Close Reading

1. Close Reading Understanding

2. Understanding Questions • Meaning / context • Identifying Points • Following Arguments and tracing developments. • Summarising a number of points. • Links.

3. In Your Own Words • Unless the questions specifically asks you to quote, you must answer in your own words.

4. Meaning/ Context • Explain what the writer means by . . . • Explain the significance of the word . . . • Show how you are helped towards the meaning of . .. • How does the context help you towards the meaning of . . . • Explain this expression in your own words . . .

5. One reason why British theatre is less stuffy now than it was before the Second World War is that classes or groups who in the 1930s would not often have gone to the theatre, the young, the students, the more articulate layers of the working classes and the people of working class origin who have been to university, all have more money in their pockets. • Explain clearly in your own words what the writer means by the ‘more articulate members of the working class’.

6. One reason why British theatre is less stuffy now than it was before the Second World War is that classes or groups who in the 1930s would not often have gone to the theatre, the young, the students, the more articulate layers of the working classes and the people of working class origin who have been to university, all have more money in their pockets. • Explain clearly in your own words what the writer means by the ‘more articulate layers of the working class’.

7. Articulate- able to use language with ease • Layers- levels • Working classes: section of society who work in traditional manufacturing jobs. Until later in the Twentieth Century, very few members of this class would receive a university education. A stereotypical view of the working class would be that they were less interested in high culture, like the theatre.

8. The most educated and culturally aware members of what were seen as the ‘lower classes’. They were more likely to demonstrate an interest in high culture.

9. The Inuit, who sometimes see themselves as still not quite separate from the animal world, regard us as a kind of people whose separation form it may become too complete. They call, us with a mixture of incredulity and apprehension, ‘the people who change nature’. And indeed what we now decide to do in the north with their land has a certain kind of frightening irrevocability about it. • What does the phrase ‘a mixture of apprehension and incredulity’ imply about how the Inuit feel about western technology and its effect on their land?

10. The Inuit, who sometimes see themselves as still not quite separate from the animal world, regard us as a kind of people whose separation form it may become too complete. They call, us with a mixture of incredulity and apprehension, ‘the people who change nature’. And indeed what we now decide to do in the north with their land has a certain kind of frightening irrevocability about it. • What does the phrase ‘a mixture of apprehension and incredulity’ imply about how the Inuit feel about western technology and its effect on their land?

11. They feel afraid of it and find it unbelievable that we should want to do it.

12. Meaning and context • Give the meaning of the word. • Explain how the context ( other words and phrases helped) you to arrive at that meaning. • Even if you understand the meaning, you must comment on its relationship to the context.

13. And if you despise politics altogether, and are an Alternative Society enthusiast, well what was Robin Hood but a drop out, and what could his greenwood have been but an early form of commune? • Give the meaning of the expression ‘Alternative Society’ and explain how the context helps the reader to arrive at the meaning.

14. And if you despise politics altogether, and are an Alternative Society enthusiast, well what was Robin Hood but a drop out, and what could his greenwood have been but an early form of commune? • Give the meaning of the expression ‘Alternative Society’ and explain how the context helps the reader to arrive at the meaning.

15. Meaning: a form of social organisation different from the conventional. • Context: ‘drop-out’ and ‘commune’ are both words associated with hippie culture, which rejected social norms. • Also, ‘Robin Hood’ subverted society’s laws regarding wealth and protection of property.

16. Recently I found myself unimpressed by some visiting Americans who stunned me with monstrous verbosity, determined to use five words where one would do, bent on calling a canteen an ‘in-plant feeding situation’ and a spade ‘a primitive earth-breaking implement’. • Show how the context of ‘monstrous verbosity’ helps you to arrive at its meaning.

17. Recently I found myself unimpressed by some visiting Americans who stunned me with monstrous verbosity, determined to use five words where one would do, bent on calling a canteen an ‘in-plant feeding situation’ and a spade ‘a primitive earth-breaking implement’. • Show how the context of ‘monstrous verbosity’ helps you to arrive at its meaning.

18. Meaning: ‘Monstrous verbosity’ means an appalling and excessive number of worthless words. • Context: ‘Five words where one would do’ shows that there are too many words. The phrases quotes such as ‘in-plant feeding station’ show how pointless the words are).

19. I stay motionless, calmly having a schizophrenic debate in my head. One of me wants to go on, push ahead, start fighting, the other wishes I would just get the hell out of there. • How does the context help you to understand what is meant be schizophrenic debate?

20. I stay motionless, calmly having a schizophrenic debate in my head. One of me wants to go on, push ahead, start fighting, the other wishes I would just get the hell out of there. • How does the context help you to understand what is meant be schizophrenic debate?

21. …individuals have been called to personal account for seismic shifts in acceptable behaviour across society as a whole. • In 1952, for example, when my parents were teenagers, cohabitation accounted for 2 per cent of first partnerships among young adults. Now, half a century on, that figure is 75 per cent. Many parents now confronted with a child who wishes to cohabit will recognise such an arrangement as one they themselves found to be both flexible and beneficial. In fact, if they don’t much like the partner in question, they may count the limited commitment as a blessing. • Explain how the context of lines 32-37 makes clear the meaning of the expression ‘seismic shifts’ (line 30).

22. …individuals have been called to personal account for seismic shifts in acceptable behaviour across society as a whole. • In 1952, for example, when my parents were teenagers, cohabitation accounted for 2 per cent of first partnerships among young adults. Now, half a century on, that figure is 75 per cent. Many parents now confronted with a child who wishes to cohabit will recognise such an arrangement as one they themselves found to be both flexible and beneficial. In fact, if they don’t much like the partner in question, they may count the limited commitment as a blessing. • Explain how the context of lines 32-37 makes clear the meaning of the expression ‘seismic shifts’ (line 30).

23. ‘Seismic shift; means a major, fundamental and often irrevocable change. The context of the change from 1952 when ‘cohabitation accounted for 2 per cent of first partnerships among young adults’ to now, when ‘that figure is 75 per cent’, highlights that there has been a massive change in behavioural patterns.

24. Frank Furendi, a reader in Sociology at the University of Kent, has written a book in which he explores the causes and consequences of too much cosseting. “It is always important to recall that our obsession with children’s safety is likely to be more damaging to them than any risks they are likely to meet in their daily encounter with the world,” writes Furendi. • How does the context help you to understand what is meant by “cosseting”?

25. Link Questions • Asking you to look at words/phrases/sentences which create connections/ relationship between paragraphs. • By referring to specific words or phrases, show how the sentence performs a linking function in the line of thought. (2U)

26. How to answer: • Identify in the linking sentence two words or phrases, one pointing back and one pointing forward. • Link the backward pointing one with the relevant part of the previous paragraph. • Link the forward one with the relevant parts of the following paragraph. • You must have followed all four of these steps to be awarded two marks.

27. The 7.15 Latin dance class is full, as was the six o’clock, as is the 8.30. In the reception area of Edinburgh Dancebase, learners, ranging from the middle-aged, fresh from work, to students, mill around waiting to dance. • Unlikely as it may at first seem, this is occurring across the country. Against similar winter backdrops people are queuing up to learn to dance. National inhibition is being shed as Salsa, merengue and cumbia beats force hips to sway rhythmically and partners to twist complicatedly. French ceroc classes are filling up, street dancing to hip-hop is being used as an exercise class. Even ballroom dancing is enjoying something of a renaissance.

28. Word/phrase pointing back: • Topic of first paragraph: • Word/ phrase looking forward: • Topic of second paragraph:

29. The 7.15 Latin dance class is full, as was the six o’clock, as is the 8.30. In the reception area of Edinburgh Dancebase, learners, ranging from the middle-aged, fresh from work, to students, mill around waiting to dance. • Unlikely as it may at first seem, this is occurring across the country. Against similar winter backdrops people are queuing up to learn to dance. National inhibition is being shed as Salsa, merengue and cumbia beats force hips to sway rhythmically and partners to twist complicatedly. French ceroc classes are filling up, street dancing to hip-hop is being used as an exercise class. Even ballroom dancing is enjoying something of a renaissance.

30. Word/phrase pointing back: This • Topic of first paragraph: the popularity of dancing in Edinburgh • Word/ phrase looking forward: across the country • Topic of second paragraph: popularity of dance throughout the country.

31. ‘This’ links back to the idea of the dance class in Edinburgh being full and ‘is occurring across the country’ links forward to the ideas in the second paragraph, as it goes on to say that this is happening in many different places throughout the nation.

32. What is the function of the first sentence in the second paragraph? By referring closely to specific words and phrases, show how it fulfils this function. (3U)

33. The problem here is political will rather than financial capacity. The pinch will come in other areas, such as health spending. People over 65 consume three times as many prescription items as other age groups. Nearly half of those with some measure of disability are over 70. • But the resource question, meeting the material needs of the old and elderly, is only half the story. The real problem lies elsewhere- in the imagination. What are the old for? Who are they, and do traditional divisions of human life into childhood, youth, middle-age and old-age still fit our experience?

34. The problem here is political will rather than financial capacity. The pinch will come in other areas, such as health spending. People over 65 consume three times as many prescription items as other age groups. Nearly half of those with some measure of disability are over 70. • But the resource question, meeting the material needs of the old and elderly, is only half the story. The real problem lies elsewhere- in the imagination. What are the old for? Who are they, and do traditional divisions of human life into childhood, youth, middle-age and old-age still fit our experience?

35. The sentence performs a linking function.‘ The resource question’ refers back to the problems of funding health care for the elderly. ‘Is only half the story’ points forward to the rest of the paragraph, which is going to look at the other half of the story- the real problems of identity in old age.

36. Identifying Points • What are three reasons for . . . • What four things, in their view, do they expect . . . • What three main reasons does the writer give for . . . • What other ways of looking at education are laid out . . .

37. To answer • Highlight the points. • Translate into your own words. • Put into sentences, not bullet points.

38. The BBC is a massive patron, uniquely independent through its licence fee- and the guardian of public service broadcasting. But, as the fight for the control of communications hots up, friends of the BBC – both inside and out- are alarmed that all this is in jeopardy: the BBC has become too much of a self-seeking institution, too preoccupied with its ratings at the expense of good broadcasting, and unwisely over-extended financially. • What are the three reasons causing alarm to the friends of the BBC? Use your own words as far as possible. 3U

39. The BBC is a massive patron, uniquely independent through its licence fee- and the guardian of public service broadcasting. But, as the fight for the control of communications hots up, friends of the BBC – both inside and out- are alarmed that all this is in jeopardy: the BBC has become too much of a self-seeking institution, too preoccupied with its ratings at the expense of good broadcasting, and unwisely over-extended financially. • What are the three reasons causing alarm to the friends of the BBC? Use your own words as far as possible. 3U

40. Has become too much of a self-seeking institution: The BBC is an organisation which has become too concerned with looking after its own interests. • Preoccupied with its ratings at the expense of good broadcasting : The BBC was too concerned with its viewing figures at the cost of good programming. • Unwisely over-extended financially: foolishly spent too much money.

41. The BBC is an organisation which has become too concerned with looking after its own interests. Also, the BBC was too concerned with its viewing figures at the cost of good programming. Furthermore, it foolishly spent too much money.

42. The urge to write may also be the fear of death –particularly with autobiography- the need to leave messages for those who come after, saying, ‘I was here; I saw it too’. Then there are the other uses of autobiography, some more utilitarian than others- exposure, confession, revenge. In writing my first volume of autobiography ‘Cider with Rosie’, I was moved by several of these needs, but the chief one was celebration: to praise the life I’d had and so preserve it. • What three main reasons does Laurie Lee give for writing autobiography in lines 1-6?

43. The urge to write may also be the fear of death –particularly with autobiography- the need to leave messages for those who come after, saying, ‘I was here; I saw it too’. Then there are the other uses of autobiography, some more utilitarian than others- exposure, confession, revenge. In writing my first volume of autobiography ‘Cider with Rosie’, I was moved by several of these needs, but the chief one was celebration: to praise the life I’d had and so preserve it. • What three main reasons does Laurie Lee give for writing autobiography in lines 1-6?

44. To record history or personal experience in some way. To use the autobiography to settle old scores or to justify oneself. To tell everyone about the joyfulness of his life, and/or remind himself about it.

45. Remember • Look at the correct section of the passage. You will always be given a line reference. • Use your own words as far as possible.

46. Following Arguments/ Tracing Developments • Look at sentence (usually a long, complex one), or a paragraph, or a section of the passage. • Testing your ability to understand and recognise the line of thought through a section of the passage. • These questions usually contain the word ‘explain’ or ‘explanation’.

47. Scots nationalism has always been on the defensive. It emerged, the first nationalism in Christian Europe to be fully conscious of itself, when Scotland was in desperate danger of total conquest and political obliteration by a stronger neighbour. For centuries Scots had to fight bitterly and continuously for the mere chance to remain Scottish. They were poor, few, and remote form the great centres of European life. The source of the pride was simply this, that, in spite of everything, they had contrived to remain themselves. • Read this paragraph carefully. Explain in your own words what was the origin of Scottish national pride.

48. Scots nationalism has always been on the defensive. It emerged, the first nationalism in Christian Europe to be fully conscious of itself, when Scotland was in desperate danger of total conquest and political obliteration by a stronger neighbour. For centuries Scots had to fight bitterly and continuously for the mere chance to remain Scottish. They were poor, few, and remote form the great centres of European life. The source of the pride was simply this, that, in spite of everything, they had contrived to remain themselves. • Read this paragraph carefully. Explain in your own words what was the origin of Scottish national pride.

49. Mere translation of ‘in spite of everything, they had contrived to remain themselves’ does not refer to the whole paragraph, so would only gain half-marks. • The origins included the possibility of being taken over by England, had to battle just to remain a country, were isolated and impoverished. These difficulties in surviving, gave them greater pride in doing so.

50. In a generation, living to 100 will be common. Society is still utterly unprepared for this change. Chatter about ‘grey power’, or even the growing and admirable concern for the old and helpless who are not cared for by families, have scarcely touched the problem. The old, still veiled in outworn stereotypes and new-fangled prejudice, are the Great Excluded. • By referring to lines 1-8, explain fully the difficulties that such longevity causes.