Transcript Close Reading

Preparation
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Techniques
Link questions
Word choice
Sentence structure
Meaning and context
Passage as a whole
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Often you will be asked to identify techniques
used by writers
Ensure that you are able to identify the seven
techniques on the sheet you have been given.
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You may also be asked to explain the effect
of a particular technique.
This is asking you why the writer has used
this comparison or sound effect.
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His eyes were clear pools of ice
Technique- metaphor
Effect- gives the colour of his eyes- blue and
also a sense that he is a very cold person.
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“. . . a walkway snaking into the distance.”
(Paragraph 3)
Identify the technique used in this expression
and explain why it is appropriate.
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Metaphor
Gives impression that the walkway is thin and
twists as it goes into the horizon, much like
the shape of a snake.
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In front of him, traceurs and traceuses from
tonight’s class are poised like trapeze artists
on railings completing a study in balance.
Identify the technique used in this expression
and explain why it is appropriate.
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Simile
Like trapeze artists the traceurs and
traceuses are balancing at a height.
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Then quite suddenly he heard the voices fading
away from him, as if the boys had tired of their
game and gone home, leaving him undetected.
Their voices were like bells in the distance, each
answering the other and then falling silent.
Iain hears the voices of the other boys. Quote a
simile which describes their voices. What does it
suggest about their voices?
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Their voices were like bells in the distance
Suggest that their voices were far way; he
could not hear them properly.
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“The moon made a white road across the
distant sea.” (Paragraph 2)
(a) What technique is used in this expression?
(b) Explain fully what this expression
suggests about the moonlight.
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Metaphor
Suggests that the moonlight was very strong.
That it was reflecting on the water.
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Their language sounded very odd, not at all
liquid and running, but like the voice of
stones, thorns.
By referring to the passage, identify and
explain one technique the writer uses to
describe the stooks’ language.
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like the voice of stones, thorns- simile
Suggests their language sounded hard and
jaggy.
These questions are designed to assess
your understanding of how writers link
similar or opposing points together in a way
that helps the flow of their argument. The
question might ask you to show how a
sentence provides an effective link between
two paragraphs or ideas.
How to answer
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3)
Identify and write down the link word or phrase
and explain that it shows a change in direction of
the writer’s argument
Quote the part of the sentence which refers back
to the earlier topic and explain, in your own
words, what the earlier topic is.
Quote the part of the link sentence which looks
forward to the next topic and explain, in your own
words, what that new topic is.
Explain how the one sentence paragraph is an
effective link between paragraphs 1 and 3
Howard could see he knew the berries weren’t
ready yet, like the ones behind the steading that
they always picked; and he understood that this
was a lesson being set up for him when he came
home without brambles: not to tell lies. And
there’d be another lesson behind this one, the real
lesson: that is father had been right about that sort
of new fangled nonsense coming to grief.
In spite of this, he forgot it all and slipped through
the Racecourse fence.
A crowd mobbed around the grandstand where
they served drinks and sandwiches. He made his
way through the high society of Lanark, dolled up
to the nines…
Remember, your answer should deal with the three
key elements.
The phrase “In spite of this, he forgot it all and
slipped through the Racecourse fence” acts as a
link sentence. “In spite of this” links back to his
thoughts in the previous paragraph about what his
father had said. “Slipped through the racecourse
fence” introduces what is to follow in the next
paragraph as the writer describes the scene at the
races.
What is the purpose of paragraph 2? How does it
achieve this?
My first encounter with someone on Twitter was at
a birthday party. It was in a bar and the woman was
responding to the one question Twitter poses:
What are you doing? I’ve always hated this
question. I admit, it’s because the answer is
generally: nothing. Or: nothing worth reporting. So
for me, Twitter would be a problem.
Especially since the status updates are limited to
140 characters or less. Including spaces. I love
that. Who types without spaces?
I am already stressed about the multitude of
decisions it will pose: do I really need this space? Is
this question mark important? I would have to
discipline myself. No hyphenating. Where’s the fun
in that?
Paragraph 3 acts as a link sentence. “Especially
since the status updates” refers back to the
previous paragraph which was discussing the
concept of Twitter. “Who types without spaces?”
introduces the subject of the next paragraph,
which is the writer’s obsession with language and
grammar.
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Explain how the first sentence of paragraph two
acts as a link.
We hardly ever saw him, but what time he was at
home my mother decided was too much. He had
a weakness for getting drunk and giving his
money away.
On the other hand, I think he loved us dearly in
his own way. When he sauntered home form his
far wanderings he would bring strange toys for
us, Roy and myself, and gentle, fragile china, for
my mother.
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‘On the other hand’ is a linking phrase that
suggest a contrasting idea from the previous
paragraph. ‘he’ refers to the father whose drinking
was the subject of paragraph one. ‘Loved us dearly’
introduces the new idea, which is him showing his
love by buying presents.
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In these questions you are asked to discuss
why the writer has used particular words.
Comment on how the writer’s word choice . .
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1. Find a word or short phrase that creates the
effect you are being asked about.
2. Explain how the word/ phrase creates this
effect.
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Q. In Paragraph 1, the writer suggests Iain’s
feeling of excitement. By referring to one
example from Paragraph 1, explain how word
choice is used to achieve this.
Iain crouched behind one of the stooks
listening, watching for deepening shadows,
his face and hands sweaty, his knees
trembling with excitement.
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‘knees trembling’ suggests that he was so
excited that he was physically affected.
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Q. Explain how word choice is used to
indicate the power of the night.
It was as if the night didn’t want him to
speak, were forbidding him to do so, as if it
were saying to him, This is my kingdom, you
are not to do anything I don’t wish you to do.
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‘This is my kingdom’ makes the night seem
like a powerful ruler or monarch.
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Q. Comment on the writer’s use of word
choice to show the agility of the “athletic
youths”.
They bound over rocks, surefooted, before
leaping like cats into the air, their trainers
crunching into the gravel on landing.
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“Surefooted” suggests that they are in control
of their movements, even complicated ones.
Some of the most challenging questions in Close
Reading are the ones which ask you to look at the
writer’s sentence structure and to comment on the
effect that the writer is trying to create.
Although it may seem daunting, you can answer
all sentence structure questions by using the
same process every time. This can be split down
into four separate parts which you should
consider:
1)
Sentence Length
2)
Punctuation
3)
Function of the Sentence
4)
Any other stand-out features
Consider whether the writer has used a long or a
short sentence and what the effect is.
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Long Sentences can be used to…
Create a list of something
Suggest a large amount
Suggest that something is going on for a long
time
Short Sentences can be used to…
Indicate that something has happened suddenly
Emphasise an idea
Suggest that there is little of something
The next thing to consider is whether there is any
particular punctuation mark on which you could
comment, for example, colon, semi-colon,
comma, brackets etc
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Separates different items in a list
‘In English we have to complete a number of
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Surrounds extra information – parenthesis
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units before sitting the exam. These are:
Personal Study, Textual Analysis, Writing and
Interpretation.’
As well as this, however, you need to be
focused and committed in order to make
good progress.
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Indicates an illustration or example of an idea
previously mentioned
There was only one solution: he would have
to work much harder.
Introduces a list or a quotation
The contents of his pockets were as follows: a
penknife; four bus tickets; a filthy
handkerchief the colour or parchment and a
few copper coins.
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‘Balances’ out related statements/clauses in a
sentence
Talent without genius isn’t much; genius
without talent is nothing.
Used instead of commas for lengthy/complex
items in lists
The new school building had 1500 pupils;
forty classrooms; one staff room; two
computer suites; a dining hall; an assembly
hall and a large playground.
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Two dashes indicate extra
information/parenthesis
The kitten – the last of the litter – was taken
by a lovely little girl.
Use to create a pause
The new school holds 1500 pupils – I think!
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An unfinished/incomplete/interrupted
sentence
“Did you see the accused take a gun out of
his pocket and…”
“Objection! Defence Counsel is trying to
lead the
witness.”
Shows uncertainty or pause for special effect
“Well…em…um…I think I will go in that case.”
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Repetition
Inversion
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The cat sat on the mat and sat and sat and
sat.
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On the mat, the cat sat.
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Identify the relevant features of sentence
structure
Explain their effect
Comment on the writer’s use of sentence
structure
 No whisper of wind, no rustle
of creature—rat or mouse—moving about.
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Comment on the writer’s use of sentence
structure
 No whisper of wind, no rustle
of creature—rat or mouse—moving about.
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No whisper of wind, no rustle
of creature—rat or mouse—moving about.
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Parenthesis is used to give an explanation of
what type of animals might have been moving
about.
Repetition of ‘no’ emphasises the absence of
sound.
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Comment on the writer’s use of sentence
structure.
It’s hard work: the digging, scraping,
cataloguing, recording, and so far they’ve
turned up little to justify their efforts.
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Comment on the writer’s use of sentence
structure.
It’s hard work: the digging, scraping,
cataloguing, recording, and so far they’ve
turned up little to justify their efforts.
It’s hard work: the digging, scraping,
cataloguing, recording, and so far they’ve
turned up little to justify their efforts.
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A colon is used to introduce a list of all the
tasks they have been carrying out. This
emphasises how much hard work there has
been.
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Comment on the writer’s use of sentence
structure.
He was breathing heavily, and the smell was
inconceivably foul; it was the reek of rotting
flesh, of festering wounds, of ancient
perspiration, and of fear.
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Comment on the writer’s use of sentence
structure.
He was breathing heavily, and the smell was
inconceivably foul; it was the reek of rotting
flesh, of festering wounds, of ancient
perspiration, and of fear.
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He was breathing heavily, and the smell was
inconceivably foul; it was the reek of rotting
flesh, of festering wounds, of ancient
perspiration, and of fear.
A semi-colon is used to join two statement s
about the unpleasant smell. The second part
of the sentence contains a list of the negative
smells. This emphasises how overpowering
these terrible smells were.
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Comment on the writer’s use of sentence
structure.
I am already stressed about the multitude of
decisions it will pose: do I really need this
space? Is this question mark important? I
would have to discipline myself. No
hyphenating. Where’s the fun in that?
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Comment on the writer’s use of sentence
structure.
I am already stressed about the multitude of
decisions it will pose: do I really need this
space? Is this question mark important? I
would have to discipline myself. No
hyphenating. Where’s the fun in that?
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I am already stressed about the multitude of
decisions it will pose: do I really need this
space? Is this question mark important? I
would have to discipline myself. No
hyphenating. Where’s the fun in that?
A colon introduces a list of questions about
how to use Twitter. These questions illustrate
the writer’s uncertainty over using Twitter.
For this type of question you are usually
asked to use the context to explain the
meaning of a particular word. In other
words, how do the words round about help
you to understand what the highlighted
word means?
How to answer
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First of all, find the word in the passage that you
have been directed to and read that paragraph
again.
Consider whether you understand the meaning of
the word. If so, great. If not, look at the
surrounding words and try to work it out.
Once you have worked out the meaning, then you
should look at the context surrounding the word
in question and pick out the words which have
led you to your decision about its meaning. You
must do this even if you knew what the word
meant anyway.
Then in your answer you should give the
DEFINITION of the word and QUOTE the words
from the context EXPLAINING why they led you to
your answer.
Explain how the context helps you to understand
the meaning of “vicarious” in paragraphs 1 and 2
“At first I was angry at him, frightened
for him, but now suddenly I get this rush of
joy, watching him race out there into the
cold level space of the stilled river, free and
warm and vivacious in that smoothed and
frozen silence.
I think he’s done it, I think he’s across
the river and safe and there’s a buzzy glow
of vicarious accomplishment starting to well
up within me, but then there’s a cracking
noise and he falls…”
Do I know what it means?
If yes, fine. If not, then look to the context. The
word “accomplishment” is right next to the word
“vicarious” which tells us that something has been
achieved. The fact that the narrator is watching
his friend and that he says “I think he’s done it”
shows us that the achievement is his friend’s.
What does this tell us when we put all of this
information together?
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“Vicarious” must mean that the narrator is
experiencing this achievement through his friend.
So, generally, “vicarious” means to experience
something through someone else.
Remember that in your answer you must give the
meaning and quote the words from the context
which helped you to understand – even if you
knew the meaning of the word anyway.
The word “vicarious” means to experience
something through another person. The word
“accomplished” shows that something has been
achieved and the fact that the writer says, “I think
he’s done it” shows the reader that it is through
another person that he is experiencing this
incident.
Explain how the context helps you to understand
the meaning of “taxidermy” in Paragraph 1.
“When the London dodo died, the animal was
stuffed and sold to the Ashmolean Museum in
Oxford. Taxidermy not being what it is today, over
the next few decades the dodo slowly rotted until it
was thrown out in 1755. All, that is, except the
moth-eaten head and one leg”
The word “taxidermy” means to preserve the skin
of a dead animal and stuff it in a lifelike form. The
word “stuffed” leads the reader to this assumption
and the fact that it had “rotted” implies that a poor
job has been done of preserving the animal.
What is the meaning of the word “erudite”, and how
does the rest of paragraph 1 help you understand
this?
Meanwhile, I’m sure he has no idea he has
legitimised the site for the legions over 30. I can
understand following him because from what I’ve
heard, his updates are witty and clever. But with
other less erudite celebs, the immediacy of the
information doesn’t hold the same appeal.
Erudite means knowledgeable or learned (1).
Earlier reference to witty and clever help
understand this (1)