Speech

• Engels
• Upper Secondary (Key Stage 4)
• GCSE

Goals for today 

Introduction to a non-literary text type for paper 1 

Language to discuss textual reference and the author -audience relationship 

Formulating a guiding question 

Formulating a thesis statement 

Improving body paragraphs

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. 

Lucid 

Word of the day

Lucid (n) - clearly expressed and easy to understand, or (of a person) thinking or speaking clearly.

Write down three antonyms for the word lucid. 

He didn’t seem very lucid after the accident.

cloudy, confused, dark, murky, obscure, vague, unclear

Integrating textual reference & author/audience relationship  

1. As the passage begins, (author) employs [technique] ...

2. In line ___, (author) uses [technique]...

3. To further emphasize ___, (author) utilizes [technique]...

4. To heighten___, (author) uses [technique]...

5. Even more..., (author) chooses [technique]...

6. Through [technique], the author...

7. Accordingly, the audience understands that...

8. As a result, the audience concludes that...

9. Consequently, the audience realizes that...

10. As a consequence, the audience perceives that... 

Discussing the implications 

1. This phrase implies that...

2. Although not explicitly stated, the reader can imply that...

3. The author suggests that...

4. While not stated explicitly, the author hints that...

5. The implications are clear: ( ...) .

6. The reader can deduce that...

7. Readers can infer that...

8. Readers can conclude that...

9. The audience can reason that...

10 While not overtly stated, the reader can infer that...

The pleasure of books 

Read the paper through once. 

Make sure you read from the outside in - author, source, date, context, headings, subheadings, images and then content. 

What is the purpose? (how do you know?)

Who is the audience? (how do you know?)

The pleasure of books 

I have removed the guiding question.

Make a guiding question for this text.

Share it on the next board.

Your guiding question for this text

The pleasure of books 

How are rhetorical and figurative devices used to engage the listener and to convey  the author's assumptions and values? 

The pleasure of books 

For each paragraph, on the left-hand side of your text, write the focus/topic/message of that paragraph. You can also pick out important words from that paragraph that reflects the main message. 

The pleasure of books 

Annotate for these items: 

pronoun usage - inclusive and direct address

modal verbs

hyperbole 

superlatives 

personification

Annotate for these items: 

allusion 

similes

accumulation 

anaphora 

emotive language/pathos

ethos

Thesis statement 

1. Carefully read the Guiding Question and determine the focus and key words that must be implemented in the thesis statement.  The key words will typically be the literary or linguistic element from the Guiding Question.

2. Look for the “insightful ideas” from your (left margin) annotations while also considering the key words of the Guiding Question.

3. Flip the Guiding Question into a thesis statement. 

4. Use evaluative language in your thesis statement. 

How does the author persuade the audience to agree with his opinion? 

Evaluative language. Adjectives/adverbs indicating evaluation 

effective(ly)	Intentional(ly)
clever(ly)	Clear(ly)
Powerful(ly)	conscious(ly)
Wise(ly)	successful(ly)
Subtle(ly)	skillful(ly)
Surreptitious(ly)	dramatical(ly)

The pleasure of books 

Write a thesis statement for this text and share it on the next board. 

The pleasure of books 

Improve the register of these two examples. 

Place or replace the words given in the body paragraphs. Add one linking word. 

Your thesis statement for this text

Academic vocabulary 

considerable

sequence 

communicate 

expand

enable

dynamic 

approach 

respond 

achieve 

conversely 

vivid 

image 

indicate 

significant 

derive 

construct

select 

Use at least eight of these words in your introduction. 

INTRODUCTION 

The name of the extract is stated

The author or originating source is given

The text type is clearly identified without elaboration

where the text appeared is stated

When it was produced is stated

The content is discussed: what does the text actually say (briefly)

The intended audience/reader is stated (if definable) 

The purpose(s) is stated

The social, cultural and temporal context is addressed (if available)

The thesis: what you find most important about the text (without elaboration) (main idea/main theme)& plan of development is stated (what general areas of authorial choices you will focus on) 

The infamous run-on sentence

Your body paragraph contains 

An insightful idea

Key language from your guiding question

textual references/ quotes

stylistic features

the author/audience relationship (effect on the reader)

transition words

evaluative language 

All these features appear several times and not in a specific order. For example; the words "Fitzgerald/the author" and "the audience" highlight that you are going to discuss the author/audience relationship. 

The pleasure of books 

Plan and write two body paragraphs.

Use your annotations

Use your thesis statement 

Use the vocabulary for academic register 

Speech