AICE Lang AS Midterm Review (copy)
PERSONAL FORMS
letter
Key features: one specific person; placement of address; salutation/greeting (Dear_): body/message; closing (Sincerely, -
diary
Key features: usually private, meant for just the writer themselves; chronological record of experiences or events
travel writing
Key features: record of a trip in descriptive writer; can be personal or with a wider audience in mind; includes details about a specific location and its culture
biography, autobiography, memoir
Key features: biography - someone else's life; chronological; third person autobiography - writing about one's own life; chronological; first person memoir - specific experience/event from one's own life; personal thoughts
FORMAL TEXTS
essay
Key features: formal structure (introduction, body, conclusion); clear evidence and strong sense of logic; use of discourse markers (transitional phrases); thesis or claim statement
scripted speeches
Key features: acknowledgement of the institution or context in which the speech is given by making appropriate thanks or greetings; rhetorical devices such as repetition; the audience is listening to rather than reading the words
LITERARY TEXTS
narrative writing
Key features: presented as prose, poetry or drama; clear sense of action or direction; a deliberate perspective (first or third person point of view); characters experience conflict
descriptive writing
Key features: clear physical, sensory detail that aims to draw the audience into the time and place that is being described; figurative language such as metaphor, simile, onomatopoeia, hyperbole - all to create strong
FORM is the type of text. Different forms can be identified by their conventions, which can include content, structure, and language. It is worth noting where a text deviates from the standard conventions of its form, as the author will usually have done this for deliberate effect.
COMMERCIAL FORMS
advertisement, brochure, leaflet
Key features: headings, branding (logos, slogans, color schemes), simple and clear text (short paragraphs, single sentences, bullet points), large images
JOURNALISTIC FORMS
Key Content Angle General Style | General Style | Typical Language Features | |
Editorial | presents the official opinion of the publication | detached and formal | written in the third person (but can vary by publication) |
News Story | describes the news events | varies by publication, but often neutral | many complex sentences to fit in a lot of information |
Article | explains the writer's opinions or discusses a topical issue | personal and often chatty; varies according to the personality of the writer | written in the first person |
Investigative Journalism | gives in-depth information about a topical issue that the journalist has discovered | usually detached and formal; avoids sensationalist and emotional comment | includes statistics, dates and times, images of documents, etc., as evidence |
Review | offers an evaluation of a product or collection of products | personal but well-informed | often uses jargon relating to the type of product |
ONLINE FORMS
blog
Key features: posts on a central topic or set of related topics; like a public diary; chronological with most recent first; written in first-person; uses images, hyperlinks, and tags; audience/followers can comment/interact with posts
podcast
Key features: audio recording; episodes; one or more hosts; not usually scripted (more like a conversation); can interview guests; likely planned ahead of time and edited afterward; includes jingles, sound effects, turn-taking cues, and directly addressing the audience
Context, Audience, and Purpose: Define and understand how they influence the way a text is constructed.
Element | WHAT is it? (The Definition) | WHAT to Look For & HOW to Find It (The Action) | HOW It Influences the Text (The Why) |
Context | The time, place, situation, and cultural/historical background of the text’s creation. | Look for: Dates, mentions of public events, cultural references, or political circumstances. Find it: In the publication details, headers, or specific content references within the text. | Sets the Tone and Relevance:Determines the urgency, the emotional climate, and the necessity for the text. Influences the selection of allusionsand facts used. |
Audience | The specific intended readership or viewership (e.g., parents, economists, teenagers, political opponents). | Look for: Clues in the Form (e.g., a scientific journal vs. a tabloid), the level of Language (jargon vs. slang), and the type of Appeals used. Find it:Infer from the content complexity and stylistic choices. | Dictates Register, Formality, and Complexity: Influences vocabulary(Language) and level of detail(Structure). The writer adapts to the audience's presumed knowledge and values. |
Purpose | The writer's primary goal for creating the text (e.g., to inform, to persuade, to entertain, to critique). | Look for: The dominant action verb. Is the text selling something? Teaching something? Arguing a case? Find it:The overall content and the specific Tone (e.g., urgent tone usually signals persuasion or call to action). | Governs ALL Choices: The Purposeis the reason the writer selected the Form, organized the Structure, and chose specific Language. It must be the foundation of your analysis. |
Form, Structure, and Language: Understand what is included in an analysis.
FORM
WHAT to look for (From your Sheets) | WHERE to find it (The Action) | HOW to use it (The Analysis) |
Primary & Secondary Audience | Look at the complexity: Is the language simple (general audience) but the topic technical (specialized audience)? Look for "asides": Does the writer explain basic terms? If yes, there is a secondary, less-informed audience. | Don't just say "The audience is everyone." Instead, distinguish them: "While the primary audience is [Experts] due to the jargon, the inclusion of basic definitions suggests a secondary audience of [Students/Laypeople]." |
Visual Features | Scan for "Breaks": Look for bullet points, bold text, italics, or subheadings mentioned in your "Features" list. | Explain the function of the visual. "The use of bullet points breaks down complex information, catering to a busy audience who needs to scan for facts quickly." |
Context | Check the Date & Source: Is this a speech from a war? An article from a fashion magazine?
| Link Context to Form. "Given the context of a national crisis, the form of a televised speech was chosen to reach the maximum number of citizens instantly." |
STRUCTURE
WHAT to look for (From your Sheets) | WHERE to find it (The Action) | HOW to use it (The Analysis) |
Common Patterns (Chronological, Problem/Solution, Listing) | Look at the Transition Words: • Dates/Times = Chronological • "First, Second, Finally" = Sequential/Listing • "Because, As a result" = Cause/Effect • "The issue is... The answer is..." = Problem/Solution | Identify the "Skeleton": "The text follows a problem-solution structure, first establishing the severity of the crisis to alarm the reader, before offering the product as the only viable solution." |
Shifts (In time, topic, perspective, tone) | Look for Paragraph Breaks:Shifts almost always happen at the start of a new paragraph. Look for Pronoun Changes:A shift from "I" to "You" or "We" is a shift in perspective. | Pinpoint the Turning Point: "A distinct shift in tone occurs in the third paragraph, moving from objective description to subjective anger. This shift serves to mobilize the audience after informing them." |
Pacing (Fast or Slow) | Count the Punctuation: • Many periods/short sentences = Fast Pace(Urgent, tense, exciting). • Many commas/long sentences = Slow Pace(Relaxed, academic, thoughtful). | Explain the "Feeling": "The fast pace, created by staccato sentences, mimics the chaos of the event, forcing the reader to experience the writer's panic." |
LANGUAGE
WHAT to look for (From your Sheets) | WHERE to find it (The Action) | HOW to use it (The Analysis) |
Diction (Specific Word Choice) | Find the "Loaded" Words: Ignore words like "the," "is," "and." Look for the adjectives and verbs that carry emotion (e.g., instead of "said," they use "screamed" or "whispered"). | Quote and Connote: "The writer's diction, specifically the word '[Quote],' connotes [Emotion/Feeling], which aligns with the purpose to evoke sympathy." |
Figurative Language | Hunt for Comparisons: Look for X is Y (Metaphor) or X is like Y (Simile).
| Unpack the Image: "By using a metaphor comparing the economy to a 'sinking ship,' the writer creates a visual image of disaster that fear-mongers the audience into agreeing." |
Syntax (Sentence Structure) | Check the Length: Is the sentence a mile long? Or is it three words?
| Connect Grammar to Mood: "The use of short, imperative syntax ('Do it now.') creates an authoritative tone, leaving the audience no room to question the command." |
Figurative Language:
Simile: A comparison between two unlike things using "like" or "as."
Metaphor: A direct comparison between two unlike things, stating that one is the other.
Imagery: Descriptive language that appeals to the five senses (sight, sound, smell, taste, touch).
Personification: Giving human qualities or actions to inanimate objects or abstract ideas.
Hyperbole/exaggeration: The use of extreme exaggeration for emphasis or effect; not meant to be taken literally.
Symbolism: The use of an object, word, or event to represent an abstract idea or concept.
Connotation and Denotation: Recognize and identify
Connotation: The emotional associations, subjective feelings, or cultural implications attached to a word beyond its literal meaning.
Denotation: The literal, dictionary definition of a word, devoid of emotion or cultural association
Perspective and Point of View:
1st person: The narrator is a character in the story, using "I," "we."
2nd person: The narrator directly addresses the reader, using "you."
3rd person limited: The narrator is outside the story, using "he," "she," "they," but only knows the thoughts/feelings of one character.
3rd person omniscient: The narrator is outside the story, using "he," "she," "they," and knows the thoughts/feelings of all characters.
Voice and Tone: Define and understand use and effect.
Term | Definition | Understanding the Use (How to Find It) | Effect on the Text (The Analytical Result) |
Voice | The unique personality, style, and attitude of the writer as conveyed through consistent language and structuralchoices. It is the identity the writer creates on the page. | Look for Consistency: Scan for repeated features: Register: Is it consistently formal or consistently informal? Diction: Does the writer frequently use specialized jargon or, conversely, highly simple vocabulary? Pronouns: Does the voice remain objective (3rd person) or subjective (1st person)? | Establishes Credibility & Connection: A scholarly voice establishes Ethos (authority), making the argument more trustworthy. A friendly, casual voice reduces distance, making the audience feel connected and receptive. A cynical voice can be used to set a critical stance against a perceived injustice, aligning the writer with a skeptical audience. |
Tone | The writer's attitude toward the subject matter or the audience, expressed directly through specific diction(word choice) and syntax(sentence structure). | Analyze Emotional Clues: Adjectives & Adverbs: Are they overwhelmingly negative, positive, or neutral? (e.g., "tragic," "brilliant," "calmly"). Sentence Type: Do exclamatory sentences dominate (passionate tone), or are they mostly declarative (objective tone)? Figurative Language: Does the imagery used suggest anger (aggressive metaphors) or sadness (somber similes)? | Manages Audience Emotion & Achieves Purpose: A pitying/sympathetic tone is necessary to achieve the Purposeof a charity appeal. An urgent, alarming tone is used to mobilize a complacent audience to immediate action. A neutral/objective tone (often achieved by avoiding emotional adjectives) convinces the audience that the information provided is factually sound and unbiased. |
Word Classes:
Noun: Names a person, place, thing, or idea.
Pronoun: Replaces a noun (e.g., he, she, it, we, you).
Adjective: Modifies or describes a noun or pronoun.
Verb: Expresses an action or a state of being.
Adverb: Modifies a verb, adjective, or another adverb (often ends in -ly).
Preposition: Shows the relationship between a noun/pronoun and another word (e.g., in, on, at, under).
Conjunction: Connects words, phrases, or clauses (e.g., and, but, or, so).
Determiner: Introduces a noun (e.g., a, an, the, every, this, my).
Exclamatory: Words or phrases expressing strong emotion.
9. Sentence Types:
Term | Definition | Use & Effect in Analysis |
Simple | Contains one independent clause (one main idea). | Effect: Creates a punchy, direct, and fast-paced rhythm, often used for emphasis or to deliver a clear, unambiguous statement. |
Compound | Contains two or more independent clauses joined by a coordinating conjunction (FANBOYS: For, And, Nor, But, Or, Yet, So). | Effect: Links closely related ideas with equal weight; suggests a balanced or additive relationship between the clauses. |
Complex | Contains one independent clause and one or more dependent (subordinate) clauses. | Effect: Allows the writer to convey sophisticated or detailed information, often used to establish credibility or an authoritative tone. |
Minor | A grammatically incomplete sentence or fragment. | Effect: Creates a dramatic pause or a moment of tension. Highly emphatic; often used in headings or advertisements. |
Declarative | A sentence that makes a statement. | Effect: The default sentence type; used to convey facts or information with a sense of certainty and finality. |
Interrogative | A sentence that asks a question. | Effect: Forces the Audience to engage and consider the issue. If it is a Rhetorical Question (no answer expected), it guides the reader toward a specific conclusion. |
Exclamatory | A sentence that expresses strong emotion, ending with an exclamation mark. | Effect: Creates immediate emotional intensity and urgency, often signalling a passionate or outraged Tone. |
Imperative | A sentence that gives a direct command or instruction. | Effect: Establishes a highly authoritative Tone and is directly linked to the Purpose of demanding action (e.g., "Vote now," "Stop this injustice"). |