m s. mcjennett’s last minute revision guide...
TRANSCRIPT
National 5 Prelim Revision Version
Ms. McJennett’s Last
Minute Revision Guide
2015/6
National 5 Prelim Revision Version
General Advice for RUAE
Do:
Answer every question
Use your own words even if you feel like they’re a bit clumsy
Check how many marks a question is worth
Write a detailed answer if a question is worth several marks
Quote examples in language questions, especially word choice questions
Be precise! Deal with each quoted example separately.
Don’t:
Panic
Leave blank questions
‘Lift’ whole phrases from the text unless you are asked to quote
Simply copy out sections of the text
Write a whole sentence when asked for an expression – one or two words up to a maximum of six
Waste time repeating the words of the question
Give vague answers – be specific
Approaching the passage
1. Read the italics section at the beginning and the title for clues about what the passage is about:
Who wrote it?
Where did it come from?
What is it about?
What clues are you given by the title?
2. Read the whole passage before tackling the questions. You may misunderstand a question or write
down an incomplete or wrong answer because you do not have an overall context for it.
3. The Questions
Read the whole question underlining key words
Check the number of marks and ensure you write enough
Number each question accurately
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Ensure you answer from the correct lines
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Close Reading Question Types
There are three types of questions: U = Understanding
A = Analysis
E = Evaluation
Understanding questions
These questions are concerned with the meaning of the passage. The answer is right there in the text and there are generally four types:
1. VOCABULARY: these ask the meaning of words and are also called ‘context’ questions. Context just
means the part of the text where the word or phrase is used.
2. FACT: These ask you to pick out a fact from the text and express it in your own words.
3. ARGUMENT: Questions in which the understanding of the ‘argument’ of a sentence or paragraph is
required.
4. SUMMARY: Questions which require a summary of the main points mentioned throughout the passage
or in part of the passage. (Often rewriting topic sentences in your own words provides an adequate
answer.)
Analysis questions
Questions generally encompass a number (but not necessarily all) of the following types:
1. WORD CHOICE: Connotations of particular word or phrases - generally signalled by the use of ‘word
choice’ in the question.
2. IMAGERY: Analysis of imagery - e.g. metaphor/simile/personification - generally signalled by a question
on the function or effectiveness of examples.
3. STRUCTURE: Structure questions - often sentence structure, but could be smaller in scope as in word
order of a phrase, or larger as in the structure of the passage as a whole. (This would encompass ‘link’
questions.)
4. TONE: Identification of tone/mood, generally with a requirement to justify the tone/mood chosen by
reference and comment.
5. FIGURATIVE LANGUAGE: As well as imagery, you may also be asked about other types of figurative
language, e.g.: alliteration, assonance and onomatopoeia.
Evaluation questions
The answer is something you work out from reading the text. These questions might ask you to identify the bigger, un-stated purpose behind the writing or how
effective the writing is.
National 5 Prelim Revision Version
Close Reading – How to answer questions
Own Words
1. Find the correct lines
2. Check the number of marks
3. Re-write in your own words, doubling checking you haven’t just copied key words from the
passage.
Remember: Locate and translate
Imagery
1. Identify the image – what is being compared with what?
2. Give the literal meaning of the image.
3. Explain the connection between the two. (This suggests that…This creates a good image/picture
because…)
Context
1. Give the meaning of the word
2. Quote a word or phrase from the context.
3. Explain how this word/phrase helps you understand the meaning of the original word.
It is a good idea to repeat steps 2 & 3 again for a different word/phrase especially if the question
is worth more than 2 marks.
Link
1. Quote a word/phrase that links back to the previous paragraph
2. Explain what the topic/argument of that paragraph is
3. Quote the word/phrase that link to the next part of the passage
4. Explain what the author is now talking about
Continuing an idea
And, also, additionally, in addition, furthermore
Changing an idea:
But however, on the other hand
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Word Choice
1. Quote a word/phrase
2. Explain the connotations of the word/phrase (What if makes you think of/what we associate with
that word.)
3. Explain what this suggests about what the writer is describing
You may be required to do this for two or three words/phrases depending on how many marks
the question is worth.
Sentence Structure
1. What type of sentence(s) is/are being used?
a. Statement
b. Question/rhetorical question
c. Exclamation
d. Command
e. Minor sentence
2. How is the punctuation used to divide up the sentence?
a. Colons
b. Semi-colons
c. Parenthesis
3. Is there anything usual about the structure of the sentence?
a. Inversion
b. Repetition
c. Climax or anti-climax
4. Do the sentences form a pattern?
a. Repetitive or balanced structure
b. Contrast between complex (long) and short sentences
National 5 Prelim Revision Version
Language question
1. Identify the feature that you will be dealing with. (Imagery, word choice, punctuation, sentence
structure)
2. Quote
3. Follow the formula for that type of feature to explain its effect.
Other techniques- Alliteration, Assonance, Onomatopoeia, Pun
1. Quote the example
2. Explain the effect of the technique
3. Explain how it makes that part of the passage more effective – why has the writer used it there?
Effective as a Conclusion
1. Does it sum up the main points? Quote and explain what they are and quote or summarise where
they were made earlier on in the passage.
2. Does it restate the writer’s point of view? Quote and explain what it is, then quote from earlier in
passage and explain the link.
3. Does it link back to the introduction? How? Quote and explain.
4. Does it use word choice/imagery use in the introduction or throughout the passage? Quote and
explain from both the conclusion and from earlier in the passage.
Tone
1. Identify the tone
2. Quote words or phrases that show this
Short sentence – can create tension or show anger. Can be blunt or to the point. Might be used to show
how quickly something is happening.
Long sentence – Builds up to something (climax), shows a lot of detail, might reflect how long/boring
something is, might show someone’s confusion/thought process)
Question – Check whether rhetorical. Involves the reader. The writer may answer it later in the passage.
List – Emphasise the volume or something/emphasises the variety of something/ emphasises how long
something took
Repetition – Doesn’t just have to be words, might be sentences or ideas. Adds emphasis – remember to
explain why.
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3. Explain how they show this
Writer’s attitude
1. State what the attitude is in one or two words
2. Look at the number of marks available
3. Write down an explanation of how you knew the attitude
4. Quote to support your ideas
Types of Attitude
Approval/disapproval disgust amused critical admiring fascinated
Formal – Uses mature vocabulary/jargon/does not use slang or abbreviations
Informal – colloquial or chatty vocab/abbreviations/slang
Positive –upbeat excited hopeful funny approval
Negative – sad upset angry critical nervous unpleasant
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Critical Essays
Introductions
T – Title of text -always in inverted commas
A – Author of text -, never just refer to them by their first name. They are not your friend. You do not know
them. Don’t be a weirdo.
T- Task - make sure you link to first part of essay question
T- Techniques – link to second part of essay question
S – Summary of text – brief, to the point, relevant to question
Main Body of Essay
P – Point (Topic sentence and a statement that is linked to the question)
E – Evidence (Quotation from text. Make sure you provide context. DO NOT QUOTATION BOMB)
E – Explanation (Analysis and Evaluation)
L- Link (Make sure your Explanation is relevant to answer the question.)
Conclusion
S – Summarise the main points of your essay (Your essay, not the text)
T – Task – make sure you link your conclusion back to the task
O – Opinion – give your opinion of the text
P- Positive – make sure you say something positive. You have just written a whole essay about how well an
author does something. Do not undermine your own points.
Things to remember:
Formal language – This is a critical essay; make sure your language reflects that.
Agnes Owens or Owens. Angelica Gibbs or Gibbs. Never Angelica or Agnes. I know I’ve
already said it but don’t do it.
Check over your spelling and grammar. It’s important.
Do not just list connotations of quotations.
Notes for texts
Prose-Fiction ‘The Lighthouse’ Agnes Owens
Summary
Megan and her brother Bobby are left alone on a deserted beach. Megan desperately wants to go to the lighthouse,
but Bobby is reluctant. She manages to make him go. They meet a lady walking her dog who enquires after their
safety. They reach sand dunes and a golf course, where they meet a man in grey tracksuit. Megan is wary of him, so
she makes them leave. Bobby has a tantrum because he left his pail and spade. Megan refuses to go back for them
and leaves Bobby to go to the lighthouse. When she reaches the lighthouse, she finds it very boring and a waste of
her time. She sees something that looks like a body and panics for Bobby’s safety. When she runs back, she sees the
man in the grey tracksuit behind him. She tries to reach Bobby before he does, but slips and hits her head. The man
in the grey tracksuit suffocates her and takes Bobby.
National 5 Prelim Revision Version
Structure
The structure of the story parallels the journey to the lighthouse. Beginning- Megan wants to go to the lighthouse and Bobby does not. Middle – they attempt to take a shortcut and stumble across the stranger Turning Point – “I don’t ever want to see you again.” – Megan leaves Bobby. Ending – Megan reaches as close to the lighthouse as she can. She then realises how pointless it was, the reality of the situation and their helplessness. She is killed and Bobby is abducted. Setting
They begin by “playing on the beach”. And Megan wants to go “to the lighthouse”. “The day was warm but with a bit of wind.” The beach was “deserted, except for a woman walking her dog in the distance.” She calls it a “lonely place”. The children stop at a rock pool and look at “tiny fish darting about a pool of water within a crevice in the rock”. They spent time “tramping over dry sand”. Megan suggests they climb over the sand dunes to find a better way to the lighthouse. They then “found they were on a golf course stretching for miles”. Bobby says “I want to go back to that other beach where Mummy left us.” Megan finds that the lighthouse is “surrounded by water” and “the sea was stormy”. Towards the end of the story, Megan “slipped on a stone covered with seaweed” and hit her head. At the end, the setting almost absorbs Megan: … Seagulls came down to stand on her… imperceptibly and gradually her body sank into the sand…”
The setting stimulates the disagreement between Megan and Bobby.
The children are in danger from the start – unsupervised on a beach.
The golf course was stumbled upon, as was the stranger.
Megan’s accident is slipping on a stone – this leads to her murder being straightforward.
The setting consumes Megan at the end.
Characters Megan is the older sibling and likes to take charge. She is persuasive. She has mixed feelings about her brother. She thinks Bobby has “a strong determination to have things his own way.” She has scared Bobby with talk of “monsters”. She is also “friendly” with him. She has a short temper. She is worried that the woman will report their parents to the police. She tempts Bobby with the promise of ice-cream in her persuasion. She is grumpy and short tempered with him. She thinks he tries to “spoil everything”. Megan is right to wonder if the man is a “stranger they’d been warned not to speak to.” She does care for her brother and is concerned when she starts to think of bad things that might have happened to him. Her instincts about the man are right and she does her best to rescue her brother, but is killed in the process. Bobby is three and a half and has “the face of an angel”, according to Megan. He is scared of monsters. He is physically rough with his sister, but she is bigger so this has no effect. He is innocent and naïve. He is easily upset. He threatens to tell on Megan for swearing. He enjoys the beach – collecting shells and looking in the rock pool and throwing a stone in it. He becomes stubborn and does not want to follow her any further. Bobby is innocent, young, vulnerable and alone. He has a sense of right and wrong. Bobby and Megan just stumble across the man: “…they found they were on a golf course stretching for miles with nobody on it but a man in a grey tracksuit. He saw them, came over and said, “Better watch out you don’t get hit with a golf ball. It’s not safe up here.” He is introduced in an entirely non-threatening way. He is just there – he is not following them. He is bland and innocuous wearing grey, a dull and unremarkable colour. He approaches with a realistic warning about golf courses. It enters Megan’s head that “he might be one of those strangers they’d been warned not to speak to”. She is right – but she does not realise the seriousness of their situation or his intent. There is “a woman walking her dog in the distance…”. She is concerned for Bobby as Megan is about to hit him. She wonders where their parents are. On a second reading, the reader wishes she had taken some action. This character also leads the reader into thinking the man in the tracksuit is another unremarkable passer-by.
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The writer uses foreshadowing. On a second reading the reader can see that the writer left clues that foreshadow the events at the end of the story. During the first reading, these clues serve to increase the tension in the story. The reader can sense that something bad will happen.
“I hope a monster doesn’t get you” “…she was forced to put her hand over his mouth” “She felt like strangling him” “Suddenly her attention was riveted to what looked like a body in the water.”
Essay Questions
- focus on a key/family/changing relationship (Megan and Bobby)
- sympathy for a character
- creation of tension
- surprising / shocking ending
- turning point that affects the rest of the story.
Prose Fiction – ‘The Test’ Angelica Gibbs
Summary
Summary of the Story – This short story is about a black lady called Marian who is going to take her 2nd
driving test. Mrs Ericson, her white employer, goes with her to the test centre. Marian takes the test
alone with the driving inspector. The inspector is progressively more and more racially abusive throughout
the whole test. He feigns a joking manner but he becomes furious when Marian reacts to his comments.
He has no qualms about failing Marian on things she has not even done. The story ends with Marian
accepting the injustice of the situation as she “slid over to the right-hand side of the car”.
Structure – Whole story is set in one afternoon.
Start = Conversation between Marian and Mrs Ericson on way to test centre – made clear Marian is a good
driver and an excellent worker who is highly thought of by her employer.
Middle = The actual test – we are made to see things from Marian’s point of view – imagine how annoying,
humiliating and upset Marian would feel. Also worse the fact society at time allowed this sort of behaviour
and Marian just has to accept it. When she reacts, the inspector gets revenge by failing her.
End = “Oh, Marian, again?” Mrs Ericson says – the use of this question and the fact the word “again” is
highlighted in italics in the story shows Mrs Ericson’s disappointment, sympathy for Marian etc. Marian’s
response is one of someone who has been downtrodden and resigned unhappily to an unfair treatment in
life. “Marian nodded. “In a sort of different way” she said and slid over to the right-hand side of the car”.
– We are left feeling sorry for Marian and furious with the inspector.
National 5 Prelim Revision Version
Exam Essay Phrasebank
Introduction
A ________ which ________________ is
A ______________ IN which THERE is ____________________ is ________________
‘_______’ by _______________ makes me feel/creates feelings of…/effectively explores…
The short story/play/poem is about/tells the story of…
______________ effectively uses a range of techniques such as (imagery and word choice [use for
poems]) (characterisation and a shocking ending [use for ‘The Lighthouse’]) (conflict and
characterisation [‘The Test’]
Main Body of Essay
Topic sentences
Throughout the poem/play/story, ________ effectively uses __________ in order to _____________.
______________ also uses ________________ to explore the theme of _______________________.
_____________________ skilfully uses ________________ to make her reader feel _____________.
____________ is also used by ______________to_____________________________________.
Introduction quotations
An example of this is…Another example of this…A further example of this…
This can be seen when ___________ says/replies…
At the beginning/end of the story/play/poem, it says …
When ___________ says, _______________ replies…
This can be seen when…
When talking about ________ AUTHOR uses [name technique]……
When describing ____________ AUTHOR employs a [name technique]
In lines ______ AUTHOR uses [name technique] when describing _______________
The use of [name technique] helps give the reader an impression of ____________
Using [name technique] in lines ________ helps give the reader a picture of _________
The poet describes ____________________ in line ________ using [name technique]
Analysis
This shows/demonstrates/suggests/evokes feelings of/demonstrates/illustrates/makes
clear/portrays/conveys/depicts/creates/develops/stresses…
Evaluation
This skilfully/cleverly/effectively/clearly/successfully/subtly shows that…
This is apt/appropriate/thought-provoking/moving/emotional/compelling/touching/captivating
because…
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Conclusion
Overall/in conclusion/ to conclude,
___________ successfully _______________ through their use of ___________________________.
____________ is an interesting/thought-provoking text that forces the reader to…