I've been struggling to get my students to analyse with any effectiveness, so I'm currently trying (with some success-) the a visual approach - as an example from Journey's End (see the picture), Stanhope is talking negatively about Raleigh (talking him down).
Using an interactive whiteboard, I can model answers on the word document really easily, and have been doubling up by getting the students to identify their keywords (underlining / circling) and then defining the word classes / linguistic device of those keywords, before moving onto analysis. There are instructions on the first page of the document.
Most importantly, getting the students to replicate the model (red, downward arrow for negative and green, upward arrow for positive) will help them visualise what can often be a complex cognitive construction.
Using an interactive whiteboard, I can model answers on the word document really easily, and have been doubling up by getting the students to identify their keywords (underlining / circling) and then defining the word classes / linguistic device of those keywords, before moving onto analysis. There are instructions on the first page of the document.
Most importantly, getting the students to replicate the model (red, downward arrow for negative and green, upward arrow for positive) will help them visualise what can often be a complex cognitive construction.
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