Gracemount
HighSchool
HigherEnglish
Readingfor
Understanding,Analysis
andEvaluation
HomeworkBooklet
1
HigherEnglish
CourseOverview
TheHigherEnglishcoursecontainsinternalassessmentsinReading,Writing,ListeningandTalking;
andexternalassessments:CriticalReading,ReadingforUnderstanding,AnalysisandEvaluationand
aWritingFolio.
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:onethatisbroadly
creativeandonethatisbroadlydiscursive(30%offinalgrade).
Itisveryimportantforyoutorealisethatsuccessonthiscoursenotonlydependsonyourabilityto
workwellduringclasstimebutalsoindependentlyout-withlessons,revisingmaterialand
completinghomeworkassignmentstoahighstandardthroughouttheyear.
Whatthisbookletisfor:
ThisbookletwillhelpyoupreparefortheReadingforUnderstanding,AnalysisandEvaluation
elementoftheexam–30%ofyourfinalgrade!
Itisthereforeimperativethatyoucompletethegivenhomeworkexercisestoashighastandard
aspossiblefromweektoweek.
Whatskillsthisbookletwillcover:
1. Understanding–Usingyourownwords,summarisingandinferencemaking.
2. Analysis–Identifyingandexplainingtheeffectofwordchoice,imagery,sentence
structure/punctuationandtone.
3. Evaluation–Assessingandexplainingtheeffectivenessofatext.
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HomeworkAssignment1
HomeworkAssignment2
HomeworkAssignment3
HomeworkAssignment4
HomeworkAssignment5
HomeworkAssignment6
Contents
p4–6
Due14thMarch2016
p7–11
Due21stMarch2016
P12–21
Due11thApril2016
p22–25
Due19thApril2016
p26–27
Due25thMarch2016
3
HomeworkAssignment1
UnderstandingQuestions-Usingyourownwords
Formula:Identifytheanswerfromthetext+translateitintoyourownwords.
These questions test that a candidate has a varied enough vocabulary to use different words to
conveythesamemeaning.Itisagoodideatohighlightthesectionofthepassageyouarebeingasked
toputinyourownwordsandthenbreakitdown,changingasmanywordsasyoucanthenrewriting
it–youdon’thavetokeepthesamewordorder.
ForExample
Theboysjumpedacrosstheriveratitsnarrowestpoint.
Couldbetranslatedas:Theyoungmentraversedthestreamattheeasiestplacetoctheross.
Exercise1
Lookatthefollowingexamplesandanswerthequestionsinyourownwords.
Extract1
Theboy’sbehaviourwasclearlyeffusive.Likeavolcanohebubbledandfinallyexploded
in a torrent of expletives. There was no sign of remorse as his tantrum seemed to
climax.BythistimehehadgonetoofarandaDeputehadtobecalledinordertosave
thevictimsfromhistirade.
Whatwastheboy’sattitude,andhowwasthisdemonstrated?(2)
Extract2
The government must crack down on reckless motorists by
encouraging the spread of roadside cameras, boosting the
number of traffic police and ensuring speed limits are
enforcedmorestrictly,areportfromMPsurgedyesterday.
Whatthreethingsmustpolicedoinordertocrackdownon
recklessmotorists?(2)
Extract3
NASAistolaunchanaudaciousdeep-spacemissiontosavetheailingHubbletelescope,thegiant
orbitingcamerathathasprovidedscientistswithstunningimagesoffar-offplanetsandthedawnof
time.
Thespaceagencyyesterdayreversedadecisionmadeafterthe2003Columbiashuttledisasterto
abandonthe$1.5bn(about£768m)structuretoaprematureandfieryendonre-entrytoEarth’s
atmospherewithinthenextfewyears.(Guardian1/11/06)
1. WhatkindofmissionisNASAlaunching?(1)
2. WhatadvantageshastheHubbletelescopegiventoscientists?(2)
3. Whatwasthefateofthe2003Columbiashuttle?(1)
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IdentifyingtheMeaningofWordsinContext
Formula:Statemeaning+explainhowsurroundingsentenceshelpedyoutoarriveatthemeaning.
Lookatthefollowingpassage:
“Benquicklywenttothedidotandcleanedthevariousmisturaeshehadbeenusingtorepairthe
u-bendofthewuipit.Hehadoftenthoughtthatthisjobwasextremelyyullning.However,hehad
toadmitthatthistimehe’dfounditfarmoreinteresting.Whenhefinished,heputonhisredick
and went back to the living room to relax. He took out his favourite pipe and settled into his
beautifulnewpogtry.”
Clearlytheword“misturaes”inthefirstsentencereferstotoolsusedtomendorfixsomethingthat
isbroken.Thecluewordis“repair”.
Exercise2
Extract1
Show how the context of the above passage helps you to arrive at the meaning of the following
words:
1. Didot
2. Wuipit
3. Yullning
4. Redick
5. Pogtry
Nowlet’suseEnglishtodothesamething!
Remember,forthefollowingextracts
1. Statethemeaningoftheunderlinedwords.
2. Showhowyouarrivedatthismeaning.
Extract2
Shewasfiveyearsold,duetostartschoolinthreemonthstime.Itwasatorrid,butbeautifuldayand
shewasplayingbetweenthefilmofshimmeringheat.Itwasthekindofheatthatcouldwearamere
mortaldowntohisbarebones.Isawherlyingonherstomachinthegrass,pickingdaisiesandmaking
daisychainswithlaboriouspleasure.Thesunburnedonherpaleredhairandmadeherskinlook
verywhite,butshecontinuedwithadogmaticdetermination.
(basedon“Harry”byRosemaryTimperley) 2
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Extract3
Thegood-naturedyoungmanhurriedaway,andPhilip,fullofpetulantrage,attemptedtokeephis
childishtemperincheckashefloodedherwithafinalstreamofadviceandinjunctions-whereto
stop,howtolearnItalian,whentousemosquitonets,whatpicturestolookat.
(Basedonanextractfrom“WhereAngelsFeartoTread.”) 2
Extract4
Onlyhungerbroughthiminatnoon,butthen,sandwichinhand,hewasbacksearching,hisfaceboth
fearful and pleased, excited and depressed, a furious charge and counter-charge evaporating his
sweatashetraversedtheroom.
2
Nowreadthepassage(s)inthepracticeHigherSQARUAEpaperontheimportance
oftreesthataccompaniesthisbookletandanswerquestions1(a),2,4(a)and5(a).
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HomeworkAssignment2 AnalysisQuestions
Followthissimpleformulaforanalysisquestions:
1. Nametheliterarytechnique.
2. Quoteit.
3. Writeabouttheeffectswithabitofdetail,depthandcreativity.
WordChoice
Whenyouareaskedawordchoicequestionyoushouldwriteabouttheeffects,orthe
connotations,ofaword.
Theseeffectsmightincludecreatingapicture/imageinthemindofthereader,afeelingorto
conveyanidea.
InHigher,yougetnomarksforidentifyingatechniqueorquotingit.Youdogetmarksforthe
qualityofyourinsightanddescriptionoftheeffectsofaparticularword.
Forexample:
Theword‘swamped’createsmanyeffects:smelly,dirty,difficulttowalkthrough,muddy,animage
ofamudandwaterlandscape,afeelingofunpleasantness,anideaofuncleanlinessandmore.
Whenawordcreateseffectsnotalltheeffectswillberelevant.Youhavetounderstandwhatthe
writeriswritingaboutandthiswillmeanthatonlysomeeffectsapply.
Takethisfollowingexample.It’saboutasmalltownintheUnitedStates,140yearsago,wheregold
isdiscovered,resultingina‘goldrush’,withlotsofnewarrivalstothetown.However,it’snot
alwaysapositivething:
Thesmall,homelytownwhichpreviouslyhadnothingtoupsetitspeaceexceptworriesaboutthe
weatheroralittlelocalgossipwasswampedwithnewarrivals.Theyleeredoutofwindowsfromthe
newlybuiltsaloons.Theiraggressiveangryvoicescouldbeheardlateatnightastheyarguedover
theirdifferentclaimsandwhoownedwhat.Theyobnoxiouslystoodonthesidewalksofthetown,
chewingtobaccoandspittingatthefeetofitsuprightcitizens.
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Fortheword‘swamped’manyoftheeffectsalreadymentionedwillapply,butotherswon’t.An
imageofawetandmuddylandscapewon’tapply.Anideaofitbeingdifficulttogetacrosswillnot
apply.
Belowisthekindofquestionyoumightbeaskedinrelationtoanextractliketheonewe’vejust
read.
Q.Howdoesthewriterusewordchoicetoconveyanimpressionofthenewarrivalstothe
town?4
The4marksmeanyouwillhavetoanalyse3or4wordsquitewellor2wordsverywelltogetfull
marks.Remember,youonlygetmarksforexplainingtheeffectsofeachword.
Forexample,
Thewriteruseswordchoiceof,‘swamped’whichhasconnotationsofdirtandsmellandgivesthe
impressionthepeoplearrivedhadthesequalities.Italsohasconnotationsofafeelingof
unpleasantness;itmakesthereaderthinkthatbeinginthetownhasafeelingofunpleasantness,
anxietyandslightdisgust.(2)Againtheuseofwordchoicewith‘obnoxiously’createsanimageof
peoplearrogantlystandinginthewayofothersanditgivesanideaofrudenessandlackofrespect
tothepeoplewhohavealreadyinhabitedthetown.(2)
Exercise1
Otherwordsfromtheaboveextractthatcouldhavebeenanalysedare‘leered’,‘angry’,aggressive’
‘argued’and‘spitting’.
Chooseatleasttwoofthesewordsandconstructasimilaranswertotheexamplequestion,
thinkingcarefullyaboutdiscussingtheireffectinthecontextofthepassage.
4Marks
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Imagery
Inordertofullyansweranimageryquestionusetheformula:
1.
2.
Explaintheliteralmeaning.
Explainthefigurativemeaning
LiteralandFigurativeLanguage
Thewordliteralmeanstheactualthingorwordsthatareusedintheirordinarymeaning.Figurative
meanssomethingsuggestedbyfiguresofspeech,wherewordsareusedinanimaginativeway.
Figurativelanguageisoftenusedbywriterstohelpreadersvisualisethesubjectmoreclearly.
Feelfreetousethe‘justas’…‘soto’approachtohelpyouwiththis.
Forexample:
Theworldisaplayground
• Justasaplaygroundisanenvironmentinwhichchildrencansocialise,growandlearn,soto
theworldoffersusanendlessopportunitytodevelop,prosperandsucceed.
Americaisameltingpot
• Justasameltingpotisacontainerintowhichavarietyofelementsaremixedtogetherto
fuseintoone,sotoAmericacanbeseentobeacountrywhichprovidesasingular,common
identitytopeoplesfromavarietyofculturalbackgrounds.
Exercise2
METAPHOR
Ametaphorcomparesonethingimaginativelytoanother,ortosomethingthatitliterallycannot
be;itdoesnotuselikeorastomakethiscomparison.
Consideringcarefullytheliteralandfigurativemeaningofthefollowingimagesandtheformulasfor
dealingwithanalysis/imageryquestions,completethefollowing:
1. Shebravelyenteredthesupermarketandsetaboutfindingthelonglistofitemsonherlist.
Sheknewthatbringingthebabymeantthiswouldbeachallenge;butshehadnooptionbut
tobringhim.Shethoughtthatmaybethistimeitwouldbedifferent,butbeforelongthe
babywasanoctopus,grabbingatallthecansonthesupermarketshelves.
Question:
Showhowthewriterusesacomparisontosuggestthatthemotherfoundlookingafterher
babyhardwork.
2
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2. Itwasobviousthathewasinebriatedfromthemomentshesawhim.
Shepushedhiminthefrontdoorandignoredhisprotests.Somehowshe
managedtogethimupstairs.Hewaseagertohelpbuthislegswere
rubber.Ittookallherstrengthanddeterminationtodraghimupand
puthimtobed.
Question:
Pickoutthefigureofspeechfromthisexampleandexplainhowit
effectivelydescribesthephysicalstateofthedrunkenman.
2
SIMILE
Applythesameapproachtothefollowingquestionslookingatsimiles,afigureofspeechthat
involvesadirectcomparisonusing“like”or“as”.
1. Paulswaggeredintothegymandcollectedhisweight-liftinggear.Hepositionedhimself
carefullyandconfidentlyreachedfortheheaviestweights.Ashetensedthemusclesonhis
brawnyarmsitwasclearthattheywereasstrongasironbars.
Question:Showhowthewriterusesacomparisontodescribethestrengthoftheweight-
lifter. 2
2. MyfavouriteplaceinScotlandisRudhDubh.Itisatinycottagebesidethesea.Besidethe
cottageisaturquoisebench.Ifyousitonthebenchyoucanseehundredsofrocksasblack
assootandtheseaiscrystalclearlikeglasswindow.Icanseegrassymountains.Mummy
saystheyareislands-oneofthemiscalledMuck.
Question:Pickoutthefigureofspeechusedby
theauthorandexplainitseffect.
2
PERSONIFICATION
Personificationisafigureofspeechthatgivesthequalitiesofa
persontoanobject,oranidea.Itisacomparisonwhichtheauthor
usestoshowsomethinginanentirelynewlightortocommunicate
acertainfeelingorattitudetowardsit.
1. Wewonderedaimlesslyaroundtheforestsearchingfor
anexit.Wehadbeenlostforhours;itwasgettingdark
andeerie.Wefeltsurroundedasthewindwhisperedto
theoppressivetrees.
Question:
Showhowtheauthorhasusedpersonificationtocreate
theeeriesoundofthewindwhisperingtothetrees. 2
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A common personification of death
2. Jamiecrunchedthroughtheleavesandjumpedthehugepuddlesinhisshinynewred
Wellingtons.Hesmiledtohimselfashewatchedthemulticolouredleavesdanceinthe
wind.
Question:
Pickouttheexampleofpersonificationfromtheextractaboveandexplaintheeffect
thatithas.
2
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HomeworkAssignment3 AnalysisQuestions
Structure
Formula:Identifytheaspectofstructureusedandcommentonitseffect/purpose
SentenceStructure
Sentence
– a group of words, beginning with a capital letter and ending with a full-stop,
which contains a verb and makes complete sense.
Sentence
structure questions are not asking WHAT the sentence means.
They are asking HOW the sentence is put together and the EFFECT it achieves.
• Avoidvaguewaffleinyouranswers:
‘Thisfeatureofstructureiseffective.’
‘Thisfeatureofstructureisusedforemphasis.’
• Dobespecific:
‘Thisfeatureofstructureiseffectivebecause…’
‘Theauthorusesthisfeatureofstructuretoemphasisethat...’
Sentence
type
Example sentence
Typical use/effect created
Statement
Michael is playing tennis.
Used in narrative/factual
writing.
Question.
Was it my fault?
Used in reflective/emotive
writing.
Rhetorical Question
Do I look stupid?
No answer expected. Makes
strong statement, e.g. anger.
Command
Exclamation
Minor Sentence
Non - sentence
Used in instructions and
persuasive writing.
Vote for a winning candidate and
put your cross in the last box.
It couldn’t be true!
She crouched down, listening for a
sound. Complete silence.
She crouched down, listening for a
sound. Nothing.
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Convey volume and strong
emotion such as
amazement, shock.
•
•
•
•
Words make complete
sense in context.
More concise.
Creates: impact, sense of
urgency, tension.
Found in informal writing.
Punctuation
Youcan’twriteaboutsentencestructurewithoutknowinghowpunctuationworks!
Belowisashortglossaryofsomepunctuationthatyouwillneedtoknowabout–itisNOT
comprehensive!
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”
“HarryPotterandthe
GobletofFire”
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.
to separate two linked statements.
§ Used
§
Used to separate two opposing statements.
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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.
Aswellashelpingyoutoidentifythesentencetypespresentwithina
passage,youwillbeaskedtocommentontheuseofpunctuationwith
regardstohowthesesentencesarestructured.
Bespecificandanswerinyourownwords–donotsimplyrepeatwhatit
saysinthepassage.
Example:
JamieMillarwalkedin–thenewboyintheyear–andsatnexttoJasonBlack.Hewasreallyfit.
Thiswasadisaster–Jasonwasthebiggestgeekinthewholeschool.Helookedasight:hisorange
curlyhair;hisbigthickglasses;hissnotty,crustynose.Theywerenevergoingtogeton.
“Miss,shouldIloanJamiea–”
“I’vegotone.”JamieglaredatJasonashepulledapenoutofhisdenimjacketpocket.
Belowisalistofdifferentformsofpunctuationusedwithintheabovesampleparagraphwitha
commentonthepurpose/effectofeach.
§ ParenthesiswithdashesusedtoaddextrainformationabouttheboyJamieMillar,informing
thereaderthathehasonlyjustjoinedtheschool.
§ SingledashusedtoinformthereaderthatthispairingwouldnotworkbecauseJasonwasnot
popularintheschool.HewasacompletelyoppositecharactercomparedtoJamie.
§ ColonusedtointroducealistofalltheawfulappearancefactorsrelatingtoJason.
§ Semi-colonusedtoseparatealltheterribleelementsofJason’sappearance,suchashischunky
spectaclesandhisdirty,runnynose.
§ DashusedtoshowthatJamie’squestiontotheteacherwasrudelycutoffbyJason’sremark,
showingthatJasondidn’twantJamie’shelp.
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Exercise1
1.Readthefollowingextracts.
2.Namethevariousformsofpunctuationused.
3.Commentontheireffect/purpose.
Remembertobespecific!
1.MrSheridansaidthatthelatesttabloidclaim–thatithadatapeofhimconfessingtovisitingan
eroticclub–was“garbageandlies”,anotherexampleofapolitically-motivatedattack.Hesaidhis
voicemusthavebeen“spliced”intoafaketape. 4
2.InventorJamesDysonunveiledhislatestdeviceyesterday–ahigh-speedhanddryerforpublic
toilets.Thevacuumcleanerkingsaid,“TheDysonAirbladeisfasterandmorehygienicthan
standarddryers.”
4
3.Afterangryscenesinwhichotherasylumseekersandsupportersshoutedatofficials,itemerged
theparentsofthefamilytobedetained,AliandFatimaUzun,werenotathome–theyhadjoined
theprotest.Itisunderstoodthatimmigrationofficialsabandonedtheattempttodetainthefamily
afterinterviewingGokhana,17,theeldestofthreechildrenstayingattheaddressinScotstoun.
4
ParagraphingandWordOrder
Paragraphing
Anewparagraphistakenwitha:
• Changeoftime
• Changeofsubject
• Changeofplace
• Changeinspeaker
Inadditiontothis,paragraphingmayalsobeusedtocreateaspecificeffectinapieceofwriting:
Forexample,singlesentenceparagraphs-placeemphasisonthetopicdiscussed.
Lookatthisexample:
Itrepresentstheheightsofhumanendeavour;andnowithasplumbedthedepthsofhuman
tragedy.
Concordeisthecathedralofourage.Thearchitectsofthemedievalcathedralsexploredthelimitsof
theavailabletechnologytocreatebuildingswewonderattoday.ThedesignersofConcordepushed
thelimitsoftheiravailabletechnologytocreateanaircraftofextraordinarysensuousbeautyand
power.(NABD8vh12/001-TragicBeauty)
Thesentenceonitsownisalsoaparagraph,theisolationofwhichcreatesasenseofimportance
anddramarelatingtoConcorde.
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Inversion
Normally,thesubjectisstatedbeforethedetailedinformationonthesubjectisgiven(the
predicate).
Example:
‘Thebabyrockedbackandforth.’
However,adelayinidentifyingthesubjectcanalterthefocusofemphasisin
thesentence.
Example:(reverseorder) ‘Backandforththebabyrocked.’
v Whenyouthinkofinversion,thinkofthecharacterYODAfromStarWars:
‘Yourfather,heis.’
‘Winthiswar,wewill.’
Yodaplacesemphasisonkeywords–DarthVader,theantagonist,isLukeSkywalker’sfather,
theprotagonist.
Repetition -
repeatedwordpatternsinordertofocusemphasisand/orto
elicitaspecificresponsefromthereader
Climax
-
itemsareplacedinaspecificorderinthesentence;most
importantdetailedlast
Anti-climax -
buildinguptoaneventthatdoesnothappen
Antithesis
-
placingoppositestogetherinordertocreateacontrast,
thereforemakingapointmemorable
Long/short -
differentsentencelengthsinordertochangethespeed,
movementand/ortensionofapassage.
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Exercise2
Identifythesentencestructurefeaturesineachpassage,quoteandcommentontheeffectthey
create.Trytoconsider:atmosphere,mood,tone,characterisation,emotionsandmovement.
1. ‘Outwentthelights.Thiscouldn’tbehappening–herhusbandshouldhavebeenathome
withherbynow.Shewasalone.Shadowsdancedacrossthehalfsetdinnertable;shadows
dancedacrossthecoldpinefloors;shadowsdancedacrossthebarewalls.Shecouldhear
softscratchingnoisescomingfromthefrontdoor,growinginvolumeasthewould-beintruder
appearedtobecomemorefrustratedandaggressiveinhisactions.Shewouldhavetoget
help.Havetogetintouchwithsomeone.Havetogettothephone.Thebedroom.Asshe
heardthelockanddoorjambreakunderpressure,shedashedforthehalfopendoor,bolted
forthestaircase,skiddedinhersocksoledfeetacrossthepolishedfloor,heartracing,gasping
forbreathasshetookthestairstwoatatime.Toolate.Hewasinside.Crouchedbehindthe
dressershelay.Stepscomingupthestairs.Stepsacrossthehall.Stepsoutsidethedoor.
Slowly,thedoorcreakedopenasshelookedupintothefaceofherfear.‘Bloodyawfulday
atwork!Didn’tIsaythatthatlockneededfixed?Whyareyouinthedark?What’swrong?’’
4
2.
Context:Ayoungboyisgoingtoafancydressparty,heldbytheScouts.Hewantstomakesurehiscostumeis
suitable.Hisdad–arough,workingclassman–refusestohelphimchooseacostume,sohissisterdresseshim
asagirl.Theboyissurprisedtofeelmoreathomeinthegirloutfitthaninhisownbody.Hisfamily’sreaction,
andhisown,scareshim.
‘Istoodupquicklyandkickedofftheshoesandrippedattheblouse,thentheill-feelingrose
upinsidemeagainasifI’djumpedoffaroundabout.Thentheworldlurchedandspunand
allIknewwasthatIhadtorun,runbecausethestonehadbeenlifted,runfromthegiant’s
shadowonthelinopretendingtobewoodinthedinettethatwasn’tthesamethingasa
diningroom,runintothehallwaywheretheystoodatthetopofthestairs,mymotherwith
herhandflyinguptohermouthlettingoutawhoop,myfatherforgettingtoslouchbecause
ofwhathesawwithhiseyeslookingblueandamazed,runpastthemtothebathroomand
the sink where I could let it all come up, hearing my father’s rumbling laughter and my
mother’swhoopsbehindmeandmysister’ssqueakinggiggleslikeballoons,balloonswith
facespaintedonthemattheparty,facesoffrogmenandastronautsandcowboysandpirates
attheparty,cakesandlemonadeandsweetsandgamesofmusicalchairsandblind-man’sbuffand…IfeltthecoolhandonmyburningforeheadandIknewthatIwouldnevergonow.’
4
3. London.Michaelmastermlatelyover,andtheLordChancellorsittinginLincoln'sInnHall.
ImplacableNovemberweather.Asmuchmudinthestreetsasifthewatershadbutnewly
retiredfromthefaceoftheearth,anditwouldnotbewonderfultomeetaMegalosaurus,
fortyfeetlongorso,waddlinglikeanelephantinelizardupHolbornHill.Smokelowering
downfromchimney-pots,makingasoftblackdrizzle,withflakesofsootinitasbigasfullgrownsnowflakes-goneintomourning,onemightimagine,forthedeathofthesun.Dogs,
undistinguishableinmire.Horses,scarcelybetter;splashedtotheirveryblinkers.Foot
passengers,jostlingoneanother'sumbrellasinageneralinfectionofilltemper,andlosing
theirfoot-holdatstreet-corners,wheretensofthousandsofotherfootpassengershave
beenslippingandslidingsincethedaybroke(ifthisdayeverbroke),addingnewdepositsto
thecrustuponcrustofmud,stickingatthosepointstenaciouslytothepavement,and
accumulatingatcompoundinterest.Fogeverywhere.Foguptheriver,whereitflowsamong
greenaitsandmeadows;fogdowntheriver,whereitrollsdefiledamongthetiersof
shippingandthewatersidepollutionsofagreat(anddirty)city. 4
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LinkingQuestions-Howasentencefunctionsasalinkinthewriter’sargument. Formula:Identifythepartofthesentencewhichrefersbacktotheprevioustopic,
quoteit,andexplainwhatitrefersbackto,thenidentifythepartofthesentence
whichreferstowhatiscoming,quoteit,andexplainwhatitisabouttointroduce.
Thetypesofsentencesmayalsobeginwithalinkingwordorphrasesuchas‘but’or‘however’
whichpointstoachangeofdirectionandyoucancommentonthisaswell.
Exampleextract,questionandanswer:
TheFirstEmperor'simprintonthelivesoftheinhabitantsofhisfar-flungkingdomswasseen
further.Heunifiedthescript,demandingthatallstateswritethepictographsofancientChinesein
thesameway.So,althoughthewordsmightbepronounceddifferentlyindifferentpartsofthe
empire,oncetheywerewrittendowneveryonewhocouldreadcouldunderstandeachother,a
particularadvantagefortraders.
ButfortheFirstEmperor,establishingcompletecontroloverhisempirewasnotenough.Hewanted
toruleforever.Ifhecouldn'thaveimmortalityinthisworld,thenextbestthingwouldbetorulein
thenetherworld.Weknewabouthistombmoundbecausetheancientsourcesreferredtoit,andit
hasalwaysbeenthere.
Explainhowthesentence“ButfortheFirstEmperor,establishingcompletecontroloverhis
empirewasnotenough”worksasalinkbetweenparagraphsatthispoint.
2
Theconjunction‘but’suggeststhepointmadeinthenextparagraphwillcontrastwiththeprevious
one.‘Establishingcompletecontroloverhisempire’refersbacktothepreviousparagraphwhich
explainedhowstandardisingawrittenscripthelpedtheEmperortodominatehispeople.‘Wasnot
enough’linksforwardstothenextparagraphwhichexplainsthathisambitionswereevenwider
andthattheEmperorwantedtoextendhispowerintotheafterlife.
Exercise1
1. MymotherwasbornnearGloucester,intheearly1880s.Throughherfather,JohnLight,she
hadsomemysteriousconnectionwiththeCastle,half-forgotten,butimplyingablood-link
somewhere.IndeeditwassaidthatanancestorledthemurderofEdwardII.
Butwhatevertheillicitgrandeursofherforebears,Motherwasborntoquiteordinary
poverty.Whenshewasaboutthirteenyearsoldhermotherwastakenill,soshehadto
leaveschoolforgood.Shehadherfiveyoungbrothersandherfathertolookafter,and
therewasnooneelsetohelp.
Question:Showhowthefirstsentenceinthesecondparagraphactsasalinkinthe
argument.2marks
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2. UsuallyhismotherwouldcautionYangthechauffeurtoavoidtheoldbeggarwholayatthe
endofthedrive.Thisbeggarhadarrivedtwomonthsearlier,abundleoflivingragswhose
onlypossessionswereafrayedpapermatandanemptytobaccotinwhichheshookat
passers-by.Henevermovedfromthemat,butferociouslydefendedhisplotoutsidethe
gates.EvenBoyandNumberOneCoolie,thehouseboyandthechiefscullion,hadbeen
unabletoshifthim.
However,thepositionhadbroughttheoldmanlittlebenefit.Therewerehardtimesin
Shanghaithatwinter,andafteraweek-longcoldspellhewastootiredtoraisehistin.After
aheavysnowfallonenightinearlyDecemberthesnowformedathickquiltfromwhichthe
oldman’sfaceemergedlikeasleepingchild’saboveaneiderdown.Jimtoldhimselfthathe
nevermovedbecausehewaswarmunderthesnow.
Question:Showhowthefirstsentenceofthesecondparagraphactsasalinkinthe
argument.2marks
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HomeworkAssignment4
AnalysisQuestions
Tone
Formula:Identifythetone,quotetheword(s)thatsupportitandexplaintheeffect.
WhatisTone?
Themostsimplisticdefinitionoftoneis“thevoicetheauthorisusingthroughthenarrativeofthe
writing.”
Wemustlookatthepurposeofthewritingandaskourselves“Whatvoiceistheauthorusingand
why?”
Discursive writing may use emotive language, humour or sarcasm to put a point across strongly.
Otherdiscursivepiecesmayjustpresentthefactsinanobjective,formalfashion.Inmagazinesthe
authormaytrytobethereader’sbestfriendandwillutilisecolloquiallanguage(chatty,friendly,
slang).Thepurposeofthewritingiskeytothetonethattheauthoritattemptingtoachieve.
Exercise1
2.Howmanyexamplesofthesetonesdoyourecognise?
a. Ironic j.Satirical
b. Sarcastic
k.Tongue-in-cheek
c. Emotive
d. Colloquial
e. Persuasive
f. Sardonic
g. Humorous
h. Flippant
i. Effusive
Picktwoexamplesofthetonesabove.Nowtrytowriteaboutasubjectusingthesetones.Beaware
ofthetypesofwordsthatyouchoosetocreatethistone.
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Exercise2
Answer the following questions on the extracts below, identifying the tone and explaining its
effect.Considerthepurposeandtypeofwritingineachcasetohelpyou.
a. Whattoneisachieved?
b. Whatwords,structuresand/ortechniquesledyoutothisconclusion?
c. Whatistheeffectofthewriterusingsuchatone?
Example1
Starter-guided-independent-plenary-dung. “One of these things,” to quote the old Sesame Street
song,“doesnotbelonghere,oneofthesethingsisnotthesame.”Thefirstfourarethesequencethe
DepartmentofEducationandskillsrecommendsteachersfollowformoreorlesseverylesson;the
fifthmightprofitablybeemployedasacollectivenounfortheotherfourinsequence.Thephrase
“fourpartlessonplan“iscontroversial.Manyfeelitgoestogetherwithgoodteachinglikeahorse
andgherkin,andisyetanothersymptomofmoderneducation’sinexorablepathtowardsitsown
antithesis.(PhilipBeadle,TheGuardian,TuesdayOctober24th2006)
2
Example2
Whenyouearnagazillionsquidaweekandbatheinguineas,itcanbehardtorememberthevalue
ofmoney.Hencefootballersareforeverbuyingspanglycarsorfoxfursforthemissusasiftheycost
littlemorethanaquarterofsherbetlemons.WhenChelseawonthepremiershiptwoyearsago,for
example,JohnTerryspent£200,000onwatchesforhisteammates.JoeColerecentlybid£100,000
inacharityauctionforchancetogointoarecordingstudiowithrapmogulPDiddy.(TheGuardian
01.11.06)
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Example3
Ten years ago Noel Gallagher was a style icon. That isn’t intended as a
provocative statement: you might not have liked the look, but at least it
belongedtohim.Sideburnshuggedhisfacelikeaneatlittlehelmetwhile
unzipped parkas billowed open and bandylegssplayedoutwardsinraggy
jeans. His eyebrows were famously wild, the coiffure equivalent of the
profanitiesthatpepperedhisquotesorthefingersignsofwhichhewasso
fond.ThelooksaidManchester,itsaidrocknroll,and,aboveall,itsaidthat
hewashisownman. 2
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HomworkAssignment5
AnalysisQuestions–Contrast,OppositesandContradictions
Paradox
Isanapparentlytruestatementorgroupofstatementsthatleadstoacontradiction.
Although the statement may seem nonsensical at first, the meaning is often deep
whenanalysed.
Exercise1
Arethefollowingparadoxicalstatements?Explainthetruemeaningofanyparadoxesyouidentify:
1. Thechildisthefatheroftheman.
2. Cananall-powerfulbeingcreatesomethingthatisgreaterthanitself?
3. AccordingtoMalthusiantheorysomeoftheharsheroutcomesofhumannatureareessential
tothesurvivalofthehumanrace.Withoutdeathandfaminethepopulationwouldgrowout
ofcontrol.Therefore,wemustsufferwarbeforetherecanbepeace.
4. The Infinite Circle. Nicholas of Cusa (1401-1464) made the following interesting point
regardingtheshapeofaninfinitecircle.Thecurvatureofacircle'scircumferencedecreases
as the size of the circle increases. For example, the curvature of the earth's surface is so
negligiblethatitappearsflat.Thelimitofdecreaseincurvatureisastraightline.Aninfinite
circleistherefore...astraightline!
5. Thechickencamebeforetheegg.
Oxymoron
Isacondensedformofparadox,wheretwooppositesareplacedsidebysidetoemphasisetheeffect
ofacontrast.ThiskindoftechniqueiscommontotheworksofWilliamShakespeare.
Exercise2
Explainthepossiblemeaningofthefollowingphrases:
1. Lovinghate
2. AFineMess
3. Agreetodisagree
4. Alonetogether
5. Taxreturn
6. Calmstorm
7. Colourlesskaleidoscope
8. Babygiant
9. Genuine-imitationleather
10. Icyhot
11. LowAltitude
12. Minorcrisis
13. Negativegain
14. ObviouslyConcealed
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Juxtaposition
Putsimply,juxtapositionmeansplacingsidebyside.Inasense,oxymoronandparadoxareformsof
juxtapositionastheyplacetwoideasorwordssidebysideinordertocreatea
contrast.
The story of two characters could be placed next to each other in different
chapters of the same novel. In this way the author could be asking us to
contrastthechoices,lifestyles,backgroundspersonalities,tonamebutafew,
ofthesetwocharacters.
In the novel “Stone Cold” by Robert Swindells the plot is narrated by two
charactersinalternatingchapters.Thisallowsthereadertofullyunderstand
theeventsoccurringinthelivesofbothcharacterssimultaneously.Thelivesof
thecharactersarethereforejuxtaposed.
Exercise3
Explainhowjuxtapositionhasbeenusedeffectivelyinthefollowingextract?
Theboattossedonthecolossalwavesragingaroundthem,atthemercyofthecruelelements.Nets
whippedattheirfather’sruddycheeks,astheboys’whiteknucklesclungtotherailing.
Whyhadherfamilynotreturnedyet?Whatwastakingthemsolong?Shefoldedanotherchequered
tea-towelandtosseditontothegrowingironingpile.
Thegalescreamedaroundthem,piercingtheireardrumslikestabbingknives.Silence.Theswells
fadedtofaintripplesandthebatteredboatgentlycametorest.Theywereinthecalmofthestorm.
Fivethirty.Fivethirty-five.Herthoughtsdrifteddowndarkalleyways.Shereachedforthephone.
Theboysstood,stunnedintosilenceandimmobility,astheirfatherrantotheirside.Theboatdrifted.
Allwasunnervinglypeaceful.
Pun
Apunisaphraseorsentenceinwhichtheseveralmeaningsofonewordarealludedtoinand
attempt,withvaryinglevelsandmeasuresofsuccess,toelicithumour.
Exercise4
1. Margerywalkedoutsidewithherpegbagandhugebasketofwashing.Sheimmediately
noticedherneighbour,Cathy,shesmiledandshouted:”Meetmeattheclothesline.That’s
whereIhangout!”
Question:Examinetheliterarydeviceemployedbytheauthorandexplainwhythishasa
comicaleffect.
2
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2. “It’smyfavouritebook!Ikeepreading“TheLordoftheRings”overandover.Iguessit’sjust
forceofhobbit,”Tobyjokedtotherestofthechessclub.
Question:ShowhowthewriterhasusedapuntodemonstrateToby’sfamiliaritywiththe
novel“TheLordoftheRings”.
2
Cliché
Aclichéisanoverusedandwornoutphrase.Itistheenemyoforiginality!Itcanoftenbeafigureof
speech,suchasasimileorametaphorthatisheardandusedregularly–tooregularly.
Exercise5
Identifytheclichésusedinexamples1-6andexchangethemforamoreoriginalfigureofspeechor
phrase.
1. Hehadbeenstudyingforweeksandwassurethathewaswellprepared.
Hewalkedconfidentlyintotheassemblyhallandsatdownathisdesk.
ThroughouttheexamJameswasascoolasacucumberandwasableto
answereveryquestionasked.
2
2. IwasshakingwithsweatasIheadedtowardstheHeadmaster’soffice.It
hadtakenagreatdealofcouragetoadmitmyguilttomyselfandIknew
itwastimetofacethemusicandconfessall.
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Euphemism
Aeuphemismisanexpressionthatisintendedbythespeakertobelessoffensive,disturbingor
troublingtothelistenerthanthewordorphraseitreplaces.Itcanoftenbeametaphorwherethe
literalmeaninghasbeendropped.
1. Mabelpassedawaypeacefullyinthenightinhersleep.Shehadawonderfullifeandleaves
behindalargeandlovingfamily.Shehasnowgonetoeternalrest.
Question:Identifytheauthor’suseofeuphemismintheaboveexampleandexplainwhy
itisappropriatehere.
2
2. Deborahaskedthehostpolitelywheretheladiesroomwas.She
explainedtotherestoftheguestsatthedinnerpartythatshe
desperatelyneededtopowderhernose.
Question:WhatisthewriterimplyingaboutDeborah,whenshe
askstogotothetoilet,throughhisuseoftwoeuphemisms?2
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Hyperbole
Hyperboleisanextremeexaggerationusedtoheighteneffect.Itisnotusedtomisleadthereader,
buttoemphasiseapoint.Itcanoftenhaveahumorousorfacetiouseffect.
1. Theclasscouldtellbythecolouroftheirteacher’sfacethatshewasnot
pleased.Theylookedvacant,asshebellowedatthem:“I’vetoldyoua
milliontimestogetyourbooksoutassoonasyousitdownatyourdesks!”
Question:
Howdoestheauthoreffectivelydemonstratethattheteacherisdispleased
withthepupilsbecausetheyhavefailedtogetouttheirbooks? 2
2. Hewalkedintothecanteenandpushedtothefrontofthequeue.His
mouthwateredashelookedlonginglyatthefoodinfrontofhim.Ashe
decidedwhattoorderhedeclared:“IamsohungrythatIcouldeata
horse.”
Question:
Identifytheexampleofhyperboleandexplainitspurposeintheaboveextract. 2
Litotes
Litotesistheoppositeofhyperbole.Itisafigureofspeechthateitherstrengthensor
weakenstheemphasisofaclaimbydenyingitsopposite.Itcanbeusedasasignofmodesty
orwhenawriterisbeinghumble.Itcanbeusedasanunderstatement,actuallymeaning
“verymuch”ortoexpressambivalence,forexample“notbad”.
Readthefiveexamplesoflitotesinthetablebelow.Completethetablebynotingdownthe
authors’intendedmeanings.
LITOTES
MEANING
1.
2.
3.
Thesportscommentatoragreed
thatrunningamarathonin
undertwohoursisnosmall
accomplishment.
Thereendlessattractionsfor
touristsandresidentsalike.
FromtheStatueofLiberty,the
EmpireStateBuilding,Time
Squareandtheshowson
Broadway.Mostwouldagree
thatNewYorkisnoordinary
City.
Thechefcouldnothidehis
disappointmentwhenthefood
criticmerelydescribedthe
restaurant’sfoodas“notbad”.
Theauthormeansthatrunningamarathoninundertwohoursis
ahugeaccomplishment.
Nowanswerquestions1(b),3,4(b)and5(b)inthepracticeHigherSQARUAEpaper
ontheimportanceoftreesthataccompaniesthisbooklet.
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HomeworkAssignment6
EvaluationQuestions Inquestionsthatrequireyoutoevaluatesomethingyou
arebeingaskedtoassesshowsuccessfullyaparticular
sectionofthepassageachievesaparticulareffectandsay
howwellorhoweffectivelyyoubelievethewriterhas
expressedorconveyedacertainideatotheaudience.
Thismightincludebeingaskedtoevaluate:
1. Aspecificlanguagetechnique
2. Ananecdote,illustrationorexample.
3. Theconclusion.
Whenansweringanevaluationquestion,taketheusualthreestageapproach:
1. Locatespecificitemsfromthetext(unlessthequestionhasalreadydoneso).
2. Identifyalanguagetechniquethatthewriterisusing(unlessthequestionhasalreadydone
so).
3. Explaininyourownwordstheeffectthatthistechniquehasonthereader.
4. Thentakeitastagefurtherandgiveapersonalassessment,backedupbytextual
evidence,ofhowsuccessfulyoufindthistechniquetobe.
ForExample:
Here’sanextractfromearlier.
Thesmall,homelytownwhichpreviouslyhadnothingtoupsetitspeaceexceptworriesaboutthe
weatheroralittlelocalgossipwasswampedwithnewarrivals.Theyleeredoutofwindowsfromthe
newlybuiltsaloons.Theiraggressiveangryvoicescouldbeheardlateatnightastheyarguedover
theirdifferentclaimsandwhoownedwhat.Theyobnoxiouslystoodonthesidewalksofthetown,
chewingtobaccoandspittingatthefeetofitsuprightcitizens.
Explainhoweffectiveyoufindthewriter’slanguageincapturinganimpressionofthenew
arrivalstothetown. 3
Thewriter’suseofimageryin‘swamped’andthewordchoiceof‘obnoxiously’areeffectivein
capturinganimpressionofthenewarrivalsastheyconveyaverystrongsenseofjusthow
unpleasantandhostiletheywere.Withconnotationsofgreatamountsofdirtandsmellin
‘swamped’it’ssuggestedthatthepeoplethemselveshadthesequalitiesand‘obnoxiously’makes
uspicturethemarrogantlystandinginthewayofothersinarudeanddisrespectfulmanner.The
powerofthewriter’slanguageis,therefore,highlysuccessfulinconveyingaverynegativepicture
ofthenewarrivalswhichgivesusadistinctlydistastefulimpressionofthem
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TheFinalParagraphasanEffectiveConclusion
Oftenyoumaybeaskedtoconsiderwhythefinalparagraphofanarticleiseffectiveasa
conclusion.
Youshouldremember(amongotherthings)toconsiderwhetherornotit:
• revisitsanearlierpoint.
• attemptstoansweraquestionposedearlier.
• reassertsapreviouspoint.
QuestiononBothPassages
Thefinalquestiononbothpassagewilleitheraskyouto:
• discussdifference
• comparesimilarities
• considerboth
Youcananswerthisquestionincontinuousproseorinaseriesofdevelopedbulletpoints.
Whateverapproachyoutake,makeitisaseasyaspossible
fortheexaminertoreadandunderstandyouranswer.A
bulletpointedanswer(withheadings)would,therefore,be
asensibleapproach.
Forexample,ifquestionweretoaskyoutoIdentify three
key areas on whichtwoauthors agree,supporting the
points youmakebyreferringtoimportantideasinboth
passages,youcouldhavethreeheadings(Agreement1,2
and3)andthreebulletpointsundereach;oneforhowtheyagreeandtwomore
explainingthespecificsofeachwritersideas.
Forexample:
Agreement1
• Bothwritersagreethatcatsaretheidealpet.
• Thefirstwriter,MavisWinters,saysthatthereisnootheranimalthatcanbe
keptaseasily.
• Thesecondwriter,ColinBollard,saysonlycatscanmakeahomefeeltruly
homely.
Nowanswerquestions6and7inthepracticeHigherSQARUAEpaperonthe
importanceoftreesthataccompaniesthisbooklet.
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