Post by missmcgrory on Apr 25, 2014 8:36:30 GMT
READING FOR UNDERSTANDING, ANALYSIS AND EVALUATION
Understanding questions ask you to show your knowledge of WHAT the writer is telling the reader
Analysis questions ask you to look at HOW the writer is getting his/her message across (e.g. through techniques like imagery, structure, word choice etc)
Evaluation questions ask you to decide HOW EFFECTIVE the writer’s use to language is (how WELL are they saying it?)
ALWAYS READ THE WHOLE PASSAGE BEFORE ANSWERING THE QUESTIONS
You need to be clear on the writer’s PURPOSE and the passage’s MAIN IDEAS
PURPOSE: persuade you of their opinion – either by criticising or complimenting something, give information about an interesting topic, argue against something, discuss an important issue, looking at both sides, entertain you by being humorous etc? Usually a bit of a mixture.
MAIN IDEAS: Be clear on what are the key points the writer is trying to make.
Analysing writer’s language
Imagery questions – involving a comparison technique e.g simile, metaphor or personification
Formula: Just as …………, so too…………..
You’re looking at the LITERAL ROOT of the image, THEN the metaphorical implications.
Word choice questions – pick out the relevant word, quote it, discuss the connotations of the word.
Tone questions
Tone questions ask you to identify the writer’s attitude to the topic and show how they convey this attitude through use of language.
1. Identify the tone e.g. critical, complimentary, humorous, sarcastic, ironic, sincere, sympathetic, nostalgic, mournful, regretful etc
2. Pick out the words that create the tone
3. Discuss the connotations of the words you have picked out and explain how they create the tone e.g. ‘disgraceful’ is an emotive word and has connotations of shame, horror, something offensive and deeply unpleasant.
Sentence structure:
When asked about sentence structure: think TOPPPL
Type of sentence,
Order of words
Punctuation
Parenthesis
Patterns e.g. list
Length of sentence (long and rambling to convey a long process or a slow pace, or short and dramatic?)
WHY has the writer done this? What effect are they trying to achieve?
Linking questions
These ask you how a sentence or word act as a link between ideas at a certain point in the passage
Formula: The words “………..” link back to the previous paragraph, which was about ……………………. The words “………..” link forward to the next paragraph, which is about……….
SIGNALLING WORDS: however, but, nevertheless, on the other hand, additionally, subsequently, furthermore, moreover – signal either a change in direction or the continuation of an argument
IN YOUR OWN WORDS – do not use the words of the passage
JUSTIFY WITH REFERENCE TO THE TEXT – quote examples
Understanding questions ask you to show your knowledge of WHAT the writer is telling the reader
Analysis questions ask you to look at HOW the writer is getting his/her message across (e.g. through techniques like imagery, structure, word choice etc)
Evaluation questions ask you to decide HOW EFFECTIVE the writer’s use to language is (how WELL are they saying it?)
ALWAYS READ THE WHOLE PASSAGE BEFORE ANSWERING THE QUESTIONS
You need to be clear on the writer’s PURPOSE and the passage’s MAIN IDEAS
PURPOSE: persuade you of their opinion – either by criticising or complimenting something, give information about an interesting topic, argue against something, discuss an important issue, looking at both sides, entertain you by being humorous etc? Usually a bit of a mixture.
MAIN IDEAS: Be clear on what are the key points the writer is trying to make.
Analysing writer’s language
Imagery questions – involving a comparison technique e.g simile, metaphor or personification
Formula: Just as …………, so too…………..
You’re looking at the LITERAL ROOT of the image, THEN the metaphorical implications.
Word choice questions – pick out the relevant word, quote it, discuss the connotations of the word.
Tone questions
Tone questions ask you to identify the writer’s attitude to the topic and show how they convey this attitude through use of language.
1. Identify the tone e.g. critical, complimentary, humorous, sarcastic, ironic, sincere, sympathetic, nostalgic, mournful, regretful etc
2. Pick out the words that create the tone
3. Discuss the connotations of the words you have picked out and explain how they create the tone e.g. ‘disgraceful’ is an emotive word and has connotations of shame, horror, something offensive and deeply unpleasant.
Sentence structure:
When asked about sentence structure: think TOPPPL
Type of sentence,
Order of words
Punctuation
Parenthesis
Patterns e.g. list
Length of sentence (long and rambling to convey a long process or a slow pace, or short and dramatic?)
WHY has the writer done this? What effect are they trying to achieve?
Linking questions
These ask you how a sentence or word act as a link between ideas at a certain point in the passage
Formula: The words “………..” link back to the previous paragraph, which was about ……………………. The words “………..” link forward to the next paragraph, which is about……….
SIGNALLING WORDS: however, but, nevertheless, on the other hand, additionally, subsequently, furthermore, moreover – signal either a change in direction or the continuation of an argument
IN YOUR OWN WORDS – do not use the words of the passage
JUSTIFY WITH REFERENCE TO THE TEXT – quote examples