Lesson 3

1. Lesson 3

2. Learning Intention By the end of this lesson I will: • Understand the formula used to answer in your own words questions • Have a good understanding of how to answer in your own words questions

3. In your own words questions Testing your understanding. Look for a U in the margin – make sure you answer these questions in your own words, unless you are asked to quote from the passage.

4. In your own words questions • This is a type of questions that is asking you to show you understand what an author has written by putting into language that you would use. • You MUST NOT QUOTE what the author has said and write it down you must work out what the author is saying and put it in your own language.

5. IN YOUR OWN WORDS QUESTIONS • Explain, in your own words … (2 marks) • Answer in your own words as much as possible. • You will also get questions which don’t mention the phrase USE YOUR OWN WORDS, but you should still use your own words anyway. • Only use words from the passage when it asks you to quote, but even then you will be expected to comment on the quotation

6. How to put something into your own words in the close reading exam… • Look at the section the question directs you to. • Identify what the answer is in the text. • Word by word-think of your brain as a thesaurus and translate/explain the answer. E.g. ‘bad’ can mean: not good, terrible or horrible. • Put your answer together.

7. Helpful formula • LOCATE & TRANSLATE • Locate – find the answer to the question in the passage that you are given. • Translate – put the answer into your own words.

8. The process in action- Read the following passage and answer the question below: “Skateboarding began in the late 1950s on the West Coast of America, where a group of bored Californian surfers tried putting a surfboard on rollerskate wheels.” Q. Explain in your own words how skateboarding began. 2 marks. Read the following passage and answer the question below: “Skateboarding began in the late 1950s on the West Coast of America, where a group of bored Californian surfers tried putting a surfboard on rollerskate wheels.” Q. Explain in your own words how skateboarding began. 2 marks.

9. The answer Answer: Some surfers in California attached the wheels from a rollerskate to a surfboard and created a skateboard. How this answer was put together: ‘Bored Californian surfers’ becomes ‘surfers in California’ and what they did (‘putting a surfboard on rollerskate wheels’) becomes the second part of your answer.

10. Example 2 “The earliest skateboards were very crude and dangerous forms of transport. The main problem was their rattling steel wheels, which made the skateboard shake. The steel wheels were soon replaced by ones made of baked clay, and eventually in the early 1970s by smooth urethane plastic that is still used today” Q. Explain in your own words why the earliest skateboards were dangerous. (2 marks)

11. The answer The metal wheels did not run smoothly. (1 mark) The boards were unstable (1 mark). ‘Steel wheels’ becomes ‘metal wheels’ and ‘shaking’ and ‘rattling’ becomes ‘unstable.’

12. Example 3 “The two main types of skateboarding are street and ramp. Street skating is skateboarding using urban obstacles such as kerbs, stairs and handrails. This can be dangerous and is banned in some cities. However, many skateparks have streetcourses that copy the urban landscape.” Q. Skateboarders might not like being banned by cities. In your own words, explain ONE reason why the ban should be accepted as fair. 2 marks

13. The answer It is unsafe to pedestrians/there are courses for skateboarders which have similar features to those on public streets. 2 marks for both, 1 mark for either. Dangerous=unsafe Obstacles=features/course designs

14. Another example… • ‘Thinking of grandpa now, I recall the clouds of pungent smoke that he puffed from his favourite pipe, his gentle eyes, and the gleaming head rising from fleecy tufts of white hair’ • Question – In your own words, explain what three characteristics of grandpa the author remembers. 

15. A possible answer: • She remembers her grandfather smoked a strong smelling pipe. He also had kind eyes and a shiny, and a bald head with fluffy white hair. • As you can see, the pupil has changed the word ‘pungent’ to ‘strong smelling’, the phrase ‘gleaming head’ to ‘bald head’ and ‘gentle’ to ‘kind’

16. In Your Own Words Practice 1 Tesco has been reducing prices on about 3,000 items in the UK in an attempt to attract new customers.

17. Practice 2 US TV network Fox has said it can no longer afford to produce long-running animated comedy The Simpsons without a pay cut for its cast

18. Practice 3 As the weather finally cools, pharmacies brace themselves for the beginning of the "winter remedies" rush.

19. In your own words question • Question – “At our end of the corridor there is a musical cacophony, at theirs a profound and disheartening silence.” (lines 13-15) Using your own words as far as possible, explain the meaning of the sentence. (2)

20. Possible Answer This sentence tells us that at the end of the narrators corridor there was lots of music and noise while the other corridors were deadly quiet.

21. In Your Own Words Put the key ideas of the following sentences into your own words. • The cat was huge and ferocious. • I was furious when you let me down. • It was impossible to see through the shadows of the room. • The cave wall was damp and chill to the touch • The roller coaster ride was both terrifying and exciting.

22. In Your Own Words Put the key ideas of the following sentences into your own words. • The cat was huge and ferocious. • I was furious when you let me down. • It was impossible to see through the shadows of the room. • The cave wall was damp and chill to the touch • The roller coaster ride was both terrifying and exciting.

23. Revision IMAGERY QUESTIONS

24. Formulas • Can you remember the helpful formula for imagery questions? Just as ... (literal), so ... (metaphorical) ...

25. Just as ... (literal), so ... (metaphorical) Use the formula to answer these practise imagery questions: 1. A mountain of work faced me before my exams. Comment on the writer’s use of language in this sentence. 2. The pain in my stomach was like a hundred rats gnawing at my guts. Identify the technique used in this sentence and explain its effects. 3. I woke up this morning feeling as fresh as a daisy. Identify the technique used in this sentence. What does it suggest about the way the girl was feeling?

26. Revision WORD CHOICE QUESTIONS

27. Formula • Can you remember the helpful formula for word choice questions? “quotation of the word/phrase” suggests that ...

28. Word Choice Questions Use the formula for word choice questions to answer the following: 1. I was quivering with rage. Show how the writer’s word choice reveals his anger. 2. The fog was dense and impenetrable. Show how the writer’s word choice makes us aware that it was difficult to see. Sometimes you are asked an easier question, followed by a more difficult word choice question: 3. The monster’s mouth gaped open, exposing its fangs. A) What impression are we given of the animal from this description? B) Show how the writer’s word choice helps create this impression.

29. Lesson 4

30. Sentence Structure • Structure means the way that something is put together • Questions on sentence structure ask you about the way the writer has put sentences together. • You might be asked to show how the writer develops an idea through sentence structure

31. Sentence structure questions are not asking WHAT the sentence means. They are asking HOW the sentence is put together and the EFFECT it achieves. • Avoid vague waffle in your answers: • ‘This feature of structure is effective.’ • ‘This feature of structure is used for emphasis.’ • Do be specific: • ‘This feature of structure is effective because…’ • ‘The author uses this feature of structure to emphasise that...’ Sentence – a group of words, beginning with a capital letter and ending with a full-stop, which contains a verb and makes complete sense.

32. Formula IDENTIFY + EXPLAIN 1. Identify the sentence structure technique 2. Explain the effect of that technique

33. Types of Sentences ...

35. What type of sentences are these? • Buy it now. • That was the best film ever! • Have you taken leave of your senses?  • Lucy is sitting down.

36. Types of sentences The Lord of the Rings is the greatest film trilogy to have emerged in modern cinema. • What type of sentence is this? • Why might the writer be using it?

37. Isn’t The Lord of the Rings trilogy so much more exciting than TheGodfather trilogy? • It is a question • More specifically, it is a rhetorical question • Used to challenge the reader or show uncertainty in the writer • They can be emotive – to stir up an emotional response e.g. anger • Rhetorical questions can be used to make the readers think.

38. Watch The Lord of the Rings trilogy • It is a command • Often used in advertisements or to ‘sell’ an idea • An example of direct reader address; a persuasive writing device

39. New Zealand is so beautiful! • It is an exclamation • It is used to stir up reader’s emotions • To show the writer’s emotions • To create extra dramatic effect

40. Sentence structure questions • These are often the types of questions pupils find most difficult. • In this type of question, you are not being asked to look at the meaning of the sentence but rather HOW the sentence is made up. Think of the STRUCTURE of a house

41. When you are asked a sentence structure question something different has been done to the sentence that the examiner wants you to pick up on. • Here are the four things you should look for:

42. Length - is it very long? Is it very short/only be made up of one word for emphasis? e.g. “Amazing! Fantastic!”

43. List - used to suggest a great deal of things/events: “Firstly I went to the bank, then I went to the park, then to the doctors.”

44. Repetition – to emphasise the importance of something is may be repeated in a sentence (e.g. I will not go back there, I will not put myself through that)

45. Punctuation – everything that is used in a sentence is there for a reason – you should be able to work out what punctuation is used and why. • Think about what type of punctuation is used to divide up the sentence?

46. the question mark ? • the exclamation mark! • the colon : used to introduce an elaboration/ explanation of the words that went before it or introduce a list. • the semi-colon; used to connect two sentences that are very close in content, also used to break up a list. • brackets( )or dashes- - contain words marked off from the rest of the sentence for emphasis or additional information. Also known as parenthesis. • Ellipsis… suggests a list is ongoing or that someone has trailed off in their speech.

47. For example… • “He stopped. Stared. Couldn’t believe his eyes!” • How does the writer emphasise the character’s shock? 2/1/0

48. A possible answer could be… • The writer uses short sentences to emphasise the suddenness of the character’s actions and the exclamation mark emphasises his surprise.

49. “The market was full of different stalls: food stalls, clothes stalls, stalls selling shoes, stalls selling hats.” • Why has the colon been used? • How does the author emphasise the range of products?

50. 1. Introduces an explanation of the types of stalls in the form of a list (not enough to just say introduce a list). • 2. Lists all the different types of products and repeats the word “stall” to emphasise the number of different products.