Standard Grade English

Close Reading

Types of Question? Understanding

Analysis

Evaluation

What do they test you on?

Understanding Testing whether you have grasped the

meaning of a text.

Often you will be asked to quote an expression. Key tip – no more than 6 words.

If not asked to quote you should always use your own words, replacing those of the text with a suitable synonym.

Example We were in Dracula’s castle sited on the

remote Tihuta mountain pass where the Victorian Gothic novelist Bram Stoker based the home of his fictitious vampie – two days’ carriage ride from Bistrita in northern Transylvania.

Give two pieces of evidence which suggest that Bram Stoker wrote the novel Dracula more than 100 years ago.

Analysis Sometimes you will be asked to explain

the effect of an image or a certain technique.

You may be given a phrase from the text and asked to comment on its use.

What you need to think about is what the writer was trying to do. What picture? What emotion?

Analysing the Image Think of the example,

‘Fred is a pig’. What you need to do

is look at what is being compared.

Take each part separately.

Which features of item 1 are being given to item 2?

Analysing the Image Once you have

decided which features are being compared, you then need to decide on the effect of this comparison.

What does it suggest? What makes this

comparison effective?

Task – Practice!Here are some examples of similes, metaphors and

personifications. Identify each and explain its effectiveness.

1. The surface of the lake mirrored the trees by its edge.

2. The tramp looked like a bundle of old rags.3. The rain came down in buckets.4. The wind in the trees crooned softly.5. His remark in class was met with stony silence.6. The pond was so still it was like clear glass.7. The actor gave a very wooden performance.8. The long train journey was a nightmare for the

young mother.

Note: When asked to explain the effectiveness of

an image you must think about the comparison being used.

Think about the features which are being transferred from one item to another.

Then, explain what this comparison suggests. What extra information does it give you?

http://www.bbc.co.uk/apps/ifl/scotland/education/bitesize/standard/gigaquiz?path=english/close_reading/appreciating_writer_test&infile=appreciating_writer_test

Evaluation Questions Come at end of paper – focus on effectiveness of

techniques. Use a quotation. You should then go on to explain why it is being

used (what is the effect). You should keep in mind the message and tone of

the whole passage. Bear in mind the overall ideas, emotions etc the

writer wished to communicate. If asked about the effectiveness of the title, think

about how it links with the ideas from the text.

Question Types & Key Concepts Context questions: you must (1) give a definition

of the word and (2) explain how the information around it links with this idea. It is a good idea to quote a further word which means something similar.

Contrast: ensure evidence given displays clear opposites.

Word choice: consider what the word means and what is suggests.

How ideas are carried on: quote words with similar meaning and explain what they suggest.

Question Types & Key Concepts Looking at feelings: think about word choice and

what is suggested about the character’s emotions.

Looking at the writer’s feelings: found when looking at newspapers. Again, consider word choice as often reflects attitude.

Questions about links: look for linking words and phrases such as ‘and’, ‘but’, ‘however’. Identify words which refer to previous idea and those introducing new topic.

Question Types & Key Concepts Style – Typically you are asked to recognise the

difference between formal and informal styles. Formal – Complex language and sentences,

always grammatically correct, impersonal tone, more factual.

Informal – Uses colloquial (aka slang) expressions, abbreviations, personal pronouns (I, you) making it more subjective.

“” – You may be asked to recognise when something is spoken. Often inverted commas indicate something is possibly false or ‘so-called’.

Sentence Structure - PunctuationColon (:) Used to introduce a list, an explanation, a quotation,

an illustration. Its purpose is to introduce something which completes the idea.

Semi-colon (;) Connects closely related ideas, sometimes contrasting. Also used to separate items in a list.

Comma (,) Separating marks often used to indicate a list, but also to separate clauses or phrases within a sentence.

Ellipsis (…) Often used to show a ‘tailing off’, show thought, suspense, rambling. Often used in fiction to suggest uncertainty.

Dash (-) Can have same function as a colon. Also used to indicate an unfinished sentence, giving a more dramatic break to the ideas.

Brackets () Used to give additional information. Often used to give an ‘aside’, a personal comment/thought.

Sentence Structure – additional advice What idea or emotion is the writer trying to put

across? How is the reflected in the sentences used? Complex sentences (;:,) often used to indicate an

excess of information, overwhelming ideas or emotional intensity.

Short sentences/minor sentences are often used to hook our attention at the start, at points of suspense or to suggest a chatty, informal style.

Technique Test

Key terms you need to know!

Define and/or give examples of: A simile. Personification. Alliteration. Rhetorical question. Sarcasm. Dialect. Metaphor. Tone. Pun.

Techniques and Terms Go to:http://chilleng.wikispaces.com/S4

Download document!

Word Choice Think about the particular connotations

linked with the word and what it is being used to suggest.

Skinny vs slender. Home vs house. Antique vs old. Devour vs consume. Assertive vs pushy

Sentence Structure

Long and complex/short simple sentences Complex sentences often used to show complex ideas; short sentences have impact.

Repetition of words or phrases Places emphasis on a certain idea.

List (possibly following a colon or dash) Gives detail or shows complexity.

Questions/exclamations/commands Used to suggest tone e.g. questions may show confusion or anger.

Minor sentences (no verb) Chatty style or create tension.

Unusual word order in sentence Places emphasis on a particular part. Sometimes used to build up tension towards end (climax).

Sentences with a repeated pattern but with a contrast in ideas.

Highlights difference between two sides

Parenthesis Gives extra information, a personal comment, or further explanation.

Standard Grade Revision

Writing Exam

Looking at the Criteria Any piece of writing is marked on the

following areas:

Expression and Style. Content/Ideas and Relevance. Structure, Paragraphing and technical

accuracy. Intelligibility!

So what does this mean? Plan your writing: brainstorm bullet point. Proof reading is VITAL! Not sure about spelling? Use a synonym. Avoid repeating the same word/phrase too often. Is it good? Great? Fantastic? Or maybe

phenomenal? Remember you can use // to mark a new

paragraph. Top tip – Tipex!

Important Reminders The next few slides are aimed at revising

key features of writing. You should copy each note into your jotter. Even if you think you won’t attempt an

imaginative piece with dialogue – you should still copy the note!

Dialogue Direct speech and reported thought must be

placed within ‘speech marks.’ Each time the speaker changes, you should take

a new line. Capital letters must always be used at the start of

speech. Before the closing speech mark, you must use

some form of punctuation. If the sentence continues after the speech, you

must use a comma; ‘He seems nervous,’ whispered Jane. ‘Perhaps we should help?’

Sentence Variation A simple sentence has at least a subject and a

verb e.g. ‘He died.’ You should try to use sentences of different

lengths through your writing. Long sentences can be created using

conjunctions such as ‘and’ or ‘but’. Different types of sentence can suggest different

attitudes/emotions e.g. command versus exclamation.

You can alter the order of information in your sentence for effect. Compare ‘Hugh entered the room slowly’ and ‘Slowly, Hugh entered the room.’

Show not Tell In creative and personal writing, aim to describe

places, people and events rather than simply stating.

Rather than saying, ‘Hannah seemed angry,’ you could say, ‘ Hannah shoved her way into the room. Her face was verging on purple, a piercing look in her eye.’

The verbs and adjectives you use can suggest a lot more and can create mood/atmosphere; ‘The room was filled with abandoned toys; rusted tin soldiers, dolls with fading dresses and teddies revealing their stuffing. Underfoot, the floor creaked and groaned…’

SensesWhen describing a setting, make sure that

you take into account each sense.

You should try to include enough sense detail to give an impression of the place.

How to ‘hook’!

Opening lines

Discursive Writing Remember the different types: provocative, illustration,

anecdote. Past paper question – 2008: All you need is an

audience. The media give young people the idea that success comes easily. Give your views.

Provocative: Nowadays it doesn’t take much to become rich and famous. Most ‘celebrities’ today have no talent whatsoever.

Illustration: Her face was splashed across every tabloid. The phone was ringing off the hook. It seemed everyone wanted a piece of her. What made her so popular? Not much. A link with a star, slight bending of the truth and cha-ching, instant cash!

Anecdote: Recently I’ve struggled to understand why certain people are given so much attention in the media. Take Jordan for instance. Every time I pick up a magazine I seem to come across a detailed account of her life in LA, her struggling relationship, her drunken nights out… Is this success?

Discursive Writing How could you begin the following:

We do not give the older generation the respect they deserve. Give your views.

Note – you can make up an anecdote!

Creative – Short story You are asked to develop setting,

character and plot. As part of your plan, why not think about

the mood and atmosphere you wish to create? Is this a happy, sad, tense, romantic or dramatic story?

Set the scene, then introduce character into your location.

Think about structure: flashback or flash-forward.

Creative – Short story Create suspense: try using dialogue to introduce

action but only hint at vital clues to events. Leap into the event: avoid the ‘once upon a time’

type openings. Instead, involve us in the event. Thought: 3rd person is recommended, but

remember you can include thoughts and feelings of characters without having to ‘report’ it.

‘Where is he?’ she wondered. ‘Why is he so late?’ Where was he? Why was he late?

Plot One central event. Short period of time. Build up towards a ‘peak’ in the action. Final resolution at end. Sometimes ends with a twist. May include a ‘moral’ / lesson learned.