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SUPPORTED STUDY – SESSION 2 CLOSE READING ANALYSIS – STRUCTURE AND TONE AND EVALUATION Higher English.

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Presentation on theme: "SUPPORTED STUDY – SESSION 2 CLOSE READING ANALYSIS – STRUCTURE AND TONE AND EVALUATION Higher English."— Presentation transcript:

1 SUPPORTED STUDY – SESSION 2 CLOSE READING ANALYSIS – STRUCTURE AND TONE AND EVALUATION Higher English

2 Plan for Close Reading Sessions Recap over the main rules/techniques Look at example questions and answers Work through past paper examples on our own and in groups. The PowerPoints for each session will be available on the school website.

3 The Bits You Should Know... It is vital that you go into each exam knowing how to answer each question! For each box fill in things you have to remember when answering the questions or any formulas you may have learned AND For sentence structure – write down names of techniques For tone – write down as many examples as you can For evaluation – write down the things you should be looking for. The information will be collated and made available at the end of the sessions.

4 Structure points to remember: Mention the function of the punctuation/technique in general and context Make a clear reference to the impact with regards to the question 3b – 2 marks focus on sentence structure  The repetition of ‘any’ shows the writer is angry  The writer uses parenthesis to show their opinion  - Repetition of ‘any’ as if to excuse any alternatives; creates a rather aggressive tone – she does not believe they should be allowed under any circumstances - “A little less than human, a little more than scary” – the pattern/parallel structure of little less and little more with human and scary focus us on the disgraceful image suggested by the golliwog - Parenthical ‘or should be’ allows the writer to add a reminder of the moral imperative highlighting she thinks the use of such language is wrong.

5 Tone points to remember: Be as specific as you can when naming the tone Treat it as a word choice/language question – analyse!!! Caustic - extremely critical – means corrosive Aggressive – vigorously attacking another point of view Critical - finding fault with another point of view Serious – the writer has genuine feeling for/or real concerns about their subject Formal – perhaps like serious, spoken with authority/serious intent Mocking – out and out derision at a view point etc Sarcastic - slightly nasty humour perhaps to make a serious point Ironic - more serious than ‘tongue-in-cheek’ but still a kind of ‘laughter at a serious subject’ Dismissive – showing a disregard for a different view point Conversational – don’t write ‘chatty’ - the writer is trying to keep the language easily accessible to all, it could be for either a serious or light-hearted purpose. Informal - like conversational- may well be the writer trying to imitate a certain group/type Colloquial – like informal, only definitely representing some regional dialect in writing Light-hearted - not trying to be desperately funny but injecting a bit of humour Humorous - genuinely trying to be funny, but perhaps to assist in making some serious point Tongue-in-cheek - making a point but not too seriously/or saying something serious in a gentle and inoffensive way Effusive - to enthuse about something for which you have a high regard Nostalgic - look back fondly at something which is gone Emotive - shows the feelings of the writer and attempting to stir similar feelings in the reader

6 Tone points to remember: Be as specific as you can when naming the tone Treat it as a word choice/language question – analyse!!! What tone is created in the final paragraph of the second passage and how does the writer establish it? (2 marks)  A happy tone. The word gratitude shows the writer is happy  The tone is one of relief and pride. The word choice and repetition makes this clear.  The tone is one of relief and pride. The repetition of the phrase “was right” highlights the writer’s feeling that the correct choice was made – there is a sense of prince in this. The use of the word ‘gratitude’ which has connotations of a deep sense of appreciation suggests that he is relieved such as choice was made

7 Evaluation points to remember: Ensure you bullet point answers and make one point for each mark Refer directly to the text – quote and analyse Ideas – what they say/ Style – how they say it How effective is the title of passage one in introducing the main focus on the article (1 mark)  The title is effective because it introduces the idea of lethal which will be developed and the idea of assumptions which will be developed.  The title is effective because it grabs the reader’s attention because we want to find out what idea could be lethal. The use of the strong word lethal is particularly effective because lethal means death which sounds really serious.  The title is effective as it introduces the idea of dangerous ideas and beliefs – this will be dealt with throughout the passage as the writer delves into the problems of racial slurs  It is effective in that we wonder what this lethal assumption is – we find out clearly towards the end of the article when the phrase is used again “lethal assumption of racial superiority”. The title evokes a question in the reader which the article goes on to answer

8 Close Reading Jeopardy You will be given four questions worth 11 marks You will have 20 minutes to answer the questions (on your own on white paper) You will then have 15 minutes, as a group, to decide on the group answers (as a group on coloured paper) You will then place your ‘bet’ on how many you will get correct on the post it note Look at answers – out of XXX marks, how many are you confident you will get? The number of marks you think you will get correct is what you are betting. This is the most points you can get – Bet 2/11 but get 11/11– 2points – Bet 7/11 but get 6/11– 0 points, – Bet 8/11and get 8/11– 8 points Once you have placed your bet another team will mark your answers and pass the paper back The winning table will get a “valuable” prize!

9 Questions To Try - 1c sentence structure two points – write in bullets (2 marks) 7c sentence structure two points – write in bullets (2 marks) 8ctone name tone analyse effectiveness (2 marks) 10 choose an article but deal with both up to 5 points – with quotes all focus on effectiveness of condemnation (5 marks)

10 1c Single, insightful point for 2 marks or 1 mark for a more basic point - The opening sentence – the brevity effectively undercuts the innocence built up in the opening paragraph - The deliberate balance or contrast of this/that, was/is, then/now highlights the change - The repetition of ‘back then’ (at the start of thee sentences) helps to emphasise how different things were or that we are no longer in that era so have to think differently -The repetition acts like bullet points – rounding off the points - The use of parenthesis ‘-at least 2000 years –’ allows the writer to expand on or show the scale of the white Europeans’ dominance

11 7c Single, insightful point for 2 marks or 1 mark for a more basic point  But Rob, Martin and John’ – a direct address is used, as if speaking to them personally and addressing them as individuals – highlights how wrong their opinion is that he writer needs to speak to them.  Semi – colon provides a clear balance between what is right and what is wrong, leaving the reader in no doubt  Parenthesis (“so...expressed”) contains a concession which allows the criticism to appear all the more fair and reasonable so we are more likely to agree with her

12 8c For full marks tone must be established and sensible connection must be made between it and the paragraph as a whole  Light hearted/humorous/casual tone is created  Light hearted – use of colloquialisms “Aussie” and “ginger nut” suggests a laid back attitude as does the casual conversational language used throughout  It is effective to end the paragraph on a more humorous note as the passage has been very serious – the point is still made effectively, but in a more relaxed way

13 10 Passage 1Passage 2 Ideas: Innocence of writer’s childhood in terms of perceived racism Radical change of views since then The ‘wrong’ messages from the Thatcher affair The real importance of not allowing such language What makes the insults so unacceptable Ideas: Thatcher and Atkinson Online comments about Prince Harry’s remark Continuing inequality The Harvard IAT Racist attitudes in everyday situations The need to eradicate these Style: Evocation of innocent 50s Effective contrast of then and now Balanced approach to the BBC’s actions Unequivocal condemnation of the word ‘golliwog’ Belittling of conservative middle Britain Powerful and emotional final 2 paragraphs Style Personal, impassioned tone Direct address Semi-scientific explanation of IAT Emotional, uplifting tone of conclusion

14 10 Passage 1Passage 2 Ideas: Innocence of writer’s childhood in terms of perceived racism Radical change of views since then The ‘wrong’ messages from the Thatcher affair The real importance of not allowing such language What makes the insults so unacceptable Ideas: Thatcher and Atkinson Online comments about Prince Harry’s remark Continuing inequality The Harvard IAT Racist attitudes in everyday situations The need to eradicate these Style: Evocation of innocent 50s Effective contrast of then and now Balanced approach to the BBC’s actions Unequivocal condemnation of the word ‘golliwog’ Belittling of conservative middle Britain Powerful and emotional final 2 paragraphs Style Personal, impassioned tone Direct address Semi-scientific explanation of IAT Emotional, uplifting tone of conclusion

15 Passage 1Passage 2 Ideas: Innocence of writer’s childhood in terms of perceived racism Radical change of views since then The real importance of not allowing such language Ideas: Thatcher and Atkinson Online comments about Prince Harry’s remark Continuing inequality Racist attitudes in everyday situations The need to eradicate these Unequivocal condemnation of the word ‘golliwog’ Personal, impassioned tone Direct address Emotional, uplifting tone of conclusion - Passage 1 effectively condemns the use of racial language in a number of ways. The writer begins by by evoking the 1950’s when racial language was not deemed offensive, she then quickly makes clear this is not the case now. The use of the sharp sentence “But that was then, And this is now’, quickly instils a sense that such behaviour is simply not acceptable in the Current climate – things have changed. - She then goes on to make clear why such langauge is so dangerous. She focuses on the ‘lethal’ assumption of white superiority, adding that such language only act to add to this. - The language used throughout clearly condemns racial slurs. This can be clearly seen when discussing the golliwog. Words such as ‘grotesque caricature’ have connotations of evil and inhumane, suggesting a clear condemnation.

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