(1 mark per point put into own words)<\/strong><\/p>\n <\/p>\n
\u2018Explain,\u2019 \u2018identify, \u2019summarise,\u2019 \u2018outline,\u2019 \u2018What is\u2026\u2019, \u2018according to the writer,\u2019<\/td>\n
\n\n- Find the piece of the passage which contains the correct answer<\/li>\n
- \u2018Translate\u2019 this section into your own words.\u00a0 Use the number of marks on offer to help you decide how many points to include.<\/li>\n
- Be sensible \u2013 sometimes there is just no other way of saying something (e.g. names, places).<\/li>\n<\/ul>\n<\/td>\n
\n\n- NEVER quote in this type of question.\u00a0 Even quoting then putting text into your own words is not acceptable<\/strong>.<\/li>\n
- Use bullet points<\/em><\/strong> to help separate points.\u00a0 \u2018Note form\u2019 answers are fine.\u00a0 We want to see that you understand the writer\u2019s ideas.<\/strong><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| The Link question<\/strong><\/p>\n (2 marks)<\/strong><\/p>\n\u00a0<\/strong><\/p>\n\u2018Show how the sentence<\/strong> acts as a link\u2019<\/p>\n\u2018Show how the sentence performs a linking function\u2019<\/p>\n <\/p>\n \u2018Show how the paragraph<\/strong> acts as a link\u2019<\/td>\n\n\n- Quote the expression that links back to the idea that the writer has already been<\/em> discussing.<\/li>\n
- Clearly explain \/ demonstrate how this expression relates to what has been said. (1 mark)<\/li>\n
- Quote the expression that introduces the idea the writer goes on to<\/em> explore in the next section<\/li>\n
- Clearly explain \/ demonstrate the link between this expression and the next section. (1 mark)<\/li>\n<\/ul>\n<\/td>\n
\n\n- You MUST quote when answering the Link question.<\/li>\n
- These quotes MUST come from the link sentence or paragraph.<\/li>\n
- Look for words like \u2018but\u2019, \u2018however,\u2019 \u2018yet\u2019, \u2018despite\u2019 and \u2018although.\u2019\u00a0 These conjunctions<\/em><\/strong> (joining words) strongly indicate a turn in the writer\u2019s argument.<\/li>\n<\/ul>\n
<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n \n- ANALYSIS \/ LANGUAGE<\/strong><\/li>\n<\/ol>\n
\u00a0<\/strong><\/p>\n\n\n\nQuestion Type<\/strong><\/td>\nWhat to Do<\/strong><\/td>\nHints<\/strong><\/td>\n<\/tr>\n\n| Word Choice<\/strong><\/p>\n (1 mark per word analysed)<\/strong><\/p>\n\u00a0<\/strong><\/p>\n\u2018Explain the effectiveness of the writer\u2019s word choice\u2026\u2019<\/p>\n <\/p>\n \u2018Show how the writer\u2019s word choice makes his\/her attitude clear\u2026\u2019<\/p>\n <\/p>\n \u2018Show how the writer\u2019s word choice creates a \u2026. atmosphere\u2019<\/p>\n <\/p>\n \u2018Show how the writer uses word choice in lines 32-40 to convey his\/her opinion \/ mood \/ strength of feeling\u2026\u2019<\/td>\n \n\n- Look at the number of marks on offer and let this inform your answer.\u00a0 2 marks = 2 examples; 3 marks = 3 examples.<\/li>\n
- Quote a suitable example of word choice.\u00a0 Make sure the example you select is appropriate to the question, i.e. it clearly conveys the writer\u2019s opinion or creates a particular atmosphere.<\/li>\n
- Stick to SINGLE WORDS or phrases made up of two words (e.g trap door \/ cop-out, long-term).\u00a0 It is NOT \u2018sentence choice\u2019!<\/li>\n
- Go on to work out ALL of the word\u2019s connotation<\/strong>s \u2013 the ideas, images and associations it carries.<\/li>\n
- Include as many of these connotations<\/strong> as possible in your answer.<\/li>\n<\/ul>\n<\/td>\n
\n\n- DO NOT <\/strong>give the word\u2019s meaning.\u00a0 That is not what you\u2019re being asked to do.\u00a0 It\u2019s an ANALYSIS<\/strong> question, not an UNDERSTANDING one.<\/li>\n
- You MUST quote!<\/strong><\/li>\n
- Focus on connotations! <\/strong>These are all the things a word suggests to us and how it appeals to our imagination.\u00a0 The context in which a word appears will offer a clue to its connotations.<\/li>\n<\/ul>\n
<\/td>\n<\/tr>\n \n| Imagery<\/strong><\/p>\n (2 marks for deconstructing an image accurately)<\/strong><\/p>\n\u00a0<\/strong><\/td>\n\n\n- Look for similes, metaphors and personification.<\/li>\n
- If the writer describes <\/strong>something in a way that cannot literally be true, imagery is being used.<\/li>\n
- Always begin by quoting the image.<\/li>\n
- Step 1<\/strong>: Identify the two things that are being compared.<\/li>\n
- Step 2:<\/strong> Explore and discuss the literal root of the image.<\/li>\n
- Step 3:<\/strong> Go on to explain what the writer suggests or achieves by making the comparison.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Marks will be awarded based on the quality of your explanation.\u00a0 A straightforward deconstruction of the image will get you one mark; a more detailed, insightful discussion will earn you two.<\/li>\n
- When thinking about what the writer is trying to achieve, consider whether the image is generally flattering (i.e. positive) or unflattering (i.e. negative).\u00a0 This should help you see whether the writer is criticising, condemning or mocking something.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| Sentence Structure<\/strong><\/p>\n (2-4 marks; 1 mark per feature you analyse)<\/strong><\/p>\n <\/td>\n \n\n- Look at punctuation, sentence lengths, sentence patterns, and sentence types.<\/li>\n
- Look at the amount of marks on offer.\u00a0 Try to deal with one feature of sentence structure for every mark available \u2013 so, for a two mark question, try looking at repetition and<\/strong> inversion, or the use of a climactic list and <\/strong>parenthesis.<\/li>\n
- Step 1:<\/strong> Identify the feature of sentence structure.<\/li>\n
- Step 2<\/strong>: Quote an example if possible \/ realistic.<\/li>\n
- Step 3:<\/strong> Analyse the effect, impact or purpose of the technique.<\/li>\n<\/ul>\n<\/td>\n
\n\n- You won\u2019t get any marks for just identifying a technique.<\/strong><\/li>\n
- Quote if it\u2019s possible: but you\u2019re not expected to quote lengthy sentences, or entire lists, for example.<\/li>\n
- Avoid meaningless explanations, eg \u2018The writer uses a comma for extra information\u2019 or \u2018The writer uses a long sentence with lots of commas.\u2019\u00a0 These are inaccurate comments and won\u2019t let you say anything sensible.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| Tone<\/strong><\/p>\n (2-4 marks; 1 mark for identifying tone; 1 mark for each way you show how tone is created)<\/strong><\/td>\n\n\n- Firstly, work out if the writer sounds generally positive or negative.<\/li>\n
- But don\u2019t use these words to describe tone!\u00a0 They are too vague and simplistic.<\/li>\n
- Choose an appropriate word to describe the tone (1 mark).\u00a0 At Higher, words like upbeat, enthusiastic, pleading, ironic, light-hearted, sarcastic, mocking, patronising, dismissive, arrogant, urgent, conversational, disgusted, bitter, <\/em>should be used.<\/li>\n
- Now, go on to explain how the tone is created (1\/2 marks).\u00a0 You should be able to work this out from the writer\u2019s use of language: things like word choice,, imagery, sentence structure, hyperbole, punctuation.<\/li>\n
- QUOTE and outline how your chosen language feature creates the tone.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Try to imagine how the writer would sound if he\/she were saying the words aloud.<\/li>\n
- Never use vague words like \u2018positive,\u2019 \u2018negative,\u2019 \u2018good\u2019 or \u2018bad\u2019 to describe tone.\u00a0 Too general and simplistic for Higher!<\/li>\n
- Remember there can sometimes be several words used to describe a tone: four different pupils may write \u2018humorous,\u2019 \u2018light-hearted\u2019, \u2018playful,\u2019 and \u2018informal\u2019 for the same question.\u00a0 These are similar terms, so it is likely they\u2019d all get a mark.\u00a0 The pupils who write \u2018aggressive\u2019 or \u2018argumentative\u2019 for the same question will not, however!<\/li>\n<\/ul>\n
<\/td>\n<\/tr>\n \n| Language<\/strong><\/p>\n (2-4 marks)<\/strong><\/p>\n\u00a0<\/strong><\/td>\n\n\n- Questions on \u2018language\u2019 allow you to write about any relevant or appropriate language feature: word choice, tone, imagery, sentence structure, sound effects, hyperbole, oxymoron, pun, anecdote and so on are all acceptable.<\/li>\n
- Look at the number of marks on offer and select an appropriate number of examples.\u00a0 2 marks = 2 examples; 4 marks = 4 examples, etc.<\/li>\n
- If you are asked to write about two or more techniques, use subheadings and bullet points<\/strong> to lay your answer out clearly.<\/li>\n
- Always QUOTE from the passage.<\/li>\n
- Identify the technique(s) being used.<\/li>\n
- Go on to analyse the effect, impact or purpose of the language feature you\u2019ve chosen.\u00a0 Does it reflect the writer\u2019s attitude?\u00a0 Emphasise a point?\u00a0 Criticise or flatter someone \/ something?<\/li>\n<\/ul>\n<\/td>\n
\n\n- You MUST quote!<\/strong><\/li>\n
- YOU MUST <\/strong>identify (i.e. name) the technique(s) you have chosen.<\/li>\n
- Bullet points and<\/strong> subheadings<\/strong> will allow you to structure your answers more clearly.\u00a0 It will also make it easier for the examiner to follow your argument, and award marks.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\u00a0<\/strong><\/p>\n\n- EVALUATION AND COMPARISON<\/strong><\/li>\n<\/ol>\n
\u00a0<\/strong><\/p>\n\n\n\nQuestion Type<\/strong><\/td>\nWhat to Do<\/strong><\/td>\nHints<\/strong><\/td>\n<\/tr>\n\n| Evaluation<\/strong><\/p>\n (2-4 marks)<\/strong><\/p>\n\u00a0<\/strong><\/p>\n\u2018Evaluate the final paragraph \/ sentence\u2019s effectiveness as a conclusion to the ideas of the passage as a whole\u2019<\/p>\n <\/td>\n \n\n- \u00a0Check if the question is on ideas<\/strong> (content and arguments \u2013 what the writer says), language \/ style<\/strong> (techniques \u2013 how the writer expresses her ideas), or both<\/strong>.<\/li>\n
- If neither is specified, you can approach the question as you wish.<\/li>\n
- Look at the number of marks available.\u00a0 For 2 marks, explore one link between the conclusion and the rest of the text.<\/li>\n
- For 3-4 marks, explore two links.<\/li>\n
- Show, by quoting and summarising, how the final paragraph revisits or recalls something the writer has already said.<\/li>\n
- For language \/ style, show by analysing<\/strong> how the writer revisits this idea in a powerful, thought-provoking way.<\/li>\n<\/ul>\n
<\/td>\n \n\n- You are free to re-use material or ideas from other questions if it is relevant or appropriate.<\/li>\n
- Make sure you quote \/ reference both the final paragraph AND<\/strong> the related part of the passage!<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| The Comparison question.<\/strong><\/p>\n (5 marks)<\/strong><\/p>\n\u00a0<\/strong><\/p>\n\u2018Both writers express their views on _______________. Identify key areas on which they agree \/ disagree.\u00a0 In your answer, you should refer in detail to both passages.\u2019<\/p>\n <\/td>\n \n\n- Read Passage 2 carefully.\u00a0 Use \u2018context\u2019 strategies to work out words you are unfamiliar with (but don\u2019t be overly intimidated \u2013 you don\u2019t need to know every single word to have a sound overview of the passage).<\/li>\n
- As you read, note down key ideas or underline things that obviously agree \/ disagree with passage 1.<\/li>\n
- Read the question very carefully, so you know whether you need to look for key areas of agreement \/ disagreement \/ both.<\/li>\n
- To aim for five marks, identify THREE areas of agreement \/ disagreement.<\/li>\n
- Use subheadings and developed bullet points to lay your answer out clearly.<\/li>\n
- For four marks, quote from the passages in support of your ideas.<\/li>\n
- For five marks, ensure your answer is largely composed of your own words (summary to show you\u2019ve understood main ideas) and short \u2018drop quotes\u2019 to support and prove what you say.<\/li>\n<\/ul>\n<\/td>\n
\n\n- DO NOT attempt to pick out 5 areas of agreement \/ disagreement.\u00a0 This is giving yourself far too much work.<\/li>\n
- Spend around 30 minutes on this question (this includes reading Passage 2 and getting your head around it!)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\u00a0<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"Higher English Reading for Understanding, Analysis and Evaluation Question Types \u00a0 UNDERSTANDING THE IDEAS Question Type What to Do Hints Own Words questions (1 mark per point put into own words) \u2018Explain,\u2019 \u2018identify, \u2019summarise,\u2019 \u2018outline,\u2019 \u2018What is\u2026\u2019, \u2018according to the writer,\u2019 Find the piece of the passage which contains the correct answer … Continue reading Question types & ways to answer them<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":44534,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-320","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/braidhurstenglish\/wp-json\/wp\/v2\/pages\/320","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/braidhurstenglish\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/braidhurstenglish\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/braidhurstenglish\/wp-json\/wp\/v2\/users\/44534"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/braidhurstenglish\/wp-json\/wp\/v2\/comments?post=320"}],"version-history":[{"count":1,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/braidhurstenglish\/wp-json\/wp\/v2\/pages\/320\/revisions"}],"predecessor-version":[{"id":321,"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/braidhurstenglish\/wp-json\/wp\/v2\/pages\/320\/revisions\/321"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/nl\/braidhurstenglish\/wp-json\/wp\/v2\/media?parent=320"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}} | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |