CLOSE READINGPupil Support Booklet

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Making sense of the QuestionsThere are three categories of questions:

UNDERSTANDING (U) ANALYSIS (A) EVALUATION (E)After each question in the paper you will see (U) (A) (E). This is supposed to help guide you through the questions. Once you become sure of what type it is, you can decide on the best way to answer.

UNDERSTANDING questions test your ability to locate information and demonstrate your understanding of the writer’s general meaning:You should answer in your own words unless otherwise instructed.You will be asked to show how you deduced meaning from the immediate context.You may be asked to demonstrate how one sentence acts as a link within the passage.

FORMULA FOR UNDERSTANDING QUESTIONS1. Find the section of the passage which contains your answer.2. Put it into your own words.3. Double check with the passage that you have not re-used any obvious words.4. Use the mark allocation as a guide to the number of points you have to make.TYPES OF UNDERSTANDING QUESTIONS1. Own Words Questions.2. Summarise Questions.3. Context Questions.FORMULA FOR OWN WORDS1.Find the section of the passage which contains your answer. In the exam highlight it. 2.Put it in to your own words.3.Double check with the passage that you have not re-used any obvious words.

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FORMULA FOR SUMMARISE QUESTIONS1. Pick out the key points from a section of the passage identified in the question.2. Put the main points of the section of the passage into your own words.FORMULA FOR CONTEXT QUESTIONS1. Say what you think the word or phrase means.2. Refer to other words / phrases surrounding the area of focus.3. Say how the context helped you arrive at a definition.

ANALYSIS questions test your ability to comment on the how the writer is expressing his ideas.

A common fault of exam technique is to treat an analysis question as if it is one of understanding.

Marks are often lost in these questions because candidates explain what is being said rather than how it is said.

Remember that analysis questions will be marked with an ‘A’ to jog your memory about this

You could be asked about language which will focus on: WORD CHOICE, IMAGERY, TONE.

You could be asked structure which will focus on: SENTENCE STRUCTURE Punctuation, repetition, sentence length, paragraphing, order of information.

You could be asked questions on LINKING QUESTIONS

What is a WORD CHOICE question?1. When you are asked to identify words used by the writer because of their effect. 2. You have to identify the words, the effect they have and explain how they achieve this effect.HOW TO ANSWER A WORD CHOICE QUESTION1. Focus on individual words.2. No marks for simply picking out a word.3. Compare your word to a more neutral word, e.g. ‘strode’ compared to

‘walked.’

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FORMULA FOR WORD CHOICE

1. EVIDENCE: Identify the word(s) or phrase(s) / attitude from the text. This means you pick out the important words or phrases and put them into quotation marks.

2. Give the DENOTATION of the word (often a definition.)

3. Explain why the word is effective in the passage. Do this by giving CONNOTATIONS of the word. Connotations are the words that spring to mind when you read / hear certain words. E.g. Dove = freedom, peace, happiness. Red = danger, upset, fear.

4. Explain what it means in the context of the text.

EXAMPLE:

‘A street urchin gnawed on the remains of a hamburger he had retrieved from the bin.’

How does the author’s use of word choice help you understand how the child ate?1. EVIDENCE ‘Gnawed’2. DENOTATION ‘Gnawed’ means to chew or nibble something.3. CONNOTATION This has connotations of an animal eating extremely quickly and almost labouring at the food. 4. MEANING IN CONTEXT It suggests the child ate in an almost animalistic fashion.

Types of WORD CHOICE questions: Connotation: the idea/ pictures you associate with the word.

Formal/informal language: look for a switch of language…why write informally?Bias/persuasive language: how does the write try to persuade you to agree with him/her?Hyperbole: a total exaggeration.

Euphemism: a harsh fact expressed less severely/ more politely

Emphatic language: words which express a definite idea (never, always, without dispute, without doubt).Juxtaposition: the placing together of opposite ideas.

Accumulation: a build-up in the intensity of ideas (eg. Fast speedy lightning…)

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Jargon/ technical language: the language used in a specific context/ job/environment.Dialect: is the name given to the style of language spoken in a particular area.

Pun: a phrase which has more than one meaning.

EXPRESSION:Colloquial language, dialect, shades of meaningQuestions relating to expression and word choice look at the effect created by the particular choices of the writer. The writer’s tone will depend on these choices. The particular style a writer chooses is known as the register. This includes grammar, word choice and all aspects of style.Colloquial LanguageA writer may choose to write informally using a style more typical of speaking than writing. This is called colloquial language. Expressions such as ‘well’, ‘by the way’, ‘of course’ and ‘you know’ are examples, as are slang words such as ‘guy’ for man or ‘kid’ for child.

EXAMPLE: The first question in the 2000 Intermediate paper focused on this aspect of expression:‘Quoting evidence from the early part of the passage (lines 1—20), show how the writer creates the impression of someone speaking to us rather than writing for us. (2 marks)’In this example, you were directed to quite a large section of the text, but as the question was worth only two marks you had to be selective. Here is a possible answer.

‘The writer uses the word ‘you’ (in ‘I guess you can tell’) which gives the impression he is chatting to the reader. He also uses slang expressions such as ‘guy’ and ‘in case you don’t know’ which add to the impression he is speaking.’

Dialect:One particular form of spoken English is dialect. Dialect is the name given to the style of language spoken in a particular area of the English speaking world. Scots is an example of a dialect. You may be asked to compare dialect with Standard English, which is the term you should use for the style of English that is understood everywhere. Dialect forms may be simply Standard English words pronounced differently, such as Scots ‘auld’ for

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‘old’, or they may take the form of completely different words such as ‘bairn’ or ‘wean’ for ‘child’.Shades of Meaning:Sometimes you may be asked to explain a particular shade of meaning of a word.Look at this example from the 2000 Intermediate 2 paper:

Quote an expression from the first three paragraphs that suggests that the speaker does not feel threatened in the film theatre. (1 mark)

The answer was ‘saunter’ (from ‘I saunter in under the Ladies’ Room door…‘) which means to walk in a carefree manner. Since this question was worth only 1 mark and instructs you to ‘quote’, this one word was all that was required. There was no need to waste time on further explanation.However, the question might have been set in the following way:What does the word ‘saunter’ suggest about how the speaker feels in the theatre? (2 marks)If the question had been set in this way, an explanation in your own words would have been required. A good approach would be to consider what would have been lost if a more neutral word such as ‘walk’ had been used instead. An acceptable answer would be:

‘Saunter’, meaning to walk in a carefree way, shows the speaker did not feel threatened in the movie theatre at all.

What is an IMAGERY question?SimileMetaphorPersonificationA simile is a comparison of two things using ‘like’ or ‘as.’A metaphor is a direct comparison of two things, when you state something IS

something else.Note: it may not contain is or as, e.g. The cotton wool cloud formation. (the

clouds were layers of loosely packed cotton wool.)Personification is the form of metaphor that gives inanimate objects human

qualities. E.G. The billowing sheets danced together on the clothes line.

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An extended metaphor is where a metaphor continues over a few lines or sometimes through an entire text.

FORMULA FOR IMAGERY QUESTIONS1. Quote an example of the imagery being used.2. Say what type of imagery is being used.3. Identify the two elements being compared.4. Explain what the two elements have in common.5. Say why the comparison is effective.EXAMPLE: ‘The children swarmed like greedy bees around the teacher’s desk, buzzing with anticipation.’

1. Quote2. A simile is used – when something is said to be like something else. The

children are said to be like bees.3. Children gathering at desk are compared to bees swarming around the hive.4. Bees gather in large numbers, so do the children to speak to the teacher.

Bees are small and fast in movement, so are the children. Bees make a low, persistent buzz, so do the children murmuring.

5. Children are many in number, noisy and enthusiastic. Small and similar in appearance and want to be rewarded by the teacher as bees want to be fed pollen from plants.

SOUND TECHNIQUES

1.Alliteration – two or more words which begin with the same sound, e.g. wild wave, kicking Canadians, school fuel, seven sizzling sausages.2.Assonance – two or more words which repeat the same vowel sound, e.g. far past our father’s land, flower power.

3.Onomatopoeia – words which imitate the sound they are describing, e.g. sizzle, slither, buzz. pop.

4.Sibilance – repetition of the ‘s’ sound, e.g. stubborn and shy, slow sloppy sarcastic people. Creates a soothing sound effect.

5. Consonance – Repetition of a constant sound, e.g. dead bodies piled on the deck. Usually has a harsh effect and draws attention to the extract.

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SENTENCE STRUCTURESome of the most poorly answered questions in Close Reading are the ones which ask you to look at the writer’s sentence structure and to comment on the effect that the writer is trying to create.What To Look ForAlthough it may seem daunting, you can answer all sentence structure questions by using the same process every time. This can be split down into four separate parts which you should consider:1) Sentence Length2) Punctuation3) Function of the Sentence 4) Any other stand-out features LOOK FOR STAND OUT FEATURESLook at the sentence you have been directed to and try to decide if there is anything about it that you would consider to be out of the ordinary. This seems like a simple thing to say, but many people do not comment on obvious features such as repetition, inverted sentences or use of rhetorical questions.The key is to spot these, and explain why you think the writer has chosen to use these features.FORMULA FOR SENTENCE STRUCTURE1.Identify the sentence structure. 2.Quote.3.Comment full on why the writer has used this structure.4.Explain why this technique is effective.

When you see the words sentence structure you should automatically think of the following:Step one: What type of sentence is it? Is it a statement, (rhetorical) question, command, exclamation, or a minor sentence?Sentence type:

Does the sentence make a statement? She’s a good girl.Is the sentence in the form of a question? Is she a good girl?Is it an exclamation? Good girl!Does it have a command or an instruction? Be a good girl for your granny.

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Is the sentence in the form of a list? We had coffee, cake, ice-cream and chocolate.What effect does the sentence type have?

A statement tells you something and ends with a full stop.

Exclamations show excitement or surprise. Often begin with ‘what’ or ‘how’

and end with an exclamation mark. (!)

Commands tell you to do something and end with a full stop or an exclamation

mark.

A minor sentence is a sentence with no verb.

Questions – rhetorical questions: a question that does not expect an answer.

A)Simple sentences – usually short, only have one clause and one verb. A clause must have a subject, object and a verb, e.g. A book fell on John’s head.

object verb subject e.g. I love chocolate Subject verb object B) Compound sentences has two (or more) clauses in it. They are joined by a Conjunction, e.g. but, and, because, or, although, however …

e.g. A book fell on John’s head and he had to go to hospital.I love chocolate because I have a sweet tooth.

Step Two: Mention if the sentence is a long / complex sentence or a short / simple one.

Length: Is the sentence noticeably short or long? What effect does this length have?

LONG SENTENCES: Create a list of something, Show lots of ideas jumbling around in someone’s head, to show confusion.

SHORT SENTENCES: Show that someone is angry, indicate that something has happened suddenly, emphasise an idea, make it stand out? (Remember to say why the writer would want it to stand out)

Step Three: Word order and inversion. Is the word order different or reversed in order to create a particular effect?

Inversion – when the subject of the sentence is delayed.

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Have the words been place in an unusual order? Dancing, was her ultimate goal in life.What effect does this have?

Step Four : Is there a list? Usually if there a lots of commas in a sentence, there is a list of words. A list is used to give details.

Step Five: Is there repetition of words within the sentence? Repetition is when the same phrase / clause is used more than once within a complex sentence. Emphasises a point, often makes something clear.

Step Six Is there a climax in the sentence? Climax – placing a number of items in ascending order with most important coming last. Build up.Anti climax – a build up which doesn’t reach expectation.

Step Seven: Look at the parts of speech, e.g. the verbs, nouns, adjectives, adverbs, pronouns, prepositions, conjunctions. Look in your jotters for an example of all of these.

Step Eight: Look at the tense. E.g. is it past, present or future tense? Is this important? Does the tense change?

Example: Past tense – I went to the shops. Present tense – I am going to the shops. Future tense – I will go to the shops.

Step Nine: Does the sentence include parenthesis?

Step Ten: Is the sentence written in first or third person? First person is I, me and we did something; third person is they, he and she did something.

Step Eleven: In sentence structure questions you might need to comment on the punctuation used as this affects the structure. Grammar

Would the sentence make sense on its own, out of context?Is it a minor sentence one without a verb? She was a really good girl. Sometimes. Not always.

(minor sentences, while not grammatically perfect, can often make a big impact. Writers can use them to add drama or emphasis.)

What effect does the grammar of the sentence have?

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Finally, ask yourself:Is there anything unusual about the way the sentence is written?

words said when someone speaks OR go round the words quoted whan a quotations is used OR can imply that something is only ‘so called’ and not genuine. PUNCTUATION1.Parenthesis – brackets, commas or a a pair of dashes. These are used:A) to add extra information. E.g. in third year (my favourite year so far) we have English four times a week.B) To explain something, e.g. His limp (caused when he was 5) hindered him.C) To add comment, e.g. John was (hardly surprising) depressed when Scotland lost.D) To give examples and paint a picture, e.g. That night john drowned his sorrows (in his local, with a lot of Lager followed by a fish supper) before going home to watch the highlights.

2. Single dash (-) – used:

A) For afterthoughts, e.g. An incredibly violent film – hardly a surprise.

B) Hesitation / interruption, e.g. Well – eh – I think …

C) Lists, e.g. Her five favourite singers – Tom Jones, Cliff Richard … 3.Colons (:) – used to: A) Introduce a list, e.g. The following were nominated: Higgins, Hopkins and

Healey. B) Balance two clauses of equal importance.

C) To introduce a quotation, e.g. She used the following: ‘This too shall pass.’4.Semi colon (;) – used to: A) Indicate the expansion of an idea.B) Break up a

list, especially a list of phrases or clauses.e.g. Mary likes to go to the gym; she is a fitness fanatic; she is training for a

marathon.C) Make contrasting statements, e.g. I love pasta; they can’t stand it.

5.Commas (,) – Separates clauses and phrases in a sentence. A number of these may indicate a list.

Do not just say, ‘the writer uses commas.’ You must say WHY they use them and what is the EFFECT? Only comment on the commas if they are helping to create a list in the sentence.

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6.Hyphen (-) Be careful, not to mix up a dash with a hyphen. A hyphen joins

two words, e.g. week-end is a hyphen. 7. Inverted commas (‘’) – These mark quotations, direct (spoken) speech,

foreign words, or words used in an unusual way.

Example: He ‘liked’ the present.

Does he really like the present? No.

8. Ellipsis (…) indicates a tailing off at the end of a sentence, or may imply suspense.

SENTENCE STRUCTURE EXAMPLE:

“Strathspeld is everywhere white.”

a) What is unusual about the structure of this opening part of the sentence?b) What effect does this create?

How would you answer?Looking at this sentence you can see that it the word order is unusual. We would not expect the place name to come first here. We would expect this to read:“Everywhere is white in Strathspeld” or “White is everywhere in Strathspeld”.So, we know that the word order is inverted, but what it the effect of this? Because the word order is unusual, the writer is clearly trying to emphasise one or more of the words. Here, he is emphasising the words, “White” or “everywhere” to give the impression of the blanket coverage of the snow.Sample answer:a) The word order is inverted as we would not expect the sentence to read with the place name first.b) It emphasises the words “white” and “everywhere” to show just how much snow had fallen.

TONE

The tone of a piece of work reflects the attitude of the writer.The most obvious way to understand tone is to think about the tone of your voice.

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E.g. ‘very nice’ could be said warmly, sarcastically or even bitterly depending on the tone of your voice.

Writer’s Purpose- think about why the writer is writing the piece: Is he / she trying to be funny? Serious? Are they trying to stir up feelings in the reader? Trying to be persuasive? Trying to criticise something?FORMULA FOR TONE

1. Identify the tone.2. Quote from the passage.3. Explain in-depth how your quote creates your stated mood or tone.

This will mostly focus on word choice, punctuation and sentence structure.HUMOROUS OR LIGHT HEARTED TONEJokes.Hyperbole (extreme exaggeration).Anti-climax.The purpose is to amuse the reader.CHATTY OR COLLIQUIAL TERMSlang.Dialect.Abbreviations.This helps to involve the reader more as it seems the author is chatting to the reader.EMOTIVE LANGUAGEStrong emotional words are used to express extremes of feeling.This aims to stir up emotions in the reader, particularly anger, pity or sympathy.IRONIC/ TONGUE IN CHEEKUsed for criticism or mockery.Saying the opposite of what is actually meant.PERSUASIVE/ARGUMENTATIVE TONEVery positive expressions used.Superlative adjectives.Emotive language.Rhetorical questionsFirst person.Only one opinion put forward.

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TONE EXAMPLE: ‘There goes a plump medallion man who will tell you – his unhappily captive audience – a succession of unfunny and wildly politically incorrect jokes at which you will laugh, lamely, and hope he goes away.’Comment on how effective the writer’s use of tone is in this extract. (2 marks)2 marks means you need to look at 2 different techniques: Word choice and sentence structure has been used in this example.ANSWER:The writer uses a dismissive, disapproving tone.

1. Word choice of ‘plump’ – connotations of unattractive and shows the writer’s disapproval.

2. Sentence structure: The parenthetical (parenthesis) statement: ‘ - his unhappily captive audience -’ further emphasises the tone of disapproval as it is suggesting that people are forced to listen to them.

The writer is completely critical of this man and believes that no one would want to listen to him under any circumstances.

LINK QUESTIONS Authors use linking sentences to link ideas or to link paragraphs together.Simple linking questions:

1. Show how the underlined sentence acts as a link between the writer’s arguments / between paragraphs 2 and 3.

2. What is the function of the sentence in the argument / in the paragraph?3. What is the function of the word?

Remember links go back AND forward.You have to refer to the whole passage to make the link clear.

Various ‘markers’ will link the stages of the argument. These could be conjunctions or phrases like ‘but’, ‘yet’ or ‘on the other hand’ which mark a change in direction. If an argument is to be added to, expressions like ‘furthermore’, ‘moreover’, ‘a further advantage’ or ‘in addition’ will point to this. Sometimes a whole sentence will be used to mark a turning point, and you may be asked a question on this.

The simplest question you will be asked about linkage is:

What is the function of this sentence in the argument?

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Following the Roman invasion in 43 AD, the south of Britain was totally subdued within thirty years; many Britons were sold as slaves and the land was covered with Roman roads and towns. Soon, south Britain was to be a complete Roman province, the townsmen speaking Latin and building for themselves those comfortable Roman houses with central heating. A Roman temple to the god Mithras has been excavated in the heart of London. But, unlike their easy victory in the south, the north of the country resisted the foreign invaders. Here the Romans were never able to do more than hold down the natives for short periods. There were no Roman towns, no country houses, no temples, only forts and camps where soldiers lived for a time.LOOK AT THE FOLLOWING QUESTION

Question: How does the sentence underlined form a link in the argument?

Such a question would be worth 1 mark. The answer, obviously, is that it forms a link. However, you might be asked to show how it forms a link.

The accepted method for doing this is to pick out the parts of the sentence that sum up the two ideas to be linked.

You must quote these, and then explain in your own words the ideas they are referring to, making clear which idea comes before the linking sentence and which follows.

In the above example the two parts of the sentence which provide the link are ‘easy victory in the south’ and ‘the north of the country resisted’.

The answer should read:

The words ‘easy victory in the south’ refer to the Romans quick transformation of Southern Britain which is discussed in the first part of the paragraph. The words ‘the north of the country resisted’ link to the next idea which describes how little the Romans were able to achieve in the north.

FORMULA FOR LINK QUESTIONS1. State that the sentence links back to what’s previously been said and quote the part of the sentence that links back.2. Quote the information previously given to make this clear.3. State that the sentence links forward to introduce what will be discussed next and quote the part of the sentence that links forward.4. Quote the information that is later introduced to make this clear.

Contrast, Difference, Change Questions1. Identify the contrast in your own words.2. Use headings to show the two contrasting ideas.

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3. Identify quotes which will illustrate the difference / contrast / change.4. Analyse how these quotes show a contrast / difference / change.5. Look for other words which will illustrate contrast, e.g. however, then, now, but, instead, later, on that occasion.6. Look for a change in tense. (past, present, future)7. Comment on how these words make the difference / contrast / change clear.

EXAMPLE QUESTION‘We had been depressed, now we were relieved. The assessment was over.’

1. In past; ‘has been’ indicates things in distant past.2. More recently they ‘were’ – shows there has been a change.3. This is highlighted by the use of ‘now’ to signal movement in time.4. Word choice makes the difference clear:

Negative connotations ‘Depressed’ Positive connotations ‘Relieved.’

Unhappy situation, Seems unchangeable

Anxiety is removed, Burden lifted, something changed.

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EVALUATION QUESTIONS Evaluation is a mixture of

Understanding Analysis

Evaluation questions are usually found at the end of Close Reading assessments. They will usually- but not always- ask you to look at the a passage as a WHOLE. You could be asked to think about the writer’s ideas:

How effective do you find the final paragraph as a conclusion to the article? Referring to the passage as a whole, how persuasive do you find the writer’s argument? You could alternatively be asked about the writer’s style/language:Explain whether you think the style of the passage is, or is not, appropriate to the content, audience or purpose of the article? Considering the passage as a whole, and taking account of the writer’s use of language and tone, how effective do you feel she has been in conveying her viewpoint?

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YOU MAY USE IDEAS AND REFERENCES FROM OTHER ANSWERS YOU HAVE GIVEN EARLY IN THE CLOSE READING ASSESSMENT

THREE TYPES OF EVALUATION QUESTIONS1.Evaluate the writer’s ideas and development of their argument.2.Evaluate the writer’s style.3.Evaluate the writer’s ideas AND style

ANSWERING ON THE WRITER’S STYLEThink about:Word choiceImageryToneLinkageSentence StructureSound TechniquesUse of Contrast

ANSWERING ON THE WRITER’S IDEASConsider the use of:

Facts / statistics.Personal anecdotes / specific examples.Structure (is the passage structured to develop and emphasise their ideas?).The purpose (e.g. to inform, persuade / criticise etc).The audience / readership (who is it aimed at?).FORMULA FOR EVALUATIVE QUESTIONS

With a simple ‘yes, I do find it effective because …’Or

‘No, I do not find it effective because …’ WORDS TO EXPRESS JUDGEMENT IN AN EVALUATIVE QUESTION

EffectiveMovingSatisfyingExcitingHumorousConvincingPersuasiveShockingDisturbingEnjoyableEntertaining.

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WHAT INFORMATION DO YOU NEED1. The main points made by the author. 2. Key techniques used by the author.3. A comment on what these techniques revealed about the author’s view /ideas.ANSWERING AN EVALUATION QUESTIONDO NOT USE BULLET POINTSYour answer should be written like an essay using:Point - make a point about the success of the writer’s use of language/ final paragraph/ ability to persuade youE - quote to back up your pointEvaluate - explain how your quote proves your point about the writer’s skill.

Example 1: The writer’s final paragraph is effective as it sums up the key ideas in the article about the dangers of junk food. An example of this is, “Fast food has already taken a bite out of our health…..it may consume us all.” This shows

the harm already caused as discussed throughout the text and suggests that if it is not addressed this issue will soon be a danger to everyone in Britain, emphasising the key points about the need to promote healthy food in schools

and limit fast food outlets. Example 2: The language used is effective as it refers to the dangers of fast food, using personification to suggest that we are under attack from the risk of obesity. The word, ‘bite’ has connotations of harm or danger as if junk food is attacking us. ‘Consume us all’ suggests that we will be swallowed or overwhelmed by the problems associated with unhealthy eating if fast food is not banned.

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A TYPICAL ANSWER MIGHT BE:The author effectively conveys the eerie silence of the city at night after the fighting had stopped. The personification in the expression ‘ the moon gazed’ gives the impression of the moon taking time to look at the city and suggests an atmosphere of calm and little movement. The alliteration of ‘s’ creates a soft sound reflecting the quiet of the city. The list suggests all the noises that had stopped, building up the climax, indicated by the dash, which makes the main point ‘ silence at last’. The word ‘but’ shows a change as the author reminds us ‘ But not for long’. This is effective because it adds tension and fear which is what the people of the city must be feeling. The word ‘fear’ is very emotive and is a shocking reminder of the feelings the people. The contrast between the silence, which the author repeats, and the noise connoted by the repetition of ‘ scream’ is a shocking reminder of how suddenly the war changed people’s lives.EVALUATION PRACTICE: Are you lovin’ it? Fast food fatties aren’t: obesity not only has devastating consequences for our physical health but also for the mental wellbeing of our young people. According to the British Medical Association one in 10 teenagers is said to suffer from a mental health problem. Surely this shocking statistic should be the final nail in the coffin for junk food in schools! We are depriving our children of a happy childhood and a healthy future and chomping chunks out of our country’s finances in order to cope with this eating epidemic. It’s time the salad dodgers finally faced the facts!

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How effective do you find the final paragraph as a conclusion to the article? Comment on the use of two of the following-language, structure or tone- or any other journalistic technique. (4)

ANSWER: The final paragraph is effective in summing up the writer’s arguments about the dangers of junk food and it also refers back to the first paragraph where they referred to the hidden dangers of fast food as it mentions the risk of mental illness. The writer uses a rhetorical question at the start of the paragraph which is a play on the words used in the Macdonald’s slogan to make the reader think about whether we still like fast food after all the risks that have been highlighted in the article. These are also highlighted by the writer’s use of statistics from health experts to make their argument more convincing and emotive language such as the phrases ’ nail in our coffin’ and ‘depriving our children’ that makes us think about the grave risks to young people and implies that we are being unkind to children if we let them become obese or unhealthy.

TYPE, PURPOSE, AUDIENCENational five candidates (and possibly the new higher exam) will always ask you to consider the type, purpose and audience of a text There are many different types of text. Remember, anything that communicates information can be regarded as a text.Examples: newspaper report; magazine article; novel; short story; leaflet; email; drama script, etc.Before writing or analysing any text, you must ask yourself the following questions. What type of text it is? Who is the audience? What is the purpose of the text?There are a number of clues that can help us answer these questions and a number of rules/conventions we need to stick to when producing our own texts.AUDIENCEThis refers to who the text is written for.Examples of audience include: young children; teenagers; women interested in fashion; men interested in fitness educated adults; medical professionals. The content of the writing must be geared towards appealing to the audiences expectations and desires.

PURPOSEThis refers to what the piece of writing is trying to achieve. Examples of purpose are more limited. These are:

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to entertain to persuade to convey information A piece of writing can have more than one purpose. Again, the content of the piece of writing will be specifically designed to make sure it meets the purpose (or purposes).TEXT 1“The world you live in is full of energy: light, heat, electricity and sounds are some of the forms that energy takes. Most energy comes from the Sun, which provides heat and light for plants to grow, to keep you warm and let you see.” The Usborne Book of ScienceMODEL ANSWERThis text is taken from a reference book (type) was written for young children (audience) to provide information (purpose) about energy. The writer has matched the text to the audience and purpose by: Using simple sentences. Using words that most young children will be able to read and understand. Addressing the reader directly by using the word "you".

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