Transcript Close Reading - English at Montrose

Montrose Academy
Close Reading
Activities and Advice to
Candidates when Preparing
for the Close Reading Paper
Read Read Read…
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Close Reading passages originate from quality
newspapers –the ‘broad sheets’. It is a good
idea, therefore, to read as much quality
journalism as you can!
Past Papers exist on the Internet. Look up the
SQA Scotland website and search for ‘past
papers’. You can print off or download the last
three years’ exam papers for Intermediate I,
Intermediate II, and Higher. The marking
schemes are available on the same page!
Google Search > SQA Scotland Past Papers >
select English > select appropriate level.
Read Read Read cont.
“Leckie and Leckie” sell past papers in all
major bookshops. You can also order
these online. These are useful as they are
supplied with a basic marking scheme.
 You can also take home past papers you
have looked at in class that you have in
your folders and attempt to redo papers
that you looked at earlier in the year!
Practice makes Perfect!
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Think like an examiner!
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Every question has ‘key’ words. Underline the
words in the question that are important before
you answer the question.
Make sure you look to see how many marks are
being offered – the number of marks available is
always a good guide to the number of points you
need to make.
Read the strap line at the top of the paper before
you do anything. This sentence will tell you
where the passage originates from and what
the passage is about.
Understanding Questions
‘Understanding’ questions are always
labelled with a ‘U’
 Understanding questions, particularly at
Intermediate II and higher level, expect
you to ‘use your own words’
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Analysis Questions
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Analysis Questions will always ask you to
identify a ‘technique’ and will often ask you to
explain how ‘effective’ the technique is
Analysis questions can ask you to identify a
specific technique – word-choice, imagery,
sentence structure, tone etc
Or, they can ask you to comment on the ‘writer’s
language’ where you can select any of the
above techniques and comment on their
effectiveness
When Commenting on the Writer’s
Language…(Analysis Questions)
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Be clear about what technique/feature you are
writing about (State the technique)
Be certain that you explain how the
technique/feature works in context (Explain the
Technique)
Say what effect this has on your appreciation of
the writer’s point / refer to the question (The
Effect of the technique) “This suggests /
emphasises…”
Analysis Explained - Word
Choice Questions
Technique - Select a ‘key’ word
 Explain – What are the ‘connotations’ of
your selected word?
 Effect – How is the writer using this word
to make their point in the passage (Hint refer to the question!)
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Analysis Explained – Imagery
Questions
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Technique – identify what kind of image is being
used (Metaphor/Simile or even Personification)
.E.G The writer uses a metaphor to describe his
concern at the rising rates of obesity.
Explain the root of the image. E.G “Obesity is a
new plague” A Plague is deadly, is difficult to
stop, affects almost everyone, spreads
uncontrollably.
Effect - Refer to the Question. E.G. This
emphasises that the writer believes that obesity
is an epidemic that is already beyond our
control.
Analysis Explained - Sentence Structure
Questions (The way a sentence or sentences
are punctuated / put together!)
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Technique – Identify a feature of sentence
structure (repetition, listing, parenthesis, short
sentences, the use of a dash, colons and semicolons)
Explain –what does the punctuation/ sentence
structure do? What is the ‘impact’ of the
sentence structure / punctuation
Effect – refer to the question. How does the
sentence structure help the writer to make their
point / strengthen their argument?
Punctuation Marks – how they
are commonly used by writers
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Commas – often used to separate items in a list or to create the idea of an extensive
or exhaustive catalogue of ideas
Colons (:) - often used to separate clauses in a sentence: to offer an explanation
following a statement
Semi colons (;) - are frequently used to separate or list phrases or expressions, or to
introduce a list of items or ideas separated by commas
Dashes / brackets / commas and semi colons can all be used to create parenthesis:
to add extra or additional information - even the writer’s opinion - to a sentence
Dashes can also be used as a ‘colon’ might: to create a pause in a sentence or to
introduce an explanation; or simply to isolate and draw the reader’s attention to a
word, phrase or expression that might follow the dash!
Question marks indicate that the writer is asking a question/ Questions in close
reading passages are likely (although not always) to be rhetorical. A group of
rhetorical questions may well be used for effect – to reinforce the writer’s argument or
opinion, or to state his/her amazement, anger, cynicism, frustration etc.
Exclamation marks can express emotions: e.g. anger, shock, amazement or surprise
Be aware! Any punctuation mark can be used by the writer in a variety of ways! Say
what you see!
Evaluation Questions (E)
Evaluative Questions - E or A/E questions
ask you to comment on the ‘effectiveness’
of an idea or language feature – to offer
your opinion!
 In most instances the TEE (Technique/
Explain / Effect) structure explained earlier
is appropriate.
 Be certain to refer to the idea or notion of
‘effectiveness’ however in your reference
to the question.
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Tone
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Tone refers to the mood, or attitude of the writing
The ‘tone’ of a piece of writing can vary
endlessly. The writer’s attitude could be; cynical,
sarcastic, aggressive, humorous sympathetic or
even nostalgic.
The ‘tone’ of a piece of writing is often achieved
by contrasting formal and informal language.
Tone can also be influenced by the use of
particular punctuation marks and sentence
structure.
What to look out for…
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Sometimes you will be asked to identify the tone of a
passage and then go on to explain how the tone is
created – identify a technique, explain the technique,
comment on the effect of the technique (refer to the Q)
You may well however be asked to identify the tone
yourself, i.e. irony, contempt etc and then go on to
identify an technique and explain how this tone is
created.
When deciding on what ‘tone’ you think is being used by
the writer, try to imagine the passage being read out
loud. This will help you to identify the character and
therefore the tone being used by the writer.
Be aware! While ‘sarcasm’ is often the right answer (the
correct tone), it is not always right!
Still stuck?
Tone is best thought of as Imagery, WordChoice, Sentence Structure questions with
a difference. The TEE structure will work
as long as you remember that you are
explaining your technique with the purpose
of identifying ‘tone’ and explaining how the
particular tone, e.g. ‘humour’ is created.
 Read the question carefully!
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