Analysis Practice: The Homework Argument

To continue our exploration into the ways language (e.g. style and structure) are used depending on context (e.g. purpose, audience, text-type, etc.) and to convey meaning, we are going to compare two texts that explore the homework debate!


Text One: From ASCD.org

Text 1: Special Topic / The Case For and Against Homework

About ASCD (quote from their homepage): “ASCD is a global community of educators dedicated to excellence in learning, teaching, and leading. Our innovative solutions empower educators to promote the success of each child.”


Text Two: From wonderopolis.org

Text 2: Why do we have homework?

Here’s what wonderopolis say they’re about on their about page: “Welcome to Wonderopolis®, a place where natural curiosity and imagination lead to exploration and discovery in learners of all ages. Each day, we pose an intriguing question—the Wonder of the Day®—and explore it in a variety of ways.”


Your Task:

  1. Read both of these articles.
  2. Choose one and begin the analysis process by making notes on the meaning, context and stylistic devices
    1. e.g. iPACT
      1. ideas/meaning, purpose, audience, other context, text-type
  3. Share your notes with other students who analysed the same text.
  4. Form a group or partnership with a student (or students) who analysed the other text. Work together to compare and contrast the texts. Discuss why these devices might be similar or different (consider context and meaning).
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Stylistic Devices

What you need to know…

Every text type has their own set of stylistic devices. These devices could be related to structure, style, tone, images, formatting, etc.

It is important that you can identify these stylistic devices and use them in your own writing.

Sometimes they might be really obvious that you don’t even think of them. Like in opinion columns, for instance, the author’s name and the date is written at the top.

Your tasks…

The goal is that you could print your text and a “real” one and someone wouldn’t be able to tell the difference!!!!!

Step one: Find at least 5 examples of your particular text-type*. They can be from the same or different publications.

Step two: Identify at least ten stylistic devices that are common in every one.

Example…

Common Stylistic Devices in Brochures:

  1. Clear title on the front that stands out
  2. Bolded headings and sub-headings for each section of text
  3. More than one image
  4. Large attractive image on front page
  5. Images are bright and colourful
  6. Images are related to the information they’re placed next to
  7. Text separated by key points
  8. Information ordered by importance (most to least)
  9. Where to find more information is included (e.g. contact details/phone number)
  10. Different fonts are used

 

Example Brochure
Notice the stylistic devices on this example brochure. What stylistic devices are common in your text type?

*Please ask if you’re not sure what category of text-type your writing falls under.

Writing for Publication

12 English Language and Literature

Your Task

You are going to try to write something that can be published in a publication (online or in print) of your choice. You need to decide the text type and the place where you want to be published. It can be only about 500 words, or the first 500 words of something larger (e.g. an article that would take longer than 500 words to write…you can end once you get to 500!)

You can literally write anything about anything, as long as it’s intended to be published somewhere.

Remember that “published” these days can also include online sources.

Some examples include:

  • Last Word Metropolis: Life in Japan
  • Sports magazine
  • Cooking blog
  • Infographic for a website (e.g. gaming)
  • Instructional book on music

Suggested steps to complete this task:

First: Select who you want to write for (e.g. what magazine, blog, website, journal, etc.)

Second: Select your topic to write about

Third: Begin writing!

Example: I want to write a “Last Word” for Metropolis magazine about the social norm in Japan whereby new mothers take their baby home to their hometown and the father stays in the city and works. This usually happens for the first month or even longer and I just can’t understand it! I am actually working on writing this article at the moment.

Analysing Language: Lesson #1

Welcome to Grade 12 English!

Before we begin our language and culture unit, I want to make sure that you actually learned something last year.

Check out the diagram below and complete the following exercise. analysis-in-eng_15442620_9251f74c7d35010fe9a8838e5fcaaa943e997618You really need to understand what this diagram is all about. When you do, your life in IB English will be so much easier!

Task #1:

Write an explanation of one example of a relationship between language, meaning and context from any text that you studied last year.

Show me when you’ve finished.

Task #2:

Now you can show you understand the diagram from a text you’ve already studied it’s time to apply this to a new text. Ask me for the range for you to choose from and you are to explain one example of how language, meaning and context are interrelated.