Deez Nuts
How YouTube cons you
He iti te kupu, he nui te kōrero
Embedded Files
Section One: Significant Learning
Section One: Significant Learning
In this unit, we are aiming to:
Understand the whakapapa (context) of a text and how it shapes the choices an author makes about the language they choose to use in the text;
Who is the author and what are the values of the time and place that they are making the text in?
Why are they creating this text? To make money, to entertain, to inform, to persuade?
Who is their target audience? How do you know?
Understand the main idea and purpose of a text
What is the author trying to get me to understand?
What is the author trying to make me feel / think about (position me)?
Be able to identify the language features and how they add to the overall purpose and effect of a text
What language features has the author chosen to use?
Why does the author use these language features? How does their whakapapa and purpose help define which
Does it add to their purpose or detract from it?
How do these language features position me? ie how do they control my feelings and thinking? How do they control my understanding and change / reinforce the way I see the world around me?
Here's an example of what we mean. We've used Chat GPT to write the same love story but from different contexts ie from different points of view. What do you notice about each story based on who's POV (point of view / perspective) it is written from?
Section Two: What are language features?
Section Two: What are language features?
What are they?
Language features are tools that writers use to make their writing interesting and keep their reader (YOU!) interested and reading. Which ones you choose is dictated by what you are writing about and when & where you are writing.
What else are they called?
Language features go by many names. These include: language techniques, literary techniques, aspects, poetic devices etc. But don't worry about them - they all mean the same!
Why are they important?
Language adapts and changes, and is shaped by and for context - the place in which it is spoken and written. How we use language changes depending on where we are, who we are with, or how we are trying to communicate. If we use them carefully enough, we can persuade and control our listener / reader and get them to do what we want them to do eg like a You Tube video in order to earn money, vote for civil rights, lock down for a month to avoid getting covid, or even persuade an adult to let us go to a party.
How do we recognise them?
Read through a text to get an idea of what it is about and how it is trying to make you feel. **Handy Hint: every time you read, you should feel something; if you don't, think about what you should feel.
Reread the text to start to see what we notice about how the text is put together. Rereading several times is the only way to start to analyse (pull a thing to bits to see how it works) a text.
BUT! You need to learn the language of Language Techniques (ie what they are and their names) before you start this unit. Try out these Quizlet cards to see how many you already know.
There's no way around it. You need to learn the terminology of language features and be able to find them in texts that you engage with (read or watch).
You will need to accurately identify and describe features of language such as vocabulary choices, tone, register of formality, structural devices, and language features used.
So use these interactive quizzes and YouTube videos to help you learn the language features.
Section Three: The importance of context
Section Three: The importance of context
What dictates which language features to use, is the context (whakapapa) of the text. The purpose of a text is the reason that it has been written and produced. The purpose of a text is the message that the creator wants to get across to their reader (YOU!).
There are three key questions when considering context:
Who is the creator?
Why are they making this content?
Who are they making it for?
To understand the context of YouTube, you need to understand a little bit about the history of it and why people become YouTubers. Read these three articles.
Target audience - how do you figure out
Section Four: Deez Nuts - practice examples
Section Four: Deez Nuts - practice examples
Teacher example
Teacher example
Remember! What we're really asking is:
What's the context:
Who's the audience?
What's the purpose?
What's the situation?
What's the time and place?
What language features are they using?
What's their tone? Why?
What's their register of formality? Why?
What structures are they using (the order of their ideas) Why?
What vocab are they choosing to use? Why?
What language features are they choosing to use? Why?
Three texts that they have to identify the Context: audience, purpose, situation, time, and place)
intentions of the language user and the characteristics of the audience
https://docs.google.com/presentation/d/1YTHP7Cxg3Muo_N9qAawzFxgnPzAXviv2ZYbm0e8GgYg/edit?usp=sharing
https://www.youtube.com/watch?v=_iuZTE4vMw0
• describe how selected verbal language features are typical of the context of the source material. This involves describing the functions and qualities of verbal language, and the effects created, in a selected context. • for higher levels of achievement: o explain how specific examples of verbal language connect to each other and are influenced by elements of the context o draw conclusions about the interaction of the context and specific examples of verbal language. This could involve making interpretations about the relationship between context and language; consideration of atypical usage and the effect of this within the context; or discussing
Teacher examples
Teacher examples
Watch at least ONE of these fully annotated teacher examples
PRACTICE ESSAY!!!
Section Five: Assessment
Section Five: Assessment
Standard: AS91924 Demonstrate understanding of how context shapes verbal language use (English 1.1)
Credits: 5
Assessment mode: Internal
Assessment intention:
Ākonga will develop a written response to a studied text, by considering how the purpose of a text dictates that choices that a creator uses in their language techniques.
Ākonga will write about at least four language techniques, explaining why the text creator has chosen to use them based on their purpose and audience.
Ākonga will explain how the language features work together in order to create an effect on the reader that helps to get across the idea and purpose of the reader
Language features could include, but are not limited to,: rhetorical questions, imperatives, hyperbole, personification, irony, rhyme, rhythm, superlative, repetition, slang, colloquial, jargon, listing, vocabulary choices, tone, register of formality, structural devices etc. etc.
As you read through all of the instructions, make your own copy of the notemaker to the right so help you understand what you need to do.
Task:
Exemplars: Click here to find exemplars
Marking Schedule: 1.1a Assessment Schedule (you may also find my notes helpful)
Target texts: Choose ONE YouTube video by your favourite YouTuber to watch, analyses and interpret.
****remember to take notes with this note maker
Timeline & Assessment Conditions:
2 weeks - you may work on this in class and at home.
The use of AI to help write your report in any way is against the rules of assessment and will result in failing the assessment as well as potential further action such as having to complete all further assessments under supervision and using pen and paper.
Your teacher can give broad advice but is unable to provide specific and detailed direction.
Due Date: Friday of Week 10, Term 2 at 11.59pm. Submit via Google Classroom using the assigned template - there will be a copy of this for you in the Google Classroom. Use this checklist to ensure you have covered everything that you need to.
What to use: Notes and infographics
Page updated
Report abuse