text analysis EXAMPLE - communicative strategies and use of language

Описание: One common task in exams is to analyze a text for "communicative strategies" or "use of language".

In this video I use an example for a text analysis and you can basically see which steps I take. Please note: I try to keep videos on the short side - there is much more to say that I exclude for time reasons.

The task here was:

"Analyze the way the author tries to convince the reader of his view. Focus on communicative strategies and use of language."

00:00 Reading the task correctly: focus of the analysis
01:15 "Use of language" - possible aspects overview
01:34 "Communicative strategies" - possible aspects overview
02:04 Marking relevant aspects for analysis
02:27 Marked examples of use of language
05:33 Marked examples of communicative strategies
08:18 Structuring your findings
07:35 Tipps zur Vorbereitung
09:21 Outro

Here are three paragraphs I have written that I would include in my analysis
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transition sentence:

The author uses a subjective language and a number of communicative strategies to portray his view that the new curriculum has rightly increased the number of lessons focused on studying Shakespeare.

language:

The author repeatedly presents the claim that students are “bored with the Bard” (title, l.3, l.7). He uses this alliteration to introduce and emphasize a common argument against teaching Shakespeare - that students are simply not interested in Shakespeare. Throughout the article, he uses several arguments to try to refute the claim that teaching Shakespeare will bore students and is thus not effective.

communicative strategies:

By presenting numerous experiences from his professional life, the author underlines his experience in teaching Shakespeare. He quotes students who say they see a play “’come alive’” (l.30); he refers to a “brilliant” (l.35) student production of a Shakespeare play that involved problematic students and finally quotes from a note he was given by a student about the author’s effective and convincing teaching of Shakespeare. These anecdotes are used to show that the author has a long experience of teaching Shakespeare effectively and witnessing the positive results.
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Please find here part of the text of the article (complete text to be found at: https://www.telegraph.co.uk/education... if you have an account, free trial possible):

Shakespeare: why I'll never be bored with the Bard

A leading head has claimed that the plans in the new National Curriculum to increase the number of compulsory Shakespeare plays studied by pupils, will lead to schoolchildren studying “too much” and becoming bored with the Bard in the process.
Too much Shakespeare? I believe many teenagers have suffered from studying far too little – missing out on a wonderful world in the process: his tense stories, his memorable scenes, his larger-than-life characters, like Falstaff.
Luckily, at our boarding school, we’re never bored with the Bard. Even when his plays are not on exam syllabuses, schools like ours always make an effort to squeeze him in. Education ministers come, education ministers go – Shakespeare’s truths endure. “Age cannot wither [him]”, to paraphrase a line from ‘Antony and Cleopatra’.
Many schools, including ours, are all too aware of the value of studying someone whose worth has been tried and tested for over 400 years.
The new Curriculum rightly insists that full plays must be studied, not bite-sized chunks. For too long, GCSE courses have tried to make Shakespeare more accessible and relevant, by cutting out the tough bits and reducing the rest to a kind of comic-book.
I detest some modern adaptations, which portray Romeo and Macbeth as moody rap stars. The thinking behind this abject dumbing down is misguided and patronising. [...]
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