Close Reading: Question Types

[missmcgrory]

Enjoy....

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[craigmck]

Any chance you could re-upload this as an older version of PowerPoint? I'm too cheap to buy the new one, and it's not working on my Office 2000. Thanks

[missmcgrory]

Hi Craig,

Lamentably, I do not have the technological know-how to convert things to older versions of things. So I have just SOMEWHAT LABORIOUSLY copied all the relevant info here. Don't ask me why the bullet points are showing up as question marks! Happy reading and if you need any more info just let me know!



Higher Close Reading Revision
Learning Intention: To revise key question types for close reading at Higher

The Question Types
 IMAGERY QUESTIONS
 LINK QUESTIONS
 TONE QUESTIONS
 WORD CHOICE QUESTIONS
 ‘THE WRITER’S LANGUAGE’ QUESTIONS
 IN YOUR OWN WORDS QUESTIONS

Imagery Questions
 Imagery questions
 Remember that there is a method for answering these questions. You begin with what the image word literally is or means, and then go on to the metaphorical meaning and explanation. Use this structure for your answer
 Just as . . . (LITERAL) . . . so . . . (METAPHORICAL)

Example
 Q “Miss Smith, that educational hamster, was busy teaching Higher English.” (line 41) In what way do lines 41-45 develop the image of Miss Smith as a hamster?
 A Just as a hamster is small, brown, squeaky and fast moving, so lines 41-45 show Miss Smith to be of restricted height, dressed in a brown jumper, and constantly talking as she darts about the classroom.
 Answer (1)
 It is effective as ‘battery hens’ don’t ever do anything. They just sit in a pen all day and just eat. They are enclosed and unable to have freedom. Stuck inside and unknowledgable of the outside world.
 Mark 1

 I like the image of ‘battery hens’. It helps to portray the lack of freedom the children have to play and just to be inquisitive. ‘Battery hens’ are kept locked up in cages and fed. They are not allowed out, and they are said to be unhappy and distressed because of their living conditions. I think the writer also believes our children are unhappy and frustrated because of the way they are restricted from playing, so this is a good image.

 Mark 2
 The image is quite effective because it brings to mind birds that are restricted so that their muscles grow weak and which have boring, unexciting existence which is not natural. It is quite a powerful imge the author feels that the children are being restrained in a similar unnatural way and the comparison is effective in showing how unhealthy it seems to her.
 Mark 2

Link Questions
 Remember that there is a method for answering these questions. The pattern can be briefly explained as:
 Quote + link back; quote + link forward
 You begin with a short quotation from the linking sentence, then show what ideas this links back to. Next, use a different short quotation from the link sentence, then show what ideas this introduces and links forward to.
 Use this structure for your answer:
 The words . . . (quote from link sentence) refer back to the idea of . . . (give the idea) which was mentioned . . . (say where)
 The words . . . (quote from link sentence) introduce the idea of . . . (give the idea) which comes up in . . . (say where)

 Q The three witches in Macbeth, prancing and cackling round their cauldron, provide the accepted clichés of with behaviour and taste. Alas the Macbeth witches have merely served to reinforce prejudice, rather than cast illumination.
So does the witch deserve her poor image?
It is probable that the Wiccan creed goes back to the dawn of religious belief, when cave dwellers peered out and saw wonder in the rhythm of the changing seasons. Early witchcraft was probably no more than a primitive attempt to make sense of the unknown.
In what way can the single sentence be regarded as a link of the ideas within the article?
 A The words “her poor image” refer back to the ideas about prejudices against witches mentioned already, such as the depiction found in Macbeth. The words, “Does the witch deserve . . ?” introduce the idea of a truer history of witchcraft, which will be dealt with in the next part of the passage.

 The words _____________ refer back to the idea of _________________which was mentioned ___________ .
 The words _________introduce the idea of ____________which comes up in ________________ .

Tone Questions

 When you are asked about tone you generally have to do four things:
 identify a tone – you have to do this but get no actual marks for doing so
 quote words which create that tone – again you have to do this but get no actual marks for doing so
 explain how the words you quoted create the tone – this is where you begin to earn marks
 answer any other aspect of the particular question you are tackling


The writer creates a ______________ tone. He does this by using the words “_________” which are (repeat the tone) _____________ because they suggest _________________________________.

Word Choice Questions
 When you are asked about word choice you must carefully examine the full meaning of the writer’s words. You need to quote a single word or a very short phrase, then explore the connotations of that language.
 A useful strategy is to replace the word with a more ‘neutral’ word, e.g. ‘She strode into the room.’ A more neutral word would be ‘walked’. You must consider why the word ‘strode’ has been used instead.

Writer’s Language Questions

Some analysis questions do not direct you to specific techniques but simply ask you to explore ‘the writer’s language’. Techniques to consider would be:
 Sentence structure
 Imagery
 Word choice
 Tone
 Contrast
 Sound
 Choice of detail

 Some techniques might be suggested – it is wise to concentrate on these, but if you are aware of other techniques being used effectively, then go ahead and explore them.
 Simply identifying techniques will score no marks. You will gain no credit for simply commenting on a particular effect without explaining how that effect is achieved.
 She thinks them ridiculous. She uses sentence structure. Tells us one thing that the “professionals” say followed by one of their ridiculous reasons. She lists many of these one after another thus illustrating the way those people nag at parents and tell people what not to do. “Encouraging parents fear the worst.” The positive word ‘encouraging’ is coupled with ‘fear the worst’. This contrast illustrates how negative the ‘army’. Also, the repetition of ‘don’t’ makes the ‘army’ seem negative as they keep highlighting the things which should not be done and this shows how the writer believes they are a negative thing.
 mark ___4__

In Your Own Words Questions
 You are being asked to gather information and present it, as far as possible, in your own words.
 It won’t be possible to change every word but where there is an obvious alternative, you should use it.
 Any figures of speech must be explained in simple language.
 You will not gain any marks is you ‘lift’ whole phrases from the passage.

[craigmck]

Thanks

[mrcaldicott]

Hi from the Advanced Higher class (clearly superior) - we will have our own board soon, losers!!!! x x

[mrsanderson]

Board sabotage!!

[missmcgrory]

*report to moderator*