CLOSE READINGToday we are looking at the types of questions you may be asked

UNDERSTANDING

Factual questions: pick out a fact from the text and express in your own words.

Example: The topic of this text was the tarantula, and the narrator was a spider.

I’m nocturnal. I love the moonlight, the shadows, the dark places, the dappled murk. I’m not being poetic. I’m simply being true to my nature, my nocturnal nature. Like all tarantulas.

Question: In your own words, in what way is the speaker “like all tarantulas” (1 mark)

There are 2 steps!

Look for the information which answers the question.

Express the information into a simple sentence in your own words.

Answer: The speaker is active at night.

Page 9: Questions 1 and 2.

CONTEXT QUESTIONS You are asked to work out what a word means by using

the information around it

You start by defining what the word means Then show which other words helped you come to that

answer. It may be that they have a similar meaning or connotation

Eg., I’m nocturnal. I love the moonlight, the shadows, the dark places, the dappled murk. I’m not being poetic. I’m simply being true to my nature, my nocturnal nature. Like all tarantulas.

Show how the context helps you understand the meaning of ‘nocturnal’. ( 2 marks)

LINK QUESTION

Identify the section of the sentence that refers back to the previous section – quote it.

After that, state what the topic of the previous section was.

Identify the section of the sentence that introduces the next section – quote it.

After that, state what the topic of the next section was.

Page 50. Questions 1 and 2.

ANALYSIS – HOW THE WRITER IS EXPRESSING HIS IDEAS.

Deals with the style: sentence structure, punctuation, word choice, figures of speech and tone.

In other words, questions that relate to the writer’s use of language.

Whenever a question begins “How does the writer’s language…” then these are the areas you are asked to look at.

SENTENCE STRUCTURE.

You need to describe the main features of the sentence structure and explain the effect.

Statements – telling you something. Questions – ask something. May challenge the

reader or show uncertainty. Rhetorical questions used to stir up strong feelings in the reader.

Commands – telling you to do something. End in full stop or exclamation mark. Used in adverts or talking directly to reader.

Exclamations – shows excitement or surprise. Often begin with “What” or “How”. Eg. How beautiful! Create tense/dramatic mood. Often informal.

Page 17. First 5.

You don’t just identify the sentence type but explain the effect of it.

Look for the type of sentence used Consider whether long/complex or short/simple

sentences Complex – contain several verbs and clauses.

Usually formal language. Simple – only one verb. Typical of speech and

informal. Look at how the words are arranged.

Word order:

Reversal of word order eg., ‘back we went’ instead of ‘we went back’, is inversion. Used to emphasis something.

PUNCTUATION

Parenthesis – extra piece of information added to a sentence which would be complete without it. Enclosed by brackets, commas or dashes.

Eg., “A girl, not of her set, called Judith, giggled.”

Comma – separates phrases in a sentence. Could be a list.

Colon (:) – introduces a quotation, list, explanation or when summing up.

Semi colon (;) – finishes one part of a sentence. Could but used instead of using a conjunction to join two phrases.

Inverted commas (“ “ ) (‘ ‘) – marks quotations, direct speech or words used in an unusual way.

Dash – can function as a colon.

Page 22. Questions 1 and 2.

EXPRESSION AND WORD CHOICE

These questions look at the effect of the words the author uses.

Formal/informal language Word choice for atmosphere Emotive language – to stir up strong

emotions. Eg., shocking, horrifying.

Pages 28/29

FIGURES OF SPEECH Again, explain the effect of the technique

Literal/figurative language. Literal – what is actually meant. Figurative – what is being suggested

Metaphor – comparison with something unlike but which has something in common

Simile – comparison using ‘like’ or ‘as’

Personification – giving inanimate object human characteristics

Alliteration – repetition of consonant sounds. Focus on the sound and what effect is being created

Assonance – repetition of vowel sound Onomatopoeia – word to describe a sound Hyperbole – exaggeration. Often used for

comic effect Euphemism – expressing something in a

gentler way.

Page 45. Questions 2, 4 and 5.

TONE

Tone reflects the attitude of the writer. Try to decide what the writer’s purpose is.

Humorous – making jokes and using hyperbole. Purpose is to amuse the reader.

Ironic – writer is criticising something in a humorous way and often done by saying the opposite of what he means.

Emotive Colloquial/chatty – using slang, abbreviations as

if talking to reader

Page 54. Numbers 1 and 2.

EVALUATION

You must consider how effectively the writer presented information. You should express your personal response.