- Hello my name is Jordan.
- Kia ora, my name is Kiya.
- And for the three of you doing this paper,
this is Level 1 of Unfamiliar Text.
- In an unfamiliar text exam, the markers want to know
that you can clearly identify language features
and that you know and understand
the text that's been given to you.
- Yeah, you want to get excellence,
you need to explain the author's purpose
or why the author used specific language features
to get across a specific purpose.
- If you don't remember the name of a language feature,
it's okay, because what's important for a merit
or an excellence grade
is that you understand a choice that an author made,
to have an effect on the text that they've written.
So you don't have to just look for simple things
like similes or metaphors.
You can just look for anything that an author made,
that was different than a regular text,
and what kind of effect this had on the reader
is the kind of arguments that you'll be bringing in.
For example, if you had a poem
and one stanza was filled with full stops
and the next stanza was filled with no punctuation at all.
You can just explain why the author chose to do this,
because of the kind of effect it would have on the reader.
Once you've realized what kind of
choices the author has made,
then you can just go on to annotate it,
like an ordinary language feature.
- So you've got about one hour to write
three kind of essays on a stool, a New Zealand poem and a
short story about something that doesn't really make sense.
You don't have time to waste,
so you don't need to write full essays.
Don't worry too much about a full introduction inclusion.
Just write a thesis statement,
and get straight into your three main points.
A thesis statement might be a similes, repetition
and enjambment helps me understand why the boy
was scared of the park throughout his life.
So for long answers, you want a minimum,
of around about three language features.
It's important that you choose these strategically,
you're not gonna get much done,
if you just pick a simile, and some verbs or something.
You wanna have some big language features,
cause you can unpack in depth,
and talk about the main ideas in the text.
It can also be helpful to link language features together,
that kind of serve a similar purpose,
so onomatopoeia, repetition, things like that.
These will all help you to talk about the effect it has
on the reader cumulatively, which is far more important
than just listing individual language features.
It's also really important that you use a breadth of them,
especially if the question ask you to talk about
how something changed, or something was throughout the text.
- Often the exam paper will tell you
to consider writing something.
Don't just consider it, actually write it down.
Treat this as a checklist, it's important to
use these words as a sign post to tell the marker
that you're actually doing what's asked of you.
For example, if the paper says,
consider how this piece creates a type of mood.
In your thesis, you will say,
this piece creates a fearful mood, for example.
Regardless of the fact that it says consider, just do it.
- So if you are doing Unfamiliar Text,
first of all, evaluate that, and second of all,
remember it all comes down to the author's purpose,
some experience or some measures
that they're trying to share.
- And the difference between getting an achieved grade,
compared to a higher grade is how well
you effectively explain the techniques that are used,
and then link it back to the author's overall purpose.
- Yeah, so we've gone through a lot of
the important strategies and things to remember,
but we have not covered everything.
So if you want more information,
check out the studytime English Walkthrough guides,
which is gonna be available now.
Anything else?
- Um, they don't actually release past exams,
because copyright purposes,
so literally take any text that you haven't seen before,
and just annotate that.
That's a good place to start practicing.
- Yeah, like a One Direction song.
- Thanks for watching.
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