Preparing for the Critical Reading section of the English
Studies Exam Adapted from a presentation by A. Robertson
(2009)
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from the 2013 Subject Outline for English Studies: Critical
Reading Study of Short Texts Critical reading is a shared activity
based on short texts chosen to address a range of text types, which
may include prose, verse, and texts with graphical or visual
elements. Students analyse a range of short texts and show that
they can produce sustained and coherent analysis of, and reflection
on, the relationship between audience, purpose, and form. Students
explain the connection between these elements and the stylistic
features of the texts.
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Previous Critical Readings
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From the Assessment Reports - such comments are featured nearly
every year -...some students were expecting an article and
attempted, without success, to apply the conventions of that text
type to the narrative text in the paper. It is imperative that
students confidently apply their skills of analysis, learnt through
the study of shared texts, to the analysis of the Critical Reading
texts. Discussing the text using terms appropriate to the text type
was crucial to each students success in this section of the paper.
(From the 2010 Assessment Report)
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Do you want a good T.E.R.? Then remember to address: T.Textual
feature name it explicitly E.Example give a brief example such as a
short quotation or specific description of what is there R.Response
explain the effect of this textual feature on the readers
response
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A Handy Guide to Writing Techniques
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What to do in the exam... 1.Skim read the text(s) note the
contextual information given. 2.Read the questions carefully. Work
out exactly what they are asking you. 3.Closely read the text(s)
again, this time underlining or highlighting bits that are relevant
to each questions answers try colour coding your highlighters and
writing notes in the margin reminding you of the effect of the
techniques you are identifying. 4.Write your answers.
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Time Management Students often run out of time when doing the
Critical Reading. Just as you need to allocate your time evenly
between the three parts of the exam as a whole, you really need to
keep an eye on the time when doing the Critical Reading. One good
method is to look at the questions and how much is expected for
each. Once you have finished reading the text(s) you should then
divide your remaining time up according to each questions relative
worth and jot down the time you should ideally start the next
question on the paper.
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Say at 11.30 you have finished reading and annotating the text
and have 40 minutes left. It could be allocated as... a) 1
paragraph - 5 mins (start 11.30) b) 1 paragraph - 5 mins (start
11.35) c) 1 or 2 paragraphs - 10 mins (start 11.40) d) 2 or more
paragraphs - 15 -20 mins (start 11.50. Finish at 12.10) If you
finish a question early, well and good, so long as you have
answered it in sufficient detail according to the recommended
length, but if you are going over time it is a warning that you may
run out of time for later, often more important questions.
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Look at critical reading questions from past exams and think
about the key words and implications. Take time to consider how the
wording has changed since the introduction of the New SACE from
2011 due to the new Assessment Design Criteria. When looking at
previous years examples note that prior to 2011, questions used
words like techniques Since 2011, the questions are more likely to
use words such as stylistic features and language techniques. This
applies to essay questions as well.
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Using the 2010 Exam as an example. Question 17 (a) For what
reasons does Clarkson condemn Ford for getting the new Escort so
hopelessly wrong? (one paragraph) (b) Why does Lacey consider that
the Forte risks being forgettable? (one paragraph) (c) Contrast the
authors suggestions about what makes a good car. (one or more
paragraphs) (d) Compare the techniques used by the two authors to
convince the reader of their points of view. (three or more
paragraphs)
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2010 Critical Reading Texts
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Notice how some questions ask what or why and others ask how or
to compare The what or why type questions - (a) and (b) - should be
answered as much as possible in your own words, proving your
in-depth of comprehension of the text(s) rather than quoting too
much. E.G (a) For what reasons does Clarkson condemn Ford for
getting the new Escort so hopelessly wrong? (one paragraph) (b) Why
does Lacey consider that the Forte risks being forgettable? (one
paragraph)
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In 2011, Question (d) would now be reworded as: - (d) Compare
the stylistic features and language techniques used by the two
authors to convince the reader of their points of view This
reflects the new Assessment Design Criteria: KU1Knowledge and
understanding of authors use of stylistic features and language
techniques to communicate ideas and influence the readers response.
And An3Analysis of the ways in which language techniques are used
to influence opinions and decisions in texts.
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The compare questions Both questions (c) and (d) ask you to
compare the two texts. The best responses always provide an
integrated comparison rather then two separate analyses. From the
2010 Assessment Report Question (c) involved drawing some
inferences from the passages since neither author is explicit in
stating what they believe makes a good car. Students were generally
able to explore what it is that both authors imply in their texts.
In the more successful responses students structured their
responses around the contrast between the texts; in less successful
responses students examined one text and then the other. In the
least successful responses students mainly repeated information
already presented in their first two answers.
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The answer to the final question (d) should specify the various
techniques (also known as stylistic features and language
techniques) being used, supporting each one with an example from
the text, (either brief quotations or descriptions of specific
details if a visual text), and a comment on how each of these
techniques could affect the reader. from the 2010 Chief Assessors
Report: Question (d) required an explicit analysis of techniques.
While most students were able to identify some techniques (humour,
narrative voice, structural features, colloquial language etc.),
better answers used a careful exploration of the similarities and
differences between the texts rather than just listing techniques
used in one text and then the other. More successful responses also
showed a knowledge of a broader range of techniques, an
understanding of the purpose and audience of the two texts, more
detailed references to examples, and an understanding of the effect
of the devices on the reader.
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Finally. Focus on the instructions and recommended length of
response. There is no point writing more than is asked for, or on
aspects of the text that are not relevant to the particular
question.
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Final thoughts... When should you do the Critical Reading? Its
up to you, but remember that you cannot write on your exam paper
during the 10 minutes reading time and you want to be able to
annotate your paper during your critical reading so... maybe do it
second or third... or if you wish to do it first then still read
the whole paper, make your essay choices and write your essay plans
during the reading time. Then do a skim read of the critical
reading text(s) if you still have some time and jot down anything
you note on your scrap paper.
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Its impossible to revise for the Critical Reading section of
the exam, isnt it? NONSENSE! Every time you read or view something
apply your critical lens to it. Ask yourself: What am I feeling in
response to this? Why am I feeling this? What has the author done
to make me respond in this way? How effective are their techniques?
Ask your teacher for copies of past papers and practice doing them
at home in test conditions. (You can download them & the
relevant assessors reports from the SACE Board Website ) Then
critically mark yourself the next day. Be tough!
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Just remember... With this part of the exam, everyone is in the
same boat... Same text(s) Same questions Same time frame Its up to
you to make the difference through your intelligent, well
supported, relevant and fluently expressed insights. Good Luck!
Well this looks quite straight- forward...