What should I write in an essay?
The text should be thoroughly analysed. The students should be able to make inferences about the text and analyze its structure. The students should write an article to summarize their findings.
What type of questions can you expect?
IB English Literature (SL and HL) and IB English Language and Literature (SL and HL), can use a wide range of textual sources. They include magazine articles, editorials and speeches. Interview scripts and instructions are also acceptable. Blog posts, campaign materials, and other types of texts may be used. Students in SL will have a guiding issue, so you should base your response on that.
How do you write a textual interpretation?
The first thing to do is…
You can determine the genre of a text by looking at it. This means determining whether the text is part of a website, a magazine editorial, a podcast, an iTunes, etc. Concentrate on the text structure once you've identified the type.
Step two…
Although it may seem difficult, I assure you that it isn't. When you look at a text, the first thing you will notice is its structure.
- The Effects of Color on the Mind
Does the colour scheme of the text contrast with the background? If so, how does this affect the reader's perception? Are you able to draw in the reader? This section should focus on these elements.
- Logo(s)
Attention should be paid to logos that represent the structure. The logos could come from a website or business. It is important to note this.
An example is: The emblem is a bell. It is possible to connect the brand's name with its meaning, since the word 'bell' appears there. The logo is one manifestation.
- Titles
Note the order in which the headings are arranged. The fonts are they bolded, underlined or italicised?
It is a good way to draw the attention of the reader to the paragraph below. It makes it easy to understand the main idea of the next paragraph. This technique allows the reader to easily read or glance over the article and still understand what's written.
- Images
It is also worth mentioning that the majority of online publications include hyperlinks, which can be used to verify their authenticity. In the meantime, if you see a picture on the page, explain what it is and why it's there.
The hyperlinks that are provided at the end of each work allow readers to do more research about the subject, if that is their interest. Images are used to anchor the discussion. For example, an image of a female anchors the topic of discussion on female empowerment.
The third step is to…
The next step is to continue on. In this section, we'll be focusing on the content of the writer. We are looking for persuasive techniques, literary devices, real events, and examples.
-
Literary Devices
There are many literary devices that can be used by the writer, including simile, metaphore, hyperbole, and other literary devices. -
Persuasive appeals
Logos: Use facts and numbers to convince your audience.
Ethos : A way to convince an audience by using the authority and credibility of a persuader. This can be a famous celebrity or a prominent figure.
Pathos This is an effective way to persuade an audience through an emotional response.
Instance
Look at the example of a graphic text to see how it achieves these goals.
This is a text that serves as an educational article about slavery. The article's content and format make it much easier for the readers to interact with it. The highlighted text and color scheme are designed to help the reader focus on important information or links.
A red and black ribbon is displayed at the top of each page. It contains links to social networks, donation links as well as a punline and logo that are directly related to this article.
The article's main topic. The main goal of the text is to spread awareness through facts and to encourage readers to donate. Therefore, the location of the donation link couldn't have been better. Social media can be a great resource for readers who want to know more about what's being done and the topic.
To help people understand what slavery is, a picture of two slaves in action has been added to the page. It may help them distinguish it from other types of employment that are similar. Links to fact sheets, kits, books and other resources have been highlighted with red in the right-hand border. In this stage, the reader is able to compare the information's colour with the content, in order for them to form associations.
The content of a text can be used to make the reader more aware of the meaning and extent slavery. The first sentence of the text attempts to communicate to the reader that slavery is widespread by using the heading "slavery everywhere." It's risky to use such a strong phrase as "everywhere", since it would intensify the problem if used literally. The article then lists convenient places where slavery is found nearby, which makes it easier for the readers to connect. A hyperlink is then provided to the readers that highlights and colours each assertion made in the article. This helps to alleviate any doubts that might have been raised in the mind of the reader after reading it. The writer uses persuasive techniques like logos andethos. The passage continues to explain the existence of slavery in modern society. In addition to raising audience awareness, this article also seeks to create a collective through-pattern or tenacity. The article continues to explain other aspects about slavery in order to further educate the audience.
The last section of the piece is entitled "You are connected to slavery, and you can cure it." The use of "you" two times adds a great deal of personalization. The articles are usually used to inform the public, and to give them a place to collect information before moving to the next page. This article breaks from the usual trend by using "you" as a way to sound like it's written just for you, and to persuade the reader to help end slavery. It establishes a strong link between a reader's dilemma and their own. The content that discusses its popularity, along with two other links, makes for a compelling and clear conclusion.