1. Close Reading: The Question on Both Passages N6 HIGHER

2. What are they? All Higher Close Reading papers have two articles The second passage is only there for comparison in the final question The final question is worth 5 marks The final question is a summary question You need to have a good understanding of each writer’s overall line of argument as well as the specific points/ideas

3. Final Question You are asked to identify the key areas on which the passages agree/disagree. This will require you to get to the heart of each writer’s argument. EXAMPLE: Both writers express their views about the impact of video games on children. Identify three key areas on which they disagree. You should support the points you make by referring to important ideas in both passages. You may answer the question in continuous prose or in a series of developed bullet points. 5

4. SQA ADVICE Check what you are being asked to identify: AGREEMENT, DISAGREEMENT or BOTH Plan your answer: Identify KEY IDEAS and discard less important ones You can write answer in ordinary paragraphs or ‘extended bullet points’ Quotation can be used as part of how you support the key area but should ALWAYS be accompanied by an explanation of the writer’s point in your own words.

5. Marking Marking will reflect quality of response in 2 areas: 1.Identification of the essential areas of agreement/disagreement in attitude/ideas (up to 3 marks) 2.Reference to/treatment of the ideas which inform the writers’ attitude (up to 2 marks)

6. Answer Structure around ESSENTIAL (broad) areas of agreement/disagreement (what general points the two passages agree/disagree on) DO NOT use the overall topic as an area – look at points being made about this topic within each writer’s argument For each area, develop the specific ideas/points made in each passage to support this area of agreement/disagreement

7. Essential Areas of Disagreement 1.the general status of video games 2.the intellectual benefits of video games 3.the educational benefits of video games 4.the challenge involved in video games 5.the reward(s) involved in video games

8. 2011 Main ideas to support Passage 1Passage 2 Video games are viewed as pointless, but they are not They develop the brain in a number of ways The chess/algebra analogy High level thinking skills are involved They are challenging, at times extremely hard Unlike other entertainment, pleasure is not immediate They can appear simple but are often very complex The process is more important that the (often simplistic) content They tap into the brain’s natural desire for reward They are narcottically addictive They are a threat to literacy They require no thought or effort They encourage slovenly behaviour and thinking They may pretend to be educational but are totally lacking in educational value They offer immediate and simple pleasures

9. Gaining Full Marks Satisfactorily identify at least 3 essential areas of disagreement 3, 4, 5 marks will depend on sophistication of treatment of the ideas which inform each writer’s attitude. Develop each area with a depth of understanding of nuances in writer’s argument.

10. 5 marksidentification of three key areas of, with detailed/insightful use of evidence. 4 marksidentification of three key areas, with appropriate use of supporting evidence. 3 marksidentification of three key areas. 2 marksidentification of only two key areas. 1 markidentification of just key area. 0 markfailure to identify any key area and/or misunderstanding of the task. If you provide less than three correct areas, the marker will still look at your supporting detail and award 0,1 or 2 marks accordingly

11. Overall, the writer of Passage 1 considers video games to have a positive impact on young people while Passage 2 considers their effects to be detrimental. A key area on which they disagree is whether video games teach young people anything. The writer of Passage 1 thinks that video games can be educational and teach them important analytical skills. The writer of Passage 2 disagrees, arguing that video games have a detrimental effect on children’s education and don’t teach them anything. Another key area on which the passages disagree is whether or not they provide instant gratification. The writer of Passage 2 thinks that video games immediately glorify and praise people who have achieved little through the game. The writer of Passage 1, however, thinks that the games provide players with delayed gratification, only achieved once they have done many hard tasks. The writers also disagree about whether video games are difficult. An important idea of the first passage is that gaming is hard and can present complex challenges. The writer thinks that games make young people think. However, the writer of passage 2 considers the games to be very basic and easy. He thinks that they require young people to do little or no thinking in return for rewards and that they are spoon-fed.

12. Overall, the writer of Passage 1 considers video games to have a positive impact on young people while Passage 2 considers their effects to be detrimental. A key area on which they disagree is whether video games teach young people anything. The writer of Passage 1 thinks that video games can be educational and teach them important analytical skills. The writer of Passage 2 disagrees, arguing that video games have a detrimental effect on children’s education and don’t teach them anything. Another key area on which the passages disagree is whether or not they provide instant gratification. The writer of Passage 2 thinks that video games immediately glorify and praise people who have achieved little through the game. The writer of Passage 1, however, thinks that the games provide players with delayed gratification, only achieved once they have done many hard tasks. The writers also disagree about whether video games are difficult. An important idea of the first passage is that gaming is hard and can present complex challenges. The writer thinks that games make young people think. However, the writer of passage 2 considers the games to be very basic and easy. He thinks that they require young people to do little or no thinking in return for rewards and that they are spoon-fed.

13. Passage one believes that the video games are beneficial to a child’s mind. This is because the games force children to analyse, choose, prioritise and decide. These all help to build up brain muscles. Whereas passage two believes the games are having catastrophic effects on the youth of today. This is because these games are losing valuable literacy skills as they are not reading enough to gain the vocabulary skills necessary to achieve in life. Passage one also argues that these games reward children for achieving their aims whereas passage two claims they are mindlessly rewarded for everything they do even if they make a mistake. This teaches children that they can make mistakes and still be rewarded which is false. Passage one believes the games are mentally challenging and difficult. Passage two believes the games are not stimulating to a child’s mind and they are mindlessly taking in the game.

14. Passage 0ne believes that the video games are beneficial to a child’s mind. This is because the games force children to analyse, choose, prioritise and decide. These all help to build up brain muscles. Whereas passage two believes the games are having catastrophic effects on the youth of today. This is because these games are losing valuable literacy skills as they are not reading enough to gain the vocabulary skills necessary to achieve in life. Passage one also argues that these games reward children for achieving their aims whereas passage two claims they are mindlessly rewarded for everything they do even if they make a mistake. This teaches children that they can make mistakes and still be rewarded which is false. Passage one believes the games are mentally challenging and difficult. Passage two believes the games are not stimulating to a child’s mind and they are mindlessly taking in the game.

15. The two writers have contrasting attitudes with passage 1 supporting video games and passage 2 disagreeing with them. They both have ideas about what they look like from the inside and the outside while playing a video game. In passage 1 the writer says “inside the gamer’s mind, the primary activity turns out to be another creature altogether”. This writer has a more open minded view of video games and takes into consideration both sides. The idea of the gamer’s mind being so much more than pressing buttons shows the writer’s true thoughts while also contrasting with the other writer’s view. The second writer is shown to have a more narrow-minded view and doesn’t show what might be happening inside the gamer’s mind. The writer says “they become like blinking lizards, motionless, absorbed, only twitching of their hands showing that they are still conscious”. This conveys the negative and narrow-minded attitude of the writer extremely well and highlights the contrasting views of the two writers.

16. The two writers have contrasting attitudes with passage 1 supporting video games and passage 2 disagreeing with them. They both have ideas about what they look like from the inside and the outside while playing a video game. In passage 1 the writer says “inside the gamer’s mind, the primary activity turns out to be another creature altogether”. This writer has a more open minded view of video games and takes into consideration both sides. The idea of the gamer’s mind being so much more than pressing buttons shows the writer’s true thoughts while also contrasting with the other writer’s view. The second writer is shown to have a more narrow-minded view and doesn’t show what might be happening inside the gamer’s mind. The writer says “they become like blinking lizards, motionless, absorbed, only twitching of their hands showing that they are still conscious”. This conveys the negative and narrow-minded attitude of the writer extremely well and highlights the contrasting views of the two writers.

17. Passage one claims that playing video games has a lot to give a person and can be very beneficial: you gain skills when you have to “analyse, to choose, to prioritise, to decide”. Passage two disagrees with this as it takes the viewpoint that video games deaden rather than benefit ones mind. The image of the “blinking lizards” emphasises how the video games are making people look lifeless almost soulless. Passage one also claims video games are “making our brains sharper”. The other author disagrees with this and writes of the “catastrophic effect” these games can have on the brain. Passage one credits the games’ good points like the graphics and content whereas in passage two these are not recognised and games are described as “robotic”. Passage one thinks we should look to other forms of media other than books to gain education whereas passage two is completely for books and doesn’t really consider other forms of media to be beneficial also. This is shown in passage one where we are told that other forms of media have “intellectual virtues in their own right”. The other says you won’t even be educated enough to write until you read so does not consider alternative forms of education.

19. Bulger Articles What is the over-arching focus of each writer’s argument (what common issue are they discussing?): How the news that Jon Venables has reoffended reflects on, and is a consequence of, the British Justice System (particularly in relation to its handling of the Jamie Bulger case)

20. Bulger Articles Identify the essential AREAS of disagreement/agreement in attitudes: 1. Significance of the Original Crime 2. Failings of the Justice System 3. Public Interest and Responsibility 4. Possibility of Rehabilitation 5. Significance of Reoffending

21. Specifics of Attitude He’s No Longer the Guilty BoyThe Shape of Modern Justice

22. Example Question Both writers express their views about the British justice system in light of the recent re-arrest of Jon Venables. Identify three key areas on which they agree or disagree. You should support the points you make by referring to important ideas in both passages You may answer this question in continuous prose or in a series of developed bullet points. 5