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What are the three lenses for the ‘so what’?
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All Flashcards in Topic 1.8
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1.8.110 cards
What are the three lenses for the ‘so what’?
Meaning (what it signifies), purpose (what the text is for), audience (who it targets).
The core analytical move?
Technique → effect → so what (link to meaning/purpose/audience).
Meaning vs purpose?
Meaning = what the choice signifies; purpose = what the text is trying to do.
What is the ‘audience’ lens?
Linking the effect to who the text targets and how it works on them.
How many lenses must a point use?
At least one — the clearer the link, the higher the mark.
A linking phrase for purpose?
‘which serves the purpose of…’ / ‘furthering its aim to…’.
A linking phrase for audience?
‘which targets…’ / ‘which appeals to…’.
A linking phrase for meaning?
‘which suggests…’ / ‘which implies…’.
The commonest weak analysis?
Feature-spotting — naming a device with no effect and no so-what.
Where did you learn to SPOT purpose and audience?
In 1.1 — here you LINK your techniques to them.
1.8.210 cards
Why show techniques working together?
It builds a stronger point and shows the text as a crafted whole.
A phrase that joins two techniques?
‘Combined with’, ‘reinforced by’, ‘together they…’.
The final move when combining?
Name the ONE, stronger effect the combined choices build.
A single brick vs a wall?
One device = a point; devices together = a wall (a stronger effect).
What do you look for first?
Two choices in the same place (same line/sentence).
Then what?
Their shared effect — what both point towards.
Common mistake?
Listing two techniques in separate sentences without joining them.
Which criterion rewards this most?
Criterion B — analysis and evaluation.
‘which echoes’ is used to…
…link one choice to another that repeats or reinforces its effect.
Best structure for a combined point?
Choice 1 + effect, choice 2 + effect, ‘together they…’ + the single effect.
1.8.310 cards
Better than ‘makes the reader feel sad’?
‘evokes a sense of melancholy / sorrow’.
Better than ‘shows’?
‘conveys’, ‘suggests’, ‘implies’, ‘reveals’.
Critical verb for contrast?
‘juxtaposes’ — places side by side for effect.
Critical verb for working against a tone?
‘undercuts’ — e.g. humour undercuts the serious mood.
Critical verb for stressing something?
‘emphasises’, ‘foregrounds’, ‘underscores’.
Precise or fancy?
Precise — the exact word, never long words just to impress.
Name an exact feeling, not ‘sad’?
‘melancholy’, ‘grief’, ‘longing’, ‘despair’ — whichever fits.
Which criterion rewards this?
Criterion D — language and expression.
‘Interesting’ is a bad word because…
It names no actual effect — say what the effect IS.
A critical verb for ‘hints without saying’?
‘implies’ or ‘suggests’.
1.8.410 cards
What does PEAL stand for?
Point, Evidence, Analysis, Link.
P — Point?
A one-sentence claim about the writer's choice or its effect.
E — Evidence?
A short, embedded quote — a few words.
A — Analysis?
Technique → effect → audience → combined choices (the whole unit).
L — Link?
One sentence tying back to the question or the text's purpose.
Which step gets the most words?
Analysis.
One point per paragraph?
Yes — don't cram several ideas into one.
Common mistake?
A long quote and too little analysis.
Which criterion does PEAL help most?
Criterion C — focus and organisation.
Where does all your analysis go?
Into the ‘A’ (Analysis) step.
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Analysis vs evaluation?
Analysis = what the effect is; evaluation = how well it works, and why.
Which criterion demands evaluation?
Criterion B — ‘analysis AND evaluation’.
Words that signal evaluation?
‘effectively’, ‘powerfully’, ‘particularly’, ‘arguably’.
What must follow ‘this is effective’?
WHY — the reason the choice succeeds.
A phrase showing ‘how far’?
‘arguably’, ‘to some extent’, ‘especially for this reader’.
Evaluating by comparison?
Noting one choice is MORE effective than another, and why.
Common mistake?
Saying ‘effective’ and stopping — no reason given.
‘arguably’ is useful because…
It shows nuance — a judgement you can defend, not an overclaim.
The base of evaluation is still…
Technique → effect — you build the judgement on top.
Top-band Criterion B words?
‘insightful’ and ‘evaluative’ — judge, don't just describe.
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What makes an analysis ‘weak’?
Feature-spotting — naming a device with no effect.
What is a ‘middling’ analysis?
Technique + effect, but no depth, audience or evaluation.
What makes an analysis ‘top-band’?
Technique → effect → audience → combined → evaluated, in PEAL.
Fastest way to improve?
Compare weak, middling and top-band versions of the same line.
What lifts middling to top?
Adding audience, combining choices, and evaluation.
The whole unit in one paragraph?
A full evaluated PEAL paragraph.
Where does all your analysis appear?
In the ‘A’ (Analysis) of a top-band PEAL paragraph.
Should you copy the top-band sample?
Yes — copy its MOVES (not its words) into your own writing.
Is ‘technique + effect’ enough for the top?
No — it's only mid-band; add audience, combination and evaluation.
The three rungs, in order?
Feature-spotting → technique+effect → full evaluated PEAL.
Topic 1.8 study notes
Full notes & explanations for Building Excellent Analysis
English A Lang & Lit exam skills
Paper structures, command terms & tips
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