GET HIGHER MARKS in AS Level English 9093 by avoiding these common mistakes

Summary

This video from EngliLearn offers essential tips for achieving higher marks in AS Level English 9093 Text Analysis. It addresses common mistakes like feature-spotting, using imprecise effects, and not employing precise linguistic terminology. The video emphasizes the importance of analysis beyond mere identification of language devices, advocating for the PEE approach to delve deeper into the author's intentions and effects on the audience. It also advises against using long quotes, suggesting shorter ones for a more focused and precise analysis, ultimately aiming for precision to secure higher grades.

Takeaways

• 📚 Feature-spotting is a common mistake that can lower your marks; instead of just identifying language devices, analyze them using the PEE (point, example, effect) approach.
• 🔍 Avoid using vague and generic descriptions of effects; be specific and precise in explaining the author's intended impact on the audience.
• 📝 Use precise linguistic terminology to demonstrate your understanding of language analysis; differentiate between word classes, sentence types, and figures of speech.
• ❌ Refrain from using long quotes in your analysis; they can hinder the quality and precision of your work by preventing a focused examination of individual words and phrases.
• 📉 Long quotes can also reduce the quantity of points you can make in your analysis, limiting your ability to explore the text in depth.
• 🔑 Aim for short quotes of three to four words at most to maintain precision and focus on the relevance of specific language features.
• 🧐 The key to higher marks is precision; be precise in quoting, identifying language features, and explaining their effects.
• 💡 Learning from the mistakes of others is a wise strategy to improve your performance in text analysis and avoid common pitfalls.
• 📖 Practice avoiding these mistakes with the downloadable activities provided on the website to enhance your understanding and application of text analysis techniques.
• 📈 The PEE approach is essential for a deeper level of text analysis expected at AS Level, moving beyond mere identification to a thorough explanation of linguistic choices.
• 🚫 Avoid imprecise effects in your analysis; instead, explain exactly why the author used specific words and what feelings they were intended to evoke in the reader.

Q & A

What is the main purpose of the video 'Get HIGHER MARKS in your English exam with these tips!'?

The main purpose of the video is to help students avoid common mistakes when doing text analysis in AS Level English and to provide tips for improving their performance in English exams.

What is 'Feature-spotting' and why is it considered a mistake in text analysis?

Feature-spotting refers to the act of merely identifying different language devices in the text without analyzing them. It is considered a mistake because it shows a basic level of understanding and does not meet the deeper analysis expected at the AS Level.

What is the PEE approach mentioned in the video and how should it be used?

The PEE approach stands for Point, Example, and Effect. It should be used to analyze language devices by explaining why the author made specific linguistic choices and what kind of effect they intended to have on the audience.

Why is using imprecise effects a problem in text analysis?

Using imprecise effects is a problem because it does not provide a clear analysis of the text. It is important to be as precise as possible to explain exactly why the author used certain words and what feelings they intended to evoke in the reader.

What is the issue with not using precise linguistic terminology in text analysis?

Not using precise linguistic terminology can demonstrate a lack of understanding of language at the required level for AS Level English. It is important to use the correct terms to show that you understand the functions and use cases of different language elements.

Why should students avoid using long quotes in their text analysis?

Using long quotes can negatively impact both the quantity and quality of writing. It prevents students from being precise and focusing on the relevance of individual words and phrases, which is crucial for effective text analysis.

What is the recommended length for quotes when analyzing text in an exam?

The recommended length for quotes is three to four words at most. This allows for a more focused and precise analysis of the text.

How does the video suggest students should modify generic effects in their analysis?

The video suggests that students should be as precise as possible, explaining exactly why the author used certain words and what exact feeling they wanted the reader to feel. If an innovative way to describe the effect is difficult to come by, students should at least modify generic effects to be more specific.

What is the significance of using precise language when describing the effects of language devices in text analysis?

Using precise language when describing the effects of language devices is crucial for achieving higher grades. It allows the examiner to see that the student has a deep understanding of the text and can accurately analyze the author's intentions and the impact on the audience.

What additional resource does the video creator provide to help students practice avoiding these mistakes?

The video creator has created a printable with various activities designed to help students practice avoiding these mistakes. It can be downloaded for free from the website, with the link provided in the video description.

What is the key word emphasized throughout the video for effective text analysis?

The key word emphasized throughout the video is 'PRECISE'. Being precise in quoting, identifying language features, and explaining their effects is essential for higher marks in text analysis.

Outlines

00:00

📚 Mastering Text Analysis for Higher English Exam Marks

This paragraph introduces the video's aim to help students avoid common mistakes in AS Level English text analysis. The host emphasizes learning from others' mistakes and offers a downloadable printable for practice. The first mistake discussed is 'feature-spotting', where students only identify language devices without deeper analysis. The recommended approach is using the PEE method to explain the author's linguistic choices and their effects on the audience.

05:03

🔍 Precision in Language Analysis: Avoiding Vague Descriptions

The second paragraph focuses on the importance of precision in analyzing literary effects. It criticizes the use of generic terms like 'vivid imagery' and emphasizes the need for specific descriptions of how language devices evoke particular feelings. The speaker advises modifying generic effects and being exact about why the author chose specific words to create a certain impression in the reader's mind.

10:09

📖 Understanding Linguistic Terminology for Accurate Analysis

This paragraph underscores the necessity of using precise linguistic terminology when analyzing texts. It points out that without understanding the specific functions of different word classes and language devices, one cannot effectively analyze language. The speaker advises against vague descriptions and encourages the use of accurate terms to demonstrate a deep understanding of language, which is essential for high-level analysis.

✂️ The Art of Concise Quoting for Effective Text Analysis

The final paragraph addresses the common mistake of using long quotes in text analysis, which can hinder both the quantity and quality of analysis. It argues for the use of shorter quotes to focus on the relevance and impact of individual words and phrases. The speaker provides examples to illustrate the difference between ineffective and effective analysis, highlighting how shorter quotes allow for a more precise and thorough examination of language devices and their effects.

Keywords

💡Feature-spotting

Feature-spotting refers to the act of merely identifying language devices such as metaphors, similes, and hyperboles in a text without delving into their deeper meaning or effect. In the context of the video, it is highlighted as a common mistake that students make when analyzing texts for their English exams, as it lacks depth and critical analysis. The script warns against this practice and encourages students to use the PEE (point, example, effect) approach to analyze the linguistic choices made by authors.

💡PEE approach

The PEE approach stands for Point, Example, and Effect, which is a method used to structure text analysis. It requires students to not only identify a language feature but also explain its purpose (Point), provide a specific instance from the text (Example), and discuss the impact it has on the reader or the overall message (Effect). The video emphasizes the importance of this approach in achieving a higher level of understanding and analysis in English exams.

💡Imprecise effects

Imprecise effects pertain to vague descriptions of how language devices influence the reader. The video script criticizes the use of generic terms like 'vivid imagery' or 'emphasize his point' without specifying the exact emotional or cognitive response intended by the author. The main theme of the video is to advocate for precise and detailed analysis, which avoids these imprecise effects and instead provides clear and insightful interpretations.

💡Linguistic terminology

Linguistic terminology refers to the specific names and definitions for various language elements such as nouns, verbs, adjectives, and figures of speech. The video stresses the importance of using this precise terminology when analyzing texts to demonstrate a deep understanding of language and its effects. This terminology helps in accurately describing the author's choices and the impact on the audience.

💡Long quotes

Long quotes are lengthy passages taken directly from the text being analyzed. The video discourages the use of long quotes as they can hinder the precision of the analysis and take up valuable time and space that could be used for more in-depth discussion. Instead, the script advocates for shorter, more focused quotes that allow for a detailed examination of individual words and their effects.

💡Precision

Precision is a central theme in the video, emphasizing the need for clear, specific, and accurate language when analyzing texts. Precision in identifying language features, selecting quotes, and explaining effects is portrayed as essential for achieving higher marks in English exams. The script repeatedly highlights the contrast between vague, generic descriptions and the precise, insightful analysis that is expected at the AS Level.

💡Text analysis

Text analysis is the process of examining and interpreting a written work to understand its meaning, significance, and the techniques used by the author. The video focuses on how to perform effective text analysis, particularly for AS Level English exams, by avoiding common mistakes and employing strategies like the PEE approach to achieve a deeper understanding of the text.

💡Metaphors and similes

Metaphors and similes are figures of speech used to make comparisons and create vivid imagery in a text. The video script uses these terms as examples of language devices that students often identify but fail to analyze deeply. The correct approach, as per the video, is to explain the effect these comparisons have on the reader and how they contribute to the overall message of the text.

💡Hyperbole

Hyperbole is a figure of speech that involves exaggeration for emphasis or effect. In the context of the video, it is mentioned as one of the language devices that students identify but do not analyze sufficiently. The script encourages students to go beyond mere identification and explain how hyperbole is used by the author to create a specific impact on the reader.

💡Adjectives

Adjectives are words that describe or modify nouns in a sentence. The video script points out the importance of recognizing and accurately naming the parts of speech, such as adjectives, when performing text analysis. This precision helps in understanding the specific contributions of these words to the text's overall meaning and effect.

💡Noun phrases

Noun phrases are groups of words that function as nouns in a sentence, often including a noun and its modifiers. The video uses the term in the context of analyzing the impact of specific noun phrases, like 'piteous cries,' on the reader's emotions and understanding of the text. The precise use of such phrases is crucial for a detailed and effective text analysis.

Highlights

Learning from the mistakes of others is a key to success in English exam text analysis.

Feature-spotting, merely identifying language devices without analysis, can lower marks.

Use the PEE (Point, Example, Effect) approach to analyze language devices in depth.

Being precise in explaining the author's linguistic choices is crucial for higher marks.

Avoid vague descriptions of effects; be specific about the intended audience reaction.

Imprecise language in describing effects can lead to low marks, even with correct PEE structure.

Understanding and using precise linguistic terminology demonstrates language analysis proficiency.

Using long quotes can reduce the quality and precision of your text analysis.

Shorter quotes allow for a more focused and precise analysis of individual words and phrases.

Quoting more than 3-4 words at most is recommended for maintaining analysis quality.

The importance of precision in quoting, identifying language features, and explaining effects for higher grades.

A printable with activities to practice avoiding common mistakes in text analysis is available for free.

The video aims to help students avoid the most common mistakes in AS Level English text analysis.

Merely listing language features without analysis shows a basic level of text understanding.

Vague effects like 'help the reader imagine the scene' do not provide meaningful analysis.

Being precise helps in explaining why the author used specific words and the exact feeling intended for the reader.

Knowing the difference between word classes and language devices is essential for language analysis.

Long quotes can hinder the identification and analysis of specific language features.

Analyzing individual words and their cumulative effect shows a deeper understanding of the text.

The key to achieving higher grades in text analysis is precision in all aspects of the analysis.

Transcripts

Get HIGHER MARKS in your English exam with these tips! (AS Level English 9093 Text Analysis)

Hello and welcome to EngliLearn!

There s a fun saying that says Only a fool learns from his own mistakes. The wise man

learns from the mistakes of others So, that s what we re doing today. We re taking

the most common mistakes made by students worldwide when doing text analysis in AS Level

English and helping you avoid making them.

Specially for this video I ve also created a printable with lots of different activities

to help you practice avoiding these mistakes, so make

sure to download it FOR FREE at our website. The link

is in the description below.

Let s get started!

1. Feature spotting This is a very common mistake and one that

is sure to pull your marks down, down, down. Feature-spotting refers to the idea that students

identify different language devices in the text (metaphors, similes, personification,

hyperbole) and that is all they do. They just identify these.

So they ll write something like:

The author uses the metaphor She is an angel . He also uses the simile Her eyes are like

the sea . In the next paragraph, a hyperbole (The impossible task) is used.

Can you notice why this isn t a good idea? What this student has done is merely identified

some language devices. That is a very basic level of understanding a text. At AS level,

you re expected to dig much deeper. So what should you do instead?

In addition to identifying different language devices, you re supposed to analyze them.

Instead of merely listing different language features, you will explain them in detail

using the PEE (point example effect) approach. This means that you will explain WHY the author

made the linguistic choices he made. You will explain, correctly and precisely, what kind

of an effect the author wanted his words to have on his audience.

2. Using imprecise effects

The key words in my last sentence were correctly and precisely. I emphasize those words on

purpose. I can t tell you how many times I ve read student commentaries with vague and

meaningless effects that go something along these lines:

The author uses vivid imagery (colofrul umbrellas, the sound of rain pattering on the roof) to

help the reader imagine the scene in his mind.

Huh? Yes, pretty much every description in the world aims to help the reader imagine

the scene. You re not really analyzing anything if just you tell me this.

Other examples of this include: The author uses the list of three (describing

the computer as reliable, durable and accurate ) to emphasize his point. (Yeah, ok, what

point?) The author uses the repetion never, never,

never to make the words stick in the reader s mind.

(You mean, like, never, never, never should you describe the intended effects so vaguely?)

And finally This gives the reader the impression of what

is going on. (Mhmmm, yeah, ok . No points for you.)

I understand why this happens. I really do. You ve learned the P-E-E approach. Notice

that most of the examples we had in this section follow the point-example-effect pattern. And

that s a good thing. But often students come up against a wall when trying to think of

what the author meant by using those words. Still, you cannot use very generic, imprecise

and vague expressions to describe the effects. If your effect can be applied to any other

use of that same language device, you re doing it wrong.

So, what to do instead?

Try to be as precise as possible. The more precise you are, the higher marks you can

expect to get. Try to explain exactly why the author used

those precise words. What exact feeling did he want the reader to feel?

If you re feeling really stuck and unable to think of an innovative way to describe

the effect, at least try to modify these very generic effects we mentioned. Let s look at

our first example. This is a bad example, because even the simple notion of rain can

bring to mind very different ideas, ranging from depressing and melancholic to purifying

and soothing. Exactly which of those ideas will be evoked in the reader s mind depends

on the precise words the author used to describe the rain. That is why, Instead of just saying

that the author is trying to create an image in the reader s mind , you need to try to

describe exactly what image that is and what feeling does that image convey.

3. Not using precise linguistic terminology Language teachers are sometimes petty, I know.

We insist that you know the difference between nouns and verbs and demand that you memorize

the names and usage of various sentence structures, figures of speech and persuasive devices.

But there s a reason for this: in the same way you can t do geometry unless you can differentiate

between a triangle and a square, you can t do much in the way of language analysis if

you can t tell the difference between a noun and a verb.

All word classes, sentence types, figures of speech and persuasive devises have precise

functions and use cases. Showing the examiner that you know precise linguistic terminology

to describe them demonstrates that you have the understanding opf language needed for

language analysis at this level. That is why it s important to, once again,

avoid vague formulations like: The author uses the words filthy , disgusting

and ragged to describe the appalling conditions in which people lived at the time.

Instead, be precise and say what those words are. In this case, as you hopefully know,

all three are examples of adjectives.

4. Using long quotes For some reason, many students seem to think

that when quoting from the text, they re supposed to quote entire sentences, or, even worse,

entire paragraphs of text. That is wrong on so many levels.

First of all, plain and simple, you don t have the time for it. There s no time to copy

two or three lines of the original text every time you want to make a point. At that pace,

you ll manage to make three points at most, and you ll get nowhere.

But using long quotes doesn t negatively impact just the quantity of your writing. much more

importantly, it destroys the quality of your analysis. Why? If you guessed that the key

word in my answer will be precise, you are correct.

Using long quotes prevents you from being precise enough and focusing on the relevance

of individual words and phrases for the text. Let s consider this example from Frederick

Douglass s text we analyzed in our last video: Here is an example where the student uses

a long quote: By saying In the deep still darkness of midnight,

I have been often aroused by the dead heavy footsteps, and the piteous cries of the chained

gangs that passed our door. , the author is trying to evoke the feelings of anguish and

terror that these horrifying sounds arose in his young mind.

Now let s look at an example that uses shorter quotes:

The author uses imagery, more specifically the sense of sound, to convey the horror he

felt when listening to the passing of slaves as a young boy. He first uses adjectives deep

and still to show the initial calm state of his mind. This peace is then violently interrupted

with dead, heavy footsteps . By using the adjective dead to denote the sound of footsteps,

the author evokes images of death and loss. The subsequent use of noun phrase piteous

cries further intensifies the feeling of horror and helplessness.

Even just looking at these two analyses side by side, it s clear which one is sure to get

higher marks. But why?

The main point is that using shorter quotes and honing in on individual word and phrases

enables you to dissect the meaning of these individual words and thoroughly analyze what

their intended effects are.

Notice that in the first example, because the student used a long quote, he wasn t even

able to identify a specific language feature, which further brings the marks down. Analysing

the entire sentence at once also significantly reduces the precision and quality of the description

of the effect. On the other hand, in the second example,

the candidate is able to identify several different language devices and precisely comment

on the particular and overall effect all of them have, showing how individual words build

upon one another and further intensify the intended effects.

As a rule of thumb, aim to quote three to four words at most. Some textbooks take this

number up to seven, but in this case, less is definitely more.

To sum up, I ll just repeat one key word that is the absolute star of this video. You ve

guessed it, it s the adjective PRECISE! Being precise in quoting words from the original

text, identifying the language features and explaining their effect is a surefire way

to achieve higher grades.