Infographic BOW

• Engels
• Further Education (Key Stage 5)

Lesson objectives 

Paper 1 practice - infographics 

Checking the conventions of of this text type 

Considering two student responses 

Checking the examiner's grading 

Purpose & design 

Persuade 

Advise

Entertain 

flow charts 

Venn diagrams 

Maps 

Pie charts 

Bar/pyramid charts 

Line graphs 

Read the introduction to infographics in MB files. 

Conventions & techniques	Your infographic
Title and lead-in : Infographics often include a snappy title, sometimes in the form of a question, that captures the reader and gives the infographic a sense of focus. The lead-in is a short text after the title that adds detail to the title and frames the information of the infographic in a context.

Find these conventions in the infographic BOW

Conventions & techniques	Your infographic
Headings and fonts : Headings help break down information into digestible chunks. Different fonts can be used to help the reader discern data from interpretations. Contrasting serif and sans-serif fonts can help readers discern detailed content from general headings. How does your infographic engage the reader with different headings and fonts?

Conventions & techniques

Your infographic

Visual pathway and story : Blocks are read in a sequence. Lines, arrows and numbers often help readers navigate information. The shape of the entire chart will help determine the pathway. Most English-speaking readers will want to read from the upper-left corner to the lower-right corner. Columns, graphs, tables and mind maps also determine visual pathways. Good infographics use a visual pathway to tell a story. How is does your infographic use a visual pathway to tell a story?

Conventions & techniques

Your infographic

Blocks, colour and negative space: Blocks of information are usually framed and coloured in such a way to make the information ‘pop’ or stand out. Negative space (or ‘white space’) also draws the reader's attention to the information. Good infographics should not feel cluttered. How does your infographic use colour and negative space to highlight what’s important, set a mood and engage the reader?

Conventions & techniques	Your infographic
Icons and symbols: An icon is a graphic representation of something, a person or thing. A symbol is an abstract sign that has come to mean something through social agreement. How does your infographic use icons and symbols to convey meaning concisely and meaningfully?

Conventions & techniques

Your infographic

Pictograms, charts and maps: Pictograms are types of charts and graphs that use icons and images to represent data. Also known as ‘pictographs’, ‘icon charts’, ‘picture charts’, and ‘pictorial unit charts’, pictograms use icons to help readers visualise data. Icons may be arranged in lines or grids, often using colours and shades to indicate a rating, quantity or percentage. Infographics may include columns and Venn diagrams to compare, graphs to show change over time, doughnut charts to depict levels of completion, maps to show demographics of a population or mind maps to show relationships. How does your infographic use pictograms, charts and maps to visualise information and tell a story?

Infographic BOW

Organisational structures - choices

1. Chronological structure =  passage of time, sequence of time.

2. Hierarchical structure = levels of power 

3. Problem solution structure = typically NGOs

4. Cause and effect structure = typically NGOs

5. Comparative structure = visualising similarities and differences.

Look through our infographic BoW. 

Which organisational structures can you find? 

Why might that choice of structure been taken? 

Infographic BOW

Infographic conventions 

Titles & subheadings

lead-in 

Icons 

charts & graphs 

Lists & bullet points 

Colour 

Typography - fonts, font size etc 

Sources 

Visual metaphor 

Statistics

Labels 

Comparisons 

Interactive elements

Pictograms 

Symbols/ icons 

Pick one infographic from our BoW and label it for these elements. 

Then write at least two sentences explaining, for the targeted audience and for the purpose you have identified, why these choices have been taken. 

Who is the audience? 

What is the purpose? 

What is the context? 

What are the infographic techniques employed? 

Conventions & techniques

Your infographic

Visual pathway and story : Blocks are read in a sequence. Lines, arrows and numbers often help readers navigate information. The shape of the entire chart will help determine the pathway. Most English-speaking readers will want to read from left the upper-left corner to the lower-right corner. Columns, graphs, tables and mind maps also determine visual pathways. Good infographics use a visual pathway to tell a story. How is does your infographic use a visual pathway to tell a story?

Conventions & techniques

Your infographic

Blocks, colour and negative space: Blocks of information are usually framed and coloured in such a way to make the information ‘pop’ or stand out. Negative space (or ‘white space’) also draws the reader's attention to the information. Good infographics should not feel cluttered. How does your infographic use colour and negative space to highlight what’s important, set a mood and engage the reader?

Conventions & techniques	Your infographic
Icons and symbols: An icon is a graphic representation of something, a person or thing. A symbol is an abstract sign that has come to mean something through social agreement. How does your infographic use icons and symbols to convey meaning concisely and meaningfully?

Conventions & techniques

Your infographic

Pictograms, charts and maps: Pictograms are types of charts and graphs that use icons and images to represent data. Also known as ‘pictographs’, ‘icon charts’, ‘picture charts’, and ‘pictorial unit charts’, pictograms use icons to help readers visualise data. Icons may be arranged in lines or grids, often using colours and shades to indicate a rating, quantity or percentage. Infographics may include columns and Venn diagrams to compare, graphs to show change over time, doughnut charts to depict levels of completion, maps to show demographics of a population or mind maps to show relationships. How does your infographic use pictograms, charts and maps to visualise information and tell a story?

Infographic BOW

Organisational structures - choices

1. Chronological structure =  passage of time, sequence of time.

2. Hierarchical structure = levels of power 

3. Problem solution structure = typically NGOs

4. Cause and effect structure = typically NGOs

5. Comparative structure = visualising similarities and differences.

Look through our infographic BoW. 

Which organisational structures can you find? 

Why might that choice of structure been taken? 

Infographic BOW

Infographic conventions 

Titles & subheadings 

Icons 

charts & graphs 

Lists & bullet points 

Colour 

Typography - fonts, font size etc 

Sources 

Visual metaphor 

Statistics

Labels 

Comparisons 

Interactive elements 

Pick one infographic from our BoW and label it for these elements. 

Then write at least two sentences explaining, for the targeted audience and for the purpose you have identified, why these choices have been taken. 

Each member of your pair reads one of the responses.

You grade  and write down why you have given it those results. 

Then share with your partner. Explain to your partner how you came to that grading. 

Lesson objectives 

Paper 1 practice - infographics 

Checking the conventions of of this text type 

Considering two student responses 

Checking the examiner's grading 

Preparing a paper 1 response - infographics

Expert groups 

1. Understanding & Interpretation

(Did the student understand the text? Are ideas accurate?)

2. Evidence & Detail

(Did they use relevant, sufficient evidence or examples?)

3. Organization & Clarity

(Is the response logically structured and easy to follow?)

4. Use of Language

(Is vocabulary appropriate? Sentence fluency? Academic tone?)

Investigate this aspect of the response.

Take notes, annotate and investigate.

You will need to share this information later to someone who has not read the student response. 

Individually 

Complete an analysis overview in your exercise book for your area of focus 

Strengths	Weaknesses
Improvements	Grade for your lens

Join students with the same lens and text 

1. Join up with all the students who had your text (1 or 5) and the same area of observation. 

2. Compare observations

3. Debate evidence

Agree on a consensus score for  your lens

Prepare one sentence for your original group. 

“Our expert group judged this response as Level ___ because…”

Everybody in your group writes this down 

Return to your original group 

1. Collect the grades for each component. 
   
2. Calculate a final grade 
   
3. Be ready to give a justification for each score. 
   
4. Feedback to the class. 
   
5. Swap your student response with the other student response.
   
6. Read the response and consider the class grading 
   
7. See the examiner's grading and justification 
   

Criterion A: Understanding and interpretation (5 marks) example 1 

To what extent does the student show an understanding of the text? What inferences can the student reasonably make?

To what extent does the student support their claims with references to the text?

5 out of 5: Because the various audiences is so well understood, this sneaks into the top band. There could have been more references and there could have been more interpretation, but overall, there was a thorough and perceptive understanding of the literal meaning of the text. Because the various audiences is so well understood, this sneaks into the top band. There could have been more references and there could have been more interpretation, but overall, there was a thorough and perceptive understanding of the literal meaning of the text. 

Response 1

Criterion B: Analysis and evaluation (5 marks) example 1 

How well does the student does the student evaluate the ways in which language and style establish meaning and effect?

 4 out of 5: There is a good evaluation of how choices shape meaning. It’s beyond generally appropriate, and is at times insightful, but it’s not yet a very good evaluation of those choices. 

Criterion C: Focus and organisation (5 marks) example 1 

How effectively does the student structure and present their ideas?

How balanced and focused is the response?

5 out of 5: There is a consistent focus on the guiding question. It is a well-focused on coherent response.    

Criterion D: Language (5 marks) Example 1 

How clear, varied, and accurate is the student’s language?

To what extent is the student’s choice of register, style, and terminology appropriate?

 4 out of 5: The language isn’t sophisticated enough yet to reach the top band. However, there is beyond an adequate degree of accuracy in grammar, vocabulary, and sentence structure and thus a 4 is the best fit here. 

Criterion A: Understanding and interpretation (5 marks) Example 5 

To what extent does the student show an understanding of the text? What inferences can the student reasonably make?

To what extent does the student support their claims with references to the text?

2 out of 5: The interpretation is not “satisfactory.” Instead, there is some understanding of the literal meaning and some references are appropriate. However, the infographic is not a “warning” to potential parents. Thus, the interpretation that this is a way to encourage more responsible parenting is off-base and not grounded in a solid reading of the text. As well, an audience of the “general population” in body paragraph two is too, well, general. Finally, the way in which the limitation paragraph is framed makes it gratuitous. For all of these reasons, a 2 is the best fit for this criterion.

Response 5

Criterion B: Analysis and evaluation (5 marks) Example 5 

How well does the student does the student evaluate the ways in which language and style establish meaning and effect?

 2 out of 5: There is not enough of a discussion of the writer’s choices and their effects. The student tries. But the response is reliant on description with only some appropriate analysis here and there - see the first body paragraph as well as the ethos, logos, and pathos paragraphs. Enough is done here to award a 2 and not a 1 though.    

 

Criterion C: Focus and organisation (5 marks) Example 5

How effectively does the student structure and present their ideas?

How balanced and focused is the response?

2 out of 5: There is a lack of focus on the question as the essay develops. There is some organisation to the overall response, but the focus of the analysis is questionable.

Criterion D: Language (5 marks) Example 5 

How clear, varied, and accurate is the student’s language?

To what extent is the student’s choice of register, style, and terminology appropriate?

 3 out of 5: This response sits between a 2 and a 3. Either could be argued and justified. There are enough errors and inconsistencies present to award a 2. However, the overall tone and style is generally appropriate and so a 3 was ultimately awarded. 

Cycling infographic 2023

Criterion A: Understanding and interpretation (5 marks) Response 1 

• To what extent does the student show an understanding of the text? What inferences can the student reasonably make?
  
• To what extent does the student support their claims with references to the text?
  
• 
  
• 4 out of 5: There is enough throughout the guided textual analysis to say that the response is thorough.  There’s also a perceptive level of understanding of the literal meaning of the infographic.  The references to the text are thoughtfully chosen and effectively support the claims being made.  The interpretation is convincing.  
  

Criterion B: Analysis and evaluation (5 marks) Response 1 

• How well does the student does the student evaluate the ways in which language and style establish meaning and effect?
  
• 
  
•  4 out of 5: The student understands how choices shape meaning.  This is done to a good degree; it’s consistent and appropriate.  But the analysis of the writer’s choices – and the “interplay” portion of the guiding question in particular – is not yet insightful and convincing, so a 4 is awarded here.
  

Criterion C: Focus and organisation (5 marks) Response  1 

• How effectively does the student structure and present their ideas?
  
• How balanced and focused is the response?
  
• 
  
• 4 out of 5: The analysis is well-organized and mostly coherent.  Transitions could be stronger, but there is a clear focus on the question (especially the “message” part of the question). 
  

Criterion D: Language (5 marks) Example 1 

• How clear, varied, and accurate is the student’s language?
  
• To what extent is the student’s choice of register, style, and terminology appropriate?
  
• 
  
•  4 out of 5: The language is clear and carefully chosen.  An even more heightened vocabulary and an even more heightened sophistication in the grammar would have elevated this to the top band.  It’s close, but not there yet. 
  

Criterion A: Understanding and interpretation (5 marks) Response 2

• To what extent does the student show an understanding of the text? What inferences can the student reasonably make?
  
• To what extent does the student support their claims with references to the text?
  
• 
  
• 2 out of 5: There is some understanding of the literal meaning of the text.  It’s better than “little’ and the references are at times appropriate.  But there is a lack of interpretation of the text, which puts it squarely in this band.
  

Criterion B: Analysis and evaluation (5 marks) Response 2 

• How well does the student does the student evaluate the ways in which language and style establish meaning and effect?
  
• 
  
•  2 out of 5: There is some appropriate analysis of the author’s choices, but the response is reliant on description and/or empty statements.  The analysis is just too broad and too general to award any higher here.
  

Criterion C: Focus and organisation (5 marks) Response  2

• How effectively does the student structure and present their ideas?
  
• How balanced and focused is the response?
• 
  
•  3 out of 5: While one might argue for a lower mark, it is better than “little focus in the analysis.”  There is “some focus” and it is generally coherent, even if paragraphs are short and underdeveloped. 
  

Criterion D: Language (5 marks) Response 2 

• How clear, varied, and accurate is the student’s language?
  
• To what extent is the student’s choice of register, style, and terminology appropriate?
  
• 
  
•  3 out of 5: Similar to criterion C, one might argue for a lower mark.  There are multiple comma splices and incomplete sentences.  Errors do exist.  But an argument can be made that there is an “adequate” degree of accuracy with a register that is mostly appropriate to the task.  The attempt at analysis and interpretation is there.  It just doesn’t work making it “mostly appropriate” and a 3 is the best-fit for this criterion.