Gun To Your Head - If You Had To Choose...
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i dunno where this question is really supposed to go , however, if there are any English A-level smarty people out there i need ur help. imagine that you are analysing 5 different texts and you were to write down the Mode, Genre and Style of each text what sort of stuff would go under each heading. also what would be the subject matter and how what sorta stuff would u put under "attitude towards subject matter"
luv ya all. XXXXXXXXXXXxx
luv ya all. XXXXXXXXXXXxx
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Hi - what pieces are you analysing - and is this for a literature course? i can help you more if i knew what it was you were analysing
the genre means the type - i.e romance, historical, thriller, mystery, etc if the pieces are fiction - these may be different if the pieces you are analysing are factual non fiction pieces
The style refers to how it is written - so what is the language like? formal, informal, etc. also consider the narrative - first person, third person etc. does the narratiive structure change
The attitude to subject matter is probably refering the the way the audience may react to the piece - so consider the context that the piece was written in and how they may be perceived in different times. for example a highly sexual piece may have caused offence years ago, but may not in the same way today. think about whther the piece may be seen as controversial - how might readers react to it.
Hope this helps
the genre means the type - i.e romance, historical, thriller, mystery, etc if the pieces are fiction - these may be different if the pieces you are analysing are factual non fiction pieces
The style refers to how it is written - so what is the language like? formal, informal, etc. also consider the narrative - first person, third person etc. does the narratiive structure change
The attitude to subject matter is probably refering the the way the audience may react to the piece - so consider the context that the piece was written in and how they may be perceived in different times. for example a highly sexual piece may have caused offence years ago, but may not in the same way today. think about whther the piece may be seen as controversial - how might readers react to it.
Hope this helps
thnk you sooo mcuh thats brilliant. well i have small extracts from 5 different pieces.
text 1 is an extract from king lear, william Shakespeare - 1608,
text 2 is from Yellow Wallpaper, by Charlotte Gilman - 1891
text 3 is an interview/ article in the observer of Bob munkhouse written by Lynn Barber - 2000
Text 4 is from an AS Psychology book by Cara Flanagan - 2000
text 5 is an article from Mojo Magazine and its by Peter Paphides - 2003
and the overall theme of all texts is different states of mind.
text 1 is an extract from king lear, william Shakespeare - 1608,
text 2 is from Yellow Wallpaper, by Charlotte Gilman - 1891
text 3 is an interview/ article in the observer of Bob munkhouse written by Lynn Barber - 2000
Text 4 is from an AS Psychology book by Cara Flanagan - 2000
text 5 is an article from Mojo Magazine and its by Peter Paphides - 2003
and the overall theme of all texts is different states of mind.
og lol u can find the extracts i have on the following link.:
http://www.aqa.org.uk/qual/gceasa/qp-ms/AQA-NT B6-W-PM-JUN05.PDF
http://www.aqa.org.uk/qual/gceasa/qp-ms/AQA-NT B6-W-PM-JUN05.PDF
Right basically your text is fairly easy - firstly read through the texts and jot down notes on each one.
so for example the for King Lear -
Play
Elizabethan time
poetic verse
16th century language
Then consider the following and make notes
how would the audience have reacted - how might this be different from a modern day audience - how do we think of kings in comparision to how a modern day audience does? consider his dialogue with a fool/ jester - who is in control here and why? how may this affect an elizabethan audience and how may it affect a modern audience?
for the second one think about how it is written - informal, almost a 'stream of consciousness', first person narrative. could be performed a monologue, thoughts and feelings. consider the time in which it was written, etc. how may the audience react? what literary devices are used? adjectives, similes, alliteration, onomatopoeia, etc
in the third one consider the fact that it comes from a newspaper - what is this newspaper known for? - research The Guardian. think about the style - informal,m using snippets of the interview. think about the lists of adjectives, the quotes from AA Gill. it contains a mixture of iopinions and facts.
How may the audience react to the interview? who are the audince for this newspaper? is it a positive or negative piece on monkhouse - how does the author describe the way he seduces her - what similes does she use? how does he use metaphors to add to her writing? use quotes to support your evidence!!!
hope this helps a little bit. it's very hard to explain over the PC!!!
Gracie
also note:
mode - how language may vary as a consequence of the channel of communication (speech, writing and mixed modes);
so for example the for King Lear -
Play
Elizabethan time
poetic verse
16th century language
Then consider the following and make notes
how would the audience have reacted - how might this be different from a modern day audience - how do we think of kings in comparision to how a modern day audience does? consider his dialogue with a fool/ jester - who is in control here and why? how may this affect an elizabethan audience and how may it affect a modern audience?
for the second one think about how it is written - informal, almost a 'stream of consciousness', first person narrative. could be performed a monologue, thoughts and feelings. consider the time in which it was written, etc. how may the audience react? what literary devices are used? adjectives, similes, alliteration, onomatopoeia, etc
in the third one consider the fact that it comes from a newspaper - what is this newspaper known for? - research The Guardian. think about the style - informal,m using snippets of the interview. think about the lists of adjectives, the quotes from AA Gill. it contains a mixture of iopinions and facts.
How may the audience react to the interview? who are the audince for this newspaper? is it a positive or negative piece on monkhouse - how does the author describe the way he seduces her - what similes does she use? how does he use metaphors to add to her writing? use quotes to support your evidence!!!
hope this helps a little bit. it's very hard to explain over the PC!!!
Gracie
also note:
mode - how language may vary as a consequence of the channel of communication (speech, writing and mixed modes);
http://www.aqa.org.uk/qual/gceasa/qp-ms/AQA-NT B6-W-MS-JUN05.PDF
this is the link for the mark scheme of this paper - there's other stuff on the AQA website - you just need to look for the stuff on AQA english/liet and lang alevel spec B, unit 6 and it is all there. - if you look at the mark scheme you will be able to see what the examiner wants you to be able to do. it also has examples of how you should write - let me know if there is anything you do not understand.
this is the link for the mark scheme of this paper - there's other stuff on the AQA website - you just need to look for the stuff on AQA english/liet and lang alevel spec B, unit 6 and it is all there. - if you look at the mark scheme you will be able to see what the examiner wants you to be able to do. it also has examples of how you should write - let me know if there is anything you do not understand.
just gonna say if you find the mark scheme hard to understand
write a piece on the texts and paste some up here and i'll have a look at it for you and see what you need to add and if you are on the right track. i normally just teach literature AQA a level - but i have an idea on the lit/lang stuff.
i gotta go bed now but i'll check tomorrow.
write a piece on the texts and paste some up here and i'll have a look at it for you and see what you need to add and if you are on the right track. i normally just teach literature AQA a level - but i have an idea on the lit/lang stuff.
i gotta go bed now but i'll check tomorrow.
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