STANDARD GRADE – CLOSE READING - Saint Roch’s Secondary School

STANDARD GRADE STANDARD GRADE – CLOSE READING -– CLOSE READING -

Saint Roch’s Secondary School Saint Roch’s Secondary School

CONTENTSCONTENTSIntroduction to Close Reading (slides 3 – 6)Introduction to Close Reading (slides 3 – 6)

1.1. Write down an expression/word/quote questions Write down an expression/word/quote questions (slides 7 – 13)(slides 7 – 13)2.2. In your own words questions (slides 14 – 21) In your own words questions (slides 14 – 21) 3.3. The writer's attitude (slides 22 – 27)The writer's attitude (slides 22 – 27)4.4. Sentence structure questions (slides 28 – 34)Sentence structure questions (slides 28 – 34)5.5. Punctuation and punctuation questions (slides 35 – 44)Punctuation and punctuation questions (slides 35 – 44)6.6. Word choice questions (slides 45 – 52)Word choice questions (slides 45 – 52)7.7. Questions about effectiveness (slides 53 – 56)Questions about effectiveness (slides 53 – 56)8.8. Context questions (slides 57 – 61)Context questions (slides 57 – 61)9.9. Questions about how ideas are carried on/illustrated/developed Questions about how ideas are carried on/illustrated/developed

(slides 62 – 68)(slides 62 – 68)10.10. Linking questions (slides 69 – 73)Linking questions (slides 69 – 73)11.11. Figures of speech (slides 74 – 75)Figures of speech (slides 74 – 75)12.12. Contrast questions (slides 77 – 80)Contrast questions (slides 77 – 80)13.13. Tone Questions (slides 81 – 84)Tone Questions (slides 81 – 84)14.14. Final questions (slides 85 – 88)Final questions (slides 85 – 88)

IntroductionIntroduction This PowerPoint is designed to help you improve your This PowerPoint is designed to help you improve your

Close Reading skills. Close Reading skills.

Your Close Reading Exam grade, along with your Reading Your Close Reading Exam grade, along with your Reading Folio pieces make up your final Standard Grade level for Folio pieces make up your final Standard Grade level for Reading, so it is very important that you try your hardest in Reading, so it is very important that you try your hardest in the exam. the exam.

The exam lasts for 50 minutes whether you are sitting the The exam lasts for 50 minutes whether you are sitting the Foundation, General or Credit papers. You will be given a Foundation, General or Credit papers. You will be given a passage to read and a set of questions to answer on the passage to read and a set of questions to answer on the passage.passage.

In the Close Reading papers you are trying to show the In the Close Reading papers you are trying to show the examiner that you have examiner that you have understood understood the text.the text.

To begin:To begin: You should read through the passage You should read through the passage twice carefullytwice carefully. If you . If you

are not a fast reader then you could read through the are not a fast reader then you could read through the passage once thoroughly and then when a question asks passage once thoroughly and then when a question asks you to look at a certain paragraph make sure that you read you to look at a certain paragraph make sure that you read that paragraph again.that paragraph again.

You should then have a You should then have a quick skimquick skim through the questions through the questions before you beginbefore you begin. If you feel that you do not have time to do . If you feel that you do not have time to do this then you should at least skim through the questions this then you should at least skim through the questions page by page as you come to them.page by page as you come to them.

Ensure that you know whether the passage is fiction or non-Ensure that you know whether the passage is fiction or non-fiction and study any accompanying photographs. If there is fiction and study any accompanying photographs. If there is one, one, remember to read the introductionremember to read the introduction to the passage, as to the passage, as it will give you a general idea of what theme / topic the it will give you a general idea of what theme / topic the passage deals with.passage deals with.

When tackling the questions:When tackling the questions: Read the questions very carefully and ensure that you know what you are Read the questions very carefully and ensure that you know what you are

being asked to do before you begin.being asked to do before you begin.

Check for Check for boldbold type in the question. This is very important as information / type in the question. This is very important as information / instructions in instructions in bold typebold type highlight important sections of the question. highlight important sections of the question.

The passage will direct you to look at certain paragraphs – in The passage will direct you to look at certain paragraphs – in bold typebold type. . Only take your answer from that paragraph. If you take from any other you Only take your answer from that paragraph. If you take from any other you will lose marks.will lose marks.

Identify Identify key wordskey words in the question – eg. quote, write down, one word etc. in the question – eg. quote, write down, one word etc.

Check whether answers are worth Check whether answers are worth (2,0)(2,0) or or (2,1,0)(2,1,0) marks. marks.

Quote from the passage if asked to, otherwise, use your own words. This is Quote from the passage if asked to, otherwise, use your own words. This is very important! Easy marks are often lost because candidates do not follow very important! Easy marks are often lost because candidates do not follow instructions. instructions. ALWAYS QUOTEALWAYS QUOTE when directed to do so and when directed to do so and ALWAYS USE ALWAYS USE YOUR OWN WORDSYOUR OWN WORDS if instructed. if instructed.

Now, Lets look at the types Now, Lets look at the types of questions you may get!of questions you may get!

Write down an Write down an expression/word/quote expression/word/quote

questionsquestions

Write down an Write down an expression/word/quotexpression/word/quot

e questionse questions

This type of question is asking you to find an This type of question is asking you to find an expression/word/quote (or group of words) in the paragraph expression/word/quote (or group of words) in the paragraph that you are directed to that you are directed to which tells us something importantwhich tells us something important..

Usually this piece of information is so important that it is Usually this piece of information is so important that it is worth two marks. So normally you will see 2 / 0 against the worth two marks. So normally you will see 2 / 0 against the question. question.

This means you write down This means you write down oneone thing, but get thing, but get twotwo marks marks for it.for it.

For example…For example…

If a question said “Write down an If a question said “Write down an expression which tells us Jo is angry”expression which tells us Jo is angry”

then you know to go looking in the then you know to go looking in the

paragraph for words which carry the idea paragraph for words which carry the idea of “angry”. of “angry”.

It could be “I was fuming” or “I almost lost It could be “I was fuming” or “I almost lost the head”, etc.the head”, etc.

You just have to You just have to find itfind it and and write itwrite it down. down.

Do not write down the whole sentence. Do not write down the whole sentence.

Remember, an expression Remember, an expression is notis not a a complete sentence.complete sentence.

Example: 2004 Credit paperExample: 2004 Credit paper

There was a stranger There was a stranger seated at the kitchen seated at the kitchen table, a most horrible and table, a most horrible and wild stranger who looked wild stranger who looked worse than the brigands of worse than the brigands of childhood tales.childhood tales.

Question:Question: Quote the Quote the expression that sums up expression that sums up Pelagia's impression of the Pelagia's impression of the stranger.stranger.

Answer:Answer: most horrible and most horrible and wild.wild.

Example: 2001 General Example: 2001 General PaperPaper

Behind them, all kinds of people Behind them, all kinds of people are perched on the tailgates of a are perched on the tailgates of a variety of vehicles. Is this some variety of vehicles. Is this some bizarre store for recycled rubbish? bizarre store for recycled rubbish? Well, in a way it is. In other words, Well, in a way it is. In other words, you have found yourself in the you have found yourself in the middle of your first car boot sale.middle of your first car boot sale.

Question:Question: Write down an Write down an expression which shows expression which shows that the writer thinks this that the writer thinks this 'junk' makes a strange 'junk' makes a strange collection.collection.

Answer:Answer: bizarre store bizarre store


Question:Question: The man is shown to be thoughtful and caring towards The man is shown to be thoughtful and caring towards his daughter. What evidence is there of this in the passage?his daughter. What evidence is there of this in the passage?

Answer:Answer: He makes her laugh, and he asks her about her He makes her laugh, and he asks her about her morning at school.morning at school.

He waited at their corner, hands deep in pockets, his He waited at their corner, hands deep in pockets, his shoulder to the dirty, grey sandstone wall. The bell shoulder to the dirty, grey sandstone wall. The bell was ringing and he could hear the children streaming was ringing and he could hear the children streaming out into the playground. When she spotted him she out into the playground. When she spotted him she broke into a trot and he retreated round the' corner a broke into a trot and he retreated round the' corner a little to swoop suddenly with a mock roar, bearing her little to swoop suddenly with a mock roar, bearing her laughing wildly up into his arms. As he set her down laughing wildly up into his arms. As he set her down he asked quite formally what kind of morning she'd he asked quite formally what kind of morning she'd had. She began to speak, and her enthusiasm had. She began to speak, and her enthusiasm breathed upwards into his smiling face and beyond in breathed upwards into his smiling face and beyond in the chill air. the chill air.


We were in Dracula's castle sited on We were in Dracula's castle sited on the remote Tihuta mountain pass the remote Tihuta mountain pass where the Victorian Gothic novelist where the Victorian Gothic novelist Bram Stoker based the home of his Bram Stoker based the home of his fictitious vampire - two days' carriage fictitious vampire - two days' carriage ride from Bistrita in northern ride from Bistrita in northern Transylvania.Transylvania.

Question:Question: Give two pieces of evidence Give two pieces of evidence which suggest that Bram Stoker wrote the which suggest that Bram Stoker wrote the novel novel Dracula Dracula more than one hundred more than one hundred years ago.years ago. 2 1 0 2 1 0

Answer: (i) reference to carriage (1)(ii) reference to Victorian (novelist) (1)

In your own words In your own words questions.questions.

IN YOUR OWN WORDS IN YOUR OWN WORDS QUESTIONS.QUESTIONS.

Unless you are sure you Unless you are sure you are being asked to quote, are being asked to quote, you should always you should always answer answer in your own wordsin your own words. .

This is the only way to This is the only way to show that you really show that you really understand what the writer understand what the writer is saying.is saying.

Some Some advice on tackling advice on tackling these questions:these questions:

When you read this you know that the answer is right When you read this you know that the answer is right there in the paragraph you are told to look at.there in the paragraph you are told to look at.

You can take confidence from this. You can take confidence from this.

You only have to look carefully at the lines or You only have to look carefully at the lines or paragraphs you are told to look at, find the paragraphs you are told to look at, find the answer/line/idea answer/line/idea and put it into your own wordsand put it into your own words

These questions are testing your vocabulary.These questions are testing your vocabulary.

You must say the same thing, but use other words to You must say the same thing, but use other words to do so.do so.


Downstairs was Count Dracula's coffin in a Downstairs was Count Dracula's coffin in a narrow vault, the walls painted with the dramatic narrow vault, the walls painted with the dramatic scenes of human victims, wolves, skulls, scenes of human victims, wolves, skulls, skeletons and the black-cloaked monster skeletons and the black-cloaked monster himself, red blood dripping from his pointed himself, red blood dripping from his pointed fangs. So far on our Romanian holiday the only fangs. So far on our Romanian holiday the only blood-sucking had been from the mosquitoes in blood-sucking had been from the mosquitoes in Bucharest. Luckily we had decided to send their Bucharest. Luckily we had decided to send their father down first as a guinea pig to test out how father down first as a guinea pig to test out how scary this experience was likely to be for our scary this experience was likely to be for our seven-, five- and two-year-olds. seven-, five- and two-year-olds.

Question:Question: In your own words In your own words explain fully explain fully why their father was sent down first.why their father was sent down first. 2 1 0 2 1 0

Answer:Answer: to find out/see (1) to find out/see (1)if it was too scary/frightening/if it was if it was too scary/frightening/if it was suitable for the boys (1)suitable for the boys (1)

Example: 2003 Credit Example: 2003 Credit PaperPaper

Round in shape with a plume of tall Round in shape with a plume of tall feathers, the bird stood about three feet feathers, the bird stood about three feet high, the size of an overstuffed turkey or high, the size of an overstuffed turkey or swan. Its wings were small and useless, swan. Its wings were small and useless, its head surrounded by a hood of fine its head surrounded by a hood of fine feathers giving it the appearance of a feathers giving it the appearance of a monk's cowl. Yet most distinctive of all monk's cowl. Yet most distinctive of all was its unfeasible looking bill. It was was its unfeasible looking bill. It was huge and bulbous, possessing a huge and bulbous, possessing a business like hook at the end.business like hook at the end.

Question:Question: In your own wordsIn your own words, what , what does the writer's use of the expression does the writer's use of the expression 'unfeasible-Iooking' tell you about the 'unfeasible-Iooking' tell you about the dodo's bill? dodo's bill?

Answer:Answer: It appeared / seemed It appeared / seemed /looked (1) as if it would not work/as /looked (1) as if it would not work/as if it would not be any use (1)if it would not be any use (1)

Example: 2008 General Example: 2008 General paperpaper

Answer:Answer: WCT gloss of “premier division” eg best competitors/higher status (1)WCT gloss of “premier division” eg best competitors/higher status (1)

WQS gloss of “platform ... to move up into the big time” eg step towards WQS gloss of “platform ... to move up into the big time” eg step towards the better competition (1) accept reference to lower status (1)the better competition (1) accept reference to lower status (1)

‘Professional competitive surfing has two tours: the WQS and the World Championship Tour (WCT). The WCT is the premier division, with the WQS being used as a platform for professionals to move up into the big time. Around 160 up and-coming wave riders are expected to take part in the Thurso event. Prize money of $100,000 (£57,000) is up for grabs, along with vital tour points.’

LINK TO MORE EXAMPLES!!!

Question:Question: In your own words In your own words, , explain the explain the difference between the two professional surfing difference between the two professional surfing tours, tours, WCT & WQS ? WCT & WQS ? 2 1 02 1 0

For practice…For practice…

TaskTaskLook at these words and phrases you might find inLook at these words and phrases you might find inquestions. questions.

Which expressions tell you that you ought to Which expressions tell you that you ought to quotequote in inyour answer and which ones suggest you write inyour answer and which ones suggest you write inyour own wordsyour own words??

Why do you think…?Why do you think…? Which word…?Which word…? Explain fully…?Explain fully…? Find an expression…?Find an expression…? How does the writer…?How does the writer…? Write down the word…?Write down the word…? Which expression…?Which expression…? By close reference to the text….?By close reference to the text….?

ANSWERS…ANSWERS…

The phrases that tell you that you must The phrases that tell you that you must quotequote in your answers are: in your answers are:

Which word…?Which word…? Find an expression…?Find an expression…? How does the writer…?How does the writer…? Write down the word…?Write down the word…? Which expression…?Which expression…?

The phrases that suggest that you write The phrases that suggest that you write in your in your own wordsown words are: are:

By close reference to the text….?By close reference to the text….? Why do you think…?Why do you think…? Explain fully…?Explain fully…?

The writer's attitudeThe writer's attitude

The writer's attitudeThe writer's attitude Note that this Note that this

question - type asks question - type asks about the writer's about the writer's attitudeattitude..

Not a character within Not a character within the text, but the writer the text, but the writer himself.himself.

““Attitude” simply Attitude” simply means what the writer means what the writer is thinking about a is thinking about a subject.subject.


The easiest way for any writer to convey his The easiest way for any writer to convey his attitudeattitude is through is through word choice.word choice.

For example, read these two sentences and think of For example, read these two sentences and think of the the attitude of the person who wrote themattitude of the person who wrote them towards towards the subject.the subject.

My teacher is an angel.My teacher is an angel. My teacher is a prince.My teacher is a prince. My teacher is a saint. My teacher is a saint. My teacher is a clown.My teacher is a clown. My teacher is a genius.My teacher is a genius.

In four of the above the writer is complimentary and In four of the above the writer is complimentary and positive.positive.

In one however, she is negative and derogatory. In one however, she is negative and derogatory.

IMPORTANT:IMPORTANT: So when asked for the So when asked for the writer's attitudewriter's attitude think of think of how words may how words may suggestsuggest this attitude. this attitude.


As we walked up to the main lobby As we walked up to the main lobby there was 'Vampire' red wine for sale, there was 'Vampire' red wine for sale, glass vials of red liquid, wooden stakes glass vials of red liquid, wooden stakes and probably some garlic stashed and probably some garlic stashed under the counter. As these tacky, under the counter. As these tacky, souvenirs revealed, it wasn't the real souvenirs revealed, it wasn't the real Dracula's castle but Hotel Castel Dracula's castle but Hotel Castel Dracula, a three star hotel built in the Dracula, a three star hotel built in the mountains to service some of the mountains to service some of the nearby, ski slopes.nearby, ski slopes.

Question:Question: In your own words, In your own words, what is the writer's attitude to the what is the writer's attitude to the various goods for sale in the hotel various goods for sale in the hotel lobby?lobby?

Answer:Answer: She thinks they are touristy She thinks they are touristy rubbish.rubbish.


Surely this ridiculous bird, fat, flightless and Surely this ridiculous bird, fat, flightless and vulnerable, had simply been caught and eaten vulnerable, had simply been caught and eaten to extinction? Too weak or stupid to defend to extinction? Too weak or stupid to defend itself, too trusting of humans, the dodo had met itself, too trusting of humans, the dodo had met its inevitable end. According to ornithologist its inevitable end. According to ornithologist Julian Hume the fat, comical appearance of the Julian Hume the fat, comical appearance of the bird is grossly exaggerated. Julian has bird is grossly exaggerated. Julian has travelled to Mauritius to investigate what the travelled to Mauritius to investigate what the bird was really like and how it lived. It is here bird was really like and how it lived. It is here that the only two complete skeletons of the bird that the only two complete skeletons of the bird exist which have proved just how exist which have proved just how misrepresented the dodo has been.misrepresented the dodo has been.

Question:Question: Which one word Which one word sums up the writer's sympathetic sums up the writer's sympathetic attitude to the dodo.attitude to the dodo.

Answer:Answer: Misrepresented Misrepresented


The architecture (1980s mock The architecture (1980s mock castle) reflected the Dracula movies castle) reflected the Dracula movies but the setting amid the dramatic but the setting amid the dramatic scenery of the Tihuta pass is scenery of the Tihuta pass is stunning. The "castle" is circled by stunning. The "castle" is circled by bats every night and the surrounding bats every night and the surrounding forests have more wild bears and forests have more wild bears and wolves than anywhere else in wolves than anywhere else in Europe. Europe.

Question:Question: In your own words In your own words what is the writer’s opinion of the what is the writer’s opinion of the setting of the Hotel Castelsetting of the Hotel CastelDracula?Dracula? 2 0 2 0

Answer:Answer: magnificent/thinks it is magnificent/thinks it is very beautiful/very attractive (2)very beautiful/very attractive (2)Intensity must be presentIntensity must be present

Sentence structure Sentence structure questionsquestions

Sentence structure Sentence structure questions:questions:

Questions on the structure of Questions on the structure of sentences are asking you sentences are asking you about about how the sentence is how the sentence is put togetherput together. .

The writer has The writer has done done something important or something important or unusualunusual in putting this in putting this particular sentence together. particular sentence together.


There are There are two thingstwo things for you to do here. for you to do here.

FOLLOW THIS FORMULA!!!FOLLOW THIS FORMULA!!!

A)A) You must note You must note what the structure of the sentence what the structure of the sentence isis..

AND…AND…

B)B) You must explain You must explain what effect this has on a readerwhat effect this has on a reader, , what it makes the reader think.what it makes the reader think.

Types of structure.Types of structure.Some StructuresSome Structures Effect They AchieveEffect They Achieve

““Failure!”Failure!”

““Who ? Me ? Why ? How ? “Who ? Me ? Why ? How ? “

He failed his exam.He failed his exam.

He failed English, maths, science, art He failed English, maths, science, art and historyand history

He failed everything; he never paid He failed everything; he never paid attention.attention.

He failed English, his maths just didn’t He failed English, his maths just didn’t add up science was a bad experiment for add up science was a bad experiment for him, art was surreal and he could never him, art was surreal and he could never remember dates.remember dates.

He is now worrying about the future; he is He is now worrying about the future; he is now regretting his laziness; he is now now regretting his laziness; he is now looking for job sweeping the streets; he is looking for job sweeping the streets; he is now a sorry boy.now a sorry boy.

Short, dramatic, attention - grabbing.Short, dramatic, attention - grabbing.

Questions show either doubt or mysteryQuestions show either doubt or mystery

A simple statement of an idea.A simple statement of an idea.

A list suggests quantity, a lot of items.A list suggests quantity, a lot of items.

A series of sentences join to makeA series of sentences join to makeone long sentence to suggest quantityone long sentence to suggest quantity.

A list of sentences joined together as one A list of sentences joined together as one contain verbs in the present tense. This contain verbs in the present tense. This suggests a lot of action / lots of things going suggests a lot of action / lots of things going on. on.

An explanation usually what comes after An explanation usually what comes after the semi-colon qualifies what came the semi-colon qualifies what came before.before.


The transaction seemed to fluster her, The transaction seemed to fluster her, as if she might not have enough as if she might not have enough money to pay for the few things she'd money to pay for the few things she'd bought. A tin of lentil soup. An bought. A tin of lentil soup. An individual chicken pie. One solitary individual chicken pie. One solitary tomato. Maybe she did need the tomato. Maybe she did need the avocados - or something else.avocados - or something else.

Question:Question: How does the How does the writer emphasise that the writer emphasise that the woman had bought 'few woman had bought 'few things' through the use of things' through the use of sentence structure? sentence structure?

Answer:Answer: Each item (1) is Each item (1) is given a sentence on its own given a sentence on its own (1)(1)


Gingerly, he tried to reopen Gingerly, he tried to reopen the envelope but it was the envelope but it was stuck fast and the flap stuck fast and the flap ripped jaggedly.ripped jaggedly.

Question:Question: How does the How does the structure of this sentence structure of this sentence emphasise the man's care emphasise the man's care in opening the envelope? in opening the envelope?

Answer: Answer: (The word) gingerly (The word) gingerly is placed (1) at the start of the is placed (1) at the start of the sentence (1)sentence (1)

Question:Question: How does the structure of the whole How does the structure of the whole sentence help to reinforce the idea of how busy Julie sentence help to reinforce the idea of how busy Julie is between Easter and October ? 2/1/0is between Easter and October ? 2/1/0

Answer:Answer: the sentence is a long list (1) to show the the sentence is a long list (1) to show the many things she has to do (1).many things she has to do (1).

Ken is lucky that Julie can drive one of Ken is lucky that Julie can drive one of the trucks, change the 2 feet high tyres, the trucks, change the 2 feet high tyres, make sure Alex does his school lessons make sure Alex does his school lessons on his laptop, cook, make sandwiches on his laptop, cook, make sandwiches and dish out the £2 tickets.and dish out the £2 tickets.

Example: 2007 Example: 2007 General paperGeneral paper

Punctuation and Punctuation and punctuation questions.punctuation questions.

Punctuation and Punctuation and punctuation questions.punctuation questions.

There is rather an overlap There is rather an overlap here with questions about here with questions about sentence structure since sentence structure since punctuation is used to shape punctuation is used to shape sentences and to organise the sentences and to organise the words within them.words within them.

However, you may However, you may alsoalso get get more specific questions about more specific questions about the use of punctuation marks. the use of punctuation marks.

It is therefore important that It is therefore important that you know your you know your punctuation!!! punctuation!!!

Punctuation you need to Punctuation you need to know!!!know!!!

When do we use When do we use commas ?commas ?

,,

When do we use When do we use dashes ?dashes ?

--

When do we use When do we use Inverted commas ?Inverted commas ?

“ ”“ ”

1.1. to separate items in a list.to separate items in a list.2.2. to introduce a quote.to introduce a quote.3.3. to introduce direct speech.to introduce direct speech.4.4. to make the reader pause at certain to make the reader pause at certain

times in a sentence.times in a sentence.

1.1. to give extra information in a to give extra information in a sentence.sentence.

2.2. to make the reader take a pause.to make the reader take a pause.3.3. to mark out a word or phrase from the to mark out a word or phrase from the

rest of the sentence (Maths is great – rest of the sentence (Maths is great – not.)not.)

1.1. to show the words actually spokento show the words actually spoken2.2. to show that we are talking about the to show that we are talking about the

title of a book or film or poem, etc.title of a book or film or poem, etc.3.3. to show that we are quoting someone to show that we are quoting someone

else and these are not the writer’s own else and these are not the writer’s own words.words.

More punctuation….More punctuation….When do we use When do we use semi colons ?semi colons ?

;;

When do we use When do we use colons ?colons ?

:: When do we use When do we use ellipsis ?ellipsis ?

……..

When do we use capital letters ?When do we use capital letters ?

1.1. to join two (or more) related ideas.to join two (or more) related ideas.2.2. to separate items in a list when there are to separate items in a list when there are

commas in the sentence already.commas in the sentence already.3.3. to join several sentences into one very to join several sentences into one very

long one.long one.

1.1. to introduce a list.to introduce a list.2.2. to introduce a quote.to introduce a quote.3.3. to give more information about an ideato give more information about an idea4.4. .to punctuate a play..to punctuate a play.

1.1. Dots used to tail of a sentence.Dots used to tail of a sentence.2.2. To show gaps in a piece of writing.To show gaps in a piece of writing.

1.1. at the beginning of a sentence.at the beginning of a sentence.2.2. for names.for names.3.3. for initials.for initials.4.4. for the beginning of a section of direct speech.for the beginning of a section of direct speech.5.5. for titles of books, newspapers, films, etc.for for titles of books, newspapers, films, etc.for

acronyms (like BBC or STV or CSI)acronyms (like BBC or STV or CSI)


After all there's a little collection of After all there's a little collection of pressed glass over there that is so pressed glass over there that is so irresistible, and the old hand-irresistible, and the old hand-knitted Shetland shawl that knitted Shetland shawl that nobody seems to have spotted, nobody seems to have spotted, and isn't that a genuine stone hot-and isn't that a genuine stone hot-water bottle lurking among the water bottle lurking among the rubbish. . .?rubbish. . .?

Question:Question: Why does the Why does the writer use ellipsis at the end of writer use ellipsis at the end of the final sentence? the final sentence?

Answer:Answer: To show that the list To show that the list could continue / be endless could continue / be endless OR that there could be more OR that there could be more examples.examples. 2 marks for either2 marks for either


It was now well into the rush It was now well into the rush hour: traffic gushed by or hour: traffic gushed by or fretted at red lights and urgent fretted at red lights and urgent pedestrians commanded the pedestrians commanded the pavements and crossings.pavements and crossings.

Question:Question: Why does the writer Why does the writer use a colon? Is it to introduce a use a colon? Is it to introduce a quotation, to elaborate on an quotation, to elaborate on an idea, or to introduce an idea, or to introduce an explanation?explanation?

Answer:Answer: To elaborate on an ideaTo elaborate on an idea (2) (2)


At the last corner before the At the last corner before the school's street they both halted school's street they both halted in an accustomed way and he in an accustomed way and he squatted down to give her a squatted down to give her a kiss. She didn't mind the ritual kiss. She didn't mind the ritual but not outside the gates: her but not outside the gates: her pals might see and that would pals might see and that would be too embarrassing.be too embarrassing.

Question:Question: Why does the writer use a Why does the writer use a colon? Is it to introduce a quotation, to colon? Is it to introduce a quotation, to elaborate on an idea, or to introduce an elaborate on an idea, or to introduce an

explanation?explanation?

Answer:Answer: To introduce an explanation To introduce an explanation (2) (2)


We were in Dracula's castle - We were in Dracula's castle - sited on the remote Tihuta sited on the remote Tihuta mountain pass where the mountain pass where the Victorian Gothic novelist Victorian Gothic novelist Bram Stoker based the home Bram Stoker based the home of his fictitious vampire - two of his fictitious vampire - two days' carriage ride from days' carriage ride from Bistrita in northern Bistrita in northern Transylvania.Transylvania.

Question:Question: Why does the writer use dashes in this paragraph? Why does the writer use dashes in this paragraph?

Answer:Answer: To provide additional information /detail /parenthesis To provide additional information /detail /parenthesis (2) (2)


Answer:Answer: Being ironic / to show Being ironic / to show it's not really a castle / to show it's not really a castle / to show it's really a hotel (2)it's really a hotel (2)

It wasn't the real Dracula's castle but Hotel Castel It wasn't the real Dracula's castle but Hotel Castel Dracula, a three-star hotel built in the mountains to Dracula, a three-star hotel built in the mountains to service some of the nearby, ski slopes. The service some of the nearby, ski slopes. The architecture (1980s mock castle) reflected the Dracula architecture (1980s mock castle) reflected the Dracula movies but the setting amid the dramatic scenery of movies but the setting amid the dramatic scenery of the Tihuta pass is stunning. The 'castle' is circled by the Tihuta pass is stunning. The 'castle' is circled by bats every night and the surrounding forests have bats every night and the surrounding forests have more wild bears and wolves than anywhere else in more wild bears and wolves than anywhere else in Europe.Europe.

Question:Question: Why does the writer put the word 'castle' Why does the writer put the word 'castle' in inverted commas? in inverted commas?


The driver opened the back The driver opened the back door of the taxi and my 'aunt', door of the taxi and my 'aunt', as we referred to her - really as we referred to her - really my mother's aunt's daughter my mother's aunt's daughter divested herself of the divested herself of the travelling rugs.travelling rugs.

Question:Question: What is the function of the dashes? What is the function of the dashes?

Answer:Answer: Giving additional Giving additional information / parenthesisinformation / parenthesis (2) (2)

Word choice questionsWord choice questions

Words have Words have connotationsconnotations.. These These are the associations are the associations we give to words, the we give to words, the ideas we are made to ideas we are made to think of when we think of when we hear or read any hear or read any given word. given word.

Word choice questionsWord choice questions

Words are chosen for Words are chosen for effecteffect – words can make you think – words can make you think of more than just their literal meaningof more than just their literal meaning..

When a question asks you to comment on word choice When a question asks you to comment on word choice think of the associations the identified word(s) will think of the associations the identified word(s) will

conjure up in a reader’s mind.conjure up in a reader’s mind.

CELTIC FC

Lisbon 67 Seville 03

HenrikRangers

Ireland Scotland

Another example…Another example…

Think of the ideas we associate with Think of the ideas we associate with the word the word “butterfly”.“butterfly”.

We think of delicate things, light, We think of delicate things, light, beauty, erratic flight, unpredictability, beauty, erratic flight, unpredictability, etc.etc.

If the word is then used to describe a If the word is then used to describe a person then these qualities are person then these qualities are associated with that person.associated with that person.

These questions are asking you to do These questions are asking you to do two things:two things:


1.1. First identify and write downFirst identify and write down the the word/s which are being used for effect.word/s which are being used for effect.

2.2. Then, Then, explain what their effect isexplain what their effect is. The . The effect is what the word effect is what the word makes you makes you thinkthink..

•This phrase This phrase (“makes us think”)(“makes us think”) should appear in your answer. should appear in your answer.

•When a question asks you to comment on word choice think of theWhen a question asks you to comment on word choice think of the associations associations the the identified word(s) will conjure up in a identified word(s) will conjure up in a reader’s mind.reader’s mind.

When you answer you When you answer you should use the formula should use the formula below:below:

The word "..........X............" suggests that The word "..........X............" suggests that ........................................................................................

OROR

"......X......." makes us think "......X......." makes us think about ...............................................about ...............................................


The transaction seemed to The transaction seemed to fluster her, as if she might not fluster her, as if she might not have enough money to pay have enough money to pay for the few things she'd for the few things she'd bought. A tin of lentil soup. An bought. A tin of lentil soup. An individual chicken pie. One individual chicken pie. One solitary tomato. Maybe she solitary tomato. Maybe she did need the avocados - or did need the avocados - or something else.something else.

Question:Question: How does the writer How does the writer emphasise that the woman had emphasise that the woman had bought 'few things' through the use bought 'few things' through the use of word choice? of word choice?

Answer:Answer: Use of a / an / one / individual / solitaryUse of a / an / one / individual / solitary


Answer:Answer: She is controlled/ precise/ She is controlled/ precise/ deliberate/calculating/ elegant/ contrived/graceful/ deliberate/calculating/ elegant/ contrived/graceful/ attention-seeking/ self conscious/a show off/attention-seeking/ self conscious/a show off/ a a poser poserAnyone for 2 marksAnyone for 2 marks

Question:Question: What impression of the aunt do you get What impression of the aunt do you get from the writer's choice of the words 'divested', from the writer's choice of the words 'divested', 'hazarded', and 'emerged' to describe her 'hazarded', and 'emerged' to describe her movements?movements?

The driver opened the back door of the taxi and my 'aunt', as we referred to The driver opened the back door of the taxi and my 'aunt', as we referred to her - really my mother's aunt's daughter divested herself of the travelling her - really my mother's aunt's daughter divested herself of the travelling rugs. She hazarded a foot out on to the gravel - in a pointy crocodile shoe - rugs. She hazarded a foot out on to the gravel - in a pointy crocodile shoe - as if she were testing the atmosphere. She emerged dressed in a waisted as if she were testing the atmosphere. She emerged dressed in a waisted black cashmere overcoat with a fur collar and strange scalloped black kid-black cashmere overcoat with a fur collar and strange scalloped black kid-skin gloves like hawking gauntlets.skin gloves like hawking gauntlets.

Example: 2004 Credit Example: 2004 Credit paper paper

He was breathing heavily and the He was breathing heavily and the smell was inconceivably foul; it was smell was inconceivably foul; it was the reek of rotting flesh, of festering the reek of rotting flesh, of festering wounds, of ancient perspiration, and wounds, of ancient perspiration, and of fearof fear..

Question:Question: Explain fully how the Explain fully how the writer emphasises the smell through writer emphasises the smell through word choice.word choice.

AnswerAnswer: Inconceivably foul/reek of : Inconceivably foul/reek of rotting flesh/festering rotting flesh/festering wounds/ancient perspiration (1) wounds/ancient perspiration (1) + explanation (1) 2/1/0 + explanation (1) 2/1/0

Questions about Questions about effectivenesseffectiveness

Questions about Questions about effectivenesseffectiveness

You will sometimes find a question asking You will sometimes find a question asking how how effectiveeffective you find an aspect of the you find an aspect of the writer’s style. writer’s style.

It’s almost a trick question, as the It’s almost a trick question, as the examiners have pretty much decided examiners have pretty much decided already that the writing already that the writing ISIS effective. effective.

What they really want to do is to explain What they really want to do is to explain why. why.

(If you are feeling very sure, and very (If you are feeling very sure, and very skilled, you can argue that the extract is skilled, you can argue that the extract is not effective but you’ll have to use a lot of not effective but you’ll have to use a lot of good evidence to explain why you think good evidence to explain why you think this.) this.)


It was easy standing here to recall the It was easy standing here to recall the bustle of business life. It came to him bustle of business life. It came to him how much he wanted it, that activity. It how much he wanted it, that activity. It was more than just something you did was more than just something you did to make money: It was the only life he to make money: It was the only life he knew and he was missing out on it, knew and he was missing out on it, standing on the sidelines like a face in standing on the sidelines like a face in the crowd at a football game.the crowd at a football game.

Question:Question: Explain how effective you find the simile in this extract. Explain how effective you find the simile in this extract.

Answer:Answer: Answers should deal with the Answers should deal with the idea that 'sideline' = left out / excluded etcidea that 'sideline' = left out / excluded etc (1) AND(1) AND that 'face in a crowd' = that 'face in a crowd' = anonymity / one of many / lost / anonymity / one of many / lost / unimportant etcunimportant etc (1) (1)


Answer:Answer: ... ... 'as if her head might explode'. / 'It ripped out of her. 'as if her head might explode'. / 'It ripped out of her. . . . . prisoner for years. 'prisoner for years. 'Either of these for 1 mark + appropriate comment on the intensity Either of these for 1 mark + appropriate comment on the intensity of the image for 1 more markof the image for 1 more mark

He told her to take a seat while he called security, but when he turned He told her to take a seat while he called security, but when he turned from her she let out a thin wail that made him recoil from the phone. from her she let out a thin wail that made him recoil from the phone. She had both her temples between her hands, as if afraid her head She had both her temples between her hands, as if afraid her head might explode. She let out another shrill wail. It ripped out of her like might explode. She let out another shrill wail. It ripped out of her like something wild kept prisoner for years. It seemed to make the room something wild kept prisoner for years. It seemed to make the room shrink around them.shrink around them.

Question:Question: Quote a comparison from this Quote a comparison from this section which shows how emotional or upset the section which shows how emotional or upset the woman was, and explain how effective you find woman was, and explain how effective you find it. it.

Context questionsContext questions

The context question.The context question.

You may be asked to show how the context, that You may be asked to show how the context, that is the words or phrases is the words or phrases aroundaround an an unusual unusual wordword, that give us , that give us an ideaan idea of what an unfamiliar of what an unfamiliar word word may meanmay mean. .

This question is asking you to do two thingsThis question is asking you to do two things

A) Say what the A) Say what the meaning ismeaning is&&

B) Say how B) Say how the words around the wordthe words around the word concerned concerned help you to find this meaning.help you to find this meaning.

For example….For example….

Look at this example:-Look at this example:-

““He lay there XXX , blood He lay there XXX , blood seeping from a head wound and seeping from a head wound and his jaw cracked like a walnut.” his jaw cracked like a walnut.”

You can guess that XXX will You can guess that XXX will

mean mean “injured”“injured” or or “damaged”“damaged” or something like this. or something like this.

You have guessed by using You have guessed by using the context to help you reach the context to help you reach an understanding.an understanding.

Example 2003 Credit paper.Example 2003 Credit paper.

When the dodo died the animal was When the dodo died the animal was stuffed and sold to a museum. stuffed and sold to a museum. Taxidermy not being what it is today Taxidermy not being what it is today the dodo slowly rotted.the dodo slowly rotted.

Question:Question: Explain how the context Explain how the context helps you to understand the meaning helps you to understand the meaning of "taxidermy" in paragraph 9.of "taxidermy" in paragraph 9.

Answer:Answer: If you follow the advice If you follow the advice above you will probably think the above you will probably think the word "stuffed" is the big clue. If the word "stuffed" is the big clue. If the animal "rotted" then it would not have animal "rotted" then it would not have been stuffed properly. So, the been stuffed properly. So, the meaning is stuffed.meaning is stuffed.


It wasn't often you had this kind of It wasn't often you had this kind of intuition about somebody, but as soon intuition about somebody, but as soon as he saw her looking at the seeds, he as he saw her looking at the seeds, he was certain she was going to steal them. was certain she was going to steal them. He moved closer to her, picked up a He moved closer to her, picked up a watering can and weighed it in his hand, watering can and weighed it in his hand, as if this was somehow away of testing as if this was somehow away of testing it, then he saw her dropping packet after it, then he saw her dropping packet after packet into the bag. packet into the bag.

Question:Question: 'It wasn't often you had this kind of intuition. . .' How 'It wasn't often you had this kind of intuition. . .' How does the rest of the paragraph help to explain the meaning of does the rest of the paragraph help to explain the meaning of 'intuition'? 'intuition'?

Answer:Answer: Intuition means that you sense Intuition means that you sense or or guess something. He guesses guess something. He guesses that she will steal the seeds and then he watches her doing this.that she will steal the seeds and then he watches her doing this.

Questions about how ideas Questions about how ideas are carried are carried

on/illustrated/developedon/illustrated/developed

Questions about how ideas Questions about how ideas are carried are carried

on/illustrated/developedon/illustrated/developed Questions which ask how the writer:Questions which ask how the writer:

Continues this ideaContinues this idea Develops this ideaDevelops this idea Illustrates this ideaIllustrates this ideaOrOr OrOr

These questions are suggesting that These questions are suggesting that the idea which is stated the idea which is stated in the question itselfin the question itself (usually a quote from certain lines) is (usually a quote from certain lines) is

then then returned toreturned to by the writer in some way. by the writer in some way.

Continued…Continued… The writer might say the same thing again but in The writer might say the same thing again but in

different words,different words,

OrOr Might tell us more about the idea by giving more Might tell us more about the idea by giving more

details about itdetails about it

OrOr

Might give an example of what he is talking aboutMight give an example of what he is talking about

They all involve the same skill: you have to find the They all involve the same skill: you have to find the words used to tell us more about the thing words used to tell us more about the thing

mentioned in the question.mentioned in the question.

Example…Example… Think of this made-up example;Think of this made-up example;

"I was scared" (paragraph X)"I was scared" (paragraph X)

Question: How does the writer develop this Question: How does the writer develop this idea in the rest of the paragraph ? idea in the rest of the paragraph ? 2/1/0 2/1/0

Say we look at the rest of the paragraph and we Say we look at the rest of the paragraph and we see: see:

"My "My knees began to shakeknees began to shake, my , my throat began to throat began to drydry up and up and my knuckles were whitemy knuckles were white.“.“

Which words tell us about him being scared ? Which words tell us about him being scared ?

All three ideas All three ideas highlightedhighlighted above tell us the effect above tell us the effect his fear has on him. his fear has on him.

So you would get So you would get two markstwo marks for for noting all threenoting all three,, One markOne mark for noting for noting any twoany two, but , but nothingnothing for only for only

one.one.


Downstairs was Count Dracula's coffin in a narrow Downstairs was Count Dracula's coffin in a narrow vault, the walls painted with the dramatic scenes of vault, the walls painted with the dramatic scenes of human victims, wolves, skulls, skeletons and the human victims, wolves, skulls, skeletons and the black-cloaked monster himself, red blood dripping black-cloaked monster himself, red blood dripping from his pointed fangs. So far on our Romanian from his pointed fangs. So far on our Romanian holiday, the only blood-sucking had been from the holiday, the only blood-sucking had been from the mosquitoes in Bucharest. Luckily we had decided to mosquitoes in Bucharest. Luckily we had decided to send their father down first as a guinea pig to test send their father down first as a guinea pig to test out how scary this experience was likely to be for out how scary this experience was likely to be for our seven-, five- and two-year-olds.our seven-, five- and two-year-olds.

Question:Question: 'Downstairs was Count Dracula's coffin in a narrow 'Downstairs was Count Dracula's coffin in a narrow vault, the walls painted with the dramatic scenes' In what ways vault, the walls painted with the dramatic scenes' In what ways does the writer convey the 'dramatic scenes in thedoes the writer convey the 'dramatic scenes in thevault?vault?

Answer:Answer: The writer uses a list of horrific The writer uses a list of horrificimages such as blood, fangs, wolves, skulls and skeletons.images such as blood, fangs, wolves, skulls and skeletons.


All the junk in Scotland meets your befuddled gaze: All the junk in Scotland meets your befuddled gaze: thousands of unwanted gifts, the 'wee something' for thousands of unwanted gifts, the 'wee something' for Christmas and the 'I saw this and thought of you' for your Christmas and the 'I saw this and thought of you' for your birthday (how you wish they hadn't); then there are the birthday (how you wish they hadn't); then there are the holiday souvenirs. In short, all the stuff with which we holiday souvenirs. In short, all the stuff with which we tend to clutter our lives and our cupboards has somehow tend to clutter our lives and our cupboards has somehow ended up in one place, awkwardly arranged on a vast ended up in one place, awkwardly arranged on a vast number of folding tables. Behind them, all kinds of number of folding tables. Behind them, all kinds of people are perched on the tailgates of a variety of people are perched on the tailgates of a variety of vehicles. Is this some bizarre store for recycled rubbish? vehicles. Is this some bizarre store for recycled rubbish? Well, in a way it is. In other words, you have found Well, in a way it is. In other words, you have found yourself in the middle of your first car boot sale.yourself in the middle of your first car boot sale.

Question:Question: 'All the junk in Scotland meets your befuddled 'All the junk in Scotland meets your befuddled gaze' How does the writer continue the idea of 'junk'? gaze' How does the writer continue the idea of 'junk'?

Answer:Answer: Reference to any TWO of Reference to any TWO of - - use of colon (to introduce) use of colon (to introduce) / (a / (a list of) list of) examplesexamples / / unwanted gifts unwanted gifts / / wee something for Christmas wee something for Christmas / / birthday gift not birthday gift not wantedwanted / / holiday souvenirs /stuff holiday souvenirs /stuff / / (which) clutters our lives /recycled rubbish (which) clutters our lives /recycled rubbish


Answer:Answer: Reference to any TWOReference to any TWO of of very small table very small table / / only only one chairone chair / / which is an upright one which is an upright one / / the window is barred the window is barred (like(like a a cell cell - - possibly dark) possibly dark) / / the only outlook is the fire the only outlook is the fire escapeescape / / the wall-mounted phone the wall-mounted phone

It was depressing to unlock the door of his cubby-hole, switch the It was depressing to unlock the door of his cubby-hole, switch the light on and see the table barely big enough to hold his kettle and his light on and see the table barely big enough to hold his kettle and his tea things, the one upright chair, the barred window looking out on a tea things, the one upright chair, the barred window looking out on a fire-escape and the wall-mounted telephone. He asked her to take fire-escape and the wall-mounted telephone. He asked her to take the packets of seeds out of her bag and put them on the table. She the packets of seeds out of her bag and put them on the table. She did so, and the sight of the packets, with their gaudy coloured did so, and the sight of the packets, with their gaudy coloured photographs of flowers, made her clench her hand into a fist.photographs of flowers, made her clench her hand into a fist.

Question:Question: The detective found the sight of his cubby-hole The detective found the sight of his cubby-hole 'depressing'. Explain how the writer continues this idea in 'depressing'. Explain how the writer continues this idea in the rest of the paragraph. the rest of the paragraph.

Linking questionsLinking questions

Linking questionsLinking questions A linking sentence is one which links A linking sentence is one which links

two paragraphs together. two paragraphs together.

Usually this sentence will appear at the Usually this sentence will appear at the start of the secondstart of the second of the two of the two paragraphs which are being linked.paragraphs which are being linked.

Look carefully at the sentence which is Look carefully at the sentence which is

the link. the link.

There will be There will be two partstwo parts to this sentence: to this sentence:

One part will refer to One part will refer to the contentthe content of the of the paragraph paragraph beforebefore..

The other part of the sentence will The other part of the sentence will introduce the introduce the subjectsubject of the of the new new paragraph.paragraph.

When you answer you When you answer you should use the formula should use the formula below:below:

There is a simple, four-step formula There is a simple, four-step formula to tackling these types of questions:to tackling these types of questions:

1.1. Quote briefly from the linking Quote briefly from the linking sentence or paragraph.sentence or paragraph.

2.2. Show how that quotation makes Show how that quotation makes a link back to earlier in the a link back to earlier in the passage.passage.

3.3. Quote briefly again from the Quote briefly again from the linking sentence.linking sentence.

4.4. Show how this second quotation Show how this second quotation makes a link forward to what is makes a link forward to what is to come in the passage.to come in the passage.


The three witches in Macbeth, prancing cackling round their The three witches in Macbeth, prancing cackling round their cauldron, provide the accepted clichés of witch behaviour and taste. cauldron, provide the accepted clichés of witch behaviour and taste. Alas the Macbeth witches have merely served to reinforce Alas the Macbeth witches have merely served to reinforce prejudice, rather than cast illumination.prejudice, rather than cast illumination.So does the witch deserve her poor image?So does the witch deserve her poor image?It is probable that the Wiccan creed goes back to the dawn of It is probable that the Wiccan creed goes back to the dawn of religious belief, when cave dwellers peered out and saw wonder in religious belief, when cave dwellers peered out and saw wonder in the rhythm of the changing seasons. Early witchcraft was probably the rhythm of the changing seasons. Early witchcraft was probably no more than a primitive attempt to make sense of the unknown.no more than a primitive attempt to make sense of the unknown.

Question:Question: In what way can the single In what way can the singlesentence be regarded as a link of the ideas within the sentence be regarded as a link of the ideas within the article?article?

Answer:Answer: 'Her poor image' refers back to the prejudiced ideas about witches 'Her poor image' refers back to the prejudiced ideas about witches mentioned already, such as those found in Macbeth. The question, 'Does the mentioned already, such as those found in Macbeth. The question, 'Does the witch deserve . . . ?' introduces the next part of the passage, which is going to witch deserve . . . ?' introduces the next part of the passage, which is going to present a truer history of witchcraft.present a truer history of witchcraft.

Example PaperExample Paper His father looked at the sweating horse, and after a pause he said His father looked at the sweating horse, and after a pause he said

that he would be alright. Howard could see he knew the berries that he would be alright. Howard could see he knew the berries weren't ready yet, like the ones behind the steading that they weren't ready yet, like the ones behind the steading that they always picked; and he understood that this was a lesson being set always picked; and he understood that this was a lesson being set up for him when he came home without brambles: not to tell lies. up for him when he came home without brambles: not to tell lies. And there'd be another lesson behind this one, the real lesson: And there'd be another lesson behind this one, the real lesson: that his father had been right about that sort of new fangled that his father had been right about that sort of new fangled nonsense coming to grief.nonsense coming to grief.In spite of this, he forgot it all and slipped through the racecourse In spite of this, he forgot it all and slipped through the racecourse fence. fence.

Question:Question: Explain how the one-sentence paragraph is an effective link Explain how the one-sentence paragraph is an effective link between the paragraphs before and after. between the paragraphs before and after.

Answer: Answer: 'In spite of this' refers to the lessons of the first paragraph.'In spite of this' refers to the lessons of the first paragraph. '. . .'. . . through through the Racecourse fence 'takes Howard in to the setting of the third paragraph.the Racecourse fence 'takes Howard in to the setting of the third paragraph.

1 mark for each quote + reference.1 mark for each quote + reference.

Figures of speechFigures of speech

Figures of speechFigures of speechThese are simply the various These are simply the various names given to the different names given to the different ways in which a writer can ways in which a writer can make his or her work more make his or her work more

interesting.interesting.

Click on this link for a detailed guide to the different figures of Click on this link for a detailed guide to the different figures of speech you may be asked about.speech you may be asked about.

http//www.buzzin.net/english/figures.htmhttp//www.buzzin.net/english/figures.htm

IMAGERYIMAGERY

e.g. His hair was as black as coal.e.g. His hair was as black as coal. His heart beat like a drum.His heart beat like a drum.

A A SIMILESIMILE tells you that one thing is like another; it compares tells you that one thing is like another; it compares two different objects using the words ‘like’ or ‘as’.two different objects using the words ‘like’ or ‘as’.

A A METAPHORMETAPHOR tells you that one thing is something else. It is not tells you that one thing is something else. It is not meant literally, but is just a way of creating a vivid picture in your mind.meant literally, but is just a way of creating a vivid picture in your mind.

e.g. e.g. The cold breeze was a slap in the face.The cold breeze was a slap in the face. She stared with eyes of stone.She stared with eyes of stone.

PERSONIFICATIONPERSONIFICATION describes a thing or object as if it is a describes a thing or object as if it is a person, or as having human qualities.person, or as having human qualities.

e.g. The wind whistled through the sails.e.g. The wind whistled through the sails. The sun treads a path through the woods.The sun treads a path through the woods.

Contrast questionsContrast questions

Contrast questionsContrast questions

Contrast is the pairing of opposing ideasContrast is the pairing of opposing ideas

A contrast is a comparison which shows A contrast is a comparison which shows up the differences between subjects.up the differences between subjects.

The writer is deliberately pairing two ideas The writer is deliberately pairing two ideas together to show up the difference which will be together to show up the difference which will be

important in some way.important in some way.

For Example…For Example… In “Romeo and Juliet”, Shakespeare continually In “Romeo and Juliet”, Shakespeare continually

compares Juliet to the sun or to a star. compares Juliet to the sun or to a star.

The idea he is conveying is that The idea he is conveying is that she is above everyone around she is above everyone around her.her.

Everyone else is dark by Everyone else is dark by comparison and she brings light comparison and she brings light into Romeo’s life.into Romeo’s life.

Example 1993 General Example 1993 General paperpaper

“ “On the 24th of June 1914 William On the 24th of June 1914 William Maitland walked into a house and never Maitland walked into a house and never came out again. One summer afternoon came out again. One summer afternoon in Millhall, Lancashire, he vanished in Millhall, Lancashire, he vanished from the face of the earth. It was as from the face of the earth. It was as simple, and as complicated, as that.”simple, and as complicated, as that.”

•Question:Question: Explain the contrast the writer conveys in these lines.Explain the contrast the writer conveys in these lines.

HINT:HINT: The answer lies in the contrast presented in the last sentence The answer lies in the contrast presented in the last sentence where we are told it was “SIMPLE” and also” COMPLICATED”.where we are told it was “SIMPLE” and also” COMPLICATED”.

- So the contrast is in these two opposing ideas.- So the contrast is in these two opposing ideas. -

Answer:Answer: The contrast is in how easy it is to understand what The contrast is in how easy it is to understand what happened but also how difficult it is to explain what happened.happened but also how difficult it is to explain what happened.

Tone QuestionsTone Questions

Tone QuestionsTone Questions

Some people find tone questions very Some people find tone questions very difficult to answer.difficult to answer.

There is a way to make them just a bit There is a way to make them just a bit easier.easier.

Think of Think of HOWHOW the writer would the writer would SAYSAY this this if he or she were talking directly to you if he or she were talking directly to you in person.in person.

In speech, the In speech, the tone of voicetone of voice used helps used helps to make the speaker’s to make the speaker’s feelingsfeelings clear. clear.

In writing, however, you must look at the In writing, however, you must look at the word choiceword choice to find clues to the to find clues to the feelingsfeelings or or attitudeattitude of the author. of the author.

Examples of tone…Examples of tone…

It’s impossible to list every variance of It’s impossible to list every variance of tone that a writer may use, as there are tone that a writer may use, as there are so many. so many.

But they can be broadly grouped But they can be broadly grouped together. together.

Firstly, however, consider whether the Firstly, however, consider whether the writer is being serious or light-hearted writer is being serious or light-hearted about his subject.about his subject.

Irony is the name given to the figure of speech where an author says the opposite of what he really means. This could be for humorous effect, but there is often a more serious point to be made.

A flippant tone is where the writer is showing a mocking attitude to his topic and isn’t taking it too seriously.

An enthusiastic effusive tone might be used in advertising to persuade someone to buy a product.

The tone may be humorous in a straightforward way, where the writer finds the subject funny and hopes that you will too!

A tongue-in-cheek tone is a form of irony: the writer will sound serious but there will be a sense of ridicule behind this. Euphemism is a common feature of this tone. An example of this may be the expression, “tired and emotional” to mean “drunk”!

A serious tone is obviously used for a serious purpose, on solemn occasions: a funeral speech for example. Words such as formal, ponderous or even pompous might be applied.

A satirical tone is an extreme form of irony. Here a writer is funny in a more savage way: he holds a subject to ridicule in order to attack it.

The word conversational can describe a tone, particularly a chatty, friendly tone, as if the writer is confiding in the reader or directly addressing them.

A lighthearted tone may be more informal and conversational, whereas a serious, respectful tone will use more formal words.

Final questionsFinal questions

Final questionsFinal questions Just above the last few questions on the Exam Just above the last few questions on the Exam

paper you will find an instruction in bold telling paper you will find an instruction in bold telling you to: you to: ’Think about the passage as a whole’.’Think about the passage as a whole’.

After the heading suggests, these questions After the heading suggests, these questions draw on your knowledge and understanding of draw on your knowledge and understanding of the whole passage.the whole passage.

To be able to tackle on of these questions you To be able to tackle on of these questions you need to know the whole passage as well, and to need to know the whole passage as well, and to have worked through it using the step by step have worked through it using the step by step questions. questions.

It is therefore, not possible to give you a chance It is therefore, not possible to give you a chance to practise these here. to practise these here.

Of course, whenever you do a pass paper in Of course, whenever you do a pass paper in class, you will be able to have a go at this class, you will be able to have a go at this question type.question type.

Examples…Examples… These questions can cover many different topics. You may be asked to These questions can cover many different topics. You may be asked to

look at the writer's style throughout the passage. For example:look at the writer's style throughout the passage. For example: From the passage write down From the passage write down an an example of the writer's use of example of the writer's use of

humour. Explain why it is effective.humour. Explain why it is effective. Or:Or: Why do you think the writer makes frequent use of brackets Why do you think the writer makes frequent use of brackets

throughout the passage?throughout the passage? You may be asked about characters in the passage, whom you will now You may be asked about characters in the passage, whom you will now

know well, or about their feelings and reactions. For example:know well, or about their feelings and reactions. For example: Overall how do you think the writer feels about his experience with Overall how do you think the writer feels about his experience with

the humming birds? Support your answer by referring the humming birds? Support your answer by referring to to the the passage.passage.

Or:Or: For whom do you feel more sympathyFor whom do you feel more sympathy - Pelagia or Mandras? Justify your- Pelagia or Mandras? Justify your answer by close reference answer by close reference to to thethe passage.passage.

Final questions – the end!Final questions – the end! There are many other possible types of There are many other possible types of

question you may be asked in this final question you may be asked in this final section of the paper. section of the paper.

You should have noticed from the You should have noticed from the examples given earlier that one thing examples given earlier that one thing many of them have in common is:many of them have in common is:

an instruction to justify or support an instruction to justify or support

your answer by referring to the textyour answer by referring to the text..

By this stage in the Exam you should By this stage in the Exam you should know the text intimately, and be quickly know the text intimately, and be quickly able to pick out short quotations or able to pick out short quotations or references to back up what you say in references to back up what you say in your answer.your answer.

Documents

STANDARD GRADE – CLOSE READING - Saint Roch’s Secondary School