<p><strong>HOW TO ANNOTATE? ANALYSE? STRUCTURE AND WRITE THE TEXTUAL ANALYSIS RESPONSE?</strong></p> <p>DEMONSTRATION OF HOW TO USE THESE CORE SKILLS USING A SHORT TRAVEL WRITING TEXT</p> <p><em><strong>This POWER RESOURCE Comprises:</strong></em></p> <ul> <li>Guidelines for reading and annotating, and analysing a text</li> <li>Guidelines for structuring and writing the analysis<br /> [2 approaches]</li> <li>Demonstration of how to use these core skills using a short travel writing text<br /> [Sample Text, Annotation, 700 Model Analysis]</li> </ul> <p><strong>Exploration of Form, Structure and Language as per the requirements of the new syllabus</strong></p> <p>For online tutoring contact: <a href="mailto:septembertune2022@gmail.com" target="_blank" rel="nofollow">septembertune2022@gmail.com</a><br /> Trained Cambridge &amp; IB Tutor</p>

<p>**What to analyse under ‘Form, Structure &amp; Language’ in the AS 9093 paper?<br /> **<br /> ESSENTIAL TOOL KIT FOR UNDERSTANDING TONE, MOOD &amp; ATMOSPHERE</p> <p><strong>Resource Comprises:</strong></p> <ul> <li>Explanation of concepts with examples</li> <li>Subtle differences explained</li> <li>Ready-to-use Class exercises per concept</li> <li>Ready-to-use Mixed exercises</li> <li>Complete Answer Key</li> </ul> <p>**ALL RELEVANT CONCEPTS FROM THE CAIE GLOSSARY OF TERMS FOR AS/L 9093 EXPLAINED WITH EXAMPLES. **</p> <p>For online tutoring contact: <a href="mailto:septembertune2022@gmail.com" target="_blank" rel="nofollow">septembertune2022@gmail.com</a><br /> Trained Cambridge &amp; IB Tutor</p>

<p>**What to analyse under ‘Form, Structure &amp; Language’ in the AS 9093 paper?<br /> **<br /> ESSENTIAL TOOL KIT FOR UNDERSTANDING AUTHOR, VOICE AND POV</p> <p>**<br /> <strong>Resource Comprises:</strong></p> <ul> <li>Explanation of concepts with examples</li> <li>Difference between Voice and P.O.V.</li> <li>Ready-to-use Class exercises</li> <li>Complete Answer Key</li> </ul> <p>ALL RELEVANT CONCEPTS FROM THE CAIE GLOSSARY OF TERMS FOR AS/L 9093 EXPLAINED WITH EXAMPLES.</p> <p>For online tutoring contact: <a href="mailto:septembertune2022@gmail.com" target="_blank" rel="nofollow">septembertune2022@gmail.com</a><br /> Trained Cambridge &amp; IB Tutor</p>

<p>WHAT TO ANALYSE UNDER ‘FORM, STRUCTURE &amp; LANGAUGE’ IN AS 9093?</p> <p>ESSENTIAL TOOL-KIT FOR ANALYSIS OF STRUCTURE</p> <p>Resource Comprises:</p> <ul> <li>Comprehensive list of 18 Structural Devices &amp; Techniques with examples and effects</li> <li>Ready-to-use Class Exercises</li> <li>Sample Responses to Exercises with analysis of ‘Effect’.</li> </ul> <p>**ALL RELEVANT TERMS FROM THE CAIE GLOSSARY OF TERMS FOR AS/L 9093 EXPLAINED WITH EXAMPLES. **</p> <p>For online tutoring contact: <a href="mailto:septembertune2022@gmail.com" target="_blank" rel="nofollow">septembertune2022@gmail.com</a><br /> Trained Cambridge &amp; IB Tutor</p>

<p>This resource contains a sample answer for the **TEXT ANALYSIS **question on Paper 1 of the CIE AS English Language (9093) syllabus. The text being analysed is:</p> <p>An extract from the invesigative journalism report titled ‘Not Until A Boy Died’ by Patricia Callahan which appeared in the May / June 2016 paper.</p> <p>This Resource includes:<br /> QUESTION &amp; EXTRACT<br /> ANNOTATIONS OF THE EXTRACT<br /> SAMPLE TEXT ANALYSIS OF 900 WORDS FOCUSING ON FORM, STRUCTURE &amp; LANGAUGE</p> <p>Excerpt from the text analysis response:</p> <p>The text is an investigative report whose purpose is to expose the “myopic and docile approach” of the CPSC in regulating toys that lead to the “death and injury” of various children. This is directly stated in the nut - graph paragraph of the article which follows the lead, thus adhering to the conventions of a typical news report by contextualising and clearly indicating the purpose of the text. The investigative report is primarily aimed at parents of young children to caution them about the perils of hazardous products like Magnetix, however it can also be read by members of the civil society in general since it directly<br /> implicates and criticises a federal agency (CPSC) that is answerable and accountable to the<br /> general public.</p> <p>At the beginning of the text, the writer uses an anecdotal lead to provide intricate details of Sharon Grigsby’s case. Since Sharon Grigsby and her students are people like the general audience (members of civil society), the writer wants the reader to immediately connect to the story and help them form a clear picture of their plight, which renders the story extremely relatable, hence ensuring that the reader is receptive to the whole story and the hard factual analysis presented below…</p> <p>For online tutoring contact: <a href="mailto:septembertune2022@gmail.com" target="_blank" rel="nofollow">septembertune2022@gmail.com</a><br /> Experienced Cambridge &amp; IB Tutor</p>

<p>This resource contains a sample answer for the **TEXT ANALYSIS **question on Paper 1 of the CIE AS English Language (9093) syllabus. The text being analysed is:</p> <p>An extract from the of the magazine editorial ‘OneLife – Work. Learn. Play.’ that appeared in the Oct-Nov 2019 paper.</p> <p>This Resource includes:<br /> QUESTION &amp; EXTRACT<br /> ANNOTATIONS OF THE EXTRACT<br /> SAMPLE TEXT ANALYSIS OF 900 WORDS FOCUSING ON FORM, STRUCTURE &amp; LANGAUGE</p> <p>Excerpt from the text analysis response:</p> <p>The writer has used several effective linguistic devices and techniques to achieve the intended purpose as well as effectively engage the audience throughout the text. For instance, in the beginning itself, the writer uses typography in the title by merging the word “one” and “life” to create a single compounded word “OneLife” which captures the whole essence of the assertion that technology is breaking barriers between work and recreation and instead replacing it with a sense of seamlessness, while at the same time stimulating curiosity of the reader and building more interest. This neologism not only reflects the seamlessness between different parts of life, but also establishes the impression that this new technology driven world needs its own unique lingo, therefore supporting the use of the new word. In addition, the unusual punctuation and short one word sentences “Work. Learn. Play” grabs the audience’s attention as the full stops force the reader to pause and consider each idea distinctly but also consider how these three indispensable aspects of life are flawlessly synched.</p> <p>For online tutoring contact: <a href="mailto:septembertune2022@gmail.com" target="_blank" rel="nofollow">septembertune2022@gmail.com</a><br /> Experienced Cambridge &amp; IB Tutor</p>

<p><strong>WHAT TO ANALYSE UNDER ‘FORM, STRUCTURE &amp; LANGAUGE’ IN AS 9093?</strong></p> <p><em><strong>ESSENTIAL TOOL-KIT FOR ANALYSIS OF LANGUAGE</strong></em></p> <p><strong>Resource Comprises:</strong></p> <ul> <li>Comprehensive list of 53 FOS &amp; Literary Techniques with examples and effects</li> <li>Ready-to-use Class Exercises</li> <li>Sample Responses to Exercises with analysis of ‘Effect’.</li> </ul> <p>**ALL RELEVANT TERMS FROM THE CAIE GLOSSARY OF TERMS FOR AS/L 9093 EXPLAINED WITH EXAMPLES. **</p> <p>For online tutoring contact: <a href="mailto:septembertune2022@gmail.com" target="_blank" rel="nofollow">septembertune2022@gmail.com</a><br /> Trained Cambridge &amp; IB Tutor</p>

<p>This resource contains a sample answer for the DIRECTED RESPONSE AND COMPARATIVE COMMENTARY** question of Paper 1 [Oct/Nov 2019] of the CIE AS English Language (9093) syllabus. The text being analysed is:</p> <p>**The Question being Answered is: **</p> <p>QUESTION [OCTOBER/ NOVEMBER 2019]<br /> The following text is a guide to birdwatching taken from the website of an international organisation dedicated to conserving nature.</p> <p>a. Imagine that you have been asked to present a speech in a formal debate at your school or college about whether birdwatching is a worthwhile hobby. Write the opening (150-200 words) of your speech in which you introduce your main arguments about birdwatching. [10]</p> <p>b. Compare your speech with the webpage, analysing form, structure and language. [15]</p> <p>THIS RESOURCE INCLUDES:<br /> ANALYSIS OF THE QUESTION<br /> SAMPLE DIRECTED WRITING TASK I.E. SPEECH OF 200 WORDS<br /> COMPARATIVE COMMENTARY [GUIDE AND SPEECH ] OF 900 WORDS</p> <p>Excerpt from the text analysis response:<br /> b) The first text is a guide to birdwatching taken from the website of an international organisation committed to conserving nature, while the second text is a speech presented in a formal debate at a school or a college about whether birdwatching is a worthwhile hobby. Despite both texts revolving<br /> around the common theme of birdwatching, their purposes are glaringly different. The guide’s main objective is to persuade the audience to take up birdwatching by listing its numerous benefits, while also having the secondary purpose of advising the reader on the steps to start birdwatching to make<br /> the process seem easy and seamless. However, the speech aims to discourage the audience from pursuing birdwatching by critically questioning the worthiness of the hobby as well as shedding light on its disadvantages…</p> <p>For online tutoring contact: <a href="mailto:septembertune2022@gmail.com" target="_blank" rel="nofollow">septembertune2022@gmail.com</a><br /> [Experienced Cambridge and IB Tutor]</p>

<p>This resource contains a sample answer for the **TEXT ANALYSIS **question on Paper 1 of the CIE AS English Language (9093) syllabus. The text being analysed is:</p> <p>An extract from the biography of Jean Rhys which appeared in the October/ November 2015 paper.</p> <p>This Resource includes:<br /> QUESTION &amp; EXTRACT<br /> ANNOTATIONS OF THE EXTRACT<br /> SAMPLE TEXT ANALYSIS OF 800 WORDS FOCUSING ON FORM, STRUCTURE &amp; LANGAUGE</p> <p>Excerpt from the text analysis response:</p> <p>The text is a biography of the novelist Jean Rhys for an intended audience of Jean Rhys’ fans or general readers of literary non-fiction.</p> <p>The purpose of the text is to provide an insight into Jean Rhys’ character and her thoughts and feelings. Another purpose of the text is to discuss Rhys’ life and her experiences, particularly of when she decided to return home. The writer achieves these purposes in numerous ways, one of them being the use of several formal and stylistic devices throughout the text. To begin with, the writer says that ‘going home was a matter of urgency’ and that Rhys ‘had to go home to keep writing.’ This gives the readers the impression that she was suffering from a writer’s block and the use of the colon adds to her sense of helplessness since Rhys felt a loss</p> <p>For online tutoring contact: <a href="mailto:septembertune2022@gmail.com" target="_blank" rel="nofollow">septembertune2022@gmail.com</a><br /> Experienced Cambridge &amp; IB Tutor</p> <p>Tes paid licence</p>

<p>This resource contains a sample answer for the **TEXT ANALYSIS **question on Paper 1 of the CIE AS English Language (9093) syllabus. The text being analysed is:</p> <p>An extract from blog post taken from the website of a company that sells lifestyle events and experiences.</p> <p>The extract is printed in Cambridge International As and A Level English Language Reading Skills Question Paper May-June 2019. It has also been printed in this resource package for your convenience.</p> <p>**QUESTION: **<br /> Q. The following text is a blog post taken from the website of a company that sells lifestyle events and experiences. Analyze the text, focusing on form, structure, and language. [25 Marks]</p> <p><strong>THIS RESOURCE COMPRISES:</strong><br /> Extracted from the question paper<br /> Annotation of the Extract from the question paper<br /> Sample Text Analysis of 800 words</p> <p><strong>EXCERPT FROM THE SAMPLE TEXT ANALYSIS:</strong><br /> …In order to further promote the concept of the silent disco the writer uses a list of positive modifiers “surprise, post-dinner, secret, invite-only” in order to highlight the unique attributes of the event. These words create a sense of anticipation and adventure as they suggest that a friend is leading the reader to participate in an unknown i.e. “surprise” activity late at night i.e. “post-dinner”. Moreover, there is a sense of exclusivity built by the terms “secret, invite-only” which makes the reader feel as if they are participating in something clandestine and special and further motivates them to try it.…</p> <p>For online tutoring contact: <a href="mailto:septembertune2022@gmail.com" target="_blank" rel="nofollow">septembertune2022@gmail.com</a><br /> Experienced Cambridge &amp; IB Tutor</p>

<p>This resource contains a sample answer for the SHORTER WRITING TASK AND REFLECTIVE COMMENTARY question on Paper 2 of the CIE AS English Language (9093) syllabus. The text being analysed is:</p> <p>**The Question being Answered is: **</p> <p>Q1) Your local youth leader would like young people to learn about a range of hobbies and is aiming to produce a series of leaflets. The leaflets will be aimed at teenagers aged 13-19.</p> <p>a) Write the text for a leaflet, explaining one of your hobbies. Use no more than 400 words. In your writing, explore what is enjoyable or productive about your hobby and why you think other young people would enjoy it. [15 Marks]</p> <p>b) Write a reflective commentary on your text, explaining how your linguistic choices contribute to fulfilling the task set. [10 Marks]</p> <p>THIS RESOURCE INCLUDES:<br /> ANALYSIS OF THE QUESTION<br /> SAMPLE SHORTER WRITING TASK OF 400 WORDS<br /> REFLECTIVE COMMENTARY OF 800 WORDS<br /> REFLECTIVE CONCLUSION</p> <p>Excerpt from the text analysis response:</p> <p><strong>Reflective Commentary</strong><br /> My text is a leaflet and my objective is to promote reading as an exciting hobby for teenagers in my locality. In have achieved this purpose by explaining the benefits of reading and using several linguistic and structural features such as colloquial language, imperatives and exclamatory sentences that would appeal to my audience and also make for a quick and easy read.</p> <p>I start leaflet with the heading ‘Hobby Time!’ as this leaflet is one in a series of leaflet about hobbies. I follow this with the sub-heading ‘Reading’ to signal to my reader that this edition of the leaflet will focus on reading as a hobby.</p> <p>In terms of structure, I have started with an introduction where I establish my overall point of view that reading is “enchanting and exciting” and has many benefits and then move on to the different sections where I elaborate on each benefit. This structure is followed so that the reader has a quick overwiw of the content from the introduction and knows what to expect in the rest of the leaflet. Moreover, the use of different thematic sections breaks….</p> <p>For online tutoring contact: <a href="mailto:septembertune2022@gmail.com" target="_blank" rel="nofollow">septembertune2022@gmail.com</a><br /> [Experienced Cambridge and IB Tutor]</p>

<p>This resource contains a sample answer for the <strong>SHORTER WRITING TASK AND REFLECTIVE COMMENTARY</strong> question on Paper 2 of the CIE AS English Language (9093) syllabus. The text being analysed is:</p> <p>**The Question being Answered is: **</p> <p>Q1) You recently tried to buy something online, but you had some problems<br /> with the experience. You decide to write a review of this online shopping<br /> experience, which will be posted on a website called ‘Shopaholics Anonymous’.</p> <p>(a) Write the text for your review, using no more than 400 words. [15 Marks]</p> <p>(b) Write a reflective commentary on your text, explaining how your linguistic choices contribute to fulfilling the task set. [10 Marks]</p> <p><strong>THIS RESOURCE INCLUDES:</strong><br /> ANALYSIS OF THE QUESTION<br /> SAMPLE WRITING TASK OF 400 WORDS<br /> REFLECTIVE COMMENTARY OF 700 WORDS<br /> REFLECTIVE CONCLUSION</p> <p>Excerpt from the text analysis response:<br /> b) I have written a review about my negative online shopping experience with<br /> Nike. The review seeks to share the difficulties faced by me with the readers of<br /> the blog - ‘Shopaholics Anonymous’. I have used a critical, negative tone to<br /> express my disappointment and impact the readers’ mood so that they can<br /> understand and share my feelings. The semi-formal register and 1st person<br /> point of view lend a chatty tone to the review thereby making it engaging and<br /> easier to connect with the audience. The occasional third person voice lends<br /> professionalism and balances the text’s formality.</p> <p><strong>For online tutoring contact: <a href="mailto:septembertune2022@gmail.com" target="_blank" rel="nofollow">septembertune2022@gmail.com</a></strong><br /> <strong>[Experienced Cambridge and IB Tutor]</strong></p>

<p>This resource contains a sample answer for the **TEXT ANALYSIS **question on Paper 1 of the CIE AS English Language (9093) syllabus. The text being analysed is:</p> <p><strong>An extract from the memoir ‘Burning Lights’ by Bella Chagall.</strong></p> <p>Due to copyright reasons, a copy of the text has not been provided. However, the text is available:</p> <p>In the Cambridge International As and A Level English Language Coursebook<br /> by Mike Gould and Marilyn Rankin.</p> <p><strong>Excerpt from the text analysis response:</strong><br /> The text is a memoir by Bella Chagall written for an intended audience of her fans and other readers of literary non-fiction. In keeping with the conventions of the form the writer uses the first person point of view ‘I’ in order to describe an important experience and evoke an important space from her childhood, thereby creating a personal tone and drawing the reader closer to the experience. The writer also uses the present tense to create a sense of<br /> immediacy and allow the reader to explore the shop with her. She writes in the voice of her younger self to capture the child-like sense of wonder that she felt in that moment and add greater authenticity to the text.</p> <p>One purpose of the text is to describe the store itself. This is done through the use of the spatial structure which follows her movement from the door of the apartment to the back store and then to the front store, thereby allowing the reader to imagine the…</p> <p><strong>For online tutoring contact: <a href="mailto:septembertune2022@gmail.com" target="_blank" rel="nofollow">septembertune2022@gmail.com</a><br /> Experienced Cambridge &amp; IB Tutor</strong></p>