CLOSE READING CLOSE READING SKILLSSKILLS

Question TypesQuestion Types

Understanding (U)Understanding (U)

Analysis (A)Analysis (A)

Evaluation (E)Evaluation (E)

Understanding- Question Understanding- Question typestypes

Identifying Points / Finding Identifying Points / Finding informationinformation

Context Questions / Identifying Context Questions / Identifying meaningmeaning

LinksLinks

Identifying PointsIdentifying Points

Purpose- to check you are able to Purpose- to check you are able to isolate ideas and understand isolate ideas and understand their place within the passage. their place within the passage.

Asked in a variety of waysAsked in a variety of ways

Try to answer in your own words Try to answer in your own words as far as possible unless directed as far as possible unless directed to do otherwiseto do otherwise

How to approach these How to approach these questions?questions? To answer Understanding questions To answer Understanding questions

you need to be able to ‘understand’ you need to be able to ‘understand’ the passage. Obviously! the passage. Obviously!

To do this there is a simple method- To do this there is a simple method- gain an gain an overviewoverview..

Gain an Gain an overviewoverview by reading the by reading the introduction and the topic sentences introduction and the topic sentences and by looking for signpost words. and by looking for signpost words.

Gain an overview of every Gain an overview of every passage you readpassage you read Introductions- usually this will tell you Introductions- usually this will tell you

the purpose of the passage. the purpose of the passage. Topic sentences- the first sentence in Topic sentences- the first sentence in

every paragraph- this will provide you every paragraph- this will provide you with enough information to determine with enough information to determine where the passage is leading.where the passage is leading.

Signposts- allow you to isolate main Signposts- allow you to isolate main points. Typical examples- points. Typical examples- firstly, firstly, lastly, finally, now, thus. lastly, finally, now, thus. Basically Basically linking words. linking words.

Passage 1- Sinking LondonPassage 1- Sinking London

Apply this process to the article Apply this process to the article you have been given. you have been given.

Do not read the full article, only Do not read the full article, only the introduction, topic sentences the introduction, topic sentences and conclusion. and conclusion.

Answer the following questions. Answer the following questions.

Passage 1 overviewPassage 1 overview

1.1. Briefly state what the first three Briefly state what the first three paragraphs are about. paragraphs are about.

2.2. Find 3 signpost words in the Find 3 signpost words in the second half of the articlesecond half of the article

3.3. What is the key question mid-What is the key question mid-way through the article that way through the article that signals the focus of discussion signals the focus of discussion is going to change?is going to change?

So...So...

You can gain a lot from simply You can gain a lot from simply looking at the basic structure of an looking at the basic structure of an article. article.

You should now have a clear You should now have a clear understanding of the focus of the understanding of the focus of the article. article.

Now you can begin to examine the Now you can begin to examine the content. content. Remember to answer in Remember to answer in your own words as far as your own words as far as possible!possible!

Identifying skillsIdentifying skills

Look at the second half of the article. Look at the second half of the article.

1.1. Identify all the words or phrases Identify all the words or phrases which you think are signposts. which you think are signposts.

2.2. Identify an example of an illustration Identify an example of an illustration which clarifies the meaning. which clarifies the meaning.

3.3. Identify two developments which Identify two developments which expand on an initial short statement expand on an initial short statement of fact. of fact.

4.4. Identify a scientific term and its Identify a scientific term and its attendant definition. attendant definition.

More in depth questionsMore in depth questions

1.1. An explanation of ‘isostatic rebound’ is An explanation of ‘isostatic rebound’ is given in lines 3-6. In your own words given in lines 3-6. In your own words attempt to give an explanation. attempt to give an explanation.

2.2. What is the meaning of the words What is the meaning of the words ‘elastic’ in the context?‘elastic’ in the context?

3.3. Show how the illustration about the Show how the illustration about the boat helps you to understand the boat helps you to understand the process. process.

4.4. As briefly as possible say what two As briefly as possible say what two aspects of the process are dealt with in aspects of the process are dealt with in paragraph two. paragraph two.

More in depth questionsMore in depth questions5. 5. In paragraph 3 what proof is given for the In paragraph 3 what proof is given for the process of uplift?process of uplift?

6. 6. Summarise the two main reasons given Summarise the two main reasons given in answer to the question posed in the one in answer to the question posed in the one sentence paragraph.sentence paragraph.

7. 7. Using your own words as far as possible, Using your own words as far as possible, list the factors which contribute to the list the factors which contribute to the ‘quintuple whammy’ to which London is ‘quintuple whammy’ to which London is subjected. subjected.

Summary of Identifying Points Summary of Identifying Points QuestionsQuestions Since you’re showing that you understand

key words or ideas – own words are vital. Don’t lift! 

Use common sense when finding replacements – you can keep’ library’ rather than come up with a very convoluted description of one, and eyes don’t need to be ‘ biological occular devices’.

 Use bullet points and keep answers brief – you’re either right or wrong here (no 1/2s)

 Use no. of marks to tell you how much to write.

Worked ExampleWorked Example Passage: “Thinking of Grandpa now, I recall the clouds

of pungent smoke that he puffed from his favourite briar, his small shrewd eyes, still very blue, and the gleaming dome rising from fleecy tufts of white hair.”

  Q: What three characteristics of “Grandpa” does the

author remember? 3U

Steps to Answer: Step 1: Locate the information from the text.  Step 2: Isolate the relevant number of points you need

to gain full marks for the question.  Step 3: Change the vocabulary from the text into your

own in your final answer.

Practice Question 1Practice Question 1

Passage: “Jim scarcely recognised his long hair and grey cheeks, the strange face in a strange mirror. He would stare at the ragged figure who appeared before him in all the mirrors of the Columbia Road, an urchin half his previous size and twice his age.”

  Give four changes in his appearance

that Jim notices when he looks at himself in the mirror. (2marks)

Practice Question 2Practice Question 2 Passage: “Myself, my family, my generation were

born in a world of silence; a world of hard work and necessary patience, of backs bent to the ground, hands massaging the crops, of waiting on weather and growth; of villages like ships in the empty landscapes and the long walking distances between them; of white narrow roads, rutted by hooves and cartwheels, innocent of oil or petrol, down which people passed rarely, and almost never for pleasure, and the horse was the fastest thing moving.”

(i) What was the nature of agricultural work during the author’s childhood? (2marks)

(ii) What further clues are there to village life at that time? (3marks)

CONTEXT QUESTIONSCONTEXT QUESTIONS

You do two things here:You do two things here:

Quote the word and give the Quote the word and give the meaning of the word meaning of the word

By reference to the context, By reference to the context, explain how you arrived at the explain how you arrived at the meaningmeaning

Example 1Example 1

It seems the childcare pendulum has swung; It seems the childcare pendulum has swung; the principal threat to children is no longer the principal threat to children is no longer neglectful parents, but excessively neglectful parents, but excessively protective ones who are always worrying protective ones who are always worrying about germs.about germs.

Frank Furedi, reader in sociology at the Frank Furedi, reader in sociology at the University of Kent, has written a book, University of Kent, has written a book, “Paranoid Parenting”, in which he explores “Paranoid Parenting”, in which he explores the consequences of too much the consequences of too much cossettingcossetting. . “It is always important to recall that our “It is always important to recall that our obsession with our children’s safety is likely obsession with our children’s safety is likely to be more damaging to them than any to be more damaging to them than any risks that they are likely to meet with in risks that they are likely to meet with in their daily encounter with the world.”their daily encounter with the world.”

Example 2Example 2

The dedication which is depicted The dedication which is depicted so charmingly in the soft young so charmingly in the soft young nurse turns into nurse turns into fanaticismfanaticism in in the middle-aged spinster who the middle-aged spinster who insists on having the beds in a insists on having the beds in a straight line and makes the straight line and makes the junior nurses cry.”junior nurses cry.”

Example 4Example 4

Others are, however, convinced that it is Others are, however, convinced that it is only a matter of time before we face only a matter of time before we face ArmageddonArmageddon. Liberal Democrat MP and . Liberal Democrat MP and sky watcher, Lembit Opik, says “I have said sky watcher, Lembit Opik, says “I have said for years that the chance of an asteroid for years that the chance of an asteroid having an impact which could wipe out having an impact which could wipe out most of the human race is 100 per cent.” most of the human race is 100 per cent.” He has raised his worries in the Commons, He has raised his worries in the Commons, successfully campaigned for an all party successfully campaigned for an all party task force to assess the potential risk and task force to assess the potential risk and helped set up the Spaceguard UK facility to helped set up the Spaceguard UK facility to track near-earth objects. track near-earth objects.

Example 4Example 4

If you hail from Glasgow you will If you hail from Glasgow you will have friends or relatives whose roots have friends or relatives whose roots lie in the Irish Republic. You will lie in the Irish Republic. You will have Jewish friends or colleagues have Jewish friends or colleagues whose grandparents, a good number whose grandparents, a good number of them Polish or Russian, may have of them Polish or Russian, may have fled persecution in Europe. You will fled persecution in Europe. You will eat in premises run by Italian or eat in premises run by Italian or French proprietors. It is a French proprietors. It is a diverse diverse cultural heritagecultural heritage enriched no by a enriched no by a large and vibrant Asian population.large and vibrant Asian population.

Example 5Example 5

Within weeks of his passing, the first Within weeks of his passing, the first sightings were reported of the supposedly sightings were reported of the supposedly dead Elvis, waiting in a supermarket dead Elvis, waiting in a supermarket queue, driving a truck, serving burgers, or queue, driving a truck, serving burgers, or filling up at a gas station – revealingly, filling up at a gas station – revealingly, usually involved in the mundane, usually involved in the mundane, blue – blue – collarcollar situations routinely undertaken by situations routinely undertaken by most of his fans. Though in life he had most of his fans. Though in life he had become a rich recluse, a person apart from become a rich recluse, a person apart from his public, in death he could now become his public, in death he could now become one of them again.one of them again.

Example 6Example 6

What is presented to the reader of What is presented to the reader of romance novels is a romance novels is a polarisation of polarisation of gender rolesgender roles, where the men are , where the men are tough and the women are tough and the women are vulnerable; the heroes are dominant vulnerable; the heroes are dominant and the heroines like children in their and the heroines like children in their lack of self determination which lack of self determination which reaches it’s extreme form in the reaches it’s extreme form in the ‘bandit story’ where the heroine is ‘bandit story’ where the heroine is literally captured by a man with literally captured by a man with whom she cannot help falling in love.whom she cannot help falling in love.

IMAGERY QUESTIONSIMAGERY QUESTIONS

Key strategiesKey strategies:: You must show that you You must show that you understand the understand the

literal ‘root’literal ‘root’ of the image of the image You must You must show how the writer is show how the writer is

extending this metaphoricallyextending this metaphorically to help to help make a point.make a point.

Simply picking out the words which contain Simply picking out the words which contain the image will score no marks.the image will score no marks.

Adding lots of vague commentsAdding lots of vague comments which which are not tied to understanding and analysis are not tied to understanding and analysis of the image of the image will also score no markswill also score no marks..

Example 1Example 1

QuestionQuestion: Show how effective you find the writer’s : Show how effective you find the writer’s use of imagery to convey the feelings about what use of imagery to convey the feelings about what happened to Muhammed Ali’s money.happened to Muhammed Ali’s money.

One fight I attended in Kuala Lumpur, Malaysia, One fight I attended in Kuala Lumpur, Malaysia, showed a fascinating insight into how the money showed a fascinating insight into how the money haemorrhagedhaemorrhaged. He was accompanied by a posse . He was accompanied by a posse of 44 people, of whom perhaps only six were of 44 people, of whom perhaps only six were professionally involved. The rest were relatives, professionally involved. The rest were relatives, friends of relatives, old pals of Ali who had fallen on friends of relatives, old pals of Ali who had fallen on hard times, and outright hard times, and outright leechesleeches. Daily they . Daily they plundered the hotel’s shopping mall amassing plundered the hotel’s shopping mall amassing clothes, jewellery and tacky souvenirs, all charged clothes, jewellery and tacky souvenirs, all charged to Ali’s account.to Ali’s account.

Example 2Example 2

Question: Discuss how effctive you find the Question: Discuss how effctive you find the writer’s use of imagery in making her point writer’s use of imagery in making her point (disapproval of proposed measures) clear(disapproval of proposed measures) clear

Yet at the heart of this ever more draconian Yet at the heart of this ever more draconian approach to immigration policy lie a approach to immigration policy lie a number of misconceptions. The UK is not a number of misconceptions. The UK is not a group of nations swamped by a tidal wave group of nations swamped by a tidal wave of immigration. Relatively speaking, Europe of immigration. Relatively speaking, Europe contends with a trickle of refugees contends with a trickle of refugees compared to countries who border areas of compared to countries who border areas of famine, desperate poverty, or violent famine, desperate poverty, or violent political upheaval.political upheaval.

Example 3Example 3

Question: How effective do you find the image of ‘battery Question: How effective do you find the image of ‘battery hens’ in conveying the writer’s view of the way in which hens’ in conveying the writer’s view of the way in which children are currently being brought up?children are currently being brought up?

I am tired of these prophets of death and injury. I do I am tired of these prophets of death and injury. I do not need to Royal society for the Prevention of not need to Royal society for the Prevention of Accidents to tell me that children should wear Accidents to tell me that children should wear helmets while sledging, because I am incensed at helmets while sledging, because I am incensed at the thought of hundreds of poor kids whose parents the thought of hundreds of poor kids whose parents will now ban them from sledging on the five-million-will now ban them from sledging on the five-million-to-one chance that they might hit a tree. I mourn to-one chance that they might hit a tree. I mourn also for the kids who will never know the delight of also for the kids who will never know the delight of cycling with the wind in their hair, or climbing up cycling with the wind in their hair, or climbing up trees, or exploring hidden places. Growing up trees, or exploring hidden places. Growing up devoid of freedom, decision- making, and the devoid of freedom, decision- making, and the opportunity to learn from taking their own risks, our opportunity to learn from taking their own risks, our children are becoming trapped, neurotic, and as children are becoming trapped, neurotic, and as genetically weakened as genetically weakened as battery hensbattery hens..

Example 4Example 4

Question: Explain how the image Question: Explain how the image supports the writer’s point regarding supports the writer’s point regarding the changes in attitude towards the changes in attitude towards childcare.childcare.

It seems the childcare pendulum has It seems the childcare pendulum has swung: the principal threat to swung: the principal threat to children is no longer neglectful children is no longer neglectful parents, but excessively protective parents, but excessively protective ones who are always worrying about ones who are always worrying about germs.germs.

Example 5Example 5

Question: Show how effective you find the Question: Show how effective you find the writer’s use of imagery in conveying the writer’s use of imagery in conveying the excitement of the debate.excitement of the debate.

Many details referred to in our story are still Many details referred to in our story are still controversial. Debate is particularly controversial. Debate is particularly heated heated as regards the role of impacts in directing as regards the role of impacts in directing the course of human history. All of this is the course of human history. All of this is very exciting. The whole topic is in a state very exciting. The whole topic is in a state of of fermentferment, a symptom that something , a symptom that something significant is significant is brewingbrewing..

Example 6Example 6

Choose one example of imagery, Choose one example of imagery, and explain how the writer uses it to and explain how the writer uses it to demonstrate how unusual the pasta demonstrate how unusual the pasta seemed to him at the time.seemed to him at the time.

When the water finally boils my When the water finally boils my father shakes the strands of pasta father shakes the strands of pasta out of the blue sugar paper that out of the blue sugar paper that looks for all the world like a great looks for all the world like a great long firework, and stands them in the long firework, and stands them in the bubbling water. bubbling water.

Example 7Example 7

Comment on the effectiveness of the Comment on the effectiveness of the expression “boomerang children”.expression “boomerang children”.

Students provided with such benefits Students provided with such benefits may study harder, and upon may study harder, and upon graduation, land a top job. On the graduation, land a top job. On the other hand, they may join the ranks other hand, they may join the ranks of the “boomerang children,” who of the “boomerang children,” who move straight back home. move straight back home.

WORD CHOICEWORD CHOICE

Key strategies:Key strategies:

You are being asked to select a key word and show You are being asked to select a key word and show how the connotations of this word are being utilised how the connotations of this word are being utilised by the writer.by the writer.

You must focus clearly on one word or phrase.You must focus clearly on one word or phrase. There are no marks for simply identifying the wordsThere are no marks for simply identifying the words There are no marks for simply repeating the There are no marks for simply repeating the

question.question. A useful strategy can be to compare the word A useful strategy can be to compare the word

you’ve chosen with a more ‘neutral’ word, eg. “she you’ve chosen with a more ‘neutral’ word, eg. “she strode into the room”. A more neutral word would strode into the room”. A more neutral word would have been ‘walked’. DIFFERENCE: the choice of have been ‘walked’. DIFFERENCE: the choice of ‘strode’ implies a purposeful action by a confident ‘strode’ implies a purposeful action by a confident person.person.

Example 1Example 1

Question: How does the writer’s word choice make clear Question: How does the writer’s word choice make clear her attitude towards the teacher?her attitude towards the teacher?

There was a little boy who got a new pair of wellies, inside There was a little boy who got a new pair of wellies, inside which, around the top, his mother inscribed his name in which, around the top, his mother inscribed his name in felt tip pen. This child then proceeded to go out and fill his felt tip pen. This child then proceeded to go out and fill his wellies with water. The ink of his name ran, and by the wellies with water. The ink of his name ran, and by the time the bell rang for school that morning the small boy time the bell rang for school that morning the small boy had vivid blue smudges, like vicious bruises, ringing his had vivid blue smudges, like vicious bruises, ringing his calves. His teacher, a zealous young woman, ever alert to calves. His teacher, a zealous young woman, ever alert to the omnipresence of evil, took one look at the marks and the omnipresence of evil, took one look at the marks and lifted the phone to the social work department. “Come lifted the phone to the social work department. “Come quickly”, she hissed. “The boy is clearly being abused.”quickly”, she hissed. “The boy is clearly being abused.”

When the social workers rushed to examine the boy and When the social workers rushed to examine the boy and quiz his mother, they could find evidence of nothing. Soap quiz his mother, they could find evidence of nothing. Soap and water had washed away the dreadful bruises and the and water had washed away the dreadful bruises and the mother’s relationship with her son turned out to be mother’s relationship with her son turned out to be impeccably healthy. impeccably healthy.

Example 2Example 2

Question: Show how the writer’s word choice Question: Show how the writer’s word choice emphasise the devastating effects of asteroid emphasise the devastating effects of asteroid impact.impact.

In the longer term the problem of being hit by an In the longer term the problem of being hit by an asteroid will be the amount of material that is asteroid will be the amount of material that is injected into the Earth’s atmosphere. Within two or injected into the Earth’s atmosphere. Within two or three days the surface of the Earth will be cold and three days the surface of the Earth will be cold and dark. And it is the dark which will be the problem, dark. And it is the dark which will be the problem, because the plants will begin to die out. At best because the plants will begin to die out. At best guess, we will probably lose about 25 per cent of guess, we will probably lose about 25 per cent of the human population in the first six months or so. the human population in the first six months or so. The rest of us are basically back in the Middle The rest of us are basically back in the Middle Ages. We have got no power, no communications, Ages. We have got no power, no communications, no infrastucture. We are back to the hunter-no infrastucture. We are back to the hunter-gathering.gathering.

Example 3Example 3

Question: Show how the writer’s Question: Show how the writer’s word choice conveys the impact of word choice conveys the impact of the destruction of the boy’s baseball the destruction of the boy’s baseball bat.bat.

But, the bat broke. Some kid used it But, the bat broke. Some kid used it without my permission. He hit a foul without my permission. He hit a foul ball and the bat split, the barrel flying ball and the bat split, the barrel flying away, the splintered handle still in away, the splintered handle still in the kid’s hands.the kid’s hands.

Example 4Example 4

Question:Question: Show how the writer uses word Show how the writer uses word choice to highlight his feelings about what choice to highlight his feelings about what has happened to the old people.has happened to the old people.

Even the universal image of old age as the Even the universal image of old age as the time of superior wisdom is passing away. time of superior wisdom is passing away. We no longer have Elders whose counsel We no longer have Elders whose counsel is precious and who must be respected. is precious and who must be respected. This debunking was already underway with This debunking was already underway with Shakespeare’s sardonic Seven Ages in “As Shakespeare’s sardonic Seven Ages in “As You Like It.”You Like It.”

Example 5Example 5

QuestionQuestion: Show how the writer uses word choice to convey : Show how the writer uses word choice to convey the intensity of his feelings about Muhammed Ali.the intensity of his feelings about Muhammed Ali.

That was 1966 and Muhammed Ali seemed not simply the That was 1966 and Muhammed Ali seemed not simply the best boxer of the day but the best boxer who could best boxer of the day but the best boxer who could possibly be imagined – so good that it was an inspiration possibly be imagined – so good that it was an inspiration to see even a picture of him. My body shivered when I to see even a picture of him. My body shivered when I saw him as if an electric shock had pulverised my ability saw him as if an electric shock had pulverised my ability to feel. No fighter could touch him. His self knowledge to feel. No fighter could touch him. His self knowledge was glorious, so transcendently fixed was he on the only was glorious, so transcendently fixed was he on the only two subjects he knew: himself and boxing. He so filled me two subjects he knew: himself and boxing. He so filled me with his holy spirit that whenever our side needed a rally, I with his holy spirit that whenever our side needed a rally, I would call out Ali’s chant to my team mates, “Float like a would call out Ali’s chant to my team mates, “Float like a butterfly, sting like a bee!” It was for me, the summer of butterfly, sting like a bee!” It was for me, the summer of 1966, Ali’s absoluter moment of black possibilities fulfilled. 1966, Ali’s absoluter moment of black possibilities fulfilled. And I wanted that and had it for a moment, too, had I, And I wanted that and had it for a moment, too, had I, perhaps, among the neighbourhood guys, the touch and perhaps, among the neighbourhood guys, the touch and glory of the great Ali.glory of the great Ali.

SENTENCE STRUCTURESENTENCE STRUCTURE

Key strategies:Key strategies:

Commas?Commas? Semi colon/Colons?Semi colon/Colons? Use of long and short Use of long and short

sentences?sentences? Anything else unusual?Anything else unusual?

Questions? Questions?

You should first look at the You should first look at the sentence in question and decide sentence in question and decide what the effect of the sentence what the effect of the sentence is? I.e. does it build up to a is? I.e. does it build up to a climax, or maybe it makes an climax, or maybe it makes an important point at the beginning important point at the beginning and then continues to illustrate and then continues to illustrate it. it.

LengthLength

Look at the Look at the lengthlength of the sentence. of the sentence. If the sentence is very short it is easy If the sentence is very short it is easy

to spot. Usually used for emphasisto spot. Usually used for emphasis If however, the sentence is If however, the sentence is

elongated, you should look at all the elongated, you should look at all the punctuation within it that the writer punctuation within it that the writer may have employed deliberately to may have employed deliberately to draw out the sentence e.g. semi-draw out the sentence e.g. semi-colons, dashes, quotation marks etc. colons, dashes, quotation marks etc.

Dashes and RepetitionDashes and Repetition

When When dashes dashes are used to separate are used to separate words, it is usually to include extra words, it is usually to include extra information into the sentence. information into the sentence.

Repetition can be used to Repetition can be used to demonstrate a persondemonstrate a person’’s worried or s worried or excited state of mind, writers often excited state of mind, writers often use it to show the reader that the use it to show the reader that the character is thinking quicklycharacter is thinking quickly or to or to emphasiseemphasise a point. a point.

Inverted CommasInverted Commas

Inverted commasInverted commas are also used in are also used in sentences for various reasons. sentences for various reasons.

They may simply appear to indicate They may simply appear to indicate a a titletitle e.g. e.g. ‘‘The X-factorThe X-factor’’. .

They also indicate a They also indicate a quotationquotation is is being used or that the characters are being used or that the characters are using using direct speechdirect speech. .

Inverted commas also have a subtle Inverted commas also have a subtle function of indicating when a word function of indicating when a word has not been used for its literal has not been used for its literal meaning, e.g. meaning, e.g. ‘‘ ‘‘This is the pubThis is the pub’’s s ‘‘‘‘beautifulbeautiful’’’’ toilet. toilet.’’

Punctuation- ParenthesisPunctuation- Parenthesis

name given to technique of adding extra name given to technique of adding extra information to a sentence. information to a sentence.

Writers use it for a number of purposes e.g. Writers use it for a number of purposes e.g. supply extra info, to provide details or supply extra info, to provide details or examples, to offer a comment, to insert examples, to offer a comment, to insert a reservation or to repeat an idea in a a reservation or to repeat an idea in a different style. different style.

Can be included in a sentence in a number Can be included in a sentence in a number of ways e.g. a pair of of ways e.g. a pair of commascommas, two , two dashesdashes, , bracketsbrackets. .

If you spot parenthesis you should not only If you spot parenthesis you should not only state this in your answer but also state state this in your answer but also state whywhy the writer has used this technique. the writer has used this technique.

Punctuation- ListsPunctuation- Lists

Lists Lists often the answer will be a list.often the answer will be a list. Always try and Always try and classify the types of itemsclassify the types of items within a within a

list e.g. people / places / ideas / objects etc. This list e.g. people / places / ideas / objects etc. This will help you to understand the range the writer is will help you to understand the range the writer is attempting to illustrate. You should comment upon attempting to illustrate. You should comment upon this. this.

The temptation when you see a list is to say, ‘the The temptation when you see a list is to say, ‘the commas in the sentence make up a list’. This is not commas in the sentence make up a list’. This is not true. It is not the commas that make the list, but in true. It is not the commas that make the list, but in fact it is the items that are listed. Remember this fact it is the items that are listed. Remember this when answering on lists. when answering on lists.

Lists can be used to further Lists can be used to further explain somethingexplain something, to , to demonstrate to the reader the wide number of demonstrate to the reader the wide number of things involved in a particular idea, to give extra things involved in a particular idea, to give extra information or even to create climax.information or even to create climax.

Climax and Anti-climaxClimax and Anti-climax

Climax, anti-climax Climax, anti-climax When analysing When analysing the climatic nature of a sentence, the climatic nature of a sentence, look for look for anything that delays the climax: lists, anything that delays the climax: lists, parentheses, the insertion of phrases, parentheses, the insertion of phrases, phrases at the beginning of a sentence. phrases at the beginning of a sentence.

It is useful, if you have no clue what It is useful, if you have no clue what technique the writer uses, to technique the writer uses, to identify the identify the main point of the sentence / paragraph. main point of the sentence / paragraph. Does the main point come right at the Does the main point come right at the end?end? In this case you have a delayed In this case you have a delayed climax- the way in which the climax is climax- the way in which the climax is delayed is often down to sentence delayed is often down to sentence structure. structure.

InversionInversion

the main point comes at the end of a the main point comes at the end of a sentence / paragraph / list. sentence / paragraph / list.

Always look at word order in a Always look at word order in a sentence. If it is abnormal I.e. an sentence. If it is abnormal I.e. an adverb is placed at the beginning of adverb is placed at the beginning of a sentence or at the beginning of a sentence or at the beginning of series of sentences, then series of sentences, then the author the author must be attempting to call must be attempting to call attention to it. attention to it.

AND at the beginningAND at the beginning

‘‘AndAnd’’ at the beginning of a at the beginning of a sentence - always used sentence - always used deliberately to isolate and to deliberately to isolate and to give extra prominence to an give extra prominence to an additional pointadditional point the writer the writer wants to make. wants to make. ‘‘AndAnd’’ gives gives prominence but in your answer prominence but in your answer you should you should mention mention specifically to what. specifically to what.

Example 1Example 1

Question:Question: Show how the writer uses Show how the writer uses sentence structure to demonstrate her sentence structure to demonstrate her strength of feeling.strength of feeling.

Yet Ireland has managed to attract its Yet Ireland has managed to attract its young entrepreneurs back to help drive a young entrepreneurs back to help drive a burgeoning economy. We must try to do burgeoning economy. We must try to do likewise. We need immigrants. We cannot likewise. We need immigrants. We cannot grow the necessary skills fast enough to fill grow the necessary skills fast enough to fill the gap sites. We need people with energy the gap sites. We need people with energy and commitment and motivation, three and commitment and motivation, three characteristics commonly found among characteristics commonly found among those whose circumstances prompt them those whose circumstances prompt them to make huge sacrifices to find a new life.to make huge sacrifices to find a new life.

Example 2Example 2

Question:Question: Comment on the Comment on the effectiveness of the structure of effectiveness of the structure of these sentences in illustrating Ed the these sentences in illustrating Ed the Duck’s “childish monstrousness”.Duck’s “childish monstrousness”.

Ed the Duck interrupts when he Ed the Duck interrupts when he shouldn’t, snatches what isn’t his, shouldn’t, snatches what isn’t his, bangs and crashes and sulks and bangs and crashes and sulks and pouts (anatomically difficult for a pouts (anatomically difficult for a duck), entirely undermining the duck), entirely undermining the parental/elder sibling authority of the parental/elder sibling authority of the presenter. presenter.

Example 3Example 3

Question: Show in detail how the writer’s sentence Question: Show in detail how the writer’s sentence structure emphasises the hypocrisy to which he structure emphasises the hypocrisy to which he refersrefers..

To all this, most of us (including government ministers) are To all this, most of us (including government ministers) are content to turn a blind eye for most of the time, until some content to turn a blind eye for most of the time, until some horrible incident – the Aston shootings, the murder of horrible incident – the Aston shootings, the murder of Damilola Taylor, the Bradford riots – reminds us that there Damilola Taylor, the Bradford riots – reminds us that there is something rotten at the heart of what we erroneously is something rotten at the heart of what we erroneously call modern civilisation. It’s stupendously hypocritical. We call modern civilisation. It’s stupendously hypocritical. We rage about a hiccup in exam results affecting a few rage about a hiccup in exam results affecting a few hundred middle class pupils, but whisper not a word of hundred middle class pupils, but whisper not a word of protest about the thousands dropping out of school protest about the thousands dropping out of school unable to spell their own town. We organise our own lives unable to spell their own town. We organise our own lives on a philosophy of unbridled me- first consumerism: on a philosophy of unbridled me- first consumerism: instant gratification, unfettered by “fusty” notions of instant gratification, unfettered by “fusty” notions of voluntary service or social responsibility – and then we voluntary service or social responsibility – and then we profess horror when the same warped hedonism is aped profess horror when the same warped hedonism is aped by teenagers brandishing guns.by teenagers brandishing guns.

Example 4Example 4

Question:Question: Show how the sentence Show how the sentence structure highlights the writer’s views structure highlights the writer’s views about the obesity debate.about the obesity debate.

So sections of the market aim to So sections of the market aim to profit from the notion that we are all profit from the notion that we are all too fat. We need to contest that. It too fat. We need to contest that. It isn’t the case. Evidence from the isn’t the case. Evidence from the professional journals shows that professional journals shows that fitness, not fat, determines our fitness, not fat, determines our mortality. You can be fat, fit and mortality. You can be fat, fit and healthy.healthy.

Example 5Example 5

Question:Question: Identify two ways by which the Identify two ways by which the sentence structure emphasises the change sentence structure emphasises the change in the concerns of “right thinking people”.in the concerns of “right thinking people”.

When the world was a simpler place, the rich When the world was a simpler place, the rich were fat, the poor were thin, and right-were fat, the poor were thin, and right-thinking people worried about how to feed thinking people worried about how to feed the hungry. Now, in much of the world, the the hungry. Now, in much of the world, the rich are thin, the poor are fat, and right-rich are thin, the poor are fat, and right-thinking people are worrying about obesity.thinking people are worrying about obesity.

Example 6Example 6

Question:Question: Explain briefly the function of the colon and Explain briefly the function of the colon and the dashes in the following extract.the dashes in the following extract.

The proliferation of Elvis sightings has become a The proliferation of Elvis sightings has become a collective joke since then, most now firmly being collective joke since then, most now firmly being propounded with tongue firmly in cheek. Sometimes propounded with tongue firmly in cheek. Sometimes the jokes are quite funny: only a few days ago, the jokes are quite funny: only a few days ago, some punter laid a 5p bet at odds of 20 million to some punter laid a 5p bet at odds of 20 million to one that Elvis would ride into London on Shergar to one that Elvis would ride into London on Shergar to play tennis against Lord Lucan in the Wimbledon play tennis against Lord Lucan in the Wimbledon finals. Always one for a laugh – like many in the finals. Always one for a laugh – like many in the 1970’s, he could apparently recite various Monty 1970’s, he could apparently recite various Monty Python routines by heart – Elvis himself would Python routines by heart – Elvis himself would probably have appreciated that gag.probably have appreciated that gag.

Example 7Example 7

QuestionQuestion: How does the writer use punctuation to : How does the writer use punctuation to make clear her point of view (that old people are not make clear her point of view (that old people are not to be identified as a “growing social problem”)?to be identified as a “growing social problem”)?

When we are old there is more time for gossiping When we are old there is more time for gossiping (men talk to discuss; women gossip, don’t they?) I (men talk to discuss; women gossip, don’t they?) I see old women together arm in arm negotiating the see old women together arm in arm negotiating the slippery pavement or rough steps. I see them with slippery pavement or rough steps. I see them with their trolleys gossiping together in the supermarket their trolleys gossiping together in the supermarket and I rejoice that we have each other, that the older and I rejoice that we have each other, that the older we grow the more women of our own age there are we grow the more women of our own age there are around us. We are not going to be identified as “a around us. We are not going to be identified as “a growing social problem”, as the social growing social problem”, as the social commentators would have us labelled, but as a commentators would have us labelled, but as a thriving, gossiping and defiant sisterhood.thriving, gossiping and defiant sisterhood.

TONETONE

Key strategies:Key strategies:

Sometimes you will have to identify the tone of a Sometimes you will have to identify the tone of a passage or a part of it and then go on to explain passage or a part of it and then go on to explain how the tone is created; on other occasions you will how the tone is created; on other occasions you will be told what the tone is and your whole answer will be told what the tone is and your whole answer will have to deal with how it is created.have to deal with how it is created.

The “how” part is often done best by exploring other The “how” part is often done best by exploring other aspects of language such as sentence structure, aspects of language such as sentence structure, imagery and word choice. Also, features such as imagery and word choice. Also, features such as sound, exaggeration and anti-climax are often used sound, exaggeration and anti-climax are often used to establish tone.to establish tone.

You should learn to recognise a variety of tones – You should learn to recognise a variety of tones – anger, contempt, regret, nostalgia, irony, humour…anger, contempt, regret, nostalgia, irony, humour…

Example 1Example 1

Question:Question: Identify the tone and Identify the tone and explain by close reference to the text explain by close reference to the text how it is created.how it is created.

Perhaps the obsessives and weirdos Perhaps the obsessives and weirdos are right: Elvis will never die. Or, to are right: Elvis will never die. Or, to paraphrase the more religious of paraphrase the more religious of these obsessives, he died only to these obsessives, he died only to rise again, more powerful than ever. rise again, more powerful than ever. But then, they’re nuts. The End.But then, they’re nuts. The End.

Example 2Example 2

Question:Question: Explain clearly how the writer Explain clearly how the writer establishes a rather tongue-in-cheek tone.establishes a rather tongue-in-cheek tone.

Let’s start with a little cheery poetry. As you Let’s start with a little cheery poetry. As you can probably deduce, Shakespeare it ain’t. can probably deduce, Shakespeare it ain’t. Incidentally, when the author uses the word Incidentally, when the author uses the word “hoe”, he means “bitch” – or “girlfriend” as “hoe”, he means “bitch” – or “girlfriend” as we used to say in gentler times:we used to say in gentler times:

““After I stick ya, rip ya like a razorAfter I stick ya, rip ya like a razorWatch me erase ya, misplace ya…Watch me erase ya, misplace ya…

I throw a bomb through your windowI throw a bomb through your windowBurn you up and your hoe”Burn you up and your hoe”

Example 3Example 3

Question:Question: Identify the tone and explain Identify the tone and explain how this tone is conveyed.how this tone is conveyed.

I am fed-up listening to scaremongers I am fed-up listening to scaremongers about the E-coli virus, telling me my child about the E-coli virus, telling me my child should never visit a farm or come into should never visit a farm or come into contact with animals. I am weary of contact with animals. I am weary of organisations that are dedicated to organisations that are dedicated to promulgating the idea that threats and promulgating the idea that threats and dangers to children lurk everywhere. I am dangers to children lurk everywhere. I am sick of charities who on the one hand sick of charities who on the one hand attack overprotective parents and at the attack overprotective parents and at the same time say children should never be left same time say children should never be left unsupervised in a public place.unsupervised in a public place.

Example 4Example 4

Question:Question: Explain how the writer creates a Explain how the writer creates a slightly humorous tone.slightly humorous tone.

Survivors of essentially random impact Survivors of essentially random impact catastrophes – “cosmic accidents” – were catastrophes – “cosmic accidents” – were those creatures who just happened to be those creatures who just happened to be “lucky” enough to find themselves alive “lucky” enough to find themselves alive after the dust settled. It doesn’t matter how after the dust settled. It doesn’t matter how well as creature may have been able to well as creature may have been able to survive in a particular environment survive in a particular environment before before the event – being thumped on the head by the event – being thumped on the head by a large object from space a large object from space duringduring the event the event is not conducive to a long and happy is not conducive to a long and happy existence.existence.