CLOSE READING CLOSE READING SKILLSSKILLS

CONTENTSCONTENTSIntroduction to Close Reading (slides 3 – 6)Introduction to Close Reading (slides 3 – 6)

UNDERSTANDINGUNDERSTANDING – – Introduction (slides 7 – 9) Introduction (slides 7 – 9) 1. Factual Questions (slides 9 – 14)1. Factual Questions (slides 9 – 14) 2. Meanings of Words (slides 15 – 18)2. Meanings of Words (slides 15 – 18)

ANALYSISANALYSIS – – Introduction (slides 19 – 24) Introduction (slides 19 – 24) 1. Sentence Structure (slides 25 – 48)1. Sentence Structure (slides 25 – 48)

2. a) Expression (slides 49 – 59)2. a) Expression (slides 49 – 59) b) word choice (slides 60 – 68)b) word choice (slides 60 – 68)

3. Figures of Speech (slides 69 – 78)3. Figures of Speech (slides 69 – 78)

4. Structure of a Text (slides 79 – 87)4. Structure of a Text (slides 79 – 87)

5. Tone (slides 88 – 92)5. Tone (slides 88 – 92)

EVALUATIONEVALUATION - - (slides 93 – 100)(slides 93 – 100)

CLOSE READING - CLOSE READING - INTROINTRO

In Intermediate English, the Close Reading part of the In Intermediate English, the Close Reading part of the course aims to test fully your understanding of course aims to test fully your understanding of language. The text will be prose and it will be a piece language. The text will be prose and it will be a piece of non-fiction, such as a newspaper article.of non-fiction, such as a newspaper article.

The questions on the text will focus on three aspects The questions on the text will focus on three aspects of it:of it:

WhatWhat the writer is saying the writer is saying (Understanding);(Understanding); HowHow the writer is saying it the writer is saying it (Analysis);(Analysis); How effectivelyHow effectively he is saying it he is saying it (Evaluation).(Evaluation).

In the exam, you will see the letters U, A or E after In the exam, you will see the letters U, A or E after each question. (Occasionally a question will test a each question. (Occasionally a question will test a combination of these.) This is to help you know what combination of these.) This is to help you know what kind of answer is wanted.kind of answer is wanted.

Exam TechniqueExam Technique

The art of answering test questions in the The art of answering test questions in the correct way is called correct way is called ‘exam technique’.‘exam technique’.

Often, marks are lost not through lack of real Often, marks are lost not through lack of real understanding, but through a failure to grasp understanding, but through a failure to grasp exactly what is wanted by the examiners in exactly what is wanted by the examiners in certain types of question.certain types of question.

The following slides contain hints in answering The following slides contain hints in answering the three types of question in the way that the three types of question in the way that examiners expect. There are also exercises for examiners expect. There are also exercises for practice.practice.

Directed questionsDirected questions The questions in the texts of Close Reading in Intermediate The questions in the texts of Close Reading in Intermediate

English are always ‘directed’. This means you will be told to English are always ‘directed’. This means you will be told to look at a particular section of the text to find the answers. look at a particular section of the text to find the answers. For example, you will be given pointers such as ‘in the first For example, you will be given pointers such as ‘in the first paragraph’ or ‘Look at lines.paragraph’ or ‘Look at lines.

It is very important that you follow these instructions It is very important that you follow these instructions carefully. It can be helpful to mark off the directed section carefully. It can be helpful to mark off the directed section in some way - with brackets, underlining or by means of a in some way - with brackets, underlining or by means of a highlighter pen.highlighter pen.

Direction to a section of text is helpful as it saves time Direction to a section of text is helpful as it saves time searching though the whole of it.searching though the whole of it.

However, you must be sure to supply an answer from within However, you must be sure to supply an answer from within the section you are directed to. If you choose an answer the section you are directed to. If you choose an answer from outside the section you will get no marks.from outside the section you will get no marks.

Points of exam technique to Points of exam technique to rememberremember

Find the answer Find the answer within the lines you are within the lines you are directed todirected to in the text. in the text.

Note the Note the number of marksnumber of marks available and give available and give an answer of a suitable length and amount of an answer of a suitable length and amount of detail.detail.

Look carefully at what the question instructs Look carefully at what the question instructs you to do. you to do. Use your own words Use your own words unless the unless the answer asks you to answer asks you to quote.quote.

Note carefully what type of answer is required:Note carefully what type of answer is required: understandingunderstanding (what is said), (what is said), analysisanalysis (how it is said) or, (how it is said) or, evaluationevaluation (how effectively it is said). (how effectively it is said).

UNDERSTANDINGUNDERSTANDING

1. Factual Questions1. Factual Questions&&

2. Meanings of Words 2. Meanings of Words

Some questions will be Some questions will be set to test your set to test your

understanding of a text.understanding of a text.

1. Factual Questions1. Factual Questions

The most common task is to be The most common task is to be asked to pick out a asked to pick out a factfact from the from the text and express text and express it in your own it in your own words.words.

Example….Example…. Here is an example from the Here is an example from the 2000 Intermediate 22000 Intermediate 2

paper. paper.

The topic of this text was ‘a notorious species of The topic of this text was ‘a notorious species of spider’, the tarantula, and the narrator was the spider spider’, the tarantula, and the narrator was the spider itself.itself.

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

Question:Question: In your own words, in what way is the In your own words, in what way is the speaker ‘like all tarantulas’ according to the first speaker ‘like all tarantulas’ according to the first paragraph? (1 Mark)paragraph? (1 Mark)

There are two steps to There are two steps to answering a question of this answering a question of this

type.type. Step One:Step One: Look in the text for the information which will answer the Look in the text for the information which will answer the

question. In this case, it is provided by the word ‘nocturnal’.question. In this case, it is provided by the word ‘nocturnal’.

Step Two:Step Two: Express the information Express the information in your own wordsin your own words in a simple in a simple

sentence which fits the way the question is worded. In this sentence which fits the way the question is worded. In this example you had to change from 1st person (‘I’) into 3rd example you had to change from 1st person (‘I’) into 3rd person (‘the speaker’).person (‘the speaker’).

An acceptable answer to gain the mark would be:An acceptable answer to gain the mark would be:

‘‘The speaker is active by night.’The speaker is active by night.’

Remember, if you were simply to say ‘The speaker is Remember, if you were simply to say ‘The speaker is nocturnal’ or ‘He is nocturnal’ you would get no marks nocturnal’ or ‘He is nocturnal’ you would get no marks since you would have failed to do step two, namely to since you would have failed to do step two, namely to use use your own words.your own words.

Questions that ask you to Questions that ask you to summarisesummarise

A variation of this task is a question which asks you to pick out a A variation of this task is a question which asks you to pick out a number of points the writer makes and repeat them briefly in your number of points the writer makes and repeat them briefly in your own words. own words.

Such a question frequently includes the word Such a question frequently includes the word ‘summarise’.‘summarise’. Here Here is an example from the 2000 Intermediate 2 paper:is an example from the 2000 Intermediate 2 paper:

In this question, the number of marks available, three, suggests In this question, the number of marks available, three, suggests the number of pieces of evidence to be found. the number of pieces of evidence to be found.

Always remember to look carefully at the number of marks. A Always remember to look carefully at the number of marks. A summary question may be worth as many as 5 marks, and you summary question may be worth as many as 5 marks, and you must try to persuade the examiner to give you all of these. must try to persuade the examiner to give you all of these.

You might choose to present your answer in a numbered format.You might choose to present your answer in a numbered format. 1…1… 2…2… 3…3…

This will help gain you a mark for each separate point made.This will help gain you a mark for each separate point made.

Warning! Warning!

One of the commonest errors of One of the commonest errors of exam technique is to write exam technique is to write too too muchmuch for a single mark question, for a single mark question,

and and too littletoo little for a multiple mark for a multiple mark question.question.

2. Meanings of Words2. Meanings of Words

Another task set to test Another task set to test understanding is to explain the understanding is to explain the

meaning of a word or phrase used meaning of a word or phrase used in the text.in the text.

Meanings of Words Meanings of Words ExplainedExplained

Sometimes you will be asked to Sometimes you will be asked to pick out a clue near to the word pick out a clue near to the word or phrase in the text which- or phrase in the text which- makes this meaning clear. makes this meaning clear.

The word The word contextcontext may be used may be used here. The context means the part here. The context means the part of the text where the word is of the text where the word is used.used.

For example….For example…. Look again at the opening paragraph of the text Look again at the opening paragraph of the text

on the tarantula:on the tarantula:

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

Consider this questionConsider this question

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

Again there are two steps to Again there are two steps to answering this type of answering this type of

question.question. Step OneStep One: : Explain the meaningExplain the meaning of the word. of the word.

Step TwoStep Two: Show how the rest of the text : Show how the rest of the text makes this clear by makes this clear by quotingquoting the word or words the word or words which provide clues.which provide clues.

An acceptable answer might be:An acceptable answer might be:

Nocturnal’ means being active by night. The Nocturnal’ means being active by night. The writer refers to his preference for ‘moonlight’ writer refers to his preference for ‘moonlight’ and ‘dark’ which both suggest night-time.and ‘dark’ which both suggest night-time.

ANALYSISANALYSIS

ANALYSIS – ANALYSIS – INTRODUCTIONINTRODUCTION

Analysis questions ask you to think about Analysis questions ask you to think about howhow the writer is expressing his ideas. the writer is expressing his ideas.

A common fault of exam technique is to treat an A common fault of exam technique is to treat an analysis question as if it is one of understanding. analysis question as if it is one of understanding.

Marks are often lost in these questions because Marks are often lost in these questions because candidates explain candidates explain whatwhat is being said rather is being said rather than than howhow it is said. it is said.

Remember that analysis questions will be Remember that analysis questions will be marked with an ‘A’ to jog your memory about marked with an ‘A’ to jog your memory about this.this.

ANALYSIS – ANALYSIS – INTRODUCTIONINTRODUCTION

Analysis questions will deal with aspects of style: Analysis questions will deal with aspects of style:

sentence structure and punctuation; sentence structure and punctuation; expression and word choice; expression and word choice; figures of speech; figures of speech; the structure of the argument; the structure of the argument; and toneand tone

Look very carefully at the wording of the question to find Look very carefully at the wording of the question to find out what is wanted. If the question asks you to ‘Quote’, out what is wanted. If the question asks you to ‘Quote’, you may simply pick out a word or expression from the you may simply pick out a word or expression from the text. text.

Such questions are usually worth only 1 mark.Such questions are usually worth only 1 mark.

ANALYSIS – ANALYSIS – INTRODUCTIONINTRODUCTION

Here is an example from a past paper of Here is an example from a past paper of such a question:such a question:

‘‘Quote the expression that makes it Quote the expression that makes it clear…’clear…’

However, more usually an answer to an However, more usually an answer to an Analysis question will require you to Analysis question will require you to explain something in your own words.explain something in your own words.

However…However… However, more usually an answer to an Analysis However, more usually an answer to an Analysis

question will require you to explain something question will require you to explain something in in your own words.your own words.

Almost always you will be expected to: Almost always you will be expected to:

1.1. Give a quote;Give a quote;

2.2. And provide an explanation And provide an explanation in your own in your own wordswords. .

A question on word choice will always require A question on word choice will always require both quotation and explanation. both quotation and explanation.

For Example…For Example…

Here is a typical example of a Here is a typical example of a question which requires you both question which requires you both to quote and comment:to quote and comment:

‘‘Select one expression used to Select one expression used to describe this and explain why you describe this and explain why you find it effective.’find it effective.’

ANALYSISANALYSIS

1. Sentence Structure1. Sentence StructureStep 1Step 1 - - Types of sentence the writer usesTypes of sentence the writer uses.. (slides 28 – 31) (slides 28 – 31)

Step 2Step 2 - - Consider whether sentences are long and complex or short Consider whether sentences are long and complex or short and simpleand simple.. (slides 32 – 33) (slides 32 – 33)

Step 3Step 3 - - Look at the arrangement of words within the sentenceLook at the arrangement of words within the sentence. . (slides 34 – 47)(slides 34 – 47)

A) Word Order (35)A) Word Order (35)B) Particular Patterns in Sentences (36)B) Particular Patterns in Sentences (36)C) Parts of Speech (37 - 38)C) Parts of Speech (37 - 38)D) Parenthesis (39 – 42)D) Parenthesis (39 – 42)E) First or Third person (43)E) First or Third person (43)F) Punctuation (44 – 47)F) Punctuation (44 – 47)

Sentence StructureSentence Structure The most important thing is to know what is meant by The most important thing is to know what is meant by

sentence structure, and what an answer on it should refer sentence structure, and what an answer on it should refer to. to.

You should not only: You should not only:

A) describe the main features of sentence structure A) describe the main features of sentence structure B) but also explain their effect.B) but also explain their effect.

Basically, the structure of a sentence’ means the way in Basically, the structure of a sentence’ means the way in which it is made up, and how the various elements are which it is made up, and how the various elements are arranged. arranged.

The The punctuationpunctuation can be helpful in giving clues to the can be helpful in giving clues to the structure.structure.

What should I What should I look for?look for?

Step One:Step One:

Look out for the types of sentence Look out for the types of sentence the writer uses.the writer uses.

Here are the main types and the Here are the main types and the effect each type is likely to have:effect each type is likely to have:

Statements —Statements — tell you something. tell you something. They end in a full stop. They end in a full stop. Most sentences are statements, so it is usually if other types of Most sentences are statements, so it is usually if other types of

sentence are used that you will need to comment. sentence are used that you will need to comment. Writing which is made up of statements alone may have a calm or Writing which is made up of statements alone may have a calm or

impersonal tone.impersonal tone.

Questions —Questions — ask something. ask something. They always end with a question mark. They always end with a question mark. Using questions may challenge the reader, or show uncertainty in Using questions may challenge the reader, or show uncertainty in

the writer. the writer. Look out for rhetorical questions, which do not expect an answer, Look out for rhetorical questions, which do not expect an answer,

e.g., ‘What kind of an answer is that?’ Such questions aim to stir e.g., ‘What kind of an answer is that?’ Such questions aim to stir up strong feelings in the reader, such as anger. up strong feelings in the reader, such as anger.

They create what is called an emotive tone, which simply means They create what is called an emotive tone, which simply means one which stirs up feelings or emotions.one which stirs up feelings or emotions.

Commands —Commands — tell you to do something. tell you to do something. ‘‘Think of a number’. They end with either a full stop or an Think of a number’. They end with either a full stop or an

exclamation mark. exclamation mark. They are often used in advertisements or where the writer tries to They are often used in advertisements or where the writer tries to

create the effect of talking directly to the readercreate the effect of talking directly to the reader

Exclamations —Exclamations — express excitement or express excitement or surprise.surprise.

‘‘How beautiful it was!’ ‘What a place!’ ‘Goodness How beautiful it was!’ ‘What a place!’ ‘Goodness gracious!’ gracious!’

Exclamations do not always contain verbs. They Exclamations do not always contain verbs. They often begin with ‘What’ or ‘How’, like the first often begin with ‘What’ or ‘How’, like the first two examples, and end in either an exclamation two examples, and end in either an exclamation mark or a full stop.mark or a full stop.

Exclamations may also create an emotive or Exclamations may also create an emotive or dramatic tone.dramatic tone.

Minor Sentences —Minor Sentences — don’t contain a verb. Since don’t contain a verb. Since they are abbreviations of other types of sentence they are abbreviations of other types of sentence they may end in a full stop or a question mark.they may end in a full stop or a question mark.

‘‘What now?’ ‘Time for a rest’. Such sentences What now?’ ‘Time for a rest’. Such sentences will be very short and may create a tense or will be very short and may create a tense or dramatic mood.dramatic mood.

They are typical of informal language and may They are typical of informal language and may be used in direct speech, notes or diary entries.be used in direct speech, notes or diary entries.

Such writing without verbs may also be called Such writing without verbs may also be called note form.note form.

Step Two:Step Two:

Consider whether sentences are Consider whether sentences are long and complex or short and long and complex or short and simple.simple.

Step Two ExplainedStep Two Explained Long sentences containing several verbs and therefore Long sentences containing several verbs and therefore

several clauses are called complex. These are typical of several clauses are called complex. These are typical of written English, and usually, the more complex the written English, and usually, the more complex the sentences, the more formal the language.sentences, the more formal the language.

e.g., It/s merely to suspect that physicians marry e.g., It/s merely to suspect that physicians marry quality with quantity when they judge how far to quality with quantity when they judge how far to intervene.intervene.

Sentences with only one verb are called simple. These Sentences with only one verb are called simple. These are typical of speech and types of language which aim are typical of speech and types of language which aim to communicate very quickly and directly. to communicate very quickly and directly.

Young children, for example, tend to use mainly simple Young children, for example, tend to use mainly simple sentences.sentences.

e.g., The older generation are a canny bunch.e.g., The older generation are a canny bunch.

Step Three:Step Three: Look at the arrangement of words within the Look at the arrangement of words within the

sentence, particularly in longer ones. sentence, particularly in longer ones.

Some of the following features may be worth Some of the following features may be worth commenting on.commenting on.

A) Word OrderA) Word Order B) Particular Patterns in SentencesB) Particular Patterns in Sentences C) Parts of SpeechC) Parts of Speech D) ParenthesisD) Parenthesis E) First or Third personE) First or Third person F) PunctuationF) Punctuation

A) Word OrderA) Word Order The best advice is that anything unusual The best advice is that anything unusual

probably deserves a comment. probably deserves a comment.

A reversal of the normal word order is known A reversal of the normal word order is known as as inversioninversion, ,

e.g., ‘back we went’ instead of ‘we went e.g., ‘back we went’ instead of ‘we went back’. back’.

Using inversion throws emphasis on to a Using inversion throws emphasis on to a particular part of the sentence — in this particular part of the sentence — in this example it is the word ‘back’ which is example it is the word ‘back’ which is stressed.stressed.

B) Particular Patterns B) Particular Patterns in Sentencesin Sentences

Often a pattern will be clear to see in a sentence.Often a pattern will be clear to see in a sentence.

Three patterns are specially common: Three patterns are specially common:

listlist repetitionrepetition climaxclimax

Julius Caesar’s legendary saying ‘I came, I saw, I conquered’ is an Julius Caesar’s legendary saying ‘I came, I saw, I conquered’ is an example of all three of these techniques at once.example of all three of these techniques at once.

The The listlist of verbs ‘came, saw and conquered’ creates a sense of of verbs ‘came, saw and conquered’ creates a sense of action.action.

The The repetition repetition of the personal pronoun ‘I’ suggests a speaker who of the personal pronoun ‘I’ suggests a speaker who is egotistical and dominating.is egotistical and dominating.

The verbs in the list have a sense of progress and end with the The verbs in the list have a sense of progress and end with the most powerful, leading to the effect of a most powerful, leading to the effect of a climax.climax.

C) Parts of SpeechC) Parts of Speech The words which make up a sentence are called The words which make up a sentence are called parts of speechparts of speech.. There are eight parts of speech in English, which all have different There are eight parts of speech in English, which all have different

functions: functions: nouns, verbs, adjectives, adverbs, pronouns, prepositions, nouns, verbs, adjectives, adverbs, pronouns, prepositions,

conjunctions and articles.conjunctions and articles.

It is useful to be able to identify these so that you can comment if It is useful to be able to identify these so that you can comment if any part of speech is used in an unusual way to create a particular any part of speech is used in an unusual way to create a particular effect.effect.

Conjunctions, which have a linking function, are often worthy of Conjunctions, which have a linking function, are often worthy of comment. In the case of verbs, recognising the tense can be comment. In the case of verbs, recognising the tense can be useful. useful.

In most narrative writing the past tense is used. In most narrative writing the past tense is used. If the present tense is used, or if the tense changes at some point, If the present tense is used, or if the tense changes at some point,

this may well be worth commenting on.this may well be worth commenting on.

Be precise in describing the effects. You will get little credit for Be precise in describing the effects. You will get little credit for vague comments such as ‘the writer uses a lot of adjectives’.vague comments such as ‘the writer uses a lot of adjectives’.

For PracticeFor Practice Can you identify all the parts of speech underlined in this Can you identify all the parts of speech underlined in this

extract? There are two examples of each type.extract? There are two examples of each type.

‘‘Scrooge recoiled in Scrooge recoiled in terrorterror, , forfor the scene had changed. the scene had changed. Now heNow he almost almost touched touched a bed, on which, a bed, on which, beneathbeneath a a ragged sheetragged sheet, there lay a something covered up. The , there lay a something covered up. The room was very dark. A room was very dark. A palepale light light fellfell straight straight uponupon the the bed, bed, andand on on itit, unwatched, unwept, uncared for, was , unwatched, unwept, uncared for, was thethe body of man. The cover was so body of man. The cover was so carelesslycarelessly adjusted that adjusted that the slightest raising of it, the motion of a the slightest raising of it, the motion of a fingerfinger on on Scrooge’s part, would have disclosed the face.’Scrooge’s part, would have disclosed the face.’

Discuss:Discuss:

What is the effect of the list of adjectives beginning with What is the effect of the list of adjectives beginning with ‘un-’ in lines 4—5 of this extract?‘un-’ in lines 4—5 of this extract?

D) ParenthesisD) Parenthesis A A parenthesisparenthesis is an extra piece of is an extra piece of

information inserted into a sentence and information inserted into a sentence and enclosed by a pair of commas, brackets or enclosed by a pair of commas, brackets or dashes. dashes.

The plural of this word is The plural of this word is parentheses.parentheses.

A A parenthesisparenthesis may be a single word, a may be a single word, a phrase or a whole clause.phrase or a whole clause.

While the grammar and basic sense of the While the grammar and basic sense of the sentence would remain intact if the sentence would remain intact if the parenthesis were omitted, it will add parenthesis were omitted, it will add something significant. something significant.

An Example…An Example… Indeed, Indeed, parenthesisparenthesis may make the may make the

meaning clearer, by adding an explanation meaning clearer, by adding an explanation or clarifying detail:or clarifying detail:

e.g., ‘A girl, not of her set, called Judith, e.g., ‘A girl, not of her set, called Judith, giggled.’giggled.’

In this example from The Prime of Miss Jean In this example from The Prime of Miss Jean Brodie, the first parenthesis implies a reason Brodie, the first parenthesis implies a reason why the girl was impertinent enough to why the girl was impertinent enough to giggle, while the second makes clear which giggle, while the second makes clear which girl it was.girl it was.

Parenthesis ContinuedParenthesis Continued Alternatively, a parenthesis may affect the Alternatively, a parenthesis may affect the

tone by adding a comment, which might be tone by adding a comment, which might be humorous or ironic; for example:humorous or ironic; for example:

‘‘On the friendly Greek island of Cephalonia, On the friendly Greek island of Cephalonia, the Elephtherious (try saying that with a the Elephtherious (try saying that with a mouthful of moussaka) will welcome you mouthful of moussaka) will welcome you with open arms.’with open arms.’

‘‘The responsibility of the officer is to look The responsibility of the officer is to look after, to supervise, to lead (whatever that after, to supervise, to lead (whatever that means).’means).’

E) First or Third personE) First or Third person

Does the text use pronouns such as I, me Does the text use pronouns such as I, me and we — first person? and we — first person?

Or does it use he, she and they — third Or does it use he, she and they — third person?person?

Although this may not be considered Although this may not be considered

strictly a matter of structure, you will strictly a matter of structure, you will often be given credit for making a often be given credit for making a comment on the choice of ‘person’ a comment on the choice of ‘person’ a writer makes.writer makes.

F) PunctuationF) Punctuation

Punctuation is very useful in making Punctuation is very useful in making clear the sentence structure. clear the sentence structure.

It would be worth learning this list of It would be worth learning this list of punctuation marks and their uses.punctuation marks and their uses.

REMEMBER – ALSO LOOK AT REMEMBER – ALSO LOOK AT TEXTUAL ANALYSIS POWERPOINT TEXTUAL ANALYSIS POWERPOINT

FOR INFORMATIONFOR INFORMATION

Commas (,)Commas (,) separate phrases and clauses separate phrases and clauses within a sentence. within a sentence.

A number of commas may well indicate a A number of commas may well indicate a list.list.

A colon (:)A colon (:) introduces a quotation or a list; introduces a quotation or a list; an explanation or elaboration; or a an explanation or elaboration; or a summing up.summing up.

There will often be a balance between the There will often be a balance between the two parts of the sentence it divides.two parts of the sentence it divides.

A semi-colon (;)A semi-colon (;) finishes off one part of a finishes off one part of a sentence. it may be used instead of a sentence. it may be used instead of a conjunction to separate two principal conjunction to separate two principal clauses in a sentence.clauses in a sentence.

Inverted commasInverted commas (‘’)(“”)mark (‘’)(“”)mark quotations, direct speech, foreign words quotations, direct speech, foreign words or words used in an unusual way. (Italics or words used in an unusual way. (Italics may sometimes be used similarly.)may sometimes be used similarly.)

A dash (—)A dash (—) can function like a colon to can function like a colon to introduce a quotation, list, explanation, introduce a quotation, list, explanation, elaboration or summing up; two dashes elaboration or summing up; two dashes can mark off a parenthesis. (In can mark off a parenthesis. (In typography, a dash is longer than a typography, a dash is longer than a hyphen.)hyphen.)

A hyphen (-)A hyphen (-) joins two words to make a joins two words to make a compound word, or indicates a split word compound word, or indicates a split word at the end of a line.at the end of a line.

ANALYSISANALYSIS

2. A) Expression &2. A) Expression &

B) Word choice B) Word choice

i) Colloquial language (slides 50 – 53)i) Colloquial language (slides 50 – 53)

ii) Dialect (slides 54 – 56)ii) Dialect (slides 54 – 56)

iii) Shades of Meaning (slides 57 – 59)iii) Shades of Meaning (slides 57 – 59)

i) Creating an atmosphere. (slides 60 – 62)i) Creating an atmosphere. (slides 60 – 62)

ii) Emotive Language (slides 63 – 64)ii) Emotive Language (slides 63 – 64)

iii) Old, New and Specialised Forms of Language iii) Old, New and Specialised Forms of Language (slides 65 – 68)

A) ExpressionA) Expression Questions relating to expression and Questions relating to expression and

word choice look at the effect created by word choice look at the effect created by the particular choices of the writer.the particular choices of the writer.

The writer’s tone will depend on these The writer’s tone will depend on these choices. choices.

The particular style a writer chooses is The particular style a writer chooses is known as the known as the registerregister. .

This includes grammar, word choice and This includes grammar, word choice and all aspects of style.all aspects of style.

i) Colloquial languagei) Colloquial language A writer may choose to write A writer may choose to write informallyinformally

using a style more typical of speaking using a style more typical of speaking than writing. than writing.

This is called This is called colloquialcolloquial language. language. Expressions such as ‘well’, ‘by the way’, Expressions such as ‘well’, ‘by the way’, ‘of course’ and ‘you know’ are examples, ‘of course’ and ‘you know’ are examples, as are slang words such as ‘guy’ for man as are slang words such as ‘guy’ for man or ‘kid’ for child.or ‘kid’ for child.

For Example…For Example…

The first question in the 2000 The first question in the 2000 Intermediate paper focused on this Intermediate paper focused on this aspect of expressionaspect of expression

‘‘Quoting evidence from the early part Quoting evidence from the early part of the passage (lines 1—20), show how of the passage (lines 1—20), show how the writer creates the impression of the writer creates the impression of someone speaking to us rather than someone speaking to us rather than writing for us. (2 marks)’writing for us. (2 marks)’

So how do I answer So how do I answer this question?this question?

In this example, you were directed to In this example, you were directed to quite a large section of the text, but as quite a large section of the text, but as the question was worth only two marks the question was worth only two marks you had to be selective. you had to be selective. Here is a Here is a possible answerpossible answer..

‘‘The writer uses the word ‘you’ (in ‘I The writer uses the word ‘you’ (in ‘I guess you can tell’) which gives the guess you can tell’) which gives the impression he is chatting to the reader. impression he is chatting to the reader. He also uses slang expressions such as He also uses slang expressions such as ‘guy’ and ‘in case you don’t know’ which ‘guy’ and ‘in case you don’t know’ which add to the impression he is speaking.’add to the impression he is speaking.’

ii) Dialectii) Dialect One particular form of spoken English is One particular form of spoken English is dialect.dialect. Dialect is the name given to the style of language Dialect is the name given to the style of language

spoken in a particular area of the English speaking spoken in a particular area of the English speaking world. world.

Scots is an example of a dialect. Scots is an example of a dialect. You may be asked to compare dialect with You may be asked to compare dialect with

Standard English, which is the term you should Standard English, which is the term you should use for the style of English that is understood use for the style of English that is understood everywhere. everywhere.

Dialect forms may be simply Dialect forms may be simply Standard EnglishStandard English words pronounced differently, such as Scots ‘auld’ words pronounced differently, such as Scots ‘auld’ for ‘old’, or they may take the form of completely for ‘old’, or they may take the form of completely different words such as ‘bairn’ or ‘wean’ for ‘child’.different words such as ‘bairn’ or ‘wean’ for ‘child’.

DialectDialect

Many Scots writers prefer using Many Scots writers prefer using their own dialect to Standard their own dialect to Standard English as they feel it is more English as they feel it is more natural, expressive and lively.natural, expressive and lively.

iii) Shades of Meaningiii) Shades of Meaning Sometimes you may be asked to explain a particular Sometimes you may be asked to explain a particular

shade of meaning of a word.shade of meaning of a word.

Look at this example from the 2000 Intermediate 2 Look at this example from the 2000 Intermediate 2 paper:paper:

Quote an expression from the first three paragraphs that Quote an expression from the first three paragraphs that suggests that the speaker does not feel threatened in suggests that the speaker does not feel threatened in the film theatre. (1 mark)the film theatre. (1 mark)

The answer was ‘saunter’ (from ‘I saunter in under the The answer was ‘saunter’ (from ‘I saunter in under the Ladies’ Room door…‘)which means to walk in a carefree Ladies’ Room door…‘)which means to walk in a carefree manner. Since this question was worth only 1 mark and manner. Since this question was worth only 1 mark and instructs you to ‘quote’, this one word was all that was instructs you to ‘quote’, this one word was all that was required. There was no need to waste time on further required. There was no need to waste time on further explanation.explanation.

However…However… However, the question might have been set in the following However, the question might have been set in the following

way:way:

What does the word ‘saunter’ suggest about how the What does the word ‘saunter’ suggest about how the speaker feels in the theatre? (2 marks)speaker feels in the theatre? (2 marks)

If the question had been set in this way, an explanation in If the question had been set in this way, an explanation in your own words would have been required. A good your own words would have been required. A good approach would be to consider what would have been lost approach would be to consider what would have been lost if a more neutral word such as ‘walk’ had been used if a more neutral word such as ‘walk’ had been used instead.instead.

An acceptable answer would be:An acceptable answer would be: ‘‘Saunter’, meaning to walk in a carefree way, shows the Saunter’, meaning to walk in a carefree way, shows the

speaker did not feel threatened in the movie theatre at all.speaker did not feel threatened in the movie theatre at all.

B) Word choice B) Word choice

Very often, a writer will try to create a Very often, a writer will try to create a particular effect by using many words particular effect by using many words which have the same sort of meaning. which have the same sort of meaning.

Travel brochures, for example, specialise Travel brochures, for example, specialise in trying to make their resorts sound in trying to make their resorts sound appealing:appealing:

i) Creating an atmosphere.i) Creating an atmosphere.

For Example…For Example… Hastings is not only a fabulous resort but is of Hastings is not only a fabulous resort but is of

course linked to the best known date in history, course linked to the best known date in history, 1066. From the year of this most famous battle 1066. From the year of this most famous battle of all time, the region has been acquiring a of all time, the region has been acquiring a greater wealth of history and fascination than greater wealth of history and fascination than can be found anywhere else in the country. can be found anywhere else in the country. Within comfortably short journey times you will Within comfortably short journey times you will discover magnificent castles, ancient towns discover magnificent castles, ancient towns steeped in over a thousand years of history and steeped in over a thousand years of history and pretty villages with famous pasts. All linked by pretty villages with famous pasts. All linked by glorious rolling countryside with welcoming old glorious rolling countryside with welcoming old world pubs and restaurants along the way.world pubs and restaurants along the way.

Discuss:Discuss:How does this writer put over a positive impression How does this writer put over a positive impression of the place he is describing? of the place he is describing? Pick out all the words and phrases that imply this Pick out all the words and phrases that imply this place is either unique or the best of its kind.place is either unique or the best of its kind.

ii) Emotive Languageii) Emotive Language If a writer is talking about something If a writer is talking about something

tragic, such as a disaster, he will use tragic, such as a disaster, he will use many words which stir up strong many words which stir up strong emotions. emotions.

This is known as This is known as emotiveemotive language. language. For example, the words ‘shocking’, For example, the words ‘shocking’,

‘horrifying’ and ‘appalling’ express ‘horrifying’ and ‘appalling’ express stronger feelings than words such as stronger feelings than words such as ‘disturbing’, ‘worrying’ or upsetting’. ‘disturbing’, ‘worrying’ or upsetting’.

A writer would use the former words to A writer would use the former words to play on the emotions of his readers.play on the emotions of his readers.

iii) Old, New and iii) Old, New and Specialised Forms of Specialised Forms of

LanguageLanguage Writers may use technical, formal Writers may use technical, formal

language if they wish to appear language if they wish to appear impressively knowledgeable. impressively knowledgeable.

This is sometimes known as jargon, This is sometimes known as jargon, especially when it is used to excess.especially when it is used to excess.

Here is an example from a computer Here is an example from a computer handbook. All the examples of jargon are handbook. All the examples of jargon are underlined:underlined:

For Example….For Example….

When you finish specifying the When you finish specifying the typesizestypesizes you want, you can you want, you can previewpreview the effects by the effects by choosing the choosing the Apply buttonApply button. The . The equationequation is is reformattedreformatted with the new sizes, but with the new sizes, but the change is not permanent. If the the change is not permanent. If the dialog boxdialog box is covering your equation, g is covering your equation, g the dialog box’s the dialog box’s title bartitle bar to move the to move the box aside.box aside.

So what are the So what are the differences?differences?

A writer who wishes to create a setting in a past A writer who wishes to create a setting in a past age may use archaisms — deliberately old-age may use archaisms — deliberately old-fashioned words. fashioned words.

Archaisms include expressions such as ‘good Archaisms include expressions such as ‘good morrow’ for ‘good morning’ or ‘farewell’ instead morrow’ for ‘good morning’ or ‘farewell’ instead of ‘goodbye’. of ‘goodbye’.

Verb forms such as ‘doth’ and hath’ may be Verb forms such as ‘doth’ and hath’ may be used instead of ‘does’ and ‘has’. used instead of ‘does’ and ‘has’.

English that was actually written a hundred English that was actually written a hundred years ago or more will have many differences years ago or more will have many differences from modern day English.from modern day English.

3. Figures of 3. Figures of SpeechSpeech

1. Literal / Figurative language (slides 72 – 75)1. Literal / Figurative language (slides 72 – 75)

2. Figures focusing on Sound (slides 76)2. Figures focusing on Sound (slides 76)

3. Other Figures of Speech (slides 77 – 78)3. Other Figures of Speech (slides 77 – 78)

INTRODUCTIONINTRODUCTION A ‘figure’ of speech is simply an elaborate A ‘figure’ of speech is simply an elaborate

way of saying something. way of saying something. It might involve comparing one thing to It might involve comparing one thing to

another, or exaggerating something. another, or exaggerating something. In Intermediate English, it is not In Intermediate English, it is not essentialessential

that you know the technical terms for that you know the technical terms for these, only that you recognise how they these, only that you recognise how they work. work.

However, it is helpful and saves time if However, it is helpful and saves time if you do know the terms.you do know the terms.

IMPORTANT!!!IMPORTANT!!! Remember!!! Remember!!!

As with sentence structure and word As with sentence structure and word choice, you will choice, you will nevernever be asked simply to be asked simply to identify a figure of speech such as a identify a figure of speech such as a simile. simile.

You will always be asked to explain the You will always be asked to explain the effecteffect it has. it has.

Literal / Figurative Literal / Figurative languagelanguage

The word ‘literal’ means the actual thing; ‘figurative’ is The word ‘literal’ means the actual thing; ‘figurative’ is something suggested by a figure of speech.something suggested by a figure of speech.

Beware of the common mistake which is to think ‘literally’ Beware of the common mistake which is to think ‘literally’ means ‘definitely’.means ‘definitely’.

Look at this example:Look at this example:

The audience were literally glued to their seats’.The audience were literally glued to their seats’.

If this were literally true, it would mean that all the members If this were literally true, it would mean that all the members of the audience were stuck down to their seats with glue. To of the audience were stuck down to their seats with glue. To say someone is ‘glued to his seat’ is a say someone is ‘glued to his seat’ is a metaphor.metaphor.

What the writer actually meant was that the audience were What the writer actually meant was that the audience were so interested no one moved or dreamed of getting up to so interested no one moved or dreamed of getting up to leave. In fact they were leave. In fact they were metaphoricallymetaphorically or or figurativelyfiguratively glued to their seats.glued to their seats.

Figurative Language Figurative Language Examples Examples

A A metaphormetaphor is a comparison of one thing to is a comparison of one thing to another which is basically unlike it, but has another which is basically unlike it, but has something in common with it.something in common with it.

A A similesimile is a similar figure of speech is a similar figure of speech involving comparison, but it actually includes involving comparison, but it actually includes the words ‘like’ or ‘as’.the words ‘like’ or ‘as’.

PersonificationPersonification is a comparison of is a comparison of something to a person.something to a person.

‘‘Juliet is the sun’.Juliet is the sun’.

For Example 1…For Example 1… The term The term imageimage is used to describe the thing that the is used to describe the thing that the

subject is being compared to.subject is being compared to.

You will be required to give an explanation of how You will be required to give an explanation of how effective the image is. Remember to effective the image is. Remember to identifyidentify the the image — in other words, say what is being compared to image — in other words, say what is being compared to what. Look at these examples:what. Look at these examples:

Example 1Example 1

In Shakespeare’s In Shakespeare’s Romeo and JulietRomeo and Juliet, Romeo says,, Romeo says,

‘‘Juliet is the sun’.Juliet is the sun’.

This simple but effective image suggests how bright This simple but effective image suggests how bright and beautiful she seems to him, eclipsing all the other and beautiful she seems to him, eclipsing all the other girls, just as the sun is the brightest object in the sky. It girls, just as the sun is the brightest object in the sky. It also suggests she is far away from him and perhaps also suggests she is far away from him and perhaps seems unobtainable at this point.seems unobtainable at this point.

Example 2…Example 2… ‘‘The Empire State Building, that jumbo-size The Empire State Building, that jumbo-size

dentist’s drill’dentist’s drill’

This metaphor from Norman MacCaig’s poem This metaphor from Norman MacCaig’s poem Hotel Room, 12th Floor is effective because it is Hotel Room, 12th Floor is effective because it is so surprising. The image of a dentist’s drill so surprising. The image of a dentist’s drill suggests the long, pointed shape of the suggests the long, pointed shape of the building, but it also has overtones of pain, building, but it also has overtones of pain, which is appropriate as MacCaig focuses on the which is appropriate as MacCaig focuses on the violence in New York in this poem. The violence in New York in this poem. The expression ‘jumbo-size’ is comical as it is expression ‘jumbo-size’ is comical as it is associated with marketing, which hints at the associated with marketing, which hints at the commercialised nature of the city, and also the commercialised nature of the city, and also the fact that in America everything is supposedly fact that in America everything is supposedly ‘bigger and better’.‘bigger and better’.

Figures focusing on Figures focusing on SoundSound

AlliterationAlliteration (repetition of consonant sounds) is often (repetition of consonant sounds) is often used to increase the impact of a phrase. You should try used to increase the impact of a phrase. You should try to focus on the actual sound itself and the effect the to focus on the actual sound itself and the effect the writer is trying to achieve. The alliteration of Lady writer is trying to achieve. The alliteration of Lady Macbeth’s words after the murder of Duncan: ‘I heard Macbeth’s words after the murder of Duncan: ‘I heard the owl scream and the crickets cry’ is effective the owl scream and the crickets cry’ is effective because of the harsh abrasive ‘cr’ sound, which is a because of the harsh abrasive ‘cr’ sound, which is a nerve-grating sound like finger nails on a wall, which nerve-grating sound like finger nails on a wall, which perfectly expresses the high tension of the moment.perfectly expresses the high tension of the moment.

AssonanceAssonance is the precise term for a similar repetition is the precise term for a similar repetition of vowel sounds, e.g., ‘doomed youth’.of vowel sounds, e.g., ‘doomed youth’.

OnomatopoeiaOnomatopoeia is the term used for sounds which is the term used for sounds which imitate the sense like ‘buzz’ and hiss’.imitate the sense like ‘buzz’ and hiss’.

Other Figures of Other Figures of SpeechSpeech

HyperboleHyperbole (or exaggeration) is a very common figure of (or exaggeration) is a very common figure of speech which candidates often fail to notice in speech which candidates often fail to notice in examinations. When you say ‘I’ve been there hundreds of examinations. When you say ‘I’ve been there hundreds of times’ you actually mean a large number of times. Using times’ you actually mean a large number of times. Using hyperbole emphasises the frequency. Very often hyperbole emphasises the frequency. Very often hyperbole is used for comic effect: ‘his eyes popped out hyperbole is used for comic effect: ‘his eyes popped out of his head’. Look at Close Reading test number 3 for of his head’. Look at Close Reading test number 3 for many examples of this.many examples of this.

UnderstatementUnderstatement is the opposite of hyperbole, and is the opposite of hyperbole, and achieves its effect in an ironic way. ‘He was not very achieves its effect in an ironic way. ‘He was not very happy’ can often mean ‘He was extremely angry’. The happy’ can often mean ‘He was extremely angry’. The effect may be humorous, or it may contribute to effect may be humorous, or it may contribute to suspense.suspense.

EuphemismEuphemism is a way of expressing something in a is a way of expressing something in a gentler way than the harsh truth. Many euphemisms are gentler way than the harsh truth. Many euphemisms are associated with death, e.g., ‘My old dog was put to sleep.’associated with death, e.g., ‘My old dog was put to sleep.’

4. Structure of a 4. Structure of a TextText

1. Introductions (slide 81)1. Introductions (slide 81)

2. Link Questions (slides 82 – 87) 2. Link Questions (slides 82 – 87)

What does this What does this mean????mean???? The word ‘structure’ suggests a The word ‘structure’ suggests a

building. Just as a building is carefully building. Just as a building is carefully constructed with bricks and mortar on constructed with bricks and mortar on top of a foundation, so a piece of top of a foundation, so a piece of writing will have an introduction, a writing will have an introduction, a main text and a conclusion. main text and a conclusion.

The various parts of the text will be The various parts of the text will be linked by words, phrases and linked by words, phrases and sentences which act as the ‘mortar’.sentences which act as the ‘mortar’.

A) IntroductionsA) Introductions Introductions can be presented in various Introductions can be presented in various

ways, but the purpose is always the ways, but the purpose is always the same: to give the reader a general idea of same: to give the reader a general idea of the topic which is to be explored. the topic which is to be explored.

Sometimes the topic will be introduced in Sometimes the topic will be introduced in a straightforward manner. a straightforward manner.

At other times a writer may choose to At other times a writer may choose to begin the text with an anecdote (short begin the text with an anecdote (short story) which illustrates the topic or with a story) which illustrates the topic or with a piece of conversation. piece of conversation.

A question or series of questions may be A question or series of questions may be posed to start the reader thinking.posed to start the reader thinking.

Link QuestionsLink Questions Various ‘markers’ will link the stages of Various ‘markers’ will link the stages of

the argument. the argument. These could be conjunctions or phrases These could be conjunctions or phrases

like ‘but’, ‘yet’ or ‘on the other hand’ like ‘but’, ‘yet’ or ‘on the other hand’ which mark a change in direction. which mark a change in direction.

If an argument is to be added to, If an argument is to be added to, expressions like ‘furthermore’, expressions like ‘furthermore’, ‘moreover’, ‘a further advantage’ or ‘in ‘moreover’, ‘a further advantage’ or ‘in addition’ will point to this.addition’ will point to this.

Sometimes a whole sentence will be used Sometimes a whole sentence will be used to mark a turning point, and you may be to mark a turning point, and you may be asked a question on this.asked a question on this.

What should I look What should I look for??? for??? The simplest question you will be asked about The simplest question you will be asked about

linkage is:linkage is:

What is the function of this sentence in the What is the function of this sentence in the argument?argument?

Such a question would be worth 1 mark.Such a question would be worth 1 mark.

The answer, obviously, is that it The answer, obviously, is that it forms a forms a linklink..

However, you might be asked to show how it However, you might be asked to show how it forms a link.forms a link.

Look at the following Look at the following example:example:

Following the Roman invasion in 43 AD, the south Following the Roman invasion in 43 AD, the south of Britain was totally subdued within thirty years; of Britain was totally subdued within thirty years; many Britons were sold as slaves and the land many Britons were sold as slaves and the land was covered with Roman roads and towns. Soon, was covered with Roman roads and towns. Soon, south Britain was to be a complete Roman south Britain was to be a complete Roman province, the townsmen speaking Latin and province, the townsmen speaking Latin and building for themselves those comfortable building for themselves those comfortable Roman houses with central heating. A Roman Roman houses with central heating. A Roman temple to the god Mithras has been excavated in temple to the god Mithras has been excavated in the heart of London. the heart of London. But, unlike their easy victory But, unlike their easy victory in the south, the north of the country resisted the in the south, the north of the country resisted the foreign invaders.foreign invaders. Here the Romans were never Here the Romans were never able to do more than hold down the natives for able to do more than hold down the natives for short periods. There were no Roman towns, no short periods. There were no Roman towns, no country houses, no temples, only forts and country houses, no temples, only forts and camps where soldiers lived for a time.camps where soldiers lived for a time.

Question: How does the sentence Question: How does the sentence underlined form a link in the argument?underlined form a link in the argument?

The accepted method for doing this is to pick The accepted method for doing this is to pick out the parts of the sentence that sum up the out the parts of the sentence that sum up the two ideas to be linked. two ideas to be linked.

You must quote these, and then explain You must quote these, and then explain in in your own wordsyour own words the ideas they are referring the ideas they are referring to, making clear which idea comes before the to, making clear which idea comes before the linking sentence and which follows.linking sentence and which follows.

In the above example the two parts of the In the above example the two parts of the sentence which provide the link are ‘easy sentence which provide the link are ‘easy victory in the south’ and ‘the north of the victory in the south’ and ‘the north of the country resisted’.country resisted’.

What should my answer What should my answer look like?look like?

The answer should read:The answer should read:

The words easy victory in the south’ refer The words easy victory in the south’ refer to the ftomans’ quick transformation of to the ftomans’ quick transformation of Southern Britain which is discussed in the Southern Britain which is discussed in the first part of the paragraph. The words ‘the first part of the paragraph. The words ‘the north of the country resisted’ link to the north of the country resisted’ link to the next idea which describes how little the next idea which describes how little the Romans were able to achieve in the north.Romans were able to achieve in the north.

5. Tone5. ToneExamples of tone (slide Examples of tone (slide 81)81)

IntroductionIntroduction You may be asked a specific question on tone, or tone You may be asked a specific question on tone, or tone

may be included in the list of choices to discuss in the may be included in the list of choices to discuss in the Evaluation questions. Evaluation questions.

The tone of a piece of writing reflects the attitude of the The tone of a piece of writing reflects the attitude of the writer to his subject. It is possibly easiest to imagine it writer to his subject. It is possibly easiest to imagine it in spoken English. in spoken English.

The words ‘Very nice’ might be said warmly and The words ‘Very nice’ might be said warmly and sincerely to a friend who has just given you the present sincerely to a friend who has just given you the present you always wanted. But how would you say it if you you always wanted. But how would you say it if you opened the present and you didn’t know what the thing opened the present and you didn’t know what the thing was? Politely? Cautiously? was? Politely? Cautiously?

The same words could be said sarcastically, ironically or The same words could be said sarcastically, ironically or even bitterly if a good friend had forgotten to give you even bitterly if a good friend had forgotten to give you anything at all!anything at all!

Continued…Continued… To decide on the tone, it can be helpful to To decide on the tone, it can be helpful to

try to decide what the writer’s purpose is. try to decide what the writer’s purpose is.

Is he being funny or serious? Is he being funny or serious? Is he trying to stir up some sort feeling in Is he trying to stir up some sort feeling in

his reader? his reader? Is he trying to persuade the reader to Is he trying to persuade the reader to

believe in a point of view?believe in a point of view?

Examples of toneExamples of tone Humorous Humorous or or light-heartedlight-hearted. This will be expressed by making . This will be expressed by making

jokes, and using techniques such as hyperbole. Its purpose is to jokes, and using techniques such as hyperbole. Its purpose is to amuse the reader. The writer may make fun of himself as well as his amuse the reader. The writer may make fun of himself as well as his subject.subject.

Ironic Ironic or or tongue-in-cheektongue-in-cheek. Such a tone will be used if a writer . Such a tone will be used if a writer wishes to criticise or mock something in a humorous way. Often this wishes to criticise or mock something in a humorous way. Often this is done by saying the opposite of what he really means.is done by saying the opposite of what he really means.

Emotive.Emotive. This aims to stir up emotions such as anger, pity or This aims to stir up emotions such as anger, pity or sympathy. Strong, emotional words are used expressing extremes of sympathy. Strong, emotional words are used expressing extremes of feeling. Details involving children or vulnerable people like the feeling. Details involving children or vulnerable people like the elderly may be stressed.elderly may be stressed.

ColloquialColloquial or or chattychatty.. The writer uses slang, abbreviations and short The writer uses slang, abbreviations and short sentences as if he is chatting to the reader. Often personal sentences as if he is chatting to the reader. Often personal comments will be included.comments will be included.

PersuasivePersuasive or or argumentativeargumentative.. Very positive expressions, such as Very positive expressions, such as superlative adjectives (‘best’; ‘biggest’) are typical of advertisements superlative adjectives (‘best’; ‘biggest’) are typical of advertisements persuading you to buy. Emotive language may be used. When it is an persuading you to buy. Emotive language may be used. When it is an opinion that is being put forward, rhetorical questions and the use of opinion that is being put forward, rhetorical questions and the use of first person are common techniques employed.first person are common techniques employed.

EVALUATIONEVALUATIONChecklist for Evaluation questions (slide 100)Checklist for Evaluation questions (slide 100)

IntroductionIntroduction To answer Evaluation questions, you To answer Evaluation questions, you

must consider must consider how effectivelyhow effectively the the writer has presented his information.writer has presented his information.

You must express your personal response You must express your personal response to the text. to the text.

You might get this across by using the You might get this across by using the pronoun ‘I’ as in ‘I particularly liked the pronoun ‘I’ as in ‘I particularly liked the simile in line. . . as I felt it expressed….’simile in line. . . as I felt it expressed….’

ContinuedContinued You can also express your judgement by You can also express your judgement by

using words like using words like effective, moving, effective, moving, satisfying, exciting, interesting, satisfying, exciting, interesting, amusing, humorous, convincing, amusing, humorous, convincing, persuasive, shocking, disturbing, persuasive, shocking, disturbing, entertaining, enjoyableentertaining, enjoyable and so on. and so on.

Whenever you use a word of this type Whenever you use a word of this type you are expressing a response to the you are expressing a response to the writer’s technique.writer’s technique.

For Example…For Example… Very often, an Evaluation question will be broken down Very often, an Evaluation question will be broken down

into topics which you may choose from. into topics which you may choose from.

For example, in the final Evaluation question in the 2000 For example, in the final Evaluation question in the 2000 Intermediate 2 paper, candidates were given the Intermediate 2 paper, candidates were given the following selection:following selection:

Giving examples to support your answerGiving examples to support your answer, explain , explain how the writer has used how the writer has used any threeany three of the following of the following features…features…

Figures of speech.Figures of speech. Word choice, including the use of technical terms.Word choice, including the use of technical terms. Structure and I or word order.Structure and I or word order. Techniques of argument such as illustration, comparison, Techniques of argument such as illustration, comparison,

contrast, proof and disproof.contrast, proof and disproof. The style, tone or register adopted.The style, tone or register adopted. Humour.Humour.

What should I do What should I do now???now??? This question was worth 6 marks. What was This question was worth 6 marks. What was

wanted was a balanced answer with each of the wanted was a balanced answer with each of the three topics being dealt with in reasonable detail, three topics being dealt with in reasonable detail, with perhaps two quotations for eachwith perhaps two quotations for each. .

It is a good idea to It is a good idea to write down the titleswrite down the titles of the of the features you have chosen and underline them as features you have chosen and underline them as sub-headingssub-headings. .

The examiner will then have a clear idea of what The examiner will then have a clear idea of what you are trying to do, and it is likely you will be you are trying to do, and it is likely you will be able to think through your answer more clearly.able to think through your answer more clearly.

Another Example…Another Example…

Another Evaluation question was Another Evaluation question was more general. It asked your more general. It asked your opinion of the conclusion.opinion of the conclusion.

Giving reasons for your answer, Giving reasons for your answer, explain how effectively you think explain how effectively you think lines. . . lines. . . round offround off the article. (4 the article. (4 marks)marks)

To show how a conclusion To show how a conclusion rounds off a text, you must rounds off a text, you must

consider:consider: The ideasThe ideas: pick out references to stages in the argument from the : pick out references to stages in the argument from the

rest of the text. Does the passage end with the argument having rest of the text. Does the passage end with the argument having been clearly resolved, or is the outcome undecided? Is there some been clearly resolved, or is the outcome undecided? Is there some sort of twist or something unexpected?sort of twist or something unexpected?

The styleThe style: note whether the style remains the same or changes : note whether the style remains the same or changes from the rest of the passage. Often a conclusion will return to the from the rest of the passage. Often a conclusion will return to the wording of the opening paragraph. An image used at the start may wording of the opening paragraph. An image used at the start may be used again in a slightly different form. Word choice and be used again in a slightly different form. Word choice and sentence structure could be discussed under this heading, but sentence structure could be discussed under this heading, but they must be related to the rest of the passage.they must be related to the rest of the passage.

The toneThe tone: note if the tone remains the same. Does it become : note if the tone remains the same. Does it become serious after a light-hearted discussion, or does it end on a light-serious after a light-hearted discussion, or does it end on a light-hearted note?hearted note?

The punch-lineThe punch-line: is there some sort of joke which gives the : is there some sort of joke which gives the conclusion particular impact? Some writers may use a quotation or conclusion particular impact? Some writers may use a quotation or even introduce a new idea which leaves food for thought.even introduce a new idea which leaves food for thought.

Checklist for Evaluation Checklist for Evaluation questionsquestions

Note the Note the number of marksnumber of marks available and tailor available and tailor your answer suit.your answer suit.

Be sure to Be sure to follow the instructionsfollow the instructions: e.g., : e.g., choose choose threethree features. features.

Clearly write down as Clearly write down as sub-headingssub-headings the titles the titles of the features you choose to discuss.of the features you choose to discuss.

Use Use quotationsquotations or or examplesexamples to illustrate your to illustrate your answer.answer.