NATIONAL 5 READING FOR UNDERSTANDING, ANALYSIS AND EVALUATION

GETTING USED TO THE LANGUAGE The best way to get used to the language used in these articles is to read it. The best practice you can give yourself is making time once a week to read a newspaper article. Your parent’s might have these lying around, but you can also find these online: Read the comment features – these are often the source of the exam papers! Your task: Bring in an article to class for Monday. This can be from any of these sources or actual newspapers. Read it and be prepared to talk about it.

THURSDAY 26 TH NOVEMBER 1.Articles 2.Understanding questions crash course 3.Close reading in exam conditions If you finish early, work on your folio pieces or revise your poems.

STARTER Articles due today. Write your name on the top of your article. Show and discuss your article with the person next to you. What was it about? Identify the main points. Find an example of ‘word choice’ you might speak about. Find an example of figurative language (alliteration, simile, metaphor, onomatopoeia, etc.) Hand up to the front with your names on when finished.

ARTICLES Your homework for Monday (30 th November) is to think of 2 close reading style questions that you might ask about your article. These should be understanding questions like the ones you looked at on Monday. Write out your questions and bring them in on Monday with the article.

THE EXAM! Marked out of hour to finish. Read the passage and answer the questions (around 9). Blue or black ink. Mark the question you are attempting.

BEFORE YOU WRITE You should read through the passage twice carefully. If you are not a fast reader then you could read through the passage once thoroughly and then when a question asks you to look at a certain paragraph make sure that you read that paragraph again. This will save you time overall.

BEFORE YOU WRITE You should then have a quick skim through the questions before you begin. If you feel that you do not have time to do this then you should at least skim through the questions page by page as you come to them.

BEFORE YOU WRITE Study any accompanying photographs. If there is one, remember to read the introduction to the passage, as it will give you a general idea of what theme / topic the passage deals with.

TIPS FOR TOP MARKS Read the question carefully before you begin. Look for bold type in the question. These are the important parts of the question. If the question directs you to a particular paragraph, only use quotes from that section. Check how many points each question is worth. Always use your own words if asked. Quote from the passage if directed.

UNDERSTANDING QUESTIONS Questions that ask you to show that you can explain the main ideas of the text. In your own words questions Context questions Contrast questions Summary question Linking questions

WHEN TO QUOTE Look at these words and phrases you might find in questions. Which expressions tell you that you ought to quote in your answer and which ones suggest you write in your own words? 1.Why do you think…? 2.Which word…? 3.Explain fully…? 4.Find an expression…? 5.How does the writer…? 6.Write down the word…? 7.Which expression…? 8.By close reference to the text….?

IN YOUR OWN WORDS QUESTIONS Unless you are asked for a quote or evidence you should always use your own words. This is how you show that you understand what the writer is saying. These questions are trying to test your vocabulary. How to answer: Look at the passage the question directs you to and find the idea/answer/line and put it IN YOUR OWN WORDS. Don’t attempt a word for word ‘translation’. Explain the idea rather than substituting individual words. Caution: Sometimes there will be words you are not expected to change.

EXAMPLE Total-immersion courses based in Italian families are seen by some as a valid alternative to college studies. Some people believe that living full-time with an Italian family is just as successful as studying Italian at college. There are those who think that sharing life with an Italian family will benefit you as much as learning Italian in a more academic setting.

YOUR TURN Since the day the Romans stepped beyond Hadrian’s Wall, enemy armies have probably come to a halt at the sight of the Scottish infantry: short, red-headed blokes who might at first turn out to be ferociously terrier-like. Their latter-day equivalents were the likes of Jimmy Johnstone and Billy Bremner, dinky-sized footballers who ran rings around their opponents, and in so doing gave their fellow gingers a much-needed confidence boost. Using your own words explain why over the centuries it has been a mistake to judge Scottish soldiers and footballers by their appearance. Despite looking unusual, being short and red-haired, the Scottish soldiers never gave up on their fierce attacks on the Roman invaders. In later years, some Scottish footballers of similar appearance were equally effective when confronting the opposition.

TRY THIS ‘I’m nocturnal. I love the moonlight, the shadows, the dark places, the dappled murk. I’m not being poetic. I’m simply being true to my nature, my nocturnal nature. Like all tarantulas.’ Question: In your own words, in what way is the speaker ‘like all tarantulas’ according to the first paragraph? (1 Mark) An acceptable answer would be: The speaker is active by night. Don’t make this too complicated, it’s only worth one mark! Extra practice: p.30 Bright Red

CONTEXT QUESTIONS You may be asked to show how the context, that is the words or phrases around an unusual word, that give us an idea of what an unfamiliar word may mean. The marker doesn’t expect you to know the meaning of the word, they just want you to show that you can figure it out using what surrounds it in the passage. Example: Show how the first sentence provides a context which enables you to understand the meaning of the word’... Explain in your own words what is meant by ‘______ in this context

THE FORMULA Usually worth 2 marks. 1.Show what the word means, 2.Show how you work this out from the context. The word/expression ‘__________’ as used here means _________. I can work this out from the context because….

EXAMPLE At Guy’s and St Thomas’ hospitals in London, an initiative was set up two years ago to help people aged 18 to 30 with autism gain work experience. Staynton Brown, associate director of equality and diversity at the hospital, dismisses any suggestion of the initiative being a philanthropic one. ‘This is not a charitable gesture,’ he said. ‘We want to make sure we have the most talented workforce possible. It’s in our interests in multiple ways. We’ve all benefitted from the changes we’ve incorporated to accommodate those with autism. By interns into the hospital, we’ve made communication clearer for everyone which leads to better patient care. How does the context of the second paragraph help you to work out what is meant by ‘philanthropic’?

MODEL ANSWER The word ‘philanthropic’ as used here means done out of feelings of charity or solely for the good of others. I worked this out from the context because the expression is followed with the idea that employing people with autism is not ‘charitable’.

YOUR TURN At Guy’s and St Thomas’ hospitals in London, an initiative was set up two years ago to help people aged 18 to 30 with autism gain work experience. Staynton Brown, associate director of equality and diversity at the hospital, dismisses any suggestion of the initiative being a philanthropic one. ‘This is not a charitable gesture,’ he said. ‘We want to make sure we have the most talented workforce possible. It’s in our interests in multiple ways. We’ve all benefitted from the changes we’ve incorporated to accommodate those with autism. By interns into the hospital, we’ve made communication clearer for everyone which leads to better patient care. 1.Show how the context helps you to understand the meaning of the word ‘accommodate’ as it is used here. (2) 2.How does the context of these paragraphs help you to understand the word ‘intern’ as it is used here? (2)

CHECK YOUR ANSWERS Mark a partner’s answers using the marking scheme: 5.Candidates should demonstrate understanding of the meaning of the word and provide contextual evidence of how they arrived at this for mark.  Meaning: to make allowance/adjustments for someone; to make it easier for someone to fit/settle in.  Context: reference to the changes made to accommodate staff with autism. 6. Candidates should demonstrate understanding of the meaning of the word and provide contextual evidence of how they arrived at this for mark.  Meaning: person working to get experience.  Context: reference to or quotation of ‘work experience’.