Infographic BOW

• Engels
• Further Education (Key Stage 5)

Infographic BOW

Infographic BOW

Lesson objectives 

Paper 1 practice 

reading time and annotation time 

Checking the conventions of of this text type 

Considering two responses & the examiners guide

Write a body paragraph 

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Toponym 

Word of the day

Toponym (n) - a place name and a word named after a place 

Topo a root from Greek meaning "place" or "commonplace" for example,  topological map. Words ending in (o)nym are types of names.

amazement, bewilderment, perplexity, stupor, surprise, wonder, wonderment, dumbfounded, transfixed

Tuxedo 

A toponym with an interesting history is tuxedo. This word originally came from a Native American Delaware word meaning 'wolf'. 

The word was anglicised and give to the name of Tuxedo village in southeastern New York. Tuxedo Park, an area on Tuxedo Lake and near the Village of Tuxedo. It became a fashionable area with well-dressed inhabitants. 

amazement, bewilderment, perplexity, stupor, surprise, wonder, wonderment, dumbfounded, transfixed

5 mins reading time 

15 mins prep 

1. Annotate for the guiding question 

2. Write your thesis statement. 

3. Write your topic sentences 

4. Mark the evidence you will use. 

Conventions & techniques	Your infographic
Title and lead-in : Infographics often include a snappy title, sometimes in the form of a question, that captures the reader and gives the infographic a sense of focus. The lead-in is a short text after the title that adds detail to the title and frames the information of the infographic in a context.

Conventions & techniques	Your infographic
Headings and fonts : Headings help break down information into digestible chunks. Different fonts can be used to help the reader discern data from interpretations. Contrasting serif and sans-serif fonts can help readers discern detailed content from general headings. How does your infographic engage the reader with different headings and fonts?

Conventions & techniques

Your infographic

Visual pathway and story : Blocks are read in a sequence. Lines, arrows and numbers often help readers navigate information. The shape of the entire chart will help determine the pathway. Most English-speaking readers will want to read from left the upper-left corner to the lower-right corner. Columns, graphs, tables and mind maps also determine visual pathways. Good infographics use a visual pathway to tell a story. How is does your infographic use a visual pathway to tell a story?

Conventions & techniques

Your infographic

Blocks, colour and negative space: Blocks of information are usually framed and coloured in such a way to make the information ‘pop’ or stand out. Negative space (or ‘white space’) also draws the reader's attention to the information. Good infographics should not feel cluttered. How does your infographic use colour and negative space to highlight what’s important, set a mood and engage the reader?

Conventions & techniques	Your infographic
Icons and symbols: An icon is a graphic representation of something, a person or thing. A symbol is an abstract sign that has come to mean something through social agreement. How does your infographic use icons and symbols to convey meaning concisely and meaningfully?

Conventions & techniques

Your infographic

Pictograms, charts and maps: Pictograms are types of charts and graphs that use icons and images to represent data. Also known as ‘pictographs’, ‘icon charts’, ‘picture charts’, and ‘pictorial unit charts’, pictograms use icons to help readers visualise data. Icons may be arranged in lines or grids, often using colours and shades to indicate a rating, quantity or percentage. Infographics may include columns and Venn diagrams to compare, graphs to show change over time, doughnut charts to depict levels of completion, maps to show demographics of a population or mind maps to show relationships. How does your infographic use pictograms, charts and maps to visualise information and tell a story?

Lesson objectives 

Considering structural choices in infographics 

Considering the conventions of infographics 

Finding and analysing authorial choices in our BoW 

The White Tiger film 

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Acronym 

Word of the day

Acronym (n) - a word or abbreviation formed from the initial letters of each of the successive or major parts of a compound term.

 

 

Acro comes from the Greek word , which can mean “topmost or highest” but can also refer to the “tip” of something. You can think of an acronym as consisting of the “tips” of several words.

Word of the day

There are some words that started as acronyms, but have become words now used in their own right. 

RADAR

SCUBA

LASER 

Which words do you think make up these acronyms?  

RADAR: radio detection and ranging

SCUBA: self-contained underwater breathing apparatus

LASER: light amplification by stimulated emissions of radiation

Infographic BOW

Organisational structures - choices

1. Chronological structure =  passage of time, sequence of time.

2. Hierarchical structure = levels of power 

3. Problem solution structure = typically NGOs

4. Cause and effect structure = typically NGOs

5. Comparative structure = visualising similarities and differences.

Look through our infographic BoW. 

Which organisational structures can you find? 

Why might that choice of structure been taken? 

Infographic BOW

Infographic conventions 

Titles & subheadings 

Icons 

charts & graphs 

Lists & bullet points 

Colour 

Typography - fonts, font size etc 

Sources 

Visual metaphor 

Statistics

Labels 

Comparisons 

Interactive elements 

Pick one infographic from our BoW and label it for these elements. 

Then write at least two sentences explaining, for the targeted audience and for the purpose you have identified, why these choices have been taken. 

Lesson objectives 

Voting for our last literary work 

Considering a paper 1 infographic 

Considering the structural choices in infographics 

Considering the conventions of infographics 

Seating plan DP2 Lang & Lit  HL

board

Window

Door

Catherine - Roos 

Samuel - Merel - Cecilia  

Quirine - Zoe

Louie - Huub 

Tashifa - Charlotte 

Manuel -  Francesco 

Summary Othello 

Iago is furious about being overlooked for promotion and plots to take revenge against his General: Othello, the Moor of Venice. Iago manipulates Othello into believing his wife Desdemona is unfaithful, stirring Othello's jealousy. Othello allows jealousy to consume him, murders Desdemona, and then kills himself.

Summary Macbeth 

Three witches tell the Scottish general Macbeth that he will be King of Scotland. Encouraged by his wife, Macbeth kills the king, becomes the new king, and kills more people out of paranoia. Civil war erupts to overthrow Macbeth, resulting in more death.

Who is the audience? 

What is the purpose? 

What is the context? 

What are the infographic techniques employed? 

Conventions & techniques

Your infographic

Visual pathway and story : Blocks are read in a sequence. Lines, arrows and numbers often help readers navigate information. The shape of the entire chart will help determine the pathway. Most English-speaking readers will want to read from left the upper-left corner to the lower-right corner. Columns, graphs, tables and mind maps also determine visual pathways. Good infographics use a visual pathway to tell a story. How is does your infographic use a visual pathway to tell a story?

Conventions & techniques

Your infographic

Blocks, colour and negative space: Blocks of information are usually framed and coloured in such a way to make the information ‘pop’ or stand out. Negative space (or ‘white space’) also draws the reader's attention to the information. Good infographics should not feel cluttered. How does your infographic use colour and negative space to highlight what’s important, set a mood and engage the reader?

Conventions & techniques	Your infographic
Icons and symbols: An icon is a graphic representation of something, a person or thing. A symbol is an abstract sign that has come to mean something through social agreement. How does your infographic use icons and symbols to convey meaning concisely and meaningfully?

Conventions & techniques

Your infographic

Pictograms, charts and maps: Pictograms are types of charts and graphs that use icons and images to represent data. Also known as ‘pictographs’, ‘icon charts’, ‘picture charts’, and ‘pictorial unit charts’, pictograms use icons to help readers visualise data. Icons may be arranged in lines or grids, often using colours and shades to indicate a rating, quantity or percentage. Infographics may include columns and Venn diagrams to compare, graphs to show change over time, doughnut charts to depict levels of completion, maps to show demographics of a population or mind maps to show relationships. How does your infographic use pictograms, charts and maps to visualise information and tell a story?

Infographic BOW

Organisational structures - choices

1. Chronological structure =  passage of time, sequence of time.

2. Hierarchical structure = levels of power 

3. Problem solution structure = typically NGOs

4. Cause and effect structure = typically NGOs

5. Comparative structure = visualising similarities and differences.

Look through our infographic BoW. 

Which organisational structures can you find? 

Why might that choice of structure been taken? 

Infographic BOW

Infographic conventions 

Titles & subheadings 

Icons 

charts & graphs 

Lists & bullet points 

Colour 

Typography - fonts, font size etc 

Sources 

Visual metaphor 

Statistics

Labels 

Comparisons 

Interactive elements 

Pick one infographic from our BoW and label it for these elements. 

Then write at least two sentences explaining, for the targeted audience and for the purpose you have identified, why these choices have been taken. 

Each member of your pair reads one of the responses.

You grade  and write down why you have given it those results. 

Then share with your partner. Explain to your partner how you came to that grading. 

Criterion A: Understanding and interpretation (5 marks)

To what extent does the student show an understanding of the text? What inferences can the student reasonably make?

To what extent does the student support their claims with references to the text?

5 out of 5: Because the various audiences is so well understood, this sneaks into the top band. There could have been more references and there could have been more interpretation, but overall, there was a thorough and perceptive understanding of the literal meaning of the text. Because the various audiences is so well understood, this sneaks into the top band. There could have been more references and there could have been more interpretation, but overall, there was a thorough and perceptive understanding of the literal meaning of the text. 

Response 1

Criterion B: Analysis and evaluation (5 marks)

How well does the student does the student evaluate the ways in which language and style establish meaning and effect?

 4 out of 5: There is a good evaluation of how choices shape meaning. It’s beyond generally appropriate, and is at times insightful, but it’s not yet a very good evaluation of those choices. 

Criterion C: Focus and organisation (5 marks)

How effectively does the student structure and present their ideas?

How balanced and focused is the response?

5 out of 5: There is a consistent focus on the guiding question. It is a well-focused on coherent response.    

Criterion D: Language (5 marks)

How clear, varied, and accurate is the student’s language?

To what extent is the student’s choice of register, style, and terminology appropriate?

 4 out of 5: The language isn’t sophisticated enough yet to reach the top band. However, there is beyond an adequate degree of accuracy in grammar, vocabulary, and sentence structure and thus a 4 is the best fit here. 

Criterion A: Understanding and interpretation (5 marks)

To what extent does the student show an understanding of the text? What inferences can the student reasonably make?

To what extent does the student support their claims with references to the text?

2 out of 5: The interpretation is not “satisfactory.” Instead, there is some understanding of the literal meaning and some references are appropriate. However, the infographic is not a “warning” to potential parents. Thus, the interpretation that this is a way to encourage more responsible parenting is off-base and not grounded in a solid reading of the text. As well, an audience of the “general population” in body paragraph two is too, well, general. Finally, the way in which the limitation paragraph is framed makes it gratuitous. For all of these reasons, a 2 is the best fit for this criterion.

Response 5

Criterion B: Analysis and evaluation (5 marks)

How well does the student does the student evaluate the ways in which language and style establish meaning and effect?

 2 out of 5: There is not enough of a discussion of the writer’s choices and their effects. The student tries. But the response is reliant on description with only some appropriate analysis here and there - see the first body paragraph as well as the ethos, logos, and pathos paragraphs. Enough is done here to award a 2 and not a 1 though.    

 

Criterion C: Focus and organisation (5 marks)

How effectively does the student structure and present their ideas?

How balanced and focused is the response?

2 out of 5: There is a lack of focus on the question as the essay develops. There is some organisation to the overall response, but the focus of the analysis is questionable.

Criterion D: Language (5 marks)

How clear, varied, and accurate is the student’s language?

To what extent is the student’s choice of register, style, and terminology appropriate?

 3 out of 5: This response sits between a 2 and a 3. Either could be argued and justified. There are enough errors and inconsistencies present to award a 2. However, the overall tone and style is generally appropriate and so a 3 was ultimately awarded.