Close Reading <ul><li>1 passage </li></ul><ul><li>3 types of question: </li></ul><ul><li>Understanding </li></ul><ul><li>A...
Understanding Questions   <ul><li>Understanding  (what is said) </li></ul><ul><li>key word in question = explain </li></ul...
Understanding -factual questions <ul><li>Locate information from the text </li></ul><ul><li>Identify key words/phrases </l...
Understanding -  summary <ul><li>use your own words  </li></ul><ul><li>Use bullet points </li></ul><ul><li>one for each ma...
Understanding -   meaning from context <ul><li>give meaning of word/phrase </li></ul><ul><li>quote & explain other words /...
e.g. <ul><li>_________ means _______ </li></ul><ul><li>Other words phrases “___”, “___” mean _____ which helped me arrive ...
Analysis Questions <ul><li>Analysis (How it is said) </li></ul><ul><li>Key word in question = show how </li></ul><ul><li>(...
Analysis – Writer’s Language <ul><li>Linkage </li></ul><ul><li>Imagery  </li></ul><ul><li>Sentence structure </li></ul><ul...
Linkage <ul><li>Link question – marked in 4 parts – 4x½  </li></ul><ul><li>quote  the part of the sentence which refers to...
e.g. <ul><li>The phrase ‘ ___ ’ sums up the idea from the previous paragraph that ___ </li></ul><ul><li>The phrase ‘ ___ ’...
Imagery <ul><li>4 stages to answering questions on imagery: </li></ul><ul><li>identify the image (figure of speech) </li><...
<ul><li>The writer uses a simile (metaphor / personification) </li></ul><ul><li>to describe  the way the boy eats </li></u...
Sentence Structure <ul><li>2   types of comment you can make </li></ul><ul><li>Sentence pattern </li></ul><ul><li>Effect o...
Sentence Patterns <ul><li>List  – say what it is a list of and why </li></ul><ul><li>Repetition  – say what is being repea...
Sentence Punctuation <ul><li>Parenthesis -  brackets or dashes or commas – to add extra information – say what it is / why...
Sentence Punctuation <ul><li>Semi-colon; - separates items/phrases in a list, comes between two statements which are close...
Sentence Patterns <ul><li>Anti-climax  –the author builds up the expectations which are not fulfilled.  Often used for com...
Word choice and Tone   <ul><li>connotations (associations) of words / groups of words reveal the writer’s attitude to the ...
Evaluation <ul><li>To answer  Evaluation  questions, you must consider  how effectively  the writer has presented his info...
<ul><li>To show how a conclusion rounds off a text consider: </li></ul><ul><li>The  ideas : pick out references to stages ...
<ul><li>Remember to: </li></ul><ul><li>Take note of the number of marks and tailor your answer to suit.  </li></ul><ul><li...
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Int 2 Close Reading

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Int 2 Close Reading

  1. 1. Close Reading <ul><li>1 passage </li></ul><ul><li>3 types of question: </li></ul><ul><li>Understanding </li></ul><ul><li>Analysis </li></ul><ul><li>Evaluation </li></ul>
  2. 2. Understanding Questions <ul><li>Understanding (what is said) </li></ul><ul><li>key word in question = explain </li></ul><ul><li>(a) read the lines indicated </li></ul><ul><li>(b) use the number of marks as guide </li></ul><ul><li>(c) use your own words unless asked to quote </li></ul>
  3. 3. Understanding -factual questions <ul><li>Locate information from the text </li></ul><ul><li>Identify key words/phrases </li></ul><ul><li>Change to own words </li></ul>
  4. 4. Understanding - summary <ul><li>use your own words </li></ul><ul><li>Use bullet points </li></ul><ul><li>one for each mark </li></ul>
  5. 5. Understanding - meaning from context <ul><li>give meaning of word/phrase </li></ul><ul><li>quote & explain other words /phrase that make meaning clear </li></ul><ul><li>refer to & explain illustration which makes meaning clear </li></ul>
  6. 6. e.g. <ul><li>_________ means _______ </li></ul><ul><li>Other words phrases “___”, “___” mean _____ which helped me arrive at the meaning. </li></ul><ul><li>OR </li></ul><ul><li>_________ means _______ This is explained / illustrated by the example of _________ which helped me arrive at the meaning. </li></ul>
  7. 7. Analysis Questions <ul><li>Analysis (How it is said) </li></ul><ul><li>Key word in question = show how </li></ul><ul><li>(a) read the lines indicated </li></ul><ul><li>(b) use the number of marks as guide </li></ul><ul><li>(c) use your own words unless asked to quote </li></ul>
  8. 8. Analysis – Writer’s Language <ul><li>Linkage </li></ul><ul><li>Imagery </li></ul><ul><li>Sentence structure </li></ul><ul><li>Word choice </li></ul><ul><li>Tone </li></ul>
  9. 9. Linkage <ul><li>Link question – marked in 4 parts – 4x½ </li></ul><ul><li>quote the part of the sentence which refers to/sums up the previous idea </li></ul><ul><li>explain in your own words what that idea is </li></ul><ul><li>quote the part of the sentence which introduces the new idea </li></ul><ul><li>explain in your own words what that idea is </li></ul>
  10. 10. e.g. <ul><li>The phrase ‘ ___ ’ sums up the idea from the previous paragraph that ___ </li></ul><ul><li>The phrase ‘ ___ ’ introduces the new idea ___ which is developed / expanded upon / illustrated in the rest of/next paragraph. </li></ul>
  11. 11. Imagery <ul><li>4 stages to answering questions on imagery: </li></ul><ul><li>identify the image (figure of speech) </li></ul><ul><li>say what is being described </li></ul><ul><li>say what it is being compared to </li></ul><ul><li>explain the effect of the comparison (just as…so…) </li></ul>
  12. 12. <ul><li>The writer uses a simile (metaphor / personification) </li></ul><ul><li>to describe the way the boy eats </li></ul><ul><li>by comparing it with the way a pig eats </li></ul><ul><li>the effect is to suggest that just as a pig eats in a messy and noisy way so the boy eats in a messy and noisy way. </li></ul>E.g.
  13. 13. Sentence Structure <ul><li>2 types of comment you can make </li></ul><ul><li>Sentence pattern </li></ul><ul><li>Effect of punctuation within a sentence </li></ul>
  14. 14. Sentence Patterns <ul><li>List – say what it is a list of and why </li></ul><ul><li>Repetition – say what is being repeated and why </li></ul><ul><li>Climax – often a list in ascending order of importance, with the most important item/idea at the end. </li></ul>
  15. 15. Sentence Punctuation <ul><li>Parenthesis - brackets or dashes or commas – to add extra information – say what it is / why it has been included. </li></ul><ul><li>Ellipsis… - someone or something has been interrupted, a pause or to suggest that something goes on and on and on … </li></ul><ul><li>Colon: - introduces a list, quotation or explanation/expansion of previous statement. </li></ul>
  16. 16. Sentence Punctuation <ul><li>Semi-colon; - separates items/phrases in a list, comes between two statements which are closely related, or balance or contrast one another (antithesis). </li></ul><ul><li>Inverted commas – indicate a quotation, title of text, direct speech, used when an author wants to distance himself from the opinion offered (so called). </li></ul>
  17. 17. Sentence Patterns <ul><li>Anti-climax –the author builds up the expectations which are not fulfilled. Often used for comic effect. </li></ul><ul><li>Antithesis – balancing opposite ideas together to create a contrast. </li></ul>
  18. 18. Word choice and Tone <ul><li>connotations (associations) of words / groups of words reveal the writer’s attitude to the subject. </li></ul><ul><li>Words to describe tone are: humorous, ironic, mocking, serious, formal, straightforward, argumentative, sarcastic, persuasive, chatty or informal. </li></ul>
  19. 19. Evaluation <ul><li>To answer Evaluation questions, you must consider how effectively the writer has presented his information and express your personal response to the text. </li></ul><ul><li>You can express your judgement by using words like effective, moving, satisfying, exciting, interesting, amusing, humorous, convincing, persuasive, shocking, disturbing, entertaining, enjoyable etc. </li></ul><ul><li>You might be asked to consider features such as word choice , structure , tone etc. </li></ul>
  20. 20. <ul><li>To show how a conclusion rounds off a text consider: </li></ul><ul><li>The ideas : pick out references to stages in the argument. Is the argument clearly resolved, or is the outcome undecided? </li></ul><ul><li>The style : does the style remain the same or change? Does the conclusion return to the wording of the opening? You might also discuss word choice and sentence structure . </li></ul><ul><li>The tone : does the tone remain the same or change from serious to light-hearted or vice versa? </li></ul><ul><li>The punch line : does it end with a joke or perhaps with a quotation or even introduce a new idea that leaves food for thought? </li></ul>
  21. 21. <ul><li>Remember to: </li></ul><ul><li>Take note of the number of marks and tailor your answer to suit. </li></ul><ul><li>Follow the instructions given in the question. </li></ul><ul><li>Use quotations and / or examples to illustrate your answer. </li></ul>

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