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fa-chevron-right divider"></i></li><li><a href="../2408/essential-knowledge.html">Essential Knowledge</a><i class="fa fa-fw fa-chevron-right divider"></i></li><li><span class="gray">Words and Phrases for Writing about Text</span></li> <span class="pull-right" style="color: #555" title="Suggested study time: 60 minutes"><i class="fa fa-clock-o"></i> 60'</span> </ol> <article id="main-article"> <div class="intro-card img-right" readonly="false"><img class="intro-image" readonly="true" src="../../images/writing-exams-2.jpeg"> <div class="content" readonly="true"> <p class="text">We spend a lot of our time considering the content, concepts and ideas of a course, and often less time on how to express those ideas. This is despite the fact that approximately half of all marks available are for what I call 'student production' - your organisation and language. This page will give you some key vocabulary that should help you achieve better in this regard.</p> </div> </div> <div class="militia"> <h2>A Personal Story</h2> <p>Fifteen years ago, I was a relatively experienced teacher but still relatively inexperienced in the IB Diploma. I was teaching the old A1 Literature course at the time, back in the days before Language & Literature was a thing (even in its first iteration). I went for some training to Bangkok and did a course led by the excellent David Towe, now Secondary School Principal at Antwerp International School. This course was transformative both with regards my understanding and appreciation of the IB Diploma but also of my teaching in general. Many of my ideas since - ideas and practices that punctuate this website - were engendered during those days in David's workshop. This page in particular is directly David's work that I've used - and in places adapted - ever since. </p> <p>As a personal aside, I ended up many years later running a workshop side-by-side with David in Prague, which was a serendipitous pleasure. I'm quite certain that if you need to change schools at any point that Leipzig International School is the one for you. However, if you're off to Belgium, I'd be sure that Antwerp International School is in very safe hands under David's leadership!</p> </div> <div class="brown"> <h3>Words & Phrases for Writing about Text</h3> <p><strong>1. Tone</strong></p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p><b>jubilant, joyful, exuberant, excited, enthusiastic, dramatic, dark, sombre, melancholy, gloomy, bleak, solemn, earnest, serious light, playful, flippant, tongue-in-cheek, good-humoured, whimsical, satirical, mocking, sarcastic, ironic, cynical, irreverent, angry, bitter, harsh, assertive, dogmatic impersonal, detached, dispassionate, clinical, cold, </b><b>personal, intimate, emotional, lyrical, poignant, sentimental, warm,</b><b> </b><b>calm, philosophical, reflective, gentle, mellow, tranquil, tender conversational, matter-of-fact,</b><b> </b><b>self-mocking</b><b>, </b><b>formal, stately</b></p> </section> <p> </p> <p><strong>2. Point-of-View</strong></p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <ul> <li><strong>The text is written in the first / second / third person (I-you-he/she).</strong></li> <li><strong>The author is omniscient.</strong></li> <li><strong>The author adopts a "persona".</strong></li> <li><strong>Poems generally have “speakers”.</strong></li> <li><strong>The author presents…</strong><br> <strong> a panoramic view of ...<br> a close-up view of ...</strong></li> <li><strong>The author is…</strong></li> </ul> <p style="margin-left:2.0cm;"><strong>objective / detached / unemotional</strong></p> <p style="margin-left:2.0cm;"><strong>biased / prejudiced / emotionally involved</strong></p> <p style="margin-left:2.0cm;"><strong>optimistic / pessimistic</strong></p> <p style="margin-left:2.0cm;"><strong>skeptical / cynical</strong></p> </section> <p> </p> <p><strong>3. Imagery</strong></p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <ul> <li><strong>figurative language </strong></li> <li><strong>analogy</strong></li> <li><strong>personification</strong></li> <li><strong>simile</strong></li> <li><strong>metaphor </strong></li> <li><strong>allegory</strong></li> </ul> <p><b>This image...</b></p> <p>· <b>implies that ...</b></p> <p>· <b>suggests that</b></p> <p>· <b>conveys ... (an emotion, idea etc.)</b></p> <p>· <b>captures (an idea etc.)</b></p> <p>· <b>symbolizes ...</b></p> <p>· <b>represents ...</b></p> <p>· <b>alludes to ...</b></p> <p>· <b>has connotations of ... </b></p> <p>· <b>compares *** to ... </b></p> <p>· <b>likens *** to ...</b></p> <p> </p> <p><strong style="background-color: initial;">The image is…</strong></p> <ul> <li><strong>memorable</strong></li> <li><strong>effective (WHY?)</strong></li> <li><strong>sensuous</strong></li> <li><strong>witty</strong></li> <li><strong>humorous</strong></li> <li><strong>startling</strong></li> <li><strong>shocking</strong></li> <li><strong>harsh</strong></li> <li><strong>complex</strong></li> <li><strong>natural</strong></li> <li><strong>resonant</strong></li> <li><strong>unusual</strong></li> <li><strong>cliched</strong></li> <li><strong>hackneyed</strong></li> <li><strong>vivid</strong></li> </ul> </section> <p> </p> <p><strong>4. Diction</strong></p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <ul> <li><strong>simple, plain, colloquial, informal</strong></li> <li><strong>elevated, literary, poetic, formal</strong></li> <li><strong>concrete, precise, sensuous</strong></li> <li><strong>figurative, idiomatic</strong></li> <li><strong>obscure, technical, pedantic</strong></li> <li><strong>vulgar, earthy, homely</strong></li> <li><strong>spoken </strong><strong>/ written</strong></li> <li><strong>Standard English</strong></li> <li><strong>Non-Standard English, a regional dialect, slang</strong></li> <li><strong>words associated with ...</strong></li> </ul> </section> <p> </p> <p><strong>5. Structure (Work level)</strong></p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <ul> <li><strong>linear</strong></li> <li><strong>circular</strong></li> <li><strong>logical</strong></li> <li><strong>coherent</strong></li> <li><strong>has an argument, counter-argument and resolution</strong></li> <li><strong>moves from thesis to antithesis and finally to a synthesis</strong></li> <li><strong>moves from general to particular</strong></li> <li><strong>has a question – answer structure</strong></li> <li><strong>has a rhetorical structure</strong></li> </ul> </section> <p> </p> <p><strong>6. Structure (Sentence level)</strong></p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <ul> <li><strong>parallel</strong></li> <li><strong>formal</strong></li> <li><strong>elegant</strong></li> <li><strong>rhythmical</strong></li> <li><strong>short, concise</strong></li> <li><strong>long, complex</strong></li> <li><strong>forceful, emphatic</strong></li> <li><strong>inverted (does not follow the normal subject-verb-object pattern) </strong></li> <li><strong>jerky</strong></li> <li><strong>loose, rambling</strong></li> <li><strong>ungrammatical</strong></li> </ul> </section> <p> </p> <p><strong>7. General</strong></p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p><strong>the purpose</strong></p> <ul> <li><strong>to inform</strong></li> <li><strong>to explain</strong></li> <li><strong>to persuade</strong></li> <li><strong>to argue that</strong></li> <li><strong>to entertain</strong></li> <li><strong>to express (sorrow, joy, anger, etc.)</strong></li> </ul> <p> </p> <p><strong>the audience</strong></p> <p><strong>the reader</strong></p> <p><strong>the theme</strong></p> <p><strong>the topic</strong></p> <p><strong>the subject</strong></p> <p> </p> <p><strong>The text…</strong><br> </p> <ul> <li><strong>is aimed at </strong></li> <li><strong>is directed at</strong></li> <li><strong>targets</strong></li> </ul> <p> </p> <p><strong>The author…</strong><br> </p> <ul> <li><strong>describes, depicts, portrays, illustrates</strong></li> <li><strong>argues that</strong></li> <li><strong>suggests that</strong></li> <li><strong>demonstrates that</strong></li> <li><strong>recalls</strong></li> <li><strong>compares</strong></li> </ul> </section> </div> <div class="page-container panel-self-assessment" data-id="2722"> <div class="panel-heading">MY PROGRESS</div> <div class="panel-body understanding-rate"> <div class="msg"></div> <label class="label-lg">Self-assessment</label><p>How much of <strong>Words and Phrases for Writing about Text</strong> have you understood?</p><div class="slider-container text-center"><div id="self-assessment-slider" class="sib-slider self-assessment " data-value="1" data-percentage=""></div></div> <label class="label-lg">My notes</label> <textarea name="page-notes" class="form-control" rows="3" placeholder="Write your notes here..."></textarea> </div> <div class="panel-footer text-xs-center"> <span id="last-edited" class="mb-xs-3"> </span> <div class="actions mt-xs-3"> <button id="save-my-progress" type="button" class="btn btn-sm btn-primary text-center 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