Section+1+-+Reading

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Can I Study for English? Creating Notes Section 1 - Reading Section 2 - Writing Section 3 - Viewing

=Introduction= Remember, the typical exam structure will see this question split into two parts: Part A usually deals with the ideas and conventions in the text; Part B usually asks for an intertextual response. These responses could be based on one or more unseen texts. The number and genre of texts is likely to change from year-to-year, but they will draw from the compulsory text types outlined in the syllabus. You only have an hour to respond this section, so divide your time evenly between each part of the question. Never give more than the allocated time to a question – that is an exam catastrophe in the making. =Response Structure= This is a peculiar section that demands care and attention. Not only is it a test of your ability to see through a text’s meaning, it is a test of your ability to respond succinctly. Succinct writing happens when the writer uses only as many words as he needs. Do not embellish your language in this section and do not quote excessively.

Question 1a - Conventions and Ideas
This question usually takes the form of a conventions question, so write a conventions answer. The point of this type of question is to test how much you understand about the way language and genre are shaped by the author to position the audience. To simplify this, ask yourself the following three questions: 1. What are the main ideas being explored in this text? 2. How am I being positioned to respond to these ideas through choices of language and the shaping of generic conventions? 3. Does this positioning reinforce or challenge the way I think about these ideas, and does it reinforce or challenge the way various groups would think about them? Don’t get fancy with your writing in this section; ensure that you answer the question. For this reason, it is important that your topic sentences are especially solid.

Take the following example as a possible exam question:

__**Explain how the conventions of this text influence the meanings you make from it.**__

In this question two concepts are being linked together – conventions and meanings. To answer this question, you must first identify what the meanings you make from it are. First of all, note that the plural is given – meanings. That means that you should explore the multiple interpretations that are brought about by the use of conventions. Don’t be confused or overwhelmed by the notion of multiple interpretations or multiple meanings. Below is a list of ways to approach the idea of multiple meanings: • Multiple meanings can simply refer to the various themes that are explored by the text. • Multiple meanings can refer to the way we focus on certain aspects when we read. For example: • Aesthetic qualities (language and generic conventions) • Representations of social groups through conventions of language (e.g. characterisation and setting) • Affective responses (how does the use of conventions influence my enjoyment of this text?) – be careful as affective responses often lead to superficiality. • Multiple meanings can refer to the way different people might response depending on the values, attitudes, expectations etc.

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A useful tip for gaining control over this question is that you should always make a connection in your topic sentence. The connection will be set out in the question. In this case, every topic sentence should be establishing a connection between a convention and how it influences the meaning(s) you made from the text. Using David Guterson’s Snow Falling on Cedars (see Appendix for excerpt) as an example:

1. The initial description of Kabuo reveals the prejudices of the community that is judging him. 2. The victim, Carl Heine, is presented in warmer language, focussing on his role in the community both as a gill-netter and as a father. 3. Interestingly, towards the end of the passage Kabuo’s cell window is called a “portal”, a boat’s window, for this makes him seem more a part of the community than they acknowledge.

While formulaic paragraphs should be avoided, the sample paragraph at the bottom of the page shows how a paragraph can be constructed by simply included four main elements:

3. Evidence 4. Analysis**
 * 1. Topic sentence**
 * 2. Elaboration

For emerging writers, this can be a comfortable formula to follow. For more advanced writers, allow for some degree of flexibility and flow in your paragraphs. Keep in mind that this paragraph has been written in isolation; therefore, it does not have a transition included.



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Question 1b – Reading of other texts
Intertextuality is a very broad term – MS Word will even tell you it’s a spelling mistake. It refers to the connections that can be made between texts in terms of: The type of question asked typically requires students to draw on their reading of other texts to make meaning of the unseen text.
 * allusion;
 * quotation;
 * generic affiliation; and,
 * reader-made connections between one text and one or more others.

· ** Synthesis of ideas – drawing on how two texts address similar ideas, reflect similar values or deal with similar subject matter. ** ||< · ** Retelling what the texts are about. ** · ** Simply saying that one text made you understand the other better. ** · ** Suggesting that the two texts are directly linked when they aren’t. ** ||
 * <  **What Works** ||< ** What doesn't work** ||
 * < · ** Locating allusions from one text to the other. **

Using Quotes
Always try to build your quotes into your writing. The following examples referring to Chinua Achebe’s Things Fall Apart will help you.


 * WEAK:** The clan doesn't always approve of Okonkwo's actions: "The evil you have done can ruin the whole clan" (22).
 * BETTER:** The clan doesn't always approve of Okonkwo's actions. When Okonkwo breaks the peace during the Week of Peace, Ezeani, the priest of the earth goddess, admonishes him, saying, "The evil you have done can ruin the whole clan" (22).

Once you have quoted, you must then explain and analyse the quote in terms of its significance to your argument. Never write, “This quote shows…” You reader knows it’s a quote; rather, write, “This shows …” Only use quotes that directly demonstrate your point rather than trying to jam in a quote that doesn’t fit.

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In the paragraph below, note how both texts are being read in terms of the positioning of the audience – the audience is being placed in the uncomfortable position if recognising the racial stereotype that they might hold themselves. The spirit of this question is that all readers bring with them a range of reading experiences that will influence the way they interpret the text they are reading. Even school text books are judged according to the expectations set up by all the books that preceded them. Therefore, another way to approach this question is by considering how your prior reading experiences shaped your response to the unseen text.

Joining Ideas
To truly tackle this type of question, students must have an understanding of the adverbial conjunction as a way of linking ideas. The notes sample on page 6 will give you some guidance on constructing compound sentences using adverbial conjunctions. Below are some useful adverbials to help you out: