Paper 1 Tips

Structure
Introduction

  Sentence 1:
Be sure to identify the text, state the genre (text type), author, title, and date in the
first sentence.
 
Sentence 2: Thesis
GENERAL STRUCTURE FOR A THESIS STATEMENT:
In the text, author uses _________ (device/layout feature) and ________
(device/layout feature) in order to ___________________ (purpose of the
text/intended effect on audience.
Text type could be:
Advertisement Essay Parody & Pastiche
Appeal Encyclopaedia entry Photographs
Blog Guide book Radio broadcast
Biography Infographic Report
Brochure Interview Screenplay
Cartoon Letter Set of Instructions
Diagram Magazine article Speech
Diary Manifesto Textbook
Electronic texts Memoir Travel writing

CAP Paragraph: part of introduction

 Important context for understanding the test.
 Audience for the text.
 Purpose of the text?
For each element, be sure to cite evidence from the text for support!
Context could include any of the following:
 Time period the text was written in/set in
 Place where it was written/set in (country, city, etc.)
 Location where it was published (website, newspaper, etc.)
 Values/beliefs that are revealed in the text that reflect the time/place it came from
 Historical events/time periods that impacted the creation of this text OR current events/issues
that this text relates to/illustrates/responds to
 Ways that a modern reader might read/understand the text versus ways that the original
audience might view/understand the text (only for older texts)
 Info about the author that might help to explain things in the text
 The genre of the text - what is it? What do you know about the general purpose/function of this
type of text?
Audience: Who is the audience for this text? How do you know? Consider the type of language the text
is written in (use of jargon, for example), potential age groups targeted, gender, etc.
Purpose: What is the purpose of this text? Purpose = the meaning/message of the text; what the
creator of the text wants the audience to do or think about the ideas contained within the text. Start with
general purposes: to inform, to persuade, to entertain, to educate.
Body Paragraphs (3-4 paragraphs)
At least 5-10 stylistic choices (language), and at least THREE significant aspects of the
visuals/layout/format.
Discuss language mode (2-3 paragraphs) and then the visuals (1-2 paragraphs). If the text is a
visual text, such as a comic, then you will need to spend at least 50% of your time discussing the
visuals.

Topic Sentence / Controlling Idea #1

This sentence should link a main idea of the text
Examples / Textual Evidence
Provide specific examples or textual evidence that support the claim you made in your topic sentence.
Analyse the Evidence (2-3 sentences)
Follow the 2 sentences of analysis model:
 Sentence 1: How is this an example of what you say it is? How does it work? How
does it impact the reader on an immediate level?
 Sentence 2: Draw a broader conclusion - relate style back to purpose/audience. WHY
use this device? What’s the broader purpose? How does using this device create meaning in a
passage or in the piece as a whole? What kind of tone does it create?

Conclusion

Updated thesis statement

Contrary to popular belief, this should not simply be a rehash of your thesis statement. It should express
your thesis statement in light of the evidence presented in your body paragraphs.
Review
Summarize the major points you discussed, the different stylistic strategies used, and their intended
effect on the audience and purpose. Remind the reader what the author wants the audience to do/feel
at the end of the text and HOW the strategies help him/her to accomplish this goal.

Topic sentences (PEEL, Point, example, explain, link)

The Role of Language device or Verb to Show Function/idea/effect/mood/ link to
the Writer stylistic technique effect or function purpose, audience or message

The writer Metaphor / Simile Conveys …the purpose of…

uses… Symbolism Captures … the message of…
  Contrast Connotes … the target audience…
The writer’s Repetition Demonstrates …the tone of…
use of… Juxtaposition Emphasizes …the mood of…
Allusion Highlights  
Emotive diction Hints at
Rhetoric Illustrates
Imagery Implies
Short sentence Reinforces
Collective pronouns Reflects
Synthetic Shows
personalization Signifies
punctuation Suggests
  Symbolizes
Underlines
Underscores
Linking paragraphs and ideas
To Add:
And, again, and then, besides, equally important, finally, further, furthermore, as well (as), next, lastly, what
is more, moreover, in addition to this, first (second, etc.)
To Compare:
Whereas, but, yet, on the one/other hand, however, nevertheless, on the contrary, by comparison, where,
compared to, up against, balanced against, vis a vis, although, conversely, meanwhile, after all, in contrast,
although this may be true
To Prove:
Because, for, since, for the same reason, obviously, evidently, furthermore, moreover, besides, indeed, in
fact, in addition, in any case, that is to say,
To Show Exception:
Yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes
To Show Time:
Immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly, first (second, etc.),
next, and then
To Repeat:
In brief, as it has been noted previously/earlier, as mentioned earlier, as it has been said before
To Emphasize:
Definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly,
always, forever, eternally, never, emphatically, unquestionably, without a doubt, certainly, undeniably,
without reservation
To Show Sequence:
First, second, third, and so forth, next, then, following this, at this time, now, at this point, after, afterward,
subsequently, finally, consequently, previously, before this, simultaneously, concurrently, thus, therefore,
hence, and then, soon
To Give an Example:
For example, for instance, in this case, in another case, on this occasion, in this situation, take the case of,
to demonstrate, to illustrate, as an illustration
To Summarize or Conclude:
In brief, on the whole, to sum up, to conclude, in conclusion, hence, therefore, accordingly, thus, as a
result, consequently

Criteria
Criterion A - Understanding and interpretation (of the text) - 5 marks
The analysis of the text should show an understanding of the text's purpose, the target audience, and its
context (when appropriate) in relation to the question being asked. One's analysis of the text needs to be
supported by relevant examples from the text
Criterion B - Analysis and evaluation (of the text) - 5 marks
The analysis of the text must show how a writer's choices shape meaning. A good analysis comments on
effects of these features on its target audience in relation to the purpose(s) of the text.  A focus on the
guiding question (a technical or formal aspect of the text) is important here. 
Criterion C - Focus and organization (of the guided textual analysis) - 5 marks
The analysis must contain coherent arguments that are well-developed. The analysis must be organized
effectively.
Criterion D - Language - 5 marks
The language of the analysis must be clear, varied and accurate. The register of the analysis must be
appropriate, meaning it contains formal sentence structure, good choice of words and effective terminology.