PAPER ONE

REVISION HELP
LANGUAGE AND LITERATURE

PAPER ONE
You need to be able to do the following:

Identify the intended audience and purpose of different types of text

Advertisement autobiography biography brochure

Cartoon diary drama script editorial
Feature article guide instructions letter of application
Novel editorial opinion column poster
Press release report review short story
Song lyrics speech transcribed interview travel writing
Personal letter

Understand the differences between the content and the theme of a text
Describe the tone and mood of a text using appropriate vocabulary
Identify several common stylistic devices, employed by writers, specific to a
genre
Clearly identify how the stylistic devices position readers
Confidently use the language of critical literacy to comment on a text
Use the language of comparison to write an analytical comparative essay
Plan a paper one
Write analytically

EXAMINE THE FOLLOWING TEXTS THROUGH THE LENS OF THE BIG

FIVE

1. Audience and purpose

2. Content and theme
3. Tone and mood
4. Stylistic devices
5. Structure
 Analytical Tools for Close Reading

Analytical Tools Guiding Questions

Audience & Purpose Who wrote the text?
Who was it written for?
Why did the writer write it?
What did he/she want the reader to
get?
Content & Theme What is the situation in the text?
What is the underlying idea the writer
wants to convey?
Tone & Mood What is the tone of the speaker/writer?
How does the writer want the reader to
feel from reading the text?
Stylistic devices and techniques What devices and techniques are used to
convey the content and theme?
Structure What type of text is it?
How does the structure help convey the
meaning?

TOOLS FOR CRITICAL READING

To the IB, being a critical reader means to:

Demonstrate a critical understanding of the various ways in which the

reader constructs meaning and of how context influences this constructed
meaning
Demonstrate an understanding of how different perspectives influence the
reading of a text
Demonstrate an ability to analyse the effects of language, structure,
technique and style on the reader
Demonstrate an ability to compare and contrast the formal elements,
content and context of texts
Discuss the different ways in which language and image may be used in a
range of texts
Demonstrate an ability to evaluate conflicting viewpoints within and about
a text
 Demonstrate an ability to discuss and analyse texts in a focused and
logical manner

(Taken from the IBs Language A: Language and Literature Guide, 2011)

In order to develop the above skills, you should always ask yourself these
important questions when reading a text:

1. What are the main points the author is making (summary)?

2. What is the authors purpose for writing the text (to persuade? to
entertain? to inform?)?

3. What connections or contradictions can be made to other works

(compare and contrast)?

4. What is the effect of the text on the reader? How might this change
depending on the identity of the reader?

5. What features of the text (structure, images, layout) are significant? Why?

6. What is your opinion of the text? What new and interesting ideas did you
learn?

7. What questions or concerns are you left with, or what conclusions have
you drawn after reading the text?

Essential Literary Terms

Alliteration: the repetition of initial consonant sounds in words to create an effect

[Example: Merry maids a-milking]

Allusion: a reference within a literary text to some person, place, or event outside the
text.

Analepsis: more commonly known as a flashback

Analogy: a comparison based upon a similarity between two things. It can function as
an extended simile or metaphor.

Anaphora: a figure of speech in which a word or words are repeated, usually at the
beginning of successive sentences or lines of verse.

Example: In every cry of every man

In every infants cry of fear
 In every vice, in every ban
The mind-forgd manacles I hear.
William Blake, London

Assonance: the repetition of a vowel sound in words to create an effect

[Example: Lazy, hazy days]

Atmosphere: the mood or tone created by describing the characters and the setting in a
piece of writing

Blank Verse: a form of poetry which does not rhyme

Consonance: a form of rhyme in which the vowels are the same but pronounced
differently [Example: love, prove]

Enjambment: the running on of thought in poetry, from one line or couplet to the next

Foreshadowing: a hint of events to come or later developments

Free Verse: poetry without a rhythmic pattern or rhyme

Hyperbole: deliberate and absurd exaggeration for effect

[Example: Its raining cats and dogs.]

Imagery: the images evoked by the authors descriptions to enhance the readers
understanding; images may involve all of the five senses or may be figurative

Internal Rhyme: the rhyming of two or more words in a single line

[Example: The mate, that fate had me created for ~Johnny Mercer, That
Old Black Magic~]

Irony: the meaning the speaker or writer intends to convey is different from the literal
meaning

Metaphor: a device often used in poetry in which one thing is described in terms of
another

Mood: the emotion of a piece of writing created by the writer

Motif: a recurring theme, idea, image throughout a literary work

Onomatopoeia: the sounds of the words used resemble their meaning

[Example: splat!]

Oxymoron: a combination of words or terms that appear contradictory

[Example: working holiday]

Paradox: an apparent contradiction that asserts the truth

[Example: the last shall be first]

Pathetic Fallacy: giving human feelings to objects in nature

Personification: giving human qualities to inanimate objects, ideas, or animals

Repetition: a literary device used as a function of emphasis

Rhyme: words with the same terminal sounds; often used at the end of lines of poetry

Rhythm: a regular pattern or flow of language, usually in poetry

Setting: the place, time, and culture in which the action of a narrative takes place

Simile: a comparison, using the words like or as, between two things which may be
dissimilar

Stanza: a group of lines in a poem; similar to a paragraph in prose

Style: the literary devices used by an author in constructing text

Suspense: a build up of events to capture the attention of the audience until the
outcome is revealed

Symbolism: the use of images and symbols to represent complex ideas

Synecdoche: a figure of speech in which the part stands for the whole or the whole for
the part.
[Example: in brave hearts and steady hands, hearts and hands stand for
people. In the police are investigating the case, the police stands for
some police.]

Theme: the central point about which the text is composed

Tone: a reflection of the attitude of the writer

WRITING A TEXTUAL ANALYSIS

You have already had practice writing a comparative commentary last year in
MYP 5. This handout will help refresh your skills and add to the skills you
acquired last year.

PRE-WRITING STEPS

STEP #1: Read both pieces several times until you know what each is about
quite well. Choose the text that you will write about. As mentioned in class, mark
up the pages, labeling the literary devices and what stands out for you as the
reader. Make a note of the texts purpose, audience, tone, point of view,
diction, syntax, imagery and time period written. Your texts should be
covered in writing, underlining and colors!

STEP #2: Make detailed notes about the main ideas you will focus on, and what
evidence (direct quotations or paraphrasing) from the text will be used to support
these points. You will still have a thesis for a textual analysis that will be your
main point of analysis. Think of a thesis based on your rough notes and the main
theme or idea that is presented in the piece.

Here are some things to focus on for the textual analysis. Discuss as many of
them as possible this will obviously be more than a five-paragraph endeavor:

Content and Purpose: Talk about the theme and meaning in the piece. Are they
implicit (hidden) or explicit (clear)? It is important to state the purpose of the
piece, such as to entertain, to inform, or it could have a commercial purpose in
the case of advertisements or travel logs. Who is the intended audience? Also,
say whether it is objective or subjective, with justification such as a quote
showing that the writer includes her or his personal opinions. When was the
piece written?

Point of view: It is necessary to determine whether the writer is the narrator of the
piece, then determine her/his relationship to the reader. The author could take up
a superior, distance stance or a more intimate relationship, but remember to
explain why (e.g. "to stir the reader's emotions by getting close to them"). And
don't forget a quotation to show what you're talking about. You can also mention
whether it is first-person or third-person, whether the writer is omniscient, and if
we can trust them.

Tone: Read the pieces well to determine the tone (acrimonious, joyous, sardonic,
pompous, pensive, etc). Use quotes to show your conclusion. Explain what effect
this has on you as the reader. Does the tone change?

Diction: Are there active or passive verbs, superlatives, lots of adjectives?

Explain why the writer might have chosen this sort of diction. Technical pieces
usually have jargon e.g. a sports article, a set of instructions. Are there any
diction motifs? For instance: a diction motif of hell can be shown by words like
fire, flame, and torturous heat.

Imagery: Pick out figurative devices in the piece. Or perhaps it has none, and
only displays literal images like the black cat leaped onto the sofa. Why is this?
Imagery can be useful in persuasive pieces to appeal to the audience, by
formulating images in their minds.

Syntax: Does the writer use short sentences or long extended ones? What is the
writer's intention by doing this? Consider if the sentences have subordinate
clauses; these may make sentences cumbersome or awkward, or even drawn
out and meditative. How could this help the writer achieve her/his purpose?

Conclusion. Did the writer achieve her/his purpose well? Include a personal
opinion such as "I feel the writer of the text succeeded in entertaining the
audience using heightened tone, lots of imagery, and diverse syntax."

WRITING STEPS

STEP #3: Write your introduction. The introduction should be brief no more
than 100 words. State what the text is and its genre (article, poem, etc). State
what the main point of the text is this will be your thesis. Then state what you
will be analyzing throughout your commentary. For instance "In this commentary,
I will analyze the content and purpose, point of view, tone, diction, imagery, and
syntax of the text."

STEP #4: Write the body of your textual analysis. You should have at least 4 or 5
body paragraphs. Remember to focus of not only the literary and figurative
devices used, but why the author uses them for what purpose? This is the
main purpose of the textual analysis.

Each body paragraph should include evidence. A good way to ensure that each
paragraph is complete is to follow the format of Point Proof (quotation)-
Comment (PPC)

Example body paragraph: The author conveys the idea of fear and terror when
he refers to the house as "desperately dark" and this use of alliteration
emphasizes the main character's feelings as he enters the house.

STEP #5: Write your conclusion. When you have mentioned all your key points,
you need to end with a short conclusion. Did you find the text effective? What
was the message of the text? Was it effectively conveyed to you, the audience?
Include your personal opinion of the text here.

Post-Writing Steps

STEP #6: EDIT, EDIT, EDIT. If this is a summative assessment, you should be
writing at least one draft before you begin your final copy for submission. If this is
on an exam, AIS or IB, leave yourself enough time to read over your paper,
check for errors and clarity.

STEP #7: Relax! You are done!

 TRANSITIONAL WORDS & PHRASES
Agreement / Addition / Similarity
The transitional devices like also, in addition, and, likewise, add information, reinforce
ideas and express agreement with preceding material.

in the first place equally

not only ... but also identically

as a matter of fact uniquely

in like manner like

in addition as

coupled with too

in the same fashion / way moreover

first, second, third as well as

in the light of together with

not to mention of course

to say nothing of likewise

equally important comparatively

by the same token correspondingly

again similarly

to furthermore

and additionally

also

then
Opposition / Limitation / Contradiction
Transition words like but, rather and or, express that there is evidence to the contrary or
point out alternatives, and thus introduce a change the line of reasoning (contrast).

although this may be true or

in contrast (and) yet

different from while

of course ..., but albeit

on the other hand besides

on the contrary although

at the same time instead

in spite of whereas

even so / though despite

be that as it may conversely

then again otherwise

above all however

in reality rather

after all nevertheless

but regardless

(and) still notwithstanding

unlike
Examples / Support / Emphasis
These transitional devices (like especially) are used to introduce examples as support, to
indicate importance or as an illustration so that an idea is cued to the reader.

in other words like

to put it differently to be sure

for one thing namely

as an illustration chiefly

in this case truly

for this reason indeed

to put it another way certainly

that is to say surely

with attention to markedly

by all means especially

important to realize specifically

another key point expressively

first thing to remember surprisingly

most compelling evidence frequently

must be remembered significantly

point often overlooked in fact

to point out in general

on the positive / negative side in particular

with this in mind in detail

notably for example

including for instance

to demonstrate to explain

to emphasize to enumerate

to repeat such as

to clarify

Cause / Condition / Purpose

These transitional words present specific conditions or intentions.

in the event that when

granted (that) whenever

as / so long as since

on (the) condition (that) while

for the purpose of because of

with this intention as

with this in mind since

in the hope that while

to the end that lest

for fear that in case

in order to provided that

seeing / being that given that

in view of only / even if

If so that

... then so as to

unless owing to
inasmuch as due to

Effect / Consequence / Result

Some of these transition words (thus, then, accordingly, consequently, therefore,
henceforth) are time words that are used to show that after a particular time there was a
consequence or an effect.

Note that for and because are placed before the cause/reason. The other devices are
placed before the consequences or effects.

as a result consequently

under those circumstances therefore

in that case thereupon

for this reason forthwith

for accordingly

thus henceforth

because the

then

hence

Conclusion / Summary / Restatement

These transition words and phrases conclude, summarize and/orrestate ideas, or a
indicate a final general statement. Also some words (like therefore) from the Effect /
Consequence category can be used to summarize.

as can be seen as shown above

generally speaking in the long run

in the final analysis given these points

all things considered as has been noted

in a word altogether

for the most part overall

after all ordinarily

in fact usually

in summary by and large

in conclusion to sum up

in short on the whole

in brief in any event

in essence in either case

to summarize all in all

on balance

Time / Chronology / Sequence

These transitional words (like finally) have the function of limiting, restricting, and
defining time. They can be used either alone or as part of adverbial expressions

at the present time until now

from time to time as soon as

sooner or later in the meantime

at the same time in a moment

up to the present time without delay

to begin with

in due time
 WRITING TIPS

CONTENT TIPS

1. Differentiate the reader from the intended audience. You are one of the readers;
the audience is who the text was originally written for.

2. Whenever you analyze a literary or stylistic device, you must ALWAYS state how
it affects the audience. The author always has a purpose for writing something,
and this is usually to impact the audience. For example, if you say that the author
uses to create an informative tone, you MUST state what impact this has on the
audience or why the author did this.

3. Never have a quotation as a sentence. A quotation taken from a text must always
have a few introductory words from you. You can say: For example or In the
text or The author writes, before the quotation as an introductory phrase.

4. When writing, underline the names of books and movies, put quotations around
the names of articles, web pages, and poems.

5. Your IB texts will always have line numbers. Use the authors name and line
number if you quote from the text (Matthews line 25)

GRAMMAR AND STYLE TIPS

1. Dont use expressions like these days, nowadays.

2. Dont use the word obvious. Everyone approaches a text differently so you can
never imply that everyone draws the same conclusions when reading a text

3. Dont use words like great, good, bad, right or wrong. These words are
subjective words that are value judgments rather than analyses. Yes, give your
opinion, but your opinion should never be a value judgment, it should be a
reasoned and evidence-supported note about the text.

4. Dont use on after words like emphasize and stress.

Example: By using interviews with upset teachers, the author emphasizes on the
reality of teaching in the UK.

Example: By using interviews with upset teachers, the author emphasizes the
reality of teaching in the UK.

5. Dont use the expression give off as in the author gives off a tone. I dont know
where you got this from, but it sounds like there is a bad smell in the room. Stop
it!
PARALLEL STRUCTURE

When you have more than one verb in a sentence, you must make sure that the verbs
agree in tense.

Example: I like skiing, to swim, and eating.

Example: The author is writing about the perils of being a school teacher, while
also chastising students for their outrageous behavior.

SENTENCE FRAGMENTS

A sentence fragment is an incomplete thought. Beware of words like while, whereas,

until. They give the false perception that a sentence is complete.

Example: While the author includes examples.

Example: While the author includes examples, he also includes statistics.

Writing the Introduction

The Introduction should have the following components:
The Topic Sentence: One sentence that includes the topic of the essay and your opinion/point of
view about the topic
Supporting Sentences (2-3): Two or three main ideas supporting your opinion on the topic (one
sentence for each supporting idea). You will need to discuss each supporting idea in the body of
your essay.
Summary Sentence (optional): You may include a closing sentence summarizing your
opinion/point of view.

Writing the Body

Use the 2-3 supporting sentences in your introduction to write the body.
Start each body paragraph with one supporting sentence from your introduction.
Use ideas, details and examples to complete each paragraph (4-6 sentences)

Writing the Conclusion

The last paragraph of your essay is the conclusion. The conclusion echoes the introduction and
summarizes the main points from your essay. Use the suggestions below to complete your conclusion:
Summarize the main points from your essay
Give advice, make predictions, or draw conclusions
Check your introduction to make sure you emphasize the main points

GOOD LUCK!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!