Close Reading
Standard Grade
Why Close Reading?
 Close Reading tests how well you can understand, analyse
and evaluate texts.
 Some questions will test how well you understand what the
passage is about (understanding)
 Some questions will ask you to identify and explain some
of the techniques used by the writer (analysis)
 Some questions will ask you how effective you think the
language and techniques used by the writer are
(evaluation)
 You will need to read the passage carefully (or closely) in
order to answer the questions
Rules for Close Reading
 Read the question carefully to ensure you
know what you are being asked to do
 Answer all parts of the question
 Use your own words as far as possible
(unless you are asked to quote)
 Fit your answer to the number of marks
available
 Remember – all answers are in the passage
Types of Question
Imagery
 You may be asked to identify and quote an
image, and/or explain its effect
 (IMAGERY refers to similes, metaphors and
personification)
 To answer, you need to explain how the two
things being compared are similar
 Use the phrases “just as” and “so” to help
you write your answer
For example:
 Q. How effective is the metaphor “ a curtain
of cloud hid the distant mountains from
view?”
 A. This is a very effective metaphor because
just as when curtains are closed you cannot
see what is behind them, so the clouds
obscured the mountains and they could not
be seen
Tone
 You may be asked to identify the tone of a
section of the passage
 To answer, think about how the words may
be said aloud – what tone of voice might be
used?
 Common types of tone:
humorous, ironic, sarcastic, angry, happy
etc.
Link
 You may be asked how a sentence creates a link
in the writer’s argument
 To answer, identify any linking words or phrases
used – e.g. However, But, On the other hand, Yet
etc.
 Explain how the sentence summarises what has
been said previously
 Explain how it leads on to what comes next
 Use the phrases “refers back to” and “leads on to”
to help you write your answer
For Example
 When the Romans invaded the south of Britain, the quickly
overcame the Britons. However, unlike their easy victory
in the south, the north of the country resisted the foreign
invaders. Here the Romans found it much more difficult to
subdue the natives.
 How does the underlined sentence act as a link in the
writer’s argument?
 The word “However” indicates a change in direction of the
writer’s argument.
 It refers back to the how the Romans easily won in the
south (“unlike their easy victory in the south” )
 It leads on to how they did not find it so easy in the north
(“Here the Romans found it much more difficult to subdue
the natives”)
Word Choice
 You may be asked to comment on the effect of a
particular word
 You may be asked why the writer has chosen a
particular word
 To answer, you will need to comment on the
connotations of the word, showing that you
understand the meaning, and explain why it is so
effective in the context in which it is used
 Use the word “connotations” in your answer
For Example
 A lonely boy was reading near a feeble fire.
 Q.What effect does the writer’s use of the
word “feeble” have on this sentence?
 A “Feeble” has connotations of weakness or
lack of strength. This suggests that the fire
is lacking in warmth and helps to create
sympathy for the boy.
Sentence Structure
 Questions on sentence structure ask you to think
about how the sentence has been put together –
look at:
 length of sentence
 type of sentence
 the order of the words within the sentence
 punctuation used
 whether there is an obvious pattern within the
sentence.
 Comment on any of these which are appropriate
and explain their effect.
Types of Sentence
 Statements – tell you something and end with a
full stop.
(Most sentences are statements.)
 Questions – ask something and end with a
question mark. Using questions may challenge
the reader or show uncertainty in the writer.
 Look out for rhetorical questions, which are usually
used to stir up strong feelings in the reader,
therefore creating an emotive tone.
 Commands – tell you to do something and end with a full
stop or an exclamation mark.
 Exclamations – express excitement, surprise or another
strong emotion and end with an exclamation mark. May
be used to create an emotive or dramatic tone.
 Minor sentences – are very short sentences which do not
contain a verb. May be used to create a tense or dramatic
mood. Since they are shortened forms of other types of
sentence, they can end with a full stop, a question mark, or
an exclamation mark.
 For example: Silence. Why? No such luck!
Punctuation Marks
 Commas , separate words or phrases within a
sentence. A number of commas may indicate a
list.
 Colons : may introduce a quotation, a short list, an
explanation, an elaboration or a summary of what
has gone before.
 Semi-colons ; finish off one part of a sentence.
May be used instead of a conjunction to separate
two principal clauses in a sentence. May also be
used to separate items in a list of phrases.
 Inverted commas “ “ mark quotations,
direct speech, foreign words or words used
in an unusual way. (Italics can be used in
the same way.)
 Dashes – can be used like a colon (see
above). Two dashes can mark off
parenthesis. A series of dashes can be
used informally to show an outpouring or
ideas or emotions.
 Ellipsis … indicates a dramatic pause or
tension. Commonly used to create
suspense. (Can also be used to show part
of a quotation has been missed out.)
 Parenthesis ( ) , , - - - used to add a nonessential piece of information to a sentence.
Patterns in Sentences
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The most common patterns to look out for are:
List
Repetition (where ideas, words or phrases are repeated)
Climax (where the sentence builds up to something
dramatic)
e.g. “I came, I saw, I conquered.” (uses all three)
Also watch out for anti-climax, where the sentence seems to
be building up to something dramatic but then nothing
happens.
If there is a pattern, state what it is and identify its effect.
Hints
 If you are asked to quote, you need to write down the exact
words from the passage
 If you are asked to “Write down an expression”, you also
need to quote (should be either a single word or short
phrase)
 If you are asked to give reasons for something, the
reasons will be given in the passage - don’t try to think of
your own reasons
 If the question mentions “Figures of speech”, this just
means the same as “literary techniques” – that is, similes,
metaphors, personification, alliteration, onomatopoeia etc.