How to pass Higher English

How to pass Higher English
Examination techniques and preparation.

HOW TO PREPARE FOR HIGHER ENGLISH.
An English exam can be one of the most daunting of all exams because it is not about learning facts, it is about MASTERING SKILLS. The following notes are intended to give you some ideas and tips for preparing for and sitting Higher English. (This information is also relevant to INTERMEDIATE 1 & INTERMEDIATE II courses.)

HOW CAN I PREPARE? START EARLY!
START EARLY! English is not the type of exam that can be swotted for the night before the test! It is important; therefore, that you give yourself as much time as possible to digest the information you receive. There is no alternative to a slow build up to the English exam, which involves a lot of practice in the skills required for the exam itself.

READING KEEP READING! Try to read a quality newspaper every day until the exam. The close reading paper in the exam often uses articles from broadsheet newspapers. Take some time to familiarise yourself with this type of writing. Reread the poems, plays and novels that you intend to use in the exam until you know them well. Try to memorise quotes accurately and remember what you are going to say about them. You will need a sound knowledge of the texts for the exam. Your knowledge of the texts is being examined!

Using Evidence. If you are studying a short poem try to memorise the whole poem. If the poem is longer, pick out the significant lines that will help you make the points you want to make. Choose the quotes that help you make a relevant point. The quotes SUPPORT your analysis and evaluation.

Reading Strategies Reading and understanding the passages in Higher English can be very demanding. It is important to develop your reading skills throughout the year in order to be able to answer the questions. It can be helpful if you have a “precise” way of approaching the reading of the passages and the questions. Ask yourself the following questions: Have you ever read the passage the first time and when you have finished still wondered what you have just read? Have you rushed through the reading and then in panic “jumped” on to the questions? Did this kind of reading approach help you to understand the passage? Do you know what you are looking for as you read the passage?

Reading Methods Below is a reading method which may help you to develop your awareness of the passage and the writer’s techniques. If you apply the reading method it may help you deepen your understanding of the techniques and structures that writers use. The examination lasts for 1 hour and 45 minutes. It is important to analyse the passages in detail but also without wasting time.

Reading Methods Read the blurb - usually in italics at the top of the page It usually tells you what the topic of the passage will be about, who wrote it and where the passage comes from. Read the title of the passage. Read the passage ONCE slowly and carefully. Annotate-pick out features as you read! This helps to put the passage in context. You will also be asked questions about these paragraphs so it makes sense to highlight them for yourself in your reading. As you read, focus on the first sentence of each paragraph. (Pay attention to “signal words” throughout the text! –see later!) The topic sentence will normally be important! The sentence may be a linking sentence!

Reading Methods It might also be useful to underline the key words of each question especially when you are preparing throughout the course of the year. Sometimes the questions contain important information about the passage or the techniques used. It also helps to focus on what you need to know. By this stage you should have formed a clear idea about the content of the passage. ##There are of course many reading strategies but this method should help you to pick up on the most important aspects of the passages.

Commonly Asked Questions!
Before we begin looking at close reading in detail it might be useful to answer some of the frequently asked questions about Close Reading at Higher. What will the passages be about in the examination? The answer is no-one knows but the passages will present the viewpoints of two writers/journalists on a topic! What kind of articles/passages will we be expected to read? The passages are usually “discursive”! This means the articles present ideas, opinions or points of view on a particular topic. The passages are not usually extracts from fiction – they are not usually extracts taken from a novel. Therefore they are quite different from the passages normally used at Standard Grade.

TEXTUAL ANALYSIS AND CLOSE READING
WORDCHOICE IMAGERY CONNOTATIONS FIGURES OF SPEECH. If you want to mention the writer’s use of IMAGERY, have one or two effective images in your head and something sensible and intelligent to say about them. You must keep your ideas relevant to the question. (You may wish to pin quotations up around your room or study area.)

If in doubt remember this MAGIC FORMULA!
WORD CHOICE CONNOTATIONS IMAGERY LITERARY DEVICES

HOW IT WORKS! Word choices create images in our minds, AUTOMATICALLY.
From these images we create links or connotations. Figures of speech are used by the writer to create the imagery we picture in our minds. THESE FOUR LITERARY DEVICES ARE INTER-CONNECTED AND CAN BE VIEWED IN ANY ORDER AND FROM SIDE TO SIDE, UP AND DOWN OR IN A CYCLE. (IT IS IMPORTANT TO REMEMBER THIS.)

HOW IT WORKS! WORD CHOICE-IMAGERY-CONNOTATIONS-FIGURES OF SPEECH.
By thinking, firstly, about word choice we are dealing with the building blocks of literature. If we consider how a single word creates many connotations and images in our mind we are beginning to expand the meaning of the word and create links with other possible meanings.

IN PRACTICE. Consider the word_______________________ .
What does this word mean to you? Is it positive or negative? Does it create a pleasant image in your mind? What other words are related to this word? DO A MIND MAP OF THIS WORD AND SEE WHAT CONNOTATIONS OR LINKS YOU CAN ESTABLISH. WHAT IMAGES ARE CREATED? Now consider the words: MOTHER, HOME, WAR, GLASGOW, SCHOOL, MEN, WOMEN and BELFAST. DO A MIND MAP OF SOME OF THESE WORDS AND CONSIDER YOUR RESULTS.

The “Word Choice” Question
In this type of question you will be asked to explain the effect of the word(s) chosen by the writer. The word(s) might imply or suggest something: (connotation). ## This is extremely important ## The words may have a particular tone (critical, questioning, angry, ironic, humorous, etc.) The words may create a comparison: (simile, metaphor, extended metaphor) Words may be used to indicate a contrast. The effect might be to create a sound using alliteration or onomatopoeia. Words may be used to create an image for the reader.

Word Choice Questions You will be asked to look at individual words, phrases or “word groups” and identify why they were used by the writer and what effect they had in the passage. Think about the following list: 1. Connotation/Denotation: (usually implied/suggested meaning – i.e. connotation) Writers choose words for a particular effect. Words can suggest or imply something. Look at this simple example. “The policeman strolled into the house.” The writer has chosen the word “strolled”. This is the key word. The writer could have used the words: “walked, marched stormed or charged.” Why did the writer choose the word “strolled”? The writer is suggesting he is relaxed, happy, not in a hurry, etc. The word “strolled” suggests the policeman’s mood. This is a very simple example of connotation.

Nuance: A subtle difference or very slight difference in meaning, feeling or tone, What is the difference between the following two phrases: “I do not like you” and “I loathe you”. The strength of feeling and meaning in the two phrases is slightly different.

3. Tone: The way in which something is written / spoken
The tone of the writer indicates the attitude and feelings of the writer towards a topic Look at the categories of tone listed below. They may help you in identifying the writer’s tone. Tone Category 1: Personal Writers may adopt a personal tone but there are many shades of this. nostalgic, disappointed, reflective, sad, angry Tone Category 2: Critical Writers may adopt a critical tone but there are many variations of this. mocking, sarcastic, ironic, derogatory, scornful, hectoring, didactic Tone Category 3: Humorous Writers may adopt a humorous tone but there are many variations of this. light-hearted, gently mocking, comic,

Tone Question Identifying the tone of a writer can be difficult. The tone of the passage may change several times. The tone could be: humorous – light-hearted –whimsical – “mildly mocking” – sarcastic (tone) mocking – ironic – questioning – a tone of outrage – anger – critical tone personal – nostalgic- reverential – reflective – a tone of wonder –awe - sad – disappointed tone of uncertainty – doubt – etc.

Word choice 4. Sound: onomatopoeia, alliteration, soft / harsh sounding The writer may use “sound “ words :at Higher the words will normally create an image. 5. Emotive words: words design to affect the emotions of the reader 6. Effect: create humour, ridicule, shock, arouse sympathy, persuade, create an image, etc. N.B. Words can do all of these things! Think about the above list when you are asked about word choice and the effects of the words chosen by the writer.

Word Choice Method The first step is to pick out /identify the most important words. Quote the words in your answer Analyse the words in detail –the connotation, associations the word has, sound or tone etc. Discuss the effect of the word. Explain how the word helps you to understand the writer’s ideas/opinion.

“Word Choice” Examples Example 1
The boy was interrogated about his actions by his parents. What word(s) would you pick out to discuss? “interrogated” Why? What do you associate with this word? What connotations does the word have? What does the word make you think of? Does the word(s) create an image for you? Why did the writer choose this word?

Example 2 We have been bombarded with numerous images. The “attack” of the advertisers is relentless. The barrage is almost endless and disorientating. What word(s) would you pick out to discuss? What do you associate with this word(s)? What connotations does the word have? What does the word make you think of? Does the word(s) create an image for you? Why did the writer choose this word?

Example 3 The archaeologists have tried to solve the mystery for centuries. The clues have been unearthed and the investigation has been thorough. The skeletons provided evidence of the violence of the time but the motive for the ritual killing remains unclear. What word(s) would you pick out to discuss? “interrogated” Why? What do you associate with this word? What connotations does the word have? What does the word make you think of? Does the word(s) create an image for you? Why did the writer choose this word?

Example 4 The path to enlightenment has grown a little darker today with another senseless attack on the research by scientists. A return to the dark ages could be imminent. What word(s)or phrases would you pick out to discuss? What do you associate with the words or phrases? What connotations do the words or phrases have? What do the words or phrases you think of? Does the word(s) create an image for you? Why did the writer choose these words or phrases?

Example 5 The news report was sanitized and cleansed of the truth. The facts were almost air-brushed out of existence. What are the key words in this example? Do the words create a contrast? Why did the writer use this “word group”? What point does the writer make in this example?

Example 6 The Christmas season is now packed with marketing gimmicks as parents are compelled to buy junk and goodwill has been discarded in favour of the pressurized selling of furry “gonks” and plastic clutter. What are the key words in this example? Do the words create a contrast? Why did the writer use this “word group”? What point does the writer make in this example?

Word Choice : Language Analysis 1
Identify the key words in the sentence. Explain the connotation or association of the word(s) Explain the effect of each word.

Example 1: “Oil prices have rocketed in recent years.”
What key word(s) did the writer use? > rocketed What do you associate with this word (s)? What does the choice of word suggest? rocket –firework –exploding –going up really fast, etc. Suggests speed – the writer wants to emphasise the sudden, dramatic , explosive rise in prices What is the purpose /effect of the word(s)? > describes how dramatically prices have risen – suggests prices have exploded – soared – increased.

The precious secret was unearthed - a glittering nugget - that was to prove invaluable.”
The girl’s eyes were glued to the television. The headmaster charged into the classroom like a raging bull. The pack of reporters encircled the actress snapping questions at her desperate for some juicy morsel of gossip. He stood in an icy sweat of hatred – with thoughts of cold-blooded murder on his mind. The helicopter ascended and soared into the sky with the blades slicing through the air and after a few minutes the whirring of the rotors faded to the sound of tiny butterfly wings. The ants formed columns like tiny soldiers and they marched on. The wind whispered and moaned and the tree sighed, as the leaves danced and swirled in the autumn evening. The submarine rose like a giant sea-monster from the deep; its grey body a huge hulking mass of steel flesh. The rose petals silently fell as soft whispers on a summer day. The electricity crackled as the forked lightning struck and the thunder bellowed its fury upon the earth.

The Imagery Question You will be asked to identify and discuss images.
You should quote the words that create the image Explain what picture the words give you. Analyse the effect of the image. You should try to explain why the write created the image. Below are the answers to some commonly asked questions about the “Imagery Question”. What is an image? An image is “a picture that the writer tries to create through words”. As readers we try to see what the image is. The picture is formed inside your head. How is the image created? The writer uses words and figures of speech to create the image. Images are created because we associate ideas with particular words. The writer could use comparisons (similes, metaphors) to create an image.

Imagery Do I have to quote in my answer?
Yes. You will be asked to pick out (quote) the words that create the image. It is very difficult to analyse an image without quoting the words that create the image. How do I analyse the image? You should analyse the associations/connotations of the words you have chosen. What if the image “in my head” seems ridiculous? You have to say what image is created based on the words used by the writer. Say what picture you get and explain how you interpreted the words. How does imagery help the writer to explain his ideas? You must try to explain the effect of the image also. Try to explain why the writer has used the image. The image could be very positive or very negative.

What is an image? An image is “a picture that the writer tries to create through words”. As readers we try to see what the image is. The picture is formed inside your head.

How is the image created?
The writer uses words and figures of speech to create the image. Images are created because we associate ideas with particular words. The writer could use comparisons (similes, metaphors) to create an image.

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

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

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

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

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

“Imagery” question In this type of question you will be asked to explain the image/ metaphor. Try to identify or pick out the “key words” that create the image. Remember to quote and explain the words used to create the image/metaphor and explain the “picture” created. Look at the “word groups” that may help you. Try to use the phrase “an image of ….. is created” Try to define the image; religious image, image of destruction, image of ruthlessness, etc. What words helped to create the image? Finally think about the effect of the image/metaphor on the reader: to shock, persuade, arouse your anger, hatred, etc.

How does a writer create an image? Metaphoric Language
Metaphoric language is used by writers to express ideas. Writers use figures of speech – ways of describing something. Writers use metaphors, similes, personification, oxymoron, onomatopoeia, imagery, etc. Try to read as much as possible to develop your knowledge of metaphoric language. Writers choose their words carefully for effect. Think about why the writer chose particular words or groups of words.

Methods of Answering Imagery Questions
Identify the image ? Use the phrase: “An image of… Pick out the words which create the image >Quote Analyse the associations/connotations of the words. Identify the technique used to create the image. simile/ metaphor/ extended metaphor/ oxymoron/ personification/ onomatopoeia contrast/comparison, etc. Analyse the literal meaning of the words – use the phrase “just as”. e.g. The writer uses the word “rocketed” metaphorically. “Just as a fireworks shoots up into the sky so oil prices have risen sharply” etc. Explain how the image helps to present the writer’s ideas viewpoint.

Example 1 “Oil prices have rocketed in recent years. The industry has made colossal profits reaching a peak in the aftermath of the war. Vast deposits of oil still lie untapped and experts have predicted an explosion in prices with the unveiling of new oil fields.” 1a) Write down four words that creates an image from the example above. 1b) What do you associate with each word? 1c) What image does each word give you?

Imagery Example 2 “The house-builders and planners have bulldozed the landscape and scythed down the “greenbelt”. Slicing through historic towns, bypasses and new unnecessary roads scar the countryside and damage our environment – damage which could take generations to heal 2a) Pick out the words that create an image in this example. 2b) What do the words have in common? 2c) Explain why the writer chose words that contained a similar idea? Analyse the purpose of each word separately.

Imagery Example 3 “Isolated and withdrawn, he needed his daily fix. He was drawn to it –compelled by the demons that controlled him. He was addicted to the flashing lights of the machine and he fed his habit with coin after coin, oblivious to the world around him.” 3a) What image has been used in this example? 3b) What words create the image? 3c) Why did the writer choose these words?

Sentence Structure Questions
Sometimes students find the concept of sentence structure difficult to understand and even more difficult to explain in an answer. The first point to note is that the writer sets out ideas through the sentences. The sentences are structured (written) to present or highlight his/her ideas and arguments. The second point to note is that you gain little credit for merely identifying the structure of the sentence. (Explain the structure and its effect and how it helps make the writer’s viewpoint clear to gain full marks.) The third point to note is that you can improve your understanding of sentence structure through preparation and practice.

How can you develop your understanding of sentence structure?
Look at the method below which should improve your awareness of sentence structure. 1. Look at the beginning of the sentences! Do the words form a pattern? Does the writer use repetition? Does the writer use a chronological structure? Is there a contrast or comparison in the sentences? “in today’s society”, “ in the past” Is there a pattern to the sentences in the paragraph? Note It is not enough to identify the feature of sentence structure Remember to explain why the writer organized the sentences in this way. Refer directly to what ideas are presented by the writer.

Look for “Signal” words
To help structure the argument they are presenting, writers use “signal” words. Words like, and, furthermore, additionally, moreover, also, etc, continue or add to the point(s) the writer is making. Words like, but, however, yet, etc, would indicate a change in the writer’s argument. Words like, therefore, because, consequently, as a result, accordingly, so, etc, would draw a conclusion or suggest a reason, etc. Pay attention to these words when you read them in passages. They will help you to follow the writer’s argument. Look for “signal” words > but , and therefore, despite, consequently, Look for “anchor” words > the most important (most is a superlative!)

Look at the types of Sentences
Look at the types of sentences being used in the passage by the writer. A. Listing A sentence that contains a list is usually important. The writer has created a list for you to read! Think about the following questions. What is in the list? Is there an order or sequence to the items? Why did the writer present a list to the reader? Does the list help you to understand the writer’s idea or viewpoint?

Rhetorical Questions Rhetorical questions are quite common. This is a common sentence structure. The word rhetoric means the art of using language effectively (for example when making a speech). A rhetorical question is a device used by writers to introduce an argument or point or to ask the reader ( or audience) to think about an argument or to persuade the reader.

Write a definition of each of the following sentence types:
Emphatic statements Balanced Minor Climactic Linking

Punctuation (The punctuation marks can give you some clues about the sentence structure.) semi-colon ; colon : comma , brackets ( ) hyphens/dashes - - ellipsis …. inverted commas/quotation marks “ ”

Parenthesis Parenthesis
Journalists and writers will use brackets to highlight particular words or phrases. If a writer does this it will be important. The writer will be providing additional information which may change the intended meaning of the sentence. Look at the following sentence: “A response (of sorts) has come from the government.”

Modification of sentences (parenthesis)
How do the words in parenthesis change the meaning of the sentence? Explain how the writer achieved this? Look at the sentences below. “A response has come from the government.” Note: no brackets – no highlighting – no modification of the sentence – no change in the writers ideas using parenthesis. “A response (of sorts) has come from the government.” Note: use of brackets – highlighting “of sorts” – modifies-changes the sentence – the writer is explaining the response

Notes The writer has used parenthesis which is the main feature of the sentence structure here. The writer uses parenthesis deliberately to highlight two words. These words change the meaning of the sentence and help to make clear the writer’s attitude, tone and stance!

How to answer questions on parenthesis?
Avoid vague answers! (Look at the example below.) Answer 1 “The writer used parenthesis to give us extra information which helped make his ideas clear.” This is far too vague and unclear. This answer does not explain what words were placed in brackets, or what the information was or what the writer’s ideas were. Answer 2 Look at what you could write instead. Be specific! “The writer used parenthesis. He placed the words “of sorts” in brackets. This gives the reader the idea that he thought the response was unsatisfactory. This makes clear the writer’s idea that he is being critical of the government in these lines.” Answer 3 Another possible answer might be: “The writer structures the sentence by using parenthesis. He placed the words “of sorts” in brackets. The writer modifies the meaning of the sentence by inserting these words. This gives the reader the idea that he thought the response was unsatisfactory. “Of sorts” is a phrase that suggests he does not approve of the government’s response. This makes clear the writer’s tone that he is being critical of the government in these lines.”

TIPS Pay attention to a single sentence in the passage. It could be a turning pointing the writer’s argument. Consider how the sentence can have a particular tone!

How to answer the sentence structure questions?
In your answers you have to explain: 1. how the sentence structure is used and 2. how this helps you to understand the writer’s ideas. 2. Questions on sentence structure require you to be precise. Refer to the sentences and quote where appropriate to help you explain your answer. 3. Comment on the function of the sentence. The sentence could be used to explain the writer’s viewpoint, stance or tone. A sentence may change the direction of the passage – create a turning point. A sentence may also link ideas or paragraphs together. A sentence may conclude the passage effectively. It is important to study these kinds of questions carefully.

Method of Answering 1 Identify the feature of the sentence that you will be analysing. 2 Explain how the feature is used by the writer. 3 Explain why the writer used this feature. (How does it help the writer to make his viewpoint clear?)

Example 1 Never believe everything you hear on the news. Never assume that the report is true. Never accept it at face value. Never just listen without questioning. Bias in the media is – and always has been – a serious problem. The latest “scare tactics” about global warming is a typical example of dramatic exaggeration in the press. What features of sentence structure help you to understand the writer’s viewpoint?

Example 2 Firstly, we must recognize the widespread disinterest in “saving the planet”. Secondly, human beings are basically selfish. Thirdly, we do not wish to give up our home comforts and foreign excursions. Finally (and most importantly), distant and abstract scientific theories of melting polar icecaps are too remote to shake us from our apathy. What features of sentence structure help you to understand the writer’s viewpoint?

Example 3 Because of these problems the outlook for the planet seems bleak. Changing climactic patterns, hurricanes and rising water levels are symptoms of the disease but the surgery required to heal our planet may appear too painful to contemplate. Does the overblown reporting in the press spur us on to action? Does the threat of imminent disaster so vividly portrayed in the tabloids alarm us? Well ….no …. not really! But surely we can do something before it is too late? What we need is rational and informed debate. What features of sentence structure help you to understand the writer’s viewpoint?

Notes Pick out (identify) the features of sentence structure and comment on their effect on the writer’s argument. Comment directly on the examples. Use quotation if necessary Explain clearly the writer’s point of view Think about how the sentence structure contributes to the tone of the writing. Explain the writer’s viewpoint clearly

Language Question Please note that a “language” question may ask you to look at word choice, imagery, sentence structure or tone or connotation or contrast or punctuation. In a language question you normally have to select a feature of language to analyse.

Notes Pay attention to the “language” question below.
This type of question can be a feature of the Higher Paper. How does the writer make the opening paragraph dramatic? The answer might ask you to look at some of the following: word choice, imagery, sentence structure or tone or connotation or contrast or punctuation.

MAKING YOUR OWNPLAN. You may attempt to create your own plan using other literary terms and devices. You may wish to consider: MOOD, TONE, REGISTER, STRUCTURE, NARRATIVE VOICE, THEMES, STYLE, SETTING, SYMBOLISM, PLOT, REPITITION, EXTENDED METAPHOR, PUNCTUATION, VIEWPOINT, EMOTIONAL RESPONSES, CAUSE AND EFFECT, OBJECTIVITY AND SUBJECTIVITY. It is important that you RESPOND PERSONALLY to all texts and write about the features that interest YOU.

HOW TO ANSWER CLOSE READING QUESTIONS
The questions go in an order that will follow the passage. Questions at the beginning of the test paper refer to the beginning of the passage, and so on. Each question will have a bold black letter (U, E, A) this will tell you what type of question it is.

PRACTICE WITH PAST PAPERS.
Past papers are a very useful part of the build up to an exam. Even though the exam has changed, the nature of the task has not. The CLOSE READING paper is just the same as before and you are required to write two CRITICAL ESSAYS in Paper 2. The essay questions, however have changed format and have a Two part structure and a word bank of literary features that you may study in a textbox. Familiarise yourself with the type of questions used in close reading and critical essay papers and practice answering different questions on the same text. This will make you respond to and engage with the text more effectively.

ANALYSIS. (A) Is for ANALYSIS.
This type of question often ask you to comment on the writer’s use of language and how they convey ideas and points of view. (Use the FOUR PART PLAN to help you answer this type of question.)

SENTENCE STRUCTURE Look for: lists dashes, brackets, commas(PARENTHESIS) Capital letters (in unusual places), Short sentences (may suggest pace or emphasise a point.) Ellipsis and Aposiopesis(suggest unfinished speech or sentences, interruptions and pauses.) Direct speech (suggests an implied reader/writer, a personal confession, an aside, a device for attracting or drawing the reader into the writer’s world.)

IMAGERY Figures of speech: metaphors, similes, onomatopoeia, personification, hyperbole, irony, sarcasm, alliteration, oxymoron, assonance and many others may be used to stress a point or create a mood or image.

MOOD / TONE. Emphasis (lists, capitals, parenthesis, unusual punctuation.) Mood (sinister, menacing, happy, sad, dreary) Tone (enthusiastic, sympathetic, objective subjective, humorous, sarcastic.) Register (formal, informal, detached, involved, colloquial, vernacular, slang, dialect.)

UNDERSTANDING (U) is for UNDERSTANDING.
This type of question simply refers to the writer’s meaning. (What is meant by a word or phrase or image?) IF IN DOUBT! Look at the sentences directly before and after a problem word or phrase. This will help you put it into a CONTEXT relevant to the passage. BE CONFIDENT! DON’T PANIC! GO WITH YOUR INSTINCTS!

EVALUATION. (E)is for EVALUATION.
This type of question calls upon you to use your personal judgement as to how effectively or successfully a writer has written a text. DON’T BE FOOLED! It is not your opinion or judgement that will get you marks, but the evidence from the text you put forward to support your ideas. You must show ENGAGEMENT with the text. Evaluation = Opinion + Evidence. E=O+Q

THE LINKING QUESTION. This asks you to recognise a word or phrase, such as but or yet, or a paragraph or phrase which marks the change from one part of the passage to an other. THE LINKING QUESTION It can signify the change from writing about the past to bringing the comments up to the present. The way to answer these is to make sure you comment on what has come before the link and what comes after explaining the change or turn that the passage has taken. (CONTRAST, EMPHASIS AND VIEWPOINT could be considered.)

The “Context” Question (U)
The “context question” is a specific type of understanding question. In the context question you will be asked to explain how you worked out the meaning of a word or phrase from the passage. You should normally quote as part of your answer for this question.

Context. In this question you are asked about the meaning of a particular word or phrase. You are asked to look at the “context” and explain how it helped you to understand the word or phrase. N.B. “Context” simply means where the word appears and the words that surround it and how this helps in understanding the meaning of the word/ideas. Look at the words before and after the word to place it in its context. Look at the paragraph/sentence where the word or phrase appears and see if other words or phrases can be connected with the word or phrase you have to explain.

The Method Look at the sentence where the word or phrase appears.
Pick out a word or phrase that helps you to understand the context. Look at the sentence preceding the word and then the sentence following to help you. Try to look: “backwards and forwards” at the words surrounding the word or phrase you have to explain. There are 3 basic things to do in a context question: 1. Pick out and quote other words or phrases from the “context”. 2. Explain what the link is between the word/phrase and the quotation you have chosen. 3. Explain the meaning of the word or phrase you were asked to define.

Context Question Examples
He was astute in his application of the law. He thought about cases thoroughly and based his ruling on the facts of the case and years of experience and accrued wisdom. The judge was articulate in informing the jury, clearly and confidently outlining the procedure of the case. The lawyer looked askance at the judge, unable to comprehend his decision. He was incredulous at the result and questioned the judge critically. How does the context help you to understand the meaning of the following words? astute articulate askance

Example 2 The climb to the top of the mountain was arduous. Some stragglers were exhausted and unable to reach the summit. Even the experienced climbers were tired out due to the difficulty of the terrain. Undaunted some of the group pressed on in their desire to reach the top, determined to succeed. Their unrelenting drive was a shining example to the others as they forced themselves to endure the feelings of pain and exhaustion. How does the context help you to understand the meaning of the following words? arduous undaunted unrelenting

QUESTION ON BOTH PASSAGES:
Magic Formula 3: S, M, E --- S, M, E This stands for: START, MIDDLE, END --- START, MIDDLE, END.

WHY SME – SME? Writers structure different articles in different ways, BUT they ALWAYS attempt to engage the reader [pull them into their world] from the START. This is, therefore, one of the most important parts of the article. There has to be a place in an article where the writer puts the main thrust/point/argument of their argument across to the reader forcefully. GENERALLY, this is around the MIDDLE section of the piece, though you must be aware that it may be earlier or later. The writer will always try to leave you thinking about their article after you have read it. The ENDING has to be satisfying and stylish. THIS DOES NOT MEAN THE LAST LINE!

Start Look at the ideas, style, word choices that are used at the START of the passage and pick out an effective feature. Explain why you feel this is effective. Use quotes to support your ideas.

MIDDLE The writer ‘usually’ gets to the main points and ideas of their argument ‘somewhere’ around the MIDDLE section of the passage. Choose a feature or idea that you feel is strong in conveying the writer’s argument. Explain why you feel this Use quotes to support ideas

END Writers usually attempt to END a piece in an appropriate manner. This could be: climax, anti-climax, emphatic statement, humorous anecdote, shocking fact/statistic, scathing tone, short sentence, long exposition etc. There are many ways to conclude! Look at how the passage is concluded and explain why you found it effective. Choose a feature or idea that you feel is strong in conveying the writer’s argument. Explain why you feel this TIPS!!!! Use quotes to support ideas ALWAYS BE POSITIVE ABOUT THE TEXT! The texts are chosen because of their literary value and style. THERE WILL BE INTERESTING FEATURES TO DISCUSS AND EXPLAIN.

FORMAL & INFORMAL LANGUAGE.
You may be asked to comment on formal and informal language. Look for obvious signs. Formal language is often characterised by the use of extraordinarily precise words and phrases and can, on occasion, be accompanied by technical jargon words, for example: ‘…the antithesis of this thesis…’

INFORMAL LANGUAGE Informal language is equally easy to spot.
It can involve the use of slang or common phrases, such as: ‘just the job…’ or ‘ya beauty!’ The writer can use direct speech, calling the reader ’you’, to create an informal mood to the passage. The formal and informal language used in a passage effect the MOOD,TONE and REGISTER.

NOTE WELL! No prior knowledge of a text is required to understand, analyse and evaluate it. What is needed is: CLEAR THINKING, COMMON SENSE AND AN ABILITY TO IDENTIFY CERTAIN LITERARY FEATURES.

Analysis Questions (A)
Introduction Analysis questions ask you to look at the features of language used by the writer. Writers use: words, images, sentence structures, tone, parenthesis, puns, analogies, anecdotes, etc, to present their ideas. In order to be successful in answering analysis questions it is essential that you study the types of questions you will be asked. The most common questions have been categorised below. Study the methods for answering and the exemplars which should help you to answer the analysis questions correctly. In this section you will look at the following types of questions Word Choice Imagery Sentence Structure Tone Language *You may also be asked some more general questions on language. How does the writer make the introduction dramatic? How does the writer make the ending of the passage effective?

THE GOLDEN RULES TO CLOSE READING EXAMS.
Answer every question! GO FOR EVERY MARK! (Look at the marks allocated to each question to See how much you have to write. Make your answers short and RELEVANT! (Time is against you – keep it short & SWEET.) Be clear! Use the proper critical terms and Evidence. Do not waffle! (It will conceal your answer in a Verbal jungle.) There are no trick questions! (Use your analytical skills and go with your instincts.)

Close Reading notes. Formal register should be used at all times in close reading and critical essay papers. Spelling, expression, tense and punctuation must be consistent and of a high standard. This is HIGHER ENGLISH, after all! Reproduce quotes accurately and attempt to memorise problem words. Get to know the types of question in a close reading paper. Become familiar with the format. (The papers repeat the same format.)

IN PRACTICE. Look at the short example passage. Observe how the questions are arranged and how the marks are allocated. The answers that follow the questions are from the teacher’s marking guidelines and show the type of information that should go into a correct answer. Answer the questions, one at a time, and discuss with your teacher in class how well you did. Use the answers only as a checklist to get a genuine indication of how you performed on each question.

THE EXAM. (Close Reading)
This is the real test of the Higher English student. The paper has TWO passages on a related subject There are THREE sets of questions. These are on the FIRST passage, the SECOND passage and COMPARING the passages. The whole value of the Close Reading Paper 1 is worth 50 marks, which is half the total for the Higher examination. It is, therefore, very important that you get it right!

TIMING. You have one hour 45 mins to complete the close reading paper: TIME IS AGAINST YOU! Read the passage ONCE, and then scan for information. Remember, the clock is ticking! Answer the questions on passage one before you read the second passage. Be short and to the point. If there is one mark for a question, do not write a paragraph for an answer, you will only waste time.

SCORING! If four marks are allocated to a question a more in depth answer is required. It may be a good idea to write FOUR separate sentences covering Four different points to show you are engaging with the text and FOCUSSING on the question asked. BE RELEVANT AND SPECIFIC! Practice close reading papers to familiarise yourself with the expectations of the exam and it’s format.

Summary Bullet points are perfectly acceptable in UNDERSTANDING. EXCEPT in the case of questions asking for extended analysis/evaluation. (The last question on the paper and certain questions carrying ‘big’ marks). Imagery questions. The literal meaning of the image should be explained before the figurative meaning is discussed. Half marks are awarded in some questions where the germ of an idea is observed by the marker. Structure, imagery, mood, tone and other literary devices. Effectiveness of these features must be described to gain marks. It is no use listing literary features without explaining their purpose. Try to get to the point! Make your comments relevant and CLEAR. By rambling we conceal any good points in a jungle of words that are irrelevant. Do not write out the whole question being asked. This is rambling also. Focus on key words from the question in your answer. Use short quotations and single words. Focus on the writer’s use of words and their effects. Think of the connotations of certain words and comment on specific features. REMEMBER, you do not get any marks for just writing something. You must attempt to answer EXACTLY what the question is asking you. Look at it closely.

CRITICAL ESSAY

CRITICAL ESSAY. Effective Analysis and evaluation of texts score BIG marks. SUCCESS= BIG A+E + Clear Writing. All expression must read clearly at the first attempt. [Wooly, unclear areas will lead to failure.]

Critical Essay Pupils need to understand that Critical Essays are as much about writing as they are about literature. Technical accuracy must be maintained. [SQA]

Critical Essay Examiners are looking for clarity of thought and developing a line of argument. Pupils don’t need to be ‘expert’ in literature to excel in this paper. [SQA]

Introductions and conclusions
Introductions and conclusions, although crucial to an essays structure, are considered less important than the actual analysis part of the essay. Essays should not be structured around certain techniques: they should be structured around the question. Do not use lists of techniques with no depth of analysis. Respond to the text, the writer’s craft and the literary features in a way that is relevant to the question asked. A BALANCE MUST BE ACHIEVED.

HIGHER ENGLISH PRELM ADVICE BASED ON PROBLEMS OBSERVED IN PAST PERFORMANCES.
‘Evidence strongly suggests that pupils did not study texts/notes enough - lack of quotes and evidence from texts - more references to text, literary devices and effectiveness need to be made.’ ‘Timing - lots of pupils did not complete two full essays - must show more discipline when timing themselves.’ ‘Failure to identify most appropriate question for their particular text - this needs practice - going over past-paper questions.’ ‘Link analysis to topic in a variety of ways. Use key words from topic sentences.’ ‘Failure to structure analysis – Statement, Textual evidence, Analysis (big bit!!), Response to topic. [S.T.A.R]’

Style and Terminology ‘Too much identification of technique, (listing), not explaining why it is used. Not linking technique to theme. Effect on reader should be explained.’ ‘A lack of personal evaluation. Most personal evaluation that did exist was rather thin.’ ‘A lack of relevance to question. Pupils need to refer to question throughout answer and repeat the wording of the question when making main points.’ ‘Technical accuracy. Spelling, grammar, syntax, wrong technical terminology, poor vocabulary (using wrong words), a lack of sophistication of analysis. DON’T STATE THE OBVIOUS’ ‘A real problem – lack of technical terminology and sophisticated vocabulary.’ ‘Pupils still going over story too much. Need to identify main points in study notes. BE BRIEF IN YOUR OUTLINE OF THE MAIN POINTS OF A TEXT.’

HIGHER ENGLISH PRELIM ADVICE BASED ON PROBLEMS OBSERVED IN PAST PERFORMANCES.
‘Too much identification of technique, (listing), not explaining why it is used. Not linking technique to theme. Effect on reader should be explained.’ ‘A lack of personal evaluation. Most personal evaluation that did exist was rather thin.’ ‘A lack of relevance to question. Pupils need to refer to question throughout answer and repeat the wording of the question when making main points.’ ‘Technical accuracy. Spelling, grammar, syntax, wrong technical terminology, poor vocabulary (using wrong words), a lack of sophistication of analysis. DON’T STATE THE OBVIOUS’ ‘A real problem – lack of technical terminology and sophisticated vocabulary.’ ‘Pupils still going over story too much. Need to identify main points in study notes. BE BRIEF IN YOUR OUTLINE OF THE MAIN POINTS OF A TEXT.’

CRITICAL ESSAY QUESTIONS
THE CRITICAL ESSAY PAPER. You are asked to write TWO critical essays in one and a half hours in the second paper. A DAUNTING TASK! You must choose two questions from two different sections of the paper so you must have a good knowledge of a range of poetry, drama and prose texts that you can write about in the exam. The bare minimum of texts you should have a good knowledge of is three, ideally four or five, covering THREE genres. Remember the type of question you will be facing can be very specific, so even though you may have prepared a poem or a novel very thoroughly you may find that the question does not fit your knowledge. Always have a backup!

CRITICAL ESSAY QUESTIONS
As in the close reading paper, the questions have a common format that is designed to help you. READ THE WHOLE QUESTION CAREFULLY! EXAMPLE. Choose a poem which is light-hearted or playful or not entirely serious. Show how the poet makes you aware of the tone and discuss how effective the use of tone is in dealing with the subject matter of the poem. In your answer you must refer closely to the text and at least two of: tone, imagery, theme, sound, or any other appropriate feature. [OLD STYLE/NEW TEXT BOX] The questions are in two sections: The fist part indicates the kind of text to examine. The second part lets you know that to answer this question, correctly, you must focus on TONE, WORD CHOICE AND SUBJECT MATTER, as the question specifically mentions these features.

PLANNING YOUR ESSAY. Do not spend a lot of time on planning your essay; time will race past in this exam. A good literature essay should contain FIVE good points to make about a text. Write 1-5 in the margin and jot down the point you intend to make in answer to the question against the five numbers. Remember to introduce your essay properly by restating the question you are answering, stating your intentions in the essay and briefly outlining the main points of the text. [TART.]

Structure You must also conclude your essay in an appropriate way or it will be considered unfinished and will FAIL. Write your best essay first. Once you have selected the two questions that you think suit you best, start writing as soon as you can. If you leave your best till last you may find that you run over time and spend most of the time on the poorest essay. BEST ESSAY FIRST. You only have forty-five minutes to write each essay so don’t tell the story of the text in any detail. This is worthless in terms of marks so a very brief outline of the main points. Try to stick, rigidly, to the forty-five minutes for each essay and give your best efforts in each. Write about: CHARACTERS, SETTING, PLOT, DRAMATIC IRONY, THEMES, IMAGERY, MOOD, TONE, NARRATIVE VOICE, WORD CHOICE, FIGURES OF SPEECH.

SOME HANDY TIPS. Mention the author’s SURNAME frequently in your essay. DO NOT CALL THEM BY THEIR FIRST NAME AND GET THEIR NAMES RIGHT. Keep referring back to the points the question ask you to focus on. This will make your essay more focussed, fluent and relevant. Use the proper literary terms when dealing with your subject. You must show that you are confident when using these specialised terms. Remember that your writing is being assessed as well as your knowledge of texts. Your quality of writing must be of a very high standard. If your EXPRESSION, PUNCTUATION, TERMINOLOGY, SPELLING OR PARAGRAPHING is weak you will fail! BE EXTRA CAREFUL ABOUT THE BASICS! IF POSSIBLE, leave three minutes to read over each essay and check for careless mistakes. .

SOME AREAS TO BE AWARE OF WHEN WRITING.
MISSPELLING – words incorrectly spelt. Check your work carefully for silly mistakes. Learn to spell difficult technical terms before the exam. COMMA SPLICING – using a comma where there should be a full stop. Check your work carefully for long sentences that cover more than one subject. If in doubt use a short sentence that is to the point. LACK OF AGREEMENT – using the wrong form of verb. For example: ‘The main themes is…’ Instead of ‘The main themes are…’ Check the verbs you use. Read the work in your head, you will often ‘hear’ it before you see it on the page. LACK OF PUNCTUATION – forgotten full stops, commas and quotation marks. Punctuate as you go, don’t leave any thing half written. Practice punctuating perfectly as homework. Ask your teacher to show you a really good essay and look at the way it is set out. POOR PARAGRAPHING – Take a new paragraph each time you change the subject. POOR GRAMMAR - mistakes in sentence structure. Check your work. INAPPROPRIATE TONE OR REGISTER – A critical essay must be formal. Avoid casual expressions and chatty remarks. Write as if you are scripting the Six O’clock News not a post card from holiday.

Summary FOUR WEEKS BEFORE THE EXAM.
Reread the texts for the critical essays. (One hour a night.) Reread the notes on each text (as required.) Practice close reading papers (once a week) Practice essays on different aspects of a text. (Once a week.) Memorise how to spell key words. Memorise key quotations.

CLOSE READING PAPER 1 Read the passage carefully.
Keep an eye on the time. Tackle one passage at a time. Do not miss out questions. Make your answers relevant and to the point. Make sure your answer has the required information for the marks allocated to the question.

LITERATURE PAPER 2 (CRITICAL ESSAYS)
Choose the appropriate question to suit your knowledge. Leave three minutes at the end to check your work for technical accuracy. Write your best essay first. Quote from the text to support your answer. Make sure you answer the question asked. Keep your eye on the time

EXAM DAY!!!!!!! NOW YOU ARE READY: STAY COOL, STAY POSITIVE,
STAY CONFIDENT PASS GOOD LUCK

PRACTICE!!! Read the following paragraph.
Perfection! It is an elusive thing – like trying to catch the wind or finding the secret elixir of eternal youth or finding that pot of gold at the end of that rainbow. We are bombarded with images of the perfect shape, the perfect home, the perfect garden, the perfect trainers, perfect skin. As television advertisements pummel this imperfect being into submission and a state of anxiety, I am too weak to survive the daily onslaught of smiles from whitened teeth and perfect homes where no real people live. I am no longer allowed to be: I must do! I look in the mirror (no longer able to blame the reflection) I tidy up the mess and cut the lawn (after my jog in my brand spanking new trainers) and late at night I am applying a moisturiser where soap and water used to do. I am striving to become perfect – to fit the mould, to be able to hold my head high, to look my neighbours in the eye – to conform to the blueprint – to buy into the new vision - the new dream of what could be.

Notes The first stage at Higher when you are reading passages is to notice what the writer was doing in the passage. This is sometimes referred to as identifying the features and techniques of the passage. What did you notice when you read this paragraph?

We will look at one sentence at a time!
This exercise is designed to show you some of the common techniques used by journalists in presenting ideas to the reader.

TAKING NOTE: Look at the range of features
Perfection! (Why does the writer begin with a single word and an explanation mark? Does it make the introduction more dramatic? Does it catch the readers attention?)

Note: Look at the range of features
It is an elusive thing –like trying to catch the wind or finding the secret elixir of eternal youth or finding that pot of gold at the end of that rainbow. (The writer uses metaphoric language to explain his ideas about perfection: Secret elixir/pot of gold, etc. What does the writer suggest by using these ideas?) in one paragraph > word choice, imagery, connotation, tone, punctuation/parenthesis, etc.

We are bombarded with images of the perfect shape, the perfect home, the perfect garden, the perfect trainers, perfect skin. (The writer uses the word “bombarded” to present an image. Why does the writer repeat perfect? The writer also uses a list. Can you explain why?)

As television advertisements pummel this imperfect being into submission and a state of anxiety, I am too weak to survive the daily onslaught of smiles from whitened teeth and perfect homes where no real people live. (The writer uses words here as group pummel, onslaught, submission, onslaught etc. to create another idea/image – an attack? wrestling?)

I am no longer allowed to be; I must do! (The writer uses the structure of the sentence to make his point clear. What does the writer mean? Did you notice the semi-colon?)

I look in the mirror (no longer able to blame the reflection) I tidy up the mess and cut the lawn (after my jog in my brand spanking new trainers) and late at night I am applying a moisturiser where soap and water used to do. (The writer uses brackets. (This is called parenthesis.) Why did the writer do this? Does it help you to understand the tone of the writer?

I am striving to become perfect – to fit the mould, to be able to hold my head high, to look my neighbours in the eye – to conform to the blueprint – to buy into the new vision - the new dream of what could be. ((The writer uses brackets/parenthesis. The writer uses a list. Why did the writer do this? Does it help you to understand the ideas of the writer?)

Practice What is the tone of the paragraph? What images are used?
What sentence structure features can you identify? What were the key words/ideas in your opinion? What is the main point of the paragraph?

How to pass Higher English

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