Preparing for the Critical Reading section of the English Studies Exam

1. Preparing for the Critical Reading section of the English Studies Exam Adapted from a presentation by A. Robertson (2009)

2. from the2013 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.

3. Previous Critical Readings

4. 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 student’s success in this section of the paper. (From the 2010 Assessment Report)

5. 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 reader’s response

6. A Handy Guide to Writing Techniques

12. What to do in the exam... • Skim read the text(s) – note the contextualinformation given. • Read the questionscarefully. Work out exactly what they are asking you. • Closely read the text(s) again, this time underlining or highlighting bits that are relevant to each question’s answers – try colour coding your highlighters and writing notes in the margin reminding you of the effect of the techniques you are identifying. • Write your answers.

13. 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 question’s relative worth and jot down the time you should ideally start the next question on the paper.

14. 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.

15. 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 year’s 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.

16. 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)

17. 2010 Critical Reading Texts

18. Notice how some questions ask what or why and others ask howor 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)

19. 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: KU1 Knowledge and understanding of authors’ use of stylistic features and language techniques to communicate ideas and influence the reader’s response. And… An3 Analysis of the ways in which language techniques are used to influence opinions and decisions in texts.

20. 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.

21. 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 Assessor’s 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.

22. 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.

23. Final thoughts... When should you do the Critical Reading? It’s 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.

24. It’s impossible to revise for the Critical Reading section of the exam, isn’t 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 assessor’s reports from the SACE Board Website ) Then critically mark yourself the next day. Be tough!

25. Just remember... With this part of the exam, everyone is in the same boat... • Same text(s) • Same questions • Same time frame It’s 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...