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Examsss Techq
Examsss Techq
Examsss Techq
exam starts: 1st paragraph could mention 3 or 4 techniques used, but must say what
effect they have on the reader, and for what purpose.
Start new paragraphs with a single sentence about the technique to be discussed
(PBQs) OR the section / chapter / episode (WTQs), then use an actual example.
DONT repeat exactly what you said in the introductory paragraph.
Connotation and denotation ensure you really understand these terms.
START using chapter /Act.scene/ page /(line references) They help the examiner;
not using them irritates him or her, and muddles YOU.
Improve your hand-writing NOW You have less than 6 months to write with less of a
slant or to write larger, or to print more (i.e. not join up letters), or to write on alternate
lines whatever makes it more legible.
LESS COMMON ERRORS (that create a bad impression and will lose you marks)
& instead of and // 1, 2, 320, instead of one, two, three // embed quotations //
NEVER say: the writer quotes:
Common errors
Read the instructions! E.g. one passage-based & one whole text question.
Write a plan! Use the mnemonics SLIME, SCASI, etc. and find points for each. Remember
that TRAPPERS or AFOREST are mnemonics to help you write better in creative tasks.
However, you may recognise them being used by the writers you analyse,
Hit the ground running when you write but not by writing the second the exam starts. In
other words , your opening paragraph could answer the question with a PQE sentence (quote
embedded in it) without re-stating the terms of the question. E.g.
Q: What striking impressions of the narrator does Soueif create for you?
A: Soueif creates a striking impression of the narrator by using the following main techniques which make
It can be helpful to write an opening paragraph that provides an overview of the 3 or 4 main
techniques used, but only if you also say: what effect they have on the reader, and for what
purpose.
You may do all of this without using quotes at the start, but this means that you cant write until
youre confident what those main points are.
They help the examiner; not using them irritates him or her,
and muddles YOU.
Improve your hand-writing NOW You have less than 6
what is said or what happens; you (as the reader) infer ideas from it.
Getting this wrong is bad enough, but too many students are saying
that particular words imply such and such when that is simply
what they mean, in their most common sense. (The correct word,
then, would be indicates.)
In the exam, you are demonstrating your ability to detect subtext,
and explore nuances not to identify the meaning of everyday
words. Most of you, at some point, waste time explaining basic
vocabulary.
It is worth flagging up everyday words if they contrast higher register
ones, or reveal the difference between two characters (one more
educated, or eloquent and another less so), and so on. If not,
assume the examiner gets your point.
Lexical choice
This point follows on from the last slide.
LC literally means choice from the lexicon (i.e. dictionary).
Semantic fields
associations. SFs should be mentioned rarely if at all. They are relevant when a
writer repeatedly chooses words that share connotations so that they gradually
build up a distinct image. E.g.
All night the flares go up; the Dragon sings
uniting the flares and shell-bursts and destruction of church spires within a single
semantic field their significance is accentuated. In doing so, he makes the enemy
(and war itself) sound evil and inhuman. At the same time, he reminds readers of
the story of St George, suggesting England will not only be victorious but saintly.
note that the text in green still does not add much.
Actual student example: she describes the floor as golden and gleaming
which has a semantic field of beauty and perfection Poor grammar aside,
this is too vague. The single semantic field that encompasses both words might be
treasure, implying just how much the protagonist values what she sees.
quote when the writer has said something literally and unambiguously; use
asserts when it is a strong opinion.
Represents to re-present is to make something present (again) to the
imagination (i.e. by using a striking image); use this verb when decoding a
symbol or metaphor in the text
Shows use this when you are going to summarize what a text is about
(i.e. its themes, moral, etc.)
Describes use this when a person or thing is discussed in detail but not
necessarily explained or analysed.
Portrays implies creating a portrait so use this when a writer has
provided a very rich description; depicts is less fancy
Refers use this to explain how a particular detail (in the text) is significant
because it reminds us of something else
Relates use this when explaining how an event or fact is connected to
some earlier / later event, or well-known fact.
[NB - you can also use relates as a synonym of recounts]
symbol, relates to, or quotes from, some well-known story (especially from a
myth, folktale, holy book, etc.). The corresponding noun is allusion.
Implies & infers a writer implies something to you through what is said or
what happens; you (as the reader) infer ideas from it
The writer suggests / hints / intimates that use these when a subtle
implication has been made (in a passage), or you think you have identified a
key message of the text that is not explicitly stated
We can assume (or suppose) the writer means use when you are
reasonably confident of your interpretation (as above) but there is slightly
more ambiguity
We might speculate that but this is a more stylish way of saying that
you have guessed the writers intentions
Denotes & connotes every word has a specific denotation but its
connotations are additional meanings and these are what give a piece of
writing its subtext, mood, overtones, etc.