Comment Writing and Creative Task Guidelines

Text Preparation, Dictionary Usage, and Post-Exam Verification

Text Preparation Steps

• Read the introduction carefully to identify key information about the author.

• Read and examine the specific questions/task prompts before reading the complete text.

• Underline key words and essential information throughout the reading process.

• Make concise notes on the margins/side of the text.

• Actively look for signal words to track the structure of the argument.

Dictionary Usage Checklist

• Contextual Meaning: Verify which exact meaning fits the specific context of the sentence.

• Word Class: Identify the correct word class (e.g., noun, verb, adjective, adverb).

• Prepositions: Check which specific preposition follows the chosen word.

• Collocations & Context: Review provided example sentences and common word combinations to ensure natural phrasing.

Post-Exam Check After Writing

• Task Alignment: Verify whether the exact requirements of the task have been fully answered.

• Tense: Confirm that the simple present tense was consistently used when analyzing the text.

• Paragraph Structure: Check that each analysis paragraph strictly contains a Point, Evidence, and Explanation (PEA framework).

• Contextual Effects: Confirm that all stylistic and linguistic effects have been explained in their specific context.

• Author's Purpose: Ensure that every analytical technique is directly connected to the author's overall purpose.

• Textual Evidence: Verify that short quotations are used alongside precise line references.

• Grammar & Accuracy: Re-check verb endings, tenses, and prepositions.

• Vocabulary: Ensure precise, varied, and elevated vocabulary is used throughout.

Writing Tasks, Structural Frameworks, and Methodologies

Text Summary Writing (Task 1 / TATTE)

• Core Summary Rules:

  • Always write using the simple present tense.

  • Express all content strictly in your own words.

  • Include only information that is directly relevant to the task prompt.

  • Do not express any personal opinions or subjective judgments.

• TATTE Framework:

  • Represents Thema des vorliegenden Textes (categorizing and generalizing statement of the primary topic).

• Introductory Stems for Summaries:

  • "The article [title], written by [author] and published in [source] on [date], deals with…"

  • Example: "The newspaper article '[title]', written by [author] and published in [source] on March 24th 2019, deals with inner and outer perceptions of Britain after the country went through massive changes."

  • Example: "…deals with Britain's international position and influence after Brexit."

  • "The text focuses on…"

  • "The author discusses the issue of…"

  • "The main topic of the text is…"

Text Analysis Structure (Task 2)

• Overall Analytical Structure:

  • Paragraph 1 (Claim): Formulate the main claim outlining the author's intent and concise summary of the analytical methods used (typically 3 distinct methods).

  • Paragraph 2 (Method 1): Analyze the first method and refer findings directly back to the central claim.

  • Paragraph 3 (Method 2): Analyze the second method and refer findings directly back to the central claim.

  • Paragraph 4 (Method 3): Analyze the third method and refer findings directly back to the central claim.

• Paragraph Architecture (PEA Model):

  • Start a new paragraph whenever a new topic or method is introduced.

  • Point: Begin with a clear topic sentence.

  • Evidence: Provide supporting details and short textual quotes (forms the longest part of the paragraph).

  • Analyse: Conclude the paragraph by linking the findings back to the central claim.

• Formulating the Central Claim:

  • A complete claim combines the author's intent with the specific ways they convey that intent (e.g., specific language choices, argumentative techniques, or line of argumentation).

  • Positive / Supportive Intent Verbs: to advocate, to praise, to persuade, to urge, to warn (someone about something), to justify, to support, to educate.

  • Critical / Opposing Intent Verbs: to criticize (dislike), to critique (evaluate), to mock, to blame, to rebut, to refute, to expose, to undermine, to oppose.

Comment Writing Structure

• Introduction:

  • Thesis Statement: Express the central argument that needs to be proven.

  • Opening Devices: Engage the reader using an example, rhetorical question, fact, or quote.

  • Mini Conclusion: Provide a brief transitional closing statement leading into the main part.

• Main Part:

  • Clearly express your own opinion.

  • State logical arguments supporting your opinion.

  • Back up each argument with concrete examples.

  • Address and eventually state a counter-argument.

• Conclusion:

  • Conclude with a final paragraph that sums up the evidence presented and restates the thesis.

  • Option to add personal feelings or offer an outlook on how the situation will develop in the future.

Creative Writing Tasks

• Content Requirements:

  • Ensure zero contradictions with the original source text.

  • Include key details from the source text.

  • Adhere strictly to the demanded perspective (incorporating proper language, style, perception, and character traits).

  • Ensure the main thematic focus aligns precisely with the task requirements.

• Ability to Express Oneself:

  • Tailor language specifically to suit the intended target audience.

  • Adapt language to match the given situation or scenario.

Stylistic Devices, Tone, Style, and Register

Rhetorical and Stylistic Devices

• Metaphor: Creates a vivid visual image in a sentence by describing one thing as another.

  • Example: "Time is a thief."

• Simile: Makes an explicit comparison between two things using "like" or "as" to make an idea clear and understandable.

  • Example: "He is brave as a lion."

• Personification: Gives human qualities, actions, or characteristics to non-human objects or abstract concepts.

  • Example: "The wind whispered through the trees."

• Repetition: Repeatedly uses key words or phrases to emphasize a central idea.

  • Example: "Never give up, never give in."

• Alliteration: Repeats identical initial consonant sounds in successive words to make a phrase memorable or draw special attention to it.

  • Example: "Peter picked a perfect pear."

• Anaphora: Repeats specific words at the beginning of successive clauses or sentences to emphasize a key message and create rhythmic momentum.

  • Example: "We need change, we need action, we need hope."

• Contrast: Juxtaposes opposing ideas or images to highlight the stark differences between them.

  • Example: "Some have everything, others have nothing."

Distinguishing Irony and Sarcasm

• Irony: Stating something that is different from what is actually meant, typically used to point out a contrast.

  • Example: Saying "What a lovely weather!" during a heavy rainstorm.

• Sarcasm: A critical and aggressive way of speaking where someone says the exact opposite of what they mean. It is used to insult someone, make fun of them, or demonstrate that the speaker is angry or annoyed.

  • Example: Saying "Wow, great job!" when someone makes a mistake.

Style, Tone, and Register Triad

• Style (How is it written?):

  • Vocabulary: Simple, complex, technical, or emotional.

  • Sentence Structure: Short, long, simple, or complex sentences.

  • Rhetorical Devices: Presence and frequency of stylistic devices.

• Tone (How does the text feel?):

  • Describes the author's underlying attitude and the mood or feeling generated by the text.

  • Examples of Tone: Sad / melancholic, angry, sarcastic, critical, pessimistic, serious, humorous, enthusiastic, optimistic, sympathetic.

• Register (Who is it written for?):

  • Examines what type or level of language is used for a specific audience, situation, and purpose.

  • Formal Register: Characterized by polite, precise language with no slang.

  • Informal Register: Characterized by relaxed language and everyday vocabulary.

  • Colloquial Register: Characterized by casual, conversational language, slang, and spoken expressions.

• Core Analytical Integration:

  • Assessing Tone (How does it feel?), Style (How is it written?), and Register (Who is it written for?) reveals what the text does to the reader.

Vocabulary Precision, Transitions, and Expressions

Common Author Patterns

• Pattern: aim to do $\rightarrow$ Example: "The author aims to persuade readers."

• Pattern: want to do $\rightarrow$ Example: "He wants to reassure his audience."

• Pattern: avoid doing $\rightarrow$ Example: "He avoids discussing disadvantages."

• Pattern: suggest doing $\rightarrow$ Example: "She suggests changing the policy."

• Pattern: encourage someone to do $\rightarrow$ Example: "The text encourages readers to reconsider their views."

Precision Vocabulary Upgrades

• Replace "a lot of" with many, much, or numerous.

• Replace "good" with beneficial, convincing, or effective.

• Replace "bad" with harmful or problematic.

• Replace "big" with major or significant.

• Replace "says again" with repeats or reiterates.

• Replace "makes clear" with clarifies or highlights.

• Replace informal contractions ("don't", "can't") with do not or cannot.

Linking Words and Transition Connectives

• Adding Ideas: Furthermore, moreover, in addition, additionally.

• Contrasting Ideas: However

• , in contrast, whereas, on the other hand.

• Showing Results: Therefore, as a result, consequently.

• General Analytical Connectives: To begin with…, firstly, secondly…, although, in order to…, in my opinion…, I have to admit…, opposed to…, as…

Analytical Stems and Useful Phrases

• Language and Stylistic Analysis:

  • "The author uses… to emphasize with…"

  • "The use of… highlights…"

  • "The choice of words creates a… atmosphere."

  • "This underlines the idea of…"

  • "This creates the impression that…"

  • "The stylistic devices reinforce the message that…"

• Analyzing Author Intent:

  • "The author intends to show that…"

  • "The author wants to cause a sense of…"

  • "The author attempts to convince the reader that…"

  • "The author highlights the importance of…"

• Analyzing Reader Effect:

  • "This makes the reader aware of…"

  • "This creates a sense of…"

  • "The reader may identify with…"

  • "The author aims to make the reader realize that…"

  • "This suggests that…"

  • "This indicates that…"

  • "This draws the reader's attention to…"

  • "The contrast between… and… highlights…"

  • "By using this technique, the author emphasizes…"

• Analytical Conclusions:

  • "In conclusion, the analysis shows that…"

  • "To sum up, the author successfully convinces the reader that…"

  • "Overall, the use of… contributes to…"

  • "In summary, the main message of the text is…"

Argumentative & Comment Essay Language Support

• Introducing the Topic/Problem:

  • "The text/book raises the question of…"

  • "…introduces the problem of…"

  • "The problem/issue that is touched upon here is…"

  • "The statement/text illuminates the basic problem/dilemma of…"

• Lines of Argument (My Point of View):

  • "Considering the fact that…"

  • "Another important point/factor/argument is…"

  • "You also have to take into consideration that…"

  • "I am convinced (that)…"

  • "Above all, it is important to note… / it must be said… / one cannot ignore (that)…"

  • "…to be in favor of something"

  • "…to (strongly) support/oppose something"

  • "…to argue for/against something"

• Lines of Argument (Balancing Points of View):

  • "On the one hand…, on the other hand…"

  • "Whereas A…, B…"

  • "In contrast to A, B…"

  • "From B's point of view, however,…"

  • "Looking at the problem from A's side, you have to admit that…"

  • "Supporters/Opponents of… argue/might argue that…"

  • "Another argument/point/reason that is often put forward is…"

  • "Others maintain/claim/assert that…"

• Personal Conclusions:

  • "I rather agree/disagree with…"

  • "As opposed to…, I definitely believe that…"

  • "In my opinion,… / As I see it,… / Personally,…"

  • "As far as I am concerned,…"

  • "Finally, I would like to point out that…"

  • "Taking into account what has been said so far, I…"

  • "Having considered the different arguments, I…"

  • "Looking at the two sides, I have to say…"

  • "To sum up, I am of the opinion that…"

  • "To come to a final conclusion, I think…"

Advanced Cause Verbs and Agreement / Disagreement Terms

Formal 'Cause' Verbs

• to give: Used for positive or negative situations (rather formal).

• to cause: Used specifically for negative outcomes (formal, applied to situations without people).

• to produce: Used for clear results (formal, applied to situations without people).

• to generate: Used for rather negative situations (formal, applied to situations with people).

Additional Cause Vocabulary & Contextual Applications

• provoke: "The news provoked a feeling of despair in everyone."

• precipitate / spark: Quickly or suddenly caused (Example: "The events precipitated/sparked a political crisis.").

• bring about: Gradually produced (Example: "The invention of the car brought about great changes in society.").

• result in: Produced an outcome (Example: "Your action has resulted in a formal complaint from a member of the public.").

• stem from: Be a result of (Example: "His problems stem from his difficult childhood.").

• grounds for: Cause or reason (Example: "Have you any grounds for suspecting him?").

• have implications for: Is likely to cause certain results (Example: "The proposal has implications for traffic in the area.").

• be based on / provide the basis for: Has been developed as a result of (Example: "My argument is based on the available data" $\rightarrow$ "The available data provide the basis for my argument").

Expressing Agreement, Disagreement, or Compromise

• Agreement Expressions:

  • to concur with: To agree with an idea or opinion.

  • to find yourself in accord with: To completely agree with.

  • to approve of: To think of something as good.

  • to coincide with: To be the same as.

• Disagreement Expressions:

  • to dissent: To disagree with an accepted view.

  • to oppose: To disagree.

  • controversy: A lot of disagreement on a topic.

  • to differ: To have a different view than someone.

British Politics, Monarchy, and Brexit Context

Foundations of British Identity and State

• Historical Associations: Britain is heavily associated with its monarchy, parliamentary democracy, and long history.

• Identity: British identity is continuously shaped by tradition and cultural diversity.

• Monarchy: Regarded by its supporters as a symbol of continuity and national unity. The monarchy was formally reinstalled in 1689.

• Constitutional Framework: Recognized as the oldest democracy in the world. It operates with no single written constitution, relying instead on historical legal documents:

  • Magna Carta (1215): Foundational document establishing constitutional principles.

  • Bill of Rights (1689): Explicitly limits the power of the monarch and reinforces the power of parliament.

Parliamentary System (Two Houses)

• The House of Commons:

  • Composed of 650 members, with each member representing one individual constituency.

  • Members are elected every 5 years through General Elections.

  • Utilizes the "First-past-the-post" voting system.

• The House of Lords:

  • Referred to as the "Upper House".

  • Composed of approximately 760 members.

  • Members are not elected.

Key Brexit Vocabulary

• Withdrawal: The formal act of leaving a political or economic union.

• Referendum: A direct vote by the electorate on a specific proposal or constitutional issue.

• EU Membership: The state of belonging to the European Union.

• Sovereignty: Supreme power and ultimate authority of a state to govern itself.

• Independence: The state of self-governance without external control.