How to write effective introductions and conclusions for text response essays and expository context pieces. How to improve language analysis.

1. How To Revise For
Language Analysis and
Write Better Text
Responses and Context
Pieces

2. James Pinnuck

3. 48

4. 9.00, October 29th

5. How?

6. Three sections
• Introductions and Conclusions For A Text
Response
• Introductions and Conclusions For An
Expository Essay
• Language Analysis

7. All About Eve ultimately depicts its
protagonist as an unlikeable
character. Discuss
In his film All About Eve, director Joseph
Mankiewicz explores a number of facets of
the main character, Eve. We come to dislike
Eve because of her self serving actions and
dishonesty - attributes which are emphasized
by her relationship with a cynical character,
such as De Witt, and the contrast with a
selfless character, such as Karen. However,
though we mostly dislike Eve, we also come
to understand why she acts the ways she
does.

8. In An Introduction
• What does a text do to show us this?
• What do the key ideas mean in the text?
• What else is there to say?

9. In his film All About Eve, director Joseph Mankiewicz
explores a number of facets of the main character,
Eve. (What does the text do to show this?)
We come to dislike Eve because of her self serving
actions and dishonesty (What do the key ideas
mean in the text?)
attributes which are emphasized by her relationship
with a cynical character, such as De Witt, and the
contrast with a selfless character, such as Karen.
(What does the text do to show this?)
However, though we mostly dislike Eve, we also
come to understand why she acts the ways she
does. (What else?)

10. ‘All About Eve shows that in order to succeed in
the world of the theatre, the only values that are
important are egotism and ruthless ambition’.
Discuss.
Major
Characters
Minor
Characters Techniques Theme
*Eve
*Margo
*Karen
*Lloyd Richards
*Bill Sampson
*Addison De
Witt
*Birdie
*Max Fabian
*Claudia
Caswell
*Phoebe
*The
significance of
names
*Character
contrasts
*Doors
*Appearances/
Costumes
*Gender: what
women need to
do vs. what
men need to do
*Identity
*Power

11. • In All About Eve, Joseph Mankiewicz represents a
world in which...(What does the text do?)
• The egotism and ruthless ambition of some
characters, such as...makes them...(What do the
key ideas mean?)
• However/But/Nevertheless.../Moreover/
Furthermore...(What else?)

12. Key Words
• In/Within/Throughout [the text] ...shows/
represents/explores/portrays/depicts
• ...through/by/because/is shown through
• However/But/Yet/Neverthless...Moreover/
Furthemore

13. In the world of No Sugar it’s impossible for the
indigenous characters to succeed in a society
where racism is the norm. Discuss.
Major
Characters
Minor
Characters Techniques Themes
*Jimmy
*Joe
*Mary
*Gran
*Neville
*Billy
*Neal
*Frank
*Matron
*Sister
*Cissie
*David
*Serg.Carrol
*Cons. Kerr
*Miss Dunn
*Australia Day
imagery
*Hunger/
rations
*No
protagonist
*Direct and
indirect racism
*Powerlessness
*Identity
*Generational
change

15. Conclusion
•
A core topic statement: What is the key idea
in response to the essay topic?
•
A big picture statement: What is the significance of
a character’s actions, an idea in the text or the
author’s purpose?

16. All About Eve ultimately depicts its
protagonist as an unlikeable
character. Discuss
In the end it doesn’t matter to the viewer
that Eve feels it necessary to lie and
manipulate her way to stardom because she
believes that as a woman that’s all she can
do. The text shows us in the final analysis
that you can’t sympathise with a character
whose actions are built upon poor values
especially when we see that others will
follow in the manipulative footsteps of Eve.

17. In the end it doesn’t matter to the viewer that Eve
feels it necessary to lie and manipulate her way to
stardom because she believes that as a woman that’s
all she can do. (Core topic statement)
The text shows us in the final analysis that you can’t
sympathise with a character whose actions are built
upon poor values especially when we see that others
will follow in the manipulative footsteps of Eve. (Big
picture statement)

18. Key words
• Ultimately / In the end / In the final
analysis / Fundamentally
• The message of the text... / The text
concludes... / The text presents... / The text
emphasizes...

20. Expository

21. Losing touch with reality is often
dangerous
Escaping reality is an important part of most
humans’ lives. We watch movies or read books
that allow us to experience something different
to, and perhaps better than the reality of everyday
life. However, when this escapism becomes
uncontrolled - where we no longer understand
the difference between reality and what is
imagined - then lives can rapidly fall apart.

22. In An Introduction
• Define an idea
• Show how this idea is experienced in life

23. Escaping reality is an important part of most humans’
lives. We watch movies or read books that allow us
to experience something different to, and perhaps
better than the reality of everyday life. (Define an
idea)
However, when this escapism becomes uncontrolled
- where we no longer understand the difference
between reality and what is imagined - then lives can
rapidly fall apart. (How is this idea
experienced in life?)

24. Our fantasies can be more powerful
than our reality.
What characters, groups or
situations in a context text
show this to be true?
What situations or people in
life or characters from
another text show this to be
true?
What characters, groups or
situations in a context text
show this to be not (always)
true?
What situations or people in
life or characters from
another text show this to be
not (always) true?

25. Defining an idea
• is / can / allows / means

26. Showing the shared
experience of an idea
• We, us, our, people, life, humans, society,
everyone, events, situations

27. The conclusion
• Although escaping reality is an important
part of living lives that can sometimes be
boring and grim, losing touch with reality is
ultimately destructive. Inevitably, forgetting
what is real about life results in people
leading a destructive existence which hurts
not only them, but the people around
them.

28. The conclusion
• Summarise different aspects of an idea
• Evaluate the significance or impact of an
idea or action

29. Although escaping reality is an important part of
living lives that can sometimes be boring and grim,
losing touch with reality is ultimately destructive.
(Summarise different aspects of an idea)
Inevitably, forgetting what is real about life results in
people leading a destructive existence which hurts
not only them, but the people around them.
(Evaluate the significance or impact of an
idea or action)

30. Key Words
• Though, Although, While
• Ultimately, In the end, The reality is
• Determines, leads to, results in, inevitably,
finally

31. 6 reasons you should
listen
This student was asked
to explain what a
mutation was in a
Biology exam

32. 6 reasons you should
listen
This student was asked
an algebra question on a
Maths exam

33. 6 reasons you should
listen
This student was asked
to represent expenses
on a Accounting exam

34. 6 reasons you should
listen
This student was asked
to expand an equation
on a Maths exam

35. 6 reasons you should
listen
This student was asked
about Arctic wildlife on
an Environment exam

36. 6 reasons you should
listen
This student was asked
an algebra question on a
Maths exam

37. Don’t end up here

38. Reading Time
15
min
utes
1-2 minutes - choose text response question,
consider context prompt
2-3 minutes - read through persuasive
language analysis material
8-10 minutes - mentally identify persuasive
techniques and plan analysis

39. Language Analysis
• Apart from writing out a whole language
analysis, what can you do to study?
• Practise annotating persuasive text with
specific words
• Practise writing a variety of analytical
sentences
• Practise writing about a visual

40. THE ratbag gang of unionists, unwashed hippies,
NIMBY greenies, bellicose socialists, confused
pensioners and progress-hating layabouts
protesting against the East West Link are a
godsend for the Napthine government. It could
not hope for better PR for the $8 billion project.
By clashing with police, harassing workers, making
unashamedly radical pronouncements to the media
and generally behaving like a maddened mob of
morons, the protesters have succeeded in
undermining their own cause and increasing public
support for the new road that is already popular with
many voters.

41. Techniques
• Attack
• Emotive language
• Simile/Comparison/Description

42. #1: Annotating
• Panahi uses an attack when she says the
protestors are “ratbags”.
• Panahi attacks the protestors as “ratbags”
and “progress haters”.

43. Praises, Celebrates,
Gushes, Champions,
Supports, Effuses,
Commends, Approves,
Accepts, Applauds,
Understands,
Advocates, Identifies
with, Esteems,
Credits ,Endorses
Labels, Dismisses,
Attacks, Insults, Slurs,
Denigrates,
Undermines, Criticize,
Critiques, Lambasts,
Denies, Demeans,
Blames, Accuses,
Judges, Rejects
Connects...with,
likens...to,
compares...to,
associates...with/to,
connotes...as being
like, relates...to,
attaches...to
Queries, Reflects,
Raises, Wonders,
Reasons, Philosophises,
Ponders, Supposes,
Speculates
Urges, Posits,
Contends, Argues,
Disputes, Challenges,
Opposes, Debates,
Contests, Demands
Forcefully, logically, caustically,
sarcastically, emphatically, darkly,
quickly, humourously, emotionally,
angrily, passionately, laughingly,
reassuringly, authoratively,
jokingly, seriously, matter-of-factly,
accusingly, effusively,
speculatively, challengingly,
insultingly, disgustedly,
righteously, absolutely, clearly,
rhetorically, carefully

44. #2: Writing a variety of
sentences
• Panahi attacks the protestors as “ratbags” and
“progress haters”. This...
• Panahi attacks the protestors as “ratbags” and
“progress haters,” positioning the reader to...
• By attacking the protestors as “ratbags” and
“progress haters”, Panahi...

46. #3: Analyse visuals
• Our focus is captured by the visual when / at...
• The portrayal of...as...focuses our attention
because...
• ...is represented as...
• Re-inforces the point that...
• Supports the contention / argument that...
• The image visually captures the author’s argument
that...

47. Analysing the image in
context
• Panahi attacks the protestors as “ratbags”
and “progress haters”. The accompanying
image re-inforces this attack because...It
captures our attention by...

49. Skill improvement
• In 1978 British postmen were taught to type. Some
postmen were taught:
• One x 1 hour session each day (60 days)
• Two x 1 hour session each day (30 days)
• One x 2 hour session each day (30 days)
• Two x 2 hour session each day (15 days)
• After sixty hours of training - who had the highest
level of skill?

50. Skill improvement
• In 1978 British postmen were taught to type. Some
postmen were taught:
• One x 1 hour session each day (60 days) (55 hrs)
• Two x 1 hour session each day (30 days)
• One x 2 hour session each day (30 days)
• Two x 2 hour session each day (15 days) (80 hrs)
• After sixty hours of training - who had the highest
level of skill?

51. Thankyou