Higher Close Reading

Higher Close Reading Sentence Structure

Sentence Structure Questions • Show how the writer uses sentence structure to . . . • How effective do you find the writer’s use of sentence structure . . . • Comment on the writer’s use of language. • Refer to the writer’s style.

Comment on the effect of • Length- particularly long or short? If so, why? • Use of punctuation for effect. Explain what the effect is. • Repetition. • Word order / inversion. • Use of climax or anticlimax. • Similar structure of one or more sentences in a paragraph.

Punctuation • Identify features of punctuation and explain their effect. • You will receive no marks for identification alone. • Ensure that you know your colons from your semi-colons and your questions form rhetorical questions.

Sentence Structure Feature One • Long sentence • Explain why a long sentence is used. • Usually there will be specific punctuation features used to create such a sentence. • Identify and comment on these. • E.g. • Commas used to separate items in a list. • Identify what it is a list of. • Say what the effect of the writer using this list is.

What overwhelms you about this man from such a violent trade are the goodness, sincerity, and generosity that have survived a lifetime of controversy, racial hatred, fundamental religious conversion, criminal financial exploitation, marital upheavals, revilement by many of his own nation, and eventually, the collapse of his own body • Show how the writer uses sentence structure to enlist your sympathy for Ali.

At the start of the paragraph a tri colon is used to highlight Ali’s positive qualities which he retains to this day. This is followed by a long list of all the adversities Ali has had to face during this life. This makes his problems seem almost never ending and overwhelming. Furthermore, it creates a contrast between the great hardships he has endured and his positive qualities that remain. This contrast, and the illustration of the great difficulties Ali faced, is effective in enlisting the reader’s sympathy.

The Scottish race has been variously and plentifully accused of being dour, mean, venal, sly, narrow, slothful, sluttish, nasty, dirty, immoderately drunken, embarrassingly sentimental, masterfully hypocritical, and a blueprint for disaster when on the football field. • Comment on the structure and effect of this sentence.

No marks • Commas are used to create a list structure

Commenting on Effect • The sentence consists of a long list of the faults of the Scots. It makes their faults seem endless, as if there were no hope of redeeming features.

Sentence Structure Feature Two • Short Sentence • Identify that a short sentence has been used. • Explain what its effect is. • Often this will function as a contrast to the sentences around it, so consider commenting on them and why the writer has chosen to create a contrast at this point.

I used the bat the entire summer and a magical season it was. I was the best hitter in the neighbourhood. Once, I won a game in the last at-bat with a home run, and the boys just crowded round me as if I were a spectacle to behold, as if I were, for one small moment, in this insignificant part of the world, playing this meaningless game, their majestic, golden prince. • But, the bat broke. Some kid used it without my permission. He hit a foul ball and the bat split, the barrel flying away, the splintered handle still in the kid’s hands. • Show how the sentence structure emphasises the impact of the destruction of the bat. (2)

The short sentence ‘But, the bat broke’ is a dramatic sentence which puts an end to the glory which has been built up surrounding the bat in the previous paragraph. It also introduces a transition in the writer’s narrative as they start to consider the idea of loss.

Sentence Structure Feature Three • Punctuation • Identify the appropriate punctuation features • Identify their function in the sentence • Explain how this contributes to the writer’s argument.

Identify the Question’s Key Words • How does sentence structure in lines 11-24 emphasise the variety and quality of the takeaway sector?

Identify any appropriate features of sentence structure • It is not that fast-food culture is on the wane – far from it. In fact, the takeaway sector generally continues to grow. But as it expands, it is also diversifying. These days, in the clusters of fast-food outlets in major cities, we are starting to find, dotted along the big names in burgers, chicken and pizza, some genuine alternatives: the big name coffee shops of course, but also juice bars, sushi restaurants, fruit and nut stands, bagel bars, pastry parlours, soup and salad takeaways – and even the occasional burger joint. Taking the fast food sector as a whole, the possibility of an encounter with what we might call ‘real food’ is definitely on the up.

Reread the lines and have a clear idea of what the writer is saying. • The takeaway sector has diversified greatly. • It is no longer simply dominated by large chains pushing unhealthy foods. • There is an increasing amount of healthy food available.

Identify any appropriate features of sentence structure • It is not that fast-food culture is on the wane –far from it. In fact, the takeaway sector generally continues to grow. But as it expands, it is also diversifying. These days, in the clusters of fast-food outlets in major cities, we are starting to find, dotted along the big names in burgers, chicken and pizza, some genuine alternatives: the big name coffee shops of course, but also juice bars, sushi restaurants, fruit and nut stands, bagel bars, pastry parlours, soup and salad takeaways – and even the occasional organic burger joint. Taking the fast food sector as a whole, the possibility of an encounter with what we might call ‘real food’ is definitely on the up.

Explain their effect. • Dash – far from it (line 11) – creates a pause, which adds emphasis to the following statement about the continued strength of fast food. • A colon is used to introduce a lengthy list of fast-food outlets which are very different from the traditional outlets, such as McDonalds. The number of outlets mentioned gives the impression of an endless stream of different kinds of attractive, healthy outlets.

The dash (line 17) and the following statement – saves the most unusual fast food outlet to the last, thus creating an effective climax. This helps to highlight how varied the industry has become and again reinforces the healthy options which are now available. The use of inverted commas around ‘real food’ – serves to distinguish between the healthy food- now being offered by the new, less traditional fast-food outlets- and the food offered by the big chains which he implies is ‘not real food’.

Increasingly , the predominant thing that you and I do is shop and plan our lives around things we have to pay for: clothes, jewellery, cars, houses, holidays, restaurants and gadgets that make us what we are. Once we were a society of producers, knowing ourselves and each other by what we did and what we made. Not any more. Today we understand ourselves and project the image we want others to see through what we buy. Q) Show how the writer uses sentence structure to make clear how the importance of shopping in our lives has changed.

Increasingly , the predominant thing that you and I do is shop and plan our lives around things we have to pay for:clothes, jewellery, cars, houses, holidays, restaurants and gadgets that make us what we are. Once we were a society of producers, knowing ourselves and each other by what we did and what we made. Not any more. Today we understand ourselves and project the image we want others to see through what we buy. Q) Show how the writer uses sentence structure to make clear how the importance of shopping in our lives has changed.

Before the colon, the increased importance of consumerism is alluded to. After the colon, there is a list of the consumer items and experiences that many of us now use to create our identities. The list has a cumulative effect, making it seem like there is an overwhelming amount of different items and experiences that we attach importance to. This stresses the increased importance that shopping has in our lives.

Some argue that the ultimate result of global warming will be a paradoxical but even more catastrophic development: global cooling. • Show how the punctuation clarifies the argument.

In this case the explanation comes first, then the answer ‘global cooling’ follows the colon. Part of the effectiveness of using the colon this way is that it saves the really important idea ‘global cooling’ until the end, so that the contrast has more of a shocking effect on the reader, as it comes as something of a surprise after the talk of the world warming.

Governments may stop finger pointing and instead join hands; industries may slash short term profit to permit long term survival. • Show how the punctuation clarifies the argument.

In this case the semi-colon is a balancing point in the sentence. The first half of the sentence says that governments might come to their sense. The second half says industries might do the same. They are parallel statements balanced by the semi-colon. The effect is to put the two developments together, weigh them up and find that both of them are equally welcome.

Campaigners for drastic cuts in emissions fear that talk of ‘adapting’ rather than ‘mitigating’ will ease political pressure on the big polluters such as the US and Japan. • Show how the punctuation helps your understanding.

Inverted commas are used to suggest that there is something doubtful about the substituting of ‘adapting’, which is weaker for ‘mitigating’, which is stronger. That the campaigners have doubts about these terms is shown by putting them in inverted commas and likely to examine exactly what is happening.

Punctuation separates the various solutions. • Colon after ‘included’ shows that there are several solutions coming up. • Semi-colons divide up the three solutions so that each can be seen in isolation. • The inverted commas give you the ‘name’ of each solution as in ‘Black Hole’ and then the dash after each of the names introduces an explanation of each of the names.

Climax • A particularly dramatic or powerful ending. • I came. I saw. I conquered. • 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."

Reducing greenhouse gases still won’t be enough to prevent severe changes to the world's weather. The scientists advice to the governments, businesses and private citizens bout this is grim : get used to it. • How does the structure of the last sentence in this paragraph highlight the seriousness of the situation?

The colon is used to introduce the explanation about the advice which the scientists are giving everyone. The fact that the word ‘grim’ is just before the colon leads you to expect something quite harsh after it – a blunt command ‘get used to it’. This acts as a climax to the sentence because you have been led to expect something nasty, and what you get is very nasty indeed.

Anti-climax A deliberately flat ending. This is the way the world ends This is the way the world ends This is the way the world ends Not with a bang but a whimper. T.S. Eliot

But then, like the cavalry regrouping, they set off once more, ground their way back up to speed, beat a path through the final verse and ended again, Simon’s final flourish sounding a little more sheepish this time. After that, they were gone. And no encores. • Show how the sentence structure emphasises the failings of the band. (2)

The two short sentences at the end act as an anticlimax producing a sudden flat feeling after the excitement and panic of the previous sentence. This is effective in putting a definite end to the performance, as if the band had died on stage.

Questions • Rhetorical questions are questions that are not supposed to be answered. Instead they are used to persuade and involve the reader. • ‘Don’t we all want to end poverty?’ • However, if the writer goes on to answer a question then it is not rhetorical. You would then need to consider the effect of them doing so.

Deluges, droughts, fires, landslides, avalanches, gales, tornadoes: is it just our imagination, or is Europe’s weather getting worse? • What is the effect of this sentence as the opening to a passage?

The list of dreadful weather is a good introduction because it suggests the serious nature of the threats by naming so many different kinds of bad weather. The colon leaves you wondering if there is going to be some explanation of the events. What follows is a sort of explanation in the form of a question, because of all these things our weather appears to be getting worse. The question also has the effect of involving the reader in the topic of the passage- by inviting the reader to look for an answer

Then is a photograph more realistic than a painting? Contrary to the old saying, the camera can lie as easily as the paintbrush- and more effectively, because so many people believe it reproduces reality. It does not. It reproduces appearance, which, as we all know, is quite a different thing. • How are sentence structure and/or punctuation used here to clarify the argument?

The first sentence asks a question about the nature of photography. The next sentence provides the answer, which is that many people think it is realistic. The short sentence ‘It does not’ is very definite in its denial of the answer. It makes it absolutely clear that the writer is sure of his argument. The last sentence says what photography does do, which provides more back up for his definite statement ‘It does not’.

Repetition • Repetition in sentence structure • Repetition of expressions or key words • Repetition of sounds. • I came. I saw. I conquered.

Yet Ireland has managed to attract its young entrepreneurs back to help drive a burgeoning economy. We must try to do likewise. We need immigrants. We cannot grow the necessary skills fast enough to fill the gap site. We need people with energy and commitment and motivation, three characteristics commonly found among those whose circumstances prompt them to make huge sacrifices to find a new life. • Show how the writer uses sentence structure to demonstrate her strength of feeling in these lines.

Yet Ireland has managed to attract its young entrepreneurs back to help drive a burgeoning economy. We must try to do likewise. We need immigrants. We cannot grow the necessary skills fast enough to fill the gap site. Weneed people with energy and commitment and motivation, three characteristics commonly found among those whose circumstances prompt them to make huge sacrifices to find a new life. • Show how the writer uses sentence structure to demonstrate her strength of feeling in these lines.

Repetition of ‘We’ four times and especially the two repetitions of ‘We need’ stress that she feels very strongly about the need for immigration and how important it is to the Irish economy. • ‘And’ is repeated in the list of three qualities which she thinks immigrants provide, giving each of these items importance in its own right. This makes the immigrants seem more valuable to Ireland. • The shortest sentence is ‘We need immigrants.’ It is deliberately short so that the most important idea in the paragraph is given due emphasis.

The day that Ali refused the draft, I cried in my room. I cried for him and for myself, and for my future and his, for all our black possibilities. • Show how the writer’s use of sentence structure in these lines helps to convey the passion he felt about Ali’s decision.

The day that Ali refused the draft, I cried in my room. I cried for him and for myself, and for my future and his, forall our black possibilities. • Show how the writer’s use of sentence structure in these lines helps to convey the passion he felt about Ali’s decision.

Repetition of ‘I cried’ increases the emotional intensity. The repetition of ‘for’ phrases deepens the intensity of the emotion still further as it represents gradually the wider importance of his thoughts about Ali’s actions. • It also builds up to a climax by using repetition (of ‘for’ phrases) and by combining both his individual and Ali’s individual problems into the much more impressive idea of ‘all our black possibilities’.

At our end of the time corridor there is a musical cacophony, at theirs a profound and disheartening silence. At our end of the corridor there are thousand different voices demanding to be heard, demanding our attention . . . At their cold and gloomy end of the corridor, however, only a trickle of learning or culture survives from classical times, mainly through hearsay and deduction. • Show how the writer’s use of sentence structure makes clear the contrasting environments of the people in the past and the people today.

Higher Close Reading