paper 1 Unseen introduction and conclusion

• Engels
• Further Education (Key Stage 5)

paper 1 Unseen introduction and conclusion

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 (what overarching techniques will you focus on or which overarching techniques will you use to structure your response?) 

Make a plan 

The question is: overall, do you think this text is effective or ineffective and how? Explain your answer.

Academic register 

considerable

sequence 

communicate 

expand

enable

dynamic 

approach 

respond 

achieve 

conversely 

vivid 

image 

indicate 

significant 

derive 

construct

select 

Integrating textual reference & author/audience relationship  

1. As the passage begins, (author) employs [technique] ...

2. In line ___, (author) uses [technique]...

3. To further emphasize ___, (author) utilizes [technique]...

4. To heighten___, (author) uses [technique]...

5. Even more..., (author) chooses [technique]...

6. Through [technique], the author...

7. Accordingly, the audience understands that...

8. As a result, the audience concludes that...

9. Consequently, the audience realizes that...

10. As a consequence, the audience perceives that... 

Discussing the implications 

1. This phrase implies that...

2. Although not explicitly stated, the reader can imply that...

3. The author suggests that...

4. While not stated explicitly, the author hints that...

5. The implications are clear: ( ...) .

6. The reader can deduce that...

7. Readers can infer that...

8. Readers can conclude that...

9. The audience can reason that...

10 While not overtly stated, the reader can infer that...

Hook
The name of the extract	"Oxford Dictionaries 'Word of the Year' Is ...An Emoji?"
Author or source	Meera Dolasla - Dogonews
Text type	Online magazine article
where appeared	Dogonews.com
when produced	November 17, 2015
content discussed	The online article discusses the process behind the choice of an emoji as the Oxford Dictionary's word of the year. Additionally, there is consideration of how this emoji was chosen and some historical background regarding the choice process.
intended audience	Children approximately between the ages of 10 to 14 years. Western and American children. Parents and teachers interested in engaging materials to teach and inform.
purpose	entertain, inform
social cultural & temporal context	Western, understanding of colloquial and semi-formal English.
Thesis statement
Plan of development

General statement 

Specific statement(s)

Thesis statement

Thesis statement 

Specific statement(s)

General statement

INTRODUCTION

CONCLUSION

Conclusion 

A literary essay should analyze and evaluate a work of literature or an aspect of a work of literature. A strong conclusion will restate the thesis statement and broaden the scope of the essay in four to six sentences. You should also have an effective last sentence in the essay so you can wrap it up on a high note.

Rephrase your thesis statement

Rephrase your thesis statement. Avoid repeating your thesis statement as it appears in your introduction. Change the language and word choice in the original thesis statement so that it reflects the analysis that you have shown in your literary essay.

Another option is to revise your thesis statement to be more clear, making  edits to it. Go back to your introduction and read your thesis statement again. Then, keep your thesis statement in mind as you read over your body paragraphs. Consider whether your thesis statement still feels relevant to your essay, or if it could be revised. 

Rephrase but do not repeat

Start with your revised/ rephrased thesis statement. The middle section of your conclusion should be three to five sentences long. It should broaden the scope of your essay. 

• Important themes or ideas 
• summarize your most important findings 
• No new information in your conclusion 

Answer the question 'so what?'

Think about why someone would care about what you are addressing in your essay and why the focus of your essay is important. Answering the question “so what?” can help you generate interesting things to finish your essay within the conclusion. Possible final sentences: 

• Finish with a powerful image or detail from the text
• End with a simple sentence straightforward sentence
• Set your findings in a larger context

to argue

to explain 

to evaluate 

to instruct 

to inform 

to analyse 

 to explain

to entertain

to describe

 to recount

to persuade 

Central Idea 

Do not write about the text.  

instead, write about how the author uses the text to communicate a message to the reader. 

Components BPs & topic sentences 

Topic sentence has an insightful idea and keywords linked to the guiding question 

Textual references 

Stylistic features 

author/reader relationship 

Highlighting protocol 

Topic sentence with an insightful idea and keywords linked to the guiding question 

Textual references

Stylistic features 

author/reader relationship

transition/linking words  

Evaluative language 

Highlight the body paragraph. 

Write a key to show to the author how you found, or did not find, these key elements in their body paragraph. 

POINT style & pupose 

POINT - Words that set up 'style'

Through the use of...

The author uses... to....

The text's use of...

POINT - Words that set up purpose

... the text aims to...

... the writer conveys a message that...

... the author targets...

POINT purpose & EVIDENCE 

POINT - Power verbs for purpose

... comments critically on...

... spread awareness about...

... questions why...

... convinces readers to...

EVIDENCE - Words that set up quotes

... as illustrated in line...

... which is expressed in line...

... which is evidence by the use of...

... which is depicted in the photograph/image  where one sees ...

EXPLAIN 

EXPLAIN - Words that identify a specific feature

This use of metaphor...

This example of juxtaposition...

By using hyperbole like this...

This symbol creates a sense of...

EXPLAIN - The effects of language on the reader

... captures the reader's imagination

... reminds the readers that...

... suggests / implies that...

... evokes a sense of...

... appeals to the reader's sense of...

 

LINK 

LINK - Adverbs that evaluate

 

... effectively conveying the message...

... cleverly revealing that...

... implicitly suggesting that...

... adeptly persuading readers to...