Close Reading Ms Ness. General Tips Note the number of marks that the question is worth. –This...

Close Reading

Ms Ness

General Tips

• Note the number of marks that the question is worth.– This gives you an indication of how

much to write and the depth required.

• Note the question code.• Identify the question type.

Question Codes

• Understanding• Analysis• Evaluation

Understanding

• Designed to test whether you understood the basic meaning of the passage.

• You will be asked to gather pieces of information which you must put in your own words.

• It should always be put in plain language.• It is essential that you do not lift whole

phrases or sentences from the original, these will not be awarded any marks.

• CONTEXT IS ALL!

Analysis

• Analysis– Word choice– Imagery Tone– Structure

• Word Choice– Connotation

• The connotations of a word is the suggestive meaning of the word. ASSOCIATIONS - use the context to drive these associations.

– Denotation• The denotation of a word is its literal meaning, basic

and plain meaning.

Figures of Speech• Alliteration: A series of words that begin with the same sound..• Antithesis: The juxtaposition of opposing or contrasting ideas. (conceptual

opposition. e.g the two characters were antithetical)• Assonance: The repetition of vowel sounds• Consonance: The repetition of consonant sounds.• Ellipsis: Omission of words• Parenthesis: Insertion of a clause or sentence in a place where it interrupts

the natural flow of the sentence thus providing additional information.• Pun: When a word or phrase is used in two different senses.• Sibilance: Repetition of letter ‘s’.• Allegory: Allegory is a form of extended metaphor, in which objects,

persons, and actions in a narrative, are equated with the meanings that lie outside the narrative itself. The underlying meaning has moral, social, religious, or political significance, and characters are often personifications of abstract idea such as charity, greed, or envy.Thus an allegory is a story with two meanings, a literal meaning and a symbolic meaning. ‘Animal Farm’.

• Allusion: An indirect reference to another work of literature or art.• Anthropomorphism / Personification: Applying human qualities to

inanimate objects , animals or natural phenomena.

Figures of Speech• Archaism: Using an obsolete, archaic word.• Hyperbole: Use of exaggerated terms for emphasis.• Irony: Use of a word in a way that conveys a meaning opposite to

its usual meaning.• Malapropism: Using a word through confusion with a word that

sounds similar.• Metaphor: A figure of speech wherein a comparison made

between two unlike qualities in which on thing is said to be something it literally cannot be.

• Onomatopoeia: Words that sound like their meaning.• Oxymoron: Using two terms together, that normally contradict

each other. (different from antithesis as it relates to lexical items word level)

• Pathetic fallacy: A literary device wherein something non-human found in nature performs as though from human feeling or motivation.

Figures of Speech• Rhetorical question: Asking a question not for the sake of

getting a response but for asserting something.• Simile: An explicit comparison between two things using the

words ‘like’ or ‘as’.• Litotes: Opposite of hyperbole. Deliberate understatement.• Circumlocution: To state something in a long, roundabout

way rather than addressing the subject simply and directly.• Euphemism: A way of making an unwelcome truth seem

less harsh or unpleasant.• Neologism: Coining of a new word.• Cliché: An expression which at one time might have been

original but has now become overused.

Literal & Figurative Language

• Literal: the words being used mean exactly what they say.

• Figurative: the words being used do not mean exactly what they say.The physical objects are not exactly the real subject of discussion but are brought in by way of comparison.

Imagery

• There are six methods with which a writer can create imagery:– Simile– Metaphor– Personification– Symbolism– Metonymy– Synecdoche

Metonymy

• Metonymy replace one object with another which is related to or associated with it in some way.– E.g. He was fond of the bottle.

» The thing inside it has been replaced by the thing.

The boy tickled the ivory.» The object itself has been replaced by what it is made of.

– It works by association.

• Synecdoche– The substitution of the part for the whole, or the whole

for the part.– E.g. a thousand head of cattle.

use your head to figure it out. (brain)

Imagery

• Simile– An explicit comparison between two things.

• Metaphor– A word or phrase is applied to an object or action that it

does not literally apply in order to imply a resemblance.

• Personification– To give human characteristics to a thing or abstraction.

• Symbolism– The representation of something by the use of symbols.

• Symbol– Something that represents or stands for something else,

usually an object used to represent something abstract.

Types of Sentence• A sentence is a group of words which contains a verb and

makes complete sense.• 5 types of sentence

– A statement.Most sentences are statements.Not interesting. Does not require comment.

– A question.Rhetorical question :Clarify or reinforce

– An exclamation.Used to convey a tone of amazement, shock or strong emotion.

Types of Sentence

• A CommandUsed in instructions and in writing aiming to persuade.

• A minor sentence.Where the verb is omitted for dramatic effect.Usually the verb ‘to be’E.g. He looked down the road. Nothing coming.Reasons for using minor sentences.

• Create impact, suspense, or urgency• Suggest informality• Abbreviations.

Forms of the verb ‘to be’

Basic verb Present tense

Past tense Past participle

be Am Was been

Is were

are

Paragraphing

• Short paragraphs are used to have an instant impact, or to be particularly easy to understand.– Can also have an introductory function.

• A single sentence paragraph may throw emphasis onto a statement or idea.It may be used to slow action and create suspense. OrClarify. OrReinforce.

Punctuation1. Inverted commas “ “

Four main purposes.a) Indicate the title of something.

E.g. play, book etc.b) For spoken words.c) For quotations.d) To mark off an individual word or phrase from the rest of the sentence.

E.g. If a word from a foreign language is used. If a word is used in a context that

deviates from its normal definition.

Punctuation• Lists or series

• Commas do not make a list.• A number of items make a list, and the separation between

these items is signalled by a comma or semi-colon.• You need to provide specific comment about what is being

listed, if this highlights anything and what the effect of the listing is.

Colon :

• Four main purposes.1. Introduce a quotation.2. Introduce a list.3. Introduce an explanation.4. Introduce an expansion of the previous statement.

Semi-colon ;

• Two main purposes.– It often comes between two statements

which are closely connected, or which balance or contrast one another.

– Used to separate a list of phrases.

A Single Dash -

• Three main purposes.– Used to add an extra piece of

information very much as a colon does.– Used to indicate a breaking off in a

sentence.– A series of dashes might be used

informally to convey an outpouring of ideas or emotions.

Two Dashes or Two Commas or Two Brackets

• Mark off an extra, non-essential piece of information in the middle of a sentence. A technique known as parenthesis.

• The information is only grammatically non-essential.

• It does provide additional information.• You need to identify the nature of the

information that is in parenthesis.• CONTEXT IS ALL!

Use of ‘and’ at the beginning of the sentence

• ‘And’ at the beginning of a sentence is always used deliberately to isolate and give prominence to an additional point the writer wants to make.

• It ought grammatically to be part of the previous sentence.

• In your answer there has to be an identification of what is made prominent and for what purpose.

• CONTEXT IS ALL!

Sentence Patterns• Many sentences depend for their effect on the order in which

their component parts are placed.1. Inversion.

Normal order.The subject comes first followed by the words

which tell us more about the subject (the predicate).

‘Flames leapt up and up’

Occasionally, this order is reversed and this alters the emphasis of the sentence.

‘Up and up leapt the flames.’

Tends to be used in shorter sentences.

Sentence Patterns• Repetition or Anaphora

A writer may decide to repeat certain word patterns to achieve a particular

purpose.E.g. ‘We shall fight on the beaches, we shall

fight on the landing grounds, we shall fight in the fields and the streets, we shall fight in the hills. We shall never surrender.

Winston Churchill 1940

Effect:

Sentence Patterns

• Climax and Anti-climaxClimax: placing a number of items in ascending order, with the most important kept till last.Anti-climax: When the author builds up to something which in fact does not come.

Sentence Patterns

• Antithesis.Arranging ideas within a sentence balancing opposites together to create a contrast.E.g. Those that I fight I do not hate. Those that I guard I do not love.

The opposition is conceptual not lexical.

Varieties of Language

Formal Informal

Usually written Usually spoken or at least a written version of conversational colloquial expression

No abbreviations Uses shortened forms

Grammatically correct May use looser sentence structures.

Wide range of word choice. Including complex or technical vocabulary

More common everyday words, some perhaps being non-standard English.

Impersonal tone - objective Personal approach - subjective

Tends to be factual May include feelings

Tone• Tone of the narrative voice.• Relates to the way in which anything is said. It refers to a

particular attitude or feeling conveyed by the writer.• Tone is created through word choice, imagery and language.• Examples:

– Flippant: showing an irreverent attitude to something normally taken seriously.

– Humorous: funny / entertaining.– Conversational: chatty / friendly.– Effusive: over the top, exaggerated.– Irony: Is the name given to the figure of speech where an author says

the opposite of what they really mean. Tongue in cheek is a form of irony, the writer sounds serious, but there will be a sense of ridicule.

– Satirical: An extreme form of irony. Holding a subject up to ridicule in order to attack it.

Mood• Character & setting.

1. An identification of an appropriate mood.2. Evidence from the text to support your choice.3. A comment on how the mood is created.

• Analyse using the following three steps1. An identification of an appropriate mood.2. Evidence from the text to support your choice.3. A comment on how the mood is created.

• Word choice• Imagery• Language

Atmosphere

• Just as in tone you are looking for the ‘voice’ in which something is said.

• In atmosphere you are looking for some sort of involvement of the senses.1. Sight2. Sound3. Smell4. Taste5. Feel

• Sensory information

Tone, Mood & Atmosphere

• Atmosphere Setting Macro

• Mood

• Tone Voice Micro

Question Types

• Understanding– Context– Own words– Link

• Analysis– General analysis / language– Contrast– Word choice– Imagery– Structure / punctuation– Tone– Sound techniques

Question Types

• Evaluation– General evaluation– Effectiveness of a conclusion– Questions on both passages

• Style• Content

Understanding

• Context– Define or give the meaning of the word

or phrase.– Identify and quote the context clues

• 2 marks = 1 piece of evidence• 3 marks = 2 pieces of evidence

– Explain how it helped you arrive at the definition / meaning.

• CONTEXT IS ALL!

Understanding

• Own words– Find the answer (underline).– Put in own words (simplify).– Number of marks indicates the number

of answers required.

• CONTEXT IS ALL!

Understanding

• Link– Identify part of the sentence that links

back.– Identify the topic that it links back to.– Identify the part of the sentence that

links forward.– Identify the topic that it links forward to.– Some link question may only be looking

for a link back or forward (1/2 link).

Analysis

• General Analysis / Language– Word choice– Imagery– Structure / punctuation– Tone

Analysis

• Word Choice– Identify word.– Give connotations.– The number of marks gives an indication

of the number of words requiring analysis.

• CONTEXT IS ALL!

Analysis

• Contrast– Contrasting items have a suggestion of

‘opposite’.– Identify something positive and something

negative.– Explain difference (use the context to do this).

• Why are these items contrasted, which feature is being highlighted?

– Do not simply say one is positive and the other negative.

– CONTEXT IS ALL!

Analysis

• Imagery1. Identify image.2. Explain literal meaning / root.

• What is the root of the image?

3. ‘A is literally 4. In what way are the two similar5. Explain connection to writer’s point.

• Complex example– ‘In fact, modern Westerners are like thirsty people

drinking from a muddy puddle on the banks of a great river of clear water, as if they simply had not noticed the river’s existence, or did not know that they could drink from it. The river in question is philosophy.’ 4 mark deconstruction

Analysis• Structure / Punctuation

– Punctuation; semi-colon: colon‘ ‘ inverted commas, comma? question mark! exclamation mark- Dash- -, , parenthesis( )

- Sentence Types- Minor- Question (rhetorical)- Exclamation- Command

- Repetition- Long Sentences- Short sentences

Analysis

• Tone– Identify the tone– Analyse: Word choice

Structure / PunctuationImagery

Remember tone is connected to the purpose of the piece.E.g purpose = entertain

tone = irony

Analysis

• Sound techniques– Onomatopoeia– Alliteration– Assonance– Sibilance

• Identify the technique• Identify the sound• Explain the reason for utilisation

– E.g /s/ = evil– Biblical source: snake = evil

• Context is all.

Evaluation

• General Evaluation– Requires analysis of some or all of the

following areas:• Word choice• Imagery• Structure / Punctuation• Tone

– ‘This is effective because …’– Avoid criticism except in the case of

clichés.

Evaluation

• Effectiveness of a conclusion (sentence or paragraph)– Identify the function;

• To summarise• Clarify writer’s stance

– Demonstrate an understanding of the sentence or paragraph (summarise the main points in your own words).

– ‘This is effective because…’

Evaluation

• Questions on both passages.– Style

• Use the answers that you have already written to help support your line of argument - analysis questions.

• To evaluate style you can analyse– Word choice– Imagery Provide specific– Structure / punctuation examples– Tone– Arguments are supported by facts and data

» Dates Quote & explain how

» Statistics this enhances » Specific locations / names reliability

• You should also consider the purpose of the piece of writing.• The conclusion should reinforce your choice of passage

preference and summarise the justification.

Evaluation• Questions on both passages.

– Content• Areas to consider

– The passage offers solutions, not just identifies problems.– Which passage enhances your understanding.– Presents 1 or both sides of an argument.

» Provide evidence of this through a summary of the main points.– Arguments are supported by facts and data

» Dates Quote & explain how» Statistics this enhances » Specific locations / names reliability

– Entertaining / humorous / uses anecdotes– Consider the purpose of the writing.– The conclusion should reiterate the passage preference and

summarise the justification.– You must demonstrate a clear and concise understanding of both

passages. Summarise the main points and identify the writer’s stance.

Putting it into Practice

2001 Close Reading

Muhammed Ali

In Your Own Words

• Question 5

Summarise the main reasons for "mainstream America's rejection" of Muhammed Ali. You should refer to lines 81 -104 in your answer and use your own words as far as possible.

5U

Marking Instructions & Candidate Response (2A)

Beware of mechanical marking (five reasons = five marks). A candidate who clearly understands themain ideas and expresses them well should be rewarded appropriately even if five separate points are not made.Mere listing of actions without explanation = 0. Some comment needed.Main reasons are:i. He was black in an age of widespread racial intoleranceii. He changed his name thus denying his American heritageiii. He converted to Islam which many Americans regarded with suspicioniv. He stepped outside mainstream America's beliefs and way of lifev. He refuse to fight in the Vietnam War.vi. He was a figure who actively unsettled mainstream America and opposed the established order

He was rejected even though he returned a winner because of the racial hatred and discrimination which existed at that time in America. His decision to change his name from Clay to Ali also contributed to him not beingaccepted, as did changing his religion to the Muslim faith. His refusal to fight in Vietnam was unpatriotic and brought criticism and a ban from boxing. A final reason was that he was viewed as being a distressing and distressed figure who challenged traditional views and ideologies.

Marking Instructions Candidate’s Response

Beware of mechanical marking (five reasons = five marks). A candidate who clearly understands themain ideas and expresses them well should be rewarded appropriately even if five separate points are not made.Mere listing of actions without explanation = 0. Some comment needed.Main reasons are:i. He was black in an age of widespread racial intoleranceii. He changed his name thus denying his American heritageiii. He converted to Islam which many Americans regarded with suspicioniv. He stepped outside mainstream America's beliefs and way of lifev. He refuse to fight in the Vietnam War.vi. He was a figure who actively unsettled mainstream America and opposed the established order

Mainstream America rejected Ali because of their racist culture which did not like seeing blacks succeed. He was also rejected when he replace Cassius Clay (a name that was acceptable to mainstream Americans) withan Islamic name, Muhammed Ali. His practice of Islam also alienated him from the mainstream. Middleclass America also regarded his refusal to fight in Vietnam as unpatriotic and regarded him as a maverickfigure who was outspoken in his rejection of American values.

Marking Instructions & Candidate Response (2B)


Senior Examiner’s Marks

Mark given by Marking Team and CommentsCandidate A: 3 marks awarded

He was rejected even though he returned a winner because of the racial hatred and discrimination which existed\at that time in America (point (i), 1 mark) His decision to change his name from Clay to Ali also contributed to\him not being accepted (point (ii) but no explanation, 0 marks) as did changing his religion to the Muslim faith (point (iii) but no explanation, 0 marks). His refusal to fight in Vietnam was unpatriotic and brought criticism and a ban from boxing (point (v), 1 mark) A final reason was that he was viewed as being adistressing and distressed figure who challenged traditional views and ideologies. (point (vi), 1 mark)

Candidate B: 5 marks awarded

Mainstream America rejected Ali because of their racist culture which did not like seeing blacks succeed(point (i), 1 mark) He was also rejected when he replace Cassius Clay (a name that was acceptable tomainstream Americans) with an Islamic name, Muhammed Ali. (point (ii), 1 mark). His practice of Islam also alienated him from the mainstream (point (iii), 1 mark). Middle class America also regarded hisrefusal to fight in Vietnam as unpatriotic (point (iv), 1 mark) and regarded him as a maverick figure who was outspoken in his rejection of American values. (point (vi), 1 mark) However, the overall grasp ofthe material is so clear, and clearly expressed, that even if one of the items had been missing, the candidate would still have gained 5 marks.


Word Choice

• Question 6By referring to lines 25 – 44, show how the writer uses word choice to convey the intensity of his feelings about Muhammed Ali.

4A

Marks will depend on the quality of comment about the connotations of individual words and phrases,and may be awarded 2+2, 1+3 or (possibly) 1+1+1+1. Mere definition/glossing of words can gain no more than half marks. Reference alone 0.The possibilities are numerous. The most likely are inspiration/shivered/electric shock/pulverised/glorious/transcendentally.../holy spirit/the touch/glory...

The writer uses "inspiration" and "glorious" to describe Muhammed Ali to show that he is very fond of him and that he looks up to Muhammed. "holy spirit" suggest Ali is like a god to him. "great Ali" shows how much he thinks of him and that Ali is an amazing boxer.



Marks will depend on the quality of comment about the connotations of individual words and phrases,and may be awarded 2+2, 1+3 or (possibly) 1+1+1+1. Mere definition/glossing of words can gain no more than half marks. Reference alone 0.The possibilities are numerous. The most likely are inspiration/shivered/electric shock/pulverised/glorious/transcendentally.../holy spirit/the touch/glory...

The use of image and word choice of his body shivering as if he had an "electric shock" shows the intensity as electricity is powerful and an electric shock flows right through your body just like his feelings. The use of "holy" shows the intensity as he thought that Ali was "holy" Religion is an incredibly strong belief and is hard to let go of and by describing Ali as "holy" he is showing the intensity of his feelings about Muhammed Ali. The use of "touch and glory" shows the intensity as it shows how Ali affected him by one touch and therefore the feelings must have been incredibly intense to affect him. The use of "glory" shows the immensity of thefeelings as it is the best feeling one person can give to another and Ali was able to.



Candidate A: 1 1/2 marks awarded

The writer uses "inspiration" and "glorious" to describe Muhammed Ali to show that he is very fond of him and that he looks up to Muhammed. (combination of "inspiration" and "looks up to" is quite weak but worth half a mark) "holy spirit" suggest Ali is like a god to him. (slightly stronger comment - 1 mark) "great Ali" shows how much he thinks of him and that Ali is an amazing boxer. (very weak comment - 0)


Mark given by Marking Team and Comments


The use of image and word choice of his body shivering as if he had an "electric shock" shows the intensity as electricity is powerful and an electric shock flows right through your body just like his feelings. (connotations of "electric shock" dealt with reasonably well - 2 marks) The use of "holy" shows the intensity as he thought that Ali was "holy" Religion is an incredibly strong belief and is hard to let go of and by describing Ali as "holy" he is showing the intensity of his feelings about Muhammed Ali. (repetitive but gives good comment on connotations of "holy" - 2) The use of "touch and glory" shows the intensity as it shows how Ali affected him by one touch and therefore the feelings must have been incredibly intense to affect him. (little of value here – 0) The use of "glory" shows the immensity of the feelings as it is the best feeling one person can give to another and Ali was able to. (possibly trying to gloss "glory" - could gain half a mark, but already the maximum of 4 marks has been achieved.)



Imagery

• Question 4bShow how effective you find the writer's use of imagery to convey his feelings about what happened to Ali's money. In your answer you should analyse two examples.

4A/E


For full marks, there must be awareness that Ali is perceived as a victim.Reference alone / mere identification of image: 0 marksi) "haemorrhaged" (line 61) speed of flow/seriousness of consequencesii) "retinue" (line 62) suggestion of Ali as king and followers living off him...iii) "leeches" (line 65) slimy nature of hangers on, slow effect of their actions, seriousness ofconsequences for Ali...iv) "plundered" (line 66) rapacity of followers conduct, suggestion of large amountsinvolved...v) "amassing" (line 67) hoarding instinct of followers, large amounts, length of time...

The imagery of "the money haemorrhaged" shows the suddenness of the complete stop of money like a brain haemorrhage when the blood can no longer flow and is a sudden and major thing (life-threatening). The use ofthis image shows the complete and sudden stop in Ali's income and is very effective in this. Secondly the description of the people he knew and were poor as "leeches" is a good image as it shows how they took all of hismoney like leeches who do not let go until they had enough blood. "leeches" is effective as they sucked him dry leaving him in a state of poverty. This image of Ali's poor friends is effective as it shows the immensity of whatthey did.



For full marks, there must be awareness that Ali is perceived as a victim.Reference alone / mere identification of image: 0 marksi) "haemorrhaged" (line 61) speed of flow/seriousness of consequencesii) "retinue" (line 62) suggestion of Ali as king and followers living off him...iii) "leeches" (line 65) slimy nature of hangers on, slow effect of their actions, seriousness ofconsequences for Ali...iv) "plundered" (line 66) rapacity of followers conduct, suggestion of large amountsinvolved...v) "amassing" (line 67) hoarding instinct of followers, large amounts, length of time...

"Haemorrhaged" is used well here. The imagery relates to the sport that Ali plays and boxing can be a “bloody" sport. The word "haemorrhaged" also allows you to understand how much money he lost as when you haemorrhage you normally lose a lot of blood. "outright leeches" This imagery allows you to see exactly w hat Ali's "friends" were like they just used him for money.



Candidate A: 3 marks awardedThe imagery of "the money haemorrhaged" shows the suddenness of the complete stop of money like a brain haemorrhage when the blood can no longer flow and is a sudden and major thing (life-threatening). The use ofthis image shows the complete and sudden stop in Ali's income and is very effective in this. (because the meaning of "haemorrhaged" is misunderstood there is not a lot to credit except the idea of "life threatening"- half a mark) Secondly the description of the people he knew and were poor as "leeches" is a good image as it shows how they took all of his money like leeches who do not let go until they had enough blood. "leeches" is effective as they sucked him dry leaving him in a state of poverty. This image of Ali's poor friends iseffective as it shows the immensity of what they did. (a quite full deconstruction of the image - 2 and a half marks.)


Candidate B: 2 marks awarded"Haemorrhaged" is used well here. The imagery relates to the sport that Ali plays and boxing can be a "bloody" sport. The word "haemorrhaged" also allows you to understand how much money he lost as when you haemorrhage you normally lose a lot of blood. (understanding of meaning but a fumbling sort ofcomment - 1 and a half marks) "outright leeches" This imagery allows you to see exactly w hat Ali's "friends" were like they just used him for money. (half for some idea of his being a victim - generous)



Sentence Structure

• Question 2bShow how the writer uses sentence structure in lines 21 - 35 to dramatise his view about destiny and Muhammed Ali.

4A


Possible features of sentence structure include:i) conjecture/ answer structure of lines 21 - 23ii) the comparatively long conjecture "I have often.." followed by the very short answer.iii) the short "Probably not" aloneiv) the list of adjectives to describe America in 1960 (lines 23 - 24)v) the pivotal position and/or shortness of "Destiny determined otherwise" (line 27)vi) the shortness/and/or balance provided by "A legend...making" (lines 27 - 28)vii) the list of attributes describing Ali s personality (lines 29 - 30)viii) the contrasting list of events which describe his life (lines 31 - 35)ix) the parenthetical "eventually" (line 34)x) the overall varietyxi) contrast between short and long sentences.

The use of the short sentence in "probably not" shows clearly that the author is dramatising his view as it brings emphasis to the fact that Muhammed Ali would not have been famous if he had not got on the plane. The long complex sentences starting "In 1960" dramatises the author's view as it is listing the issues that Ali had to come up against. By the use of this long complex sentence it also gives a rambling nature and emphasises the magnitude of which Muhammed Ali had to overcome. The short sentence in "A legend was in the making" draws our attention to what is being said and is a good introduction to the next long complex sentence. The long sentence beginning with "What overwhelms" dramatises the view as again by the lists and the length it shows the huge volume of things Ali had to overcome.



Possible features of sentence structure include:i) conjecture/ answer structure of lines 21 - 23ii) the comparatively long conjecture "I have often.." followed by the very short answer.iii) the short "Probably not" aloneiv) the list of adjectives to describe America in 1960 (lines 23 - 24)v) the pivotal position and/or shortness of "Destiny determined otherwise" (line 27)vi) the shortness/and/or balance provided by "A legend...making" (lines 27 - 28)vii) the list of attributes describing Ali s personality (lines 29 - 30)viii) the contrasting list of events which describe his life (lines 31 - 35)ix) the parenthetical "eventually" (line 34)x) the overall varietyxi) contrast between short and long sentences.

Sentence structure dramatises the writer's view about destiny and Muhammed Ali. By having a longsentence followed by a short one "probably not". This short sentence shows his view on destiny as he is saying if Ali didn't go on the plane to Italy would he have become so famous. When he is talking about Ali getting a breakthrough the sentence is split up into commas this creates a climax of what it was like for black men in America.When talking about Muhammed Ali again the sentence is split up into commas this time it is creating a listabout what Ali has been through in life creating a climax as well. This paragraph starts with a shortsentence "destiny determined otherwise" This also creates a climax.



The use of the short sentence in "probably not" shows clearly that the author is dramatising his view as it brings emphasis to the fact that Muhammed Ali would not have been famous if he had not got on the plane. (weak comment - 0) The long complex sentences starting "In 1960" dramatises the author's view as it is listing the issues that Ali had to come up against. By the use of this long complex sentence it also gives a rambling nature and emphasises the magnitude of which Muhammed Ali had to overcome. ( identification of listing, length and complexity coupled with "the magnitude" shows understanding of the structure - 2) The short sentence in "A legend was in the making" draws our attention to what is being said and is a good introduction tothe next long complex sentence. (identification but no valid comment - 0) The long sentence beginning with "What overwhelms" dramatises the view as again by the lists and the length it shows the huge volume of things Ali had to overcome. (same kind of comment as above - 2)


Candidate A: 4 marks awarded


Sentence structure dramatises the writer's view about destiny and Muhammed Ali. By having a long sentence followed by a short one "probably not“ (identification but no comment - 0) This short sentence shows his view on destiny as he is saying if Ali didn't go on the plane to Italy would he have become so famous. (mere paraphrase - 0) When he is talking about Ali getting a breakthrough the sentence is split up into commas this creates a climax of what it was like for black men in America. (a glimmering of understanding shown in concept of climax - half a mark) When talking about Muhammed Ali again the sentence is split up into commas this time it is creating a listabout what Ali has been through in life creating a climax as well. (climax, taken along with "what he has been through in life as well" is a little stronger than the previous comment - 1) This paragraph starts with a short sentence "destiny determined otherwise" This also creates a climax. (third time unlucky - thereis no valid comment here - 0)


Candidate B: 1 1/2 marks awarded

Tone

• Question 11 b"This was marginally inconvenient...boxing gold." (lines 16 - 18)

What tone is adopted by the writer in this sentence? Go on to explain briefly how effective you find this tone in the context.

2 A/E


Ironic, tongue-in-cheek, sarcastic, dry, humorous...(1)Acceptable explanation of effectiveness/ineffectiveness (1)Such explanations include:i) effective as it points up the humour/farcical nature of the situationii) effective as it points up how human the young "hero" actually wasiii) effective as it points up how much emotion America had invested in himiv) ineffective/effective as it belittles a potentially serious situationThe above list is not exhaustive. Candidates will offer other explanations whose acceptability will haveto be judged by the marker.

The tone is humorous and it is effective as it stresses the "inconvenience" of having this fear. The humour is in"marginally" as this is a huge understatement and it emphasises how disruptive this fear would be to his career.



Ironic, tongue-in-cheek, sarcastic, dry, humorous...(1)Acceptable explanation of effectiveness/ineffectiveness (1)Such explanations include:i) effective as it points up the ii) effective as it points up how human the young "hero" actually wasiii) effective as it points up how much emotion America had invested in himiv) ineffective/effective as it belittles a potentially serious situationThe above list is not exhaustive. Candidates will offer other explanations whose acceptability will haveto be judged by the marker.

This is a serious angry tone . The content is effective at creating this tone because the author goes on to say Cassius was so popular worldwide he needed to go back on a plane and it took a long while to persuade him to do so.


Senior Examiner’s Marks Mark given by Marking Team and Comments


The tone is humorous (1) and it is effective as it stresses the "inconvenience" of having this fear. The humour is in"marginally" as this is a huge understatement and it emphasises how disruptive this fear would be to his career.(very good answer)

Candidate B: 0 marks awardedThis is a serious angry tone (0). The content is effective at creating this tone because the author goes on to sayCassius was so popular worldwide he needed to go back on a plane and it took a long while to persuade him to do so (0)

Question on Both Passages

• Question 11bWhich writer's style do you prefer?Justify your view by referring to both passages and to such features as structure, anecdote, symbolism, imagery, word choice...

5 A/E


Mark on merit. For full marks to be possible, reference must be made to both passages but not necessarily in equal measure. Reward fully any answer which presents a clear line of argument and illustrates this by closely analysing examples of selected features. Candidates may make use of material from previous questions. Candidates may refer to features not listed in the question. Generalised answers will gain little credit.

I prefer the writer's style in passage two as he relates his feelings about Muhammed Ali to an important experience in his life. The "bat" symbolises a part of the boy's childhood which ended when he found Ali. When he had his bat it was the most important thing in his life, nothing could stop it and it filled him with pride. However when it broke the bat was replace with something more important and was carried into his future.This use of the anecdote and the symbolism show that the child is beginning to grow up and subtly introduces Muhammed Ali's influence on the boy. The imagery of Ali as a "grand knight" is good and effective as it shows the strength of Ali's character through the eyes of a child and the impact it has had on the child as a make believe character has been brought to life by Ali. The style is also more personal and therefore there is more feeling in the discussion about Ali which thus brings through Muhammed Ali's, greatness. The word choice also helps in the writer's style as certain words have more effect on the passage as a whole including"holy" and "shivered" All in all the second passage is more effective in the discussion of Muhammed Ali, the greatest boxer and man of all time.


Mark on merit. For full marks to be possible, reference must be made to both passages but not necessarily in equal measure. Reward fully any answer which presents a clear line of argument and illustrates this by closely analysing examples of selected features. Candidates may make use of material from previous questions. Candidates may refer to features not listed in the question. Generalised answers will gain little credit.

I prefer the second writer. I feel I can relate to this more as he was just a little boy. Images of his home-life "neighbourhood" give a very real and raw setting which I feel I can relate to. Factual information such as references to dates "1967" gives all the important information. Imagery such as the way the boy felt when he had the bat "golden prince" are images the reader can relate to as a child. Ali is also shown as a symbol for a better life. At the writer's time of life we see how he was affected by the change due to Ali, it makes everything seem more clear and real to the reader. Word choice used by the writer such as "Black possibilities“ is words which we would not use now but it shows the harsh reality it was to be black. This writer's style shows all the real raw emotions "cried"felt by the blacks at that period of time and shows the reader the effects and the harsh nature it had on them.




I prefer the writer's style in passage two as he relates his feelings about Muhammed Ali to an important experience in his life. The "bat" symbolises a part of the boy's childhood which ended when he found Ali. When he had his bat it was the most important thing in his life, nothing could stop it and it filled him with pride. However when it broke the bat was replace with something more important and was carried into his future. This use of the anecdote and the symbolism show that the child is beginning to grow up and subtly introduces Muhammed Ali's influence on the boy. The imagery of Ali as a "grand knight" is good and effective as it shows the strength of Ali's character through the eyes of a child and the impact it has had on the child as a make believe character has been brought to life by Ali. The style is also more personal and therefore there is more feeling in the discussion about Ali which thus brings through Muhammed Ali's, greatness. The word choice also helps in the writer's style as certain words have more effect on the passage as a whole including "holy" and "shivered" All in all the second passage is more effective in the discussion of Muhammed Ali, the greatest boxer and man of all time. (Good comments on symbolism and anecdote; sensible - eventually - on imagery; weaker on word choice - no analysis. Enough easily to gain 5 marks butonly 4 can be awarded because only one passage has been dealt with.)




I prefer the second writer. I feel I can relate to this more as he was just a little boy. Images of his home life "neighbourhood" give a very real and raw setting which I feel I can relate to. Factual information such as references to dates "1967" gives all the important information. Imagery such as the way the boy felt when he had the bat "golden prince" are images the reader can relate to as a child. Ali is also shown as a symbol for a better life. At the writer's time of life we see how he was affected by the change due to Ali, it makes everything seem more clear and real to the reader. Word choice used by the writer such as "Black possibilities“ is words which we would not use now but it shows the harsh reality it was to be black. This writer's style shows all the real raw emotions "cried" felt by the blacks at that period of time and shows the reader the effects and the harsh nature it had on them. (generalised answer making a few points attached loosely to selected references - just scraping to 2 marks)



Close Reading Ms Ness. General Tips Note the number of marks that the question is worth. –This...

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