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GracemountHighSchool

HigherEnglish

Readingfor

Understanding,AnalysisandEvaluation

HomeworkBooklet

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HigherEnglishCourseOverviewTheHigherEnglishcoursecontainsinternalassessmentsinReading,Writing,ListeningandTalking;andexternalassessments:CriticalReading,ReadingforUnderstanding,AnalysisandEvaluationandaWritingFolio.Inclass,aspartoftheCreationandProductionUnit,youwillbeexpectedto:

• produceadetailedpieceofwriting• takepartindetailedspokeninteractions

Inclass,aspartoftheAnalysisandEvaluationUnit,youwillbeexpectedto:• understand,analyseandevaluateadetailedwrittentext• understand,analyseandevaluatedetailedspokenlanguage

Withintheexam,youwillbeaskedto:

• writecriticallyaboutatextyouhavestudiedinclass(20%offinalgrade)• answerquestionsonaspecificScottishtextyouhavestudiedinclass(20%offinalgrade)• completeaquestionpaperontwopassagestotestyourabilitytounderstand,analyseand

evaluateapieceofwriting(30%offinalgrade).Inaddition,youmustcompleteawritingfolioconsistingoftwopieces:onethatisbroadlycreativeandonethatisbroadlydiscursive(30%offinalgrade).Itisveryimportantforyoutorealisethatsuccessonthiscoursenotonlydependsonyourabilitytoworkwellduringclasstimebutalsoindependentlyout-withlessons,revisingmaterialandcompletinghomeworkassignmentstoahighstandardthroughouttheyear.Whatthisbookletisfor:ThisbookletwillhelpyoupreparefortheReadingforUnderstanding,AnalysisandEvaluationelementoftheexam–30%ofyourfinalgrade!Itisthereforeimperativethatyoucompletethegivenhomeworkexercisestoashighastandardaspossiblefromweektoweek.Whatskillsthisbookletwillcover:

1. Understanding–Usingyourownwords,summarisingandinferencemaking.2. Analysis–Identifyingandexplainingtheeffectofwordchoice,imagery,sentence

structure/punctuationandtone.3. Evaluation–Assessingandexplainingtheeffectivenessofatext.

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Contents

HomeworkAssignment1 p4–6 Due14thMarch2016HomeworkAssignment2 p7–11 Due21stMarch2016HomeworkAssignment3 P12–21 Due11thApril2016HomeworkAssignment4HomeworkAssignment5 p22–25 Due19thApril2016 HomeworkAssignment6 p26–27 Due25thMarch2016

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Formula:Identifytheanswerfromthetext+translateitintoyourownwords.

HomeworkAssignment1UnderstandingQuestions-Usingyourownwords These questions test that a candidate has a varied enough vocabulary to use differentwords toconveythesamemeaning.Itisagoodideatohighlightthesectionofthepassageyouarebeingaskedtoputinyourownwordsandthenbreakitdown,changingasmanywordsasyoucanthenrewritingit–youdon’thavetokeepthesamewordorder.ForExampleTheboysjumpedacrosstheriveratitsnarrowestpoint.Couldbetranslatedas:Theyoungmentraversedthestreamattheeasiestplacetoctheross.Exercise1Lookatthefollowingexamplesandanswerthequestionsinyourownwords.Extract1Theboy’sbehaviourwasclearlyeffusive.Likeavolcanohebubbledandfinallyexplodedin a torrent of expletives. Therewas no sign of remorse as his tantrum seemed toclimax.BythistimehehadgonetoofarandaDeputehadtobecalledinordertosavethevictimsfromhistirade.Whatwastheboy’sattitude,andhowwasthisdemonstrated?(2)Extract2Thegovernmentmustcrackdownonrecklessmotoristsbyencouraging the spread of roadside cameras, boosting thenumber of traffic police and ensuring speed limits areenforcedmorestrictly,areportfromMPsurgedyesterday.Whatthreethingsmustpolicedoinordertocrackdownonrecklessmotorists?(2)Extract3NASAisto launchanaudaciousdeep-spacemissiontosavetheailingHubbletelescope,thegiantorbitingcamerathathasprovidedscientistswithstunningimagesoffar-offplanetsandthedawnoftime.Thespaceagencyyesterdayreversedadecisionmadeafterthe2003Columbiashuttledisastertoabandonthe$1.5bn(about£768m)structuretoaprematureandfieryendonre-entrytoEarth’satmospherewithinthenextfewyears.(Guardian1/11/06)1. WhatkindofmissionisNASAlaunching?(1)2. WhatadvantageshastheHubbletelescopegiventoscientists?(2)3. Whatwasthefateofthe2003Columbiashuttle?(1)

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Formula:Statemeaning+explainhowsurroundingsentenceshelpedyoutoarriveatthemeaning.

IdentifyingtheMeaningofWordsinContextLookatthefollowingpassage:“Benquicklywenttothedidotandcleanedthevariousmisturaeshehadbeenusingtorepairtheu-bendofthewuipit.Hehadoftenthoughtthatthisjobwasextremelyyullning.However,hehadtoadmitthatthistimehe’dfounditfarmoreinteresting.Whenhefinished,heputonhisredickandwent back to the living room to relax. He took out his favourite pipe and settled into hisbeautifulnewpogtry.”Clearlytheword“misturaes”inthefirstsentencereferstotoolsusedtomendorfixsomethingthatisbroken.Thecluewordis“repair”.Exercise2Extract1Showhow thecontextof theabovepassagehelpsyou toarriveat themeaningof the followingwords:

1. Didot2. Wuipit3. Yullning4. Redick5. Pogtry

Nowlet’suseEnglishtodothesamething!Remember,forthefollowingextracts

1. Statethemeaningoftheunderlinedwords.2. Showhowyouarrivedatthismeaning.

Extract2Shewasfiveyearsold,duetostartschoolinthreemonthstime.Itwasatorrid,butbeautifuldayandshewasplayingbetweenthefilmofshimmeringheat.Itwasthekindofheatthatcouldwearameremortaldowntohisbarebones.Isawherlyingonherstomachinthegrass,pickingdaisiesandmakingdaisychainswithlaboriouspleasure.Thesunburnedonherpaleredhairandmadeherskinlookverywhite,butshecontinuedwithadogmaticdetermination.(basedon“Harry”byRosemaryTimperley) 2

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Extract3Thegood-naturedyoungmanhurriedaway,andPhilip,fullofpetulantrage,attemptedtokeephischildishtemperincheckashefloodedherwithafinalstreamofadviceandinjunctions-wheretostop,howtolearnItalian,whentousemosquitonets,whatpicturestolookat.(Basedonanextractfrom“WhereAngelsFeartoTread.”) 2Extract4Onlyhungerbroughthiminatnoon,butthen,sandwichinhand,hewasbacksearching,hisfacebothfearful andpleased, excited anddepressed, a furious charge and counter-charge evaporating hissweatashetraversedtheroom. 2 Nowreadthepassage(s)inthepracticeHigherSQARUAEpaperontheimportanceoftreesthataccompaniesthisbookletandanswerquestions1(a),2,4(a)and5(a).

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Followthissimpleformulaforanalysisquestions:

1. Nametheliterarytechnique.2. Quoteit.3. Writeabouttheeffectswithabitofdetail,depthandcreativity.

HomeworkAssignment2 AnalysisQuestions

WordChoice

Whenyouareaskedawordchoicequestionyoushouldwriteabouttheeffects,ortheconnotations,ofaword.

Theseeffectsmightincludecreatingapicture/imageinthemindofthereader,afeelingortoconveyanidea.

InHigher,yougetnomarksforidentifyingatechniqueorquotingit.Youdogetmarksforthequalityofyourinsightanddescriptionoftheeffectsofaparticularword.

Forexample:

Theword‘swamped’createsmanyeffects:smelly,dirty,difficulttowalkthrough,muddy,animageofamudandwaterlandscape,afeelingofunpleasantness,anideaofuncleanlinessandmore.

Whenawordcreateseffectsnotalltheeffectswillberelevant.Youhavetounderstandwhatthewriteriswritingaboutandthiswillmeanthatonlysomeeffectsapply.

Takethisfollowingexample.It’saboutasmalltownintheUnitedStates,140yearsago,wheregoldisdiscovered,resultingina‘goldrush’,withlotsofnewarrivalstothetown.However,it’snotalwaysapositivething:

Thesmall,homelytownwhichpreviouslyhadnothingtoupsetitspeaceexceptworriesabouttheweatheroralittlelocalgossipwasswampedwithnewarrivals.Theyleeredoutofwindowsfromthenewlybuiltsaloons.Theiraggressiveangryvoicescouldbeheardlateatnightastheyarguedovertheirdifferentclaimsandwhoownedwhat.Theyobnoxiouslystoodonthesidewalksofthetown,chewingtobaccoandspittingatthefeetofitsuprightcitizens.

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Fortheword‘swamped’manyoftheeffectsalreadymentionedwillapply,butotherswon’t.Animageofawetandmuddylandscapewon’tapply.Anideaofitbeingdifficulttogetacrosswillnotapply.

Belowisthekindofquestionyoumightbeaskedinrelationtoanextractliketheonewe’vejustread.

Q.Howdoesthewriterusewordchoicetoconveyanimpressionofthenewarrivalstothetown?4

The4marksmeanyouwillhavetoanalyse3or4wordsquitewellor2wordsverywelltogetfullmarks.Remember,youonlygetmarksforexplainingtheeffectsofeachword.

Forexample,

Thewriteruseswordchoiceof,‘swamped’whichhasconnotationsofdirtandsmellandgivestheimpressionthepeoplearrivedhadthesequalities.Italsohasconnotationsofafeelingofunpleasantness;itmakesthereaderthinkthatbeinginthetownhasafeelingofunpleasantness,anxietyandslightdisgust.(2)Againtheuseofwordchoicewith‘obnoxiously’createsanimageofpeoplearrogantlystandinginthewayofothersanditgivesanideaofrudenessandlackofrespecttothepeoplewhohavealreadyinhabitedthetown.(2)

Exercise1

Otherwordsfromtheaboveextractthatcouldhavebeenanalysedare‘leered’,‘angry’,aggressive’‘argued’and‘spitting’.

Chooseatleasttwoofthesewordsandconstructasimilaranswertotheexamplequestion,thinkingcarefullyaboutdiscussingtheireffectinthecontextofthepassage. 4Marks

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Imagery Inordertofullyansweranimageryquestionusetheformula:1. Explaintheliteralmeaning.2. Explainthefigurativemeaning

LiteralandFigurativeLanguage Thewordliteralmeanstheactualthingorwordsthatareusedintheirordinarymeaning.Figurativemeanssomethingsuggestedbyfiguresofspeech,wherewordsareusedinanimaginativeway.Figurativelanguageisoftenusedbywriterstohelpreadersvisualisethesubjectmoreclearly.Feelfreetousethe‘justas’…‘soto’approachtohelpyouwiththis.Forexample:Theworldisaplayground

• Justasaplaygroundisanenvironmentinwhichchildrencansocialise,growandlearn,sototheworldoffersusanendlessopportunitytodevelop,prosperandsucceed.

Americaisameltingpot

• Justasameltingpotisacontainerintowhichavarietyofelementsaremixedtogethertofuseintoone,sotoAmericacanbeseentobeacountrywhichprovidesasingular,commonidentitytopeoplesfromavarietyofculturalbackgrounds.

Exercise2METAPHORAmetaphorcomparesonethingimaginativelytoanother,ortosomethingthatitliterallycannotbe;itdoesnotuselikeorastomakethiscomparison.Consideringcarefullytheliteralandfigurativemeaningofthefollowingimagesandtheformulasfordealingwithanalysis/imageryquestions,completethefollowing:

1. Shebravelyenteredthesupermarketandsetaboutfindingthelonglistofitemsonherlist.Sheknewthatbringingthebabymeantthiswouldbeachallenge;butshehadnooptionbuttobringhim.Shethoughtthatmaybethistimeitwouldbedifferent,butbeforelongthebabywasanoctopus,grabbingatallthecansonthesupermarketshelves.

Question:Showhowthewriterusesacomparisontosuggestthatthemotherfoundlookingafterherbabyhardwork. 2

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2. Itwasobviousthathewasinebriatedfromthemomentshesawhim.Shepushedhiminthefrontdoorandignoredhisprotests.Somehowshemanagedtogethimupstairs.Hewaseagertohelpbuthislegswererubber.Ittookallherstrengthanddeterminationtodraghimupandputhimtobed.

Question:Pickoutthefigureofspeechfromthisexampleandexplainhowiteffectivelydescribesthephysicalstateofthedrunkenman. 2

SIMILEApplythesameapproachtothefollowingquestionslookingatsimiles,afigureofspeechthatinvolvesadirectcomparisonusing“like”or“as”.

1. Paulswaggeredintothegymandcollectedhisweight-liftinggear.Hepositionedhimselfcarefullyandconfidentlyreachedfortheheaviestweights.Ashetensedthemusclesonhisbrawnyarmsitwasclearthattheywereasstrongasironbars.

Question:Showhowthewriterusesacomparisontodescribethestrengthoftheweight-lifter. 2

2. MyfavouriteplaceinScotlandisRudhDubh.Itisatinycottagebesidethesea.Besidethecottageisaturquoisebench.Ifyousitonthebenchyoucanseehundredsofrocksasblackassootandtheseaiscrystalclearlikeglasswindow.Icanseegrassymountains.Mummysaystheyareislands-oneofthemiscalledMuck.

Question:Pickoutthefigureofspeechusedbytheauthorandexplainitseffect. 2

PERSONIFICATIONPersonificationisafigureofspeechthatgivesthequalitiesofapersontoanobject,oranidea.Itisacomparisonwhichtheauthorusestoshowsomethinginanentirelynewlightortocommunicateacertainfeelingorattitudetowardsit.

1. Wewonderedaimlesslyaroundtheforestsearchingforanexit.Wehadbeenlostforhours;itwasgettingdarkandeerie.Wefeltsurroundedasthewindwhisperedtotheoppressivetrees.

Question:

Showhowtheauthorhasusedpersonificationtocreatetheeeriesoundofthewindwhisperingtothetrees. 2

A common personification of death

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2. JamiecrunchedthroughtheleavesandjumpedthehugepuddlesinhisshinynewredWellingtons.Hesmiledtohimselfashewatchedthemulticolouredleavesdanceinthewind.

Question:Pickouttheexampleofpersonificationfromtheextractaboveandexplaintheeffectthatithas. 2

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HomeworkAssignment3 AnalysisQuestionsStructureFormula:Identifytheaspectofstructureusedandcommentonitseffect/purposeSentenceStructure

• Avoidvaguewaffleinyouranswers:

‘Thisfeatureofstructureiseffective.’ ‘Thisfeatureofstructureisusedforemphasis.’

• Dobespecific:

‘Thisfeatureofstructureiseffectivebecause…’‘Theauthorusesthisfeatureofstructuretoemphasisethat...’

Sentence structure questions are not asking WHAT the sentence means. They are asking HOW the sentence is put together and the EFFECT it achieves.

Sentence type

Example sentence Typical use/effect created

Statement Michael is playing tennis. Used in narrative/factual writing.

Question.

Rhetorical Question

Command

Exclamation

Minor Sentence

Non - sentence

Was it my fault? Used in reflective/emotive writing.

Do I look stupid? No answer expected. Makes strong statement, e.g. anger.

Vote for a winning candidate and put your cross in the last box.

Used in instructions and persuasive writing.

It couldn’t be true! Convey volume and strong emotion such as

amazement, shock.

She crouched down, listening for a sound. Complete silence.

She crouched down, listening for a sound. Nothing.

• Words make complete sense in context.

• More concise. • Creates: impact, sense of

urgency, tension. • Found in informal writing.

Sentence – a group of words, beginning with a capital letter and ending with a full-stop, which contains a verb and makes complete sense.

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Punctuation

Youcan’twriteaboutsentencestructurewithoutknowinghowpunctuationworks!Belowisashortglossaryofsomepunctuationthatyouwillneedtoknowabout–itisNOTcomprehensive!

Inverted commas (“) § To highlight the spoken word.

“Did you intend for this to happen?” asked the Prime Minister. § To identify quotations. The cabinet minister responded immediately by saying, “It was not my intention

and I am extremely sorry for the outcome.” § To emphasise or pick out a word or phrase within a sentence, for example in instances where

foreign words are used or when the author does not necessarily agree with the text. The cabinet minister gave an “immediate” response.

§ To identify the title of a film, novel etc.

1. “TheMatrix” “HarryPotterandtheGobletofFire”

Colon (:) § To introduce a quotation. § To introduce a list. § To introduce an explanation on a point. § To expand the detail on a previous statement.

Semi-colon (;) § Used to separate lengthy items within a list. § Used to separate two linked statements. § Used to separate two opposing statements.

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Example:JamieMillarwalkedin–thenewboyintheyear–andsatnexttoJasonBlack.Hewasreallyfit.Thiswasadisaster–Jasonwasthebiggestgeekinthewholeschool.Helookedasight:hisorangecurlyhair;hisbigthickglasses;hissnotty,crustynose.Theywerenevergoingtogeton.“Miss,shouldIloanJamiea–”“I’vegotone.”JamieglaredatJasonashepulledapenoutofhisdenimjacketpocket.Belowisalistofdifferentformsofpunctuationusedwithintheabovesampleparagraphwithacommentonthepurpose/effectofeach.§ ParenthesiswithdashesusedtoaddextrainformationabouttheboyJamieMillar,informing

thereaderthathehasonlyjustjoinedtheschool.§ SingledashusedtoinformthereaderthatthispairingwouldnotworkbecauseJasonwasnot

popularintheschool.HewasacompletelyoppositecharactercomparedtoJamie.§ ColonusedtointroducealistofalltheawfulappearancefactorsrelatingtoJason.§ Semi-colonusedtoseparatealltheterribleelementsofJason’sappearance,suchashischunky

spectaclesandhisdirty,runnynose.§ DashusedtoshowthatJamie’squestiontotheteacherwasrudelycutoffbyJason’sremark,

showingthatJasondidn’twantJamie’shelp.

Aswellashelpingyoutoidentifythesentencetypespresentwithinapassage,youwillbeaskedtocommentontheuseofpunctuationwithregardstohowthesesentencesarestructured.Bespecificandanswerinyourownwords–donotsimplyrepeatwhatitsaysinthepassage.

Single dash (-) § Highlight the untimely break-off to a sentence, usually spoken.

“But I –.” The girl stood shocked as the teacher shouted at her. “I don’t want to hear your excuses!”

§ To add an extra piece of information on a point. In walked Jamie Millar – the new boy in the year.

Parenthesis (two dashes, two brackets, two commas) § To separate a piece of information from within a sentence, which is not vital to the

understanding of that sentence. § The sentence will continue to make sense if the parenthesis is removed.

Jamie Millar walked in – the new boy in the year – and sat next to Jason.

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Exercise11.Readthefollowingextracts.2.Namethevariousformsofpunctuationused.3.Commentontheireffect/purpose.

Remembertobespecific!1.MrSheridansaidthatthelatesttabloidclaim–thatithadatapeofhimconfessingtovisitinganeroticclub–was“garbageandlies”,anotherexampleofapolitically-motivatedattack.Hesaidhisvoicemusthavebeen“spliced”intoafaketape. 42.InventorJamesDysonunveiledhislatestdeviceyesterday–ahigh-speedhanddryerforpublictoilets.Thevacuumcleanerkingsaid,“TheDysonAirbladeisfasterandmorehygienicthanstandarddryers.” 43.Afterangryscenesinwhichotherasylumseekersandsupportersshoutedatofficials,itemergedtheparentsofthefamilytobedetained,AliandFatimaUzun,werenotathome–theyhadjoinedtheprotest.ItisunderstoodthatimmigrationofficialsabandonedtheattempttodetainthefamilyafterinterviewingGokhana,17,theeldestofthreechildrenstayingattheaddressinScotstoun. 4ParagraphingandWordOrderParagraphingAnewparagraphistakenwitha:

• Changeoftime• Changeofsubject• Changeofplace• Changeinspeaker

Inadditiontothis,paragraphingmayalsobeusedtocreateaspecificeffectinapieceofwriting:Forexample,singlesentenceparagraphs-placeemphasisonthetopicdiscussed.Lookatthisexample:Itrepresentstheheightsofhumanendeavour;andnowithasplumbedthedepthsofhumantragedy.Concordeisthecathedralofourage.Thearchitectsofthemedievalcathedralsexploredthelimitsoftheavailabletechnologytocreatebuildingswewonderattoday.ThedesignersofConcordepushedthelimitsoftheiravailabletechnologytocreateanaircraftofextraordinarysensuousbeautyandpower.(NABD8vh12/001-TragicBeauty)Thesentenceonitsownisalsoaparagraph,theisolationofwhichcreatesasenseofimportanceanddramarelatingtoConcorde.

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Inversion Normally,thesubjectisstatedbeforethedetailedinformationonthesubjectisgiven(thepredicate).Example: ‘Thebabyrockedbackandforth.’However,adelayinidentifyingthesubjectcanalterthefocusofemphasisinthesentence.Example:(reverseorder) ‘Backandforththebabyrocked.’v Whenyouthinkofinversion,thinkofthecharacterYODAfromStarWars:

‘Yourfather,heis.’‘Winthiswar,wewill.’Yodaplacesemphasisonkeywords–DarthVader,theantagonist,isLukeSkywalker’sfather,theprotagonist.

Repetition - repeatedwordpatternsinordertofocusemphasisand/orto elicitaspecificresponsefromthereaderClimax - itemsareplacedinaspecificorderinthesentence;mostimportantdetailedlastAnti-climax - buildinguptoaneventthatdoesnothappenAntithesis - placingoppositestogetherinordertocreateacontrast,thereforemakingapointmemorableLong/short - differentsentencelengthsinordertochangethespeed,movementand/ortensionofapassage.

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Exercise2Identify thesentencestructure features ineachpassage,quoteandcommentontheeffecttheycreate.Trytoconsider:atmosphere,mood,tone,characterisation,emotionsandmovement.

1. ‘Outwentthelights.Thiscouldn’tbehappening–herhusbandshouldhavebeenathomewithherbynow.Shewasalone.Shadowsdancedacrossthehalfsetdinnertable;shadowsdancedacrossthecoldpinefloors;shadowsdancedacrossthebarewalls. Shecouldhearsoftscratchingnoisescomingfromthefrontdoor,growinginvolumeasthewould-beintruderappearedtobecomemorefrustratedandaggressiveinhisactions.Shewouldhavetogethelp.Havetogetintouchwithsomeone.Havetogettothephone.Thebedroom.Assheheardthelockanddoorjambreakunderpressure,shedashedforthehalfopendoor,boltedforthestaircase,skiddedinhersocksoledfeetacrossthepolishedfloor,heartracing,gaspingforbreathasshetookthestairstwoatatime.Toolate.Hewasinside.Crouchedbehindthedressershelay.Stepscomingupthestairs.Stepsacrossthehall.Stepsoutsidethedoor.Slowly,thedoorcreakedopenasshelookedupintothefaceofherfear.‘Bloodyawfuldayatwork!Didn’tIsaythatthatlockneededfixed?Whyareyouinthedark?What’swrong?’’

42. Context:Ayoungboyisgoingtoafancydressparty,heldbytheScouts.Hewantstomakesurehiscostumeis

suitable.Hisdad–arough,workingclassman–refusestohelphimchooseacostume,sohissisterdresseshimasagirl.Theboyissurprisedtofeelmoreathomeinthegirloutfitthaninhisownbody.Hisfamily’sreaction,andhisown,scareshim.

‘Istoodupquicklyandkickedofftheshoesandrippedattheblouse,thentheill-feelingroseupinsidemeagainasifI’djumpedoffaroundabout.ThentheworldlurchedandspunandallIknewwasthatIhadtorun,runbecausethestonehadbeenlifted,runfromthegiant’sshadowonthe linopretendingtobewood in thedinettethatwasn’t thesamethingasadiningroom,runintothehallwaywheretheystoodatthetopofthestairs,mymotherwithherhandflyinguptohermouthlettingoutawhoop,myfatherforgettingtoslouchbecauseofwhathesawwithhiseyeslookingblueandamazed,runpastthemtothebathroomandthe sink where I could let it all come up, hearingmy father’s rumbling laughter andmymother’swhoopsbehindmeandmysister’ssqueakinggiggles likeballoons,balloonswithfacespaintedonthemattheparty,facesoffrogmenandastronautsandcowboysandpiratesattheparty,cakesandlemonadeandsweetsandgamesofmusicalchairsandblind-man’s-buffand…IfeltthecoolhandonmyburningforeheadandIknewthatIwouldnevergonow.’

43. London.Michaelmastermlatelyover,andtheLordChancellorsittinginLincoln'sInnHall.

ImplacableNovemberweather.Asmuchmudinthestreetsasifthewatershadbutnewlyretiredfromthefaceoftheearth,anditwouldnotbewonderfultomeetaMegalosaurus,fortyfeetlongorso,waddlinglikeanelephantinelizardupHolbornHill.Smokeloweringdownfromchimney-pots,makingasoftblackdrizzle,withflakesofsootinitasbigasfull-grownsnowflakes-goneintomourning,onemightimagine,forthedeathofthesun.Dogs,undistinguishableinmire.Horses,scarcelybetter;splashedtotheirveryblinkers.Footpassengers,jostlingoneanother'sumbrellasinageneralinfectionofilltemper,andlosingtheirfoot-holdatstreet-corners,wheretensofthousandsofotherfootpassengershavebeenslippingandslidingsincethedaybroke(ifthisdayeverbroke),addingnewdepositstothecrustuponcrustofmud,stickingatthosepointstenaciouslytothepavement,andaccumulatingatcompoundinterest.Fogeverywhere.Foguptheriver,whereitflowsamonggreenaitsandmeadows;fogdowntheriver,whereitrollsdefiledamongthetiersofshippingandthewatersidepollutionsofagreat(anddirty)city. 4

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LinkingQuestions-Howasentencefunctionsasalinkinthewriter’sargument. Formula:Identifythepartofthesentencewhichrefersbacktotheprevioustopic,quoteit,andexplainwhatitrefersbackto,thenidentifythepartofthesentencewhichreferstowhatiscoming,quoteit,andexplainwhatitisabouttointroduce.Thetypesofsentencesmayalsobeginwithalinkingwordorphrasesuchas‘but’or‘however’whichpointstoachangeofdirectionandyoucancommentonthisaswell.Exampleextract,questionandanswer:

TheFirstEmperor'simprintonthelivesoftheinhabitantsofhisfar-flungkingdomswasseenfurther.Heunifiedthescript,demandingthatallstateswritethepictographsofancientChineseinthesameway.So,althoughthewordsmightbepronounceddifferentlyindifferentpartsoftheempire,oncetheywerewrittendowneveryonewhocouldreadcouldunderstandeachother,aparticularadvantagefortraders.

ButfortheFirstEmperor,establishingcompletecontroloverhisempirewasnotenough.Hewantedtoruleforever.Ifhecouldn'thaveimmortalityinthisworld,thenextbestthingwouldbetoruleinthenetherworld.Weknewabouthistombmoundbecausetheancientsourcesreferredtoit,andithasalwaysbeenthere.

Explainhowthesentence“ButfortheFirstEmperor,establishingcompletecontroloverhisempirewasnotenough”worksasalinkbetweenparagraphsatthispoint. 2

Theconjunction‘but’suggeststhepointmadeinthenextparagraphwillcontrastwiththepreviousone.‘Establishingcompletecontroloverhisempire’refersbacktothepreviousparagraphwhichexplainedhowstandardisingawrittenscripthelpedtheEmperortodominatehispeople.‘Wasnotenough’linksforwardstothenextparagraphwhichexplainsthathisambitionswereevenwiderandthattheEmperorwantedtoextendhispowerintotheafterlife.

Exercise1

1. MymotherwasbornnearGloucester,intheearly1880s.Throughherfather,JohnLight,shehadsomemysteriousconnectionwiththeCastle,half-forgotten,butimplyingablood-linksomewhere.IndeeditwassaidthatanancestorledthemurderofEdwardII.

Butwhatevertheillicitgrandeursofherforebears,Motherwasborntoquiteordinarypoverty.Whenshewasaboutthirteenyearsoldhermotherwastakenill,soshehadtoleaveschoolforgood.Shehadherfiveyoungbrothersandherfathertolookafter,andtherewasnooneelsetohelp.

Question:Showhowthefirstsentenceinthesecondparagraphactsasalinkintheargument.2marks

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2. UsuallyhismotherwouldcautionYangthechauffeurtoavoidtheoldbeggarwholayattheendofthedrive.Thisbeggarhadarrivedtwomonthsearlier,abundleoflivingragswhoseonlypossessionswereafrayedpapermatandanemptytobaccotinwhichheshookatpassers-by.Henevermovedfromthemat,butferociouslydefendedhisplotoutsidethegates.EvenBoyandNumberOneCoolie,thehouseboyandthechiefscullion,hadbeenunabletoshifthim.

However,thepositionhadbroughttheoldmanlittlebenefit.TherewerehardtimesinShanghaithatwinter,andafteraweek-longcoldspellhewastootiredtoraisehistin.AfteraheavysnowfallonenightinearlyDecemberthesnowformedathickquiltfromwhichtheoldman’sfaceemergedlikeasleepingchild’saboveaneiderdown.Jimtoldhimselfthathenevermovedbecausehewaswarmunderthesnow.

Question:Showhowthefirstsentenceofthesecondparagraphactsasalinkintheargument.2marks

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HomeworkAssignment4

AnalysisQuestions

ToneFormula:Identifythetone,quotetheword(s)thatsupportitandexplaintheeffect.WhatisTone?Themostsimplisticdefinitionoftoneis“thevoicetheauthorisusingthroughthenarrativeofthewriting.”Wemustlookatthepurposeofthewritingandaskourselves“Whatvoiceistheauthorusingandwhy?”Discursivewritingmayuseemotive language,humourorsarcasm toputapointacrossstrongly.Otherdiscursivepiecesmayjustpresentthefactsinanobjective,formalfashion.Inmagazinestheauthormaytrytobethereader’sbestfriendandwillutilisecolloquial language(chatty,friendly,slang).Thepurposeofthewritingiskeytothetonethattheauthoritattemptingtoachieve.Exercise12.Howmanyexamplesofthesetonesdoyourecognise?

a. Ironic j.Satiricalb. Sarcastic k.Tongue-in-cheekc. Emotived. Colloquiale. Persuasivef. Sardonicg. Humoroush. Flippanti. Effusive

Picktwoexamplesofthetonesabove.Nowtrytowriteaboutasubjectusingthesetones.Beawareofthetypesofwordsthatyouchoosetocreatethistone.

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Exercise2Answer the following questions on the extracts below, identifying the tone and explaining itseffect.Considerthepurposeandtypeofwritingineachcasetohelpyou.

a. Whattoneisachieved?b. Whatwords,structuresand/ortechniquesledyoutothisconclusion?c. Whatistheeffectofthewriterusingsuchatone?

Example1Starter-guided-independent-plenary-dung. “Oneof these things,” toquote theold SesameStreetsong,“doesnotbelonghere,oneofthesethingsisnotthesame.”ThefirstfourarethesequencetheDepartmentofEducationandskillsrecommendsteachersfollowformoreorlesseverylesson;thefifthmightprofitablybeemployedasacollectivenounfortheotherfourinsequence.Thephrase“fourpartlessonplan“iscontroversial.Manyfeelitgoestogetherwithgoodteachinglikeahorseandgherkin,andisyetanothersymptomofmoderneducation’s inexorablepathtowards itsownantithesis.(PhilipBeadle,TheGuardian,TuesdayOctober24th2006) 2 Example2Whenyouearnagazillionsquidaweekandbatheinguineas,itcanbehardtorememberthevalueofmoney.Hencefootballersareforeverbuyingspanglycarsorfoxfursforthemissusasiftheycostlittlemorethanaquarterofsherbetlemons.WhenChelseawonthepremiershiptwoyearsago,forexample,JohnTerryspent£200,000onwatchesforhisteammates.JoeColerecentlybid£100,000inacharityauctionforchancetogointoarecordingstudiowithrapmogulPDiddy.(TheGuardian01.11.06) 2Example3Ten years ago Noel Gallagher was a style icon. That isn’t intended as aprovocative statement: youmight not have liked the look, but at least itbelongedtohim.Sideburnshuggedhisface likeaneat littlehelmetwhileunzippedparkasbillowedopenandbandy legssplayedoutwards in raggyjeans. His eyebrows were famously wild, the coiffure equivalent of theprofanitiesthatpepperedhisquotesorthefingersignsofwhichhewassofond.ThelooksaidManchester,itsaidrocknroll,and,aboveall,itsaidthathewashisownman. 2

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HomworkAssignment5AnalysisQuestions–Contrast,OppositesandContradictions Paradox

Isanapparentlytruestatementorgroupofstatementsthatleadstoacontradiction.Although the statementmay seem nonsensical at first, themeaning is often deepwhenanalysed.

Exercise1Arethefollowingparadoxicalstatements?Explainthetruemeaningofanyparadoxesyouidentify:

1. Thechildisthefatheroftheman.2. Cananall-powerfulbeingcreatesomethingthatisgreaterthanitself?3. AccordingtoMalthusiantheorysomeoftheharsheroutcomesofhumannatureareessential

tothesurvivalofthehumanrace.Withoutdeathandfaminethepopulationwouldgrowoutofcontrol.Therefore,wemustsufferwarbeforetherecanbepeace.

4. The Infinite Circle. Nicholas of Cusa (1401-1464) made the following interesting pointregardingtheshapeofaninfinitecircle.Thecurvatureofacircle'scircumferencedecreasesas the size of the circle increases. For example, the curvature of the earth's surface is sonegligiblethatitappearsflat.Thelimitofdecreaseincurvatureisastraightline.Aninfinitecircleistherefore...astraightline!

5. Thechickencamebeforetheegg.

OxymoronIsacondensedformofparadox,wheretwooppositesareplacedsidebysidetoemphasisetheeffectofacontrast.ThiskindoftechniqueiscommontotheworksofWilliamShakespeare.Exercise2Explainthepossiblemeaningofthefollowingphrases:

1. Lovinghate2. AFineMess3. Agreetodisagree4. Alonetogether5. Taxreturn6. Calmstorm7. Colourlesskaleidoscope8. Babygiant9. Genuine-imitationleather10. Icyhot11. LowAltitude12. Minorcrisis13. Negativegain14. ObviouslyConcealed

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JuxtapositionPutsimply,juxtapositionmeansplacingsidebyside.Inasense,oxymoronandparadoxareformsofjuxtapositionastheyplacetwoideasorwordssidebysideinordertocreateacontrast.The storyof twocharacters couldbeplacednext toeachother indifferentchapters of the same novel. In this way the author could be asking us tocontrastthechoices,lifestyles,backgroundspersonalities,tonamebutafew,ofthesetwocharacters.In the novel “Stone Cold” by Robert Swindells the plot is narrated by twocharactersinalternatingchapters.Thisallowsthereadertofullyunderstandtheeventsoccurringinthelivesofbothcharacterssimultaneously.Thelivesofthecharactersarethereforejuxtaposed.Exercise3Explainhowjuxtapositionhasbeenusedeffectivelyinthefollowingextract?Theboattossedonthecolossalwavesragingaroundthem,atthemercyofthecruelelements.Netswhippedattheirfather’sruddycheeks,astheboys’whiteknucklesclungtotherailing.Whyhadherfamilynotreturnedyet?Whatwastakingthemsolong?Shefoldedanotherchequeredtea-towelandtosseditontothegrowingironingpile.Thegalescreamedaroundthem,piercingtheireardrumslikestabbingknives. Silence. Theswellsfadedtofaintripplesandthebatteredboatgentlycametorest.Theywereinthecalmofthestorm.Fivethirty.Fivethirty-five.Herthoughtsdrifteddowndarkalleyways.Shereachedforthephone.Theboysstood,stunnedintosilenceandimmobility,astheirfatherrantotheirside.Theboatdrifted.Allwasunnervinglypeaceful.PunApunisaphraseorsentenceinwhichtheseveralmeaningsofonewordarealludedtoinandattempt,withvaryinglevelsandmeasuresofsuccess,toelicithumour.Exercise4

1. Margerywalkedoutsidewithherpegbagandhugebasketofwashing.Sheimmediatelynoticedherneighbour,Cathy,shesmiledandshouted:”Meetmeattheclothesline.That’swhereIhangout!”

Question:Examinetheliterarydeviceemployedbytheauthorandexplainwhythishasacomicaleffect. 2

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2. “It’smyfavouritebook!Ikeepreading“TheLordoftheRings”overandover.Iguessit’sjustforceofhobbit,”Tobyjokedtotherestofthechessclub.

Question:ShowhowthewriterhasusedapuntodemonstrateToby’sfamiliaritywiththenovel“TheLordoftheRings”. 2

Cliché

Aclichéisanoverusedandwornoutphrase.Itistheenemyoforiginality!Itcanoftenbeafigureofspeech,suchasasimileorametaphorthatisheardandusedregularly–tooregularly.

Exercise5Identifytheclichésusedinexamples1-6andexchangethemforamoreoriginalfigureofspeechorphrase.

1. Hehadbeenstudyingforweeksandwassurethathewaswellprepared.Hewalkedconfidentlyintotheassemblyhallandsatdownathisdesk.ThroughouttheexamJameswasascoolasacucumberandwasabletoanswereveryquestionasked. 2

2. IwasshakingwithsweatasIheadedtowardstheHeadmaster’soffice.It

hadtakenagreatdealofcouragetoadmitmyguilttomyselfandIknewitwastimetofacethemusicandconfessall. 2

Euphemism

Aeuphemismisanexpressionthatisintendedbythespeakertobelessoffensive,disturbingortroublingtothelistenerthanthewordorphraseitreplaces.Itcanoftenbeametaphorwheretheliteralmeaninghasbeendropped.

1. Mabelpassedawaypeacefullyinthenightinhersleep.Shehadawonderfullifeandleavesbehindalargeandlovingfamily.Shehasnowgonetoeternalrest.

Question:Identifytheauthor’suseofeuphemismintheaboveexampleandexplainwhyitisappropriatehere. 2

2. Deborahaskedthehostpolitelywheretheladiesroomwas.She

explainedtotherestoftheguestsatthedinnerpartythatshedesperatelyneededtopowderhernose.

Question:WhatisthewriterimplyingaboutDeborah,whensheaskstogotothetoilet,throughhisuseoftwoeuphemisms?2

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Hyperbole Hyperboleisanextremeexaggerationusedtoheighteneffect.Itisnotusedtomisleadthereader,

buttoemphasiseapoint.Itcanoftenhaveahumorousorfacetiouseffect.

1. Theclasscouldtellbythecolouroftheirteacher’sfacethatshewasnotpleased.Theylookedvacant,asshebellowedatthem:“I’vetoldyouamilliontimestogetyourbooksoutassoonasyousitdownatyourdesks!”

Question:Howdoestheauthoreffectivelydemonstratethattheteacherisdispleasedwiththepupilsbecausetheyhavefailedtogetouttheirbooks? 2

2. Hewalkedintothecanteenandpushedtothefrontofthequeue.His

mouthwateredashelookedlonginglyatthefoodinfrontofhim.Ashedecidedwhattoorderhedeclared:“IamsohungrythatIcouldeatahorse.”

Question:Identifytheexampleofhyperboleandexplainitspurposeintheaboveextract. 2

Litotes

Litotesistheoppositeofhyperbole.Itisafigureofspeechthateitherstrengthensorweakenstheemphasisofaclaimbydenyingitsopposite.Itcanbeusedasasignofmodestyorwhenawriterisbeinghumble.Itcanbeusedasanunderstatement,actuallymeaning“verymuch”ortoexpressambivalence,forexample“notbad”.Readthefiveexamplesoflitotesinthetablebelow.Completethetablebynotingdowntheauthors’intendedmeanings.

LITOTES MEANING

1. Thesportscommentatoragreedthatrunningamarathoninundertwohoursisnosmallaccomplishment.

Theauthormeansthatrunningamarathoninundertwohoursisahugeaccomplishment.

2. Thereendlessattractionsfortouristsandresidentsalike.FromtheStatueofLiberty,theEmpireStateBuilding,TimeSquareandtheshowsonBroadway.MostwouldagreethatNewYorkisnoordinaryCity.

3. Thechefcouldnothidehisdisappointmentwhenthefoodcriticmerelydescribedtherestaurant’sfoodas“notbad”.

Nowanswerquestions1(b),3,4(b)and5(b)inthepracticeHigherSQARUAEpaperontheimportanceoftreesthataccompaniesthisbooklet.

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HomeworkAssignment6EvaluationQuestions

Inquestionsthatrequireyoutoevaluatesomethingyouarebeingaskedtoassesshowsuccessfullyaparticularsectionofthepassageachievesaparticulareffectandsayhowwellorhoweffectivelyyoubelievethewriterhasexpressedorconveyedacertainideatotheaudience.Thismightincludebeingaskedtoevaluate:

1. Aspecificlanguagetechnique2. Ananecdote,illustrationorexample.3. Theconclusion.

Whenansweringanevaluationquestion,taketheusualthreestageapproach:

1. Locatespecificitemsfromthetext(unlessthequestionhasalreadydoneso).2. Identifyalanguagetechniquethatthewriterisusing(unlessthequestionhasalreadydone

so).3. Explaininyourownwordstheeffectthatthistechniquehasonthereader.4. Thentakeitastagefurtherandgiveapersonalassessment,backedupbytextual

evidence,ofhowsuccessfulyoufindthistechniquetobe.ForExample:Here’sanextractfromearlier.Thesmall,homelytownwhichpreviouslyhadnothingtoupsetitspeaceexceptworriesabouttheweatheroralittlelocalgossipwasswampedwithnewarrivals.Theyleeredoutofwindowsfromthenewlybuiltsaloons.Theiraggressiveangryvoicescouldbeheardlateatnightastheyarguedovertheirdifferentclaimsandwhoownedwhat.Theyobnoxiouslystoodonthesidewalksofthetown,chewingtobaccoandspittingatthefeetofitsuprightcitizens.Explainhoweffectiveyoufindthewriter’slanguageincapturinganimpressionofthenewarrivalstothetown. 3

Thewriter’suseofimageryin‘swamped’andthewordchoiceof‘obnoxiously’areeffectiveincapturinganimpressionofthenewarrivalsastheyconveyaverystrongsenseofjusthowunpleasantandhostiletheywere.Withconnotationsofgreatamountsofdirtandsmellin‘swamped’it’ssuggestedthatthepeoplethemselveshadthesequalitiesand‘obnoxiously’makesuspicturethemarrogantlystandinginthewayofothersinarudeanddisrespectfulmanner.Thepowerofthewriter’slanguageis,therefore,highlysuccessfulinconveyingaverynegativepictureofthenewarrivalswhichgivesusadistinctlydistastefulimpressionofthem

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TheFinalParagraphasanEffectiveConclusionOftenyoumaybeaskedtoconsiderwhythefinalparagraphofanarticleiseffectiveasaconclusion.Youshouldremember(amongotherthings)toconsiderwhetherornotit:

• revisitsanearlierpoint.• attemptstoansweraquestionposedearlier.• reassertsapreviouspoint.

QuestiononBothPassagesThefinalquestiononbothpassagewilleitheraskyouto:

• discussdifference• comparesimilarities• considerboth

Youcananswerthisquestionincontinuousproseorinaseriesofdevelopedbulletpoints.Whateverapproachyoutake,makeitisaseasyaspossiblefortheexaminertoreadandunderstandyouranswer.Abulletpointedanswer(withheadings)would,therefore,beasensibleapproach.Forexample,ifquestionweretoaskyoutoIdentify threekeyareasonwhichtwoauthorsagree,supporting thepoints youmakebyreferringtoimportantideasinbothpassages,youcouldhavethreeheadings(Agreement1,2and3)andthreebulletpointsundereach;oneforhowtheyagreeandtwomoreexplainingthespecificsofeachwritersideas.Forexample:Agreement1

• Bothwritersagreethatcatsaretheidealpet.• Thefirstwriter,MavisWinters,saysthatthereisnootheranimalthatcanbe

keptaseasily.• Thesecondwriter,ColinBollard,saysonlycatscanmakeahomefeeltruly

homely.Nowanswerquestions6and7inthepracticeHigherSQARUAEpaperontheimportanceoftreesthataccompaniesthisbooklet.