Higher and Intermediate 2 Close Reading

1. Higher and Intermediate 2Close Reading Miss Nitsche

2. Close Reading • What confuses you about Close Reading papers? • How can we work to improve your skills?

3. Close Reading Close reading questions are split into THREE categories: • Understanding (U): WHAT the writer has said. • Analysis (A): HOW the writer has put this meaning across. • Evaluation (E): How WELL the writer has conveyed that meaning.

4. Um, help?! • Read the passage in its entirety first. • Look at the marks available for each question. • Don’t write the question in your own answer – this isn’t an essay. • Unless stated, you must USE YOUR OWN WORDS.

5. Types of Question • “Quote” means lift from the passage. • “Refer to” means that you must QUOTE and THEN EXPLAIN. • “Use your own words” means that if you lift the answer from the passage YOU WILL FAIL! It means that you must REPHRASE the writer’s words.

6. Question Types • As we have just discussed, there are three main categories of question: - Understanding (U): WHAT the writer has said. - Analysis (A): HOW the writer has put this meaning across. - Evaluation (E): How WELL the writer has conveyed that meaning. In pairs, look at the following questions, and try to determine what question type they are. You have five minutes.

7. U, A or E? • Look at lines 1-5. In your own words explain what the Rorschach test reveals about those who take it. 2 • Look at the final line of the passage. What tone does the writer convey there? 1 • Which passage gives you a more interesting insight into the appeal and influence of video games? Justify your choice by referring to the ideas of both passages. 5 • Read lines 11-13. In your own words, explain what the curious thing is about people who support Obama. • In lines 62-64 explain how the writer’s sentence structure reinforces the qualities we see in a friend. 2 • Explain how effective the comparison between Hollywood and Rome is, as a conclusion to the passage (you may wish to refer to the passage as a whole in your answer). 4

8. Sentence Structure • Punctuation • Length of sentence • Sentence type • Patterns

9. Sentence Length • Short sentences – used for emphasis, often in contrast to longer sentences for stronger impact. ‘It had been a long, hot day, which seemed to go on forever. Then the rain came.’

10. Sentence Type • Statement – to put across facts; to make reader accept writer’s point of view; to state an opinion. • Commands – instructions; gives impression of authority. • Rhetorical questions – do not require an answer; writing wanting reader to think about topic; creates an effect; possibly provide answer later? • Exclamations – indicates urgency or excitement.

11. Patterns • Lists – build up an impression of something; convey lots of information; make something seem long. • Repetition – used for emphasis; makes ideas stand out.

12. Imagery • Simile • Metaphor • Personification YOU WILL BE EXPECTED TO COMMENT ON BOTH SIDES OF THE COMPARISON

13. Simile “The cat was prowling like round the garden like lord of the manor.” • Comment on the imagery in this sentence.

14. Metaphors • Comparisons, but less obvious than similes. • Describe something or someone as if they actually were something else. “It is the east, and Juliet is the Sun.”

15. Personification • A kind of metaphor, where an inanimate object is described as if it had human qualities. • You will be expected to comment on the EFFECT of the personification. “The straw breathed as the lion slept beneath.” • Transfers breathing from the lion itself to the straw covering it. • Creates an interesting picture of the straw moving up and down.

16. Read the following paragraph Perfection! It is an elusive thing – like trying to catch the wind or finding the secret elixir of eternal youth or finding that pot of gold at the end of that rainbow. We are bombarded with images of the perfect shape, the perfect home, the perfect garden, the perfect trainers, perfect skin. As television advertisements pummel this imperfect being into submission and a state of anxiety, I am too weak to survive the daily onslaught of smiles from whitened teeth and perfect homes where no real people live. I am no longer allowed to be: I must do! I look in the mirror (no longer able to blame the reflection) I tidy up the mess and cut the lawn (after my jog in my brand spanking new trainers) and late at night I am applying a moisturiser where soap and water used to do. I am striving to become perfect – to fit the mould, to be able to hold my head high, to look my neighbours in the eye – to conform to the blueprint – to buy into the new vision - the new dream of what could be.

17. In pairs, annotate the paragraph, considering key words (anchor words), punctuation, imagery /metaphoric language and sentence structures as you read. Then answer these questions. 1. What is the tone of the paragraph? 2. What images are used? 3. What sentence structure features can you identify? 4. What were the key words/ideas in your opinion? 5. What is the main point of the paragraph?

18. Perfection! • (Why does the writer begin with a single word and an explanation mark? Does it make the introduction more dramatic? Does it catch the readers attention?) It is an elusive thing –like trying to catch the wind or finding the secret elixir of eternal youth or finding that pot of gold at the end of that rainbow. • (The writer uses metaphoric language to explain his ideas about perfection: Secret elixir/pot of gold, etc. What does the writer suggest by using these ideas?) We are bombarded with images of the perfect shape, the perfect home, the perfect garden, the perfect trainers, perfect skin. • (The writer uses the word “bombarded” to present an image. Why does the writer repeat perfect? The writer also uses a list. Can you explain why?) As television advertisements pummel this imperfect being into submission and a state of anxiety, I am too weak to survive the daily onslaught of smiles from whitened teeth and perfect homes where no real people live. • (The writer uses words here as group pummel, onslaught, submission, onslaught etc. to create another idea/image – an attack? wrestling?)

19. I am no longer allowed to be; I must do! • (The writer uses the structure of the sentence to make his point clear. What does the writer mean? Did you notice the semi-colon?) I look in the mirror (no longer able to blame the reflection) I tidy up the mess and cut the lawn (after my jog in my brand spanking new trainers) and late at night I am applying a moisturiser where soap and water used to do. • (The writer uses brackets. (This is called parenthesis.) Why did the writer do this? Does it help you to understand the tone of the writer?) I am striving to become perfect – to fit the mould, to be able to hold my head high, to look my neighbours in the eye – to conform to the blueprint – to buy into the new vision - the new dream of what could be. • (The writer uses brackets/parenthesis. The writer uses a list. Why did the writer do this? Does it help you to understand the ideas of the writer?)

20. Other Figures of Speech • Other figures of speech coming under the umbrella of IMAGERY are: Onomatopoeia Alliteration Assonance Euphemism Hyperbole Oxymoron Litotes (understatement) Metonymy

21. Metonymy • When something is not called by its own name, but by the name of something intimately associated with that thing or concept. • e.g. Hollywood is the metonym for the American film industry.

22. Sound Effect • Writers use several techniques in order to give the reader a fuller understanding of their meaning. • Sound effects emphasise the writer’s points.

23. Onomatopoeia “The glass door fell to the ground with an almighty crash.” • ‘Crash’ emphasises the ferocity of the event, creating a vivid image by emphasising the dreadful noise.

24. Alliteration • Emphasises words and often sounds. “Men marched asleep.” • Emphasises metaphor, and how exhausted the men are. • Long ‘m’ sound adds to the impression of men so tired they are practically sleeping on their feet.

25. Assonance • Repetition of vowel sounds. • Not just same letters, but same sounds. “We cursed through sludge.” • Repeated ‘uh’ sound. • Emphasises difficulty of moving through mud.

26. Euphemism • When you replace an unpleasant phrase or idea with a more pleasant one. • E.g. Dead – departed, deceased, passed on, passed away, etc. • E.g. Fat – big-boned, plump, chubby, etc. • E.g. Drunk – • Euphemisms are used to be polite or to avoid saying something that could be offensive.

27. Hyperbole • Exaggeration for effect. • It is a figure of speech which is not meant to be taken literally. “I’ve heard that a million times.” • Exaggeration is used to emphasise the idea – although the writer has not heard it a million times, his use of hyperbole emphasises the idea, leaving us with impression that he has heard this many times, over and over.

28. Litotes • The opposite of hyperbole, this is understatement for effect. • Can you think of examples of litotes?

29. Oxymoron • Contradiction in terms. • Figure of speech used to emphasise humorous effect or to simply emphasise an idea. • Bitter sweet • Deafening silence • Same difference • All these phrases are contradictory – they are opposites and should therefore cancel each other out.

30. Tone • The same as ‘mood’ or ‘feeling’. • Think about the writer’s attitude. • Look at the choice of words – how does the writer feel about the subject? • Sarcastic: Yeah, right! • Formal/informal: My friends and I/Me and my pals. • Sad/Sombre: It’s been too long now for things to change.

31. Word Choice • You are asked to explain the meaning of the writer’s word choice. • Denotation – literal meaning. • Connotation – associations of the word. Hooligan • Denotation – tough, aggressive youth. • Connotation – football, crime, fighting, violence, etc.

32. Context • How to figure out the meaning of a word by looking at other words around, i.e. ‘context clues’. • In a context question, there will be obvious examples of other words/phrases which mean the same as the word you are being asked about. • If in doubt – guess!

33. Linking • Asked to explain how writers link ideas together. • Linking words or phrases, for example: - However - Furthermore - In addition - Consequently - As a result - But - Then - Yet • Always explain BOTH SIDES of the link – what comes before, and what comes after.