Emphasis

Emphasis

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about different ways to emphasise text.

Question 1Change answer

a)  Writers can use different ways to emphasise a word or an idea, such as:
repetition  |  rhetorical question  |  exclamation  |  contrast  |  climax
Complete the table below by choosing a matching term from the list.

i)

repetitionrhetorical questionexclamationcontrastclimax

 Do you want us all to get killed?

ii)

repetitionrhetorical questionexclamationcontrastclimax

 It was the best of times; it was the worst of times.

iii)

repetitionrhetorical questionexclamationcontrastclimax

We must reject this idea now!

iv)

repetitionrhetorical questionexclamationcontrastclimax

"Luke, fire the laser canon, fire it, fire it now."

v)

repetitionrhetorical questionexclamationcontrastclimax

 First the individuals, then the class, then the whole of year 10 will suffer.

Question 1Change answer

b)  What are two ways to emphasise a word or idea by using the presentation features found on a computer?
1. 2.

Question 1Change answer

c) Make up your own example of:
i)
repetition:
 ii)
contrast:
Task administration: 
This task can be completed with pencil and paper or online.
Level:
5
Curriculum info: 
English, Creating meaning, Writing
Key Competencies: 
Using language, symbols, and texts
Keywords: 
emphasis, techniques, sentences
Description of task: 
From a list of language techniques that writers use to emphasise a word or idea, students identify which ones have been used in some sentences and then write their own examples.
Curriculum Links: 
Links to the Literacy Learning Progressions for Writing:
This resource helps to identify students’ ability to:
  • demonstrate knowledge of how language works
as described in the Literacy Learning Progressions for Writing at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Creating texts to communicate knowledge and understanding, sets 5-6
Creating texts to influence others, sets 4-5
within the Writing Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
 

Y11 (03/2000)

a)

 i)
ii)
iii)
iv)
v)

rhetorical question
contrast
exclamation
repetition
climax

very easy
moderate

easy
easy

moderate

b)

  

Any 2 of:

  • italics
  • underline
  • bold
  • CAPS
  • font
  • size
  • colour
  • shading
  • any other acceptable response, e.g., text box

2 correct – easy

1 correct – very easy

c)

 i)
 
ii)

Repetition: the answer must repeat words,
phrases or sounds in either prose or poetry.
Contrast: the answer must showstrong
differences or opposites, e.g., black/white, angry/calm.

easy 
 
difficult