Text 1 (with visual)<\/strong><\/td>Text 2<\/strong><\/td><\/tr>Theme<\/strong><\/td>Earth Day (supported by picture of globe)<\/td> Earth Day<\/td><\/tr> Purpose<\/strong><\/td>Appeal to make a big difference on Earth Day (\u201cWe still have a chance to make a big difference.\u201d)<\/td> Encouragement to protect the earth (\u201cpledge our solidarity with the planet\u201d)<\/td><\/tr> Audience<\/strong><\/td>Online users, older generation (hands of adult passing globe to hands of a child)<\/td> Social media users<\/td><\/tr> Context<\/strong><\/td>Online advertisement<\/td> Social media post (stated, use of hashtag #EarthDay)<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n3.2 Language use<\/h3>\n\n\n\n You can ask yourself questions like these:<\/p>\n\n\n\n
\nIs there any word or phrase that stands out or is surprising<\/strong>?<\/li>\n\n\n\nHow does the text \u2018sound\u2019? (i.e. tone)<\/strong><\/li>\n<\/ul>\n\n\n\nFor example, in Text 1, the use of the word \u2018still\u2019 makes it seem like this call to \u201cmake a big difference\u201d is not new; it could be a repeated call to take action on something urgent.<\/p>\n\n\n\n
In Text 2, there is a sense of enthusiasm and excitement from the use of exclamation marks (not used in Text 1). It comes across as more personal and candid, from the use of personal pronouns like \u201cI\u201d and phrases like \u201cWhen I realised\u2026\u201d and \u201cI really think that\u2026\u201d.<\/p>\n\n\n\n
These questions are especially helpful if you are in Secondary 1<\/strong>. No doubt you have been exposed to graphic stimulus in primary school, but the additional text and the comparisons you need to make might make things a little trickier. Use these two handles to think through the texts for a start, and hopefully you\u2019ll find it easier to identify key features of the texts!<\/p>\n\n\n\n3.3 Paper 2 Visual Text component questions<\/h3>\n\n\n\n Have a go at the questions. These questions have been taken from the specimen paper of the revised syllabus. They\u2019re meant to give you a taster of what you will be tested. Give them a try, before reading on for the answers and explanations.<\/p>\n\n\n\n <\/noscript><\/figure>\n\n\n\nSource: GCE O-Level 1184 English Language Specimen Insert 2 For Examination From 2023<\/a><\/p>\n\n\n\n 3.4 Suggested answers and explanations<\/h3>\n\n\n\n<\/div>\n\n\n\n
Question 1<\/h4>\n\n\n\n<\/div>\n\n\n\n
Question Analysis: <\/strong> The question asks for the \u201cmost effective\u201d title, which means the title that best captures the key features of the advertisement.<\/p>\n\n\n\nExplanation: <\/strong> The first option \u201cLending a hand to the world\u201d may seem plausible with the involvement of two pairs of hands, but on closer inspection, the two pairs of hands are different \u2013 one pair belonging to an adult holding the globe, and the other of a child receiving the globe (as noted in our analysis of the target audience above). The third option \u201cTheir world is your hands\u201d thus seems like a more appropriate title since it captures the idea of the older generation (\u201cyour\u201d) safeguarding the world that they will pass on to the younger generation (\u201ctheir\u201d). The second option \u201cHold on tightly\u201d clearly does not make sense as it shows one pair of hands passing the globe to another.<\/p>\n\n\n