Brown Brother

ARVE Error: Mode: is invalid or not supported. Note that you will need the Pro Addon for lazyload modes.

I have a Dream – Martin Luther King

What connections can you find?

3.7 Respond critically to significant connections across texts, supported by evidence

Suggested text hypotheses and texts for 2020:

“In times of suspicion, truth is often the first casualty.”

“People believe the truth that most suits their view of the world.”

The Crucible by Arthur Miller https://archive.org/stream/TheCrucibleFullText/The+Crucible+full+text_djvu.txt

Article about Fake News:   https://www.bbc.com/future/article/20170301-lies-propaganda-and-fake-news-a-grand-challenge-of-our-age

Article about political leaning dictating the understanding of the Covid19 crisis:  https://www.vox.com/science-and-health/2020/3/31/21199271/coronavirus-in-us-trump-republicans-democrats-survey-epistemic-crisis

YOUR CHOICE:
Some good suggestions are Othello by William Shakespeare or The Truman Show by Peter Weir

More suggested  3.7 groupings

“People often struggle to choose between right and wrong.”

“Individuals often find themselves in conflict with the forces of society.”

1. The Crucible by Arthur Miller

2. The Lottery by Shirley Jackson (Short story) http://web1.nbed.nb.ca/sites/ASD-S/1820/J%20Johnston/The_Lottery_with_questions_Shirley_Jackson.pdf

3. Little Brother by Bruce Holland Rogers (Short story): http://strangehorizons.com/fiction/little-brother/

4. The Dark Knight by Christopher Nolan

If you are going to use “individual rights vs the rights of the group” this is a good article about someone protesting the lockdown restrictions in the USA. https://www.buzzfeednews.com/article/lesterfeder/coronavirus-sara-walton-brady-video

3.7 Respond critically to significant connections across texts, supported by evidence. Credits: 4

Connecting the Dots

In this activity you will:

• Select at least four texts, of which at least one has not been studied in class, either this year or last year.
• Form a hypothesis about a significant aspect of the texts and use this to guide your critical response, supported by examples and quotes from the texts.
• Present your findings as a formal written report or as a speech.

You will be assessed on how well you:

• Recognize and interpret the connection across the texts.
• Draw insightful conclusions and judgement from your interpretation of these conclusions.
• Use specific and relevant details from the texts to support your interpretation.

TASK 1: Choosing your texts and identifying your connections.

• Select four texts that have some commonalities such as character experience, setting or theme. Up to three of these may have been previously studied in class.

1. _____________________________________________________________________________
2. _____________________________________________________________________________
3. _____________________________________________________________________________
4. _____________________________________________________________________________

• Frame your hypothesis about these connections (NB – this may be similar to your work for 3.8. Instead of drawing on critics you will be proving your hypothesis by reference t at least four primary texts.)
• Examples of possible hypotheses:

It is not possible to escape the consequences of your actions.

Focusing on the destination condemns the journey towards happiness to failure.

Once we begin manipulating others, the outcome will always be negative.

TASK 2: Completing the log

Use the template on the following page to take notes on the connections between your texts. For each text, you must find two aspects that can be compared or contrasted with at least one other text in terms of your hypothesis. These aspects do not need to be the same across all four texts.

Aspects might be: Characterisation, narrative structure, use of specific language/film techniques, setting, presentation of ideas, similar events, point of view.

TASK 3: Writing your report

Present your findings in a written report or speech format. You must ensure that you demonstrate a critical analysis of how each text supports your hypothesis, presenting evidence from at least two different aspects of the text.

Hypothesis:

What is your guiding hypothesis or thesis statement (linked to your connections)?

___________________________________________________________________________

Eg: “It is only in moments of extreme trial that true natures are revealed.”

A Beautiful Mind by Ron Howard

The Crucible by Arthur Miller

Suggested extra texts:

Apollo 13 by Ron Howard

Castaway by Robert Zemeckis

The Truman Show by Peter Weir

http://www.studyit.org.nz/subjects/english/english3/7/subjectcontent/recordingevidence.html

HOW TO DO IT?
Use the working frame below. Devise your own hypothesis to explore. Clearly identify the connection in each of your texts. Find key examples of where that connection is demonstrated in the text, highlighting the way specific techniques/aspects have been used to help us understand that connection. Critically respond to it. Create new meaning about it from your examination of it. Compare and contrast this new meaning with other ideas you have found regarding this connection in your other texts. From these comparisons, form conclusions and make judgements about your hypothesis/connection. Evaluate the impact of these conclusions (i.e.: Do you think this is what the writer/director intended? Why? Why not? Effectiveness of effects? Would most audiences respond in the same way? Why? Why not?) and discuss what implications your findings might have on how we react to each text, other texts in general or even the real world. Discuss how these findings apply to the wider world or the human condition.

NEW CONNECTIONS ESSAY PLANNER 2020

BEFORE YOU START
Think of possible conclusions you could draw about the way your hypothesis interacts with all 4 of your texts. 

What “BIG IDEA” findings do you suspect you will find? 

Brainstorm possible results you might find out from analysing your hypothesis in these texts.  

Don’t worry if your BIG IDEAS don’t all pan out right now – just make as many educated guesses as you can. Your later analysis will test how many can still stand at the end. 

                                                                                                                      POSSIBLE BIG IDEAS ABOUT MY CONNECTION 

                          My hypothesis connection is: ___________________________________________________________________________________

Choose your best 2 BIG IDEAS to guide your analysis of the way your hypothesis operates across your 4 chosen texts. 

Leave the option open to adapt, change or discard your brainstormed BIG IDEA if you discover a better one as part of your analysis. All your analysis will be building and deepening your ideas anyway.  

EXAMPLE HYPOTHESIS: The setting of the text impacts how we judge the morality of the characters. Big ideas: 1. When characters live in more primitive or difficult times we excuse them more for their actions.2. But even when settings are from different eras, if the characters take relatable actions we judge them by today’s standards of decency. 

Complete the planner below using the most relevant examples from each of the 4 texts. 

When writing up your report you might want to use this paragraph structure and sentence starters: 

Here is the pdf version: 3.7 more

My Hypothesis is:___________________________________________________________________

CONNECTION Eg:“Pressure reveals true character” Working frame for 3.7

Another example:

3.7 Respond critically to connections across texts

Recording evidence and responding critically

You will find it easier to put together your final assessment, if you collect evidence as you read your texts and put it into a chart like the one below.

Use these questions to help respond critically to your evidence:

• What are the themes your text presents?
• Who is involved with these themes?
• How have these themes been shown and developed?
• What have the characters learned from dealing with this theme?
• What is the theme showing us about our world and values?
  • How and why does the setting changes in the text?
  • How does the setting influence a character’s feelings, actions and relationships?
  • Identify and explain the techniques used to describe the mood and atmosphere of the setting.
  • How can the setting represent or symbolise an idea?
  • How does the context challenge the values and beliefs of the reader?
• How they deal with an important issue.
• Relationships between main and minor characters.
• How are the characters revealed or developed? Think about style and language features.
• Conflict with other characters or within a character.

Back to top

http://www.telegraph.co.uk/culture/books/3669019/Wilfred-Owen-The-soldiers-poet.html

http://crossref-it.info/textguide/wilfred-owen-selected-poems/36/2686

http://www.literaryhistory.com/20thC/Owen.htm

https://birminghamwarstudies.wordpress.com/2012/05/09/image-and-reality-the-writings-of-wilfred-owen-and-his-role-in-britains-changing-attitudes-to-the-process-of-war/

https://www.wsws.org/en/articles/1998/12/owen-d02.html

https://modernism.research.yale.edu/wiki/index.php/Poems_(Wilfred_Owen)

http://www.disabilityartsonline.org.uk/war-poem-disabled-wilfred-owen

http://www.dailymail.co.uk/news/article-2826810/Dark-secret-doomed-youth-Warrior-poet-Wilfred-Owen-died-hero-trenches-startling-evidence-unearthed-WWI-scholar-tells-different-story.html

http://ir.uiowa.edu/cgi/viewcontent.cgi?article=1612&context=wwqr

http://crossref-it.info/textguide/wilfred-owen-selected-poems/36/2687

http://www.bbc.co.uk/guides/z38rq6f

http://eveningharold.com/2014/01/14/red-faces-at-national-archive-after-baldrick-poem-published-with-ww1-soldiers-diaries/

How might the perspectives in these articles challenge our thinking on topics we are familiar with?

http://www.huffingtonpost.com/2014/08/16/malcolm-london-black-on-black-crime_n_5683174.html

http://time.com/3513830/syrian-women-defeat-isis/

http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11376218

Below is a copy of the workbook created to support the 2.8 standard. It contains:

1. Choosing a topic
2. Framing your inquiry
3. Choosing 3 key questions
4. Finding, processing and evaluating sources
5. Gathering information
6. Planning and writing the report
7. Report framework
8. Bibliography
9. Exemplar

Name:______________________________

This achievement standard involves using information literacy skills to form developed conclusion(s).

Achievement Criteria

Use information literacy skills involves completing a systematic exploration into a valid area of inquiry in order to form conclusion(s). The steps taken include:

• framing the inquiry within an authentic, relevant context based on carefully considered information needs. This involves identifying an area or direction for investigation, or posing a question(s)
• selecting and using appropriate strategies for locating and processing information
• evaluating the reliability and usefulness of selected information in relation to the inquiry.

Use information literacy skills to form developed conclusion(s) involves creating and building conclusion(s) that are connected to the purpose of the inquiry and based on information gathered in the inquiry. This includes expressing an opinion or judgement, reaching a decision, or suggesting a solution.

TASK 1: CHOOSING YOUR TOPIC

Think of a topic that relates to your written text. This will help you because: a) it gives you an excellent extra source to which you can anchor your findings; b) this will help you in the external; and c) it helps provide an authentic English language context for your research.

You need to choose an issue to investigate which has enough scope to allow you to find a range of information or viewpoints about it. By choosing an issue that is controversial and supports several viewpoints, you will have a richer source of material from which to form your developed conclusions.

Keep all your investigation material and notes in this booklet. You may:

• Read around your topic at home and at school
• Bring articles to class you have found related to your topic
• View relevant documentaries at home
• Make notes about your investigation at home and at school
• Use the school and public library to find resources.

Once all your notes have been completed and you are ready to write your report, this booklet must remain in class. The report will be written under supervision in class.

Your teacher will check your work regularly to ensure you are making satisfactory progress. Discuss any difficulties you are having with this assessment with your teacher.

TASK 2: FRAMING YOUR INQUIRY

2. Frame your issue as a statement or question. It should begin with “To what extent…”

Eg: “To what extent is the poetry of Wilfred Owen relevant today?” Or “To what extent has society learned from past wars?”

My topic: To what extent _________________________________________________________

Checked by teacher: Fri 19^th Feb, 2016

TASK 3: CHOOSING THREE KEY QUESTIONS

These 3 key questions are going to be important! You want good, productive questions that explore your topic. Get your questions right and you will save time in the long run.

Example of a closed question: “How many people died in the war?” X

Example of a great key question: “How did the deaths of so many young men affect Europe?”

You may need to change your questions as you develop your ideas, or modify them in some way. Think of the order of your questions, too. Some will naturally come before others. You can use the following page to brainstorm key questions and then write your final ones below if you like.

Key question 1: ___________________________________________________________

e.g. How does the appreciation of WWI poetry affect society’s view of war today?

Key question 2: ___________________________________________________________

e.g. How does war affect young people today?

Key question 3: ___________________________________________________________

e.g. How relevant is war poetry to young people?

Checked by teacher: ______

TASK 4: FINDING, PROCESSING AND EVALUATING YOUR SOURCES

Your task is to find at least 4 juicy sources of information to help you answer your key questions so that you can form developed conclusions about your topic. For each source you must:

Write down its author(s), publication date, title, place, publisher, link, etc.

Write down notes from the source that pertain to your topic and your key questions.

Evaluate how reliable your source is and how useful it may be.

Evaluating sources.

1. What makes a source reliable? Ask yourself: Is this source trustworthy? Can it be trusted to be presenting the facts? Is it from a reputable site? Is the author educated and a recognized authority on the topic? Does the article thoroughly cite all its sources? Does the author’s evidence support the claims made?

2. Is the information relevant to my topic? Can the information be applied to my particular questions either generally or specifically? Is it worth using and worth building an opinion on?

3. Is it valid? Is your source out-dated? Have ideas and technology changed or improved since your source was published? If so, the usefulness of your source may be compromised. On the other hand, an old source could provide a contrast to a new, more recent source to show how ideas have changed over time.

Is your source biased?

Bias is the unfair favouring of one view/person/thing over another.

Bias can distort facts.

Most reputable news outlets and academic journals strive to provide a balanced and unbiased viewpoint but even these can exhibit latent traces of bias.

If your information is coming from a highly biased source (eg: Fox news, Al Jazeera) then that bias must be understood and taken into account when assessing the reliability or usefulness of the source.

More than one point of view?

Make sure you have not only used sources from one viewpoint.

Find more than one writer, one country, one time period or one medium. Branch out.

All of these points can help you evaluate your sources.

EVALUATION section of notes checked by teacher: _____________________________

TASK 5: GATHERING INFORMATION Information Record Sheet – Text 1

Notes related to key questions:

Information Record Sheet – Text 2

Notes related to key questions:

Information Record Sheet – Text 3

Notes related to key questions:

Information Record Sheet – Text 4

Notes related to key questions:

Information Record Sheet – Text 5

Notes related to key questions:

Information Record Sheet – Text 6

Notes related to key questions:

TASK 6: PLANNING AND WRITING THE REPORT

Now you have completed your search for information and answers to your questions, you need to put all the information together into a written report. The report needs to answer your key questions as well as form developed conclusions about the topic.

How do you write developed conclusions? This means creating and building conclusions that are connected to the topic and based on information gathered in the research. This includes expressing an opinion or judgement, reaching a decision, or suggesting a solution.

There are two aspects to this report.

1. The first is to report on the information you have gathered. Include references and footnotes as you cite your sources (citefast.com). Present selected information that answers your key questions and that will be important evidence for your developed conclusions.
2. The second important part of your report is the developed conclusions that you will form from your findings.

A developed conclusion means:

Based on your evidence, form an opinion, make a judgement or propose an argument that adds to or goes beyond the info you currently have. It must be linked to the evidence – but if you are only summarizing your info – then you are not forming your OWN conclusions.

Eg: I think 1+1+1 = g because…. (Do not do: “I think 1+1+1 = 1+1+1“ X )

Explain why you have come to this conclusion/opinion/judgement. Give specific reasons, details or examples. These will be linked to the research but will also go beyond the research by adding information from more than one source to make new understandings. Based on your research, offer solutions. Describe a model of how you think things should be and why. What are the implications of your stance? Who benefits? Who will have to change or suffer? How will your version affect the status quo? Don’t forget to utilise your existing prior knowledge and expertise to help you draw conclusions based on the new evidence.

TASK: Fill in the report scaffold below with your notes. Not all of the sentence starters will be able to be used for every kind of topic, so use the ones that suit you. Remember, this is a scaffold, a support to get you started. Modify it if you need to. Once you are done, take this information and write it up as a good copy. Remember each new paragraph is about a new key question. Develop conclusions at the end of each paragraph.

PLEASE NOTE: When writing your report, be sure to clearly indicate what information is from your source (identify the source, use quotation marks for direct quotes, use footnote markers) and differentiate it from your own thinking, conclusions, interpretations and judgements. This makes it clearer to see how you have achieved the two separate tasks of processing the information AND forming developed conclusions from that information.

You do not need to repeatedly evaluate a source. Once per source is sufficient. Continue to cite sources throughout by putting the author and date published in brackets directly after the quoted information.

Teacher Marking Guide

NOTES

INTRODUCTION

I decided to research to what extent… ……………………………………………………………………………………………………………………………………………………………………………………………………..because…………………………………………………………………………………………………………………………………………………….

I am interested in this and it relates to my studies this year because… …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

My three key questions are… ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

PARAGRAPH 1

My first key question is……………………………………………………………………………………………………………………………………………….

This relates to my (TWE) topic because……

1. The first source I used to examine this issue is…

The information I gained about my first key question from this source is…

I think this source is reliable/is not reliable because…

2. However, another source of information about this first question is….

The information I gained about my first key question from this source is…

I think this source is reliable (or is not reliable) and relevant because…

Therefore, by examining the evidence from both my sources, my conclusion/judgement/opinion on the matter is……

My reasons for coming to this conclusion are (This will relate to evidence and then go beyond)…

In light of my opinion, I think a solution/new way of looking at this issue would be………………………..(Be specific!!)

The implications of my opinion/suggestions could be…..

PARAGRAPH 2

My second key question is……………………………………………………………………………………………………………………………………………

This relates to my topic because……

1. One source I used to examine this issue is…

The information I gained about my second key question from this source is…

I think this source is reliable (or is not reliable) and relevant because…

2. However, another source of information about this second question is….

The information I gained about my second key question from this source is…

I think this source is reliable/is not reliable because…

Therefore, by examining the evidence from both my sources, my conclusion/ judgement/opinion on the matter is……

My reasons for coming to this conclusion are (This will relate to evidence and then go beyond)…

In light of my opinion, I think a solution/new way of looking at this issue would be………………………..(Be specific!!)

The implications of my opinion/suggestions could be…..

PARAGRAPH 3

My third key question is……………………………………………………………………………………………………………………………………………….

This relates to my topic because……

1. One source I used to examine this issue is…

The information I gained about my third key question from this source is…

I think this source is reliable (or is not reliable) and relevant because…

2. However, another source of information about this third question is….

The information I gained about my third key question from this source is…

I think this source is reliable/is not reliable because…

Therefore, by examining the evidence from both my sources, my conclusion/judgement/opinion on the matter is……

My reasons for coming to this conclusion are (This will relate to evidence and then go beyond)…

In light of my opinion, I think a solution/new way of looking at this issue would be………………………..(Be specific!!)

The implications of my opinion/suggestions could be…..

CONCLUSION

From researching the topic of to what extent………………………………………………………………………………………………………………

I learned some useful information that applies to ……………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………………………………………………….

My three main conclusions to my three key questions were………………………………………………………………………………………..

…………………………………………………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………………………………………………………………………….

I discovered that …………………………………………………………………………………………………………………………………………………………

In my opinion, the best way to see/deal with this problem/issue is to ………………………………………………………………………

NOW: TAKE YOUR NOTES ABOVE AND TYPE UP A GOOD COPY. Use Footnotes to reference the sources. Ask your teacher how to do footnotes.

Check your citations, references and footnotes.

Follow the APA format to create a bibliography.

 TASK 7: BIBLIOGRAPHY

A bibliography is a comprehensive list of sources that you read while researching your topic. This means you need to list all of the sources (books, websites, interviews, newspapers etc) that you used while researching, even if you didn’t quote them in your final report. It is included at the end of your report, on the last page (or last few pages).

You will find it easier to prepare your final bibliography if you keep track of each book, encyclopedia, or article you use as you are reading and taking notes. Start a draft bibliography by listing on a separate sheet of paper all your sources. Note down the author, date of publication, full title, place of publication and publisher for each source.

When assembling a final bibliography, list your sources (texts, articles, interviews, and so on) in alphabetical order by authors’ last names. Sources that don’t have authors (encyclopedias, movies) should be alphabetized by title. General Guide to Formatting a Bibliography

For a book:

Author (last name first). Title of the book. City: Publisher, Date of publication.

EXAMPLE: 

For an encyclopedia:

Encyclopedia Title, Edition Date. Volume Number, “Article Title,” page numbers.

EXAMPLE:

For a magazine:

Author (last name first), “Article Title.” Name of magazine. Volume number, (Date): page numbers.

EXAMPLE:

For a newspaper:

Author (last name first), “Article Title.” Name of newspaper, city, state of publication. (date): edition if available, section, page number(s).

EXAMPLE:

For a person:

Full name (last name first). Occupation. Date of interview.

EXAMPLE:

For a film:

Title, Director, Distributor, Year.

EXAMPLE:

CD-ROM:

Disc title: Version, Date. “Article title,” pages if given. Publisher.

EXAMPLE:

Newspaper article:

Author (last name first). “Article title.” Name of newspaper (Type of medium), city and state of publication. (Date): If available: Edition, section and page number(s). If available: publisher of medium, version, date of issue.

EXAMPLE:

Online Resources

Internet:

Author of message, (Date). Subject of message. Electronic conference or bulletin board (Online). Available e-mail: LISTSERV@ e-mail address

EXAMPLE:

World Wide Web:

URL (Uniform Resource Locator or WWW address). author (or item’s name, if mentioned), date.

EXAMPLE: (Boston Globe’s www address)

There is a very good website called http://www.citefast.com/ that you could use to help you reference your work properly. Using this website, you can enter all of your source details and it will help you create a bibliography.

Well done, your report is finished. Hand it in to your teacher. Make sure it is named.

Report Exemplar > Low Achieved

The student uses information literacy skills to form sufficiently developed conclusion(s) by:

• framing the enquiry and selecting and using appropriate strategies for locating and processing information from six well referenced sources
• establishing an appropriate authentic context from the context of the English programme
• evaluating the reliability and usefulness of some information and/or sources. For example: The writer of the book is the child in the story. He is writing about his traumatic events he went through each day. It might not be that reliable though because it is told from his point of view and also based on memories he had as a child. (Student notes)
• reaching a decision based on the information gathered from more than one source. For example: I believe that the findings of both these sources are true: no one can be born bad. They have to experience bad behaviour in order for them to know what bad is, they can’t just be born a bad person, they have to know what bad and wrong behaviour is. This also shows me that abusive behaviour can affect children in a way that makes them think that they are beaten because it’s their fault. (Paragraph 2)
• making a judgement based on controversial viewpoints from two different sources. For example: My view on this then, is that one society’s beliefs may led them to interpret acts as good, whereas those identical acts by another society and This shows me another side of “good” and “bad”- in that obeying authority be seen as being more “good” than actually doing a good act. (Paragraph 3)
• building a conclusion from the information gathered. For example: Therefore we need to think carefully before we act what are our reasons and what our beliefs  are – are we doing it because we think it is inherently right or because society does?. (Paragraph 3)

To meet Achievement more securely the work requires further development of the response to the question What leads people to do good and bad actions? Their beliefs, or are they just born to be good or bad?  There are also a number of opinions given and generalisations made without any reference to research, unacknowledged quotations and unsubstantiated conclusions. 

http://www.aljazeera.com/programmes/the-slum/episodes.html

http://www.aljazeera.com/programmes/the-slum/2014/08/risky-business-20148289053637948.html

Wider reading:

http://www.nytimes.com/2015/07/12/magazine/the-mixed-up-brothers-of-bogota.html?hp&action=click&pgtype=Homepage&module=second-column-region®ion=top-news&WT.nav=top-news&_r=1

https://andymulligantrash.wordpress.com/trash-characters/

http://www.newyorker.com/magazine/2014/10/13/tales-trash

http://ideas.ted.com/communities-in-unexpected-places-from-iwan-baan/

“At Level 2, to ANALYSE means to describe HOW impact was created and to explain WHY. It is about showing that you understand the message of a text by analysing how it was communicated, its intended audience and purpose.” Mrs Mitchell

“At Level 3, to CRITICALLY ANALYSE means to understand the analysis and then to step outside of it to question its assumptions.” Mrs Mitchell

Welcome to exciting journeys into the world of unfamiliar texts, or as I like to call them, First Joy texts! After all, you are meeting these brand new ideas for the first time and it can be a wonderful thing!

MAPST – Your guide to excellence!

MAPST is here to help you find your way into a new text. It is the system for understanding the MEANING of the text, the AUDIENCE for the text, the PURPOSE of the writer and how the SETTING/STRUCTURE/STYLE might influence the way we understand the piece. Lastly, TECHNIQUES will help us find how the writer has been able to communicate the MEANING to the AUDIENCE for a PURPOSE in a SETTING/STRUCTURE/STYLE.

Once you have found your way into the text, write about it using STEEPEL.

STEEPEL – Points you to excellent answers!

S – Statement: Re-write the question as a statement that answers the question.

T – Technique: Identify the technique to be discussed.

E – Example: Quote the technique in action in the text.

E – Effect: Explain how the use of that technique creates an effect.

P – Purpose: Explain why the writer wanted to create that effect.

E – Extension: Critically evaluate the effectiveness of the technique’s use you have described. Link this example to the text as a whole. Link it to the wider world.  Link it to the human condition or experience. Critically evaluate the conclusions drawn – challenge assumptions, add examples or counter examples, build your argument.

L – Link: Link your findings back to the question.

What’s the “effect”?

This is where MAPST comes in handy! The effect will have something to do with the type of meaning the writer is trying to communicate. The mechanics of the words are being used to build ideas. MAPST helps you understand those mechanics. Effect might be to establish mood, tone, message, idea, atmosphere, etc. The effect being created is closely linked to purpose – the writer is creating the effect to fulfill their purposes.

Find the following document here:

Language features and their effects

Use this checklist:

• to understand the ways in which writers gain impact in their writing
• to use various features in your own writing (creative and transactional, as well as for your oral presentations) in order to craft your writing and gain impact
• to help you achieve unit standards which require you to explore language and think critically about poetic / transactional / oral texts