Higher Still English Close Reading Unit Student's Booklet
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Higher Still English
Close Reading Unit
Student’s Booklet
Jennifer Gray
Bankhead AcademyCONTENTS
1. WORD CHOICE QUESTION
2. IMAGERY QUESTION
3. QUESTIONS ON ‘THE WRITER’S LANGUAGE’
4. UNDERSTANDING THE MEANING AND USING YOUR
OWN WORDS
5. CONTEXT QUESTION
All materials adapted from National Qualifications Professional Development
Workshop (English Higher 2004) Support Pack.
Jennifer Gray
Bankhead Academy Page 2WORD CHOICE
Key strategies:
1. You are being asked to select a key word and show how the
connotations of this word are being exploited by the writer.
2. A useful strategy is to replace the word with a more ‘neutral’ word,
e.g. ‘She strode into the room.’ A more neutral word would be
‘walked’. You must consider why the word ‘strode’ has been used
instead.
Q. What does this word suggest that ‘walked’ does not?
A. It implies a purposeful action by a confident person.
3. There are no marks for simply picking out the word or for
repeating the question.
4. Avoid vague responses, e.g. ‘This shows the writer feels negatively
towards the teacher.’ You must show how the choice of words
helped you to understand the writer’s attitude.
Example: Question 2(b)
Question: Read the story the writer tells in lines 9-31. 2 marks
How does the writer’s word choice in these lines make clear
her attitude either to the teacher or to the social workers?
Extract from text (lines 9-31):
Here’s another story: once upon a time, there was a little boy
who got a new pair of wellies, inside which, around the top,
Jennifer Gray
Bankhead Academy Page 3his mother inscribed his name in felt pen. This child,
asserting the inalienable rights of small boys everywhere,
then proceeded to go out and fill his wellies with water. The
ink of his name ran, and by the time the bell rang for school
that Monday morning, the small boy had vivid blue
smudges, like vicious bruises, ringing his calves. His
teacher, a zealous young woman, ever alert to the
omnipresence of evil, took one look at the marks and lifted
the phone to the social work department. ‘Come quickly,’
she hissed. ‘This boy is clearly being abused.'
When the social workers rushed to examine the boy and quiz
his mother, they could find evidence of nothing. Soap and
water had washed away the dreadful bruises, and the
mother’s relationship with her son turned out to be
impeccably healthy. The only mistake this unfortunate
family had made was to fulfil society’s constant, lurking
expectation that all children are in danger all the time.
Marking instructions:
Detailed comment on one word could score two marks;
alternatively, a candidate may make two more basic
comments for one mark each.
Possible answers:
Teacher:
1. ‘zealous’ suggests over-enthusiastic, fanatical,
driven by personal agenda, …
2. ‘hissed’ suggests vicious, spiteful, animal-like, …
3. ‘ever alert’ slightly mocking, suggesting keenness to
find fault, …
4. ‘omnipresent’ exaggeration
5. ‘one look’ emphasises precipitate action
6. ‘clearly’ shows certainty, lack of any doubt, …
Jennifer Gray
Bankhead Academy Page 4Social Workers: 7. ‘rushed’ speed, lack of deliberation, … 8. ‘quiz’ suggestion of intrusive questioning, … Either: 9. ‘once upon a time’ suggests living in fantasy/fairy tale world WORD CHOICE Answer (1) Words such as : ‘zealous’ suggest to us that the writer is of the opinion that this teacher is someone who is too keen and somewhat too smart for her own good. Your mark ---------- Actual mark -------- Notes Answer (2) The writer uses words such as ‘zealous’ and ‘evil’ when referring to the teacher. This shows her negative attitude towards the teacher and basically suggest she dislikes her method of dealing with the situation. Your mark _______ Agreed mark_______ Notes Jennifer Gray Bankhead Academy Page 5
Answer (3) ‘omnipresence of evil’ makes her sound paranoid and almost crazed, especially with the word ‘omnipresence’ illustrating the teacher’s fear of evil, all around her constantly, shows paranoia. ‘ever-alert’ makes her sound even more paranoid, as if she is constantly on the look-out for danger or evil, she is waiting for something bad to happen. Your mark________ Agreed mark______ Notes Answer (4) The writer says the social workers ‘rushed to examine the boy’ and they ‘quizzed’ his mum. The word choice shows she does not approve of the social workers’ behaviour because of ‘rushed’ and ‘quiz’ – also they found ‘evidence of nothing’ which shows it was all a waste of time. Your mark_______ Agreed mark______ Notes Jennifer Gray Bankhead Academy Page 6
WORD CHOICE Answer (5) ‘omnipresence of evil’ shows how the writer thinks negatively towards the teacher. ‘Omnipresence’ shows that something is there and ‘evil’ showing that it is bad. It is a negative word suggesting the writer’s negative feelings. Your mark______ Agreed mark______ Notes Answer (6) The teacher we are told is ‘zealous’ which gives the impression of someone who works hard but takes it beyond the requirements to the point where it is unhealthy. It is as if they are obsessed. The writer uses the word ‘hissed’ which is the sort of melodramatic word one would use for a villain in a story. Plus, hissing is associated with snakes which we tend to dislike and is indicative of untrustworthiness. Your mark______ Agreed mark____ Notes Jennifer Gray Bankhead Academy Page 7
Answer (7) The writer’s word choice in these lines makes it clear her attitude to social workers. The writer uses a very critical choice of words to convey ideas of the social services being ready to pounce on anyone straying from their regulations. ‘constant, lurking, expectation…’ The word lurking suggests something currently not visible to the human eye silently and constantly monitoring your moves waiting to deal its lethal strike when you let down your guard. It suggests deviousness and constant monitoring of the social service and their workers. Your mark_____ Agreed mark______ Notes Jennifer Gray Bankhead Academy Page 8
IMAGERY
Key strategies:
1. Ask yourself what is being compared to what and identify the
figure of speech (metaphor, simile, personification).
2. Show that you understand the origin of the image and the
implications of it, e.g. you know what a battery hen is and
understand that their environment is unnatural, restricted,
unhealthy. You might start, “A battery hen is literally…”
3. Consider how the two things are similar and show that you
understand how the writer uses this to make his point, e.g. he
suggests that children are being denied real, risky experiences,
which could be considered unhealthy.
Example: Question 5(b)
2 marks
Question: “…as genetically weakened as battery hens…” (lines 69-70)
How effective do you find this image in conveying the
writer’s view of they way children are currently being
brought up?
Extract from text (lines 56-70)
I am tired of these prophets of death and injury. I do not
need the Royal Society for the Prevention of Accidents to tell me that
children should wear helmets while sledging, because I am incensed at
the thought of the hundreds of poor kids whose parents will now ban
them from sledging on the five-million-to-one chance they might hit a
tree. I mourn also for the kids who will never know the delight of cycling
with the wind in their hair, or climbing up trees, or exploring hidden
places. Growing up devoid of freedom, decision-making, and the
opportunity to learn from taking their own risks, our children are
becoming trapped, neurotic, and as genetically weakened as battery hens.
Jennifer Gray
Bankhead Academy Page 9Marking instructions: For full marks an answer must make clear the root and the implication of the image (the unnatural, restricted, unhealthy, cruel environment in which the hens are kept) and show how this helps us to understand the writer’s view about the way children are being brought up (they are being denied real, risky experiences; parents are trying to control their behaviour etc) Candidates must deal with both for full marks. Answer (1) It is effective as ‘battery hens’ don’t ever do anything. They just sit in a pen all day and just eat. They are enclosed and unable to have freedom. Stuck inside and unknowledgable of the outside world. Your mark_____ Agreed mark______ Notes Answer (2) I think it is effective as it helps us to understand how the children are being so overprotected that they don’t get to try anything for themselves. They are restricted and stopped from doing anything which may be dangerous. This could be unhealthy for the children. Your mark_____ Agreed mark_____ Note Jennifer Gray Bankhead Academy Page 10
Answer (3) I like the image of ‘battery hens’. It helps to portray the lack of freedom the children have to play and just to be inquisitive. ‘Battery hens’ are kept locked up in cages and fed. They are not allowed out, and they are said to be unhappy and distressed because of their living conditions. I think the writer also believes our children are unhappy and frustrated because of the way they are restricted from playing, so this is a good image. Your mark_____ Agreed mark_____ Notes Answer (4) The image is quite effective because it brings to mind birds that are restricted so that their muscles grow weak and which have boring, unexciting existence which is not natural. It is quite a powerful imge the author feels that the children are being restrained in a similar unnatural way and the comparison is effective in showing how unhealthy it seems to her. Your mark_____ Agreed mark_____ Notes Jennifer Gray Bankhead Academy Page 11
QUESTIONS ON ‘THE WRITER’S LANGUAGE’
Key strategies:
1. Some analysis questions do not direct you to specific techniques but
simply ask you to explore ‘the writer’s language’. Techniques to
consider would be:
• Sentence structure
• Imagery
• Word choice
• Tone
• Contrast
• Sound
• Choice of detail
2. Some techniques might be suggested – it is wise to concentrate on
these, but if you are aware of other techniques being used
effectively, then go ahead and explore them.
3. Simply identifying techniques will score no marks. You will gain
no credit for simply commenting on a particular effect without
explaining how that effect is achieved.
Example: Question 6(b)
4 marks
Question: How does the language of lines 80-92 emphasise the writer’s
feelings about the ‘army of professionals’ (lines 80-81)?
In your answer you should refer to at least two techniques
such as sentence structure, tone, word choice.
Jennifer Gray
Bankhead Academy Page 12Extract from text (lines 80-92)
Everywhere you turn there is an army of professionals – ably
abetted by the media – hard at work encouraging parents to fear the
worst. Don’t let your children out in the sun – not unless they’re
wearing special UV-resistant t-shirts. Don’t buy your children a
wendy house, they might crush their fingers in the hinges. Don’t
buy a baby walker, your toddlers might brain themselves. Don’t
buy plastic baby teethers, your baby might suck in harmful
chemicals. Don’t let them use mobile phones, they’ll sizzle their
brains. Don’t buy a second-hand car seat, it will not protect them.
And on and on it goes.
Marking instructions:
For full marks at least two techniques must be addressed and dealt with in
detail.
Possible answers:
Sentence structure:
1. positioning of ‘Everywhere’ emphatic exaggeration
2. the parenthesis about media sneering tone
3. string of sentences beginning
‘Don’t…’ emphasises negative
attitude
4. ‘And on and on it goes.’ Highlights repetitive
nature/ inevitability
Tone:
6. ‘ably abetted’ sarcastic, sneering
7. ‘hard at work’ ironic – she doesn’t
value their work at
all
8. ‘brain themselves’ use of colloquialism
Jennifer Gray
Bankhead Academy Page 13for humour
9. ‘sizzle the brain’ as above and use of
exaggeration
10. ‘And on and on it goes.’ (mock) weariness
Word choice:
11. ‘army’ large numbers,
organised,
threatening
12. ‘abetted’ suggests underhand
activity, criminality
Answer (1)
The language emphasises the writer’s disliking feelings towards the
‘army of professionals’ by using a sarcastic tone, “not unless they’re
wearing special UV-resistant t-shirts.”
Your mark_____ Agreed mark_____
Notes
Jennifer Gray
Bankhead Academy Page 14Answer (2) The word choice used by the writer suggests the writer’s feelings, as children are not allowed out unless they wear ‘special UV-resistant t- shirts’ and that children cannot have wendy-houses as they ‘might crush their fingers in the hinges,’ again showing the paranoia surrounding parents and others who influence them over the safety of children. The slightly sarcastic tone towards the subject by the writer also helps us to see the lengths parents will go to in order to protect their children and keep them safe. Your mark_____ Agreed mark____ Notes Answer (3) She thinks them ridiculous. She uses sentence structure. Tells us one thing that the “professionals” say followed by one of their ridiculous reasons. She lists many of these one after another thus illustrating the way those people nag at parents and tell people what not to do. “Encouraging parents fear the worst.” The positive word ‘encouraging’ is coupled with ‘fear the worst’. This contrast illustrates how negative the ‘army’. Also, the repetition of ‘don’t’ makes the ‘army’ seem negative as they keep highlighting the things which should not be done and this shows how the writer believes they are a negative thing. Your mark _____ Agreed mark ______ Notes Jennifer Gray Bankhead Academy Page 15
Answer (4) The language of lines 80-92 emphasis the writer’s feelings about the ‘army of professionals’ because she repeats the word ‘don’t’ six times which is a strong negative word, each starting something that you should not let children do. She therefore associates the professionals with exaggerated negativity and the repetition increases the impact of this. Your mark _____ Agreed mark ______ Notes Jennifer Gray Bankhead Academy Page 16
UNDERSTANDING THE MEANING
USING YOUR OWN WORDS
Key strategies:
1. You are being asked to gather information and present it, as far as
possible, in your own words.
2. It won’t be possible to change every word but where there is an
obvious alternative, you should use it.
3. Any figures of speech must be explained in simple language.
4. You will not gain any marks is you ‘lift’ whole phrases from the
passage.
Example: Question 3
Question: “It matters not” (line 32) 2 marks
Explain in your own words why the writer believes it is not
important whether this story is true or not.
Extract from text (lines 32-36)
This may be an urban myth. It matters not. A fairy tale’s
power lies in its ability to express authentic fears- and this
one reveals the paranoia that now prevails where bringing up
children is concerned.
Marking instructions:
2 marks for:
1. “A fairy tale’s power lies” – e.g. the impact of such a story comes
from the way it can articulate real worries.
Jennifer Gray
Bankhead Academy Page 17And/or
2. “…this one reveals the paranoia that now prevails” – e.g. such a
story exposes the irrational fears which are widespread
and/or
3. “urban myth” – e.g. as an articulation of real fears
An answer which relies on lifts form the passage should score 0.
Jennifer Gray
Bankhead Academy Page 18IN YOUR OWN WORDS Answer (1) A story like this shows the paranoia that is taking over about bringing up children. Your mark ______ Agreed mark _____ Notes Answer (2) The writer suggests stories like these affect us because they are based on real concerns people have. Your mark ______ Agreed mark _____ Notes Answer (3) The writer means the story show us parents are too concerned about what might happen to their children nowadays. Your mark _____ Agreed mark ____ Notes Jennifer Gray Bankhead Academy Page 19
CONTEXT QUESTIONS
Key strategies:
1. You will be asked to explain the meaning of a word
and show how sentences surrounding this word
helped you arrive at this meaning.
You should:
a) Explain the meaning
b) Identify the words/phrases which helped you
to arrive at this meaning.
c) Quote these words/phrases and explain how
they helped you to understand the meaning of
the word.
Example:
It appears to me undeniable that a people has its individual character, its
peculiar capacity for trust and suspicion, kindness or cruelty, energy or
lassitude.
Q – How does the context in which it is used help you to understand the
meaning of ‘lassitude’?
A – a) The meaning of the word is tiredness or exhaustion.
b) The word is surrounded by a list of opposites: trust or suspicion,
kindness or cruelty.
c) ‘lassitude’ must be the opposite of energy, which is tiredness or
exhaustion.
Example: Question 10 (b) 2 marks
Question: How does the context in which it is used help you to
understand the meaning of the word ‘cosseting’?
Jennifer Gray
Bankhead Academy Page 20Extract from text (lines 1-18 Passage two): It seems the childcare pendulum has swung: the principal threat to children is no longer neglectful parents, but excessively protective ones who are always worrying about germs. Frank Furedi, reader in sociology at the University of Kent, has written a book, Paranoid Parenting, in which he explores the causes and far- reaching consequences of too much cosseting: “It is always important to recall that our obsession with our children’s safety is likely to be more damaging to them than any risks that they are likely to meet with in theor daily encounter with the world,” Furedi writes. So, far from fretting, like paranoid parents, about the risks of physical injury, Furedi seems almost nostalgic about them: “Playground areas are now covered with rubber to limit the damage when a child does fall.” Answer (1) I think the word’ cosseting’ means to be over-protective. The writer quotes Furedi who describes ‘excessively protective parents’ who have an ‘obsession with our children’s safety.’ The word excessive has connotations of going overboard with something as does the word ‘obsession’ which suggests an unhealthy attention to something, which makes me think that ‘cosseting’ means to over-protect. Your mark _____ Agreed mark _____ Notes Answer (2) It means to be too concerned or over-protective – to molly-coddle as the writer talks about all the ways the parents are over- protective. Your mark _____ Agreed mark _____ Notes Jennifer Gray Bankhead Academy Page 21
Higher Still English
Close Reading Unit
Teacher’s Booklet
Jennifer Gray
Bankhead Academy Page 22CONTENTS
1. WORD CHOICE QUESTION
2. IMAGERY QUESTION
3. QUESTIONS ON ‘THE WRITER’S LANGUAGE’
4. UNDERSTANDING THE MEANING AND USING YOUR
OWN WORDS
5. CONTEXT QUESTION
Jennifer Gray
Bankhead Academy Page 23All materials adapted from National Qualifications Professional Development
Workshop (English 2004) Support Pack.
WORD CHOICE
Key strategies:
1. You are being asked to select a key word and show how the
connotations of this word are being exploited by the writer.
2. A useful strategy is to replace the word with a more ‘neutral’
word, e.g. ‘She strode into the room.’ A more neutral word
would be ‘walked’. You must consider why the word ‘strode’
has been used instead.
Q. What does this word suggest that ‘walked’ does not?
3. It implies a purposeful action by a confident person.
4. There are no marks for simply picking out the word or for
repeating the question.
5. Avoid vague responses, e.g. ‘This shows the writer feels
negatively towards the teacher.’ You must show how the
choice of words helped you to understand the writer’s
attitude.
Example: Question 2(b)
Question: Read the story the writer tells in lines 9-31. 2 marks
How does the writer’s word choice in these lines make clear
her attitude either to the teacher or to the social workers?
Extract from text (lines 9-31):
Jennifer Gray
Bankhead Academy Page 24Here’s another story: once upon a time, there was a little boy
who got a new pair of wellies, inside which, around the top,
his mother inscribed his name in felt pen. This child,
asserting the inalienable rights of small boys everywhere,
then proceeded to go out and fill his wellies with water. The
ink of his name ran, and by the time the bell rang for school
that Monday morning, the small boy had vivid blue
smudges, like vicious bruises, ringing his calves. His
teacher, a zealous young woman, ever alert to the
omnipresence of evil, took one look at the marks and lifted
the phone to the social work department. ‘Come quickly,’
she hissed. ‘This boy is clearly being abused.'
When the social workers rushed to examine the boy and quiz
his mother, they could find evidence of nothing. Soap and
water had washed away the dreadful bruises, and the
mother’s relationship with her son turned out to be
impeccably healthy. The only mistake this unfortunate
family had made was to fulfil society’s constant, lurking
expectation that all children are in danger all the time.
Marking instructions:
Detailed comment on one word could score two marks;
alternatively, a candidate may make two more basic
comments for one mark each.
Possible answers:
Teacher:
1. ‘zealous’ suggests over-enthusiastic, fanatical,
driven by personal agenda, …
2. ‘hissed’ suggests vicious, spiteful, animal-like, …
3. ‘ever alert’ slightly mocking, suggesting keenness to
find fault, …
4. ‘omnipresent’ exaggeration
5. ‘one look’ emphasises precipitate action
Jennifer Gray
Bankhead Academy Page 256. ‘clearly’ shows certainty, lack of any doubt, … Social Workers: 7. ‘rushed’ speed, lack of deliberation, … 8. ‘quiz’ suggestion of intrusive questioning, … Either: 9. ‘once upon a time’ suggests living in fantasy/fairy tale world WORD CHOICE Answer (1) Words such as : ‘zealous’ suggest to us that the writer is of the opinion that this teacher is someone who is too keen and somewhat too smart for her own good. Your mark_____ Actual mark ___1____ Notes Two examples needed for two marks. Answer (2) The writer uses words such as ‘zealous’ and ‘evil’ when referring to the teacher. This shows her negative attitude towards the teacher and basically suggest she dislikes her method of dealing with the situation. Your mark _______ Agreed mark__0____ Notes Jennifer Gray Bankhead Academy Page 26
Blank assertion. No comment on connotations of words and how the attitude is suggested. Answer (3) ‘omnipresence of evil’ makes her sound paranoid and almost crazed, especially with the word ‘omnipresence’ illustrating the teacher’s fear of evil, all around her constantly, shows paranoia. ‘ever-alert’ makes her sound even more paranoid, as if she is constantly on the look-out for danger or evil, she is waiting for something bad to happen. Your mark________ Agreed mark__2____ Notes Answer (4) The writer says the social workers ‘rushed to examine the boy’ and they ‘quizzed’ his mum. The word choice shows she does not approve of the social workers’ behaviour because of ‘rushed’ and ‘quiz’ – also they found ‘evidence of nothing’ which shows it was all a waste of time. Your mark_______ Agreed mark___0___ Notes Reference and attitude only –no attempt at analysis. Jennifer Gray Bankhead Academy Page 27
WORD CHOICE Answer (5) ‘omnipresence of evil’ shows how the writer thinks negatively towards the teacher. ‘Omnipresence’ shows that something is there and ‘evil’ showing that it is bad. It is a negative word suggesting the writer’s negative feelings. Your mark______ Agreed mark__0____ Notes Still only reference and attitude although more of an attempt at analysis than answer 4. Useful to discuss how this could be improved. Answer (6) The teacher we are told is ‘zealous’ which gives the impression of someone who works hard but takes it beyond the requirements to the point where it is unhealthy. It is as if they are obsessed. The writer uses the word ‘hissed’ which is the sort of melodramatic word one would use for a villain in a story. Plus, hissing is associated with snakes which we tend to dislike and is indicative of untrustworthiness. Your mark______ Agreed mark__2__ Notes Jennifer Gray Bankhead Academy Page 28
Answer (7) The writer’s word choice in these lines makes it clear her attitude to social workers. The writer uses a very critical choice of words to convey ideas of the social services being ready to pounce on anyone straying from their regulations. ‘constant, lurking, expectation…’ The word lurking suggests something currently not visible to the human eye silently and constantly monitoring your moves waiting to deal its lethal strike when you let down your guard. It suggests deviousness and constant monitoring of the social service and their workers. Your mark_____ Agreed mark___0___ Notes Candidate has misread the question. His response refers to the description of society. Jennifer Gray Bankhead Academy Page 29
IMAGERY
Key strategies:
1. Ask yourself what is being compared to what and identify the
figure of speech (metaphor, simile, personification).
4. Show that you understand the origin of the image and the
implications of it, e.g. you know what a battery hen is and
understand that their environment is unnatural, restricted,
unhealthy. You might start, “A battery hen is literally…”
5. Consider how the two things are similar and show that you
understand how the writer uses this to make his point, e.g. he
suggests that children are being denied real, risky experiences,
which could be considered unhealthy.
Example: Question 5(b)
2 marks
Question: “…as genetically weakened as battery hens…” (lines 69-70)
How effective do you find this image in conveying the
writer’s view of they way children are currently being
brought up?
Extract from text (lines 56-70)
I am tired of these prophets of death and injury. I do not
need the Royal Society for the Prevention of Accidents to tell me that
children should wear helmets while sledging, because I am incensed at
the thought of the hundreds of poor kids whose parents will now ban
them from sledging on the five-million-to-one chance they might hit a
Jennifer Gray
Bankhead Academy Page 30tree. I mourn also for the kids who will never know the delight of cycling with the wind in their hair, or climbing up trees, or exploring hidden places. Growing up devoid of freedom, decision-making, and the opportunity to learn from taking their own risks, our children are becoming trapped, neurotic, and as genetically weakened as battery hens. Marking instructions: For full marks an answer must make clear the root and the implication of the image (the unnatural, restricted, unhealthy, cruel environment in which the hens are kept) and show how this helps us to understand the writer’s view about the way children are being brought up (they are being denied real, risky experiences; parents are trying to control their behaviour etc) Candidates must deal with both for full marks. Answer (1) It is effective as ‘battery hens’ don’t ever do anything. They just sit in a pen all day and just eat. They are enclosed and unable to have freedom. Stuck inside and unknowledgable of the outside world. Your mark_____ Agreed mark___1___ Notes Comments in the origin of the image but doesn’t link to the writer’s idea. Answer (2) I think it is effective as it helps us to understand how the children are being so overprotected that they don’t get to try anything for themselves. They are restricted and stopped from doing anything which may be dangerous. This could be unhealthy for the children. Your mark_____ Agreed mark__1___ Notes Jennifer Gray Bankhead Academy Page 31
Comments on writer’s idea but doesn’t link this to the root of the image. Answer (3) I like the image of ‘battery hens’. It helps to portray the lack of freedom the children have to play and just to be inquisitive. ‘Battery hens’ are kept locked up in cages and fed. They are not allowed out, and they are said to be unhappy and distressed because of their living conditions. I think the writer also believes our children are unhappy and frustrated because of the way they are restricted from playing, so this is a good image. Your mark_____ Agreed mark__2___ Notes Deals with literal and figurative meaning. Answer (4) The image is quite effective because it brings to mind birds that are restricted so that their muscles grow weak and which have boring, unexciting existence which is not natural. It is quite a powerful imge the author feels that the children are being restrained in a similar unnatural way and the comparison is effective in showing how unhealthy it seems to her. Your mark_____ Agreed mark___2__ Notes Jennifer Gray Bankhead Academy Page 32
QUESTIONS ON ‘THE WRITER’S LANGUAGE’
Key strategies:
1. Some analysis questions do not direct you to specific techniques but
simply ask you to explore ‘the writer’s language’. Techniques to
consider would be:
• Sentence structure
• Imagery
• Word choice
• Tone
• Contrast
• Sound
• Choice of detail
4. Some techniques might be suggested – it is wise to concentrate on
these, but if you are aware of other techniques being used
effectively, then go ahead and explore them.
5. Simply identifying techniques will score no marks. You will gain
no credit for simply commenting on a particular effect without
explaining how that effect is achieved.
Example: Question 6(b)
4 marks
Question: How does the language of lines 80-92 emphasise the writer’s
feelings about the ‘army of professionals’ (lines 80-81)?
In your answer you should refer to at least two techniques
such as sentence structure, tone, word choice.
Extract from text (lines 80-92)
Jennifer Gray
Bankhead Academy Page 33Everywhere you turn there is an army of professionals – ably
abetted by the media – hard at work encouraging parents to fear the
worst. Don’t let your children out in the sun – not unless they’re
wearing special UV-resistant t-shirts. Don’t buy your children a
wendy house, they might crush their fingers in the hinges. Don’t
buy a baby walker, your toddlers might brain themselves. Don’t
buy plastic baby teethers, your baby might suck in harmful
chemicals. Don’t let them use mobile phones, they’ll sizzle their
brains. Don’t buy a second-hand car seat, it will not protect them.
And on and on it goes.
Marking instructions:
For full marks at least two techniques must be addressed and dealt with in
detail.
Possible answers:
Sentence structure:
1. positioning of ‘Everywhere’ emphatic exaggeration
2. the parenthesis about media sneering tone
3. string of sentences beginning
‘Don’t…’ emphasises negative
attitude
4. ‘And on and on it goes.’ Highlights repetitive
nature/ inevitability
Tone:
6. ‘ably abetted’ sarcastic, sneering
7. ‘hard at work’ ironic – she doesn’t
value their work at
all
8. ‘brain themselves’ use of colloquialism
for humour
Jennifer Gray
Bankhead Academy Page 349. ‘sizzle the brain’ as above and use of
exaggeration
10. ‘And on and on it goes.’ (mock) weariness,
distaste,…
Word choice:
11. ‘army’ large numbers,
organised,
threatening
12. ‘abetted’ suggests underhand
activity, criminality
Answer (1)
The language emphasises the writer’s disliking feelings towards the
‘army of professionals’ by using a sarcastic tone, “not unless they’re
wearing special UV-resistant t-shirts.”
Your mark_____ Agreed mark__0___
Notes
Candidate does not explain how the language shows the writer’s feelings.
Answer (2)
The word choice used by the writer suggests the writer’s feelings, as
children are not allowed out unless they wear ‘special UV-resistant t-
shirts’ and that children cannot have wendy-houses as they ‘might crush
their fingers in the hinges,’ again showing the paranoia surrounding
parents and others who influence them over the safety of children. The
slightly sarcastic tone towards the subject by the writer also helps us to
see the lengths parents will go to in order to protect their children and
keep them safe.
Your mark_____ Agreed mark_0___
Jennifer Gray
Bankhead Academy Page 35Notes As above Answer (3) She thinks them ridiculous. She uses sentence structure. Tells us one thing that the “professionals” say followed by one of their ridiculous reasons. She lists many of these one after another thus illustrating the way those people nag at parents and tell people what not to do. “Encouraging parents fear the worst.” The positive word ‘encouraging’ is coupled with ‘fear the worst’. This contrast illustrates how negative the ‘army’. Also, the repetition of ‘don’t’ makes the ‘army’ seem negative as they keep highlighting the things which should not be done and this shows how the writer believes they are a negative thing. Your mark _____ Agreed mark __4____ Notes Answer (4) The language of lines 80-92 emphasis the writer’s feelings about the ‘army of professionals’ because she repeats the word ‘don’t’ six times which is a strong negative word, each starting something that you should not let children do. She therefore associates the professionals with exaggerated negativity and the repetition increases the impact of this. Your mark _____ Agreed mark __2____ Notes Jennifer Gray Bankhead Academy Page 36
Sound comments on sentence structure. Maximum of three marks can be
awarded unless the candidate deals with two techniques.
UNDERSTANDING THE MEANING
USING YOUR OWN WORDS
Key strategies:
1. You are being asked to gather information and present it, as far as
possible, in your own words.
2. It won’t be possible to change every word but where there is an
obvious alternative, you should use it.
3. Any figures of speech must be explained in simple language.
4. You will not gain any marks if you ‘lift’ whole phrases from the
passage.
Example: Question 3
Question: “It matters not” (line 32) 2 marks
Explain in your own words why the writer believes it is not
important whether this story is true or not.
Extract from text (lines 32-36)
This may be an urban myth. It matters not. A fairy tale’s
power lies in its ability to express authentic fears- and this
one reveals the paranoia that now prevails where bringing up
children is concerned.
Marking instructions:
2 marks for:
Jennifer Gray
Bankhead Academy Page 371. “A fairy tale’s power lies” – e.g. the impact of such a story comes
from the way it can articulate real worries.
And/or
2. “…this one reveals the paranoia that now prevails” –
e.g. such a story exposes the irrational fears which are
widespread
and/or
3. “urban myth” – e.g. as an articulation of real fears
An answer which relies on lifts form the passage should score 0.
Answer (1) – 2 marks
A story like this shows the paranoia that is taking over about bringing up
children.
Your mark ______ Agreed mark __0___
Notes
Lifting from passage
Answer (2)
The writer suggests stories like these affect us because they are based on
real concerns people have.
Your mark ______ Agreed mark __2___
Notes
Answer (3)
The writer means the story shows us parents are too concerned about
what might happen to their children nowadays.
Your mark _____ Agreed mark _1___
Jennifer Gray
Bankhead Academy Page 38Notes
Concentrates too much on this particular story and misses the
generalisation.
CONTEXT QUESTIONS
Key strategies:
a. You will be asked to explain the meaning of a word and
show how sentences surrounding this word helped you
arrive at this meaning.
You should:
i. Explain the meaning
ii. Identify the words/phrases which helped you to
arrive at this meaning.
iii. Quote these words/phrases and explain how they
helped you to understand the meaning of the word.
Example:
It appears to me undeniable that a people has its individual character, its
peculiar capacity for trust and suspicion, kindness or cruelty, energy or
lassitude.
Q – How does the context in which it is used help you to understand the
meaning of ‘lassitude’?
A – a) The meaning of the word is tiredness or exhaustion.
b) The word is surrounded by a list of opposites: trust or suspicion,
kindness or cruelty.
c) ‘lassitude’ must be the opposite of energy, which is tiredness or
exhaustion.
Example: Question 10 (b) 2 marks
Question: How does the context in which it is used help you to
understand the meaning of the word ‘cosseting’?
Jennifer Gray
Bankhead Academy Page 39Extract from text (lines 1-18 Passage two): It seems the childcare pendulum has swung: the principal threat to children is no longer neglectful parents, but excessively protective ones who are always worrying about germs. Frank Furedi, reader in sociology at the University of Kent, has written a book, Paranoid Parenting, in which he explores the causes and far- reaching consequences of too much cosseting: “It is always important to recall that our obsession with our children’s safety is likely to be more damaging to them than any risks that they are likely to meet with in theor daily encounter with the world,” Furedi writes. So, far from fretting, like paranoid parents, about the risks of physical injury, Furedi seems almost nostalgic about them: “Playground areas are now covered with rubber to limit the damage when a child does fall.” Answer (1) I think the word’ cosseting’ means to be over-protective. The writer quotes Furedi who describes ‘excessively protective parents’ who have an ‘obsession with our children’s safetly’. The word excessive has connotations of going overboard with something as does the word ‘obsession’ which suggests an unhealthy attention to something, which makes me think that ‘cosseting’ means to over-protect. Your mark _____ Agreed mark _2____ Notes Answer (2) It means to be too concerned or over-protective – to molly-coddle as the writer talks about all the ways the parents are over- protective. Your mark _____ Agreed mark __1___ Notes Jennifer Gray Bankhead Academy Page 40
No reference/explanation of context. Jennifer Gray Bankhead Academy Page 41
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