Yr 9/10 evaluate writers’ purposes

Assessment: I can evaluate writer's’ purposes and consider how they have used structure and language to suit these purposes. (Eg: I can make decisions about why the writer has written a piece of writing and how they have used particular structures and words to meet the purpose.)
Name: sophie      Choose 3 out of the following texts:  

L5 Author’s Purpose follow up
I can describe the author's purpose in relation to structure and language choices in a text and give relevant evidence (eg vocabulary used)
I can compare and contrast differences in the author's purpose in relation to structure and language choices between different texts.
Text:



The author’s purpose is to inform


The specific language/ structure choices that the author has made to support their purpose are.
Facts
Technical language
emotive



Specific language choices in the 3 texts:
Structure of the 3 texts:
Similarities


They  all are using facts and technical language.

All the authors purposes are to inform.
Similarities
They all have a video at the end of the writing

They all have a range of big and small paragraphs
Text:

The author’s purpose is to inform


The specific language/ structure choices that the author has made to support their purpose are

Facts
Technical language



Text:

The author’s purpose is to inform


The specific language/ structure choices that the author has made to support their purpose are
Facts
Technical language
Differences

The laundry folding robot uses emotive language to make you want to get in because they are making it become kind of personal




Differences
The laundry folding robot on has labeled pictures







Level 5 - Author's’ Purpose Map


I can describe the author’s purpose in a text
I can identify several features of the author’s purpose



The author’s purpose is…
The point of view is…
The intended audience is...
I can identify several features of the author’s purpose; and explain giving relevant examples and evidence.

What does it say in the text to show you that:
  • this is the author’s purpose
  • this is the point of view
  • this is the intended audience
The author’s purpose is…
P? I? E?


inform
1.The fact that the Dionaea muscipula, or Venus's flytrap, feeds on unsuspecting insects by luring them into its jaw-like leaves with sweet-smelling nectar

2.However, scientists thought the prey only provided the plant with essential nutrients like nitrogen and phosphorous,

3.They had assumed that like other vegetation, the carnivorous plants obtained their energy through photosynthesis – using light energy to convert carbon dioxide and water into sugar and oxygen. It turns out they were wrong.
The point of view is…



Third person
1.They had assumed that like other vegetation,

2.It turns out they were wrong.

3.The researchers
The intended audience is...



Science and bio students at high school or uni
  1. Strong sentences like after feeding the plants highly enriched isotopes of carbon and nitrogen glutamine.

2. insect’s proteins cannot be supplied by traditional photosynthesis alone. Hence, the plants jump-start the digestive process using energy from photosynthesis and then supplement it with that obtained from oxidizing the amino acids present in its prey.

3.In 2016, Rainer Hedrich, a biophysicist at the University of Würzburg,
I can generalise about the author’s point of view

Overall the authors point of view is in third person  because that's how the author wanted it to be
Overall the intended audience it Science and bio students at high school or uni because they would need to learn about this

Comments

Popular posts from this blog

compare and describe the variation between theoretical and experimental distributions in situations that involve elements of chance.

kapa haka excellence #1 2017