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Mastering Language Arts: Insights on Reading and Writing Skills for Students

In this comprehensive guide, Jonathan Peel provides insights into essential reading and writing skills required for academic excellence in language. Students will learn to engage with texts critically, interpret writers' ideas, and evaluate linguistic and structural devices. The guide emphasizes the importance of clear communication and effective organization in writing, while exploring the nuances of language, including connotation, fact versus opinion, and the emotional impact of word choices. Perfect for students striving to enhance their language proficiency.

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Mastering Language Arts: Insights on Reading and Writing Skills for Students

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  1. Explorers or… Monday, 13 February 2012 Jonathan Peel SGS 2012

  2. AOs for Language papers • AO2 Reading • All students will be required to demonstrate an ability to: • (i) read and understand texts with insight and engagement • (ii) develop and sustain interpretations of writers’ ideas and perspectives • (iii) understand and make some evaluation of how writers use linguistic and • structural devices to achieve their effects. • AO3 Writing • All students will be required to demonstrate an ability to: • (i) communicate clearly and appropriately, using and adapting forms for different • readers and purposes • (ii) organise ideas into sentences, paragraphs and whole texts using a variety of • linguistic and structural features • (iii) use a range of sentence structures effectively, with accurate punctuation and • spelling. • (Edexcel language specification, p20) Jonathan Peel SGS 2012

  3. Before we start: • Share the words you do not understand with a neighbour. • Ensure you all understand every word in the article. Jonathan Peel SGS 2012

  4. Summary skills • In the Autumn you learned to summarise. • Using only facts, list the key features of this article for a summary. • Boys messing about..docx My version of a 150 word summary. How many of these points did you get? • Which AOs have you just hit? Jonathan Peel SGS 2012

  5. CONNOTATION • Look at the headline: Which words influence the reader into thinking that this is not a story of brave human endeavour? • WHY? • What do these words CONNOTE? Jonathan Peel SGS 2012

  6. NEGATIVE CONNOTATION • The passage has many similar examples of language chosen for negative connotation. • In your groups you will be allocated a few paragraphs to mine for information. • Make a table – 15 minutes maximum. Jonathan Peel SGS 2012

  7. CAROUSEL • 1 from each group will now move and feedback findings to a second group. You will have 5 minutes • And another… • HWK: ensure you have got through the whole passage and listed the emotive words… Jonathan Peel SGS 2012

  8. Fact and Opinion • How do you tell the difference? What words (often verbs) do you notice in the passage that connote opinion? • What of these: • “ Justin Bieber is a talentless dwarf” • “ I think Justin Bieber is a talentless dwarf” • Always look for opinion presented as fact. Jonathan Peel SGS 2012

  9. Look again at the passage • Look at “your” paragraphs for fact or opinion and feedback your response. • Label the paragraphs. Jonathan Peel SGS 2012

  10. To sum up… • What sort of language commonly presents opinion in a passage like this? • “How is language used to influence the reader in a media passage?” • Which AOs do you use to write an answer to this question? Jonathan Peel SGS 2012

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