A2 LL - RECASTING TIPS

ELLA3 COMPARATIVE ANALYSIS AND TEXT PRODUCTION

SECTION B TEXT PRODUCTION & COMMENTARY

REVISION

SOME BASICS

·         Set aside no more than 1 hour to do the question.

·         Write the section B task first.

·         There are 40 marks available for this section of the paper.

·         You will be awarded up to 25 marks for the recasting task and 15 marks for the commentary

·         You will be assessed using two criteria – how well you demonstrate expertise and creativity in using language appropriately for a variety of purposes and audiences, drawing on insights from linguistic and literary studies – [AO4] 25 marks recasting task

·         And how well you select and apply relevant concepts and approaches from integrated linguistic and literary study, using appropriate terminology and coherent written expression – [AO1] 15 marks commentary.

EXAM TIMETABLE

TIME	ACTION	NOTES
15	PLAN	Analysis of task, Imaginative grasp of context, read selection of key material, organisation of response
25	WRITE TASK ONE	Relevance, Adaptation, Context, Register, Accuracy
20	THE COMMENTARY	Who? What? How? – spoken language [if relevant]/ language / literary and rhetorical frameworks

THE QUESTION

• Read the question thoroughly and take account of the original and the recast audience and purpose. Also take note of the date published and publication. This will help with the context of your recasting task.
• Be clear that you understand the recast genre – if you quickly jot down the kind of features appropriate to this genre you will have begun planning the recast text and the commentary.

PLANNING

·         Note the target audience, purpose[s] genre, narrative voice, attitude to subject and effect of text for the recasting text. [The answers to these questions will inform your recasting text and commentary.]

·         Read through the source text carefully. Annotate the text identifying the relevant key content points of the text

·         And begin to jot down relevant ideas, words and phrases that you could use for the recast text.

·         As you note down ideas also make a note of the language or literary features you are using – to use for the commentary

·         Develop a set of bullet points to use for the recast.

·         Put the bullet points into a coherent and logical structure by numbering them

·         Remember to use your own words. Avoid using words and phrases from the source text.

WRITING – THE RECASTING TASK

·         Stick to the word limit 300-400. I would keep it close to the 300 words.

·         Write your text. Use double spacing – this makes it easier to correct any errors or adding any words or phrases when editing.

·         Double space your recasting task. This will make editing and correcting it easier.

·         Avoid adding new things to your recast. Be confident about what you have already planned. Use what you have put down in your plan.

·         However if something really important comes to your mind as you write, add it to your plan and either, write it as a footnote at the end of your recast using an asterisk to indicate where to put it. Or add it to the recast at an appropriate point. However there won’t be much spare time available.

·         Concentrate on the accuracy of your writing. This is very important as you are being assessed on accuracy. Consider spelling, punctuation, sentences and paragraphs. If the recasting task allows you to use non standard spelling, grammar or syntax. Be sure to refer to this in your commentary.

·         Leave time to edit and revise your recasting task. Correct spelling and expression. Use the double spacing to add words and make corrections. Write for 20 minutes maximum.

·         Remember that quality is more important than quantity!

WRITING – THE COMMENTARY

• The commentary must be concise and succinct
• Write between 150 – 250 words
• The commentary must be clearly structured with
• an introduction that identifies the recast text audience, purpose[s], gene, context, narrative voice and attitude to the subject
• main paragraphs in which you select two or three key features highlighted above and answer the question, ‘What are the main language choices you have made in the recast text that communicates to the specified audience, the main purposes, topic and attitude to the topic? Make references to the genre, narrative voice and contexts where appropriate.
• Main paragraphs must identify key language and literary features, quote brief examples and comment specifically on the effect on the specified audience.
• The commentary must use a range of analytical frameworks including – grammar, lexis, register, syntax, phonology, imagery, rhetoric
• Use relevant and appropriate terminology
• Aim to make a reference to a language or literary term every 2 or 3 lines
• See model commentary below.

SOME REVISION TASKS

·         Re-read all the articles in the three sections.

·         Go over your annotations and notes taken in class

·         Be clear about the social, political, cultural contexts of each article

·         Ensure you have a set of bullet points focussing on content for each article

·         Underline key sentences  - but remember not to use the same words from articles

·         Consider possible recasting tasks for accessible articles

·         Plan your possible recasting tasks

·         Practice writing up possible recasting tasks and commentary

·         Read a variety of short different genes in newspapers, magazines and online and analyse them using the different analytical frameworks including – grammar, register, syntax, lexis, phonology, imagery

A BASIC CHECKLIST – to embed in the recasting task and address specifically in the commentary.

WRITTEN MODE – genre e.g. Report, Editorial, Leaflet , Diary Encyclopaedia, Advertisement, Review, Letter, Magazine article, Newspaper article	AUDIENCE the audience the writer has in mind when writing a text. This could be general, specific, young or old, male or female	GRAMMAR e.g. Verbs - adverbs nouns – concrete, abstract, pronouns  adjectives – comparative, superlative definite / indefinite article	POETIC IMAGERY e.g. metaphor, simile, personification,
SPOKEN MODE Speech, scripted broadcast [for radio or television]	PURPOSE – general purpose  - to inform, persuade, entertain, instruct.  Specific purpose  - linked to the actual text e.g. to evoke sympathy, to create a vivid description]	REGISTER e.g. Informal - Formal – Technical -	POETIC PHONOLOGY e.g. alliteration, onomatopoeia, rhyme, assonance, rhythm, sibilance
		REGISTER e.g. Formal- objective, unemotional, RP, Standard sentences, grammar, lexis	RHETORICAL DEVICES  e.g. list of three, contrasting pair, direct address, repetition, emotive language, lists
		SYNTAX e.g. Sentence types complex, compound, simple	SPOKEN LANGUAGE FEATURES [remember all spoken language tasks will be scripted – do not use spontaneous speech devices – like non fluency features] but use pauses, other speaker, adverbials
		SYNTAX  e.g. Sentence functions declarative, interrogative, imperative, exclamatory
		SYNTAX e.g. Sentence structures Subject, object, main clause, subordinate clause
		LEXIS e.g. denotations, connotations, simple, complex, emotive, rational, neutral, lexical field, low/high frequency