Confused on how to structure the body paragraphs for lang analysis. How do you organise the paragraphs? Do you split each by grouping the metalanguage?Chronological progression?tone changes?
Also, would you include the analysis of the image as a separate paragraph or incorporate bits of them into other body paragraphs?
Thnx
As others have mentioned, I would highly recommend structuring by sub-arguments (as you're in Year 11, this is even more important for you guys) as it will show your assessor that you have more of an understanding of the arguments. The SD changes aren't that major for Language Analysis, but basically there's going to be a shift away from pointing out metalanguage towards your grasp of the author's contention and sub-contention, so a structure that has the same focus will likely work to your advantage.
Also, better to incorporate the visual rather than deal with it on its own
Can someone send me sample text response and language analysis piece plzzzzzzzzzz as I'm having trouble obtaining high marks.
also I follow the structure of TEEL which right now is not helping me obtain high marks
thanks!
Check out the resources and samples
here i know in the english exam you can't use a particular text in both sections A and B, but why do they have this rule? and would you get an automatic 0 on both pieces for doing so?
My understanding is that if you use a Section A text in Section B (even if it's not the Section A text you studied,) they cross out
anything in your Section B piece that pertains to that Section A text. So if you write a whole body paragraph on Identity and Belonging (which is a Sec. B Context AOS) about Tobias Wolff's memoir 'This Boy's Life' (which is a Sec. A text,) they'd just cross out that whole paragraph and mark what was left. And if you wrote a creative piece that was from the perspective of the main character in a Section A text, you'd be in even bigger trouble, and would probably be looking at a flat 0... maybe a 2/10 if they were generous.
I believe the rationale here is that they don't want it to be possible for a student to get through Year 12 English using a single text, and they they force you to study different stuff throughout the year to make you as well read as possible (lol, 4 books) without straining the curriculum too much. But don't worry - once I take over VCAA and establish my reich, I'll be sure to get rid of all those pesky nonsense rules.
Also, a question from myself, are conclusions needed for arguement analysis essays (the 2017 onward 'language analysis')?
Conclusions aren't technically 'needed' at the moment, but they are *definitely* good to have, and a really strict marker might dock a point or two if you didn't have one (though they can usually only justify this if there are some other flaws in your essay too - an otherwise perfect piece with awesome analytical skills is highly unlikely to get a 9/10 just because it lacked a conclusion.)
My tentative answer is yes, even though I only have a grasp of what the new SD looks like in theory and not in practice, so my answer is subject to change pending VCAA actually releasing more information about the new and updated areas of study
I have a GAT question.
For the second writing task, where you're given a general prompt, can I write my response in a Context-y expository style (so exploring all facets of the issue) Or is my aim to convince someone?
Thank you so much!
Your primary aim is to be persuasive. If you want to do that by exploring different facets of arguments you can, but you
need to use
one of the prompts as your CONTENTION! Don't just use them all as a general starting point and talk about the issue/idea they're raising - formulate a strong argument, and you'll do much better than those who are just writing vague stuff about the topic.
Another GAT question; for the first writing task can I write creatively? As in still present the information but weave it into a story. For example, the 2015 GAT information was all about the future. In this case, would it be okay if I wrote a story on the future whilst still presenting the information?
Yes, you absolutely can. Just don't let your creativity get in the way of the task itself, which is to present the information you're given in a neat and orderly fashion. Slightly imaginative pieces can be really interesting, but because you're not technically marked on your creative ability for WT1, there's no requirement to do this unless you think it'd suit your style or be much easier for you.
In the GAT for writing task 1, do you have to present all of the information or just most?thnx
Definitely most, but certainly not all. For example, the material is about the harvesting of wheat and one if the images is a graph of the top ten wheat-harvesting countries, mentioning all ten would be too excessive. Instead, picking out maybe the top three and then some other generalisation (e.g. 'seven of the world's top ten wheat-harvesting countries are located in Asia' or w/e) would be fine.
I remember being told to aim to include at least 80% of the material - I doubt that's the exact figure they use, but hopefully it gives you some idea of what warrants mentioning and what's less important