Transcript Improving Close Reading Skills

Improving Close Reading
Skills
There are three types of question in close
reading:
UNDERSTANDING
ANALYSIS
EVALUATION
UNDERSTANDING
Using your own words –
identifying meaning
These questions are designed to test
your ability to understand the basic
meaning of the passage.
Using your own words –
identifying meaning
It is also testing that you can explain more
complex concepts in simple terms. Figures
of speech, for example, must be explained
in simple terms and any non-standard
expressions (slang or old fashioned words)
must be explained in your own words.
Using your own words –
identifying meaning
It is essential that you DO NOT simply lift
whole phrases or sentences from the text as
you answer your questions.
Use your own words UNLESS it tells you
to quote to explain the meaning of words or
phrases
Using your own words –
identifying meaning
Look at the question carefully.
For 2 marks you will probably need to supply
at least TWO bits of information but may be
required to give ONE detailed piece of
information or FOUR brief pieces.
CONTEXT Questions
As well as showing that you understand the
writer’s general meaning, you will be asked
more precise questions, to show that you
understand particular words and phrases.
e.g. Show how the first sentence
provides a context which enables
you to understand the meaning of
the word “innocuous”.
CONTEXT Questions
To answer this question successfully you need
to:
Explain the meaning of a word or phrase
AND
Show how you figured out the meaning from its
placement in the sentence or paragraph (i.e.
using the context).
*You MUST quote the words or phrase that
provided you with the clue to figure out the
meaning
LINK Questions
The LINK question is another type of
question
designed
to
test
your
understanding
of
meaning
and
appreciation of the structure of a text.
You will be asked to show how one
sentence provides a link or connection in the
argument.
(Argument means the progression of ideas
in a piece of writing and the link will join one
idea to the next.)
LINK Questions
Usually the link sentence will stand at the
beginning of a paragraph. The first part of
the sentence tends to refer back to the
previous topic and another part of the
sentence will introduce the new topic to
follow.
You MUST explain how the sentence/part of
sentence links back and forward and how
the two topics connect.
LINK Questions
QUOTE the part of the link sentence which
refers back to the earlier topic AND say what
this topic is.
THEN QUOTE the part of the link sentence
which looks forward to the next topic explaining
what the new argument/idea/topic is.
Where the sentence begins with a conjunction such
as but, however, etc. which points to a change of
direction, comment on the use of the conjunction.
Understanding
In these questions you are being tested on how
well you understand important points the writer is
making in the given passage.
Look out for words like 'explain' or 'main points' or
'line of thought' in the question.
Always use your own words - do not simply
repeat words from the passage. It is important to
show that you understand the question by using
other words with a similar meaning.
Sometimes it is simply a matter of identifying a key
word and showing that you understand what it
means.
Example
'It soon became obvious that the antiquated
approach taken by the judge was inappropriate.‘
Explain why the judge's method did not work.
Answer - Because it was out of date.
The answer does not have to be complex - the point is to show that
you can paraphrase or describe in your own words. If you use the
word 'antiquated' you will not score any marks. ‘Out of date' clearly
demonstrates that you know what it means.
Other questions will ask you to summarise key points from an excerpt
or paragraph. In these questions you will need to show that you have
grasped the main ideas. For questions like these, it is acceptable to use
note form or bullet points.
Summary
use your own words
keep your answers concise
try to work for all the marks on offer
ANALYSIS
Looking
at
the
sentence
structure, punctuation, word
choice, tone and concentrating on
HOW the passage is put together
and not what it means.
SENTENCE STRUCTURE
You need to be able to recognise the following:
Different types of sentences
How sentences can be separated or linked by
different kinds of punctuation
How the component parts of a sentence can be
arranged according to various patterns
How writers use different sentence structures
How sentences are structured
In simple terms, any normal English sentence should
conform to the following basic rules:
it should start with a capital letter
it should end with a full-stop
it should make sense
it should have a subject
it should contain a verb
it should normally begin with a subject
the subject should normally be followed by the verb
Put simply, if any of these rules does not apply, then the
'sentence' in question is worthy of discussion.
Inversion
The normal order is for the subject to come first
followed by the words which tell us more about
the subject e.g. We went back.
Inversion is used to alter the emphasis in a
sentence – places emphasis on a particular
word for greater effect. Back we went.
You need to decide what the effect is based on
the tone/context of the piece of writing.
Repetition
The writer may repeat a particular word or
phrase or structure.
Word patterns may be repeated to achieve a
particular purpose - to inspire, frighten,
contrast, persuade etc.
Climax/Anti-climax
Climax is the use of words/phrases/sentences to
create progress. A list usually is used to build up
a feeling of some kind, ending in a
sentence/phrase that is created to have
maximum impact.
In anti-climax the build-up comes to nothing. The
final point made is not the most important but is
something trivial or disappointing instead.
Antithesis
A way of arranging ideas within a sentence
to balance opposites together to create a
contrast. This is used in poetry a lot).
Those that I fight I do not hate.
Long and Short Sentences
The way a sentence is constructed and its
length can also influence meaning.
Sentences that use the conjunction “and”
several times can covey a feeling of speed and
continuous movement or where there is a list
may indicate the number of things done, or the
endless nature of the task etc.
A short sentence may be dramatic or convey
the simplicity of the situation.
As always context is key.
Formal and informal language
Formal
Usually written
No abbreviations
Grammatically correct
Wider range of word
choice
Complex/Technical tone
Impersonal tone
(objective)
Tends to be more factual
Informal
Conversational/colloquial
Uses shortened forms
May use looser
sentences
More common, everyday
words
Personal (I, you)
May include feelings
Jargon
Technical terms relating to a particular
subject or occupation.
The term itself can have negative
associations - pompous, trying to sound
impressive etc.
Rhetorical language
Aims to give an elevated, dignified and
impressive effect and is most often used in
the course of a formal speech.
Dialect/Slang
Dialect is a way of speaking in a town or
district.
Slang involves the use of non-standard
conversational word choice.
Literal and Figurative
Language
Literal
Literal - words are used to mean exactly
what they say. Their use corresponds to the
definitions you would find if you looked them
up in a dictionary.
‘You’ve let the cat out of the bag.’ When you
are being literal, the person you are
addressing has released the cat from the
bag.
Figurative language
Figurative language is language which uses
figures of speech. This is when the writer
describes things through the use of unusual
comparisons for effect, interest or to make
things clearer. The result of using this
technique is the creation of interesting
images.
‘To let the cat out of the bag’ in figurative
language means to give away a secret.
Metaphor
An unusual comparison where one thing is
described in terms of something else.
His house was now his prison.
The idea here is that someone feels that their
house is a place where they feel trapped,
imprisoned, locked in, a place where they lack
freedom.
James launched himself at his opponent.
James threw himself at someone else, dived,
moved at speed, moved with power, thrust himself
Simile
An unusual comparison where one thing is
described as something else using 'like' or 'as
....as'.
He looked as inconspicuous as a tarantula on a
cake.
He looked obvious, noticeable, distinct; he stood
out; he could not be missed, was clearly
identifiable, etc. because a tarantula is black,
dangerous, scary and the last thing you would
want on a cake.
She was like a snowflake
She was light, delicate, pure, insubstantial, fragile,
would come and disappear quickly etc.
Personification
An unusual comparison where something nonhuman (inanimate) is described in human terms.
Death stalked the battlefield.
Death described as a figure or person walking
about, looking, searching, hunting, seeking,
probing for something
The ice smirked as they slipped and fell.
The ice takes pleasure from seeing humans falling
on slippery ice, being insecure, unsafe, in danger;
it laughs at man's uncertainty, insecurity, etc.
Interpreting imagery
Images and imagery have a purpose.
Writers want you to share their thinking as
fully as possible. To interpret images and
explain how things work, and how well, we
have to be methodical.
What is the image?
Does it work? Is it appropriate in the
context?
Why is it effective?
Alliteration
Repetition of consonants to draw attention to
meaning by the use of sound, to contribute
to rhythm, to draw attention to the words
themselves.
“The rifles rapid rattle" - The repetition of the
'r' sound echoes the sound of machine guns
being fired.
*Be sure to explain the effect
Onomatopoeia
Where a word makes the sound of the thing it
describes.
“sausages sizzling”
“bees buzzing”
"the ringmaster cracked his whip” (the whip
making a sharp sound)
"stuttering rifles rapid rattle" (in this example,
'stuttering' imitates the action/movement of a
machine-gun being fired)
Pun
A play on words involving words that sound
similar but have different meanings or words
which have multiple meanings:
Doctor, doctor, will this ointment cure my
spots?
I never make rash promises.
Hyperbole - deliberate exaggeration in order to
emphasize the point being made
Litotes – the opposite of hyperbole, deliberate
understatement
Euphemism - a way of making an unwelcome
truth seem less harsh or unpleasant by dressing it
up to sound less offensive. Many are connected to
death e.g. passed away.
Circumlocution - this literally means to talk
around something – state in a long, roundabout
sort of way rather than addressing the subject in a
direct way.
Contrasts, opposite and contradictions
Paradox - a statement which appears to be a
contradiction but which on closer examination does
contain a truth (“to preserve the peace, prepare for
war”)
Oxymoron - a condensed form of paradox, in which
two opposites are placed side by side to heighten the
effect of contrast
Juxtaposition - simply means placing side by side
In a contrast question you are normally expected to
give both sides of the contrast for full marks.
The new, the used and the overused
Neologism - coining a new phrase or word
for a recent invention
Archaism - denotes a word from the past
which is no longer in current use
Cliché - an expression which at one time
might have been original but has now been
overused.
Tone
Tone does not relate directly to meaning but rather
the way in which something is said. It refers to a
particular attitude or feeling conveyed by the
writer.
“Where have you been?”
The tone of the question will differ depending on
the context. For example you might be talking to a
friend who is just back from a holiday or a child
who has been out too late.
You must look for clues in the context to help you
determine the writer’s feelings or attitude.
Types of Tone
Humorous
Flippant - showing irreverent attitude to something
normally taken seriously
Informal/conversational – chatty, friendly tone as if the
author is confiding in a friend
Effusive - enthusiastic and might be used to persuade –
use of a lot of superlatives
Ironic - where the author says the opposite of what he/she
really means – can be for humorous effect but often there
is a seriousness to irony
Tongue-in-cheek - a form of irony; the writer sounds
serious but there will be a sense of ridicule behind this
(euphemism is a common feature of this tone)
Satirical - extreme form of irony – here the writer is funny
in a more savage way: he/she holds up a subject to ridicule
in order to attack (
Serious
Emotive Language
An emotive tone may be used to stir emotions in
the reader by shocking, angering or disturbing
them. This is done by using words or expressions
that express extreme emotions.
Rhetorical questions and exclamations are often
used in emotive writing, as are similes and
metaphors.
Analysis Questions
In these questions you are being asked to show
how writers use particular techniques to get their
points across effectively. It is assumed that you
understand what the point is, so the whole of your
answer must be about the techniques.
Look out for phrases like 'show how' or 'the
language of lines...' or 'the effect of' in the
question.
You don't score any marks just for picking out the
words - the marks depend on the quality of your
comments.
Example
'Cooking is a subtle alchemy. There is magic
involved in creating delicious food for people to
eat. Blending certain flavours and textures,
understanding the effect herbs and spices can
have on a dish and instinctively knowing when to
throw in that pinch of something is a gift. It is not
something you can learn.'
Question - What does the writer's word choice tell
you about his admiration for cooks?
Answer
By using words like “alchemy” and “magic”
the writer makes it clear that he thinks that
cooking has some mystery or secret power
behind it.
If you want full marks for this type of question you
must quote specific words/phrases AND make a
relevant comment about what they mean in the
context.
The Clue is in the Question
Often the question will help you understand where
to focus your response. Because of the word
'admiration' in the question, you know that you
need to look for words that show cooking in a
positive light.
Remember to check the number of marks.
These questions are often for 4 marks, so a
substantial answer is needed. The more relevant
and to the point your answer is, the more chance
you have of scoring full marks.
The Clue is in the Question
Check that you are doing exactly what the
question asks for.
Is it asking for a number of techniques to be
dealt with?
Is it asking for more than one example of a
technique?
You cannot score full marks if you do not
fulfil the demands of the question.
Remember
Always comment on the words you choose
Look for the number of marks awarded for
an answer
Study the wording of the question to
inform your answer
Be aware!
Sometimes codes are combined.
This can look confusing.
The most common combination is A/E,
which indicates that as well as evaluating
the information in a passage, the answer
should also analyse the language.
The U/E questions ask you to focus on the
ideas in the passage.
Evaluation
A common evaluation question is to comment on
the effectiveness of the final sentence or paragraph
of a passage.
You should look to see if there is some link to the
beginning of the passage. Does it summarise the
passage? Does it involve the reader in some way?
Is the language used worthy of comment?
Evaluation questions will ask you to comment on
how effective you find the writer’s ideas /
arguments, use of imagery, structure and word
choice.