Transcript Preparing students for the Critical Reading section of the

Preparing for the
Critical Reading section of
the English Studies Exam
Adapted from a presentation
by A. Robertson (2009)
from the 2013 Subject Outline for
English Studies:
Critical Reading Study of Short Texts
• Critical reading is a shared activity based on short
texts chosen to address a range of text types,
which may include prose, verse, and texts with
graphical or visual elements. Students analyse a
range of short texts and show that they can produce
sustained and coherent analysis of, and reflection
on, the relationship between audience, purpose,
and form. Students explain the connection
between these elements and the stylistic features
of the texts.
Previous Critical Readings
From the Assessment Reports
- such comments are featured nearly every year ...some students were expecting an article and
attempted, without success, to apply the
conventions of that text type to the narrative
text in the paper. It is imperative that students
confidently apply their skills of analysis, learnt
through the study of shared texts, to the
analysis of the Critical Reading texts. Discussing
the text using terms appropriate to the text
type was crucial to each student’s success in
this section of the paper.
(From the 2010 Assessment Report)
Do you want a good T.E.R.?
Then remember to address:
T. Textual feature – name it explicitly
E. Example – give a brief example such
as a short quotation or specific
description of what is there
R. Response – explain the effect of this
textual feature on the reader’s response
A Handy Guide to Writing Techniques
What to do in the exam...
1. Skim read the text(s) – note the contextual
information given.
2. Read the questions carefully. Work out
exactly what they are asking you.
3. Closely read the text(s) again, this time
underlining or highlighting bits that are
relevant to each question’s answers – try
colour coding your highlighters and writing
notes in the margin reminding you of the
effect of the techniques you are identifying.
4. Write your answers.
Time Management
Students often run out of time when doing the Critical
Reading. Just as you need to allocate your time evenly
between the three parts of the exam as a whole, you
really need to keep an eye on the time when doing
the Critical Reading.
One good method is to look at the questions and how
much is expected for each. Once you have finished
reading the text(s) you should then divide your
remaining time up according to each question’s
relative worth and jot down the time you should
ideally start the next question on the paper.
Say at 11.30 you have finished reading and annotating
the text and have 40 minutes left. It could be allocated
as...
a) 1 paragraph - 5 mins (start 11.30)
b) 1 paragraph - 5 mins (start 11.35)
c) 1 or 2 paragraphs - 10 mins (start 11.40)
d) 2 or more paragraphs - 15 -20 mins (start 11.50.
Finish at 12.10)
If you finish a question early, well and good, so long as
you have answered it in sufficient detail according to
the recommended length, but if you are going over
time it is a warning that you may run out of time for
later, often more important questions.
Look at critical reading questions from past exams and
think about the key words and implications.
Take time to consider how the wording has changed since
the introduction of the New SACE from 2011 due to
the new Assessment Design Criteria.
• When looking at previous year’s examples note that
prior to 2011, questions used words like “techniques”
• Since 2011, the questions are more likely to use words
such as “stylistic features” and “language techniques”.
This applies to essay questions as well.
Using the 2010 Exam as an example.
Question 17
(a) For what reasons does Clarkson condemn Ford for getting
‘the new Escort so hopelessly
wrong’? (one paragraph)
(b) Why does Lacey consider that the Forte ‘risks being
forgettable’? (one paragraph)
(c) Contrast the authors’ suggestions about what makes a good
car. (one or more paragraphs)
(d) Compare the techniques used by the two authors to convince
the reader of their points of view. (three or more paragraphs)
2010 Critical Reading Texts
Notice how some questions ask what or why and
others ask how or to compare…
• The what or why type questions - (a) and (b) - should be
answered as much as possible in your own words, proving
your in-depth of comprehension of the text(s) rather than
quoting too much.
E.G
(a) For what reasons does Clarkson condemn Ford for getting
‘the new Escort so hopelessly wrong’? (one paragraph)
(b) Why does Lacey consider that the Forte ‘risks being
forgettable’? (one paragraph)
In 2011, Question (d) would now be reworded
as: (d) Compare the stylistic features and language
techniques used by the two authors to convince
the reader of their points of view
This reflects the new Assessment Design Criteria:
KU1
Knowledge and understanding of authors’ use of stylistic
features and language techniques to communicate ideas and influence
the reader’s response.
And…
An3
Analysis of the ways in which language techniques are used to
influence opinions and decisions in texts.
The compare questions
• Both questions (c) and (d) ask you to compare the two texts.
The best responses always provide an integrated comparison
rather then two separate analyses.
From the 2010 Assessment Report
Question (c) involved drawing some inferences from the passages since
neither author is explicit in stating what they believe ‘makes a good car’.
Students were generally able to explore what it is that both authors imply
in their texts. In the more successful responses students structured their
responses around the contrast between the texts; in less successful
responses students examined one text and then the other. In the least
successful responses students mainly repeated information already
presented in their first two answers.
• The answer to the final question (d) should specify the various
techniques (also known as stylistic features and language
techniques) being used, supporting each one with an example
from the text, (either brief quotations or descriptions of
specific details if a visual text), and a comment on how each of
these techniques could affect the reader.
from the 2010 Chief Assessor’s Report:
Question (d) required an explicit analysis of techniques. While most
students were able to identify some techniques (humour, narrative voice,
structural features, colloquial language etc.), better answers used a careful
exploration of the similarities and differences between the texts rather than
just listing techniques used in one text and then the other. More successful
responses also showed a knowledge of a broader range of techniques, an
understanding of the purpose and audience of the two texts, more detailed
references to examples, and an understanding of the effect of the devices
on the reader.
Finally….
• Focus on the instructions and recommended length of
response. There is no point writing more than is asked
for, or on aspects of the text that are not relevant to
the particular question.
Final thoughts...
When should you do the Critical Reading?
It’s up to you, but remember that you cannot write
on your exam paper during the 10 minutes
reading time and you want to be able to annotate
your paper during your critical reading so...
maybe do it second or third...
or if you wish to do it first then still read the whole
paper, make your essay choices and write your
essay plans during the reading time. Then do a
skim read of the critical reading text(s) if you still
have some time and jot down anything you note
on your scrap paper.
It’s impossible to revise for the Critical
Reading section of the exam, isn’t it?
NONSENSE! Every time you read or view something
apply your critical lens to it. Ask yourself:
What am I feeling in response to this?
Why am I feeling this?
What has the author done to make me respond in this
way? How effective are their techniques?
Ask your teacher for copies of past papers and
practice doing them at home in test conditions.
(You can download them & the relevant assessor’s
reports from the SACE Board Website )
Then critically mark yourself the next day. Be tough!
Just remember...
With this part of the exam, everyone is in
the same boat...
Well this looks
quite straightforward...
– Same text(s)
– Same questions
– Same time frame
It’s up to you to make the difference
through your intelligent, well supported,
relevant and fluently expressed insights.
Good Luck!