Close Reading

1
Close Reading
2
Aims

• To learn the various ways to answer the different
  types of questions in close reading
• To become familiar with the type of texts used in
  Close Reading passages
• To practice using the methods of answering the
  questions.

3
Close Reading

• Close reading is a test of your understanding of
  non-fiction texts, as well as your ability to
  analyse and evaluate the writers techniques.
• As it says above, the texts you will be analysing
  etc. are non-fiction so it is crucial that you
  are taking the time to read as much non-fiction
  as you can at home (20mins a week online Times
  website for instance).

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Todays Lesson

• Aims
• To establish prior knowledge and ability to
  ascertain what areas still need work.

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Todays Lesson

• The best way to find out what you can already do
  is to give you a close reading paper.
• For some of you, the skills will be the same as
  you developed in S5. For those of you who are in
  S5 now, the questions are worded slightly
  differently from Standard Grade but the skills
  required are basically the same.

6
Todays Lesson

• There will be no come-back on you if you cant do
  it, but you MUST make an attempt. At this stage,
  it doesnt matter if you get the answer right.
  This is an opportunity for me to see what areas I
  need to focus on when teaching you the skills for
  close reading. Theres no point going over stuff
  if you can already do it!

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Close Reading An Introduction

• Aims
• To understand the purpose of a text
• To understand the stance of the author
• To be able to pick out the key ideas of a text

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Close Reading An Introduction

• The most fundamental part of close reading is
  that you understand the passage.
• This is something only you can develop. Being
  able to understand what youve read comes only
  with years of practice which is why if you
  dont actively read in your own time you MUST
  startNOW!

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The Purpose of a Text

• Copy the following
• The purpose of a text is the reason the author
  chose to write it. Purposes include
• To entertain
• To inform
• To persuade
• To argue
• To share an experience

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The Purpose of a Text

• Every text was written for a specific reason.
  Being able to identify that reason will enable to
  you understand it.
• If you cant understand a text, you will find it
  very hard to pick it apart and analyse it, never
  mind say whether the writer has been successful.

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2009 SQA Paper

• Lets think back to the 2009 paper you did last
  week. Lets start with the basics
• What was the passage about?
• The effect the novels of Charles Dickens had on
  the black people in South Africa during
  apartheid.
• What was the purpose behind the text?
• To inform

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2009 SQA Paper

• At times, the writer Carol Lee, tries to shock us
  (the opening line for example). Other than that,
  she presents the information without really
  putting across her opinion or trying to get
  anything out of us (emotions or laughter).
• As a result, its purpose must be to simply inform
  us of this information.

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Writers Stance

• Copy the following
• The stance of the writer is their personal
  viewpoint on the topic. This is closely linked to
  the purpose.

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Writers Stance
Purpose Stance
Entertain Probably positive (but could be negative and using humour to mock)
Inform Neutral
Persuade Strongly positive or strongly negative
Argue Neutral (or could show signs of positivity/negativity especially at the end)
Share experience Depending on the experience positive or negative
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Writers Stance

• As we said earlier, the writer doesnt present
  their opinion on this topic she just presents
  the information.
• What is the writers stance on the topic?
• Neutral

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Key Ideas

• Being able to pick out the key ideas of a text is
  also a crucial skill. Again, it is a basic text
  of your understanding of the passage.
• Being able to do this is like taking a written
  text and reducing it to the plan the writer
  used to write it.

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Key Ideas

• Lets take the 2009 paper again, bit by bit and
  see if we can break it down into the key ideas
  discussed by the writer.

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Key Ideas

• Introduces Hector Pieterson
• Explains the governments plan for Afrikaans to
  be taught in schools
• Explains how the works of Dickens influenced the
  people
• Discusses the book shortages
• Explanation of why Dickens books had such an
  impact
• History of why stories are so enjoyed in South
  Africa
• Conclusion how Pieterson and Dickens helped get
  rid of Afrikaans.

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Homework!

• For Tuesday 18th September
• Read the article at the following address
  http//www.heraldscotland.com/arts-ents/visual/shi
  ning-a-light-on-rembrandts-tomb.1347156228 (on
  school website and in pick-up)

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Homework!

• Answer the following questions
• What is the article about?
• What is the purpose of the article?
• What is the writers stance on the topic?
• What are the main things discussed?

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Types of Question

• Learning Intentions
• to learn the different types of question
• to learn what the different types of questions
  require you to do
• to learn how to answer own words questions.

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Types of Question

• The 3 types of question are
• Understanding (U)
• In answering these questions you will need to
  show an understanding of the key ideas of the
  text. You will be expected to identify and
  explain the important details and main points.
• what is being said by the writer

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Types of Question

• 2. Analysis (A)
• In answering these questions you will need to
  explain and comment on different aspects of the
  texts structure and style. You will need to
  examine how the language shapes the meaning of
  the writing and helps the writer to be clearer or
  more precise. For example, you may be asked to
  look at how brackets affect the meaning of a
  sentence.
• how is it said

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Types of Question

• 3. Evaluation (E)
• In answering these questions you need to decide
  on the effectiveness of a text. It is helpful to
  use critical terminology here and to think about
  the writers purpose and stance. Evidence from
  the text must be used to support answers.
• how effectively is it said

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Techniques to Remember

• Find the answer in the lines you are directed to
  in the text.
• Be aware of how many marks are offered. This will
  indicate how much you need to write.
• Pay attention to what you are asked to do. Use
  your own words unless the question tells you to
  quote.

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(No Transcript)
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Understanding Questions

• As you know, these questions test your BASIC
  understanding of what the text is about.
• To test you on this there are 2 main types of
  understanding question
• Own words
• Context questions

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Own Words

• You will have come across these before.
• These questions require you to take what the
  writer has said and explain it in your own words.

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Own Words

• To answer a question in your own words you can do
  the following things
• Simplify what the writer has said.
• Rearrange the order of the words or phrases.
• Replace words with others that mean the same
  thing.

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For Example

• I can picture my granddad now, sitting in his
  chair. His tufty white hair circled around the
  shiny dome of his head. His blue eyes twinkled
  through the swirls of stinky old pipe smoke that
  danced in front of him.
• Question In your own words describe the
  writers granddad. 2U

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For Practice

• Many exotic fruits lined the market stalls.
  Everywhere I looked there were people shoving,
  shouting, bartering and singing. Nearby, I could
  hear the wail of a snake charmers music as
  people clapped and danced along with the snake. I
  could hardly hear myself think.
• In your own words describe what the market place
  was like. 2U

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For Practice

• The pickpocket had selected his target and was
  waiting for an opportunity to strike. He watched
  the lady turn to look over her shoulder, exposing
  her purse. The thief seized the moment. He
  grabbed her purse and shoved his way through the
  crowd and disappeared up a quiet alley before
  anyone even noticed him.
• In your own words explain what has happened. 2U

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For Practice

• The day was scorching. The sun was beaming off
  the cars in the car park, dazzling everyone that
  walked by.
• In your own words describe what the weather was
  like. 2U

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For Practice

• The police cars came screeching around the
  corner, one after the other, in pursuit of the
  stolen van. The van ran through a red light and
  smashed into an oncoming bus. It catapulted into
  the air and slammed into the ground.
• In your own words describe what happened. 2U

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Context Questions

• Learning Intentions
• To learn the process to answer a context question
• To gain practice at answering context questions.

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Context Questions

• This is to do with the meaning of words but
  within a specific context.

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Context Questions

• For example, take the word bright. It has
  several meanings
• Emitting or reflecting light
• Happy or cheery
• Intelligent
• Full of promise
• The meaning attached to the word depends on the
  context its used in.

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Context Questions

• Look at the following sentence
• The girl was incredibly bright. She got top
  marks in her maths test.
• Which meaning of bright is used here?
• How do you know?

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Context Questions

• You took your clue from the context, the words
  and phrases that surround the word you were asked
  to define.
• This is what you do in a context question.

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Context Questions

• Copy the following
• To answer a context question you need to do the
  following
• Say what the word means
• Explain how the context allowed you to arrive at
  that meaning

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For Example

• Lets take the bright example again.
• The girl was incredibly bright. She got top
  marks in her maths test.
• How does the context help you understand the
  meaning of bright? 2U

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For Example

• Possible answer
• The word bright means intelligent.
• I know this because the next sentence says she
  got top marks in a test showing she must be
  clever.

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For Practice

• The woman was sceptical about the deal she was
  being offered. It seemed too good to be true.
• How does the context help you understand the
  word sceptical? 2U

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For Practice

• The teacher went through the essay slowly and
  carefully. Her scrupulous marking meant the pupil
  was able to improve their work.
• How does the context help you understand the
  word scrupulous? 2U

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For Practice

• I was both impressed and in awe at the young
  mans fortitude. I couldnt believe someone could
  go through such great difficulties and come out
  it smiling.
• How does the context help you understand the
  word fortitude? 2U

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For Practice

• The decorations in the hall seemed a bit over the
  top. There were banners, balloons, ribbons,
  streamers, photographs and posters all over the
  place. It all seemed a bit superfluous.
• How does the context help you understand the
  word superfluous? 2U

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Analysis

• Analysis questions ask you about the techniques
  the writer has used and how they communicate
  meaning. Techniques include
• Word choice
• Figures of speech and imagery
• Sentence structure
• Punctuation
• Paragraph structure

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Word Choice

• Questions on word choice require you to comment
  on the specific words the writer has chosen and
  the effects those words have.
• To answer these questions you need to think
  about the connotations of the word.

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Word Choice

• Look at the following list of words. They all
  have the same meaning to travel on foot.
• Walk
• Skip
• Shuffle
• Rush
• However, the all have different connotations

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Word Choice

• Walk neutral, doesnt suggest much about the
  person doing the walking.
• Skip suggests the person is happy
• Shuffle suggests depression or fatigue
• Rush suggests in a hurry, perhaps stressed.

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Word Choice

• Copy the following
• To answer a word choice question you should
• Identify the word
• Explain the connotations (things the word
  suggests)
• Explain the effect that word creates in the
  passage.

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For Example

• The small urchin boy nibbled at the scraps of
  food he found in the street.
• What does the writers word choice suggest about
  the way the urchin ate? 2A

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For Example

• The word nibbled (1) suggests taking small bits
  to make the food last longer (1).

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For Practice

• The soldier trudged his way wearily through the
  mud, his fallen comrades scattered around him
  like scraps of litter.
• How does the writers word choice convey the
  misery of the soldier? 2A

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For Practice

1. The word trudged (1) suggests he was walking
   slowly and with great effort giving the
   impression he is miserable (1).

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For Practice

• Visiting the countryside was Sarahs favourite
  past-time. Lying back on the grass, watching the
  clouds as they floated past in the gentle breeze
  always made her forget her troubles of the
  chaotic city shed left behind.
• How does the writers word choice convey the
  sense of peace Sarah feels in the countryside?
  2A

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For Practice

• The word floated (1) suggests the clouds were
  moving slowly and gently, creating a sense of
  peace.(1)
• The phrase gentle breeze (1) suggests the wind
  was pleasant and soft, creating a sense of quiet
  and peace. (1)

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For Practice

• The rioters were despicable. They hurled stones,
  rocks, flaming petrol bombs and anything they
  could get their grubby little paws on, all lobbed
  at the police who were trying to keep some form
  of control.
• How does the writers word choice convey their
  feelings towards the rioters? 2A

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For Practice

• The word despicable (1) suggests that the
  rioters are horrible and hateful giving the
  impression that the writer does not like them
  (1).
• The word grubby (1) suggests the rioters are
  dirty and unkempt, creating a sense that the
  writer thinks they are the scum of society. (1)

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For Practice

• The sun shown down upon the glorious ramparts of
  the old castle, majestically rising from the
  landscape, sitting in all its splendour at the
  top of the hill.
• How does the writers word choice convey their
  feelings about the castle? 2A

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HOMEWORK for Tuesday 9th

• Visit the Herald Scotland website and read the
  article entitled From Mao to Mammon (link on
  the school website). Answer the following
  questions
• What is the article about?
• What is the purpose of it?
• What is the writers stance?
• Summarise the key points.
• Pick out 3 examples of word choice and explain
  the effect of them.

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HOMEWORK for Tuesday 9th

1. What is the article about? writers visit to
   China
2. What is the purpose of it? to share an
   experience/to give information
3. What is the writers stance? positive, enjoyed
   experience

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HOMEWORK for Tuesday 9th

• Summarise the key points.
• Starts with writers concerns about visiting
• Description of city on arrival
• Pollution
• Architecture and building development
• The meeting with writers and publishers
• Discussion of repression and how it is changing
• Comparisons to Britain
• The reality behind the myth of controlling China

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HOMEWORK for Tuesday 9th

• Pick out 3 examples of word choice and explain
  the effect of them.
• intoxicating suggests the city is like a drug
  that consumes him and affects him
• colossal suggests that the change is
  enormous, massive scale
• slightly neurotic suggests Britain is
  over-cautious and perhaps a bit obsessed with
  safety

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Figures of Speech and Imagery

• Learning Intentions
• To revise figures of speech and imagery
• To practice questions on figures of speech and
  imagery.

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Figures of Speech and Imagery

• Copy the following
• Imagery is when the writer paints a picture in
  your head with their words. To do this, they
  often use figures of speech such as similes,
  metaphors and personification.
• Refer to your sheet to revise the figures of
  speech you need to know.

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Task 1 Revision

• We will play a game of BINGO to see how well you
  can identify the different figures of speech!
  Make a 3x3 grid in your jotter and write 9 of the
  10 figures of speech into each box.

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HORIZONTAL LINE

• We will play first of all for a horizontal line
  (from left to right)

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VERTICAL LINE

• We will play now for a vertical line (from top
  to bottom). You must get the line from this point
  onwards. Any calls with a previously called
  figure of speech will not count.

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FULL HOUSE

• Now you must have ALL boxes filled in.

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How to Answer

• Copy the following
• To answer a question on imagery or figure of
  speech
• Identify the image/figure of speech
• Explain how it creates the effect mentioned in
  the question

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For Practice

• James was standing nervously outside the exam
  hall. He felt as if he was about to swim with
  blood-thirsty sharks, not sit a maths exam.
• Show how the writers use of imagery suggest
  that James was nervous. 2A

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Answer

• The writer uses a simile (1) comparing the exam
  to swimming with sharks. This shows hes nervous
  because swimming with sharks would be terrifying
  as you would fear for your life, so he must be
  really afraid of doing his exam. (1)

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For Practice

• Maths and sciences are by far the hardest
  subjects I ever sat at school. Thats why, for my
  senior years, I chose the gentler path English
  and History.
• How does the writers imagery convey their
  feelings about the different subjects? 2A

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For Practice

1. The metaphor gentler path (1) suggests he found
   English and History easier because the idea of
   the path being gentle suggests it is easier to
   walk than the more difficult option of Maths and
   Science. (1)

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For Practice

• It felt like the road would never end. It
  stretched for miles until it disappeared at the
  horizon. I didnt think I had it in me to keep
  going.
• How does the writers imagery convey how long
  the road was? 2A

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For Practice

• The soft sloshing of the water as it trickled its
  way through the rocks and pebbles of the river
  soothed me.
• How does the writer create a sense of the
  soothing quality of the water? 2A

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PAY ATTENTION!!!

• The soft sloshing of the water as it trickled its
  way through the rocks and pebbles of the river
  soothed me.
• This is an example of alliteration.
• When commenting on alliteration, comment on the
  EFFECT of the sound.

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Copy this down

• Alliteration
• s, sh and f sounds are all soft and gentle
• d, b and g sounds are short and heavy,
  quite a punchy, aggressive sound
• t, p and k sounds are short and clipped,
  perhaps indicating preciseness or perfection
• m, n and l sounds are long, smooth and
  pleasant

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Sentence Structure

• Learning Intentions
• To revise / learn different features of sentence
  structure
• To learn how to answer questions on sentence
  structure
• To practice answering questions on sentence
  structure.

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Sentence Structure

• Copy the following
• Sentence structure refers to any of the
  following
• Sentence length and type
• Punctuation
• Patterns within sentences lists, repetition,
  antithesis, parenthesis, climax and anti-climax

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Sentence Length

• The length of the sentence is obviously down to
  whether it is long or short.
• This is only relevant when the sentence stands
  out in some way e.g. a really short sentence
  after a series of normal sentences, or a really
  long sentence that feels longer than it should.

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Sentence Length

• Copy the following
• Sentence length refers to how long or short a
  sentence is.
• Short sentences often create impact
• Long sentences sometimes mimic a long process or
  complex ideas.

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Sentence Structure

• You have been given a handout giving information
  about the different types of punctuation and
  sentences that you might come across.
• We will make sure that you are confident with
  these before we move on.

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For Practice Sentence Type

• Identify whether these sentences are statements,
  commands, questions, exclamations or minor
  sentences.

1. What time do you want to meet? - question
2. Come in!
3. Pass me the book.
4. Why should anyone care?
5. The money is in the wallet.

1. No ones here!
2. Why is she so upset?
3. What an ordeal my interview turned out to be!
4. Quite right!
5. He lived here many years ago.

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For Practice - Punctuation

• For each example, identify the function of the
  specified punctuation.
• My pencil case has everything I need pencils,
  pens, a rubber, a sharpener and a ruler. (colon)
• The young boy, who had blue eyes, enjoyed
  football. (commas)
• I hate maths! (exclamation mark)

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Patterns in Sentences

• Patterns in sentences are a little more complex
  and you need to learn them and what they do.
• Refer to your sheet for this.

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How to Answer

• Copy the following
• To answer a sentence structure question
• Identify the sentence structure feature (dont
  quote, name it and identify where it is)
• Explain the effect it creates.

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For Practice Sentence Structure

• 1. (The narrator in this extract is a young boy
  who has lost his horse, Rob Roy.)
• It would take me years to live down the
  disgrace. In the meantime I must hurry home as
  fast as my dismounted legs could carry me. If
  only I could catch sight of that wretched Rob Roy
  eating some more grass by the roadside! If only I
  hadn't let him go! If only I could begin my ride
  all over again! How careful I would be!
• Show how the author uses sentence structure to
  emphasise the narrator's sense of shame and panic
  at losing his horse. 2A

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For Practice Sentence Structure

• 1. The writer uses exclamation marks (1) to show
  how extreme the boys feelings of shame and panic
  are (1)

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For Practice Sentence Structure

• 2. Scrooge became as good a friend, as good a
  master, and as good a man as the good old City
  knew.
• How does Dickens use sentence structure to
  emphasise the dramatic way in which his
  character, Scrooge, has reformed? 2A

92
For Practice Sentence Structure

• 2. The writer uses repetition of good (1) to
  emphasise how he has reformed (1).

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For Practice Sentence Structure

• 3. This comment is made about Bill Sykes murder
  of Nancy in Dickens' 'Oliver Twist'.
• Of all the bad deeds that, under the cover of
  darkness, had been committed within wide London's
  bounds since night hung over it, that was the
  worst. Of all the horrors that rose with an ill
  scent upon the morning air, that was the foulest
  and most cruel.
• How does Dickens use sentence structure to
  emphasise the dramatic nature of the deed? 2A

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For Practice Sentence Structure

• 3. The writer uses inversion on both sentences
  (1) to place emphasis on how bad the deed was (1)
• Repetition (1) emphasises the dramatic nature
  of the deed (1)
• The use of climax (1) builds towards the idea
  that the deed was the worst that had happened (1)

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For Practice Sentence Structure

• We went on the ghost train we went on the
  chairoplanes and we went on the waltzers we went
  on the giant rollercoaster we even - plucking up
  our courage! - went on the rocket launcher that
  actually turned upside down finally, heads
  spinning and stomachs heaving, we tottered down
  to the low wall at the sea front for a welcome
  gulp of fresh air.
• Show how the writer uses two features of
  sentences structure to emphasise the number of
  fairground rides the children went on, and how
  these get more and more daring. 4A

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For Practice Sentence Structure

• 5. Here was room for the imagination to work! You
  could imagine those lights the width of a
  continent away - and that hidden under the
  intervening darkness were hills, and winding
  rivers, and weary wastes of plain and desert -
  and even then the tremendous vista stretched on,
  and on, and on! - to the fires and far beyond!
• Show how the writer uses sentence structure to
  emphasise the huge extent of the crater of this
  giant volcano. (Look for sentence types, use of
  conjunctions and repetition. Use punctuation as a
  clue.) 2A

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Linking

• Learning Intentions
• To learn how linking sentences work
• To be able to identify a linking sentence
• To learn how to answer questions on linking

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Linking

• When a writer is constructing a piece of
  writing, they think very carefully about how it
  is put together. Their ideas must seem like they
  progress and develop it mustnt seem as if
  theyve just spewed out all of their random
  thoughts on to a page.

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Linking

• To do this, they use linking phrases and words
  that show how their ideas relate to each other.

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For Example

• Following the Roman invasion in 43AD, the south
  of Britain was totally subdued within thirty
  years many Britons were sold as slaves and the
  land was covered with Roman roads and towns.
  Soon, south Britain was to be a complete Roman
  province, the townsmen speaking Latin and
  building for themselves those comfortable Roman
  houses with central heating. A Roman temple to
  the god Mithras has been excavated in the heart
  of London. But, unlike their easy victory in the
  south, the north of the country resisted foreign
  invaders. Here the Romans were never able to do
  more than hold down the natives for short
  periods. There were no Roman towns, no country
  houses, no temples, only forts and camps where
  soldiers lived for a time.

101

• The sentence holds the two ideas together.
  Without it, the ideas would seem randomly thrown
  together.

102

• Following the Roman invasion in 43AD, the south
  of Britain was totally subdued within thirty
  years many Britons were sold as slaves and the
  land was covered with Roman roads and towns.
  Soon, south Britain was to be a complete Roman
  province, the townsmen speaking Latin and
  building for themselves those comfortable Roman
  houses with central heating. A Roman temple to
  the god Mithras has been excavated in the heart
  of London. In the north the Romans were never
  able to do more than hold down the natives for
  short periods. There were no Roman towns, no
  country houses, no temples, only forts and camps
  where soldiers lived for a time.

103

• How does the underlined sentence act as a link?
  2A
• It contains a linking word but
• It mentions the easy victory in the south which
  is discussed beforehand
• It says the north resisted before going on to
  discuss this in more detail.

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How to Answer

• Copy the following
• To answer linking questions
• Identify the words that link back and summarise
  the ideas they link back to.
• Identify the words that link forward and
  summarise the ideas they link forward to.

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• An acceptable answer to the earlier question
  would be
• The words 'easy victory in the south' refer to
  the Romans' quick transformation of Southern
  Britain which is discussed in the first part of
  the paragraph. (1)
• The words 'the north of the country resisted'
  link to the next idea which describes how little
  the Romans were able to achieve in the north. (1)

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For Practice

• For each paragraph, explain how the underlined
  sentence acts as a link.
• When the sun sank down it was a luxury to sit in
  the perfumed air and forget that there was any
  world but these enchanted islands. It was such
  ecstasy to dream, and dream - till you got a
  bite. A scorpion bite. Then the first duty was to
  get up out of the grass and kill the scorpion
  and the next to bathe the bitten place with
  alcohol and the next to resolve to keep out of
  the grass in the future.

107
For Practice

1. In Madras, as in other garrison towns in India,
   there were many orphan children of soldiers who
   had been killed, or died of disease, or had been
   unaware that they had a child. These children
   faced an unenviable future. In the Hindu
   community of their mothers they were unacceptable
   and in the European community they were equally
   unacceptable because of their native upbringing.

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For Practice

1. He looked like the stereotypical axe murderer
   from a cheesy horror story. He had all the
   characteristics a crooked, twisted smile a scar
   that ran the length of his face and he only
   seemed to come out at night time. But appearances
   can be deceptive. What people didnt know was
   that he slept all day because he volunteered on
   night shift at the local hospital, and hed
   gotten his scar when he was a baby having been in
   a car accident.

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Evaluation Questions

• There are 2 different types of evaluation
  question
• How effective is the simile/metaphor/example
  found in the middle of the paper (usually 2/3
  marks)
• How effective is the last paragraph as a
  conclusion at the end (sometimes worth up to 4
  marks)

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Evaluation Questions

• To answer an evaluation questions about a
  specific technique, you should analyse it and say
  why it is effective
• e.g.
• She had a beautiful smile. It lit up the room.
• How effectively does the metaphor convey the
  beauty of her smile? 2E

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Evaluation Questions

• There are 2 ways to go here it was effective
  or it wasnt effective.
• Answer 1
• I think it is effective because the idea that it
  lit up the room makes me think that the writer
  thinks it so beautiful it cheered everyone up.

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Evaluation Questions

• Answer 2
• I dont think it is effective because it is a
  cliché and it doesnt effectively describe the
  smiles beauty, only that people were happy when
  they saw it.

113
Evaluation Questions

• How to Answer technique evaluation Qs
• Say whether you thought it was effective
• Explain why by analysing the image/example/techniq
  ue

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For Practice

• Outside it was snowing and dark. Mavis sat inside
  her cosy house drinking a comforting mug of hot
  chocolate. It was like a big warm from the
  inside.
• How effective is the simile at the end in
  conveying how comforting the hot chocolate was to
  Mavis? 2E