Higher/Nat 5 reading UAE

Learning Objectives To gain an insight into the ‘need to read’ required for success at Higher and National 5 level courses in S4, 5 and S6 To provide examples of the different questions likely to be asked and what to do to gain maximum marks

(Close) Reading for UAE (1 hour 30 minutes) 30% weighting (30 marks) In response to a series of questions, candidates will be required to demonstrate their ability to understand, analyse and evaluate one (N5)/two (H) thematically linked passages of unseen prose. Some questions will require comparison and/or contrast between the passages.

The best preparation for a Close reading paper is to…..READ! Are you… Voracious Avid Addicted Mildly enthusiastic Don’t mind it Will (if pushed) Do I have to? Cannae be bothered

Several forms of reading which you have to be good at to survive! Overview Get an idea of what the piece is about (look at headings, sub headings or highlighted quotations) Reading paragraphs Getting the ‘story’ in manageable ‘chunks’. Topic sentences then arguments and/or evidence etc Reading sentences What’s the main idea of the sentence. Subject?

Overview Read the intro (it’s the part in italics) Look for any headline given for each passage Read the Questions on Both passages at the end of the paper Ask yourself; ‘What am I likely to find?’ ‘What am I looking for in general terms?’ Then ask yourself if there is any hint as to the TONE of the passage Now, and only now, read the two passages This only takes a couple of minutes and is TIME WELL SPENT!

Reading Paragraphs Identify the TOPIC SENTENCE or MAIN IDEA in each sentence Look at a sequence of these paragraphs and see how the ARGUMENT of the article is developing

Reading Sentences Try and identify the main subject of the sentence Note what you are being told about the main subject Simplify the sentence (temporarily) by ignoring parts in parenthesis () or long lists of similar items

U A E Types of questions

Understanding = WHAT? “U” questions are DESIGNED to be helpful (honest!) They make sure you look closely at words, phrases, sentences and paragraphs. Makes you PAY ATTENTION to the important bits They are meant to confirm you have an overall grasp of WHAT It is assumed ALL answers use YOUR OWN WORDS!!!! (They don’t write that anymore..)

Understanding - types Meaning Identifying points Following arguments and tracing developments Summarising a number of points Links

Meaning ‘Explain what writer means by…’ ‘How does context help understand meaning of…’ ‘Explain significance of word….’ READING WIDELY will help you with all these Working out what words mean by looking at context – translate the difficult words – give both meaning AND relationship to context

Identifying points ‘What are three reasons for..’ ‘What four things…’ ‘What three main reasons are given for’ Identify the part/word/sentence/paragraph /phrase which contains each of the reasons/attitudes/factors /changes Show that you know what each means by giving answers in your own words as far as possible and using relevant material (don’t stray too far forward into passage)

Following arguments and tracing developments You are asked to look at a long section to see if you can identify the LINE OF THOUGHT through the section. Usually have ‘explain’ or sometimes just ‘Why?’ Take into account ALL the material in the section you have been given ‘Explain fully’ suggests you don’t just stop at first idea – carry on until end of the section you have been given.

Summarising a number of points ‘Identify five benefits..’ ‘Outline briefly the main effects’ ‘Briefly summarise’ Are you being asked to list or give reasons? Find out (mark keywords etc) what you are looking for first – extracts can usually be quite long for these questions Mark/highlight section so you can then split it down further – scribble ideas on the paper A much wider vocabulary is important to get these right – OWN WORDS needed!

Links

2W/P –Back+Forward=link to - prev+foll paragraph Links Hybrid as is U but also involves some A (Analysis – HOW?) It is therefore a link (winces) between U and A!  Usually four specific parts to the formula: identify two words/phrases, one pointing BACK and one pointing FORWARD. Then link the backward pointing one with the previous paragraph and the forward pointing one with the next paragraph. Ie  2W/P –Back+Forward=link to - prev+foll paragraph

Analysis – HOW? Four pointers: It used to have letter A beside it! (TIP: look for the word ‘language’ and comment on: word choice, imagery, connotations, structure, repetition, lists…) Names a particular feature or technique (‘Show how writer uses imagery to emphasise impact of…’) Tells you where to look and show list of possible features you might try (Show how writer conveys feelings in lines x-y. In answer you may refer to narrative stance/style, tone, point of view, imagery…) Tells you to look at writer’s use of language

Points about Analysis Language does not equate to meaning! Just because you show that you know what it means does not show that you know how the writer has made it effective! Look for the keywords (highlight them –Read closely and quickly). RTQ! RTQ! (READ THE QUESTION!!!!!!!) Closed/open lists – comment on two/ comment on two or any other appropriate technique/ techniques such as….

Points about Analysis Word choice – WHY has writer chosen word? What effect does it have over another word? Denotation – the meaning of the word Connotation – what we ‘add’ to the word which adds impact Underweight / skinny/ slim – all mean same but connotations different clinical(possibly ill)/unattractive and boney/ nice……

Points about Analysis Quote the word or (SHORT) phrase EXACTLY Give the CONNOTATIONS of the word/phrase not just its meaning (DENOTATION)

Points about Analysis Imagery doesn’t just mean ‘descriptive writing’. Technically it is Simile Metaphor Personification and can include Metonymy – which replaces one object with another (fond of the bottle, tickled the ivories) ASSOCIATION Symbolism: dove, white, red, green. Try and SEE the image – there are usually several possible answers as we all see things differently

Points about Analysis Sentence structure – often presents lots of problems. Do not just identity but describe the effect the feature has! FIVE main possibilities (MEMORISE THIS LIST!) Punctuation and lists (parenthesis) Length of sentence Use of climax or anticlimax Repetition Word order

Points about Analysis Tone – take an OVERVIEW to get sense of tone and how it might change! Serious to tongue in cheek etc. The important concept is the VOICE used to say the word/phrase. Angry, happy, doom laden, ominous, humourous, sarcastic, hectoring, sardonic, serious, cheeky, portentous, sad, grim, ironic… It is unlikely to be neutral or a level tone.

Points about Analysis Mood – not about the VOICE but the EMOTIONAL dimension, this links to the atmosphere created. Identify appropriate mood (fear, terror, hatred, sinister, menacing, happy, light-hearted,) Evidence to support your choice Comment on HOW mood is created

Points about Analysis Atmosphere. If tone =voice and mood = emotional dimension then atmosphere = ‘involvement of the senses’ which you can identify in the passage. Identify – provide evidence – comment on how atmosphere is created

Reminder Tone – VOICE Mood – EMOTIONAL DIMENSION Atmosphere – INVOLVING THE SENSES

Points about Analysis Point of View – writer’s angle (observer, supporter, critical) Contrast – differences between two aspects Use of questions - Rhetorical Anecdote – a story to give another dimension to point being made. Narrative not description Examples and illustrations – descriptions that help explain complex points Sound – alliteration/ rhyme/ rhythm

Evaluation – HOW WELL? Judging the effectiveness of the writing, how it achieves a particular effect for example. It will have an E by the question! ‘ How effective do you find..?’ ‘To what extent does…’ ‘evaluate the merits of…’ E=O+Q REMEMBER THIS!!! Evaluation=opinion +quote.

Points about Evaluation Three main types of questions on Evaluation Effectiveness of a technique Effectiveness of an example/ illustration/ Anecdote Effectiveness of a conclusion

Points about Evaluation Questions on both passages Read these final questions very carefully Tend to look the same but they are not Coding – is it E/A E/U or just E? Worth 6-8 marks – worth breaking down in detail and spending some time on it. If you approach it sensibly you cannot fail to get SOME marks. Now based on IDEAS. SMME-SMME. Points of agreement/disagreement in 2 passages

Points about Evaluation Style E Style or ideas E Style and/or ideas E Style alone E/A Ideas alone? E/U Style – techniques Ideas – content and argument

Using your time in the exam