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Close Reading Question Booklet

Fiction and Non-Fiction

For candidates in S3/4

Book 1

National 4

Preparing for

September H23H 74 (ID: 01) Analysis and Evaluation

CONTENTS

Genre Page

Introduction Non-Fiction 3

Sharks Non-Fiction 4

At the Vet Non-Fiction 5

Money Well Spent Non-Fiction 6

Three Men and a Dog Non-Fiction 8

Introduction Fiction 9

Mrs. Moonface Prose Fiction 10

Alice Prose Fiction 12

Glasgow 5th March Poetry 13

Geriatric Ward* Poetry 14

Sailmaker (Act 1)* Drama 16

Journey’s End* Drama 17

* There are questions available for these passages in Preparing for National 5 English (Book 1)

Preparing for National 4 Close Reading 2


Section 1: Non-FictionLearning Intention:

This assignment is designed to assess your skills in Reading. You are expected to show that you can

Understand, analyse and evaluate straightforward written texts, by:

1.1 Identifying the purpose and audience as appropriate to genre1.2 Identifying the main ideas and supporting details1.3 Applying knowledge of language to explain meaning and effect

Literacy:

Read and understand straightforward word-based texts by:1.1 Selecting and using relevant information1.2 Examining aspects including purpose and audience1.3 Commenting on effectiveness

Success Criteria:

You will be asked questions to allow you to demonstrate that you can:

identify the purpose and audience of the text you are reading show this by quoting or referring to its content

show that you understand the conventions of non-fiction writing

show clear understanding of the most relevant points of the text infer from the text, drawing on appropriate evidence/quotations to support your thinking

identify and analyse various features of a writer’s use of language and its effect use appropriate textual reference or quotation to support statements

find and explain straightforward ideas and supporting detail in texts

What you have to do:

1. Read the whole of the following non-fiction passage very carefully. It might help to read it more than once.

2. Answer the questions using your own words as far as possible. You do not have to answer in sentences.

3. Pay attention to the number of marks awarded to each question: this gives you a guide of how many pieces of information/evidence are required in the answer.



4. Attempt this assignment without support (if appropriate).

SHARKS

Remember: Try to use your own words as far as possible in your answers.

Mark CodeEng Lit

1. (a) Who would be likely to read this article? Think about: Age and/or Interests and/or Nationality and/or Another audience you can identify. 2 1.1 1.2

(b) Explain how you reached this conclusion. 2 1.1 1.2

2. (a) The writer identifies different views of sharks throughout the passage. Write down what two of these are. 2 1.2 1.1

(b) Support each of these views with a piece of evidence from the passage and explain why you have chosen it. 4 1.2 1.1

3. Look at Paragraph 3.“I didn’t feel like a flounder, but given time…”Why do you think the writer deliberately chose not to complete this sentence? 2 1.3 1.3

4. Look at Paragraphs 4 and 5.“In the next chamber was the world’s largest underwater safari…”How does the writer continue this idea throughout Paragraph 4? 2 1.3 1.3

5. Look at Paragraphs 6 to 8.Explain the difference between a wet suit and a dry suit. 2 1.2 1.1

6. Look at Paragraph 13.Why do you think the writer has chosen the word “flooded” to describe how his memories returned? 2 1.3 1.3

7. (a) Look at Paragraphs 15 and 16.Write down two ways in which the writer builds up an atmosphere of suspense as the shark approaches him. 2 1.2 1.1

(b) Explain how effective you find these. 2 1.2 1.3

8. Look at Paragraph 17.By commenting on imagery and word-choice, explain how the writer conveys the “direct contrast” in atmosphere. 4 1.3 1.3

9. (a) What would you consider to be the main purpose of this article?Justify your answer with reference to the passage as a whole. 2 1.1 1.2

(b) Explain how effective you think the writer has been in achieving his aims. Justify your answer with reference to evidence from the passage as a whole. 2 1.1 1.2

Total Mark (30)



AT THE VET


Mark CodeEng Lit

1. (a) Who would be likely to read this article? Think about: Age and/or Interests and/or Nationality and/or Another audience you can identify 1 1.1 1.2


Look at Paragraphs 1-2.2. The writer disagrees with Mrs Harper’s theory that men are “big bairns”

(Paragraph 1).Find two pieces of evidence to support this. 2 1.2 1.1

Look at Paragraphs 3-8.3. The writer presents a different aspect of Mrs Harper’s ‘theory’ in these lines.

(a) Summarise the main line of thought. 1 1.2 1.1(b) Provide two pieces of supporting evidence for this line of thought. 2 1.2 1.1

4. “the equivalent of those in a soap shop to a small boy” (Paragraph 7).Explain why this is a good way of explaining the way the dog might feel about the smells in the vet’s surgery. 2 1.3 1.3

5. “he arrived in the surgery and went daft” (Paragraph 7) From your reading of Paragraphs 8-13, provide three pieces of evidence to support this point. 3 1.2 1.1

Look at Paragraph 17.6 Look at the writer’s description of how the dog reacted to the syringe.

(Paragraph 17). Choose two expressions in this paragraph and explain why they are effective. 4 1.3 1.3

Look at Paragraphs 21 – 23.7. (a) Explain why “But it didn’t end there” (line 63) provides an effective link at

this stage in the passage. 3 1.2 1.3(b) Comment on the effectiveness of the structure of this sentence. 2 1.3 1.3

8. What is surprising about the writer’s use of “glowered” and “exacted his revenge” in this context? 2 1.3 1.3

9. Provide two expressions which help to point out the contrast between the dog and the writer and explain how effective they are. 4 1.2 1.1

10. What do you think the writer was aiming to achieve when writing this article? Justify your choice with reference to the passage as a whole 2 1.1 1.2

Total (30)



MONEY WELL SPENT


Mark CodeEng Lit

1. (a) Who would be likely to read this article? Think about Age and/or Interests and/or Nationality and/or Another audience you can identify 1 1.1 1.2


2. In the opening paragraph, we read that the writer’s father returned in “unusually high spirits”.Explain in your own words what this tells us about the father’s character. 2 1.2 1.1

Look at Paragraphs 1-2. 3. (a) The writer tells us that the trip was “unspeakably exciting” (Paragraph 2).

In your own words give two reasons why the family found the prospect of the trip “exciting”. 2 1.2 1.1

(b) As well as exciting, how else did the family find the prospect of the trip?Answer in your own words. 1 1.2 1.1

(c) The style of writing in Paragraph 2 is chatty. Pick out an example of word choice and sentence structure which demonstrates this. 2 1.3 1.3

4. (a) The writer has pleasant memories of Christmas from his childhood.Explain clearly how any two examples of the writer’s word choice in Paragraph 2 help emphasise this. 4 1.3 1.3

(b) Explain in your own words how the writer’s Christmas holidays were different from school holidays nowadays. 2 1.2 1.1

5. (a) The writer mentions the family Rambler (a make of car). What is surprising about the way he refers to it? 1 1.3 1.3

(b) Suggest a reason why the writer might have referred to the car in this way. 1 1.2 1.1

“We emerged … a winter without winter” (Paragraph 3)6. (a) Explain why the writer has used the dashes in this sentence. 2 1.3 1.3

(b) What is surprising about this expression? 1 1.3 1.3(c) With reference to the rest of the sentence, explain clearly what the writer

means by “a winter without winter”. 2 1.3 1.3

7. The writer suggests in Paragraph 4 that his father’s behaviour was different from the norm. Explain this change, using your own words as far as possible. 2 1.2 1.1

Look at Paragraph 9.8. Explain why it is appropriate for the writer to use the expression “remarkably

cheerful” when referring to the “transaction” his father conducts. 2 1.3 1.3



9. (a) Which of the following best describes the article’s purpose? Choose one only:

to inform to entertain to reflect on a personal experience to tell a story 1 1.1 1.2

(b) With reference to two examples from anywhere in the passage, justify your choice. 2 1.1 1.2

Total Mark (30)



THREE MEN AND A DOG


Mark CodeEng Lit

Look at Paragraphs 1-5.1. In your own words, explain clearly why the writer thinks caring for an older

dog is more challenging than caring for a puppy. 2 1.2 1.1

2. The writer has a “fond vision” of how dogs should behave in hotels and pubs. Explain clearly, with close reference to the passage:

what his vision is. whether Wilf behaves like his vision what the other hotel guests think of Wilf 6 1.2 1.1

3. In paragraph 6, the writer adds some extra information about Wilf inside the brackets.What two things does he tell us about Wilf?Why does he add that information? 3 1.2 1.1

Look at Paragraphs 9-12.4. The family face a number of problems in these paragraphs. Identify two of

these and explain why they are a problem. 4 1.2 1.1

5. The writer contrasts the past and present in paragraph 10. Explain, with reference to word-choice, how he does this. 4 1.3 1.2

6. The writer describes the weather conditions in these paragraphs.(a) Identify and quote an example of a technique used to describe the view from

Whiteless Breast. 1 1.3 1.2(b) In paragraph 13, how does the writer use word-choice to show the changing

weather conditions. Refer closely to two examples in your answer. 3 1.3 1.2(c) How is the idea of changing weather conditions further developed in

paragraph 16? 1 1.2 1.1

7. (a) Who might be interested in reading this article? Choose one of the following: age gender interests nationality background 1 1.1 1.3

(b) Explain, with reference to the passage, how you reached this conclusion. 2 1.1 1.3

8. Which of the following do you think best describes the purpose of the passage?

to criticise bar camping to give information about the Lake District to describe the challenges faced on the trip

Explain your choice with reference to two pieces of evidence from the passage. 3 1.1 1.3



Total Mark (30)Section 2: FictionLearning Intention:

This assignment is designed to assess your skills in Reading. You are expected to show that you can

Understand, analyse and evaluate straightforward written texts, by:

1.1 Identifying the purpose and audience as appropriate to genre1.2 Identifying the main ideas and supporting details1.3 Applying knowledge of language to explain meaning and effect

Success Criteria:

You will be asked questions to allow you to demonstrate that you can:

identify the purpose and audience of the text you are reading show this by quoting or referring to its content

show that you understand the conventions of fiction writing

show clear understanding of the most relevant points of the text infer from the text, drawing on appropriate evidence/quotations to support your thinking

identify and analyse various features of a writer’s use of language and its effect use appropriate textual reference or quotation to support statements

What you have to do:

1. Read the whole of the following non-fiction passage very carefully. It might help to read it more than once.

2. Answer the questions using your own words as far as possible. You do not have to answer in sentences.

3. Pay attention to the number of marks awarded to each question: this gives you a guide of how many pieces of information/evidence are required in the answer.

4. Attempt this assignment without support, if appropriate.



MRS. MOONFACE


Mark CodeLook at Paragraphs 1 - 4

1. Briefly summarise the problem John is trying to deal with in this passage. 1 1.2

2. “It really is my fate, masquerading as a paper.” (Paragraph 2)Why does the writer place this sentence in a paragraph of its own?

1 1.3

3. “Mrs Moonface is at the front of the room, going on about integers.” (Paragraph 3)What does the expression “going on” suggest about John’s attitude to what Mrs Moonface is saying?

1 1.2

Look at Paragraphs 5 - 104. How does the writer make Mrs Moonface’s behaviour seem threatening? 2 1.3

5. “… spews algebra gibberish at a hundred miles a minute…” (Paragraph 5)In your own words explain what the writer’s word choice in this expression suggests about what John thinks of:what Mrs Moonface is saying and how Mrs Moonface is saying it. 2 1.2

6. “I am on Torture Island.” (Paragraph 9)(a) Explain fully in your own words what the narrator means by this. 2 1.2(b) Referring to Paragraph 10, explain two ways in which the writer describes

what “Torture Island” is like.4 1.3

7. Referring to Paragraphs 11-14, write down an example of the writer’s use of humour in these paragraphs. Go on to explain why your chosen example is funny.

3 1.3

8. (a) Referring closely to Paragraphs 15-16, explain clearly how the writer’s word-choice indicates John’s nervousness at this point in the story.

2 1.3

(b) “One box was conspicuously large… The second box was tiny.” (Paragraph 14)Why do you think John makes the boxes different sizes?

2 1.2

9. (a) Referring closely to Paragraphs 22-33, identify one technique in which the language used by the writer suggests John’s growing excitement.

1 1.3

(b) Explain clearly how your chosen example shows John’s growing excitement.

2 1.3

10. Explain, with reference to the passage as a whole, why the final paragraph provides an effective ending.

2 1.1



11. (a) Who would be likely to read this story? Think about: Age and/or Gender and/or Interests and/or Nationality and/or Another audience you can identify

1 1.1

(b) Referring to evidence from the passage, explain how you reached this conclusion.

2 1.1

12. How effectively do you think the writer creates a realistic classroom situation in this passage? Explain your answer.

2 1.1

Total (30)



ALICERemember: Try to use your own words as far as possible in your answers.

Mark Code1. (a) Explain briefly what Alice has been involved in doing. 1 1.2

(b) Give three pieces of evidence from Paragraphs 3 which show that the weather is making it difficult for her. 2 1.2

“It’s hard work.” (Paragraph 4)2. Referring to the paragraphs 4-5, show how the writer emphasises this by

(a) sentence structure 2 1.3(b) word choice 2 1.3

3. When Alice makes a discovery, she does not tell anyone. Using your own words as far as possible, explain clearly why this is. 2 1.2

4. In paragraphs 10-11, Alice tries to learn more about her discovery. (a) Explain clearly her thoughts and feelings at this point. 2 1.2(b) Write down two examples of the writer’s word-choice which suggests that Alice is

being very careful with the object she has found. 2 1.2(c) Explain clearly why one of your chosen examples is effective. 2 1.3

Look at Paragraphs 12 – 14.5. Summarise what happened to Alice in these paragraphs. 2 1.2

6. The writer makes effective use of a variety of language techniques in paragraphs 12-14. Give an example of two different techniques and explain why they are effective.You might refer to:

unusual word choice sentence structure alliteration 4 1.3

Look at Paragraphs 15-23.7. “She hesitates.” (Paragraph 16)

(a) Explain two contrasting reasons why Alice does this. 2 1.2(b) Explain why the final paragraph is an effective conclusion to the passage. 1 1.3

8. (a) Who would be likely to read this extract? Consider one of the following: age gender interests nationality background 1 1.1

(b) Explain how you reached this conclusion. 2 1.1

9. What do you think is the writer’s purpose in this extract? Choose one of the following and justify your decision from your reading of the passage as a whole:

to entertain the reader to create suspense and tension to inform the reader about archaeology to show that digs can be dangerous 3 1.1



Total (30)GLASGOW 5th MARCH

Remember: Try to use your own words as far as possible in your answers.Mark Code

1. Summarise what happens to the “young man” and his “girl”? 4 1.2

Look at lines 5-14.2. (a) Describe the man’s injuries. 1 1.2

(b) “bristling with fragments of glass”Explain why the language of this line is an effective way to describe the man’s injuries. 2 1.3

3. (a) Explain whether the girl’s injury is less or more serious than the man’s. 3 1.2(b) Choose one example of language from lines 7-10 and explain why it is effective in

describing the girl’s injury. 2 1.3

4. (a) Why is “starfished” (line 11) an effective word to use to describe the couple’s actions? 2 1.3

(b) “their faces show surprise, shockand the beginning of pain.” (lines 13-14)Why do you think the writer includes three ideas here? 2 1.2

5. (a) Summarise what the writer tells us about the “youths”. 2 1.2(b) Choose two examples of the writer’s language which effectively describe either the

youths or their actions. Explain clearly why they are effective. 4 1.3

6. What point does the writer make in the last four lines of the poem? Include two details. 2 1.2

7. (a) Who would be likely to read this poem? Choose one from Age Interests Nationality Background 1 1.1


8. (a) This poem is an instamatic poem. It is based a true event which the poet read about in a newspaper. Which of the following do you think best describes the purpose of the poem?

to give information to entertain to raise awareness about a social issue to raise awareness about Glasgow 1 1.1

(b) Justify your choice with reference to the poem as a whole. 2 1.1

Total (30)



GERIATRIC WARDRemember: Try to use your own words as far as possible in your answers.

Mark Code1. In the opening verse, the speaker questions two things which concern him/her

about the patients in the ward.In your own words, identify each concern that the speaker voices. 2 1.2

2. The first line - “Feeding time in the geriatric ward” - is an effective opening to the poem.

(a) Identify which figure of speech has been used by the poet in the first line of the poem. 1 1.3

(b) In your own words, explain why this is an effective opening to the poem. 2 1.3

3. In lines 5-6 of the poem, the doctor responds to some of the speaker’s concerns. (a) What reason does the doctor give for continuing to keep the patients from

dying? Choose from the following: The patient has a right to keep living It is the doctor’s duty to keep patients alive 1 1.2

(b) Quote one expression from lines 5-9 which justifies your answer for (a). 1 1.2

4. In lines 10-18 of the poem, the doctor responds further to the speaker’s concerns.

(a) Summarise the main points the doctor makes. Use your own words as best you can. 4 1.2

(b) Which of the following do you think best describes the doctor’s reasons for what he/she says?

The doctor doesn’t believe in souls The doctor doesn’t have an understanding of souls 1 1.2

(c) Quote one expression which justifies your answer to (a). 1 1.2

5. The second verse of the poem contains a variety of techniques which illustrate the doctor’s opinion.

(a) Identify an example of imagery from lines 10-13 which is used to illustrate the doctor’s explanation of the difference between “souls” and “cells”. 1 1.3

(b) Comment on the effectiveness of the poet’s use of imagery to illustrate the doctor’s point. 2 1.3

(c) Look carefully at lines 14-18. Identify two techniques used to illustrate the doctor’s point. You might refer to: 2 1.3

words the poet has chosen how the poet has structured sentences how the poet has used imagery or sound

(d) Comment on the effectiveness of each technique. 4 1.3

6. (a) Who would be likely to read this poem? Think about: Age and/or Interests and/or Nationality and/or Another audience you can identify. 1 1.1

(b) Referring to evidence from the poem, explain how you reached this conclusion. 2 1.1

7. (a) Which of the following do you think best describes the purpose of the poem? 1 1.1



to give information to entertain to raise awareness about a moral issue to raise awareness about hospitals

(b) Justify your choice with reference to the poem as a whole. 4 1.1

Total Mark (30)



SAILMAKER


Mark CodeRead lines 1-26.

1. Briefly summarise the situation Davie has found himself in. Refer to three key points. 3 1.2

2. (a) In your own words, give two pieces of evidence which show that Davie is a bit embarrassed by his situation. 2 1.2

(b) Explain why you have chosen these pieces of evidence. 2 1.2(c) Explain whether you think Billy is sympathetic or not. Write down a piece of

evidence to support your answer. 2 1.2

Look closely at the language and sentence structure in lines 1-26.3. (a) Much of the dialogue is in Scots English. Give an example of a word which is

Scots and does not have an English version which is pronounced differently. 1 1.2(b) Why is it effective to have Billy and David speaking in Scots English? 2 1.1

4. “Bastard, eh? Sicken ye. And he’s a pape.” (line 25)Identify one language technique used by Billy in this line and explain why it is important at this point in the scene. 2 1.3

Read lines 27 – 46,5. This section of the scene is more tense.

Give an example of this and explain clearly why you have chosen it. 2 1.2

Read lines 47 – 69.6. (a) What three issues do Billy and Davie discuss in these lines? 3 1.2

(b) From your reading of the extract, which do you think might be important for the play as a whole? Justify your choice. 2 1.2

7. (a) “we used to fight like cat and dog.” (line 47)Identify the technique used here and go on to explain why it is effective. 2 1.3

(b) “An he came runnin out the room …and clattered the pair ae us!” (lines 53-4)Explain why “clattered” is an effective word to choose here. 2 1.3

8. (a) Who would be likely to read this play? Consider one of the following: age gender interests nationality background

1 1.1


9. From your reading of this extract, what do you think Alan Spence (the dramatist) is trying to tell us about the difficulties of being unemployed ?

2 1.1

Total (30)



JOURNEY’S END


Mark Code1. Briefly summarise what happens in this scene. Refer to three key points. 3 1.2

Read lines 1-22.2. (a) In your own words, give two pieces of evidence which show that Stanhope is

intimidating towards Raleigh. [A ‘piece of evidence’ can mean his words/ actions/what other characters say about him.] 2 1.2

(b) Explain why you have chosen these pieces of evidence. 2 1.2(c) Explain whether you think Raleigh is intimidated by Stanhope’s behaviour and

support your answer with a piece of evidence. 2 1.2

Look closely at the language and sentence techniques in lines 1-22.3. (a) Identify one technique used in Raleigh’s words which helps us to understand

how he is feeling. You could refer to: Word-choice Sentence structure Punctuation tone 1 1.3

(b) Explain why that technique helps us to understand how Raleigh is feeling. 2 1.3

4. (a) Identify one technique used in Stanhope’s words which helps us to understand how he is feeling. You could refer to: Word-choice Sentence structure Punctuation tone 1 1.3

(b) Explain why that technique helps us to understand how Stanhope is feeling. 2 1.3

5. This scene is from a play which was written to be performed on the stage. Explain how helpful you find the stage directions in these lines. Refer closely to the text in your answer. 2 1.1

Read lines 23-61.6. Using your own words as far as possible, summarise what Raleigh has written

in his letter. 4 1.2

7. Having heard Osborne read the letter, explain how Stanhope feels about what he has done. Support your answer with reference to the text.

4 1.2

8. (a) Who would be likely to read this play? Consider one of the following: age gender interests

1 1.1



nationality background


9. From your reading of this extract, what do you think R.C. Sherriff (the dramatist) is trying to tell us about war? 2 1.1

Total (30)


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