Understanding Understanding questions are designed
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Understanding Understanding questions are designed to check that you know what the passage is about and you are clear on the meanings of most of the words. To understand the passage fully you must read the WHOLE passage before you attempt
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01
Understanding Understanding questions are designed to check that you know what the passage is about and you are clear on the meanings of most of the words.
To understand the passage fully you must read the WHOLE passage before you attempt any questions.
Understanding questions include:
In your own words
Summarising
Context
Link<br>
To understand the passage fully you must read the WHOLE passage before you attempt any questions.
Understanding questions include:
In your own words
Summarising
Context
Link<br>
02
In your own words These should be simple – the answer is already in the passage!
The question asks you to put a part of the passage into your own words as this makes it clear you have understood the meaning.
You must not quote from the passage unless the question specifically tells you to do so.
Even if the question does not state “in your own words” you should attempt to do this wherever possible.<br>
The question asks you to put a part of the passage into your own words as this makes it clear you have understood the meaning.
You must not quote from the passage unless the question specifically tells you to do so.
Even if the question does not state “in your own words” you should attempt to do this wherever possible.<br>
03
In your own words Method
Identify the answer from the text. Ask yourself: “if I were to quote what would I write?”. Highlight this if it helps.
Identify the key words. What could these be changed to in order for them to be put into your own words – think of definitions, synonyms and antonyms.
Answer in bullet points – one point per mark.<br>
Identify the answer from the text. Ask yourself: “if I were to quote what would I write?”. Highlight this if it helps.
Identify the key words. What could these be changed to in order for them to be put into your own words – think of definitions, synonyms and antonyms.
Answer in bullet points – one point per mark.<br>
04
Summarising Again, these should be simple – the answer is already in the passage!
The question is asking you to pick out the key ideas only in order to summarise a section of the text.
Don’t go into too much detail – only pick out what is important.
Write summaries in your own words.<br>
The question is asking you to pick out the key ideas only in order to summarise a section of the text.
Don’t go into too much detail – only pick out what is important.
Write summaries in your own words.<br>
05
Summarising Method
Identify the key points from the text – it sometimes helps to read the text, turn it over then write down what you think the most important points are.
Answer in bullet points – one point per mark.
Remember: do not include small details: names, dates etc. You must generalise.<br>
Identify the key points from the text – it sometimes helps to read the text, turn it over then write down what you think the most important points are.
Answer in bullet points – one point per mark.
Remember: do not include small details: names, dates etc. You must generalise.<br>
06
Context questions These questions will test your vocabulary (to improve this you must read!)
It will ask you to give the meaning of a specific word, identified in the question, then to give an explanation of how you worked out the meaning.
From now until the exam look up any words you come across that you don’t know the meaning of.<br>
It will ask you to give the meaning of a specific word, identified in the question, then to give an explanation of how you worked out the meaning.
From now until the exam look up any words you come across that you don’t know the meaning of.<br>
07
Context questions Method
Locate the word in the text and read around it (sentence before; sentence it’s in; sentence after).
Work out and give meaning of word
In bullet points, quote and explain how the context helped you figure out the meaning (you must do this even if you knew the meaning already!)<br>
Locate the word in the text and read around it (sentence before; sentence it’s in; sentence after).
Work out and give meaning of word
In bullet points, quote and explain how the context helped you figure out the meaning (you must do this even if you knew the meaning already!)<br>
08
Link Link questions are about how different sections/paragraphs in a passage link together.
These questions are to do with the writer’s ideas and how language links them together.
One part of the identified sentence will link to the ideas before and one part will link to the ideas after.<br>
These questions are to do with the writer’s ideas and how language links them together.
One part of the identified sentence will link to the ideas before and one part will link to the ideas after.<br>
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Link Paragraph before Paragraph after Linking sentence Words or phrases which link back Words or phrases which link forward<br>
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Link Method
Quote the word/phrase that links back
Explain why it links (content)
Quote the word/phrase that links forward
Explain why it links (content)
Formula
The word/phrase “………..” links back to …………., which was discussed in the previous paragraph when it says...
The word/phrase “………..” introduces the idea of …………, which is explored in the next paragraph when it says…...<br>
Quote the word/phrase that links back
Explain why it links (content)
Quote the word/phrase that links forward
Explain why it links (content)
Formula
The word/phrase “………..” links back to …………., which was discussed in the previous paragraph when it says...
The word/phrase “………..” introduces the idea of …………, which is explored in the next paragraph when it says…...<br>
11
Example My mother was born near Gloucester, in the early 1880s. Through her father, John Light, she had some mysterious connection with the Castle, half-forgotten, but implying a blood-link somewhere. Indeed it was said that an ancestor led the murder of Edward II.
But whatever the illicit grandeurs of her forebears, Mother was born to quite ordinary poverty. When she was about thirteen years old her mother was taken ill, so she had to leave school for good. She had her five young brothers and her father to look after, and there was no one else to help.
Q. Show how the first sentence in the second paragraph acts as a link in the argument. 2 marks<br>
But whatever the illicit grandeurs of her forebears, Mother was born to quite ordinary poverty. When she was about thirteen years old her mother was taken ill, so she had to leave school for good. She had her five young brothers and her father to look after, and there was no one else to help.
Q. Show how the first sentence in the second paragraph acts as a link in the argument. 2 marks<br>
12
Example My mother was born near Gloucester, in the early 1880s. Through her father, John Light, she had some mysterious connection with the Castle, half-forgotten, but implying a blood-link somewhere. Indeed it was said that an ancestor led the murder of Edward II.
But whatever the illicit grandeurs of her forebears, Mother was born to quite ordinary poverty. When she was about thirteen years old her mother was taken ill, so she had to leave school for good. She had her five young brothers and her father to look after, and there was no one else to help.
The phrase “illicit grandeurs of her forebears” refers back to the idea of the mother’s connections with “the Castle”, and noblemen who murdered Edward II (1)
The phrase “quite ordinary poverty” links to the idea of the difficult circumstances which follow in detail, such as the girl having to leave school to look after a large family of brothers because her mother was ill (1)<br>
But whatever the illicit grandeurs of her forebears, Mother was born to quite ordinary poverty. When she was about thirteen years old her mother was taken ill, so she had to leave school for good. She had her five young brothers and her father to look after, and there was no one else to help.
The phrase “illicit grandeurs of her forebears” refers back to the idea of the mother’s connections with “the Castle”, and noblemen who murdered Edward II (1)
The phrase “quite ordinary poverty” links to the idea of the difficult circumstances which follow in detail, such as the girl having to leave school to look after a large family of brothers because her mother was ill (1)<br>
13
The phrase “illicit grandeurs of her forebears” refers back to the idea of the mother’s connections with “the Castle”, and noblemen who murdered Edward II (1)
The phrase “quite ordinary poverty” links to the idea of the difficult circumstances which follow in detail, such as the girl having to leave school to look after a large family of brothers because her mother was ill (1)<br>
The phrase “quite ordinary poverty” links to the idea of the difficult circumstances which follow in detail, such as the girl having to leave school to look after a large family of brothers because her mother was ill (1)<br>
14
Question 2 The phrase “eco-lobby’s anti-flying agenda” refers back to the restrictive air travel proposals discussed in the opening two paragraphs.
The phrase “their strategy as a whole”/“can we just review” leads into the discussion of the eco-lobby’s proposed restrictions on travel as a whole/on energy use in general.<br>
The phrase “their strategy as a whole”/“can we just review” leads into the discussion of the eco-lobby’s proposed restrictions on travel as a whole/on energy use in general.<br>
15
Question 3 The phrase “digs into the past” refers back to the previous paragraph where the writer has selected, relived some of his greatest Olympic memories.
The phrase “without questioning” / “what was true and what was false” leads into the discussion of Ben Johnson whose extraordinary performance turned out to be based on a lie, which casts a shadow over, calls into question all great Olympic performances.<br>
The phrase “without questioning” / “what was true and what was false” leads into the discussion of Ben Johnson whose extraordinary performance turned out to be based on a lie, which casts a shadow over, calls into question all great Olympic performances.<br>
16
Question 4 The phrase “this condemnation” or “empty vessel” or “morally corroded” or “dark forces of anonymous markets” refer back to the previous paragraph where the writer has discussed/outlined the critics’ negative view of shopping/shoppers.
The phrase “partial truth”, “too quickly”, “savouring that moment”, “enhance their lives”, “another diverting item” links forward to the much more positive, enthusiastic view of shopping which is to follow in the next paragraph.<br>
The phrase “partial truth”, “too quickly”, “savouring that moment”, “enhance their lives”, “another diverting item” links forward to the much more positive, enthusiastic view of shopping which is to follow in the next paragraph.<br>
17
Question 5 The phrase “the years as the golden boy” refers back to the description of Alastair’s successful school career (1)
The phrase “made a sad contrast” leads up to the list of disasters which overtook him later at university (1)<br>
The phrase “made a sad contrast” leads up to the list of disasters which overtook him later at university (1)<br>
18
Question 6 The phrase “that kind of thinking” links back to the view that video games are detrimental to children and that almost anything else would be better that was discussed in the previous paragraph. (1)
The phrase “all wrong” introduces the counter-argument that criticism of video games is old-fashioned (which the writer finds hard to believe) which is discussed in the next paragraph. (1)<br>
The phrase “all wrong” introduces the counter-argument that criticism of video games is old-fashioned (which the writer finds hard to believe) which is discussed in the next paragraph. (1)<br>
19
Link Method
Quote the word/phrase that links back
Explain why it links (content)
Quote the word/phrase that links forward
Explain why it links (content)
Formula
The word/phrase “………..” links back to …………., which was discussed in the previous paragraph when it says...
The word/phrase “………..” introduces the idea of …………, which is explored in the next paragraph when it says…...<br>
Quote the word/phrase that links back
Explain why it links (content)
Quote the word/phrase that links forward
Explain why it links (content)
Formula
The word/phrase “………..” links back to …………., which was discussed in the previous paragraph when it says...
The word/phrase “………..” introduces the idea of …………, which is explored in the next paragraph when it says…...<br>
20
Analysis Analysis questions are designed so you can examine HOW the author has achieved a particular effect.
You can be asked about any aspect of language and you will have to analyse how it has created an effect.
Analysis questions include:
Word choice
Imagery
Tone
Sentence structure
Language<br>
You can be asked about any aspect of language and you will have to analyse how it has created an effect.
Analysis questions include:
Word choice
Imagery
Tone
Sentence structure
Language<br>
21
Word Choice In any piece of writing certain words are chosen by the writer to create a particular effect.
To answer effectively you must know the difference between a denotation and a connotation.
Denotation = dictionary definition
Connotation = what the word implies or suggests.
Word choice questions are asking you for the connotations of a word.<br>
To answer effectively you must know the difference between a denotation and a connotation.
Denotation = dictionary definition
Connotation = what the word implies or suggests.
Word choice questions are asking you for the connotations of a word.<br>
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Word Choice<br>
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Word Choice Method
Identify the word(s) in the passage.
Quote the word.
Give the connotations of the word.
“…………..” suggests …………………………………….
Remember: deal with each word separately!<br>
Identify the word(s) in the passage.
Quote the word.
Give the connotations of the word.
“…………..” suggests …………………………………….
Remember: deal with each word separately!<br>
24
Example We had a power cut on Tuesday evening. I sat in the dark, oddly relaxed. No e-mail. No telly. Not enough torchlight to read by.
Meanwhile, my younger son thrashed from room to room, between Wii console, computer and TV, fretting that the shows he had Sky-plussed wouldn’t record, scrabbling to see how much charge was left in his brother’s laptop so that he might, at very least, watch a movie.
When I laughed at his techno-junkie despair he exclaimed in white-hot fury: “It’s all right for you. To me it’s…it’s like living in poverty.”
Show how the writer’s word choice in the second paragraph conveys how much the loss of electricity affected the writer’s son. 2 marks<br>
Meanwhile, my younger son thrashed from room to room, between Wii console, computer and TV, fretting that the shows he had Sky-plussed wouldn’t record, scrabbling to see how much charge was left in his brother’s laptop so that he might, at very least, watch a movie.
When I laughed at his techno-junkie despair he exclaimed in white-hot fury: “It’s all right for you. To me it’s…it’s like living in poverty.”
Show how the writer’s word choice in the second paragraph conveys how much the loss of electricity affected the writer’s son. 2 marks<br>
25
Example We had a power cut on Tuesday evening. I sat in the dark, oddly relaxed. No e-mail. No telly. Not enough torchlight to read by.
Meanwhile, my younger son thrashed from room to room, between Wii console, computer and TV, fretting that the shows he had Sky-plussed wouldn’t record, scrabbling to see how much charge was left in his brother’s laptop so that he might, at very least, watch a movie.
When I laughed at his techno-junkie despair he exclaimed in white-hot fury: “It’s all right for you. To me it’s…it’s like living in poverty.”
“thrashed” suggests uncontrolled, frenzied, slightly aggressive movement (1)
“fretting” suggests anxious, nervous state of mind (1)
“scrabbling” suggests desperate, frantic, near-hysterical (1)
“at very least” suggests he is prepared to accept/welcome whatever he can (1)<br>
Meanwhile, my younger son thrashed from room to room, between Wii console, computer and TV, fretting that the shows he had Sky-plussed wouldn’t record, scrabbling to see how much charge was left in his brother’s laptop so that he might, at very least, watch a movie.
When I laughed at his techno-junkie despair he exclaimed in white-hot fury: “It’s all right for you. To me it’s…it’s like living in poverty.”
“thrashed” suggests uncontrolled, frenzied, slightly aggressive movement (1)
“fretting” suggests anxious, nervous state of mind (1)
“scrabbling” suggests desperate, frantic, near-hysterical (1)
“at very least” suggests he is prepared to accept/welcome whatever he can (1)<br>
26
Example “thrashed” suggests uncontrolled, frenzied, slightly aggressive movement (1)
“fretting” suggests anxious, nervous state of mind (1)
“scrabbling” suggests desperate, frantic, near-hysterical (1)
“at very least” suggests he is prepared to accept/welcome whatever he can (1)<br>
“fretting” suggests anxious, nervous state of mind (1)
“scrabbling” suggests desperate, frantic, near-hysterical (1)
“at very least” suggests he is prepared to accept/welcome whatever he can (1)<br>
27
Question 2 "nonsense" suggests it is completely false, meaningless (1);
"spouted" suggests that the stories are pouring out in an uncontrolled way, that the media are like some bore who rambles on and on (1);
"(too) ubiquitous" suggests they can’t be avoided, they overrun the media (1);
"stupid" unequivocal description of the stories as brainless, almost insultingly so (1);
"lazy" the reporters make minimal effort, not really concerned about the substance of the story (1);
"churning out" suggests relentless production of something all the same, in large quantities (1);
"cliches" suggests stories are predictable/old/tired/generalised (1)
"easy (outrage)" the reporters are looking to stir up controversy without making much effort, they are lazy, undemanding (1)<br>
"spouted" suggests that the stories are pouring out in an uncontrolled way, that the media are like some bore who rambles on and on (1);
"(too) ubiquitous" suggests they can’t be avoided, they overrun the media (1);
"stupid" unequivocal description of the stories as brainless, almost insultingly so (1);
"lazy" the reporters make minimal effort, not really concerned about the substance of the story (1);
"churning out" suggests relentless production of something all the same, in large quantities (1);
"cliches" suggests stories are predictable/old/tired/generalised (1)
"easy (outrage)" the reporters are looking to stir up controversy without making much effort, they are lazy, undemanding (1)<br>
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Question 3 "enriches" suggests that reading adds to one's knowledge, awareness; is rewarding, beneficial; improves one (1);
"the mind" suggests reading is influencing something greater than just the brain; it influences our consciousness: thought, perception, emotion and imagination (1);
"deadens" suggests video games make kids less aware, less sensitive, less vigorous; they make kids think less; lifeless (1);
"zoning out" suggests video games make kids detached from people and things around them, unresponsive, unstimulated (1)<br>
"the mind" suggests reading is influencing something greater than just the brain; it influences our consciousness: thought, perception, emotion and imagination (1);
"deadens" suggests video games make kids less aware, less sensitive, less vigorous; they make kids think less; lifeless (1);
"zoning out" suggests video games make kids detached from people and things around them, unresponsive, unstimulated (1)<br>
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Question 4 “all seeing teachers’ eyes” suggests avoidance of authority of the classroom eye
“traded” suggests an illicit, appealing bargaining
“(marks of) rebellion” exaggerates the significance of the swapping, but leaves the idea of the anti-authoritarian behaviour
“(statements of) suggests the dawning awakening of action not independence sanctioned by authority
“suspected”/“rather” suggests a confused delight in thwarting the wishes they didn’t of adults
“ever so much more” suggests the excessive importance placed on a few relatively unimportant sweets
“enticing” suggests the illicit, forbidden fruit idea
“not just food but” suggests that the sweets had become an anti- authoritarian symbol
“food plus attitude” suggests the sweets acquired a significance in the adoption of a stance against authority which soared beyond their importance as sweets<br>
“traded” suggests an illicit, appealing bargaining
“(marks of) rebellion” exaggerates the significance of the swapping, but leaves the idea of the anti-authoritarian behaviour
“(statements of) suggests the dawning awakening of action not independence sanctioned by authority
“suspected”/“rather” suggests a confused delight in thwarting the wishes they didn’t of adults
“ever so much more” suggests the excessive importance placed on a few relatively unimportant sweets
“enticing” suggests the illicit, forbidden fruit idea
“not just food but” suggests that the sweets had become an anti- authoritarian symbol
“food plus attitude” suggests the sweets acquired a significance in the adoption of a stance against authority which soared beyond their importance as sweets<br>
30
Question 5 "enriched" sense of improving, adding quality,
"vibrant" suggests they are lively, dynamic, spirited, ...
"significant" they are important, impressive, constructive, ...
"friends/relatives/colleagues" unpromising choices, but might be used successfully<br>
"vibrant" suggests they are lively, dynamic, spirited, ...
"significant" they are important, impressive, constructive, ...
"friends/relatives/colleagues" unpromising choices, but might be used successfully<br>
31
Question 6 “sweep away” suggests previous argument is “rubbish” and can be dealt with/dismissed very quickly
“apoplectic” suggests uncontrolled, irrational anger
“froth” suggests something insubstantial, trivial…
“self-interested” suggests middle classes only concerned with themselves, not the countryside
“posturing” suggests middle classes’ concern is exaggerated, contrived, fake, affected …
“look at the reality” suggests truth is clear and incontrovertible
“recedes dramatically” suggests rapid movement, significant diminution of threat
“overwhelmingly green” emphasises full extent of Britain’s rural make-up
“classified” official nature of term reinforces accuracy, validity of statistic
use of personal pronouns (“you … we …us …our”) clear attempt to make the reader share his point of view/involve the reader personally<br>
“apoplectic” suggests uncontrolled, irrational anger
“froth” suggests something insubstantial, trivial…
“self-interested” suggests middle classes only concerned with themselves, not the countryside
“posturing” suggests middle classes’ concern is exaggerated, contrived, fake, affected …
“look at the reality” suggests truth is clear and incontrovertible
“recedes dramatically” suggests rapid movement, significant diminution of threat
“overwhelmingly green” emphasises full extent of Britain’s rural make-up
“classified” official nature of term reinforces accuracy, validity of statistic
use of personal pronouns (“you … we …us …our”) clear attempt to make the reader share his point of view/involve the reader personally<br>
32
Question 7 “freedoms” suggests that travel offers people independence, broadens their horizons, …;
“experience” suggests something life-enhancing;
“liberating (possibilities)” suggests that travel allows people a freer, less constrained life-style;
“enlightenment” suggests travel can result in a fundamental increase/transformation in people’s knowledge or happiness;
“pleasure” suggests enjoyment, gratification, …;
“(I reach for my) megaphone” suggests strident, highly vocal, intense, I’m-standing-on-a-soapbox-and-you’d better- listen opposition;
“thousands (of people)” suggests sheer number who have benefited from travel; “(would never have) ventured” suggests limited nature of parents’ experience as compared with current possibilities;
“(social) revelation” suggests life-changing benefit<br>
“experience” suggests something life-enhancing;
“liberating (possibilities)” suggests that travel allows people a freer, less constrained life-style;
“enlightenment” suggests travel can result in a fundamental increase/transformation in people’s knowledge or happiness;
“pleasure” suggests enjoyment, gratification, …;
“(I reach for my) megaphone” suggests strident, highly vocal, intense, I’m-standing-on-a-soapbox-and-you’d better- listen opposition;
“thousands (of people)” suggests sheer number who have benefited from travel; “(would never have) ventured” suggests limited nature of parents’ experience as compared with current possibilities;
“(social) revelation” suggests life-changing benefit<br>
33
Imagery Imagery tells us what something is like by comparing it to something we might be more familiar with.
You could be asked about a simile, metaphor, personification, alliteration (sound imagery)…
You must think about how the two things compared are similar and show you understand how the writer uses this to create an effect.<br>
You could be asked about a simile, metaphor, personification, alliteration (sound imagery)…
You must think about how the two things compared are similar and show you understand how the writer uses this to create an effect.<br>
34
Imagery Method
Identify the image and quote
Identify the root of the image
Explain the denotation of the root of the image
Connect back to what it is being compared to using the connotations.
“…………….”
Just as …..root…….. is ……denotation……. so ……connect back using connotations………<br>
Identify the image and quote
Identify the root of the image
Explain the denotation of the root of the image
Connect back to what it is being compared to using the connotations.
“…………….”
Just as …..root…….. is ……denotation……. so ……connect back using connotations………<br>
35
Example Twitter is the latest social networking craze to have conquered the ageing mainstream media, and using it is like sending out a universal text message to the whole planet. For many, this orgy of technology-enhanced wittering is simply something that we indulge in during our spare time, but it’s not without its uses. Its coming of age is generally dated to the Mumbai terror attacks at the end of November, when minute-by-minute updates of the unfolding chaos zipped around the world from eye-witnesses armed with Twitter on their laptops and mobile phones. It was given another fillip on the geopolitical stage in January, when the Israeli Government used Twitter to snipe at the mainstream media and get across its reasons for invading Gaza.
Show how the writer uses imagery in this paragraph to support the points he is making about Twitter in general and the media in general. 2 marks<br>
Show how the writer uses imagery in this paragraph to support the points he is making about Twitter in general and the media in general. 2 marks<br>
36
Example Twitter is the latest social networking craze to have conquered the ageing mainstream media, and using it is like sending out a universal text message to the whole planet. For many, this orgy of technology-enhanced wittering is simply something that we indulge in during our spare time, but it’s not without its uses. Its coming of age is generally dated to the Mumbai terror attacks at the end of November, when minute-by-minute updates of the unfolding chaos zipped around the world from eye-witnesses armed with Twitter on their laptops and mobile phones. It was given another fillip on the geopolitical stage in January, when the Israeli Government used Twitter to snipe at the mainstream media and get across its reasons for invading Gaza.<br>
37
Example “conquered” just as to conquer means to fight and then overcome (1), so the mainstream media have been unable to fight off or resist Twitter, which is now a part of it (1)
“mainstream” just as the mainstream is the principle current of a river (1), so the ‘mainstream media’ refers to the traditional, safe, well-established media (1)
“orgy” just as an orgy is a wild party involving indiscriminate (sexual) activity (1), so Twitter is seen by some as an uncontrolled/uncontrollable mess of communication lacking order and decency (1)<br>
“mainstream” just as the mainstream is the principle current of a river (1), so the ‘mainstream media’ refers to the traditional, safe, well-established media (1)
“orgy” just as an orgy is a wild party involving indiscriminate (sexual) activity (1), so Twitter is seen by some as an uncontrolled/uncontrollable mess of communication lacking order and decency (1)<br>
38
Example “fillip” just as a fillip is literally a snap of the fingers which suggests quick and lively action (1), so Twitter was given a snappy boost by the events in the middle east (1)
“(geopolitical) stage” just as a stage is where the action of a play takes place (1), so world events can be seen as being performed, to be watched by the public (1)
“snipe” just as to snipe is to shoot single targets from a hidden position (1), so the Israeli government, instead of launching a full scale attack on the press, made frequent small criticisms (1)<br>
“(geopolitical) stage” just as a stage is where the action of a play takes place (1), so world events can be seen as being performed, to be watched by the public (1)
“snipe” just as to snipe is to shoot single targets from a hidden position (1), so the Israeli government, instead of launching a full scale attack on the press, made frequent small criticisms (1)<br>
39
Tone Tone questions are asking you to analyse how something is said. This will reflect the attitude of the writer – how he/she feels about what they are saying.
In order to identify tone you should analyse the way language is being used: short or long sentences; punctuation; formal or informal; rhetorical questions etc.
Examples of tone are: humorous, excited, flippant, formal, informal, chatty, critical, angry…<br>
In order to identify tone you should analyse the way language is being used: short or long sentences; punctuation; formal or informal; rhetorical questions etc.
Examples of tone are: humorous, excited, flippant, formal, informal, chatty, critical, angry…<br>
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Tone Where have you been?! Where’ve you been? What’s the difference?<br>
41
Tone Method
Identify the tone (if it has not already been identified in the question)
Quote the words/phrases that create that tone (look at the language)
Explain how the chosen words/phrases create that tone (analysis)<br>
Identify the tone (if it has not already been identified in the question)
Quote the words/phrases that create that tone (look at the language)
Explain how the chosen words/phrases create that tone (analysis)<br>
42
Example Bond electrocutes people, harpoons them, strangles them, feeds them to piranha fish, dumps them into pits of boiling mud, explodes them with shark gun pellets, drops them off cliffs, throws them from airplanes, sets them on fire, and sometimes just shoots them. He doesn’t agonise over it later. He doesn’t wonder if he did the right thing. No, one of the things that characterises Bond is moral certainty. He knows who the bad guys are, and he knows they deserve it. Bond relies entirely on his own judgement, and is sure of his moral authority to punish evildoers.
Show how the writer creates both a humorous and a serious tone. In your answer you should refer to such features as sentence structure, word choice . . . 4 marks<br>
Show how the writer creates both a humorous and a serious tone. In your answer you should refer to such features as sentence structure, word choice . . . 4 marks<br>
43
Humorous tone<br>
44
Serious tone<br>
45
Sentence Structure Structure = what glues the words together (punctuation) and the order they are put in (length/
repitition).<br>
repitition).<br>
46
Sentence Structure Sentence structure questions are asking you about how the words are put together to create an effect.
It is essential to understand punctuation, sentences types and word order.
It is not about word content!
But it is not enough just to identify the type of structure used – you must relate it to the content.<br>
It is essential to understand punctuation, sentences types and word order.
It is not about word content!
But it is not enough just to identify the type of structure used – you must relate it to the content.<br>
47
Sentence Structure Method
Identify type of sentence structure
Quote sentence where structure appears (if it is not too long)
Explain the effect of the sentence structure (relate it back to content and what the writer is trying to say)<br>
Identify type of sentence structure
Quote sentence where structure appears (if it is not too long)
Explain the effect of the sentence structure (relate it back to content and what the writer is trying to say)<br>
48
Example When the world was a simpler place, the rich were fat, the poor were thin, and right-thinking people worried about how to feed the hungry. Now, in much of the world, the rich are thin, the poor are fat, and right-thinking people are worrying about obesity.
Identify two ways by which the sentence structure in these lines emphasises the change in concerns of “right-thinking people”. 2 marks<br>
Identify two ways by which the sentence structure in these lines emphasises the change in concerns of “right-thinking people”. 2 marks<br>
49
Example When the world was a simpler place, the rich were fat, the poor were thin, and right-thinking people worried about how to feed the hungry. Now, in much of the world, the rich are thin, the poor are fat, and right-thinking people are worrying about obesity.
Question asks for identification only:
Parallelism/balanced construction
Series of contrasts (“when/now” … “fat/thin” … “feed the hungry/ obesity”)
Repetition of “rich…poor…right-thinking”<br>
Question asks for identification only:
Parallelism/balanced construction
Series of contrasts (“when/now” … “fat/thin” … “feed the hungry/ obesity”)
Repetition of “rich…poor…right-thinking”<br>
50
Language Language questions combine all of the types of analysis questions we have looked at so far.
They are often worth more marks (4-6) per question and will normally give you a list of techniques to consider – “You may consider word choice, imagery, tone, sentence structure…”. It may also limit these choices.
You should identify each technique separately and analyse it separately using the methods we have talked about.<br>
They are often worth more marks (4-6) per question and will normally give you a list of techniques to consider – “You may consider word choice, imagery, tone, sentence structure…”. It may also limit these choices.
You should identify each technique separately and analyse it separately using the methods we have talked about.<br>
51
There was a long period, between being sixteen myself and then, decades later, getting to know some present-day teenagers, including the one in my own house, when I would have agreed with champions of the status quo. I presumed — without knowing any — that these 16-year-olds were as clueless as my younger self, but with an increased obsession with their peer group, a result of unpatrolled access to social media, greater affluence, and being subject to a constant barrage of entertainment.
If these factors were not enough to guarantee extreme teen disengagement with the political process, scientists have supplied biological reasons to question the efficiency of teenagers’ smartphone-fixated brains. The last time there was a significant move to reduce the voting age, the biologist Richard Dawkins set out the potential risks posed by the undeveloped teenage brain to our current epistocracy. An epistocracy — as of course all older voters will know — is government by wise people, that is, those with fully developed grey matter. In the article, Dawkins cited evidence from neuroscientists that “the brain undergoes major reconstruction from the onset of puberty which continues until 20 or beyond”. Crucial, if I understand them correctly, is the importance of this continuing development to the frontal lobes. This is the area at the front of the brain which “enables us to think in the abstract, weigh moral dilemmas and control our impulses”. It was not even clear, the author said, that teenagers are developed enough to “be making life-changing decisions for themselves”.
By referring to at least two examples, analyse how language is used to suggest that young people are not capable of voting. 4 marks<br>
If these factors were not enough to guarantee extreme teen disengagement with the political process, scientists have supplied biological reasons to question the efficiency of teenagers’ smartphone-fixated brains. The last time there was a significant move to reduce the voting age, the biologist Richard Dawkins set out the potential risks posed by the undeveloped teenage brain to our current epistocracy. An epistocracy — as of course all older voters will know — is government by wise people, that is, those with fully developed grey matter. In the article, Dawkins cited evidence from neuroscientists that “the brain undergoes major reconstruction from the onset of puberty which continues until 20 or beyond”. Crucial, if I understand them correctly, is the importance of this continuing development to the frontal lobes. This is the area at the front of the brain which “enables us to think in the abstract, weigh moral dilemmas and control our impulses”. It was not even clear, the author said, that teenagers are developed enough to “be making life-changing decisions for themselves”.
By referring to at least two examples, analyse how language is used to suggest that young people are not capable of voting. 4 marks<br>
52
the delaying of the final clause of the first sentence (“when I would have agreed …. status quo”) suggests the plausibility of the case against lowering the voting age
“clueless” suggests an inability to make responsible decisions
“(increased) obsession” suggests an irrational fixation with social standing
“unpatrolled” suggests the potential damage of unlimited access/malign influence of social media on young people
“constant” suggests the unremitting distraction of media products
“barrage”, an intense military bombardment, suggests the destructive influence of the media
the list “social media... entertainment” suggests range of lifestyle features on which they place greater importance
“disengagement” suggests an apathetic attitude towards politics
“smartphone-fixated” suggests the supposedly trivial/self-absorbed nature of the teenagers’ concerns
“undeveloped” suggests that the brain is not fully functioning/is not capable of fully undertaking a task
the list “enables us to think in the abstract … control our impulses” suggests the seeming amount/ variety of mental processes teenagers can’t properly engage in<br>
“clueless” suggests an inability to make responsible decisions
“(increased) obsession” suggests an irrational fixation with social standing
“unpatrolled” suggests the potential damage of unlimited access/malign influence of social media on young people
“constant” suggests the unremitting distraction of media products
“barrage”, an intense military bombardment, suggests the destructive influence of the media
the list “social media... entertainment” suggests range of lifestyle features on which they place greater importance
“disengagement” suggests an apathetic attitude towards politics
“smartphone-fixated” suggests the supposedly trivial/self-absorbed nature of the teenagers’ concerns
“undeveloped” suggests that the brain is not fully functioning/is not capable of fully undertaking a task
the list “enables us to think in the abstract … control our impulses” suggests the seeming amount/ variety of mental processes teenagers can’t properly engage in<br>