” has been repeated six times to show the reader how much the drivers are impatient with waiting. This shows the drivers emotion when they drive, in hurry or angry. Three examples of language features are given.

Each feature is identified using correct terminology.

The effect of each example is accurately described .

F 1.4 Eg: [see Exemplar A]

Anecdotes and examples provide detailed information that the readers would not know, so it makes that readers to be interested. This must be surprising to know actual misunderstanding among the cultures about flashing headlights. It gives the reader some ideas that it is not just one problem and how different it is driving in New Zealand and some other Asian countries. “ Drivers in China drive on the right. But Kelly tells of a taxi ride in Beijing this year: "The driver overtook and just stayed on the wrong side of the road until he was forced back by oncoming traffic!” This quotation support my answer because it gives a difference on how Asian drivers drive in their own country. One technique used to shape the text is accurately analysed ; supported by reference to one relevant specific detail.

Task 1: Reading on Location

a. As a class, identify several non fiction genre where writers describe experiences of being in a wide variety of places.

b. Using your school or local library, locate and read several texts describing experiences of various places or environments. You could read:

 travel writing describing experiences in New Zealand [eg: A Land of Two Halves, Joe Bennett; Going The Distance, Becky Nunes and Tessa Redgrave]; and overseas [The Big OE, Nigel McCarter].

 feature articles in specialist outdoor magazines like NZ Adventure Magazine and NZ Wilderness.

 travel articles in major daily newspapers; or weekend newspapers, like the Sunday Star Times.

 travel columns in general interest magazines like NZ Listener and North and South.

 travel writing on the internet eg. Mark Moxon's Travel Site

c. In groups, share your reading with others. Choose two or three of the texts you read and talk about the places they describe and the writers' impressions of these places.

Task 2: A Subterranean Experience

a. Look at the title of Resource A, Subterranean Gothic. Writers often foreshadow important aspects of their writing in the titles they select. What associations do the words “subterranean” and “gothic” hold? Talk about what this title could suggest about experiencing the New York subway.

b. Read Resource A, an extract from Subterranean Gothic, describing experiences of the New York subway. How were the expectations you developed from the title Subterranean Gothic reflected in the extract?

c. As a class, develop initial answers to these questions:

 Explain the experience of travelling in the New York subway described by the writer.

 Analyse the writer's intentions in describing the subway in this way.

 Look at the three sections in bold in Resource A [The sections are separated by lines]. Select part of each section and describe the effect created.

 From whose point of view has the text been written? Analyse the effect created by using this point of view.

Assessment: Completing a Close Reading

a. In A Land of Two Halves, Joe Bennett describes his experiences travelling around New Zealand. Read Resource C, an extract from A Land of Two Halves, in which the writer describes a flight from Christchurch to Palmerston North.

b. Answer these questions about this extract:

 1.1:

o Explain the experience of flying described by the writer.

o Support your answer with specific detail selected from at least one place in the text.

 1.2:

o Analyse the writer's intentions in describing the trip in this way.

o Support your answer with specific detail selected from at least one place in the text.

 1.3:

o Look at the three sections in bold in Resource C. Select part of each section and describe the effect created.

o Use correct terminology to identify the language feature you have selected from each section.

 1.4:

o From whose point of view has the text been written? Analyse the effect created by using this point of view. Support your answer with specific detail from at least one place in the text.

c. Compare your answers to those in Resource B to ensure that you are answering at an appropriate level. Do not repeat an explanation or analysis in any answer.

How to explain the significance of a main idea.

KEY QUESTIONS:

 In what way(s) is this text important?

 Is it socially, historically, politically, culturally, personally, or physically important?

Note: You are explaining in what way the main idea you identified is important; you are not just talking about any idea in the article.

In the following table, write the correct heading in the left hand column next to the explanations in the right hand column.

Headings:

Socially important; historically important; politically important; culturally important; personally important; physically important

Heading Explanation

Example:

1. Socially important a) involves an issue that relates to our lives in society: Examples: education, health, issues of the environment – as they affect our lives, food, accommodation, transport, family issues, leisure time, sport, etc.

b) affects a particular group within society: Examples: the elderly, the young, the sick, motorists, homeowners, workers.

2. _______________ Is the government involved in this issue, or should they be involved? – internationally, nationally, locally?

3. _______________ An issue which has been important in the past (and continues to be), internationally, nationally, locally.

Consider - has this issue changed over time? Has it increased or decreased in importance?

4. _______________ Related to the body; or the physical environment

Examples: disabled or sick people; weather changes which affect the physical environment; pollution of the environment.

5. _______________ This issue is important to me as an individual. Examples: Does it inspire or encourage you to do something? Does it talk about something that is personally interesting and important to you? You may need to use language like this: If I were ******, I would *******.

6. _______________ An issue related to any aspect of the culture of a people group.

Examples: music, art, dance, language, traditional food, customs.