Level 5 Author's Purpose

L5 Author’s Purpose follow up	I can describe the author's purpose in relation to structure and language choices in a text and give relevant evidence (eg vocabulary used)	I can compare and contrast differences in the author's purpose in relation to structure and language choices between different texts.
Text: Graffiti	The author’s purpose is persuade The specific language/ structure choices that the author has made to support their purpose are.. Language - 1. they use different words to make their text different from others eg: simmering,pathetic 2.  he shows his anger by saying it and “pathetic and considers ‘dreadful 3.the author ask questions like who pays for graffiti? is graffiti acceptable? Structure- 1.they structure it like a letter making it seem like there talking to you and telling you personally what there opinion is 2. they have two different choices of letters making you torn between the choices 3.there is no obvious parking  since it's a letter there is no spacing mainly because its shows the whole point across the letter and no other topics	Specific language choices in the 3 texts:	Structure of the 3 texts:
		Similarities They all used difficult or scientific language. They were well edited with no mistakes so all the information was correct and reliable They used strong reliable facts to make their point. They all ask rhetorical questions	Similarities They added pictures, graphs or charts to prove their points further. They were organised in some way be it in paragraphs or groups of words separated my pictures. They organised the texts so the reader could read and access the information easily.
Text: Can Spider-Man exist in real life?	The author’s purpose is inform The specific language/ structure choices that the author has made to support their purpose are.. Language 1. the tile draws you making people think could he really exist in real life ? making them interested to read more 2.  they seem to be battling between he does exist and her dosen’t. having different researchers saying we’d be to heavy or we’d be perfect because for size 3.they use more casual language and not a s complicated eg:skitter Structure- 1.they show picture,videos and graphs relating to the text 2. they have opposing paragraphs about the different researchers  saying about how they agree but in the next they disagree 3. They structured it similar to a blogpost so that it was easy to read and making it more accessible.
Text: The real Life King Kong?	The author’s purpose is inform The specific language/ structure choices that the author has made to support their purpose are. Language 1. There choice is using specific words and having references so there know what they mean eg: figment ,glen,meager 2.  there words are obviously well  researched but are friendly enough so kids would know them 3.they used rhetorical question  like do you believe this?What if this was real? Structure- 1.their structure seems to mini preshaping but are all content in some way 2. they have photos of teeth and photos of the king kong to prove it really happen and real life sightings and shows graphs 3.they structured it in people points then in information	Differences They are all have a different style of writing and formatting expressing their point quite differently The second and last text addressed the viewers as fans and the middle one addresses them as ‘personas’. The last text shows graphs and charts but the other texts only include pictures.	Differences One of them was written like a letter another like a news report and the other like a blog post. The first text has emotive text but the others only include scientific and technical language.

I was in the year 9/10 reading group and had to make a sheet and chose a text to read and had to choose which of the PIE it was in then make three reasons for each of the structure and language and display them in the sheet