Close Reading

1. Close Reading The Essentials Question types and how to approach them.

2. Question Types • There are three main types of close reading questions: 1. Understanding 2. Analysis 3. Evaluation

3. Question Types At Standard Grade level you can identify which type of question is being asked by looking at the wording that is used. At Higher and Int 2 level the type of question is handily identified by a U, A or E.

4. Understanding Questions Questions that test understanding come under three broad categories: • “In your own words” questions. • “Context” questions. • “Link” questions.

5. In your own words… Example text from question: “Explain in your own words…” What you need to do: I know, it sounds pretty obvious, but USE YOUR OWN WORDS AS MUCH AS POSSIBLE. Laugh now but I’ll give you ten to one odds that someone in this room will make the mistake of quoting directly from the extract instead of, well, you get the point…

6. In your own words… Additional information: You will also be presented with questions which don’t use the phrase “in your own words”. If in doubt - use your own words anyway.

7. In your own words… Additional information: VERY IMPORTANT You should only ever quote if the question uses the word quote. IF YOU ARE ONLY ASKED TO QUOTE YOU ARE STILL EXPECTED TO MAKE A COMMENT ON THE QUOTATION.

8. In your own words… 2005 Intermediate 2 exam paper, lines 17-27: The first thought that occurs to me is not why but why not? Our close relatives the apes enjoy climbing, so why not us? Perhaps the desire to get to the top of things is an ancient animal drive that modern society has suppressed. After all, a society geared to material gain can hardly be expected to support such an unproductive pursuit (the only material gain I’ve made on the hill is finding a glove that didn’t fit). Then again, perhaps the act of climbing is simply too ape-like and unsophisticated for most; it is difficult, for example, to maintain any semblance of dignity while lying spread-eagled on the ground after having tripped over a clump of heather. Ironically, the freedom to adopt such a position and have no-one give disapproving looks is one of the secret joys of hillwalking… The Great Outdoors is a giant funhouse where we can cast off adult worries and become carefree kids again. It’s no accident that children love climbing. Question: In your own words, give the two reasons the writer uses to explain people’s desire to climb hills. Quote briefly to support each reason. (4 marks)

9. Context Questions A context question will ask you to do one of the following three things: • Identify what a word or phrase means by using the words and phrases surrounding it. • Identify a point or series of points that help develop a line of argument. • Summarise a number of points or ideas raised in the passage.

10. Context Questions: word or phrase by context Example text from question: “Show how the first sentence provides a context which enables the reader to understand the meaning of the word…” What you need to do: Step 1. Define the word or phrase. Step 2. Explain how you worked this out by quoting words and phrases around the ‘strange word’ and state how these words and phrases helped you establish the meaning.

11. Context Questions Example question: Show how the context helped you arrive at the meaning of the word “unsubstantiated”. Example answer structure: (use the words in bold as a guide to how you should structure your answer to this kind of question) I think the word “unsubstantiated” means “unconfirmed”. (1 mark) The context suggests this as it states that there were “no witnesses” who could say for sure that the news was true (1/2 mark), and the phrase “no solid information” also repeats the idea of there being no firm proof. (1/2 mark)

12. Context Questions:Following Arguments If you are asked to follow a line of argument then follow the same structure as before but… DON’T STOP AT THE FIRST IDEA. If the question uses the word “develops” or “development” then identify each different point/idea raised to the end of the section you have been asked to look at. The question gives you line numbers to use for a reason… so use them.

13. Context Questions:Summarising Points You will be asked either to… List ideas or give reasons How to: • Make a note of each of the main ideas/points raised in the passage. • List the points raised in your own words either as sentences or a bullet point/numbered list. • If asked to give reasons then you need to interpret the points raised in the extract. This is harder but can be made simple if you focus on one point at a time.

14. Linking Questions Note - This is a common type of question although it is not asked every year. You will be asked to identify a word or phrase that links back to earlier in the paragraph (or on to the next paragraph) and explain how it creates a link.

15. Linking Questions Linking questions ask you to demonstrate an understanding of each paragraph/section being linked. As such there are four elements to a successful answer…

16. Linking Questions Four elements to a successful answer… 1) Quote the word/phrase which refers back to the earlier topic. 2) State what the earlier topic is. 3)Quote the word/phrase that looks forward to the next topic. 4) State what the next topic is.

17. Linking Questions A link sentence may contain a conjunction or linking phrase which: • Indicates additional information will follow. E.g. Also, in addition… or • Indicates a change of direction or contrasting idea to follow. E.g. but, on the other hand…

18. Linking Questions Worked Example Extract However, despite our familiarity with his work, we know relatively little of the man himself. Question Show how the above sentence acts as a link in the argument. Example Answer The phrase “our familiarity with his work” looks back at the topic of how widely known Shakespeare’s work is. The conjunction “however” which begins the sentence suggests a contrast in the idea to follow. The second part of the sentence, “we know relatively little of the man himself”, introduces the new topic, namely the things that are not known about Shakespeare.

19. Linking Questions Extract – Int2 2005: The first thought that occurs to me is not why but why not? Our close relatives the apes enjoy climbing, so why not us? Perhaps the desire to get to the top of things is an ancient animal drive that modern society has suppressed. After all, a society geared to material gain can hardly be expected to support such an unproductive pursuit (the only material gain I’ve made on the hill is finding a glove that didn’t fit). Then again, perhaps the act of climbing is simply too ape-like and unsophisticated for most; it is difficult, for example, to maintain any semblance of dignity while lying spread-eagled on the ground after having tripped over a clump of heather. Ironically, the freedom to adopt such a position and have no-one give disapproving looks is one of the secret joys of hillwalking… The Great Outdoors is a giant funhouse where we can cast off adult worries and become carefree kids again. It’s no accident that children love climbing. Yet there must be more to it than a desire to have fun, or else why do I keep going when it ceases to be fun? When I’m cold and tired and out of breath, why do I keep putting one foot in front of the other and, when I’ve returned to the comfort of my home, why do I recall these times with a glow of satisfaction? Perhaps it has something to do with exercise and fitness – the feelgood feeling that comes from muscles that don’t ache when you climb stairs, lungs that don’t wheeze when you run for a bus and endorphins that buzz round your head and keep you feeling high even after you have returned to sea-level. Question: Explain how the sentence “Yet there must be more to it… it ceases to be fun?” performs a linking function. (2 marks)

20. ANALYSIS QUESTIONS

21. ANALYSIS QUESTIONS • Analysis questions fall broadly into four areas: • Imagery and word choice • Sentence Structure • Tone • Writer’s Language

22. ANALYSIS QUESTIONSImagery and word choice Word Choice Questions: Method State the connotations of the word/phrase and the effect the word/phrase creates. You may also be asked to identify how the words chosen create a contrast.

23. ANALYSIS QUESTIONSImagery and word choice Imagery Questions: Method Simile – identify connotations of the compared words and say why the comparison is effective. Metaphor – Comment on how the comparison used in the metaphor adds to your understanding of the text. Identify the literal and metaphorical meanings. E.g. “exposing the wound” could relate to a physical and emotional wound.

24. ANALYSIS QUESTIONSImagery and word choice Imagery Questions: Method Personification – same approach as metaphor. Show how the image helps your understanding of what is happening/being described. Symbolism – when an object represents an emotion or idea. E.g. the dove as a symbol of peace.

25. ANALYSIS QUESTIONSImagery and word choice • Imagery Questions: • Think… • What is being compared and with what technique? • How are these similar? • How does the image create a clearer picture of the subject in your mind?

26. ANALYSIS QUESTIONSSentence Structure • Sentence Structure Questions: • When you are asked a sentence structure question you will need to know how to analyse: • Punctuation • Sentence types • Climax/anti-climax • Repetition • Word order/syntax (remember Yoda)

27. ANALYSIS QUESTIONSSentence Structure Ensure that you are familiar with the following punctuationand the reasons they are used: Full stop . = point is finished Exclamation mark ! = changes the tone - say from what to what. E.g. relaxed to surprised. Colon : = introduces an explanation or a list.

28. ANALYSIS QUESTIONSSentence Structure Ensure that you are familiar with the following punctuationand the reasons they are used: Semi - colon ; = indicates balance or contrast between two closely linked statements. Pairs of brackets/commas/dashes = parenthesis - used to show the author’s opinion or add additional information. Inverted commas “” = casts doubt on what is being said (sometimes sarcastic) or to identify a title.

29. ANALYSIS QUESTIONSSentence Structure Sentence Structure Questions: Types of sentence Simple – one main clause - “Bob ate a biscuit”. Compound – more than one main clause – “Bob ate a biscuit and Dave stared at the television”. Complex – a main clause and subordinate clause(s) in any order – “When the rain stopped Adam walked outside”.

30. ANALYSIS QUESTIONSSentence Structure Sentence Structure Questions: Types of sentence Minor sentence – doesn’t have a verb (doing word) e.g. “Still there?” Can be used to add impact, urgency, suspense and/or dramatic effect. Can also indicate informal language (as if talking to a friend).

31. ANALYSIS QUESTIONSSentence Structure Sentence Structure Questions: Types of sentence Is the sentence a statement/question/exclamation or a command? • EXCLAMATION • Creates a tone of strong emotion (not shouting) such as shock/anger/ amazement/ disgust • QUESTION • Can be used to make you reflect on emotional responses. • Rhetorical questions are used to make the reader question their own views on a topic. • STATEMENT • Used to state information. • Can be simple or complex • Writing will be factual or narrative based. • COMMAND • Used to give clear instructions and persuade.

32. ANALYSIS QUESTIONSSentence Structure Climax and Anti-climax A gradual build up of suspense, pace or tension that reaches a peak of excitement (climax) or a disappointing conclusion (anti-climax).

33. ANALYSIS QUESTIONSSentence Structure Climax example: "When we send our young men and women into harm’s way, we have a solemn obligation not to fudge the numbers or shade the truth about why they’re going, to care for their families while they’re gone, to tend to the soldiers upon their return, and to never ever go to war without enough troops to win the war, secure the peace, and earn the respect of the world." (Barack Obama, "The Audacity of Hope," 2004 Democratic National Convention Keynote Address)

34. ANALYSIS QUESTIONSSentence Structure Anti-climax example: "He died, like so many young men of his generation, he died before his time. In your wisdom, Lord, you took him, as you took so many bright flowering young men at Khe Sanh, at Langdok, at Hill 364. These young men gave their lives. And so would Donny. Donny, who loved bowling." (Walter Shobchak, played by John Goodman, as he prepares to spread Donny’s ashes, The Big Lebowski, 1998)

35. ANALYSIS QUESTIONSSentence Structure Repetition Used to emphasise a point or stress a particular word or phrase. When parrots do it, it's parrotting.When children do it, it's imitation.When novelists do it, it's cohesion.When poets do it, it's alliteration, rhyme, or parallelism.When priests do it, it's ritual.When conversations do it, it's reiteration.

36. ANALYSIS QUESTIONSSentence Structure Antithesis Balances opposites together to create contrast. Can be used to reinforce rhythm of or to make a point more memorable. “Those I fight I do not hate. Those I guard I do not love.”

37. ANALYSIS QUESTIONSSentence Structure Notes on common sentence structure questions: Short sentences can demonstrate a climax or anti-climax. Don’t just state a short sentence is used - comment on the sentence’s purpose/effect (emphasis). Parenthesis can affect the tone by adding additional information or comments (aye right) which may be intended as humorous or ironic.

38. ANALYSIS QUESTIONSTone Tone refers to the author’s voice: Conversational – friendly, chatty and informal Humorous – trying to be funny Serious – formal, respectful Satirical – funny but savagely critical Emotive – plays on your emotions e.g. “a blazing inferno” instead of “a fire”. Flippant – making fun of something serious Ironic – the author says the opposite of what they mean. Humorous but intended to raise a serious point. Tongue in cheek – sounds serious but is intended to ridicule.

39. ANALYSIS QUESTIONSWriter’s Language Literal language – Words are being used to mean exactly what they say. Figurative language – techniques and comparisons are used to add additional meaning to what is being said.

40. ANALYSIS QUESTIONSWriter’s Language Figurative Language Simile Metaphor Personification Alliteration Assonance Onomatopoeia Pun Talk about the effect created by the comparison/words emphasised.

41. ANALYSIS QUESTIONSWriter’s Language Figurative Language and literary terms Other techniques: Hyperbole – deliberate over-exaggeration Litotes – deliberate understatement Euphemism – a mild word or phrase for something unpleasant e.g. “tired and emotional” instead of “drunk”.

42. ANALYSIS QUESTIONSWriter’s Language Figurative Language and literary terms Other techniques: Circumlocution – talking in circles without getting to the point. Paradox – a statement which appears to be a contradiction but contains some truth e.g. “to preserve the peace we must prepare for war”. Oxymoron – two opposites placed side by side to heighten the effect of the contrast e.g. “free servitude” or “military intelligence”. Juxtaposition – placing two sentences side-by-side to highlight a contrast.