Title: Close Reading
1Close Reading
2Aims
- 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.
3Close 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).
4Todays Lesson
- Aims
- To establish prior knowledge and ability to
ascertain what areas still need work.
5Todays 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.
6Todays 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!
7Close 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
8Close 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!
9The 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
10The 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.
112009 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
122009 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.
13Writers Stance
- Copy the following
- The stance of the writer is their personal
viewpoint on the topic. This is closely linked to
the purpose.
14Writers 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
15Writers 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
16Key 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.
17Key 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.
18Key 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.
19Homework!
- 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)
20Homework!
- 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?
21Types 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.
22Types 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
23Types 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
24Types 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
25Techniques 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)
27Understanding 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
28Own 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.
29Own 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.
30For 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
31For 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
32For 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
33For 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
34For 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
35Context Questions
- Learning Intentions
- To learn the process to answer a context question
- To gain practice at answering context questions.
36Context Questions
- This is to do with the meaning of words but
within a specific context.
37Context 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.
38Context 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?
39Context 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.
40Context 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
41For 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
42For 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.
43For 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
44For 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
45For 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
46For 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
47Analysis
- 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
48Word 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.
49Word 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
50Word 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.
-
51Word 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.
52For 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
53For Example
- The word nibbled (1) suggests taking small bits
to make the food last longer (1).
54For 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
55For Practice
- The word trudged (1) suggests he was walking
slowly and with great effort giving the
impression he is miserable (1).
56For 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
57For 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)
58For 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
59For 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)
60For 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
61HOMEWORK 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.
62HOMEWORK for Tuesday 9th
- What is the article about? writers visit to
China - What is the purpose of it? to share an
experience/to give information - What is the writers stance? positive, enjoyed
experience
63HOMEWORK 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
64HOMEWORK 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
65Figures of Speech and Imagery
- Learning Intentions
- To revise figures of speech and imagery
- To practice questions on figures of speech and
imagery.
66Figures 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.
67Task 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.
68HORIZONTAL LINE
- We will play first of all for a horizontal line
(from left to right)
69VERTICAL 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.
70FULL HOUSE
- Now you must have ALL boxes filled in.
71How 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
72For 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
73Answer
- 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)
74For 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
75For Practice
- 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)
76For 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
77For 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
78PAY 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. -
79Copy 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
80Sentence 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.
81Sentence 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
82Sentence 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.
83Sentence 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.
84Sentence 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.
85For Practice Sentence Type
- Identify whether these sentences are statements,
commands, questions, exclamations or minor
sentences.
- What time do you want to meet? - question
- Come in!
- Pass me the book.
- Why should anyone care?
- The money is in the wallet.
- No ones here!
- Why is she so upset?
- What an ordeal my interview turned out to be!
- Quite right!
- He lived here many years ago.
86For 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)
87Patterns 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.
88How 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.
89For 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
90For Practice Sentence Structure
- 1. The writer uses exclamation marks (1) to show
how extreme the boys feelings of shame and panic
are (1) -
91For 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
92For Practice Sentence Structure
- 2. The writer uses repetition of good (1) to
emphasise how he has reformed (1).
93For 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
94For 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)
95For 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
96For 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
97Linking
- Learning Intentions
- To learn how linking sentences work
- To be able to identify a linking sentence
- To learn how to answer questions on linking
98Linking
- 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.
99Linking
- To do this, they use linking phrases and words
that show how their ideas relate to each other.
100For 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.
104How 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)
106For 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.
107For Practice
- 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.
108For Practice
- 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.
109Evaluation 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)
110Evaluation 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
111Evaluation 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.
112Evaluation 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.
113Evaluation Questions
- How to Answer technique evaluation Qs
- Say whether you thought it was effective
- Explain why by analysing the image/example/techniq
ue
114For 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