Section A - ReadingQuestion 2: Presentational FeaturesApproaching and answeringQuestion 2
Question 2: Presentational Features•8 marks•12 minutes•You need to briskly analyse the language of presentationalfeatures such as headlines, sub-headlines or captions•You need to briskly analyse the image•You need to explain how presentational features areeffective, and how they link to the text itself
Match the headline to the picture!1. Government banscalculators from primarymaths tests2. NHS Direct to close most callcentres, cutting hundreds ofjobs, says union3. Britain to stop aid to India4. Most UK ash trees will bediseased within 10 years,ministers told5. Top five regrets of the dying6. Anger over ‘harsh’ GCSEEnglish grades
Match the headline to the picture!1. Cost of universityaccommodation ‘doubles in10 years’2. Is the Six-Million-Dollar Manpossible?3. The consequences of havinga ‘foreign’ name4. The women living inChernobyls toxic wasteland5. Coffee threatened byclimate change6. Dont like the licence fee?Simple. Dont pay it
•Burning questions on tunnel safety unanswered (About the possibility of fires in theChannel tunnel)•Science friction (About an argument between scientists and the British government on thetopic of BSE or mad cow disease)•Between a Bok and a hard place (About the remote chances of the Welsh rugby teambeating the South African team)•Waugh cry as Aussies blast off (Waugh is an Australian cricket player)•Return to gender (About a reoccurrence of sexual harassment in London post offices)•A shot in the dark (About the murder of a Russian politician)•Dutch take courage and prepare for the Euro (About the introduction of the Euro intothe Netherlands)•Silent blight (On the incidence of sore throats among teachers)•No flies on this heart-stopper (A review of the play of The Lord of the Flies)•Why the Clyde offer is not so bonny (About a take-over offer by a Scottish engineeringcompany)•Resurgent Welsh dragon too fired up to lose its puff (About a game of rugbyinvolving the Welsh team)•On a whinge and a prayer (On the resignation of a minister of the British government)•Officials say atoll do nicely (About the fraudulent sale of small Pacific islands)Headlines with puns……often contain an idiom (well known phrase / saying) or a culturalreference. Which of these do? Which don’t you understand?
Headlines with other devices…Which use alliteration? The ‘rule of three’? Repetition?Personification? Cliché? Exaggeration? Rhetorical questions?Figurative language?•Merseyside derby: Its the hope that kills you•Starbucks wakes up and smells the stench of tax avoidancecontroversy•Bargain Hunter: Pretty planters and rattan rocking chairs•Up, up and away in Bristol’s beautiful balloons•The Philippines: The worlds budget English teacher•Metropolitan Police declare war on anti-social behaviour•Weve been on the back foot with the EU ever since wejoined•The end of a dream for Camelot?•Versatile venison recipes from Daylesford Organic•Sick as a parrot: Disease hits Hampshire pet stores
What can we always say about headlines (before we’ve evenread the article)?1.2.3.Government banscalculators fromprimary maths testsNHS Direct to close most call centres,cutting hundreds of jobs, says unionBritain to stop aid to IndiaMost UK ash trees will bediseased within 10 years,ministers toldAnger over ‘harsh’ GCSEEnglish gradesDont like the licence fee?Simple. Dont pay it
What can we always say about pictures?1.2.3.
Link to article at The Guardian OnlineWaste crime: Britains war on illegal dumpingThere are more than 1,000 illegal waste sites in Britain, causinghuge pollution and ruining peoples lives. Are the authoritiesdoing enough about the problem?Pun / playon words.‘Hatecrime’ is aseriouscrimebased onprejudice.Referring /alluding tothis makeswastedumpingseem moreserious.Colon addsimpact towhatcomesafter itPowerful words such as ‘war’, ‘huge’ and‘ruining’ emphasise / exaggerate theseriousness of the issueStatistic putsstory intoperspectiveand, again,emphasisesseriousnessRhetoricalquestion leads intothe article; itmakes the readercuriousAnalysing the effectiveness of presentational features…Image is bright,colourful andvivid, giving aclear illustrationof the issueThe image depictsillegal dumping; thispicture isunpleasant andmessy and, again,gives the reader aclearer picture ofthe issue
Link to article on BBC Online NewsAnalysing the effectiveness of presentational features. Your turn…The Philippines: The worlds budgetEnglish teacherElizaveta is a Russian student taking courses taught in Englishin the Philippines - she says fees are a quarter of courses inAustralia or Canada
Link to article at The Guardian OnlineAnalysing the effectiveness of presentational features. Your turn…Starbucks wakes up and smells the stench of taxavoidance controversyCafe chain executive to face questions from MPs, while protesters plan to turnbranches into creches and refugesPolice protect a Starbucks branch during an anti-cuts marchlast month after the companys low tax bill was revealed
1. •Highlight the key words in the question. This question asks you todo to two things, and is always very similar:•It asks you to analyse the presentational features, noticing howthey are effective.•It asks you to link the presentational features to the content ofthe text.Explain how the headline and picture are effective,and how they link to the text.Explain how the headline, sub-headline and pictureare effective, and how they link to the text.Explain how the headline, picture and caption areeffective, and how they link to the text.
2.•Actively read the text: First, look at / read the things you’vebeen asked to analyse (in this case, the headline and picture).•Next, go through the text, highlighting the short quotesthat most strongly link to the presentational features.•Then, knowing what’s in the article, go back to the presentationalfeatures and highlight / annotate them in terms of theireffectiveness.Pick a Question 2 task from the booklet: Explain how theheadline and picture are effective, and how they link tothe text.
3.IN GROUPS•Now you’re ready to write up your ideas, youneed a clear introductory sentence introducing your response (see nextslide for a reminder).•You then need to talk about each feature in turn. You’llneed to say more than one thing about each feature (making about 4-5points about presentational features overall).•Pepper your points with short quotes, linking thepresentational features to the text with perceptive comments.Writing up ideas
3.WHAT TO WRITERemember! Keep it simple!Why are these good openings?Purpose and AudienceText 2 aims to inform ‘Guardian’ readers about the serious tax avoidanceallegations made against the coffee shop chain Starbucks.This article makes readers of ‘The Guardian’ aware of the widespreadproblem of illegal waste sites in Britain. Its headline, sub-headline andimage help convey how serious this issue is.Text 2 explains to ‘BBC Online News’ readers that growing numbers ofpeople are visiting The Philippines to learn English at a cut-price rate.
Connective The headline / imageetc…How they link tothe text…The reader…(or ‘we’…)FirstlySecondlyThirdlyAs well as thisFurthermoreMoreoverFinallyLastlyLikewiseSimilarlyAmusesAttractsConnotesDelightsDescribesDepictsEmphasisesFascinatesHighlightsInformsInterestsIntriguesRaisesRefers toReflectsRevealsSignifiesSuggestsSummarisesShocksShowsTellsAlludes toDemonstratesEchoesIllustratesLinksPortraysReinforcesReiteratesReflectsIs madeawareIs informedIs toldLearnsDiscoversRealises3.USEFUL WORDS & PHRASES
Text 20: Explain how the headlineand pictures are effective, and howthey link to the text.IN PAIRS
Question 2: Presentational Devices – Sample Mark Scheme