Reading Comprehension

Long Questions
When solving the reading comprehension section in the exam consider the following steps to be able to answer
the different types of long questions:
● compare (language -structure-the way the writer presented his points)
● contrast (language -structure-the way the writer presented his points)
● how did the writer create /maintain tension
● what makes the text interesting
● which text is more appealing and why

Comparing by purpose and form

One way to link texts is through the purpose they are aiming to achieve and the form they are
using.

Form is the type of text (Layout) for example:

● an article
● a blog
● a letter
● a diary
● a newspaper

It’s also useful to think about whether the form is for a public or private audience. For
example, a letter is usually for a private audience while a news article is usually for a public
audience. This will affect the purpose of the text and the language choices made by the writer.

Purpose is what the writer is trying to achieve, for example:

● to entertain
● to inform
● to advise
● to persuade
● to argue

It’s very important to remember that often a writer will have more than one purpose. For
example, a fashion blog may want to entertain, as well as inform and advise.

When comparing texts, consider what they have in common AND what is different about them.

If they have the same main purpose:

● Do they use similar methods? For example, a letter and a news article could use
persuasive methods to present completely different viewpoints of the same topic.
● Are they aimed at the same kind of audience or different ones? Within two
advertisements, the writers will aim to sell their product but might have a different
target audience in mind.
● If they have a different purpose but the same subject:
● How do they treat the subject differently? For example, if you are comparing two texts
about a natural disaster, how does the choice of methods show how the writer has

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 aimed their writing at a particular audience? For example, one text could be aimed at
university students studying the natural disaster and the other could be aimed at the
general public.
● How have the writers shown a different opinion about the same subject?

1-Purpose:
● Argue-Persuade – Advise
● Inform –Explain –Describe
● Imagine – Explore –Entertain
● Analyse –Review –Comment
Audience:
The group of readers who read a particular piece of writing. You should anticipate the needs or expectations of
the text to be able to decide which audience is suitable for/targeting.
2-Layout:
● Letter to a friend/Formal letter
● Film Review
● Diary entry/Recount/Account
● Holiday Brochure
● Fairy Tale/ Story /Novel or any other type of narrative
● Newspaper Article
● Argumentative Speech /Article
● Informative /Science Book
3-Language:
The suitable level of formality the writer uses to communicate with the reader; formal, semi-formal or informal.
4-Verb Tenses:
Past, present or future ……
5-Genre:
The type of the text: Fiction (Imaginary) or Nonfiction (Realistic) Literary Fiction- Mystery –Thriller- Horror-
Historical –Romance- Comedy-Academic -Science Fiction -Fantasy- Magical- Realist.
6-Point of View:
● First Person: I –My- Mine –Our –Ours –Myself –We -Ourselves
● Second Person: You –Your-Yours –Yourself
● Third Person: He- She –Her- Hers - Him- Herself –Himself-His-Them –Themselves-Their -Theirs

7-Structure of the text:

Text Structure Description/Purpose of Text Structure Signs of Text Structure

1-Descriptive/Narrative Descriptive texts are written to • Specific characteristics or features are

describe an object, person, place, described or explained (size, shape,
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 event or idea.
Narrates an event/story with
characters, setting, conflict, point of
view, and plot
2-Chronological/ Sequence/chronological texts are
Sequence written to show how to do something,
explain the progression of something,
or to relate a series of events that
happen over time.
Present ideas or events in the order in
which they happen
3-Compare/Contrast Compare/Contrast texts are written to
explain how two or more ideas, events,
things or people are alike and different
from each other
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location, colour, etc.)
• Descriptive adjectives are used
throughout the text.
• Details are provided to help the reader
visualize the topic
• Examples are often provided (for
instance, such as, an example, to
illustrate, to demonstrate)
• The topic word or a synonym for the
topic is often repeated Who is the
narrative
about?
Questions
• Where is it set?
• What is the conflict?
• Who is telling the narrative?
• What is happening?
• first, second, third
• next, after, not long after, later, following,
then
• before, prior to, earlier, previously
• during, meanwhile, in the meantime,
throughout
• finally, last, lastly
• most recent, now, soon
Questions:
 What items, events, or steps are listed?
 Do they have to/always happen in this
order?
 What sequence of events is being
described?
 What are the major incidents that occur?
 • How is this structure revealed in the text?
 both, as well as, ___ and ___, either, each,
also, likewise similar, alike, compared to,
same, common
 however, yet, but, although, on the other
hand, than, conversely
 as opposed to, in contrast, different from,
 Discuss two ideas, events, or
phenomena, showing how they are
different and how they are similar
differences between
Questions:
 What items are being compared?
 In what ways are they similar? Different?
 What conclusion does the author reach
about these items?
 What conclusion does the author reach
about these items?

4-Cause/Effect Cause/Effect texts are written to
explain how or why something
happened, exists or operates. A cause
is the reason for the occurrence and
the effect is what happened as a result
of the cause. Sometimes there are
multiple causes and/or effects.
• cause, because, since, the reason for, due
to
• effect, as a result, so, for this reason
• therefore, consequently, subsequently
Questions:

• What happened?
Provide explanations or reasons for • Why did it happen?
Phenomena. • What caused it to happen?

5-Problem/Solution Problem/Solution texts are written to • problem, challenge, difficulty

explain a problem and possible
solutions. Once the problem has been • because, since, due to, reason for, however
defined, one or more solutions are
• solution, resolution, solve, suggestion,
described.
• recommendation, change, answer, to
address

• the problem, prevent

6-Question/Answer Question/Answer texts are written to
inform or enrich information towards a
specific topic or subject, they give
extra information and help you
acknowledge a subject more.
Questions escalate form easy direct to
sophisticated and scientific ones
 Where is the nearest petrol station?
 Who are you?
 When does the next train arrive?
 What was that noise?
 Why do you drink coffee before going to
bed?
 Whose telephone is this?
 Which train do I need to catch to go to
London?
 How old is your car?

The language devices /Figurative language used

Literary Devices, Techniques, and Elements are Literary techniques they are specific techniques which an author
uses to convey meaning. An author’s use of a literary technique usually occurs with a single word or phrase, or a
particular group of words or phrases.
● Alliteration: The repetition of consonant sounds within close proximity, usually in consecutive words
within the same sentence or line
● Dialogue: Where characters speak to one another
● Foreshadowing: Where future events in a story, or perhaps the outcome, are suggested by the author
before they happen. Foreshadowing can take many forms and be accomplished in many ways, with
varying degrees of subtlety

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 ● Hyperbole: A description which exaggerates. The author uses hyperbole to describe Mr. Stevens, calling
him “the greatest human being ever to walk the earth.”
● Imagery: Language which describes something in detail, using words to substitute for and create sensory
stimulation, including visual imagery and sound imagery. Also refers to specific and recurring types of
images, such as food imagery and nature imagery
● Irony: Where an event occurs which is unexpected, and which is in absurd or mocking opposition to what
is expected or appropriate
● Metaphor: A direct relationship where one thing or idea substitutes for another.
● Onomatopoeia: Where sounds are spelled out as words; or, when words describing sounds actually
sound like the sounds they describe
● Oxymoron: A contradiction in terms. Romeo describes love using several oxymoron, such as “cold fire,”
“feather of lead” and “sick health,” to suggest its contradictory nature
● Personification: Where inanimate objects or abstract concepts are seemingly given human self-
awareness; where human thoughts, actions and perceptions are directly attributed to non-living objects
or abstract ideas. Such as a particular human behavior or a force of nature, is represented as a person
● Repetition: Where a specific word, phrase, or structure is repeated several times, to emphasize a
particular idea. The repetition of the words “What if…” at the beginning of each line reinforces the
speaker’s confusion and fear
● Simile: An indirect relationship where one thing or idea is described as being similar to another. Similes
usually contain the words “like” or “as”
● Verbal irony: Where the meaning is intended to be the exact opposite of what the words actually mean.
(Sarcasm is a tone of voice that often accompanies verbal irony)
● Conflict: A struggle between opposing forces which is the driving force of a story. The outcome conflicts
can exist between individual characters, between groups of characters
● Mood: The atmosphere or emotional condition created by the piece, within the setting e.g. he mood of
Macbeth is dark, murky and mysterious, creating a sense of fear and uncertainty
● Theme: The main idea or message conveyed by the piece. A theme is generally stated as a complete
sentence; an idea expressed as a single word or phrase.
● Tone: The apparent emotional state of the speaker/narrator/narrative voice, as conveyed through the
language of the piece

Structural Devices (How is the text organised)

● Paragraphs
● Linking words
● Sentences : Length: short –long AND Type: Simple-compound-complex
● Punctuation
● Use of boxes –underlines- subheadings –Different fonts- graphs -bullet points

1-What makes the text interesting?

One of the common long questions that you might face after text three is’ how did the writer succeed in making
the text interesting? ‘, when thinking about the ways that the writer used to make the text interesting think of the
following:

● Setting up expectations
● Use descriptive/figurative language
● Introducing the reader to the characters and setting
● Set up neat contrast between people or events
● Use direct speech between characters
● Suggesting future events
● Discussing feeling or memories Outright Opinion: Sentences that begin with ‘I believe’, ‘I want’, ‘We
think’, ‘My view is’
● Direct Address: Using words like ‘I’, ‘us’, ‘our’ and ‘you’ to draw the audience in as if they are being
spoken to in a one-to-one conversation.
● Rhetorical Questions: A question asked to make the reader think. It often leads them into an answer
chosen by the writer / speaker
● Emotive Language: Words or phrases that provoke the audience into feeling emotional

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 ● Personal Testimony: Talking about personal experiences that back up the point being made. This gives
more weight and emotion
● Tripling: Listing a minimum of three things at a time. This makes the argument seem wide-ranging and
well thought through
● Facts and Statistics: Using real-life events or numbers to add weight to an argument Sometimes
exaggerated for extra power
● Alliteration: Repeating the same sounds or of the same kinds of sounds at the beginning of words
● Flattery: Being nice to someone
● Gaining Sympathy: Make the other person feel sorry for you
● Repeat: Express your ideas in different ways several times
● Empathy: Putting yourself in the other person's shoes
● Shock tactics: Scare people into doing what you want
● Anecdote: Stories and experiences to prove your idea.
● Rule of 3: Three ideas organised from the least important to the most important, so the reader would feel
as if they are getting a great deal
● Making Deal/Compromise: Meet someone halfway to get most of what you want
● Threats and Blackmail: A tough and risky way must be used at times

2-What builds tension?

Another question that asks about building tension; think of the following when you are asked about
aspects of building tension.
● Repetition
● Long Paragraphs
● Reference to time
● Short sentences
● Reference to noises and sudden actions
● Use of punctuation (ellipses – exclamation marks – question marks)
● Use of figurative sentences
● Reference to sound- light – action that reflect anticipation /expectations
EFFECT CREATED BY SOME FEATURES OF LANGUAGE

TECHNIQUE WHY THE WRITER USES IT

FACT ● Make the text seem convincing, accurate and therefore believable.
To create a sense of certainty.
● To reinforce their argument.
● To sound like an expert voice.
● To place the theme in a real world context.

STATISTICS  Numerical facts and data used to support a point.

OPINION ● Sways the reader towards the writer’s viewpoint.

ALLITERATION ● Makes the text catchy – it sticks in the reader’s head.

● To emphasise a point.
● To create a sense of rhythm.

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 ● To create a mood or atmosphere.
● To speed up the pace of reading.

RHETORICAL ● To influence / persuade the reader to agree with them.

QUESTION ● To make the reader reflect on a key point.
● To highlight / emphasise an obvious theme or feature.
● To slow down the pace of reading to make the reader reflect on the
text.

THREE ● To create a strong emphasis.

(RULE OF) ● To create humour.
● To make the words seem more important to the reader.
● To make information memorable.

EMOTIVE ● Makes the topic of the text seem overly good or bad, depending on
the purpose of the text.
LANGUAGE
● To make the reader feel sympathy.
● To make the reader feel anger.
● To make the reader react.
● To make the reader have a positive or negative response.

DIRECT ● Engages the reader to read on as they feel that, by being

addressed directly, the text is specifically for them.
ADDRESS
● To demand the reader’s attention.
● To create a connection between the narrator and the reader.
● To persuade the reader to agree with them.

● To demand that the reader consider a specific point.

EFFECT OF SOME FEATURES OF STRUCTURE

TECHNIQUE WHY THE WRITER USES IT

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SENTENCE STRUCTURE ● Varied types of sentences, eg simple, compound and
complex.
● Comment on how sentence structures affect the fluency
of the text, eg a sudden short sentence could reveal
shocking information.

SHORT / SIMPLE ● To increase the pace of the text

SENTENCES
● To increase tension
● To reinforce a point
● To make an impact on the reader

LONG / COMPLEX ● To build to an interesting climax

SENTENCES
● To add lots of frantic detail and build tension
● To create a persuasive point in formal language
● To alter the pace of the text

PARAGRAPH LENGTH ● These vary like sentences eg, to highlight significant

points or to provide a detailed account.
● Comment on how paragraph lengths affect the
development of the text, eg a final paragraph might
summarise key points in an argument.

SHORT ● To create impact

PARAGRAPHS ● To highlight a previous point
● To highlight a piece of information
● To increase the pace of reading to either build tension
or events along

LONG ● To add lots of worried detail and build tension

PARAGRAPHS ● To create a formal tone
● To add vivid detail
● To maintain a conversational rhythm of narration (fiction
only)

DIALOGUE / ● To give a clear sense of events

QUOTATION ● To demonstrate a character’s personality
● To create a specific mood
● To speed the pace of reading (as each new speaker
needs a new paragraph)

OPENINGS ● The start of a text must interest the reader.

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 ● Comment on how the writer introduces ideas and raises
questions.

FOCUS ● This is what the writer focuses on as the text develops.

SHIFTS ● Changes in ideas and perspectives, eg outside to inside.

● Comment on how this change is effective, eg creates
contrast.

CONTRAST ● The differences between two things.

● Comment on the effect a drastic difference produces.

REPETITION ● When words, phrases or ideas are repeated for effect.

● Repetitive features can highlight key meanings, indicate
a development or show a lack of change.

PACE ● The feeling of speed in the writing – are events and

ideas revealed to the reader slowly or quickly?
● Ask what effect is created by altering the pace, eg a
slow pace builds tension or suggests boredom, a
quicker pace may suit a piece about things happening at
speed.

CHRONOLOGICAL /TIME ● References to time.

REFERENCE
● Comment on how time is used to speed up or slow
down the pace of the text.

ORDER OF EVENTS ● This could be chronological or writers might choose to

start at the end, in the middle, or with flashbacks / flash
forwards.

● Comment on how the order of events introduces and

prioritises key ideas – and how this engages the reader.

ENDINGS ● The conclusion of a text may be neat or leave us with

questions.
● Think about how the reader feels at the end. Have their
feelings changed since the opening?

WITHHOLDING /HIDINGING ● Clues and hints are given without revealing everything
INORMATION at once.
● Analyse what is implied by hints – how does this build
the reader’s expectations?

SUBHEADINGS/TITLES/  Divides the content of texts into topics and sub topics
QUESTIONS  Signal the start of new points.
 They guide readers through a text?

BULLETS  Why does the writer summarise certain points?

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  Bullets can summarise and simplify a range of ideas.

Using PEE for writing:

POINT EVIDENCE EXPLAIN

● Firstly ● for example ● we can conclude that

● Initially ● as revealed by ● it appears that
● Furthermore ● this is shown when ● it is possible that
● Also ● demonstrated by ● this suggests
● To begin with ● for instance ● this makes it seem
● In addition ● an instance ● which makes us think
● To start with ● to show that ● perhaps
● Additionally ● such as ● the reader can infer
● Moreover
● Then
● To conclude
● Finally

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