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Higher English
SUPPORTED STUDY – SESSION 2
CLOSE READING
ANALYSIS – STRUCTURE AND TONE
AND EVALUATION
Plan for Close Reading Sessions
 Recap over the main rules/techniques
 Look at example questions and answers
 Work through past paper examples on our own and
in groups.
 The PowerPoints for each session will be available on
the school website.
The Bits You Should Know...
 It is vital that you go into each exam knowing how to
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answer each question!
For each box fill in things you have to remember when
answering the questions or any formulas you may have
learned AND
For sentence structure – write down names of techniques
For tone – write down as many examples as you can
For evaluation – write down the things you should be
looking for.
The information will be collated and made available at the
end of the sessions.
Structure points to remember:
Mention the function of the punctuation/technique in general and context
Make a clear reference to the impact with regards to the question
3b – 2 marks focus on sentence structure
The
repetition of ‘any’ shows the writer is angry
The writer uses parenthesis to show their opinion
 - Repetition of ‘any’ as if to excuse any alternatives; creates a
rather aggressive tone – she does not believe they should be
allowed under any circumstances
- “A little less than human, a little more than scary” – the
pattern/parallel structure of little less and little more with
human and scary focus us on the disgraceful image suggested by
the golliwog
- Parenthical ‘or should be’ allows the writer to add a reminder
of the moral imperative highlighting she thinks the use of such
language is wrong.
Tone points to remember:
Be as specific as you can when naming the tone
Treat it as a word choice/language question – analyse!!!
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Caustic - extremely critical – means corrosive
Aggressive – vigorously attacking another point of view
Critical - finding fault with another point of view
Serious – the writer has genuine feeling for/or real concerns about their subject
Formal – perhaps like serious, spoken with authority/serious intent
Mocking – out and out derision at a view point etc
Sarcastic - slightly nasty humour perhaps to make a serious point
Ironic - more serious than ‘tongue-in-cheek’ but still a kind of ‘laughter at a serious subject’
Dismissive – showing a disregard for a different view point
Conversational – don’t write ‘chatty’ - the writer is trying to keep the language easily accessible to
all, it could be for either a serious or light-hearted purpose.
Informal - like conversational- may well be the writer trying to imitate a certain group/type
Colloquial – like informal, only definitely representing some regional dialect in writing
Light-hearted - not trying to be desperately funny but injecting a bit of humour
Humorous - genuinely trying to be funny, but perhaps to assist in making some serious point
Tongue-in-cheek - making a point but not too seriously/or saying something serious in a gentle and
inoffensive way
Effusive - to enthuse about something for which you have a high regard
Nostalgic - look back fondly at something which is gone
Emotive - shows the feelings of the writer and attempting to stir similar feelings in the reader
Tone points to remember:
Be as specific as you can when naming the tone
Treat it as a word choice/language question – analyse!!!
What tone is created in the final paragraph of the second passage
and how does the writer establish it? (2 marks)
A
happy tone. The word gratitude shows the writer is
happy
The tone is one of relief and pride. The word choice and
repetition makes this clear.
The tone is one of relief and pride. The repetition
of the phrase “was right” highlights the writer’s
feeling that the correct choice was made – there is
a sense of prince in this. The use of the word
‘gratitude’ which has connotations of a deep sense
of appreciation suggests that he is relieved such as
choice was made
Evaluation points to remember:
Ensure you bullet point answers and make one point for each mark
Refer directly to the text – quote and analyse
Ideas – what they say/ Style – how they say it
How effective is the title of passage one in introducing the main
focus on the article (1 mark)
The
title is effective because it introduces the idea of lethal which will be
developed and the idea of assumptions which will be developed.
The title is effective because it grabs the reader’s attention because we want to
find out what idea could be lethal. The use of the strong word lethal is
particularly effective because lethal means death which sounds really serious.
The title is effective as it introduces the idea of dangerous ideas
and beliefs – this will be dealt with throughout the passage as the
writer delves into the problems of racial slurs
It is effective in that we wonder what this lethal assumption is – we
find out clearly towards the end of the article when the phrase is
used again “lethal assumption of racial superiority”. The title
evokes a question in the reader which the article goes on to answer
Close Reading Jeopardy
• You will be given four questions worth 11 marks
• You will have 20 minutes to answer the questions (on your
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own on white paper)
You will then have 15 minutes, as a group, to decide on the
group answers (as a group on coloured paper)
You will then place your ‘bet’ on how many you will get correct
on the post it note
Look at answers – out of XXX marks, how many are you
confident you will get?
The number of marks you think you will get correct is what you
are betting . This is the most points you can get
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Bet 2/11 but get 11/11– 2points
Bet 7/11 but get 6/11– 0 points,
Bet 8/11and get 8/11– 8 points
• Once you have placed your bet another team will mark your
answers and pass the paper back
• The winning table will get a “valuable” prize!
Questions To Try  1c
sentence structure
two points – write in bullets (2 marks)
 7c sentence structure
two points – write in bullets (2 marks)
 8c tone
name tone
analyse effectiveness (2 marks)
 10 choose an article but deal with both
up to 5 points – with quotes all focus on
effectiveness of condemnation (5 marks)
1c
 Single, insightful point for 2 marks or 1 mark
for a more basic point
- The opening sentence – the brevity effectively undercuts the
innocence built up in the opening paragraph
- The deliberate balance or contrast of this/that, was/is,
then/now highlights the change
- The repetition of ‘back then’ (at the start of thee sentences)
helps to emphasise how different things were or that we are no
longer in that era so have to think differently
-The repetition acts like bullet points – rounding off the points
- The use of parenthesis ‘-at least 2000 years –’ allows the writer
to expand on or show the scale of the white Europeans’
dominance
7c
 Single, insightful point for 2 marks or 1 mark
for a more basic point
But Rob, Martin and John’ – a direct address is used , as
if speaking to them personally and addressing them as
individuals – highlights how wrong their opinion is that
he writer needs to speak to them.
 Semi – colon provides a clear balance between what is
right and what is wrong, leaving the reader in no doubt
 Parenthesis (“so...expressed”) contains a concession
which allows the criticism to appear all the more fair and
reasonable so we are more likely to agree with her
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8c
 For full marks tone must be established and
sensible connection must be made between it
and the paragraph as a whole
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Light hearted/humorous/casual tone is created
Light hearted – use of colloquialisms “Aussie” and “ginger nut”
suggests a laid back attitude as does the casual conversational
language used throughout
It is effective to end the paragraph on a more humorous note
as the passage has been very serious – the point is still made
effectively, but in a more relaxed way
10
Passage 1
Passage 2
Ideas:
Innocence of writer’s childhood in terms of
perceived racism
Radical change of views since then
The ‘wrong’ messages from the Thatcher affair
The real importance of not allowing such
language
What makes the insults so unacceptable
Ideas:
Thatcher and Atkinson
Online comments about Prince Harry’s remark
Continuing inequality
The Harvard IAT
Racist attitudes in everyday situations
The need to eradicate these
Style:
Evocation of innocent 50s
Effective contrast of then and now
Balanced approach to the BBC’s actions
Unequivocal condemnation of the word
‘golliwog’
Belittling of conservative middle Britain
Powerful and emotional final 2 paragraphs
Style
Personal, impassioned tone
Direct address
Semi-scientific explanation of IAT
Emotional, uplifting tone of conclusion
10
Passage 1
Passage 2
Ideas:
Innocence of writer’s childhood in terms
of perceived racism
Radical change of views since then
The ‘wrong’ messages from the Thatcher affair
The real importance of not allowing such
language
What makes the insults so unacceptable
Ideas:
Thatcher and Atkinson
Online comments about Prince Harry’s
remark
Continuing inequality
The Harvard IAT
Racist attitudes in everyday situations
The need to eradicate these
Style:
Evocation of innocent 50s
Effective contrast of then and now
Balanced approach to the BBC’s actions
Unequivocal condemnation of the word
‘golliwog’
Belittling of conservative middle Britain
Powerful and emotional final 2 paragraphs
Style
Personal, impassioned tone
Direct address
Semi-scientific explanation of IAT
Emotional, uplifting tone of conclusion
Passage 1
Passage 2
Ideas:
Innocence of writer’s childhood in terms of
perceived racism
Radical change of views since then
The real importance of not allowing such
language
Ideas:
Thatcher and Atkinson
Online comments about Prince Harry’s
remark
Continuing inequality
Racist attitudes in everyday situations
The need to eradicate these
Unequivocal condemnation of the word
‘golliwog’
Personal, impassioned tone
Direct address
Emotional, uplifting tone of conclusion
- Passage 1 effectively condemns the use of racial language in a number of ways. The writer
begins by by evoking the 1950’s when racial language was not deemed offensive, she then
quickly makes clear this is not the case now. The use of the sharp sentence “But that was then,
And this is now’, quickly instils a sense that such behaviour is simply not acceptable in the
Current climate – things have changed.
- She then goes on to make clear why such langauge is so dangerous. She focuses on the
‘lethal’ assumption of white superiority, adding that such language only act to add to this.
- The language used throughout clearly condemns racial slurs. This can be clearly seen when
discussing the golliwog. Words such as ‘grotesque caricature’ have connotations of evil
and inhumane, suggesting a clear condemnation.