Reading for Understanding, Analysis and Evaluation

All learners should be able to demonstrate understanding of:

The distinction between connotative and denotative uses of language The effect of sentence structure and punctuation The effect of metaphorical language The more commonly used conventions of written language Skills of inference making and summarising

The distinction between connotative and denotative uses of language

This is about identifying important words in the text and explaining why they are important. Denotation means the literal or formal meaning of a word. E.g. Childish - This means something that you would associate with a young person or child - for example a behaviour. Connotation(s) - This means the additional meaning or impact that a word has when it is used for a particular reason. E.g. Childish - This often has negative connotations suggesting someone is immature or can't be taken seriously. Despite the boys reaching 4th year they continued to behave in a childish way, hiding sweets in their pockets and giggling when rude words appeared in their English work.

The effect of sentence structure and punctuation You will be expected to be able to identify and explain the effect of different types of sentences such as: SHORT SENTENCES - These could include: - short, powerful sentences to emphasise a point - a series of short sentences to build pace or tension

LISTS - A list of ideas or objects could be used to emphasise a key idea

E.g. There was so much to organise for the party: food, drinks, decorations, music, sound system, their glamorous outfits, limousines and the fireworks. TOPIC SENTENCES - The writer may make a clear statement at the start of a paragraph to make their point or idea very clear. LINKING SENTENCES - The writer may finish a paragraph referring forward to the next part of the text or start the next paragraph by referring back to the previous section. QUESTIONS - Usually RHETORICAL QUESTIONS which encourage the reader/audience to become interested in the subject/topic.

The effect of punctuation Most common punctuation marks you could comment on would include:
Question mark - ? - See use of questions Exclamation Mark - ! - Used to express a strong emotion such as a command, surprise, anger, joy... Ellipsis - ... - Used to show something is missing or to create a pause in thought or idea - For example: a person who is nervous might hesitate - Umm...eh...Well...I'm v-v-very someone is interrupted mid-flow - "if you could just let me finish..." a sentence or idea is incomplete - Who knows what happened to the cat with the purple eyes... Colon - These are usually used to introduce or define an idea such as a definition of a complex word or to introduce a list. Dashes - Parenthesis - When a short phrase is written within two dashes this is called parenthesis - The information within the two dashes is extra information The sentence would still make sense without the extra info. E.g. His expression - a mix of a scowl and grimace - showed his pain.

The effect of metaphorical language

You will be expected to recognise that writers use metaphors and other imagery techniques to add meaning or give their arguments more power.

Metaphor - Comparing one thing to another saying it actually is somethingThe defender was a vicious animal as he smashed the striker's nose with his elbow.
Other imagery techniques include: Simile - Comparing by using like or as - The shark moved as if it was a powerful steam locomotive late for its next stop. Personification - Comparing an inanimate (not living) thing to a person by giving it human qualities - The car coughed and spluttered as he turned the ignition key on that frosty morning. You may also wish to comment on WORD CHOICE and the use of expression which creates an image or picture for the reader - Use of well-chosen descriptive words / adjectives etc.

The more commonly used conventions of written language This is a broad category and includes a range of ideas relating to types of language, structure and purpose. Formal / Informal language Formal language - You might expect a newspaper article or a government report to make use of formal, accurate and specific language: E.g. Having considered a range of environmental factors I can conclude that the precipitation is likely to increase later this week. Formal language may also be used for a particular audience - E.g. A letter to the P.M. would be more formal than a letter to a friend. Informal language - A more relaxed or conversational tone might be appropriate between friends or in a blog or magazine which is aimed at younger people: E.g. I had a quick squiz oot the windae and I reckon it'll be bucketing rain the morn.

Informal language could also include - slang (shortened or invented words by a group - e.g. a gang), dialect (words specific to a local area), colloquial language (another phrase for informal).
Jargon - This is specific, technical language known by an expert in a topic - E.g. - A snowboarder would use many words not known by most people.

Skills of inference making and summarising This element doesn't really involve a specific set of techniques but instead you need to be aware of how many of the elements of language work together. Inference - This means you need to work out (infer) what the writer is trying to tell to by reading the text carefully and identifying clues. CONTEXT - You may be able to work out a complex idea by reading the text around the word or idea. Sometimes the word may seem complex but by reading before and after the word you will be able find the meaning. Summarising - This requires you to read a couple of paragraphs and explain the main ideas in your own words. IN YOUR OWN WORDS - Many of the questions will ask you to explain or summarise in your own words. You MUST do this as 'lifts'(copying from the text) achieve ZERO marks. You should aim to identify the most important words in the section of text and see if you can find alternatives with a similar meaning. Don't try to translate every word from the passage - Try to get an overview of the idea and explain it without using the main key words.

How to Prepare? We will work on a variety of non-fiction texts in class but to improve your reading for U.A.E. you should be aiming to read good quality newspaper articles (and other non-fiction texts) regularly. You don't need to buy a paper - use the internet! When you find an article you like you should read it carefully and then try to find HOW the writer uses language techniques to make it successful: Sentence structure? Use of imagery - similes, metaphors, personification Unusual or successful punctuation Word choice - Connotations Summarising -What are the main ideas in each paragraph? Style - Formal / Informal - What is the writer's purpose?