Analysing non-literary texts
دبلومة البكالوريا الدولية · IB Diploma · Language A: Language and Literature · SL الموضوع 1 5:05 سرد باللغة الإنجليزية · ترجمة مدمجة بالإنجليزية + الصينية
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النص الصوتي
In 2013 Chinese students started an online campaign against food waste, the Clean Plate campaign.
2013 年，中国学生发起了反对餐饮浪费的网络活动“光盘行动”。
Posters showed an empty plate and a short slogan.
海报上只有一个空盘子和一句简短的口号。
A few words and one picture made millions think again about what they left on the plate.
寥寥数语加一张图，就让数百万人重新思考盘中剩下的食物。
Paper 1 asks you to explain how texts like that work.
试卷一要求你解释这类文本是如何起作用的。
Paper 1 is a guided analysis of unseen non-literary texts: advertisements, speeches, opinion columns, infographics and more.
试卷一是对陌生非文学文本的引导性分析：广告、演讲、评论专栏、信息图等。
Higher level analyses both texts in two hours fifteen, for forty marks. Standard level chooses one, in an hour and fifteen, for twenty.
高级要在两小时十五分钟内分析两篇，共 40 分；标准级选一篇，一小时十五分钟，20 分。
Each text has a guiding question.
每篇都附有一个引导问题。
The course is organised in three areas of exploration: readers, writers and texts; time and space; and intertextuality, connecting texts.
课程分为三个探究领域：读者、作者与文本；时间与空间；互文性：文本之间的联系。
Before single words, answer five questions. What type of text is it?
看单个词之前，先回答五个问题：它是什么类型的文本？
Who is it for?
给谁看？
What does it want to do?
想达到什么目的？
Who made it, with what authority?
谁制作的，有什么权威？
And where and when does it appear?
在何时何地出现？
For the poster: a public information poster, for students, persuading them to refill bottles, from the student council, on a corridor wall.
以这张海报为例：公共信息海报，给学生看，劝他们给水瓶续水，由学生会制作，贴在走廊墙上。
Register is how formal or informal the language is.
语域指语言的正式程度。
A government report uses a formal register. A poster for teenagers usually uses an informal one, with short sentences and the word you.
政府报告用正式语域；给青少年的海报通常用非正式语域，句子短，常用“你”。
Language features.
语言特征。
Diction, the choice of words: slaughter and kill feel very different.
措辞：“屠杀”和“杀死”感觉截然不同。
Direct address, you, makes the message personal.
直接称呼“你”使信息个人化。
An imperative asks for action now.
祈使句要求立即行动。
A rhetorical question makes the reader think and agree.
设问让读者思考并认同。
And the rule of three sounds complete and memorable.
三项排比听起来完整、好记。
Statistics look objective and give authority.
统计数据显得客观、有权威。
Emotive language pushes the reader to care.
情感性语言促使读者在意。
Alliteration makes a slogan easy to remember.
头韵让口号好记。
A metaphor creates a picture in the reader's mind.
隐喻在读者脑中形成画面。
And hyperbole, deliberate exaggeration, adds force or humour.
夸张，即有意夸大，增添力量或幽默。
Many Paper 1 texts are multimodal.
试卷一的许多文本是多模态的。
Layout: what is at the top, in the centre, or large has salience.
版面：位于顶部、中央或尺寸大的元素最显著。
Colour links ideas, green with nature, red with danger.
色彩把概念联系起来，绿色与自然、红色与危险。
Typography makes some words louder.
字体排印让某些词更“响亮”。
And images: who is shown, and from which angle?
图像：展示了谁，从什么角度？
Gaze matters.
目光很重要。
A person looking at the viewer makes a demand: the image asks something of us.
图中人物直视观者，是一种“要求”：图像在向我们索取什么。
A person looking away is offered for us to look at, and we observe from outside.
人物看向别处，则是“提供”给我们观看，我们从外部观察。
Here is the school poster.
这是那张学校海报。
A statistic at the top: three hundred bottles a day.
顶部是统计数据：每天三百个瓶子。
A contrast: zero bins, in teal.
对比：零个垃圾桶，用青绿色。
A large filled bottle has salience, and its colour matches the contrast line.
一个装满水的大瓶子最显眼，颜色与对比句一致。
An imperative slogan: refill, don't rebuy.
祈使句口号：续水，别再买。
And the sender, the student council, at the bottom.
底部是发出者：学生会。
Paper 1 is marked on four equal criteria.
试卷一按四项同等权重的标准评分。
A: understanding and interpretation, with good evidence.
A：理解与阐释，证据充分。
B: analysis and evaluation, explaining how features create meaning.
B：分析与评价，解释特征如何产生意义。
C: focus and organisation.
C：重点与组织。
D: clear, accurate, suitably formal language.
D：清楚、准确、得体正式的语言。
Start with text type, audience and purpose, then a one-sentence thesis that answers the guiding question.
开头写文本类型、受众和目的，再用一句话写出回答引导问题的论点。
Each body paragraph has a point, a short quotation or precise visual detail, the name of the feature, and its effect on the reader.
每个主体段落包括：观点、简短引文或精确的视觉细节、特征名称，以及它对读者的效果。
The conclusion says how the features work together.
结尾说明各特征如何协同作用。
Do not feature spot.
不要只找特征。
Saying the slogan uses alliteration earns little.
说“口号使用了头韵”得分很少。
Explain what it does: the alliteration makes the slogan stick, so a student walking past remembers the action.
要解释它的作用：头韵让口号易记，走过的学生能记住要做的事。
The poster opens with a statistic, then the contrast zero bins: the number makes the problem concrete, and two short verbless sentences can be read in a second.
海报以统计数据开头，接着是对比“零个垃圾桶”：数字使问题具体，两个简短的无动词句一秒就能读完。
The teal of zero bins matches the water, linking solution to goal.
“零个垃圾桶”的青绿色与瓶中的水一致，把解决办法和目标联系起来。
The imperative slogan turns the problem into an action, and because the sender is the student council, it feels like advice from peers.
祈使句口号把问题变成行动；由于发出者是学生会，它听起来像同伴的建议，而不是规定。
A model plan for the column.
这篇专栏的范例提纲。
Thesis: direct questions, a shared we and a final metaphor make a small change feel worth trying.
论点：直接提问、共同的“我们”和结尾的隐喻，让一个小改变显得值得尝试。
The opening question and the list of three places make readers check their own day.
开头的提问和三个地点的列举让读者检视自己的一天。
We includes the writer in the problem.
“我们”把作者也放进问题之中。
The imperative and exact ten minutes make the action specific.
祈使句和精确的“十分钟”让行动具体。
And boredom becomes the waiting room of every new idea.
最后，无聊变成了“每个新想法的候车室”。
To finish: text type, audience, purpose, sender, context and register; ten language features; the visual choices; paragraphs of point, evidence, feature and effect; and a thesis that answers the guiding question, with no feature spotting.
总结：文本类型、受众、目的、发出者、语境和语域；十种语言特征；视觉选择；“观点—证据—特征—效果”的段落；以及回答引导问题的论点，不要只找特征。