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DENNY HIGH SCHOOL ENGLISH DEPARTMENT. CREDIT CLOSE READING TOP TIPS. The following strategies will allow you to take control over your nerves… (everyone has these!) and work your way through the Credit paper in small, focussed stages. Read the passage only ONCE read it quickly
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DENNY HIGH SCHOOL ENGLISH DEPARTMENT CREDIT CLOSE READING TOP TIPS
The following strategies will allow you to take control over your nerves… • (everyone has these!) • and work your way through the Credit paper in small, focussed stages.
Read the passage only ONCE • read it quickly • get the gist of it • but do not panic if bits feel a bit vague or fuzzy • you will catch up with these. • The quick read releases time to spend on actual questions. • DO NOT READ IT THROUGH TWICE !
There will always be paragraph guides above the questions – “Look at Paragraphs 13 and 14” ; and sometimes in the question – “...(Paragraph 5)...” • This means that you will only be focussing on one small chunk of the text at any one time. • Always use these signposts and never stray to another part of the passage. • Mark these sections up in the margin as you start the question • This will keep your eye trained on the key section where the answer lies.
Look at the intro (if there is one) before the passage, and the details about the author… • These can give quite valuable clues about the type and purpose of the passage.
DO NOT LEAVE SPACES • – always put an answer down • you can go back and extend it later • but if you return to a blank, chances are you will remain stuck !
Do not agonise over spelling • obviously, this advice does not apply to the Writing paper !!!
When a simple idea is asked for, do not trot out a full, formal sentence. • e.g. Question: Which colour sets Desmond off ? • Answer 1: The colour red sets him off • Answer 2: Red • Answer two saves time… • and gets the same marks!!!
Interact with the passage: • mark key areas (see paragraph guides in the question paper) • underline words which you see as clues or as important • Do not use two pens or coloured markers, just your normal blue or black one • Once laid before you, the paper belongs to you – feel free to mark it
Even if the rest of the line is mince • the marker is required to give you credit for finding the correct phrase. • “Quote an expression which…” • This type of question is usually looking for a block of 3-5 words (approximately) • If you know the answer that is fine BUT if you know the area of text and cannot pin it down then MAKE YOUR QUOTE LONG and you will perhaps catch the correct phrase in the “net”
Never score or tippex an answer or part of an answer out. • Once the line is through it the marker can ignore it • if there is no line then you might be right! • Leave it ! • Do not be afraid to write a lengthy answer that requires more space than you are given in the paper • asterix or arrow your writing to show which question it belongs to.
“IN YOUR OWN WORDS” • yes, this means you have to avoid lifting chunks from the passage! • You have to try to re-explain ideas using your own expressions. • In Credit especially, be alert to the fact that most questions – apart from those requiring lifted words, images or expressions – need to be in your own words. • For instance: • ‘explain clearly’ means ‘in your own words’ • ‘explain fully’ means ‘in your own words’
Try to find the keyword or phrase which you know they want you to transfer into your own language. • For instance, one question asked about when a character “confessed” • the key phrase to be put into your own words in the passage came from the section around the word “admission.”
SENTENCE STRUCTURE: • to be on the safe side always comment plus quote • you might pick a mark up for identifying a technique.
The language describing effects is the most difficult • ‘to show hesitation’ • ‘to build to a climax’ • ‘the long list emphasises the dangers of…’ • ‘the present participle increases the feelings of danger..’ • ‘the use of “very” intensifies David’s anger..’ • There are two sides to a writer’s craft question • a. IDENTIFYING the technique used (repetition, use of brackets, etc) • b. explaining the EFFECT of the technique.
CONTRAST • Both sides of any contrast must be discussed.
CONNOTATION • when you are asked to think about the associations a word suggests then keep your mind open to the links it has in your mind and your experience. • Ask yourself where you have heard it before and what ideas the writing is getting at .
For instance: • Question: • Explain why it is appropriate to describe the shoppers as “a plague”? (2) • (possible associations of plague • widespread disease • feared • unwanted • spread very quickly) • Answer: • There were lots of them (1) • they spread quickly (1) • they spread widely (1) • they were unwanted (1) • they were a nuisance ( 1) .
I expect all students to work as hard as I did during my “studies.” • IRONY • writers like to show how stupid/ arrogant/ cruel/ hypocritical etc characters are • They can do this by underlining the humorous difference between their spoken words and their actions • OR their thoughts and actions. • There are many shades of irony – badger your teacher to discuss this further.
How delightful to be back at school • SARCASM • this occurs frequently • often in direct speech • and reveals one character’s attitude to another • or to an event. Once again my life has MEANING
Yup! Lookin’ no bad for 65 – eh?! • TONE • As with “Sarcasm” you should be alert to the the tones of characters’ • thoughts • and spoken words.
FINALLY • listed below are the official purposes of each type of question at Standard Grade. • The reality is that questions are often a mixture of these • BUT they come mainly from types b, c and e:
Purpose of Questions • a – to gain overall impression, gist, of a text. • b – to obtain particular information from a text. • c – to grasp ideas or feelings implied in a text . • d – to evaluate the writer’s attitudes, assumptions and argument. • e – to appreciate the writer’s craft.
AND NOW…. • Go Get Those Marks
