U• Meaning

• Identifying Points

• Following Arguments and Tracing Developments

• Summarising a Number of Points

• Links

E• Effectiveness of a Technique

• Effectiveness of an Example or Illustration or Anecdote

• Effectiveness of a Conclusion

• Questions on Both Passages

A• Structure

• Figurative Language (Imagery)

• Word Choice

• Stance

• Introduction

• The Close Reading examination will ask you to answer questions on 2 previously unseen non-fiction prose passages which are related in theme.

• The questions will test your ability to understand the writer's ideas, to analyse the writer's techniques, and to evaluate the effectiveness of the writing.

• After each question, there are two valuable bits of information: First is a number which tells you how many marks are available for that question; Second is a code letter which signifies the reading skill being tested.

• U - Understanding• A - Analyse• E – Evaluate

• Sometimes codes are combined. This can look confusing. The most common combination is A/E, which indicates that as well as evaluating the information in a passage, the answer should also analyse the language. The U/E questions ask you to show your understanding of the ideas in the passage and make an evaluation of them.

• Understanding

• In these questions you are being tested on how well you understand important points the writer is making in the given passage.

• Look out for words like 'explain' or 'main points' or 'line of thought' in the question.

• Remember always to use your own words; • Do not simply repeat words from the passage. It is

important to show that you understand the question by using other words with a similar meaning.

• In a close reading question sometimes it is simply a matter of identifying a key word and showing that you understand what it means.

• Understanding

• It soon became obvious that the antiquated approach taken by the judge was inappropriate.

• Question – Explain why the judge's method did not work.

• Note that it doesn't have to be a complex sentence.

• The point is to show that you can paraphrase or describe in your own words.

• If your answer uses the word 'antiquated' you will not score

any marks, but 'out of date' clearly demonstrates that you know what it means.

Understanding

• Other questions will ask you to summarise key points from an excerpt or paragraph. • In these questions you will need to show that you have grasped the main ideas.

• For questions like these, it is acceptable to use note form or bullet points.

Example

When travelling around it is important to remember to carry official documentation, such as passport and visas, with you at all times. If travelling by car, from time to time there are road-blocks, manned by the military, where you will have to pay to pass through. These are not always official tolls, but the amount demanded is usually very small and may well be supporting an entire family in the local village. If you are flying, it is important to choose carefully which airline you use. Some have a very poor safety record. Recently it has become easier to move around the country, but it is important to be aware of the places that are off-limits.

• Question

Summarise the key points in the paragraph.

• Answer

The paragraph outlines some things to be aware

of when travelling:

• passports and visas • road-blocks • tolls • safety record of airlines • off-limits areas

• Summary

• Use your own words • Keep your answers concise • Try to work for all the marks on

offer• Use bullet points IF YOU CAN

• Analysis

• In these questions you are being asked to show how writers use particular techniques to get their points across effectively.

• It is assumed that you understand what the point is, so the whole of your answer must be about the techniques.

• Look out for phrases like 'show how' or 'the language of lines ...' or 'the effect of' in the question.

Analysis

• You don't score any marks just for picking out the words. All the marks depend on the quality of your comments.

Example• Cooking is a subtle alchemy. There is magic

involved in creating delicious food for people to eat. Blending certain flavours and textures, understanding the effect herbs and spices can have on a dish and instinctively knowing when to throw in that pinch of something is a gift. It is not something you can learn.

• Question What does the writer's word choice tell you

about his admiration for cooks?

• An answer to a word choice question,

which picks out five important words from this passage and does not explain why the writer has used them, will score no marks.

• The answer which picks out a word and makes a perceptive and relevant comment on its CONNOTATIONS will score 2.

Analysis

• 1. Often the question will help you understand where to focus your response

In the example above, because of the word 'admiration' in the question, you know that you need to look for words that show cooking in a positive light.

• 2. Remember to check the number of marks.

These questions are often for 4 marks, so a substantial answer is needed. The more relevant and to the point your answer is, the more chance you have of scoring full marks.

• 3. Check also that you are doing exactly what the question asks for:

Is it asking for a number of techniques to be dealt with? Is it asking for more than one example of a technique?

You can't score full marks if you don't fulfil the demands of the question.

• Summary of ANALYSIS questions

• Always comment on the words you choose

• Look for the number of marks awarded for an answer

• Study the wording of the question to inform your answer

• Are you doing what the question is asking

• You must say ‘why’ any technique is being used(‘in order to…’)

• Evaluation

• In these questions you are given the opportunity to express your opinion about the ideas and/or the styles of writing in the passages.

• It's important for you to give a considered opinion, based on your understanding of the ideas, and an appropriate analysis of the style.

• The only way you can show this is to continually refer to the passage. Look out for phrases in the question like 'how effective' or 'to what extent' or 'in your opinion' or 'which passage did you find more'.

• Evaluation questions which come in the 'Question(s) on both Passages' section at the end of the paper pose a bit more of a problem.

• They can be worth more marks and you may well be running short of time, so it's important that you approach them with a clear plan in mind.

• You are not being asked to comment about the ideas or writing styles in the passages. You are being asked for a specific response to the ideas or the styles (or both) in the passages.

• Make sure that you understand whether you are being asked to respond to:

• the ideas of the passages • or to the styles of writing • or to both.

Use the code ( U, A or E) to help you. Plan your answers accordingly.

• Always refer closely to the passages to support what you are saying. (Quote)

• You don't have to refer to the passages equally but you can't deal with just one, no matter how much better you understand the ideas.

• There's nothing wrong with using material from answers to earlier questions, but don't overdo it!

• Summary

• Check out the comparison questions at the start

• Plan your time carefully • Refer in detail to both passages • Explain clearly the nature of the

comparison

What type of question are these?

• 1 Why, according to the first paragraph, have there been calls to kill all the dingoes on Fraser Island?

• 2 Show how the writer's word choice in this paragraph conveys his disapproval of this course of action. Refer to two examples in your answer.

• 3 In your own words, give the two main explanations the writer offers in the remainder of the paragraph for the animal's behaviour.

• 4 Comment on how effectively the sentence structure in line 1 ('More pertinently') to line 14, helps to clarify the writer's argument.

• 5 Explain how, according to the writer, a 'system of rules' (line 17) would benefit both humans and wild mammals. Refer to lines 15-22 and use your own words as far as possible in your answer.

What type of question are these?

• 6 By referring to specific words and phrases in the sentence 'These precautions ... the parks.' (lines 31-32), show how the sentence acts as a link between the two paragraphs from lines 23-35.

• 7 Show how the language of lines 36-42 helps to convey the atmosphere of the setting for this 'memorable experience' (line 37).

• 8 'Co-habiting with wild animals requires a judicious blend of common sense and aloofness.' (line 60) Using your own words as far as possible, explain how the ideas in this sentence are illustrated in lines 52-64.

• 9 Consider carefully the final paragraph (lines 80-84). What is the effect of the word 'isolated' on the meaning and the tone of the first sentence of the paragraph?

• 10 Consider the passage as a whole. To what extent do you agree with the writer's main ideas in this passage?

Higher Close Reading

Imagery

What it’s Not!

• Imagery does not mean ‘descriptive writing’ egDown on the level, its pink walls, and straggling roses, and green-painted rain barrel hidden by a thick dusty planting of spruce and larch, was Fin-me-oot Cottage, where house martins flocked to nest in summer, and small birds found plenteous food on the bird tables. . .

What Imagery Is

Technically it is mainly concerned with three ‘figures of speech’

• Simile• Metaphor• Personification

1. Simile

Signified by the use of like or as…as.

For example:• The messenger ran like the wind• The poppies were as red as blood

Easy to recognise –trickier to explain

The messenger ran like the wind

• It is not enough to say ‘the messenger ran very fast’ because this just gives you the meaning (denotation) when you will be asked about its effect

• A better beginning would be:The simile (quote it) gives the impression of speed because the wind is fast

• But this will still not explain why the writer specifically chose ‘wind’ so…

… an even better answer

• The simile (quote it) gives the impression of speed because the wind is seen as a powerful force which reaches great speeds. It might also suggest that the runner was so fast that he was creating turbulence like the wind.

• N.B. it’s denotation plus connotation

Why is this simile effective?

• the poppies were as red as blood• Answer

(This simile is effective) because it tries to communicate the intensity of the red colour of the poppies. The word ‘blood’ suggests not just colour, but the richness of the flower’s tone.

Metaphor

• The metaphor is probably the most powerful device in the English language

• Metaphor says something is something – the woman is a cat – not literally of course

• The attributes of the cat and the woman are shared. The connotations of a cat reflect the qualities of the woman

• Think about the difference if the woman had been compared to a kitten

Why use a metaphor?

• Good metaphors contain a lot of information that can be transferred economically to the reader

• Think about the connotations of this metaphor and what conveys to you about the umbrellas: As the wind strengthened the men clung on to the big, black birds of their umbrellas. Few words but lots of ideas.

So . . .To work with a metaphor your need to:1. Identify the metaphor – but you get no

marks for that on its own.2. Show how the connotations of the

metaphor help to develop or refine your idea of what is being described

3. Show the link between the connotations which you have chosen and the literal meanings of the words used in the metaphor(2 and 3 can be reversed)

Example 1• Too many tourists are so wedded to to

their camera that they cease to respond directly to the places of beauty they visit. They are content to take home a dozen rolls of exposed film instead, like a bank full of monopoly money.

Show how the metaphor highlights the writer’s disapproval of the tourists

So how do we apply this formula?

1. The metaphor is ‘wedded’ (0 marks)2. The connotations of ‘wedded’ are being

in a permanent relationship as a result of being married, dependency, closeness, exclusivity

3. All of which have the effect of illustrating how completely indispensable and consuming the camera is to the tourist as if they are married.

Summary (metaphor)

1. Identify or quote the metaphor

2. Show how the literal and figurative come together to create an effect

3. Say what the effect is

Personification

• Personification is a sub-set of metaphor

• Some thing or an animal is given human attributes

• Analyse it in the same way as a metaphor

• Consider ‘the sky wept’

Higher Close Reading

Analysis

Word Choice

• When you are being asked about word choice you are being asked to look at the words and see why the writer has chosen those particular words rather than any other similar words.

• Think!!! What would be the effects of describing someone as underweight? What about slim? Or skinny?

• Each has different connotations

Denotation and Connotation

• Denotation – the plain, basic meaning. If you are asked an Understanding question about a word or phrase, what you are trying to give is its basic meaning in the context

• Connotation – when you are asked about word choice in an Analysis question you are asked to give the ideas the word suggests that contribute to its its impact or effect.

So what does this mean in practice?

Word Denotation Connotation

underweight

skinny

slim

thin

thin

thin

A clinical, medical sort of picture, in need of treatment. The context might be disadvantaged people

unattractive, bony, angular (Context?)

attractive, healthy, elegant, neat (Context)

Example 1: Show how the word choice in these lines helps point up the contrast described here. (2A)

Transferring the sultry sensuality of a Latin street dance to Edinburgh on a wet winter’s night would not appear the easiest of tasks. The rain batters the glass roof of the studio, competing in volume with the merengue blaring from the sound sytem. In the back ground, the castle, lit up, stares down grandly against the foreboding skies.(Write down the words you might choose.)

Method

• You are asked for a contrast• You will need to look for two

examples of word choice – one for each side

• Quote the first choice and suggest its connotations

• Quote the second choice and suggest how it connotes the opposite

Example 1: Show how the word choice in these lines helps point up the contrast described here. (2A)

Transferring the sultry sensuality of a Latin street dance to Edinburgh on a wet winter’s night would not appear the easiest of tasks. The rain batters the glass roof of the studio, competing in volume with the merengue blaring from the sound sytem. In the back ground, the castle, lit up, stares down grandly against the foreboding skies.

Answer• ‘Sultry sensuality’ suggests something hot and

sexy which is normally associated with warm sunny places in contrast with ‘foreboding skies’ which suggests something dark and threatening and gloomy (or) ‘wet winter’s night’ which suggests cold and damp, which is inhibiting to the emotions.

• ‘The rain batter’ suggests an assault on the roof, as if the rain is trying to get in and drown out the dancing in contrast with ‘merengue blaring’ which also suggests something loud but this time enjoyable and creating a party atmosphere.

Summary

• Quote the exact word or phrase. Do not leave it unidentified in a longer piece of the passage

• Give the connotations of the word/phrase, not its literal meaning (denotation) using the word ‘suggests’

• Now try some examples for yourself

Higher Close Reading

Sentence Structure

It’s Not Hard!

• Identify the feature• Comment on the effect of the feature• Remember, it is analysis, so it is

more than just the meaning

There are 5 Main Possibilities1. Punctuation and lists2. Length of sentence3. Use of climax or anti-climax4. Repetition5. Word order

Memorise them.

Punctuation

• Punctuation is designed to aid your understanding.

• It is crucial to be able to name the punctuation mark and understand what its function is.

• It is not enough to be able to identify the feature – you have to comment on its impact on the text you are reading

Let’s see what you know

Show how the punctuation of the sentence beginning ‘These included:’ is particularly helpful in following the argument at this stage. (6A)

The panel divided into two teams. One offered a number of alternatives. These included: a ‘Landscape of Thorns’ – a square mile of randomly-spaced 80ft basalt spikes which just out the ground at different angles; ‘Menacing Earthworks’ – giant mounds surrounding a 200ft map of the world displaying all the planet’s nuclear waste dumps; a ‘Black Hole’ – a huge slab of black concrete that absorbs so much solar heat that is impossible to approach.

Answer• The punctuation helps to sort out the various

solutions one of the teams suggested.• The colon after ‘included’ shows there are several

solutions coming up. • The semi-colons divide up the three solutions

( the spikes, the mounds and the slab) so that you can see each solution in isolation. They also create the list implied by the colon.

• The inverted commas give you the name of each solution as in ‘Black Hole’

• the dash after each of the names introduced and explanation of each of the names – a huge slab of black concrete.

Lists

• Numbers of items separated by punctuation (usually commas or semi-colons) form lists

• Recognising a list will get you 0• You must comment on its function

and impact.

How do deal with a ’list’ question

1. Identify the list2. Say what effect the list has on the

reader3. The effect will often be created by

the cumulative nature, or the monotony, or the shape of the list.

Example 1

• Comment on the structure and effect of this sentence. (2A)

• The Scottish race has been variously and plentifully accused of being dour, mean, venal, sly, narrow, slothful, sluttish, dirty, immoderately drunk, embarrassingly sentimental, masterfully hypocritical, and a blueprint for disaster when eleven of them are together on a football field.

Answer

• The sentence consists of long list of faults of the Scots. It makes their faults seem endless, as if there were no hope of redeeming features.

Example 2

Show how the writer uses the sentence structure to enlist your sympathy for Mohammed Ali. (2A)

What overwhelms you about this man from such a violent trade are the goodness, sincerity and generosity that have survived a lifetime of controversy, racial hatred, fundamental religious conversion, criminal financial exploitation, marital upheavals, revilement by many of his own nation and, eventually, the collapse of his own body.

Answer

• There are two lists here. Here is an answer for the second longer list

• The list of all the adversities that Mohammed Ali had to face impresses on you what a mountain of difficulties there were piled up against him, so that you sympathise with his situation.

Sentence length

• Easy to spot; hard to comment on• Generally what you will notice is a short

sentence• Normally Higher passages have sentences

of some length and complexity so the short sentence (simple or minor) stands out.

• Remember it’s not that it is short or long but what its impact is you are being asked for.

Example 1• Show how the sentence structure

emphasises the impact of the destruction of his bat. (2A)

I used that bat the entire summer and a magical season it was. I was the best hitter in the neighbourhood. Once, I won a game in the last at-bat with a home run, and the boys just crowded round me as I were a spectacle to behold, as if I were, for one small moment, in this insignificant part of the world, playing this meaningless game, their majestic, golden prince.But the bat broke. Some kid used it without my permission. He hit a foul ball and the bat split, the barrel flying away, the splintered handle still in the kid’s hands.

Answer

• The short sentence ‘But the bat broke.’ is a dramatic sentence which puts and end to the glory that has been built up surrounding the bat in the previous paragraph. It marks a sudden event which takes the reader by surprise. Its position as a link sentence at the beginning of the paragraph stresses the contrast between the triumph of the previous paragraph and the disaster of the next paragraph.

Climax and Anti-climax

• Sometimes easy to identify, especially if in a list of three things or in a long sentence. Bur what if it is more subtle? For example:

• We are not going to be identified as a ‘growing social problem’, as the social commentators would have us labelled, but as a thriving, gossiping and defiant sisterhood.How does the sentence structure emphasise her positive point of view? (2A)

Answer

Clues for climax• There is list• There is a build up• The negative ideas are at the

beginning• The ideas become more positiveAnti-climax would reverse 2 and 4

Repetition

• Repetition of sentence structure ie word order or parts of speech or patterns

• Repetition of words or expressions• Repetition of sounds

(Remember it is the impact of the repetition not just identification of it that gets marks.)