1. You’ll be doing this next year!
#Nat5CloseR
#N5CR

2. RUAE (Close Reading) revision
Concepts 1-7

3. LI: Examine in detail the “CONCEPTS OF READING FOR UNDERSTANDING, ANALYSIS AND EVALUATION,” so that we can answer the questions on the RUAE paper next May!
Word Choice
Sentence Structure
Information and Evidence
Structure of an argument
Imagery
Tone
Exaggeration
The final Question

4. What will you need?
Background knowledge of history, art, music, culture in general, philosophy, geography and modern studies
Vocabulary (a WIDE one)
Willingness to learn new things that may seem minor but when put together with other facts/knowledge – BOOM! LIGHTBULB!

6. Word Choice
When you are being asked about word choice you are being asked to look at the words and see why the writer has chosen those particular words rather than any other similar words.
This type of Question always makes you think!!! i.e. What would be the effects of describing someone as X Y or Z? Each has different connotations

7. Denotation – the plain, basic meaning
Denotation – the plain, basic meaning. If you are asked an Understanding question about a word or phrase, what you are trying to give is its basic meaning in the context
Connotation – when you are asked about word choice in an Analysis question you are asked to give the ideas the word suggests that contribute to its impact or effect. What other things it makes you think of….

8. So what does this mean in practice?
Word Denotation Connotation
underweight
skinny
slim
thin
A clinical, medical sort of picture, in need of treatment. The context might be disadvantaged people
unattractive, bony, angular (Context?)
attractive, healthy, elegant, neat (Context?)

9. Example 1: Show how the word choice in these lines helps point up the contrast described here. (2A)
Transferring the sultry sensuality of a Latin street dance to Edinburgh on a wet winter’s night would not appear the easiest of tasks. The rain batters the glass roof of the studio, competing in volume with the merengue blaring from the sound system. In the back ground, the castle, lit up, stares down grandly against the foreboding skies. (Write down the words you might choose.)

10. Method You are asked for a contrast
You will need to look for two examples of word choice – one for each side
Quote the first choice and suggest its connotations
Quote the second choice and suggest how it connotes the opposite

11. Example 1: Show how the word choice in these lines helps point up the contrast described here. (2A)
Transferring the sultry sensuality of a Latin street dance to Edinburgh on a wet winter’s night would not appear the easiest of tasks. The rain batters the glass roof of the studio, competing in volume with the merengue blaring from the sound sytem. In the back ground, the castle, lit up, stares down grandly against the foreboding skies.

12. ‘Sultry sensuality’ suggests something hot and sexy which is normally associated with warm sunny places in contrast with ‘’foreboding skies’ which suggests something dark and threatening and gloomy (or) ‘wet winter’s night’ which suggests cold and damp, which is inhibiting to the emotions.
‘The rain batters’ suggests an assault on the roof, as if the rain is trying to get in and drown out the dancing in contrast with ‘merengue blaring’ which also suggests something loud but this time enjoyable and creating a party atmosphere.

13. Summary
Quote the exact word or phrase. Do not leave it unidentified in a longer piece of the passage
Give the connotations of the word/phrase, not its literal meaning (denotation) using the word ‘suggests’
Think FERRARI!

15. Sentence Structure list series parallelism climax/anti-climax
repetition
expansion
explanation
colon/semi-colon
Sentence Structure
short sentence
minor sentence
balance
antithesis
parenthesis
point of view
triad
“And…” position
direct address

16. It’s Not Hard! Identify the feature
Comment on the effect of the feature
Remember, it is analysis (HOW), so it is more than just the meaning

17. There are 5 Main Possibilities
Punctuation and lists
Length of sentence
Use of climax or anti-climax
Repetition
Word order
Memorise them and use them to check against the sentences you have been asked to examine

18. Punctuation Punctuation is designed to aid your understanding.
It is crucial to be able to name the punctuation mark and understand what its function is.
It is not enough to be able to identify the feature – you have to comment on its impact on the text you are reading

19. Let’s see what you know
Show how the punctuation of the sentence beginning ‘These included:’ is particularly helpful in following the argument at this stage. (6A) The panel divided into two teams. One offered a number of alternatives. These included: a ‘Landscape of Thorns’ – a square mile of randomly-spaced 80ft basalt spikes which jut out the ground at different angles; ‘Menacing Earthworks’ – giant mounds surrounding a 200ft map of the world displaying all the planet’s nuclear waste dumps; a ‘Black Hole’ – a huge slab of black concrete that absorbs so much solar heat that is impossible to approach.

20. Answer
The punctuation helps to sort out the various solutions one of the teams suggested.
The colon after ‘included’ shows there are several solutions coming up.
The semi-colons divide up the three solutions ( the spikes, the mounds and the slab) so that you can see each solution in isolation. They also create the list implied by the colon.
The inverted commas give you the name of each solution as in ‘Black Hole’
the dash after each of the names introduced and explanation of each of the names – a huge slab of black concrete.

21. Lists
Numbers of items separated by punctuation (usually commas or semi-colons) form lists
Recognising a list will get you 0
You must comment on its function and impact.

22. How do deal with a ’list’ question
Identify the list
Say what effect the list has on the reader
The effect will often be created by the cumulative nature, or the monotony, or the shape of the list.

23. Example 1
Comment on the structure and effect of this sentence. (2A)
The Scottish race has been variously and plentifully accused of being dour, mean, venal, sly, narrow, slothful, sluttish, dirty, immoderately drunk, embarrassingly sentimental, masterfully hypocritical, and a blueprint for disaster when eleven of them are together on a football field.

24. Answer
The sentence consists of long list of faults of the Scots. It makes their faults seem endless, as if there were no hope of redeeming features.

25. Sentence length Easy to spot; hard to comment on
Generally what you will notice is a short sentence
Normally National 5 or Higher passages have sentences of some length and complexity so the short sentence (simple or minor) stands out.
Remember it’s not that it is short or long but what its impact is you are being asked for.

26. Example 1
Show how the sentence structure emphasises the impact of the destruction of his bat. (2A)
I used that bat the entire summer and a magical season it was. I was the best hitter in the neighbourhood. Once, I won a game in the last at-bat with a home run, and the boys just crowded round me as I were a spectacle to behold, as if I were, for one small moment, in this insignificant part of the world, playing this meaningless game, their majestic, golden prince.
But the bat broke. Some kid used it without my permission. He hit a foul ball and the bat split, the barrel flying away, the splintered handle still in the kid’s hands.

27. Answer
The short sentence ‘But the bat broke.’ is a dramatic sentence which puts an end to the glory that has been built up surrounding the bat in the previous paragraph. It marks a sudden event which takes the reader by surprise. Its position as a link sentence at the beginning of the paragraph stresses the contrast between the triumph of the previous paragraph and the disaster of the next paragraph.

28. Climax and Anti-climax
Sometimes easy to identify, especially if in a list of three things or in a long sentence. But what if it is more subtle? For example:
We are not going to be identified as a ‘growing social problem’, as the social commentators would have us labelled, but as a thriving, gossiping and defiant sisterhood.
How does the sentence structure emphasise her positive point of view? (2A)

29. Answer Clues for climax There is a list There is a build up
The negative ideas are at the beginning
The ideas become more positive
Anti-climax would reverse 2 and 4

30. Repetition
Repetition of sentence structure ie word order or parts of speech or patterns
Repetition of words or expressions
Repetition of sounds
(Remember it is the impact of the repetition not just identification of it that gets marks.)

32. Information and Evidence
Among the Understanding questions generated by passages at National 5 and Higher level there are some which ask you to isolate a number of points, or a number of pieces of evidence or a number of facts. The purpose of these questions is usually to see that you have been able to isolate ideas and understand them and their place within the passage.

33. The skill of getting an overview of the passage by looking at the introduction, the topic sentences, and the ending is worth practising.
It provides a way into an article.

34. Definitions – explains the MEANING of a term
Illustrations – graphics to clarify or prove something
Expansions of points – become a larger explanation etc
Signposts – tips/hints to further information or explanations

35. Put the answer in your own words
Even if the question doesn’t specifically ask you to do this, there is a general instruction on the front of the Question paper: “Use your own words whenever possible and particularly when you are instructed to do so”

37. Structure of an argument

38. List of terms used: • argument • introduction • development
• conclusion
• illustrative anecdote
• point of view
• signposts
• links
• questions
• expectations
• premise
• explanations
• expansions
• turning point
• repetition
• balance
• parallel structure
• contrast
• consequences
• intensifiers (Definitely, quite, hardly (enough))

39. Premise
FALSE: 90% of criminals eat bread therefore bread makes people criminals
TRUE: Since all men are mortal and Socrates is a man, Socrates is mortal.
Good students study hard. It follows that studying hard will mean you will pass your exams.

40. Parallel Structure
"Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe to assure the survival and the success of liberty." — John F. Kennedy[2]
"...and that government of the people, by the people, for the people, shall not perish from the earth." — Abraham Lincoln, Gettysburg Address[2]

41. Words that create pictures
Imagery
Words that create pictures

42. Imagery: using words to describe one thing, which would usually be used to describe another, thus creating a picture (or image) of the thing being described as something else.

43. Types of imagery Simile Metaphor Alliteration Onomatopoeia
Personification

45. The Imagery Question
You will be asked to identify and discuss images.
You should quote the words that create the image
Explain what picture the words give you.
Analyse the effect of the image.
You should try to explain why the write created the image.

46. The process usually involves:
• Identifying the actual words of the image
• Specifying the initial literal/denotative meaning – the root
• Applying the shared aspects of the connotational area of the root
• Showing how all of these have combined to create a striking comparison which is
effective in relaying the writer’s experience, emotions and perceptions.

47. What is the key word or words?
What do you associate with this word?
What image does the word give you?
What is the effect of the image?

48. How do I analyse the image?
You should analyse the
associations
and/or
connotations
of the words you have chosen.

49. How does imagery help the writer to explain his ideas?
You must try to explain the effect of the image also.
Try to explain why the writer has used the image. The image could be very positive or very negative, for example.

50. What if the image “in my head” seems ridiculous?
You have to say what image is created based on the words used by the writer.
Say what picture you get and explain how you interpreted the words.

51. Do I have to quote in my answer?
Yes. You will be asked to pick out (quote) the words that create the image. It is very difficult to analyse an image without quoting the words that create the image.

52. WHAT IS BEING DESCRIBED
IMAGE CREATED
LANGUAGE USED TO CREATE IMAGE
WHY THE IMAGE IS EFFECTIVE

53. The cheetah shot out of the undergrowth, homing in on its target.
Her face was set in stone, sculpted by the horrible experience she had endured.
I wish I hadn’t gone to the party. Empty chairs lined the hall like headstones. A couple of zombies staggered about the dance floor.

54. Question 3 (c) 2006
How effective do you find the imagery of lines in illustrating the writer’s line of thought?
(You must refer to two examples in your answer.)

55. The media frenzy surrounding the scandal reached a peak with the arrest of the famous celebrity.
What key word(s) did the writer use? > frenzy , peak,
What do you associate with this word (s)?
frenzy-excitement - out of control and peak – mountain top-summit-highest point 
What figure of speech or technique is being used? >
metaphoric language / connotation (suggests something!) / connotation
What image is created in each sentence? >An image of > an out of control crowd and a mountain top
What is the purpose /effect of the image? > describes the excitement surrounding the scandal and describes the most dramatic moment –the arrest by using the word “peak” suggesting the highest point, etc

56. There was a whimper of dissatisfaction that grew to a rumble of protest and then finally erupted in the cries of revolution in the streets.
What key word(s) did the writer use? > whimper and cries and /rumble/erupted  
What do you associate with this word (s)? whimper and cries and rumble/erupted (volcano –dramatic) 
What figure of speech or technique is being used? >
Onomatopoeia/sound effects / metaphoric language/metaphor / connotation (suggests something!) 
What image is created? > increasing sound + volcano ? “erupted”
What is the purpose /effect of the image? > describes how the protests gathered momentum and led to revolution

57. 1. The girl’s eyes were glued to the television.
2. The reporters swarmed around the actress.
3. The famous actress was bombarded with questions.
4. The actress lashed out at the reporter, as she erupted in fury at the offensive questioning.
5. The camera shutters exploded like machine gun fire.  

58. What image is developed here?
Your reward for doing
well in English!
What image is developed here?

59. Tone, Mood and Atmosphere

60. Tone
Tone is important in your appreciation of the passages you are given to read. There is nothing worse than taking everything seriously only to discover later it was all tongue-in-cheek.
It is important to take an overview before you become involved in the individual questions.

61. What gets marks?
Because tone is so subjective, there are often a number of acceptable answers but identification of tone is usually only worth something if you justify your choice of that tone by referring to the passage.
Don’t put down a list and hope that one of them is right – you won’t get any marks!
So identify and justify!!!

62. tone reveals the feelings and attitudes of the writer
it is how the writing might be said if it were read aloud
you will be asked to identify it, justify it and/or explain its impact
The main problem is a tone vocabulary!

63. A Tone Vocabulary humorous business-like tongue-in-cheek curious
sarcastic
ironic
emotional -name the emotion eg angry, depressed, elated,moody, indignant,
conversational
business-like
curious
chatty/friendly
mocking
disapproving
critical
contemptuous
menacing
dismissive
approving

64. More tones Despairing So . . . Superior Identify the tone Admiring
Uplifting
Hectoring
Doubtful
Self-deprecating
So . . .
Identify the tone
Provide the evidence- usually a quote
Explain how the tone creates the effect or impact as required by the question.

65. Mood Questions on mood are answered in a similar way to those on tone:
Identify the mood
Provide the evidence- usually a quote
Comment on how the mood is created or creates the effect or impact as required by the question.

66. So what is mood?
Mood deals with the emotional dimension of the text such as fear, excitement, sadness, calm, determination, reflection, elation, optimistic, concern, reassurance etc.
It is detected through the language of the text and should ‘fit’ with the sense of the passage.

67. Atmosphere
Atmosphere involves the senses. It is what we perceive in an environment from what we can see, hear, taste, smell or feel.
It can be frightening, eerie, lively, decaying, neglected, exciting, soothing etc.
Answer using the same technique suggested for tone and mood.

68. Other techniques to consider. . .
Point of view or the writer’s stance
Contrast
Use of questions (real and rhetorical)
Use of anecdote
Use of examples, illustrations
Use of ‘experts’
Sound – alliteration, assonance, onomatopoeia, word choice, repetitions, patterns of words

69. Tone in Individual Questions
Tone is the voice that would be used to say the sentence or word. If someone could read the passage aloud for you it would really help in this type of question. Unfortunately you have to do this silently to yourself – trying to ‘hear’ what your voice would do with it.

70. The true story of how Aidan fought a dinosaur
Exaggeration
The true story of how Aidan fought a dinosaur

71. My head is going to explode
What is exaggeration?
Exaggeration is overstating the truth for either impact, comic effect or sympathy
This feature of language is also known as a hyperbole
My head is going to explode

72. What you need to look for
A word which maybe useful in commenting on humorous effects of language is incongruity, this means things that don’t match
Mismatches in scale which provide comic effect are an example of this i.e. a ladder in a handbag
I fought an army

73. How it is effective
In cartoons you can see exaggeration in graphic form but in words it is equally effective
This is a vital element in creating a sense of exaggeration

74. And finally…

75. The Last Question

76. Before you start the paper…
Read the last question.

77. It may seem a struggle…
But the last question is an OPPORTUNITY
to gain several marks.
You have to COMPARE the passages, or an aspect of the passages.

78. You have to draw together your skills: Understanding (What) Analysis (How) Evaluation (How well)

79. The questions are all comparative
The questions are all comparative. BUT…they are all DIFFERENT Read the question to ensure you are focused on the relevant material.

80. Ideas
what is communicated
Style
and / or
the way it was communicated

81. Is it…
ideas only? style only? ideas and style? on a particular theme? comparing certain lines?

82. QUALITY not QUANTITY
The answer will be lengthy, but it is quality that counts. You should leave 10 minutes to tackle the question.

83. COMPARE
You will need to comment on BOTH even though there are no individual questions on Passage Two and it will often be very short.
Do not micro-analyse.
Look at the bigger picture.

84. Be convincing… Don’t write
“I thought passage one was simply marvellous. It had fabulous imagery and irony to die for. The writer was so clever to use anecdotes – oh how I laughed. The word choice was brilliant and it really helped me to understand his strength of feeling on something which was, may I say, absolutely fascinating.” ZERO MARKS

85. What is the marker looking for?
“clear and intelligent understanding of both passages; evaluative comment is sensitive and convincing”

86. Most of these questions will be those that ask you to LIST areas of agreement/disagreement (or both) and can be done in bullet points. They might also expect you to summarise the main ideas in both passages.

87. Which of the two writers do you think presents the more persuasive argument
in favour of public libraries?
Justify your choice by referring to the ideas and style of both passages.

88. Which passage is more effective in engaging your interest in aspects of the
environmental debate?
Justify your choice by referring to the ideas and style of both passages.

89. Finding the main ideas- U
Look at the TOPIC SENTENCES of the passage for KEY IDEAS. To show understanding USE YOUR OWN WORDS

90. Summary Read the question carefully
Ensure you answer on what the question demands
Don’t gush unconvincingly.
Refer to BOTH passages
Bullet points
Think as you write.

91. The End!