Evaluation Questions

1. Evaluation Questions

2. Evaluation Questions • Understanding Questionsfocus on what ideas the writer’s ideas are. (i.e. the ideas contained in the extract). • Analysis Questions – focus on how the writer has expressed his/her ideas. (i.e. the literarytechniques used to express the writer’s ideas). • Evaluationquestions focus on how wellthose ideas have been expressed. This type of question tests your ability to: • provide your personal opinion about an issue relating to the passage(s). • back that opinion up with evidence. Evaluation questions can relate to both Analysis and Understanding questions, in that the evidence you support your opinion with will draw on either: • the ideas contained in the extract, • or the literarytechniques used to express them. With this in mind it is important that you read the evaluation question carefully to determine whether to support your answer with reference to the writer’s ideas or the techniques he/she uses.

3. Questions about Questions Before you start to answer any question in a Close Reading passage, there are three questions you should consider: • Where should I look for the answer to the question? • How manymarks is it worth? • What typeof question is it: Understanding, Analysis or Evaluation? If the question is an Evaluation question, you should also consider: • What type of evidence should I support my opinion with? • the writer’s ideas • the techniques the writer has used to express his/her ideas • a combination of both techniques and ideas.

4. Evaluation Questions – Structure The structure of a response to an Evaluation question is virtually identical to a response to an Analysis question: Analysis Question Structure: • Identify unusual language features you have discovered, quoting them where appropriate. • Explain what the feature you have identified contributes to the passage. Evaluation Question Structure: • State your opinion on the issue you have been asked to consider. • Identify unusual ideas / language features you have discovered which support your opinion, quoting them where appropriate. • Explain how the idea / feature you have identified supports your opinion.

5. So I say now: go to where your children are sitting in auto-lobotomy in front of the console. Summon up all your strength, all your courage. Steel yourself for the screams and yank out that plug. And if they still kick up a fuss, then get out the sledgehammer and strike a blow for literacy. What are the differences between the following 4 questions? 12a) How effective do you find lines 36-39 as a conclusion to the writer’s condemnation of video gaming in the passage as a whole? 12b) How effective do you find the writer’s ideas in lines 36-39 as a conclusion to the writer’s condemnation of video gaming in the passage as a whole? 12c) How effective do you find the writer’s language in lines 36-39 as a conclusion to the writer’s condemnation of video gaming in the passage as a whole? 12c) Show how lines 36-39 provide an effective conclusion to the writer’s condemnation of video gaming in the passage as a whole.

6. So I say now: go to where your children are sitting in auto-lobotomy in front of the console. Summon up all your strength, all your courage. Steel yourself for the screams and yank out that plug. And if they still kick up a fuss, then get out the sledgehammer and strike a blow for literacy. 12. How effective do you find lines 36-39 (above) as a conclusion to the writer’s condemnation of video gaming in the passage as a whole? 3E Marking scheme: “Marks will depend on the quality of evaluative comment.” “For full ideas there must be attention to the idea of ‘conclusion’ and to the “ ‘condemnation … in the passage as a whole’.” Example Structure: The closing lines of the passage act as a very effective conclusion to the writer’s condemnation of video gaming throughout the passage. This can be seen by the writer’s use of <<language feature>> which <<explanation>>.

7. So I say now: go to where your children are sitting in auto-lobotomy in front of the console. Summon up all your strength, all your courage. Steel yourself for the screams and yank out that plug. And if they still kick up a fuss, then get out the sledgehammer and strike a blow for literacy. 12. How effective do you find lines 36-39 (above) as a conclusion to the writer’s condemnation of video gaming in the passage as a whole? 3E Marking scheme: “Marks will depend on the quality of evaluative comment.” “For full ideas there must be attention to the idea of ‘conclusion’ and to the “ ‘condemnation … in the passage as a whole’.” Example Structure: The closing lines of the passage act as a very effective conclusion to the writer’s condemnation of video gaming throughout the passage. This can be seen by the writer’s use of a series of commands such as “Summon up all your strength”, “strike a blow for literacy”, etc. which illustrate the writer’s strength of feeling throughout the entire passage that children must be parted from their video games.