Newspaper & news report

• Engels
• Upper Secondary (Key Stage 4)
• GCSE

Newspaper & news report

Anti-Brexit (0) -----------------------------------------------Pro-Brexit (7) 

07

Anti-B(7)

Anti-Brexit (0) -----------------------------------------------Pro-Brexit (7) 

07

Anti-B(7)

Anti-Brexit (0) -----------------------------------------------Pro-Brexit (7) 

07

Anti-B(7)

Anti-Brexit (0) -----------------------------------------------Pro-Brexit (7) 

07

Weasel words

Nigel Farage is rampant 

Glittering generalities

power to the people 

Euphemism

quiet people 

Dysphemism

Corbyn fights mutiny 

Loaded words

contemptuous Brussels elite 

Watch the next video 

It is very fast, so try to keep up... 

What is suggested about the readers of these newspapers?  (in this order)

1. Daily Express 

2. The Daily Mail 

3. The Sun 

4. The Independent 

5. The Guardian 

6. The Telegraph 

Unit 1.8 News article 

pg 45

Ex 8.2 

Read the text 1.34 on pgs 46 - 47 

Fill out the table on pg 45 

Authors often create intrigue by showing characters struggling or even failing to solve problems. This is also the case in the play “A Doll’s House” by Henrik Ibsen and the novel “Woman at Point Zero” by Nawal el Saadawi. “A Doll’s House” was written in Norway in 1879 and tells the story of Nora and Torvald as they struggle with the societal expectations of 19th century Norway, their marriage and money issues. “Woman at Point Zero” plays in 20th century Egypt and describes the life of Firdaus as she is in prison and awaiting death after she has killed a man. Although the novels are set in very different time periods and locations, they both describe societies in which women are oppressed and have a rather feminist message. Using symbolism and motifs, both authors show men and women struggling to resolve problems in these patriarchal societies, to thus highlight the negative effects of a patriarchy. 

literary works often show women and men struggling to resolve problems and not succeeding too well. To what degree do you find this to be true in two of the works you studied. 

Many authors show men and women in their novels who try to overcome struggles in their life, as many people are able to relate to this. Woman at Point Zero and A Doll’s House both explore how a patriarchal society causes characters to not succeed very well in life. The novel Woman at Point Zero is written by Nawal El Saadawi and was published in 1975 in Egypt. In her novel a prisoner named Firdaus tells her life story to Saadawi, that focuses on the place of women in a patriarchal society. A Doll’s House is a play by Henrik Ibsen that was first performed in 1879 and takes place in Norway. The play is centered around Nora, who suffers from the expectations of married women which were set by a patriarchal society. Both authors show men and women struggling to resolve problems and not succeeding very well to a certain extent, in order to comment on a patriarchal society through the use of symbolism, characterisation and cultural context. 

literary works often show women and men struggling to resolve problems and not succeeding too well. To what degree do you find this to be true in two of the works you studied. 

Many authors show men and women in their novels who try to overcome struggles in their life, as many people are able to relate to this. Woman at Point Zero and A Doll’s House both explore how a patriarchal society causes characters to not succeed very well in life. The novel Woman at Point Zero is written by Nawal El Saadawi and was published in 1975 in Egypt. In her novel a prisoner named Firdaus tells her life story to Saadawi, that focuses on the place of women in a patriarchal society. A Doll’s House is a play by Henrik Ibsen that was first performed in 1879 and takes place in Norway. The play is centered around Nora, who suffers from the expectations of married women which were set by a patriarchal society. Both authors show men and women struggling to resolve problems and not succeeding very well to a certain extent, in order to comment on a patriarchal society through the use of symbolism, characterisation and cultural context. 

literary works often show women and men struggling to resolve problems and not succeeding too well. To what degree do you find this to be true in two of the works you studied. 

Literary works often depict the inability of men and women to fit in society due to norms and values of that society. The Great Gatsby, written by F. Scott Fitzgerald in 1925, tells the story of Gatsby who by use of conspicuous consumption tries to climb up the American social ladder and ultimately fails in doing so. The other work, Woman at Point Zero, written by Nawal El Saadawi in 1975, shows the oppression of women in Egyptian society through the eyes of the main protagonist Firdaus, who attempts to obtain power and respect in a society that does not tolerate these progressive ideas of women. In both The Great Gatsby as in Woman at Point Zero the reader gets presented with the idea that the goal of climbing up the social hierarchy is unobtainable, due to inequality and sexism, and that one will inevitably fail in attempting to do so. The authors of these works successfully employ symbolism, motifs and character development to illustrate this problem.  

literary works often show women and men struggling to resolve problems and not succeeding too well. To what degree do you find this to be true in two of the works you studied. 

Newsworthiness 

Open the file in Teams (newsworthy) and rank the news items for how newsworthy you think they are.

Rank the articles from most to least newsworthy. 1st place

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Rank the articles from most to least newsworthy. 2nd place

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Rank the articles from most to least newsworthy. 3rd place

1

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Rank the articles from most to least newsworthy. 4th place

1

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Rank the articles from most to least newsworthy. 5th place

1

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Rank the articles from most to least newsworthy. 6th place

1

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Rank the articles from most to least newsworthy. 7th place

1

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Rank the articles from most to least newsworthy. 8th place

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Rank the articles from most to least newsworthy. 9th place

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Rank the articles from most to least newsworthy. 10th place

1

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10

Comparison 

Look at the findings that you have on the Galtung and Ruge news values score. Compare them to our results in class. 

HARCUP AND O'NEILL: 10 NEWS VALUES (2001) 

1. The power elite: Includes powerful individuals and institutions

2. Celebrity: Famous people

3. Entertainment: Includes humour, human interest, sex, gossip, animals, showbiz etc.

4. Surprise: Includes things that are unexpected

5. Bad news: Conflict and tragedy

6. Good news: Positive news, including stories with a happy ending

7. Magnitude: Stories involving large number of people of that have a significant global impact

8. Relevance: Stories containing issues, nations, and/or groups that are relevant to the reader

9. Follow-up: Stories already current in the news

10. News agenda: These are stories that fit the news agenda of the organisation. Omission of stories is also relevant; that is, stories excluded because they may negatively impact or damage the news organisation.

How does this updated news values score reflect changes in journalism? Give examples to support your ideas. 

Unit 1.8 News article 

pg 48

Ex 8.3

Study the key features and examples found in 1.34

pg 49 ex 8.5 

a. upload 2 examples (satire & fake news)  to your class notebook. b highlight in your examples where the  stylistic and structural features are similar or different. 

https:

Goals for today 

You will get your paper back and not yet your grade

You will consider the examiners marking suggestions

You will consider a response from Inthinking 

You will write some feedback for yourself 

"No Snacking in the Surf" 

"No Snacking in the Surf" 

Debriefing your response. 

1. Reread your response. 

2. Read the examiner's suggested marking notes. 

3. Read an example response from Inthinking. 

4. Highlight in the response all the vocabulary that you consider to be specific for text analysis. 

5. Highlight all the quotes or descriptions of evidence.

"No Snacking in the Surf" 

5. Grade the response and give your reasons for that grading. 

Criterion A - Understanding & interpretation  

•  How well does the candidate demonstrate an understanding of the text and draw reasoned conclusions from implications in it?
• How well are ideas supported by references to the text. 
• 5 out of 5: The candidate clearly understands the text, context, and the author’s purpose to a very good extent. Evidence is effectively used to support key points being made. 
  

Criterion B - Analysis and evaluation 

• To what extent does the candidate analyse and evaluate how textual features and/or authorial choices shape meaning? 
• 5 out of 5: There is a very good awareness of the visuals, tone, structure, word choice, and more with a good understanding of their effect on the audience. While not perfect, it is consistent here.
  

Criterion C - Focus and organisation 

• How well organised, coherent and focused is the presentation of ideas? 
  
• 5 out of 5: The argument is well-developed. Ideas build coherently upon one another.
  

Criterion D - Language - 5 marks

• How clear, varied and accurate is the language? 
• How appropriate is the choice of register and style? ("Register" refers, in this context, to the candidate's use of element such as vocabulary, tone, sentence structure and terminology appropriate to the analysis)
• 5 out of 5: While mistakes are made and words are repeated more often than desired, this reaches the top mark band because the language is very clear and effective.   

Answer these questions in your exercise book.

1. How well does your response demonstrate your strengths as a writer?

2. How confident are you about this summative? Why?

3. Are there places your response about which you feel unsure? Why?

4. If you were to revise this paper, what changes would you make?

5. At this point in time, what are your strengths and weaknesses as a writer?

6. Write two goals to improve on before your next paper 1 summative. And write down how you are going to do that.  

Goals for today 

Acronyms to approach unseen texts 

Trying these approaches out on a unseen non-literary text 

Using the information gathered, construct your thesis statement. 

www.popcultmag.com

Acronyms to approach unseen texts 

ACTSS

Audience & purpose 

Content & theme 

Tone & mood 

Stylistic devices

Structure/Layout  

Audience & Purpose 

Context of composition

Describe the time and place that this text was produced in.

Who wrote the text?

Why was the text produced? (purpose) What makes you say this?

Intended audience

Who was this text aimed at? How can you tell?

Context of interpretation / reception

What are your circumstances? (time and place)

How do these factors influence your reading of the text?

Content & Theme 

Content is what is in a text. Themes are more what a text is about (big ideas).

Describe what is going on in the text (key features).

What is this text about?

What is the author’s message?

What is the significance of the text to its audience?

What is the text actually stating?

Tone & Mood 

Tone refers to the implied attitude of the author of a text and the ‘voice’ which shows this attitude. Mood refers more to the emotional atmosphere that is produced for a reader when experiencing a text.

What is the writer’s tone?

How does the author sound?

What kind of diction does the author use to create this tone?

How does the text make the reader feel? (mood)

How does the diction contribute to this effect?

Stylistic devices

Style refers to the ‘how’ of a text - how do the writers say whatever it is that they say? (e.g. rhetorical devices, diction, figurative language, syntax etc…)

What stylistic devices does the writer use? What effects do these devices have on a reader?

Structure/layout

Structure refers to the form of a text.

What kind of text is it? What features let you know this?

What structural conventions for that text type are used?

Does this text conform to, or deviate from, the standard conventions for that particular text type?

Another acronym SCASI

Setting - where and when did it take place? 

Character - who took part? 

Action - what happened? 

Style - how did it all happen? 

Ideas - what conclusions can we draw from the above?

SCASI in use 

Read the example of SCASI in use for this text. 

These are ways to consider all aspects of the text, but they are not ways to structure your response. All the  information you gather may not be necessary for your response. The guiding question is key. 

Using the information gathered

Use the guiding question to focus your response. 

Write a thesis statement for this text 

Write three topic sentences that would support this thesis statement. 

Share them on the next board 

Goals for today 

Revisit your thesis statement 

Collect ideas to construct topic sentences 

Share ideas 

Construct topic sentences and build a introduction 

 Carefully read the Guiding Question and determine the focus and key words that must be implemented in the thesis statement. 

Look for an  “insightful ideas” from your annotations while also considering the key words of the Guiding Question.

 Formulate your “insightful idea”. This will not be given in the guiding question but will be your own. Typically the theme or main message of the text.

Flip the Guiding Question into a thesis statement using your insightful idea and the literary, linguistic or stylistic authorial choices you will focus on.

Use evaluative language in your thesis statement.

Thesis statement 

Evaluative language examples

Topic sentence 

Thesis statement

Thesis statement 

How does the author explore themes of childhood, nostalgia and the power of storytelling through their discussions of Star Wars? 

 

Mayshark, in his online blog, forcefully explores the impactful power of cinema and the inadequacy of religion through a consideration of childhood, nostalgia and storytelling.

Some techniques

Heading 

image 

Online - blog/opinion 

Hook 

Chronological 

Asides/ parenthesis

Ellipsis 

Allusion - quote

Repetition 

Metaphor 

 

Personification 

Paradoxical statement 

Humour 

Dialogue 

Anecdote 

Uncertainty/tentative 

Register - colloquial/adolescent 

Ethos - trustworthiness 

Pathos - emotive 

Past and present tense 

Three topics (themes) 

• 2 groups of 4 and one group of 3 .
  
• I will assign one of the topics from the guiding question: childhood, nostalgia or the power of storytelling. Write the topic in the middle of your poster paper. 
  
• Discuss and list examples from the text that illustrate the assigned theme. Also note any literary techniques the author uses, such as imagery, tone, anecdotes etc.  Two circles. 
  

Gallery walk 

• Post your posters around the room.
  
• Take a gallery walk around the room
  
• Read and take notes on the other topics. You will need these for the next step.
  
• Add comments or questions to each group's poster using sticky notes.
  
• Sit down after the time is up. 
  

Goals for today 

Construct topic sentences and build a introduction for the Star Wars blog text 

Use your topic sentences to make a paper 1 plan 

Write an introduction for this paper 1 response 

Consider annotation choices 

Topic sentences 

• Construct three topic sentences that have as their focus the three topics given to you in the guiding question. 
  
• Post them on the next board
  
• You do not need to define which techniques you will consider to support this topic (you may) 
  

Topic sentence storytelling

Topic sentence nostalgia

Topic sentence childhood

Topic sentences 

Mayshark, in his online blog, forcefully explores the impactful power of cinema and the inadequacy of religion through a consideration of childhood, nostalgia and storytelling.

Storytelling:  author explores the significance of cinema to his development as an adult through the effective use of chronology, vivid, emotive diction and figurative language the

Topic sentences 

Mayshark, in his online blog, forcefully explores the impactful power of cinema and the inadequacy of religion through a consideration of childhood, nostalgia and storytelling.

Nostalgia: Furthermore, a nostalgic tone is employed to examine the author's childhood experiences and help to scrutinise how religion inadequately fulfilled his needs. 

Topic sentences 

Mayshark, in his online blog, forcefully explores the impactful power of cinema and the inadequacy of religion through a consideration of childhood, nostalgia and storytelling.

Childhood:  Simultaneously, throughout the blog post the author uses the theme of childhood to consider the "religious experience" of seeing Star Wars and how superior that felt to mainstream religion.

Do's	Don'ts
Annotate the text, applying annotation strategies.	Start writing without unpacking the stimulus text.
Make a thesis, plan, mind map and outline.	Jump into analysis without a thesis statement or plan.
Explore and go beyond the scope of the guiding question.	Limit yourself to the scope of a (narrow) guiding question.
Include information about the texts (their purposes, types and audiences) in the introduction.	Start with sweeping generalisations.
Start paragraphs by connecting style (how writers write) and purpose (why writers write).	Organise paragraphs exclusively and separately on style, purpose, theme, visuals, text type, etc.
Convince the examiner that your interpretations of the text are insightful.	Just comment on what you notice, see or think.

Do's	Don'ts
Evaluate the effectiveness of the author’s choices in achieving his/her purposes.	List the techniques / devices of the author.
Explore larger stylistic elements, such as narrative technique, imagery, symbolism and diction.	Focus too narrowly on unique, one-off examples of onomatopoeia, anaphora, polysyndeton, etc.
Explore the relationship between the visual and written elements.	Focus only on the words or pictures separately.
Integrate quotations or descriptions of visuals into your argument.	Include seemingly random quotations that are irrelevant of the argument.
Quote / reference from multiple parts of the stimulus text in each paragraph.	Analyse the stimulus text line-by-line.

adapted Philpot education 

First 5 - 10 minutes 

In the first 5-10 minutes of your exam time, annotate your stimulus text in such a way that you gain a deeper understanding of the text's message, purpose and stylistic features. 

Study the annotated Paper 1 exam Although it is from an older session (in black and white with 2 guiding questions), you can learn a lot from the student's annotations. What kinds of annotation strategies is the student applying in this example? How can you see that the student will be successful in writing an analysis of this text?

INTRODUCTION 

The name of the extract is stated

The author or originating source is given

The text type is clearly identified without elaboration

where the text appeared is stated

When it was produced is stated

The content is discussed: what does the text actually say (briefly)

The intended audience/reader is stated (if definable) 

The purpose(s) is stated

The social, cultural and temporal context is addressed (if available)

The thesis: what you find most important about the text (without elaboration) (main idea/main theme)& plan of development is stated (how you will structure your response)