Close Reading - PowerPoint PPT Presentation

1 / 114
About This Presentation
Title:

Close Reading

Description:

Close Reading Linking When a writer is constructing a piece of writing, they think very carefully about how it is put together. Their ideas must seem like they ... – PowerPoint PPT presentation

Number of Views:267
Avg rating:3.0/5.0
Slides: 115
Provided by: Lis1216
Category:
Tags: close | reading | urchin

less

Transcript and Presenter's Notes

Title: Close Reading


1
Close Reading
2
Aims
  • To learn the various ways to answer the different
    types of questions in close reading
  • To become familiar with the type of texts used in
    Close Reading passages
  • To practice using the methods of answering the
    questions.

3
Close Reading
  • Close reading is a test of your understanding of
    non-fiction texts, as well as your ability to
    analyse and evaluate the writers techniques.
  • As it says above, the texts you will be analysing
    etc. are non-fiction so it is crucial that you
    are taking the time to read as much non-fiction
    as you can at home (20mins a week online Times
    website for instance).

4
Todays Lesson
  • Aims
  • To establish prior knowledge and ability to
    ascertain what areas still need work.

5
Todays Lesson
  • The best way to find out what you can already do
    is to give you a close reading paper.
  • For some of you, the skills will be the same as
    you developed in S5. For those of you who are in
    S5 now, the questions are worded slightly
    differently from Standard Grade but the skills
    required are basically the same.

6
Todays Lesson
  • There will be no come-back on you if you cant do
    it, but you MUST make an attempt. At this stage,
    it doesnt matter if you get the answer right.
    This is an opportunity for me to see what areas I
    need to focus on when teaching you the skills for
    close reading. Theres no point going over stuff
    if you can already do it!

7
Close Reading An Introduction
  • Aims
  • To understand the purpose of a text
  • To understand the stance of the author
  • To be able to pick out the key ideas of a text

8
Close Reading An Introduction
  • The most fundamental part of close reading is
    that you understand the passage.
  • This is something only you can develop. Being
    able to understand what youve read comes only
    with years of practice which is why if you
    dont actively read in your own time you MUST
    startNOW!

9
The Purpose of a Text
  • Copy the following
  • The purpose of a text is the reason the author
    chose to write it. Purposes include
  • To entertain
  • To inform
  • To persuade
  • To argue
  • To share an experience

10
The Purpose of a Text
  • Every text was written for a specific reason.
    Being able to identify that reason will enable to
    you understand it.
  • If you cant understand a text, you will find it
    very hard to pick it apart and analyse it, never
    mind say whether the writer has been successful.

11
2009 SQA Paper
  • Lets think back to the 2009 paper you did last
    week. Lets start with the basics
  • What was the passage about?
  • The effect the novels of Charles Dickens had on
    the black people in South Africa during
    apartheid.
  • What was the purpose behind the text?
  • To inform

12
2009 SQA Paper
  • At times, the writer Carol Lee, tries to shock us
    (the opening line for example). Other than that,
    she presents the information without really
    putting across her opinion or trying to get
    anything out of us (emotions or laughter).
  • As a result, its purpose must be to simply inform
    us of this information.

13
Writers Stance
  • Copy the following
  • The stance of the writer is their personal
    viewpoint on the topic. This is closely linked to
    the purpose.

14
Writers Stance
Purpose Stance
Entertain Probably positive (but could be negative and using humour to mock)
Inform Neutral
Persuade Strongly positive or strongly negative
Argue Neutral (or could show signs of positivity/negativity especially at the end)
Share experience Depending on the experience positive or negative
15
Writers Stance
  • As we said earlier, the writer doesnt present
    their opinion on this topic she just presents
    the information.
  • What is the writers stance on the topic?
  • Neutral

16
Key Ideas
  • Being able to pick out the key ideas of a text is
    also a crucial skill. Again, it is a basic text
    of your understanding of the passage.
  • Being able to do this is like taking a written
    text and reducing it to the plan the writer
    used to write it.

17
Key Ideas
  • Lets take the 2009 paper again, bit by bit and
    see if we can break it down into the key ideas
    discussed by the writer.

18
Key Ideas
  • Introduces Hector Pieterson
  • Explains the governments plan for Afrikaans to
    be taught in schools
  • Explains how the works of Dickens influenced the
    people
  • Discusses the book shortages
  • Explanation of why Dickens books had such an
    impact
  • History of why stories are so enjoyed in South
    Africa
  • Conclusion how Pieterson and Dickens helped get
    rid of Afrikaans.

19
Homework!
  • For Tuesday 18th September
  • Read the article at the following address
    http//www.heraldscotland.com/arts-ents/visual/shi
    ning-a-light-on-rembrandts-tomb.1347156228 (on
    school website and in pick-up)

20
Homework!
  • Answer the following questions
  • What is the article about?
  • What is the purpose of the article?
  • What is the writers stance on the topic?
  • What are the main things discussed?

21
Types of Question
  • Learning Intentions
  • to learn the different types of question
  • to learn what the different types of questions
    require you to do
  • to learn how to answer own words questions.

22
Types of Question
  • The 3 types of question are
  • Understanding (U)
  • In answering these questions you will need to
    show an understanding of the key ideas of the
    text. You will be expected to identify and
    explain the important details and main points.
  • what is being said by the writer

23
Types of Question
  • 2. Analysis (A)
  • In answering these questions you will need to
    explain and comment on different aspects of the
    texts structure and style. You will need to
    examine how the language shapes the meaning of
    the writing and helps the writer to be clearer or
    more precise. For example, you may be asked to
    look at how brackets affect the meaning of a
    sentence.
  • how is it said

24
Types of Question
  • 3. Evaluation (E)
  • In answering these questions you need to decide
    on the effectiveness of a text. It is helpful to
    use critical terminology here and to think about
    the writers purpose and stance. Evidence from
    the text must be used to support answers.
  • how effectively is it said

25
Techniques to Remember
  • Find the answer in the lines you are directed to
    in the text.
  • Be aware of how many marks are offered. This will
    indicate how much you need to write.
  • Pay attention to what you are asked to do. Use
    your own words unless the question tells you to
    quote.

26
(No Transcript)
27
Understanding Questions
  • As you know, these questions test your BASIC
    understanding of what the text is about.
  • To test you on this there are 2 main types of
    understanding question
  • Own words
  • Context questions

28
Own Words
  • You will have come across these before.
  • These questions require you to take what the
    writer has said and explain it in your own words.

29
Own Words
  • To answer a question in your own words you can do
    the following things
  • Simplify what the writer has said.
  • Rearrange the order of the words or phrases.
  • Replace words with others that mean the same
    thing.

30
For Example
  • I can picture my granddad now, sitting in his
    chair. His tufty white hair circled around the
    shiny dome of his head. His blue eyes twinkled
    through the swirls of stinky old pipe smoke that
    danced in front of him.
  • Question In your own words describe the
    writers granddad. 2U

31
For Practice
  • Many exotic fruits lined the market stalls.
    Everywhere I looked there were people shoving,
    shouting, bartering and singing. Nearby, I could
    hear the wail of a snake charmers music as
    people clapped and danced along with the snake. I
    could hardly hear myself think.
  • In your own words describe what the market place
    was like. 2U

32
For Practice
  • The pickpocket had selected his target and was
    waiting for an opportunity to strike. He watched
    the lady turn to look over her shoulder, exposing
    her purse. The thief seized the moment. He
    grabbed her purse and shoved his way through the
    crowd and disappeared up a quiet alley before
    anyone even noticed him.
  • In your own words explain what has happened. 2U

33
For Practice
  • The day was scorching. The sun was beaming off
    the cars in the car park, dazzling everyone that
    walked by.
  • In your own words describe what the weather was
    like. 2U

34
For Practice
  • The police cars came screeching around the
    corner, one after the other, in pursuit of the
    stolen van. The van ran through a red light and
    smashed into an oncoming bus. It catapulted into
    the air and slammed into the ground.
  • In your own words describe what happened. 2U

35
Context Questions
  • Learning Intentions
  • To learn the process to answer a context question
  • To gain practice at answering context questions.

36
Context Questions
  • This is to do with the meaning of words but
    within a specific context.

37
Context Questions
  • For example, take the word bright. It has
    several meanings
  • Emitting or reflecting light
  • Happy or cheery
  • Intelligent
  • Full of promise
  • The meaning attached to the word depends on the
    context its used in.

38
Context Questions
  • Look at the following sentence
  • The girl was incredibly bright. She got top
    marks in her maths test.
  • Which meaning of bright is used here?
  • How do you know?

39
Context Questions
  • You took your clue from the context, the words
    and phrases that surround the word you were asked
    to define.
  • This is what you do in a context question.

40
Context Questions
  • Copy the following
  • To answer a context question you need to do the
    following
  • Say what the word means
  • Explain how the context allowed you to arrive at
    that meaning

41
For Example
  • Lets take the bright example again.
  • The girl was incredibly bright. She got top
    marks in her maths test.
  • How does the context help you understand the
    meaning of bright? 2U

42
For Example
  • Possible answer
  • The word bright means intelligent.
  • I know this because the next sentence says she
    got top marks in a test showing she must be
    clever.

43
For Practice
  • The woman was sceptical about the deal she was
    being offered. It seemed too good to be true.
  • How does the context help you understand the
    word sceptical? 2U

44
For Practice
  • The teacher went through the essay slowly and
    carefully. Her scrupulous marking meant the pupil
    was able to improve their work.
  • How does the context help you understand the
    word scrupulous? 2U

45
For Practice
  • I was both impressed and in awe at the young
    mans fortitude. I couldnt believe someone could
    go through such great difficulties and come out
    it smiling.
  • How does the context help you understand the
    word fortitude? 2U

46
For Practice
  • The decorations in the hall seemed a bit over the
    top. There were banners, balloons, ribbons,
    streamers, photographs and posters all over the
    place. It all seemed a bit superfluous.
  • How does the context help you understand the
    word superfluous? 2U

47
Analysis
  • Analysis questions ask you about the techniques
    the writer has used and how they communicate
    meaning. Techniques include
  • Word choice
  • Figures of speech and imagery
  • Sentence structure
  • Punctuation
  • Paragraph structure

48
Word Choice
  • Questions on word choice require you to comment
    on the specific words the writer has chosen and
    the effects those words have.
  • To answer these questions you need to think
    about the connotations of the word.

49
Word Choice
  • Look at the following list of words. They all
    have the same meaning to travel on foot.
  • Walk
  • Skip
  • Shuffle
  • Rush
  • However, the all have different connotations

50
Word Choice
  • Walk neutral, doesnt suggest much about the
    person doing the walking.
  • Skip suggests the person is happy
  • Shuffle suggests depression or fatigue
  • Rush suggests in a hurry, perhaps stressed.

51
Word Choice
  • Copy the following
  • To answer a word choice question you should
  • Identify the word
  • Explain the connotations (things the word
    suggests)
  • Explain the effect that word creates in the
    passage.

52
For Example
  • The small urchin boy nibbled at the scraps of
    food he found in the street.
  • What does the writers word choice suggest about
    the way the urchin ate? 2A

53
For Example
  • The word nibbled (1) suggests taking small bits
    to make the food last longer (1).

54
For Practice
  • The soldier trudged his way wearily through the
    mud, his fallen comrades scattered around him
    like scraps of litter.
  • How does the writers word choice convey the
    misery of the soldier? 2A

55
For Practice
  1. The word trudged (1) suggests he was walking
    slowly and with great effort giving the
    impression he is miserable (1).

56
For Practice
  • Visiting the countryside was Sarahs favourite
    past-time. Lying back on the grass, watching the
    clouds as they floated past in the gentle breeze
    always made her forget her troubles of the
    chaotic city shed left behind.
  • How does the writers word choice convey the
    sense of peace Sarah feels in the countryside?
    2A

57
For Practice
  • The word floated (1) suggests the clouds were
    moving slowly and gently, creating a sense of
    peace.(1)
  • The phrase gentle breeze (1) suggests the wind
    was pleasant and soft, creating a sense of quiet
    and peace. (1)

58
For Practice
  • The rioters were despicable. They hurled stones,
    rocks, flaming petrol bombs and anything they
    could get their grubby little paws on, all lobbed
    at the police who were trying to keep some form
    of control.
  • How does the writers word choice convey their
    feelings towards the rioters? 2A

59
For Practice
  • The word despicable (1) suggests that the
    rioters are horrible and hateful giving the
    impression that the writer does not like them
    (1).
  • The word grubby (1) suggests the rioters are
    dirty and unkempt, creating a sense that the
    writer thinks they are the scum of society. (1)

60
For Practice
  • The sun shown down upon the glorious ramparts of
    the old castle, majestically rising from the
    landscape, sitting in all its splendour at the
    top of the hill.
  • How does the writers word choice convey their
    feelings about the castle? 2A

61
HOMEWORK for Tuesday 9th
  • Visit the Herald Scotland website and read the
    article entitled From Mao to Mammon (link on
    the school website). Answer the following
    questions
  • What is the article about?
  • What is the purpose of it?
  • What is the writers stance?
  • Summarise the key points.
  • Pick out 3 examples of word choice and explain
    the effect of them.

62
HOMEWORK for Tuesday 9th
  1. What is the article about? writers visit to
    China
  2. What is the purpose of it? to share an
    experience/to give information
  3. What is the writers stance? positive, enjoyed
    experience

63
HOMEWORK for Tuesday 9th
  • Summarise the key points.
  • Starts with writers concerns about visiting
  • Description of city on arrival
  • Pollution
  • Architecture and building development
  • The meeting with writers and publishers
  • Discussion of repression and how it is changing
  • Comparisons to Britain
  • The reality behind the myth of controlling China

64
HOMEWORK for Tuesday 9th
  • Pick out 3 examples of word choice and explain
    the effect of them.
  • intoxicating suggests the city is like a drug
    that consumes him and affects him
  • colossal suggests that the change is
    enormous, massive scale
  • slightly neurotic suggests Britain is
    over-cautious and perhaps a bit obsessed with
    safety

65
Figures of Speech and Imagery
  • Learning Intentions
  • To revise figures of speech and imagery
  • To practice questions on figures of speech and
    imagery.

66
Figures of Speech and Imagery
  • Copy the following
  • Imagery is when the writer paints a picture in
    your head with their words. To do this, they
    often use figures of speech such as similes,
    metaphors and personification.
  • Refer to your sheet to revise the figures of
    speech you need to know.

67
Task 1 Revision
  • We will play a game of BINGO to see how well you
    can identify the different figures of speech!
    Make a 3x3 grid in your jotter and write 9 of the
    10 figures of speech into each box.

68
HORIZONTAL LINE
  • We will play first of all for a horizontal line
    (from left to right)

69
VERTICAL LINE
  • We will play now for a vertical line (from top
    to bottom). You must get the line from this point
    onwards. Any calls with a previously called
    figure of speech will not count.

70
FULL HOUSE
  • Now you must have ALL boxes filled in.

71
How to Answer
  • Copy the following
  • To answer a question on imagery or figure of
    speech
  • Identify the image/figure of speech
  • Explain how it creates the effect mentioned in
    the question

72
For Practice
  • James was standing nervously outside the exam
    hall. He felt as if he was about to swim with
    blood-thirsty sharks, not sit a maths exam.
  • Show how the writers use of imagery suggest
    that James was nervous. 2A

73
Answer
  • The writer uses a simile (1) comparing the exam
    to swimming with sharks. This shows hes nervous
    because swimming with sharks would be terrifying
    as you would fear for your life, so he must be
    really afraid of doing his exam. (1)

74
For Practice
  • Maths and sciences are by far the hardest
    subjects I ever sat at school. Thats why, for my
    senior years, I chose the gentler path English
    and History.
  • How does the writers imagery convey their
    feelings about the different subjects? 2A

75
For Practice
  1. The metaphor gentler path (1) suggests he found
    English and History easier because the idea of
    the path being gentle suggests it is easier to
    walk than the more difficult option of Maths and
    Science. (1)

76
For Practice
  • It felt like the road would never end. It
    stretched for miles until it disappeared at the
    horizon. I didnt think I had it in me to keep
    going.
  • How does the writers imagery convey how long
    the road was? 2A

77
For Practice
  • The soft sloshing of the water as it trickled its
    way through the rocks and pebbles of the river
    soothed me.
  • How does the writer create a sense of the
    soothing quality of the water? 2A

78
PAY ATTENTION!!!
  • The soft sloshing of the water as it trickled its
    way through the rocks and pebbles of the river
    soothed me.
  • This is an example of alliteration.
  • When commenting on alliteration, comment on the
    EFFECT of the sound.

79
Copy this down
  • Alliteration
  • s, sh and f sounds are all soft and gentle
  • d, b and g sounds are short and heavy,
    quite a punchy, aggressive sound
  • t, p and k sounds are short and clipped,
    perhaps indicating preciseness or perfection
  • m, n and l sounds are long, smooth and
    pleasant

80
Sentence Structure
  • Learning Intentions
  • To revise / learn different features of sentence
    structure
  • To learn how to answer questions on sentence
    structure
  • To practice answering questions on sentence
    structure.

81
Sentence Structure
  • Copy the following
  • Sentence structure refers to any of the
    following
  • Sentence length and type
  • Punctuation
  • Patterns within sentences lists, repetition,
    antithesis, parenthesis, climax and anti-climax

82
Sentence Length
  • The length of the sentence is obviously down to
    whether it is long or short.
  • This is only relevant when the sentence stands
    out in some way e.g. a really short sentence
    after a series of normal sentences, or a really
    long sentence that feels longer than it should.

83
Sentence Length
  • Copy the following
  • Sentence length refers to how long or short a
    sentence is.
  • Short sentences often create impact
  • Long sentences sometimes mimic a long process or
    complex ideas.

84
Sentence Structure
  • You have been given a handout giving information
    about the different types of punctuation and
    sentences that you might come across.
  • We will make sure that you are confident with
    these before we move on.

85
For Practice Sentence Type
  • Identify whether these sentences are statements,
    commands, questions, exclamations or minor
    sentences.
  1. What time do you want to meet? - question
  2. Come in!
  3. Pass me the book.
  4. Why should anyone care?
  5. The money is in the wallet.
  1. No ones here!
  2. Why is she so upset?
  3. What an ordeal my interview turned out to be!
  4. Quite right!
  5. He lived here many years ago.

86
For Practice - Punctuation
  • For each example, identify the function of the
    specified punctuation.
  • My pencil case has everything I need pencils,
    pens, a rubber, a sharpener and a ruler. (colon)
  • The young boy, who had blue eyes, enjoyed
    football. (commas)
  • I hate maths! (exclamation mark)

87
Patterns in Sentences
  • Patterns in sentences are a little more complex
    and you need to learn them and what they do.
  • Refer to your sheet for this.

88
How to Answer
  • Copy the following
  • To answer a sentence structure question
  • Identify the sentence structure feature (dont
    quote, name it and identify where it is)
  • Explain the effect it creates.

89
For Practice Sentence Structure
  • 1. (The narrator in this extract is a young boy
    who has lost his horse, Rob Roy.)
  • It would take me years to live down the
    disgrace. In the meantime I must hurry home as
    fast as my dismounted legs could carry me. If
    only I could catch sight of that wretched Rob Roy
    eating some more grass by the roadside! If only I
    hadn't let him go! If only I could begin my ride
    all over again! How careful I would be!
  • Show how the author uses sentence structure to
    emphasise the narrator's sense of shame and panic
    at losing his horse. 2A

90
For Practice Sentence Structure
  • 1. The writer uses exclamation marks (1) to show
    how extreme the boys feelings of shame and panic
    are (1)

91
For Practice Sentence Structure
  • 2. Scrooge became as good a friend, as good a
    master, and as good a man as the good old City
    knew.
  • How does Dickens use sentence structure to
    emphasise the dramatic way in which his
    character, Scrooge, has reformed? 2A

92
For Practice Sentence Structure
  • 2. The writer uses repetition of good (1) to
    emphasise how he has reformed (1).

93
For Practice Sentence Structure
  • 3. This comment is made about Bill Sykes murder
    of Nancy in Dickens' 'Oliver Twist'.
  • Of all the bad deeds that, under the cover of
    darkness, had been committed within wide London's
    bounds since night hung over it, that was the
    worst. Of all the horrors that rose with an ill
    scent upon the morning air, that was the foulest
    and most cruel.
  • How does Dickens use sentence structure to
    emphasise the dramatic nature of the deed? 2A

94
For Practice Sentence Structure
  • 3. The writer uses inversion on both sentences
    (1) to place emphasis on how bad the deed was (1)
  • Repetition (1) emphasises the dramatic nature
    of the deed (1)
  • The use of climax (1) builds towards the idea
    that the deed was the worst that had happened (1)

95
For Practice Sentence Structure
  • We went on the ghost train we went on the
    chairoplanes and we went on the waltzers we went
    on the giant rollercoaster we even - plucking up
    our courage! - went on the rocket launcher that
    actually turned upside down finally, heads
    spinning and stomachs heaving, we tottered down
    to the low wall at the sea front for a welcome
    gulp of fresh air.
  • Show how the writer uses two features of
    sentences structure to emphasise the number of
    fairground rides the children went on, and how
    these get more and more daring. 4A

96
For Practice Sentence Structure
  • 5. Here was room for the imagination to work! You
    could imagine those lights the width of a
    continent away - and that hidden under the
    intervening darkness were hills, and winding
    rivers, and weary wastes of plain and desert -
    and even then the tremendous vista stretched on,
    and on, and on! - to the fires and far beyond!
  • Show how the writer uses sentence structure to
    emphasise the huge extent of the crater of this
    giant volcano. (Look for sentence types, use of
    conjunctions and repetition. Use punctuation as a
    clue.) 2A

97
Linking
  • Learning Intentions
  • To learn how linking sentences work
  • To be able to identify a linking sentence
  • To learn how to answer questions on linking

98
Linking
  • When a writer is constructing a piece of
    writing, they think very carefully about how it
    is put together. Their ideas must seem like they
    progress and develop it mustnt seem as if
    theyve just spewed out all of their random
    thoughts on to a page.

99
Linking
  • To do this, they use linking phrases and words
    that show how their ideas relate to each other.

100
For Example
  • Following the Roman invasion in 43AD, the south
    of Britain was totally subdued within thirty
    years many Britons were sold as slaves and the
    land was covered with Roman roads and towns.
    Soon, south Britain was to be a complete Roman
    province, the townsmen speaking Latin and
    building for themselves those comfortable Roman
    houses with central heating. A Roman temple to
    the god Mithras has been excavated in the heart
    of London. But, unlike their easy victory in the
    south, the north of the country resisted foreign
    invaders. Here the Romans were never able to do
    more than hold down the natives for short
    periods. There were no Roman towns, no country
    houses, no temples, only forts and camps where
    soldiers lived for a time.

101
  • The sentence holds the two ideas together.
    Without it, the ideas would seem randomly thrown
    together.

102
  • Following the Roman invasion in 43AD, the south
    of Britain was totally subdued within thirty
    years many Britons were sold as slaves and the
    land was covered with Roman roads and towns.
    Soon, south Britain was to be a complete Roman
    province, the townsmen speaking Latin and
    building for themselves those comfortable Roman
    houses with central heating. A Roman temple to
    the god Mithras has been excavated in the heart
    of London. In the north the Romans were never
    able to do more than hold down the natives for
    short periods. There were no Roman towns, no
    country houses, no temples, only forts and camps
    where soldiers lived for a time.

103
  • How does the underlined sentence act as a link?
    2A
  • It contains a linking word but
  • It mentions the easy victory in the south which
    is discussed beforehand
  • It says the north resisted before going on to
    discuss this in more detail.

104
How to Answer
  • Copy the following
  • To answer linking questions
  • Identify the words that link back and summarise
    the ideas they link back to.
  • Identify the words that link forward and
    summarise the ideas they link forward to.

105
  • An acceptable answer to the earlier question
    would be
  • The words 'easy victory in the south' refer to
    the Romans' quick transformation of Southern
    Britain which is discussed in the first part of
    the paragraph. (1)
  • The words 'the north of the country resisted'
    link to the next idea which describes how little
    the Romans were able to achieve in the north. (1)

106
For Practice
  • For each paragraph, explain how the underlined
    sentence acts as a link.
  • When the sun sank down it was a luxury to sit in
    the perfumed air and forget that there was any
    world but these enchanted islands. It was such
    ecstasy to dream, and dream - till you got a
    bite. A scorpion bite. Then the first duty was to
    get up out of the grass and kill the scorpion
    and the next to bathe the bitten place with
    alcohol and the next to resolve to keep out of
    the grass in the future.

107
For Practice
  1. In Madras, as in other garrison towns in India,
    there were many orphan children of soldiers who
    had been killed, or died of disease, or had been
    unaware that they had a child. These children
    faced an unenviable future. In the Hindu
    community of their mothers they were unacceptable
    and in the European community they were equally
    unacceptable because of their native upbringing.

108
For Practice
  1. He looked like the stereotypical axe murderer
    from a cheesy horror story. He had all the
    characteristics a crooked, twisted smile a scar
    that ran the length of his face and he only
    seemed to come out at night time. But appearances
    can be deceptive. What people didnt know was
    that he slept all day because he volunteered on
    night shift at the local hospital, and hed
    gotten his scar when he was a baby having been in
    a car accident.

109
Evaluation Questions
  • There are 2 different types of evaluation
    question
  • How effective is the simile/metaphor/example
    found in the middle of the paper (usually 2/3
    marks)
  • How effective is the last paragraph as a
    conclusion at the end (sometimes worth up to 4
    marks)

110
Evaluation Questions
  • To answer an evaluation questions about a
    specific technique, you should analyse it and say
    why it is effective
  • e.g.
  • She had a beautiful smile. It lit up the room.
  • How effectively does the metaphor convey the
    beauty of her smile? 2E

111
Evaluation Questions
  • There are 2 ways to go here it was effective
    or it wasnt effective.
  • Answer 1
  • I think it is effective because the idea that it
    lit up the room makes me think that the writer
    thinks it so beautiful it cheered everyone up.

112
Evaluation Questions
  • Answer 2
  • I dont think it is effective because it is a
    cliché and it doesnt effectively describe the
    smiles beauty, only that people were happy when
    they saw it.

113
Evaluation Questions
  • How to Answer technique evaluation Qs
  • Say whether you thought it was effective
  • Explain why by analysing the image/example/techniq
    ue

114
For Practice
  • Outside it was snowing and dark. Mavis sat inside
    her cosy house drinking a comforting mug of hot
    chocolate. It was like a big warm from the
    inside.
  • How effective is the simile at the end in
    conveying how comforting the hot chocolate was to
    Mavis? 2E
Write a Comment
User Comments (0)
About PowerShow.com