Year 9 – SAS! Summarising, Analysing and Synthesising

Please note: There will be changes to this scheme for 2015-2016. Watch this space!

When?
Summer Term One -
The exact date of the assessment is dependent on the individual student’s timetable; however, this will be circa the week commencing Monday 18th May 2015.

What is the assessment task?
Students read an article (to be selected by the class teacher) and complete a number of related tasks to demonstrate their summarising, analytical and synthesising skills.
How will the task be assessed?

Assessment Foci:
Writing 2 & 6 and Reading 3, 5 & 6. Please click on the below for details of each assessment focus.

SAS
What students can do to prepare:
Master key spellings and their meanings: noun, adjective, verb, adverb, metaphor, simile, alliteration, hyperbole, onomatopoeia, personification, effect, describe, narrative scan, skim, retrieve, cohesion, concise, persuade, tone, mood, structure, purpose, linguistic devices, presentational devices, and simple, compound and complex sentences.

Get to grip with different writing forms and be able to identify their differences: Read newspaper/magazine/blog articles which are about the same topic but written with a different purpose and reader in mind (e.g. an informative football report for a general fan of sport, and an argumentative report about the same match which is aimed at a supporter of the particular team.) Notice the difference between the language that is used and clearly establish the features of each form. Now choose a topic you are interested in, and write two articles, one which is informative / persuasive / argumentative etc. and one which is objective / descriptive / explanatory etc. Have two different audiences in mind. Think about what you will need to do to maintain the reader’s interest throughout your article. Then identify the specific features you have used which are tailored to your reader and purpose for writing the article.

Say what you mean – and mean what you say!: Analysing what different writers have chosen to do with their language is as much about imagining what they could have chosen to do, but didn’t. A simple but effective way to improve your skill for doing this is to pay close attention to the different things you read; then, pick out what you think might be the most important word. Can you think of any other words the writer could have chosen instead? Finally, carefully consider the little differences in meaning between these words. Often, this will reveal what the writer wants you to think and feel. Remember: this applies to non-fiction (like newspapers) as well as fiction. Perhaps you could discuss the headlines of the newspaper with your parents? Which is the most important word? Which other words could have been used instead? Why has the writer chosen the one they did? Do you agree with your parents about this?

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