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BGE RUAE

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Learning Intentions
• to understand unfamiliar words and expressions
• to understand, use and evaluate the effects of similes,
metaphors, personification, word choice and other
language techniques
• to identify and evaluate the connotations in images and
word choice
• to identify the main ideas of a text
• to identify supporting evidence for these ideas
• to make inferences from a text
- RUAE
Reading for Understanding, Analysis and Evaluation
Areas of Study:
1
Understanding
2
Word Choice
3
Imagery
4
Context
5
Sentence Structure
6
Link Questions
7
Audience & Purpose
Part 1 – Understanding:
means knowing what the
passage is about.
In your own words
• To test your understanding of the ideas and
content you will be asked to answer the
question using your own words.
• In close reading we have to:
• Identify the answer from the text + translate it
into our own words.
Try this!
• The government must crack down on reckless
motorists by encouraging the spread of roadside
cameras, boosting the number of traffic police
and ensuring speed limits are enforced more
strictly, a report from MPs urged yesterday.
Question
Write three things must police do to crack down
on reckless motorists in your own words (3
marks)
Answers
• Increase the number of speed cameras
• Encouraging more people to be traffic police
• Make sure that people don’t speed and follow
the laws
Aunty Laura’s boyfriend. You should see him.
He’s about fifty and he’s one of those old dudes
that wears cool gear and tries to act young and
it doesn’t work. He just looks pathetic.
Question
Write down two reasons in your own words that the
narrator does not like his aunt’s boyfriend (2 marks)
Answer
•
•
•
•
He doesn’t act his age
He wears clothes that are too young for him
He looks stupid
He is embarrassing
Tips
Own words question:
– Scan for key words in the passage then read carefully
to find the information to answer the question.
– The number of marks tells you how many points to
make.
– You get 0 marks for copying straight from the
passage.
Part 2 – Word Choice: means
wow words!
Connotation: means the ideas
suggested by words.
Word Choice
1. Why did the writer use a word or
phrase?
2. Say what the connotations of that
word/phrase are –what does that
word/phrase make you think about?
3. Then explain what this tells you
Word Choice
• Instead of walk a writer could use
saunter, strut or amble.
• What do each of these words tell you
that walk does not?
What do these words make you
think of?
•
•
•
•
•
•
Skinny
Fierce
Drink
Sweetheart
Trembling
Curse
•
•
•
•
•
Honeymoon
Star
Pearls
Dream
Coffin
What do the underlined words
suggest?
Examples
1. The boy slumped at his desk.
2. The girl crammed the food into her
mouth.
3. The man heaved the rucksack onto his
back.
Word choice.
Example
It was near midnight as he walked home. The moon
was clouded over. The streets empty. He was alert,
watching gardens, moving slightly out into the road
when there was a blind wall at a corner. Ahead of him
he could make out three figures.
Question
Show how the word choice makes this atmosphere
seem a bit spooky? (2 marks)
Part 3 – Imagery: means words
which create pictures and ideas.
Similes, metaphors and personification are
all types of imagery.
Imagery
• Simile is a comparison which uses like or as
– The boxer fought like a lion.
• Metaphor is a comparison which says
something is something else.
– The sun is a yellow beach ball kicked high in
the summer sky.
• Personification is a comparison of something to
a person.
– The wind whispered in the trees.
Imagery
• To answer a question on imagery you should:
1. Identify the type of imagery– this could be a
simile, a metaphor or personification.
2. Explain what is being compared to what.
3. Describe how they are similar
4. Then explain why it is important and what extra
information it gives us.
Imagery
Example
• The boxer fought like a lion.
Answer
1. The writer is using a simile
2. To compare the boxer to a lion.
3. A lion is known as a strong, aggressive creature that
can overpower, physically harm or even kill its prey.
4. The writer is therefore suggesting that the boxer is
strong and aggressive and capable of overpowering,
physically harming or even killing his opponent.
Try this!
1. He drank with long gulps snorting into
the water like a horse.
1. The clean shirts and blouses danced on
the washing line.
1. You are skating on thin ice.
Part 4 – Context:
a) means working out what a word means, even
if you don’t know it!
b) means working out what a word means in
the sentence.
Context
Here you have to work out the meaning of a
word from its context (how it is used in the
passage).
• There are two stages to this answer;
– First you state what you think the word means
– Secondly you write down the clues from the
passage that helped you work out the answer
Example - I’m nocturnal. I love the moonlight,
the shadows, the dark places…
Question - Show how the context helps you to
understand the meaning of ‘nocturnal’.
Context
Answer
–Nocturnal means being active by night.
–The writer refers to his preference for
‘moonlight’ and ‘dark’ which both
suggest night-time.
Try this!
Extract
“Ben quickly entered the didot and cleaned the various misturaes he had
been using to repair the wuipit. He had often thought that this job was
extremely yullning. However, he had to admit that this time things seemed
to be a bit easier. When he finished, he put on his redick and went back to
the study to relax. He took out his favourite pipe and settled into the
beautiful new pogtry. What pogtry. Only 300 yagmas!
Questions
1.
Identify unknown words in the first sentence.
2.
What types of words are these? (Nouns, Adjectives, prepositions…)
Tips
• Focus on the first sentence, picking out
other clue words which help to identify
the meaning of the unknown words.
• State meaning + Explain how surrounding
sentences helped you to arrive at the
meaning
Part 5 – Sentence Structure:
means the effect created by the
way the sentence is put
together.
Sentence structure
1. Describe the main features of sentence
structure
2. Explain their effect.
Sentence Structure
• Statement
–Tell you something. They end in a full
stop. Writing which is made up of
statements alone may have a CALM
tone.
–Example – It was just not meant to be.
Sentence Structure
• Question
– Ask you something. They always end with
a question mark. Using questions may
challenge the reader, or show uncertainty
in the writer.
– Example – Is this the best we can hope
for?
Sentence Structure
• Rhetorical Questions
–Do not expect an answer. They aim to
stir up strong feelings in the reader
such as anger.
–Example – Are you happy knowing how
the animals that end up on your plate
are treated?
Sentence Structure
• Exclamation
–Expresses excitement or surprise. They
end in an exclamation mark. They may
create a dramatic or emotive tone.
–Example – Blimey!
Sentence Structure
• Command
–Tells you to do something. They are
often used to persuade the reader.
–Example – Just do it.
Sentence Structure
• Minor sentence
– Does not contain a verb. Such sentences
will be very short and might be used to
create a TENSE or DRAMATIC mood.
They are also typical of informal language
– Example – It was night.
Sentence Structure
Say whether each of these sentences is a statement, a command,
a question, a rhetorical question, an exclamation or a minor
sentence.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Where will I meet you?
Pay attention.
Really!
Paul is at the cinema.
What kind of an answer is that?
Time for a rest.
Shut the door.
That’s correct!
Do you want a punishment exercise?
Here?
Sentence Structure
–Long - the more complex the sentence,
the more formal the language. Long
sentences can also suggest continuous
on-going activity.
Sentence Structure
–Short sentences are typical of speech
and types of language that aim to
communicate very quickly and very
directly. Short sentences are
sometimes used to create tension.
Sentence Structure
– Short sentences can also suggest:
• the action is over and done with and is in
the past OR
• the piece of information is important
enough to stand on its own OR
• to form a conclusion OR
• something unexpected happens
Sentence Structure
• INVERSION is where the normal word order of
a sentence is reversed. This is done to change
the emphasis onto a particular part of the
sentence.
For example:
The flames went up and up.
Would become:
Up and up went the flames.
This puts emphasis on the movement of the
flames rather than the flames themselves.
Sentence Structure
Examples
Think about what difference the word order
makes in the following sentences:
• The girl hit the ball into the garden.
• The ball was hit by the girl into the garden.
• The garden was where the girl hit the ball.
Sentence Structure
• Lists - 3 or more adjectives, nouns or
actions separated by commas. Used to
suggest lots and lots of things happening
at once or to describe a large number of
different types, places, etc.
• Repetition –what is being repeated
–work out why there is repetition
• Writer wants you to pay attention to it.
Sentence Structure
• Climax
• Sometimes a writer will list things in a
particular order with the list ending with
the most powerful or dramatic word(s).
This creates the effect of a sentence
building to a climax.
Sentence Structure
• Colon (:) – can be used to introduce a list
or a quotation or an explanation
–My son is called Jamie: he is a pest.
Sentence Structure
• Colon (:) – can be used to introduce a list
or a quotation or an explanation
–My son is called Jamie: he is a pest.
Sentence Structure
• Semi colon (;) – can be used in between
items in a list where the items are
phrases or for a pause between two
closely connected sentences instead of a
conjunction.
–It was a hot day; the sun blazed down.
Sentence Structure
• Brackets (…….) These are used to add extra
information about something. Make sure you
say what the extra information tells you.
• Exclamation mark (!) – suggests surprise or
shock or anger.
• Ellipsis (…) – suggests a pause or that the writer
cannot find the words to say how he feels or
that the writer could go on and on.
• Dash (-) – can function like a colon; two dashes
can work like brackets.
Part 6 – Link Questions:
means words which join one
paragraph to the next.
The linking question
• This type of question asks to show how a
sentence links two parts of a text.
• This is sometimes called the “link
question”. You will be asked to show
how one sentence provides a link in the
discussion and joins one idea to the next.
• These questions are usually worth two marks:
• 1st mark = naming the previous topic AND
quoting the part of the link sentence which
relates back to it.
• 2nd mark = naming the topic about to be
discussed AND quoting the part of the link
sentence which relates forward to it.
Linking question tips
To answer a link question you should:
– Quote the words that link back to the previous
paragraph and explain what that paragraph was about.
– Quote the words that introduce the topic of the next
paragraph and explain what the author is now talking
about.
– If words like ‘but’ or ‘however’ are used to introduce a
change or a contrast you should state this.
Some examples
• The passengers had to change aircraft due to their plane
needing maintenance work. However, even some of them
were not satisfied. They accused the company of providing
poor service.
• She was of average height with glossy hair, bright blue eyes
and a winning smile. As well as her beauty I also admired her
intelligence. She was the smartest girl in the class.
Question
Show how the sentence underlined acts as a link within this
piece of writing.
Part 7 – Audience & Purpose
Audience: means the people who want to
read the text.
Purpose: means what the text is trying to
do.
Definition of Purpose
Definition of Audience
Task 1
You are going to see a series of
fiction extracts.
You will have 6 minutes to complete
the tasks attached to each image.
Harry Potter- J K Rowling
Harry had always been small and skinny for his
age… Harry had a thin face, knobbly knees,
black hair and bright green eyes. He wore round
glasses held together with a lot of cellotape
because of all the times Dudley had punched him
in the nose. The only thing Harry liked about his
appearance was a very thin scar on his forehead
which was shaped like a bolt of lightning.
• What do we learn about Harry from this description?
• Which words were most helpful in giving you
information?
Mrs.Pratchett- Boy Roald Dahl
• Her name was Mrs. Pratchett. She was a small
skinny old hag with a moustache on her upper lip and •
a mouth as sour as a green gooseberry. She never
smiled. She never welcomed us when we went in. By
far the most loathsome thing about Mrs. Pratchett
was the filth that clung about her. Her apron was
grey and greasy. Her blouse had bits of breakfast
all over it, toast crumbs and tea stains and
splotches of dried egg yolk. It was her hands ,
•
however, that disturbed us most. They were
disgusting. They were black with dirt and grime.
They looked as though they had been putting lumps
of coal on the fire all day long. The mere sight of
her grimy right hand with its black fingernails
digging an ounce of Chocolate Fudge out of the jar
would have caused a starving tramp to go running
from the shop.
Pick out 3
words that
describe
Mrs.
Pratchett.
What does
the speaker
think about
her?
Calpurnia-To Kill a Mockingbird Harper Lee
She was all angles and bones; she was nearsighted; she
squinted; her hand was wide as a bed slat and twice as
hard. She was always ordering me out of the kitchen,
asking me why I couldn't behave as well as Jem when she
knew he was older, and calling me home when I wasn't
ready to come. Our battles were epic and one-sided.
Calpurnia always won, mainly because Atticus always took
her side. She had been with us ever since Jem was born,
and I had felt her tyrannical presence as long as I could
remember.
• What does the word “tyrannical” tell us about Calpurnia?
• What do you think about her?
Task 2
For each piece of writing you must now
comment on the purpose and audience
Text
Harry Potter
Boy
To Kill a
Mockingbird
PURPOSE
AUDIENCE
Task 3
You are going to see a series of non
fiction texts.
You will have 6 minutes to complete the
tasks attached to each image.
Newspaper Front Page
1) Write down the
headline.
2) How does the picture
link to the headline?
3) How has the paper
used colour?
4) What is the sub
heading?
Webpage
1) What information
does this provide?
2) How has the
webpage used
colour?
3) What do the
images show?
4) What is the
purpose of this
webpage?
Recipe Book
1) What information
does this provide?
2) How colour been
used?
3) What do the
images show?
4) How is the
information
presented?
“absolutely great”
Reviewed 2 August 2011 we have stayed here
before when it was owned by Travelodge.
Some of the same team are still there and just
as friendly and helpful as ever. Whenever we
have stayed in the past we have always ate at
the Toby Carvery next door. Again they didn't
fail to impress either, great food and service as
always but we got a very pleasant suprise - The
Toby now does a full cooked breakfast. result
!!! this was the icing on the cake for us. It was
buy 1 get one free. so we got 2 breakfasts for
£4.95 - bargain. You need to pay extra for tea
and coffee which are £1.95 each but they are
refillable. Much better than the Travelodge
breakfast bag. Breakfast was great and staff
really helpful and friendly. Will stay again.
Room Tip: ask for rooms above the disabled
rooms - they are bigger than the rest !!
Stayed July 2011, travelled with family
Travel Review
1) What information
does this provide?
2) How is the
information
presented?
3) Where might you
find this?
4) How has this got
the readers’
attention?
Task 4
For each piece of non – fiction you must
now comment on the purpose and
audience
Text
The Newspaper
The Webpage
The Recipe Book
The Travel
Review
PURPOSE
AUDIENCE
Task 5
Writing for a specific purpose
1. Show that a person is angry just by describing the
way he/she buys three items at a supermarket.
2. Show that a person is afraid just by describing the
way he/she starts a car and rives off.
3. Show that a person is worried just by describing the
way he/she answers a ringing phone.
4. Show that a person is exhausted just by describing
the way he/she arrives home.
5. Show that a person is shy just by describing the way
he/she comes into a crowded room.
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