Mastering Close Reading: Understanding, Analyzing, and Evaluating Texts
N
A
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I
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N
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L
5
C
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or How I Learned to Stop
Worrying and Love ‘Reading for
Understanding, Analysis &
Evaluation’
T
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B
A
S
I
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S
You should answer using bullet points
You must read the question carefully
Unless told to quote you should always answer
in your own words
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.
Half the marks in the National 5 example paper
are for this kind of question.
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(
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3
2
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This may be an urban myth. It matters not. A fairy tale’s power
lies in its ability to express authentic fears – and this one reveals
the paranoia that now prevails where bringing up children is
concerned.
A
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s
w
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r
:
2 Marks for:
-
the impact of such a story comes from the way it can
express real worries.
-
this story exposes the ridiculous fears about raising kids.
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1
Identify the relevant part of the passage.
2
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:
1
‘state of her mother’s health’
Her mother had been ill
‘the knowledge of such a
thing would fret her’
She would worry about it if she
knew
‘how such a story might
become distorted’
The facts might become
twisted / inaccurate
The manager came forward, eyeing the travellers with a mixture of
fear and curiosity.
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‘eyeing the travellers with a
mixture of fear and
curiosity.’
He was partly scared of them
and partly nosy about them
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‘his noble conduct’
His behaviour was courteous /
gracious / gentlemanly
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People think that the written language seen on mobile phone
screens is new and alien, but all the popular beliefs about texting
are wrong. Its distinctiveness is not a new phenomenon, nor is its
use restricted to the young. There is increasing evidence that it
helps rather than hinders literacy. Texting has added a new
dimension to language use, but its long-term impact is negligible.
It is not a disaster.
Q
u
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s
t
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The writer tells us that “all the popular beliefs about texting
are wrong”.
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The BBC is a massive sponsor, uniquely independent through its
licence fee – and the guardian of public service broadcasting. But,
as the fight for the control of communications hots up, friends of
the BBC – both inside and out – are alarmed that all this is in
jeopardy: the BBC has become too much of a self-seeking
institution, too preoccupied with its ratings at the expense of good
broadcasting, and unwisely over-extended financially.
Q
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3
Q
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T
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3
B
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r
e
d
”
c
o
l
d
l
i
v
i
n
g
c
o
n
d
i
t
i
o
n
s
B
o
t
h
w
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i
r
o
w
n
/
s
i
n
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e
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o
t
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p
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r
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o
t
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a
n
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o
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f
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b
e
t
t
e
r
(
a
n
y
4
o
f
t
h
e
a
b
o
v
e
)
Rowling is loved for her stories, but also for her story. A
contemporary Cinderella, she endured the cold flat and life on
single-parent benefit. Then Harry happened and she went to the
ball. Neil Murray, her husband, might be abashed to find himself
cast as Prince Charming, but her life has changed as much as any
scullery-maid turned princess.
Q
u
e
s
t
i
o
n
L
o
o
k
a
t
l
i
n
e
s
1
5
–
1
8
.
I
n
y
o
u
r
o
w
n
w
o
r
d
s
,
e
x
p
l
a
i
n
w
h
a
t
c
o
m
p
a
r
i
s
o
n
s
t
h
e
w
r
i
t
e
r
d
r
a
w
s
b
e
t
w
e
e
n
J
K
R
o
w
l
i
n
g
a
n
d
C
i
n
d
e
r
e
l
l
a
.
4
C
O
N
T
E
X
T
Q
U
E
S
T
I
O
N
S
U
s
e
t
h
e
f
o
l
l
o
w
i
n
g
f
o
r
m
u
l
a
:
‘
_
_
_
_
_
_
_
_
_
_
_
’
m
e
a
n
s
_
_
_
_
_
_
_
_
_
_
_
_
T
h
e
w
o
r
d
/
w
o
r
d
s
‘
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
’
h
e
l
p
e
d
m
e
u
n
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s
t
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t
/
t
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s
u
g
g
e
s
t
(
s
)
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
Essentially these questions are intended simply to test your
ability to work out what a word might mean from the context
in which you find it.
It appears to me undeniable that a people has its individual
character, its peculiar capacity for trust and suspicion, kindness or
cruelty, energy or lassitude.
E
x
a
m
p
l
e
Q
u
e
s
t
i
o
n
H
o
w
d
o
e
s
t
h
e
c
o
n
t
e
x
t
i
n
w
h
i
c
h
i
t
i
s
u
s
e
d
h
e
l
p
y
o
u
t
o
u
n
d
e
r
s
t
a
n
d
t
h
e
m
e
a
n
i
n
g
o
f
‘
l
a
s
s
i
t
u
d
e
’
?
2
A
n
s
w
e
r
‘Lassitude’ means tiredness or exhaustion
The words ‘trust and suspicion’ and ‘kindness or cruelty’
help me understand this because they are opposites, so
lassitude must be the opposite of ‘energy’
N
o
w
c
o
m
p
l
e
t
e
t
h
e
p
r
a
c
t
i
c
e
‘
c
o
n
t
e
x
t
’
q
u
e
s
t
i
o
n
s
i
n
y
o
u
r
b
o
o
k
l
e
t
.
Q
U
E
S
T
I
O
N
4
‘
V
a
c
i
l
l
a
t
e
d
’
m
e
a
n
s
t
h
a
t
h
e
w
a
s
i
n
d
e
c
i
s
i
v
e
T
h
e
w
o
r
d
‘
h
e
s
i
t
a
t
i
o
n
’
h
e
l
p
e
d
m
e
u
n
d
e
r
s
t
a
n
d
t
h
i
s
b
e
c
a
u
s
e
i
t
s
u
g
g
e
s
t
s
t
h
a
t
h
e
s
w
i
t
h
e
r
e
d
b
e
t
w
e
e
n
t
w
o
d
i
f
f
e
r
e
n
t
p
o
s
i
t
i
o
n
s
For two days the general vacillated. Should he give the order to
advance, or should he allow his men to cling to their sturdy line of
defence? This hesitation was to prove fateful.
Q
u
e
s
t
i
o
n
G
i
v
e
t
h
e
m
e
a
n
i
n
g
o
f
t
h
e
t
e
r
m
‘
v
a
c
i
l
l
a
t
e
d
’
a
n
d
e
x
p
l
a
i
n
h
o
w
t
h
e
c
o
n
t
e
x
t
h
e
l
p
s
t
h
e
r
e
a
d
e
r
t
o
a
r
r
i
v
e
a
t
t
h
e
m
e
a
n
i
n
g
.
2
Q
U
E
S
T
I
O
N
5
‘
M
o
n
s
t
r
o
u
s
v
e
r
b
o
s
i
t
y
’
m
e
a
n
s
t
o
u
s
e
u
n
n
e
c
e
s
s
a
r
i
l
y
c
o
m
p
l
e
x
l
a
n
g
u
a
g
e
T
h
e
w
o
r
d
s
‘
a
p
r
i
m
i
t
i
v
e
e
a
r
t
h
-
b
r
e
a
k
i
n
g
i
m
p
l
e
m
e
n
t
’
h
e
l
p
e
d
m
e
u
n
d
e
r
s
t
a
n
d
t
h
i
s
b
e
c
a
u
s
e
t
h
e
y
s
u
g
g
e
s
t
t
h
a
t
t
h
e
y
w
o
u
l
d
n
’
t
j
u
s
t
u
s
e
a
s
i
n
g
l
e
s
i
m
p
l
e
w
o
r
d
t
o
d
e
s
c
r
i
b
e
s
o
m
e
t
h
i
n
g
Recently I found myself unimpressed by some visiting American
who stunned me with monstrous verbosity, determined to use five
words where one would do, bent on calling a canteen an ‘in-plant
feeding situation’ and a spade ‘a primitive earth-breaking
implement.’
Q
u
e
s
t
i
o
n
S
h
o
w
h
o
w
t
h
e
c
o
n
t
e
x
t
o
f
‘
m
o
n
s
t
r
o
u
s
v
e
r
b
o
s
i
t
y
’
h
e
l
p
s
y
o
u
t
o
a
r
r
i
v
e
a
t
i
t
s
m
e
a
n
i
n
g
.
2
S
E
N
T
E
N
C
E
S
T
R
U
C
T
U
R
E
There is no ‘formula’ for this type of question, but
you should:
K
n
o
w
t
h
e
d
i
f
f
e
r
e
n
t
t
y
p
e
s
K
n
o
w
t
h
e
p
u
n
c
t
u
a
t
i
o
n
B
e
a
s
c
l
e
a
r
a
s
p
o
s
s
i
b
l
e
P
U
N
C
T
U
A
T
I
O
N
,
:
;
“”
-
comma
colon
semi-
colon
inverted
commas
dash
S
S
E
E
N
N
T
T
E
E
N
N
C
C
E
E
S
S
T
T
R
R
U
U
C
C
T
T
U
U
R
R
E
E
B
a
s
i
c
p
u
n
c
t
u
a
t
i
o
n
a
n
d
s
e
n
t
e
n
c
e
s
Punctuation marks
are the
signposts
in the
structure of sentences
. They guide you when
looking at the way sentences are made up.
Y
o
u
s
h
o
u
l
d
b
e
f
a
m
i
l
i
a
r
w
i
t
h
b
a
s
i
c
s
e
n
t
e
n
c
e
c
o
n
s
t
r
u
c
t
i
o
n
,
m
a
d
e
u
p
o
f
a
s
u
b
j
e
c
t
,
o
b
j
e
c
t
a
n
d
v
e
r
b
,
a
n
d
u
n
d
e
r
s
t
a
n
d
t
h
e
p
u
r
p
o
s
e
o
f
u
s
i
n
g
b
a
s
i
c
p
u
n
c
t
u
a
t
i
o
n
s
u
c
h
a
s
c
o
m
m
a
s
a
n
d
f
u
l
l
s
t
o
p
s
.
S
S
i
i
m
m
p
p
l
l
e
e
s
s
e
e
n
n
t
t
e
e
n
n
c
c
e
e
s
s
In the simple sentence
“He watches DVDs."
the subject
‘
he
’
carries out an action
‘
watches
’
and this is
related to the object
‘
DVDs
’:
H
e
w
a
t
c
h
e
s
D
V
D
s
.
subject
verb
object
The sentence starts with a
capitalised word
and ends with a
full stop
.
A doing or action word
W
h
o
/
w
h
a
t
e
v
e
r
i
s
d
o
i
n
g
t
h
e
a
c
t
i
o
n
Has
something
done to it
W
h
e
n
e
v
e
r
t
h
i
s
s
i
m
p
l
e
n
o
u
n
–
v
e
r
b
–
o
b
j
e
c
t
p
a
t
t
e
r
n
i
s
a
d
d
e
d
t
o
,
o
r
i
s
a
l
t
e
r
e
d
,
t
h
e
w
r
i
t
e
r
h
a
s
c
h
o
s
e
n
t
o
c
r
e
a
t
e
a
d
i
f
f
e
r
e
n
t
e
f
f
e
c
t
.
Your task is to
identify
or
speculate
about the
reasons why
a sentence is made more complex or
why it has been written in a certain way.
M
M
o
o
r
r
e
e
c
c
o
o
m
m
p
p
l
l
e
e
x
x
s
s
e
e
n
n
t
t
e
e
n
n
c
c
e
e
s
s
S
e
n
t
e
n
c
e
s
w
h
i
c
h
h
a
v
e
m
o
r
e
t
h
a
n
o
n
e
c
l
a
u
s
e
m
a
y
r
e
q
u
i
r
e
c
o
m
m
a
s
t
o
p
u
n
c
t
u
a
t
e
t
h
e
m
.
O
t
h
e
r
p
u
n
c
t
u
a
t
i
o
n
d
e
v
i
c
e
s
y
o
u
m
a
y
s
e
e
i
n
c
l
o
s
e
r
e
a
d
i
n
g
i
n
c
l
u
d
e
:
•
t
h
e
c
o
l
o
n
:
u
s
e
d
t
o
i
n
t
r
o
d
u
c
e
a
n
e
l
a
b
o
r
a
t
i
o
n
o
r
e
x
p
l
a
n
a
t
i
o
n
o
f
t
h
e
w
o
r
d
s
t
h
a
t
w
e
n
t
b
e
f
o
r
e
i
t
•
t
h
e
s
e
m
i
-
c
o
l
o
n
;
u
s
e
d
t
o
c
o
n
n
e
c
t
t
w
o
s
e
n
t
e
n
c
e
s
t
h
a
t
a
r
e
v
e
r
y
c
l
o
s
e
i
n
c
o
n
t
e
n
t
•
t
h
e
q
u
e
s
t
i
o
n
m
a
r
k
?
u
s
e
d
t
o
i
n
d
i
c
a
t
e
a
q
u
e
s
t
i
o
n
o
r
d
o
u
b
t
•
t
h
e
e
x
c
l
a
m
a
t
i
o
n
m
a
r
k
!
u
s
e
d
t
o
i
n
d
i
c
a
t
e
s
u
r
p
r
i
s
e
•
b
r
a
c
k
e
t
s
(
)
o
r
d
a
s
h
e
s
-
c
o
n
t
a
i
n
w
o
r
d
s
m
a
r
k
e
d
o
f
f
f
r
o
m
t
h
e
r
e
s
t
o
f
t
h
e
s
e
n
t
e
n
c
e
f
o
r
e
m
p
h
a
s
i
s
o
r
a
s
a
n
a
s
i
d
e
.
A
l
s
o
k
n
o
w
n
a
s
p
a
r
e
n
t
h
e
s
i
s
V
A
R
I
A
T
I
O
N
S
O
N
T
H
E
B
A
S
I
C
E
E
x
x
a
a
m
m
p
p
l
l
e
e
-
-
I
I
n
n
v
v
e
e
r
r
s
s
i
i
o
o
n
n
"The dog bit the man"
is very similar to
"The man bit the
dog”.
In the above example only the
order of words
is changed
but the
meaning alters
completely because the subject of
the sentence has switched places with the object.
T
h
i
s
t
e
c
h
n
i
q
u
e
i
s
k
n
o
w
n
a
s
i
n
v
e
r
s
i
o
n
.
Inversion is where the
normal expected order
of a
sentence is turned round for some
effect
; in this case to
create surprise or humour.
T
h
e
e
s
t
a
b
l
i
s
h
i
n
g
o
f
s
u
b
j
e
c
t
a
n
d
o
b
j
e
c
t
i
n
a
s
e
n
t
e
n
c
e
i
s
o
n
e
o
f
t
h
e
b
a
s
i
c
s
t
a
r
t
i
n
g
p
o
i
n
t
s
o
f
l
a
n
g
u
a
g
e
.
•
The
subject
of the sentence is whoever or whatever
is
doing
the verb. It could be a name, a pronoun (he,
she, it, they etc) or a thing.
•
The
object
of the sentence
has something done to it
.
Understanding the way a sentence has been
constructed can help us describe
more complex and
sophisticated writing
.
V
V
E
E
R
R
B
B
S
S
,
,
S
S
U
U
B
B
J
J
E
E
C
C
T
T
S
S
A
A
N
N
D
D
O
O
B
B
J
J
E
E
C
C
T
T
S
S
-
-
P
P
R
R
A
A
C
C
T
T
I
I
C
C
E
E
Copy the following sentences using three different colours to underline
the
verb
,
subject
and
object
in each one:
1)
Paul gave Suzie some chewing gum.
2)
Pete’s dog dug a deep hole in the garden.
3)
My dad baked a fantastic cake for my birthday.
4)
Andy watched tv all night.
5)
I failed to complete my homework on time again.
6)
Every July we go on holiday to Tenerife.
7)
My dad received an email from his long lost brother.
8)
Even though it was raining hard, he played football in the park.
9)
A huge bridge spanned the lake.
10)
The children picked strawberries.
E
X
A
M
P
L
E
-
P
A
R
E
N
T
H
E
S
I
S
A simple sentence such as
“The man waited outside the bank.”
can be made more complex by adding a bit more information:
“The man, who had done nothing to create
suspicion, waited outside the bank”.
T
h
e
w
r
i
t
e
r
m
a
y
g
i
v
e
u
s
t
h
e
e
x
t
r
a
i
n
f
o
r
m
a
t
i
o
n
t
o
a
d
d
t
o
o
u
r
u
n
d
e
r
s
t
a
n
d
i
n
g
a
n
d
e
x
p
e
c
t
a
t
i
o
n
o
f
w
h
a
t
i
s
t
o
c
o
m
e
b
u
t
t
h
e
a
d
d
i
t
i
o
n
a
l
w
o
r
d
s
d
o
n
o
t
c
h
a
n
g
e
t
h
e
g
r
a
m
m
a
r
o
f
t
h
e
s
e
n
t
e
n
c
e
.
Equally, being told something more about the man
does not
change the original meaning
of the sentence.
T
h
i
s
t
e
c
h
n
i
q
u
e
c
a
n
b
e
s
i
g
n
a
l
l
e
d
u
s
i
n
g
c
o
m
m
a
s
,
b
r
a
c
k
e
t
s
o
r
d
a
s
h
e
s
b
u
t
i
n
e
a
c
h
c
a
s
e
i
s
c
a
l
l
e
d
a
p
a
r
e
n
t
h
e
s
i
s
.
A phrase in parenthesis is one that is flagged as
giving
extra information
.
Y
o
u
r
j
o
b
i
s
t
o
d
e
c
i
d
e
w
h
y
i
t
h
a
s
b
e
e
n
d
o
n
e
.
R
e
m
e
m
b
e
r
,
N
A
M
I
N
G
t
h
e
t
e
c
h
n
i
q
u
e
i
n
s
t
r
u
c
t
u
r
e
q
u
e
s
t
i
o
n
s
w
i
l
l
n
o
t
b
e
e
n
o
u
g
h
.
I
n
t
h
e
C
l
o
s
e
R
e
a
d
i
n
g
e
x
e
r
c
i
s
e
y
o
u
w
i
l
l
o
f
t
e
n
b
e
a
s
k
e
d
w
h
y
o
r
'
t
o
w
h
a
t
e
x
t
e
n
t
'
a
t
e
c
h
n
i
q
u
e
i
s
e
f
f
e
c
t
i
v
e
.
These devices are all signals to what is happening in
a sentence or a paragraph. With practice, you will
learn to
recognise them
AND their
significance
.
S
S
E
E
N
N
T
T
E
E
N
N
C
C
E
E
S
S
T
T
R
R
U
U
C
C
T
T
U
U
R
R
E
E
-
-
T
T
E
E
S
S
T
T
Read the following extracts and
select the best answer to the
questions:
S
S
E
E
N
N
T
T
E
E
N
N
C
C
E
E
S
S
T
T
R
R
U
U
C
C
T
T
U
U
R
R
E
E
-
-
T
T
E
E
S
S
T
T
1
“It has been said that two things are required
for happiness: love and work.”
W
h
a
t
i
s
t
h
e
r
e
a
s
o
n
f
o
r
t
h
e
c
o
l
o
n
i
n
t
h
i
s
s
e
n
t
e
n
c
e
?
a)
It breaks the sentence up and makes it more
interesting.
b)
It replaces a full stop and saves having two
sentences so that it looks more dramatic and
assured.
c)
It introduces an explanation of what is required
for happiness.
S
S
ENTENCE
ENTENCE
S
S
TRUCTURE
TRUCTURE
- A
- A
NSWERS
NSWERS
1
“It has been said that two things are required for
happiness: love and work.”
W
h
a
t
i
s
t
h
e
r
e
a
s
o
n
f
o
r
t
h
e
c
o
l
o
n
i
n
t
h
i
s
s
e
n
t
e
n
c
e
?
a)
It breaks the sentence up and makes it more interesting.
This answer is just too vague. You should refer to features of
sentence construction here.
b)
It replaces a full stop and saves having two sentences so that
it looks more dramatic and assured.
This answer is just not precise enough, and does not give a
reason.
c)
It introduces an explanation of what is required for happiness.
W
e
l
l
d
o
n
e
!
T
h
i
s
i
s
t
h
e
m
o
s
t
c
o
m
m
o
n
u
s
e
f
o
r
a
c
o
l
o
n
.
✔
✗
✗
S
S
E
E
N
N
T
T
E
E
N
N
C
C
E
E
S
S
T
T
R
R
U
U
C
C
T
T
U
U
R
R
E
E
-
-
T
T
E
E
S
S
T
T
2.
“London. Michaelmas Term lately over, and the Lord Chancellor
sitting in Lincoln's Inn Hall. Implacable November weather.”
Bleak House, Charles Dickens
W
h
a
t
f
e
a
t
u
r
e
s
o
f
s
e
n
t
e
n
c
e
c
o
n
s
t
r
u
c
t
i
o
n
d
o
y
o
u
n
o
t
i
c
e
h
e
r
e
?
a)
He is writing in note form. He has a one-word sentence at the start.
It is like a diary entry, rather than continuous writing. He tells you
where it happens.
b)
The first and third sentences have no verbs. The first consists of a
single word and the third has three, presumably for dramatic effect.
Word order makes you concentrate on the fierce weather because it
is placed at the end of a dramatic sentence.
c)
He puts the name of the place first so we know where it is
happening, its exact location. He ends with the time of year,
November, because when it was set is just as important as where it
is happening. Setting is about both time and place and we get a
clear picture of bad, wintry weather.
S
S
ENTENCE
ENTENCE
S
S
TRUCTURE
TRUCTURE
- A
- A
NSWERS
NSWERS
2
“
L
o
n
d
o
n
.
M
i
c
h
a
e
l
m
a
s
T
e
r
m
l
a
t
e
l
y
o
v
e
r
,
a
n
d
t
h
e
L
o
r
d
C
h
a
n
c
e
l
l
o
r
s
i
t
t
i
n
g
i
n
L
i
n
c
o
l
n
'
s
I
n
n
H
a
l
l
.
I
m
p
l
a
c
a
b
l
e
N
o
v
e
m
b
e
r
w
e
a
t
h
e
r
.
”
B
l
e
a
k
H
o
u
s
e
,
C
h
a
r
l
e
s
D
i
c
k
e
n
s
W
h
a
t
f
e
a
t
u
r
e
s
o
f
s
e
n
t
e
n
c
e
c
o
n
s
t
r
u
c
t
i
o
n
d
o
y
o
u
n
o
t
i
c
e
h
e
r
e
?
a)
He is writing in note form. He has a one-word sentence at the
start. It is like a diary entry, rather than continuous writing. He
tells you where it happens.
This is almost true but misses out specific references to sentence
construction.
✗
S
S
ENTENCE
ENTENCE
S
S
TRUCTURE
TRUCTURE
- A
- A
NSWERS
NSWERS
2
“
L
o
n
d
o
n
.
M
i
c
h
a
e
l
m
a
s
T
e
r
m
l
a
t
e
l
y
o
v
e
r
,
a
n
d
t
h
e
L
o
r
d
C
h
a
n
c
e
l
l
o
r
s
i
t
t
i
n
g
i
n
L
i
n
c
o
l
n
'
s
I
n
n
H
a
l
l
.
I
m
p
l
a
c
a
b
l
e
N
o
v
e
m
b
e
r
w
e
a
t
h
e
r
.
”
B
l
e
a
k
H
o
u
s
e
,
C
h
a
r
l
e
s
D
i
c
k
e
n
s
W
h
a
t
f
e
a
t
u
r
e
s
o
f
s
e
n
t
e
n
c
e
c
o
n
s
t
r
u
c
t
i
o
n
d
o
y
o
u
n
o
t
i
c
e
h
e
r
e
?
b)
The first and third sentences have no verbs. The first consists
of a single word and the third has three, presumably for
dramatic effect. Word order makes you concentrate on the
fierce weather because it is placed at the end of a dramatic
sentence.
W
e
l
l
d
o
n
e
!
T
h
i
s
a
n
s
w
e
r
m
a
k
e
s
r
e
l
e
v
a
n
t
p
o
i
n
t
s
i
n
a
c
o
n
c
i
s
e
w
a
y
.
✔
S
S
ENTENCE
ENTENCE
S
S
TRUCTURE
TRUCTURE
- A
- A
NSWERS
NSWERS
2
“
L
o
n
d
o
n
.
M
i
c
h
a
e
l
m
a
s
T
e
r
m
l
a
t
e
l
y
o
v
e
r
,
a
n
d
t
h
e
L
o
r
d
C
h
a
n
c
e
l
l
o
r
s
i
t
t
i
n
g
i
n
L
i
n
c
o
l
n
'
s
I
n
n
H
a
l
l
.
I
m
p
l
a
c
a
b
l
e
N
o
v
e
m
b
e
r
w
e
a
t
h
e
r
.
”
B
l
e
a
k
H
o
u
s
e
,
C
h
a
r
l
e
s
D
i
c
k
e
n
s
W
h
a
t
f
e
a
t
u
r
e
s
o
f
s
e
n
t
e
n
c
e
c
o
n
s
t
r
u
c
t
i
o
n
d
o
y
o
u
n
o
t
i
c
e
h
e
r
e
?
c) He puts the name of the place first so we know where it is
happening, its exact location. He ends with the time of year,
November, because when it was set is just as important as
where it is happening. Setting is about both time and place and
we get a clear picture of bad, wintry weather.
This doesn't answer the question as it only deals with the content
and meaning and not the way the sentence is made up.
✗
S
S
E
E
N
N
T
T
E
E
N
N
C
C
E
E
S
S
T
T
R
R
U
U
C
C
T
T
U
U
R
R
E
E
-
-
T
T
E
E
S
S
T
T
3
“
C
l
e
a
r
l
y
,
a
d
v
a
n
c
i
n
g
i
n
l
o
n
g
r
o
w
s
a
t
w
a
l
k
i
n
g
p
a
c
e
w
a
s
s
u
i
c
i
d
a
l
,
b
u
t
t
h
a
t
w
a
s
t
h
e
p
l
a
n
.
”
(A description of soldiers attacking at the Somme in 1916)
W
h
i
c
h
i
s
t
h
e
b
e
s
t
d
e
s
c
r
i
p
t
i
o
n
o
f
t
h
e
s
t
r
u
c
t
u
r
e
o
f
t
h
i
s
s
e
n
t
e
n
c
e
?
a)
The word order is different. It starts with the adverb
'clearly'
and has its main message at the end.
b)
Putting
'advancing...suicidal'
in parenthesis, explains more
about the plan.
c)
The word order is different. This is a periodic sentence with the
main verb at the end;
'was the plan.
' The writer's opinion is
given at the start. Using
'clearly'
he expects you to agree with
him.
S
S
ENTENCE
ENTENCE
S
S
TRUCTURE
TRUCTURE
- A
- A
NSWERS
NSWERS
3
“
C
l
e
a
r
l
y
,
a
d
v
a
n
c
i
n
g
i
n
l
o
n
g
r
o
w
s
a
t
w
a
l
k
i
n
g
p
a
c
e
w
a
s
s
u
i
c
i
d
a
l
,
b
u
t
t
h
a
t
w
a
s
t
h
e
p
l
a
n
.
”
(A description of soldiers attacking at the Somme in 1916)
W
h
i
c
h
i
s
t
h
e
b
e
s
t
d
e
s
c
r
i
p
t
i
o
n
o
f
t
h
e
s
t
r
u
c
t
u
r
e
o
f
t
h
i
s
s
e
n
t
e
n
c
e
?
a)
The word order is different. It starts with the adverb
'clearly'
and has its main message at the end.
This answer clearly deals with the sentence construction but
does not have as much technical detail as the last answer.
b)
Putting
'advancing...suicidal'
in parenthesis, explains
more about the plan.
Two commas can indicate a parenthesis, but not here. The
phrase enclosed by commas is essential to the grammar of the
sentence.
✗
✗
S
S
ENTENCE
ENTENCE
S
S
TRUCTURE
TRUCTURE
- A
- A
NSWERS
NSWERS
3
“
C
l
e
a
r
l
y
,
a
d
v
a
n
c
i
n
g
i
n
l
o
n
g
r
o
w
s
a
t
w
a
l
k
i
n
g
p
a
c
e
w
a
s
s
u
i
c
i
d
a
l
,
b
u
t
t
h
a
t
w
a
s
t
h
e
p
l
a
n
.
”
(A description of soldiers attacking at the Somme in 1916)
W
h
i
c
h
i
s
t
h
e
b
e
s
t
d
e
s
c
r
i
p
t
i
o
n
o
f
t
h
e
s
t
r
u
c
t
u
r
e
o
f
t
h
i
s
s
e
n
t
e
n
c
e
?
c)
The word order is different. This is a periodic sentence with
the main verb at the end;
'was the plan.'
The writer's opinion is
given at the start. Using
'clearly'
he expects you to agree with
him.
W
e
l
l
d
o
n
e
!
P
e
r
h
a
p
s
t
h
e
b
e
s
t
a
n
s
w
e
r
a
s
i
t
h
a
s
m
o
s
t
t
e
c
h
n
i
c
a
l
d
e
t
a
i
l
.
✔
S
S
E
E
N
N
T
T
E
E
N
N
C
C
E
E
S
S
T
T
R
R
U
U
C
C
T
T
U
U
R
R
E
E
-
-
T
T
E
E
S
S
T
T
4
“
M
o
r
n
i
n
g
s
,
o
f
c
o
u
r
s
e
,
a
l
w
a
y
s
b
r
i
n
g
a
s
e
n
s
e
o
f
n
e
w
h
o
p
e
a
n
d
r
e
j
u
v
e
n
a
t
i
o
n
;
a
c
h
i
n
g
a
n
d
f
r
o
z
e
n
t
h
o
u
g
h
I
w
a
s
,
I
f
e
l
t
b
e
t
t
e
r
f
o
r
t
h
e
t
h
i
n
a
i
r
a
n
d
t
h
e
s
l
o
w
r
i
s
i
n
g
o
f
t
h
e
s
u
n
.
”
W
h
i
c
h
f
e
a
t
u
r
e
s
o
f
s
e
n
t
e
n
c
e
s
t
r
u
c
t
u
r
e
a
r
e
m
o
s
t
n
o
t
i
c
e
a
b
l
e
?
a)
Word order is most noticeable; morning is the subject of the
writing so it is put at the start.
b)
The parenthesis
'of course'
forces you to agree with what he is
saying. It is like an aside remark to the reader.
c)
The semi-colon separates the two sentences and their related
ideas. A general statement is made, then a specific one about
that particular morning.
d)
All three of the above.
S
S
ENTENCE
ENTENCE
S
S
TRUCTURE
TRUCTURE
- A
- A
NSWERS
NSWERS
4
“
M
o
r
n
i
n
g
s
,
o
f
c
o
u
r
s
e
,
a
l
w
a
y
s
b
r
i
n
g
a
s
e
n
s
e
o
f
n
e
w
h
o
p
e
a
n
d
r
e
j
u
v
e
n
a
t
i
o
n
;
a
c
h
i
n
g
a
n
d
f
r
o
z
e
n
t
h
o
u
g
h
I
w
a
s
,
I
f
e
l
t
b
e
t
t
e
r
f
o
r
t
h
e
t
h
i
n
a
i
r
a
n
d
t
h
e
s
l
o
w
r
i
s
i
n
g
o
f
t
h
e
s
u
n
.
”
W
h
i
c
h
f
e
a
t
u
r
e
s
o
f
s
e
n
t
e
n
c
e
s
t
r
u
c
t
u
r
e
a
r
e
m
o
s
t
n
o
t
i
c
e
a
b
l
e
?
a)
Word order is most noticeable; morning is the subject of the
writing so it is put at the start.
b)
The parenthesis
'of course'
forces you to agree with what he is
saying. It is like an aside remark to the reader.
c)
The semi-colon separates the two sentences and their related
ideas. A general statement is made, then a specific one about
that particular morning.
d
)
W
e
l
l
d
o
n
e
!
T
h
e
y
a
l
l
a
r
e
e
q
u
a
l
l
y
i
m
p
o
r
t
a
n
t
.
✔
S
S
E
E
N
N
T
T
E
E
N
N
C
C
E
E
S
S
T
T
R
R
U
U
C
C
T
T
U
U
R
R
E
E
-
-
T
T
E
E
S
S
T
T
5
“
T
h
e
S
c
o
t
t
i
s
h
r
a
c
e
h
a
s
b
e
e
n
v
a
r
i
o
u
s
l
y
a
n
d
p
l
e
n
t
i
f
u
l
l
y
a
c
c
u
s
e
d
o
f
b
e
i
n
g
d
o
u
r
,
m
e
a
n
,
v
e
n
a
l
,
s
l
y
,
n
a
r
r
o
w
,
s
l
o
t
h
f
u
l
,
s
l
u
t
t
i
s
h
,
n
a
s
t
y
,
d
i
r
t
y
,
i
m
m
o
d
e
r
a
t
e
l
y
d
r
u
n
k
e
n
,
e
m
b
a
r
r
a
s
s
i
n
g
l
y
s
e
n
t
i
m
e
n
t
a
l
,
m
a
s
t
e
r
f
u
l
l
y
h
y
p
o
c
r
i
t
i
c
a
l
,
a
n
d
a
b
l
u
e
p
r
i
n
t
f
o
r
d
i
s
a
s
t
e
r
w
h
e
n
e
l
e
v
e
n
o
f
t
h
e
m
a
r
e
t
o
g
e
t
h
e
r
o
n
a
f
o
o
t
b
a
l
l
f
i
e
l
d
.
”
S
h
o
w
h
o
w
s
e
n
t
e
n
c
e
s
t
r
u
c
t
u
r
e
h
e
l
p
s
t
h
e
w
r
i
t
e
r
m
a
k
e
t
h
e
p
o
i
n
t
e
f
f
e
c
t
i
v
e
l
y
.
a)
There is one sentence with a long list of nasty things said
about Scots people.
b)
There is a list of thirteen things said about Scots. It is built up
to suggest excess. The writer doesn't like them.
c)
One sentence has a list of twelve critical things said about the
Scots, ending with a joke about Scottish football as an
anticlimax.
S
S
ENTENCE
ENTENCE
S
S
TRUCTURE
TRUCTURE
- A
- A
NSWERS
NSWERS
5
“
T
h
e
S
c
o
t
t
i
s
h
r
a
c
e
h
a
s
b
e
e
n
v
a
r
i
o
u
s
l
y
a
n
d
p
l
e
n
t
i
f
u
l
l
y
a
c
c
u
s
e
d
o
f
b
e
i
n
g
d
o
u
r
,
m
e
a
n
,
v
e
n
a
l
,
s
l
y
,
n
a
r
r
o
w
,
s
l
o
t
h
f
u
l
,
s
l
u
t
t
i
s
h
,
n
a
s
t
y
,
d
i
r
t
y
,
i
m
m
o
d
e
r
a
t
e
l
y
d
r
u
n
k
e
n
,
e
m
b
a
r
r
a
s
s
i
n
g
l
y
s
e
n
t
i
m
e
n
t
a
l
,
m
a
s
t
e
r
f
u
l
l
y
h
y
p
o
c
r
i
t
i
c
a
l
,
a
n
d
a
b
l
u
e
p
r
i
n
t
f
o
r
d
i
s
a
s
t
e
r
w
h
e
n
e
l
e
v
e
n
o
f
t
h
e
m
a
r
e
t
o
g
e
t
h
e
r
o
n
a
f
o
o
t
b
a
l
l
f
i
e
l
d
.
”
S
h
o
w
h
o
w
s
e
n
t
e
n
c
e
s
t
r
u
c
t
u
r
e
h
e
l
p
s
t
h
e
w
r
i
t
e
r
m
a
k
e
t
h
e
p
o
i
n
t
e
f
f
e
c
t
i
v
e
l
y
.
a) There is one sentence with a long list of nasty things said
about Scots people.
Good choice but this answer is not as good as the final one.
b) There is a list of thirteen things said about Scots. It is built up
to suggest excess. The writer doesn't like them.
The answer is incorrect at the end as the writer is simply
reporting what is said, not agreeing with it!
✗
✗
S
S
ENTENCE
ENTENCE
S
S
TRUCTURE
TRUCTURE
- A
- A
NSWERS
NSWERS
5
“
T
h
e
S
c
o
t
t
i
s
h
r
a
c
e
h
a
s
b
e
e
n
v
a
r
i
o
u
s
l
y
a
n
d
p
l
e
n
t
i
f
u
l
l
y
a
c
c
u
s
e
d
o
f
b
e
i
n
g
d
o
u
r
,
m
e
a
n
,
v
e
n
a
l
,
s
l
y
,
n
a
r
r
o
w
,
s
l
o
t
h
f
u
l
,
s
l
u
t
t
i
s
h
,
n
a
s
t
y
,
d
i
r
t
y
,
i
m
m
o
d
e
r
a
t
e
l
y
d
r
u
n
k
e
n
,
e
m
b
a
r
r
a
s
s
i
n
g
l
y
s
e
n
t
i
m
e
n
t
a
l
,
m
a
s
t
e
r
f
u
l
l
y
h
y
p
o
c
r
i
t
i
c
a
l
,
a
n
d
a
b
l
u
e
p
r
i
n
t
f
o
r
d
i
s
a
s
t
e
r
w
h
e
n
e
l
e
v
e
n
o
f
t
h
e
m
a
r
e
t
o
g
e
t
h
e
r
o
n
a
f
o
o
t
b
a
l
l
f
i
e
l
d
.
”
S
h
o
w
h
o
w
s
e
n
t
e
n
c
e
s
t
r
u
c
t
u
r
e
h
e
l
p
s
t
h
e
w
r
i
t
e
r
m
a
k
e
t
h
e
p
o
i
n
t
e
f
f
e
c
t
i
v
e
l
y
.
c)
One sentence has a list of twelve critical things said about the
Scots, ending with a joke about Scottish football as an
anticlimax.
W
e
l
l
d
o
n
e
!
T
h
i
s
h
a
s
m
o
r
e
t
o
i
t
t
h
a
n
t
h
e
o
t
h
e
r
a
n
s
w
e
r
s
.
✔
You should learn the following aspects
of sentence structure which are in your
booklet.
P
u
n
c
t
u
a
t
i
o
n
i
s
o
f
t
e
n
a
g
o
o
d
s
i
g
n
p
o
s
t
f
o
r
s
e
n
t
e
n
c
e
s
t
r
u
c
t
u
r
e
,
s
o
y
o
u
s
h
o
u
l
d
a
l
s
o
r
e
m
e
m
b
e
r
t
h
e
‘
j
o
b
s
’
d
o
n
e
b
y
t
h
e
f
o
l
l
o
w
i
n
g
k
i
n
d
s
o
f
p
u
n
c
t
u
a
t
i
o
n
:
Q
u
e
s
t
i
o
n
C
o
m
m
e
n
t
o
n
a
n
a
s
p
e
c
t
o
f
t
h
e
w
r
i
t
e
r
’
s
u
s
e
o
f
s
e
n
t
e
n
c
e
s
t
r
u
c
t
u
r
e
.
2
A
n
s
w
e
r
The author uses a colon
This introduces an explanation of the ‘proviso’ mentioned at
the beginning of the sentence
E
x
a
m
p
l
e
The only proviso (according to some devilishly complicated
mathematics known as game theory) is this: your superstitions
must not impose too much of a burden on those occasions when
they are without foundation.
N
o
w
a
n
s
w
e
r
t
h
e
s
t
r
u
c
t
u
r
e
q
u
e
s
t
i
o
n
s
i
n
t
h
e
b
o
o
k
l
e
t
.
Q
6
From whence comes this compulsion to climb mountains? Why
do I have this compulsion to get to the top of every insignificant
bump on the landscape? Why, no matter how breathless, bruised,
battered and bedraggled I become while hillwalking, do I return
with a grin on my face and a desire to go out and do it again?
Q
u
e
s
t
i
o
n
H
e
r
e
t
h
e
a
u
t
h
o
r
r
e
f
l
e
c
t
s
o
n
h
i
s
n
e
e
d
t
o
c
l
i
m
b
m
o
u
n
t
a
i
n
s
.
C
o
m
m
e
n
t
o
n
h
o
w
t
w
o
a
s
p
e
c
t
s
o
f
s
e
n
t
e
n
c
e
s
t
r
u
c
t
u
r
e
a
r
e
u
s
e
d
t
o
e
x
p
l
o
r
e
h
i
s
f
e
e
l
i
n
g
s
.
4
S
e
v
e
r
a
l
r
h
e
t
o
r
i
c
a
l
q
u
e
s
t
i
o
n
s
T
h
i
s
s
h
o
w
s
t
h
a
t
e
v
e
n
h
e
d
o
e
s
n
’
t
r
e
a
l
l
y
k
n
o
w
w
h
y
h
e
d
o
e
s
i
t
L
o
n
g
,
c
o
m
p
l
e
x
l
i
s
t
T
h
i
s
e
x
p
l
o
r
e
s
t
h
e
r
a
n
g
e
o
f
r
e
a
s
o
n
s
n
o
t
t
o
e
n
j
o
y
h
i
l
l
w
a
l
k
i
n
g
a
n
d
r
e
i
n
f
o
r
c
e
s
t
h
e
p
o
i
n
t
m
a
d
e
b
y
t
h
e
q
u
e
s
t
i
o
n
s
Remember – don’t just
spot the structure used
You also need to comment on the
effect which this structure has
Q
7
But as that new way of living arrives—as we retreat from the wild
places, and the fences of national parks go up; as we cease the
exploitation of animals, and the cow, the camel, the sheep, the chicken
and the pig become items in modern exhibition farms, where
schoolchildren see how mankind used to live; as our direct contact with
our fellow creatures is restricted to zoos, pets and fish tanks; and as
every area of natural beauty is set about with preservation orders and
rules to keep human interference to a minimum—will we not be
separating ourselves from our planet in order, as we suppose, to look
after it better?
Q
u
e
s
t
i
o
n
I
d
e
n
t
i
f
y
a
n
a
s
p
e
c
t
o
f
s
e
n
t
e
n
c
e
s
t
r
u
c
t
u
r
e
b
e
i
n
g
u
s
e
d
h
e
r
e
a
n
d
e
x
p
l
a
i
n
h
o
w
i
t
s
u
p
p
o
r
t
s
o
r
c
l
a
r
i
f
i
e
s
t
h
e
a
u
t
h
o
r
’
s
a
r
g
u
m
e
n
t
.
2
V
e
r
y
l
o
n
g
,
c
o
m
p
l
e
x
l
i
s
t
i
s
u
s
e
d
,
w
i
t
h
i
t
e
m
s
s
e
p
a
r
a
t
e
d
b
y
s
e
m
i
-
c
o
l
o
n
s
T
h
i
s
i
s
u
s
e
d
t
o
d
e
m
o
n
s
t
r
a
t
e
t
h
e
h
u
g
e
r
a
n
g
e
o
f
‘
n
e
w
w
a
y
s
o
f
l
i
v
i
n
g
’
(
o
r
w
a
y
s
i
n
w
h
i
c
h
w
e
a
r
e
‘
s
e
p
a
r
a
t
i
n
g
o
u
r
s
e
l
v
e
s
f
r
o
m
o
u
r
p
l
a
n
e
t
’
)
W
O
R
D
C
H
O
I
C
E
W
h
e
n
y
o
u
a
r
e
b
e
i
n
g
a
s
k
e
d
a
b
o
u
t
w
o
r
d
c
h
o
i
c
e
y
o
u
a
r
e
s
i
m
p
l
y
b
e
i
n
g
a
s
k
e
d
t
o
l
o
o
k
a
t
t
h
e
w
o
r
d
s
a
n
d
s
e
e
w
h
y
t
h
e
w
r
i
t
e
r
h
a
s
c
h
o
s
e
n
t
h
o
s
e
p
a
r
t
i
c
u
l
a
r
w
o
r
d
s
t
o
d
e
s
c
r
i
b
e
s
o
m
e
t
h
i
n
g
o
r
s
o
m
e
f
e
e
l
i
n
g
,
r
a
t
h
e
r
t
h
a
n
a
n
y
s
i
m
i
l
a
r
w
o
r
d
s
.
W
O
R
D
C
H
O
I
C
E
The sentences below contain vague, dull, and non-
descriptive words and phrases. Rewrite each
sentence with better word choice. Remove the vague
vocabulary and replace it with words that are more
precise and descriptive whilst keeping the meaning.
T
h
e
m
a
n
w
e
n
t
d
o
w
n
t
h
e
s
t
r
e
e
t
.
T
h
e
t
e
a
c
h
e
r
s
a
i
d
s
o
m
e
t
h
i
n
g
t
o
t
h
e
f
o
u
r
b
o
y
s
.
T
h
e
d
o
g
b
a
r
k
e
d
a
t
s
o
m
e
t
h
i
n
g
.
I
w
a
s
s
o
h
a
p
p
y
.
T
h
e
c
a
t
m
a
d
e
a
n
o
i
s
e
.
Consider this
A person who is under average weight for his or her
height could be described as,
‘
Underweight
’
‘
Skinny
’
or
‘
Slim
’
What would be the effect if the writer chose the word
‘
underweight
’
?
‘
Underweight
’
This could be saying that the person was being
looked at in a clinical or medical way, and being
seen as needing treatment. Perhaps the context of
the passage would be a political one.
‘
Skinny
’
This person is being described as thin but in an
unattractive way, perhaps suggesting something
angular and bony.
‘
Slim
’
This person would be being described as thin but in
an attractive way, it suggests a smooth, neat and
elegant appearance.
‘
U
n
d
e
r
w
e
i
g
h
t
’
,
‘
s
l
i
m
’
a
n
d
‘
s
k
i
n
n
y
’
a
l
l
m
e
a
n
r
o
u
g
h
l
y
t
h
e
s
a
m
e
,
b
u
t
t
h
e
e
f
f
e
c
t
o
f
c
h
o
o
s
i
n
g
o
n
e
o
f
t
h
e
m
i
n
s
t
e
a
d
o
f
t
h
e
o
t
h
e
r
t
h
r
e
e
i
s
q
u
i
t
e
p
o
w
e
r
f
u
l
.
W
h
a
t
m
a
k
e
s
t
h
e
d
i
f
f
e
r
e
n
c
e
i
s
t
h
e
c
o
n
n
o
t
a
t
i
o
n
o
f
e
a
c
h
w
o
r
d
.
Y
o
u
s
h
o
u
l
d
b
e
a
w
a
r
e
o
f
t
h
e
d
i
f
f
e
r
e
n
c
e
b
e
t
w
e
e
n
t
h
e
d
e
n
o
t
a
t
i
o
n
o
f
a
w
o
r
d
a
n
d
i
t
s
c
o
n
n
o
t
a
t
i
o
n
(
s
)
.
•
D
e
n
o
t
a
t
i
o
n
–
t
h
e
d
e
n
o
t
a
t
i
o
n
o
f
a
w
o
r
d
i
s
i
t
s
b
a
s
i
c
,
p
l
a
i
n
m
e
a
n
i
n
g
.
•
C
o
n
n
o
t
a
t
i
o
n
–
s
o
m
e
t
h
i
n
g
w
h
i
c
h
c
o
n
t
r
i
b
u
t
e
s
t
o
t
h
e
w
o
r
d
’
s
i
m
p
a
c
t
o
r
e
f
f
e
c
t
;
t
h
e
i
d
e
a
s
a
s
s
o
c
i
a
t
e
d
w
i
t
h
i
t
.
W
O
R
D
C
H
O
I
C
E
Y
o
u
m
u
s
t
a
l
w
a
y
s
q
u
o
t
e
i
f
y
o
u
a
r
e
a
s
k
e
d
t
o
i
d
e
n
t
i
f
y
w
o
r
d
c
h
o
i
c
e
(
t
h
e
o
n
l
y
e
x
c
e
p
t
i
o
n
t
o
t
h
i
s
w
i
l
l
b
e
i
n
t
h
e
q
u
e
s
t
i
o
n
s
w
h
e
r
e
t
h
e
e
x
a
m
p
l
e
o
f
w
o
r
d
c
h
o
i
c
e
i
s
p
r
o
v
i
d
e
d
f
o
r
y
o
u
)
.
You should then offer some sort of
analysis
either by thinking about the meaning of the
words or the connotations.
W
O
R
D
C
H
O
I
C
E
Q
U
E
S
T
I
O
N
S
Q
U
O
T
E
A
N
D
E
X
P
L
A
I
N
T
h
i
n
k
a
b
o
u
t
m
e
a
n
i
n
g
s
A
N
D
c
o
n
n
o
t
a
t
i
o
n
s
U
N
D
E
R
S
T
A
N
D
I
N
G
W
O
R
D
C
H
O
I
C
E
Q
u
e
s
t
i
o
n
s
a
b
o
u
t
w
o
r
d
c
h
o
i
c
e
a
r
e
v
e
r
y
c
o
m
m
o
n
i
n
C
l
o
s
e
R
e
a
d
i
n
g
p
a
p
e
r
s
.
O
f
t
e
n
a
q
u
e
s
t
i
o
n
w
i
l
l
a
s
k
y
o
u
t
o
d
e
a
l
s
p
e
c
i
f
i
c
a
l
l
y
w
i
t
h
w
o
r
d
c
h
o
i
c
e
.
O
t
h
e
r
q
u
e
s
t
i
o
n
s
m
i
g
h
t
a
s
k
y
o
u
t
o
c
o
n
s
i
d
e
r
w
o
r
d
c
h
o
i
c
e
a
m
o
n
g
o
t
h
e
r
t
e
c
h
n
i
q
u
e
s
.
U
N
D
E
R
S
T
A
N
D
I
N
G
W
O
R
D
C
H
O
I
C
E
W
o
r
d
s
u
s
e
d
i
n
d
i
f
f
e
r
e
n
t
c
o
n
t
e
x
t
s
c
a
n
h
a
v
e
d
i
f
f
e
r
e
n
t
c
o
n
n
o
t
a
t
i
o
n
s
,
a
n
i
d
e
a
o
r
f
e
e
l
i
n
g
w
h
i
c
h
a
w
o
r
d
i
n
v
o
k
e
s
f
o
r
a
p
e
r
s
o
n
a
s
w
e
l
l
a
s
i
t
s
l
i
t
e
r
a
l
o
r
p
r
i
m
a
r
y
m
e
a
n
i
n
g
.
W
h
e
n
y
o
u
a
n
s
w
e
r
a
q
u
e
s
t
i
o
n
a
b
o
u
t
w
o
r
d
c
h
o
i
c
e
y
o
u
a
r
e
n
o
t
o
n
l
y
b
e
i
n
g
a
s
k
e
d
w
h
a
t
t
h
a
t
w
o
r
d
m
e
a
n
s
b
u
t
t
o
c
o
n
s
i
d
e
r
h
o
w
t
h
a
t
m
e
a
n
i
n
g
i
s
a
f
f
e
c
t
e
d
b
y
t
h
e
c
o
n
t
e
x
t
o
f
t
h
e
p
a
s
s
a
g
e
.
Y
o
u
w
i
l
l
b
e
a
b
l
e
t
o
i
n
f
e
r
a
g
r
e
a
t
d
e
a
l
a
b
o
u
t
w
r
i
t
e
r
s
'
o
p
i
n
i
o
n
s
f
r
o
m
t
h
e
w
o
r
d
s
t
h
e
y
u
s
e
.
U
N
D
E
R
S
T
A
N
D
I
N
G
W
O
R
D
C
H
O
I
C
E
W
o
r
d
c
h
o
i
c
e
q
u
e
s
t
i
o
n
s
a
s
k
y
o
u
t
o
f
o
c
u
s
o
n
t
h
e
c
o
n
n
o
t
a
t
i
o
n
r
a
t
h
e
r
t
h
a
n
t
h
e
d
e
n
o
t
a
t
i
o
n
o
f
a
w
o
r
d
.
C
o
n
s
i
d
e
r
i
n
g
w
o
r
d
c
h
o
i
c
e
i
s
a
l
l
a
b
o
u
t
t
h
i
n
k
i
n
g
b
e
y
o
n
d
t
h
e
o
b
v
i
o
u
s
m
e
a
n
i
n
g
o
f
a
w
o
r
d
i
n
o
r
d
e
r
t
o
e
x
p
l
o
r
e
w
h
a
t
i
t
s
u
g
g
e
s
t
s
.
O
f
t
e
n
w
o
r
d
s
m
e
a
n
i
n
g
a
l
m
o
s
t
t
h
e
s
a
m
e
t
h
i
n
g
i
m
p
l
y
q
u
i
t
e
d
i
f
f
e
r
e
n
t
t
h
i
n
g
s
.
Y
o
u
n
e
e
d
t
o
b
e
a
l
e
r
t
t
o
r
e
c
o
g
n
i
s
e
t
h
e
s
e
w
h
e
n
t
h
e
y
o
c
c
u
r
.
U
N
D
E
R
S
T
A
N
D
I
N
G
W
O
R
D
C
H
O
I
C
E
E
x
a
m
p
l
e
1
One question asks,
Should parents be allowed to
smack
their children?
and another asks,
Should parents be allowed to
strike
their children?
The questions are almost the same, but the word '
strike
'
suggests something more violent and aggressive than
'
smack
', which has connotations of a more gentle action, a
slap rather than a blow.
The first question seems, therefore, to be
less opposed to
smacking than the second.
U
N
D
E
R
S
T
A
N
D
I
N
G
W
O
R
D
C
H
O
I
C
E
E
x
a
m
p
l
e
2
Would you rather have a ‘
crowd
’ outside your
house, or a ‘
mob
’
?
Probably a ‘
crowd
’
, since ‘
mob
’ has connotations
of an unruly, rather threatening group.
U
N
D
E
R
S
T
A
N
D
I
N
G
W
O
R
D
C
H
O
I
C
E
E
x
a
m
p
l
e
3
When a group of workers is looking for a pay-rise,
newspapers who
support
them will usually write
something like:
Sheet metal workers are asking for a 20% increase
while newspapers who are
opposed to
them will
probably say they are
demanding a 20% increase.
Why? Because, although the figures are the same,
‘
demanding
’
suggests a more aggressive,
unreasonable approach.
U
N
D
E
R
S
T
A
N
D
I
N
G
W
O
R
D
C
H
O
I
C
E
E
x
a
m
p
l
e
4
She looked at Sharon's new hairstyle, and sniggered.
W
h
a
t
d
o
e
s
t
h
e
c
h
o
i
c
e
o
f
t
h
e
w
o
r
d
‘
s
n
i
g
g
e
r
e
d
’
h
e
r
e
s
u
g
g
e
s
t
a
b
o
u
t
h
e
r
a
t
t
i
t
u
d
e
t
o
S
h
a
r
o
n
?
F
r
i
e
n
d
l
y
?
S
y
m
p
a
t
h
e
t
i
c
?
R
e
s
p
e
c
t
f
u
l
?
Surely not. If the writer had wanted to suggest that, she'd
have chosen a word like '
chuckle
' or '
giggle
' that suggest a
more friendly, warm kind of laughter.
‘
Sniggered
’
suggests a bit of contempt, a bit of a sneer.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
Read the following short text extracts with
questions on
word choice
and then decide
which one you think is the
best answer
.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
1
)
“
A
n
i
n
e
-
y
e
a
r
-
o
l
d
b
o
y
i
s
a
t
t
a
c
k
e
d
a
n
d
k
i
l
l
e
d
w
h
i
l
e
f
l
e
e
i
n
g
f
r
o
m
d
i
n
g
o
e
s
o
n
a
b
e
a
c
h
a
t
F
r
a
s
e
r
I
s
l
a
n
d
,
i
n
n
o
r
t
h
-
e
a
s
t
e
r
n
A
u
s
t
r
a
l
i
a
.
T
h
e
n
e
w
s
,
a
s
r
a
r
e
a
s
i
t
i
s
h
o
r
r
i
f
y
i
n
g
,
e
l
i
c
i
t
s
t
h
e
p
r
e
d
i
c
t
a
b
l
y
v
i
o
l
e
n
t
r
e
s
p
o
n
s
e
.
T
h
e
r
e
h
a
v
e
b
e
e
n
c
a
l
l
s
f
o
r
t
h
e
w
h
o
l
e
s
a
l
e
d
e
s
t
r
u
c
t
i
o
n
o
f
t
h
e
i
s
l
a
n
d
'
s
1
6
0
p
r
o
t
e
c
t
e
d
d
i
n
g
o
e
s
.
P
a
s
t
a
t
t
a
c
k
s
a
r
e
d
r
e
d
g
e
d
u
p
a
n
d
e
n
u
m
e
r
a
t
e
d
i
n
g
r
a
p
h
i
c
d
e
t
a
i
l
.
”
W
h
i
c
h
o
f
t
h
e
s
e
s
t
a
t
e
m
e
n
t
s
c
o
n
v
e
y
s
t
h
e
a
u
t
h
o
r
'
s
d
i
s
a
p
p
r
o
v
a
l
o
f
t
h
e
s
u
g
g
e
s
t
i
o
n
t
h
a
t
a
l
l
t
h
e
d
i
n
g
o
e
s
s
h
o
u
l
d
b
e
k
i
l
l
e
d
:
a)
The writer does this using words like '
violent
', '
destruction
',
'
dredged up
', '
enumerated
' and '
graphic
'
which all show how
strongly he feels.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
1
)
“
A
n
i
n
e
-
y
e
a
r
-
o
l
d
b
o
y
i
s
a
t
t
a
c
k
e
d
a
n
d
k
i
l
l
e
d
w
h
i
l
e
f
l
e
e
i
n
g
f
r
o
m
d
i
n
g
o
e
s
o
n
a
b
e
a
c
h
a
t
F
r
a
s
e
r
I
s
l
a
n
d
,
i
n
n
o
r
t
h
-
e
a
s
t
e
r
n
A
u
s
t
r
a
l
i
a
.
T
h
e
n
e
w
s
,
a
s
r
a
r
e
a
s
i
t
i
s
h
o
r
r
i
f
y
i
n
g
,
e
l
i
c
i
t
s
t
h
e
p
r
e
d
i
c
t
a
b
l
y
v
i
o
l
e
n
t
r
e
s
p
o
n
s
e
.
T
h
e
r
e
h
a
v
e
b
e
e
n
c
a
l
l
s
f
o
r
t
h
e
w
h
o
l
e
s
a
l
e
d
e
s
t
r
u
c
t
i
o
n
o
f
t
h
e
i
s
l
a
n
d
'
s
1
6
0
p
r
o
t
e
c
t
e
d
d
i
n
g
o
e
s
.
P
a
s
t
a
t
t
a
c
k
s
a
r
e
d
r
e
d
g
e
d
u
p
a
n
d
e
n
u
m
e
r
a
t
e
d
i
n
g
r
a
p
h
i
c
d
e
t
a
i
l
.
”
W
h
i
c
h
o
f
t
h
e
s
e
s
t
a
t
e
m
e
n
t
s
c
o
n
v
e
y
s
t
h
e
a
u
t
h
o
r
'
s
d
i
s
a
p
p
r
o
v
a
l
o
f
t
h
e
s
u
g
g
e
s
t
i
o
n
t
h
a
t
a
l
l
t
h
e
d
i
n
g
o
e
s
s
h
o
u
l
d
b
e
k
i
l
l
e
d
:
b)
The word '
predictably
' implies people are responding
automatically, without thought and that they are unoriginal and
dull; while '
dredged up
' implies they are digging deep into the
past to come up with any old excuse they can find.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
1
)
“
A
n
i
n
e
-
y
e
a
r
-
o
l
d
b
o
y
i
s
a
t
t
a
c
k
e
d
a
n
d
k
i
l
l
e
d
w
h
i
l
e
f
l
e
e
i
n
g
f
r
o
m
d
i
n
g
o
e
s
o
n
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e
.
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'
s
1
6
0
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r
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s
.
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a
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.
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k
i
l
l
e
d
:
c)
The words '
violent
' and '
destruction
' both suggest how
aggressive the people's response is and the writer makes it
clear he disapproves of this.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
1
)
“
A
n
i
n
e
-
y
e
a
r
-
o
l
d
b
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y
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s
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t
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d
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f
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t
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r
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d
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n
n
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r
t
h
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a
s
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r
n
A
u
s
t
r
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l
i
a
.
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h
e
n
e
w
s
,
a
s
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t
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t
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d
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c
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t
r
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s
p
o
n
s
e
.
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h
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r
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h
a
v
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n
c
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l
l
s
f
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l
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d
'
s
1
6
0
p
r
o
t
e
c
t
e
d
d
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n
g
o
e
s
.
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a
s
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a
t
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s
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d
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p
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n
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m
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r
a
t
e
d
i
n
g
r
a
p
h
i
c
d
e
t
a
i
l
.
”
W
h
i
c
h
o
f
t
h
e
s
e
s
t
a
t
e
m
e
n
t
s
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o
n
v
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s
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h
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t
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o
r
'
s
d
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s
a
p
p
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o
v
a
l
o
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t
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e
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g
g
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s
t
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o
n
t
h
a
t
a
l
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e
d
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n
g
o
e
s
s
h
o
u
l
d
b
e
k
i
l
l
e
d
:
d)
The writer uses many words which show how irresponsible,
thoughtless and aggressive these people are being and so
makes his disapproval quite clear
.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
Q
u
e
s
t
i
o
n
1
a)
The writer does this using words like '
violent
', '
destruction
',
'
dredged up
', '
enumerated
' and '
graphic
' which all show how
strongly he feels.
b)
The word '
predictably
' implies people are responding
automatically, without thought and that they are unoriginal and
dull; while '
dredged up
' implies they are digging deep into the
past to come up with any old excuse they can find.
c)
The words '
violent
' and '
destruction
' both suggest how
aggressive the people's response is and the writer makes it
clear he disapproves of this.
d)
The writer uses many words which show how irresponsible,
thoughtless and aggressive these people are being and so
makes his disapproval quite clear.
W
O
R
D
C
H
O
I
C
E
-
A
N
S
W
E
R
S
1)a)
The writer does this using words like
'violent', 'destruction', 'dredged up',
'enumerated
' and '
graphic
' which all show how strongly he feels.
T
h
i
s
a
n
s
w
e
r
w
o
u
l
d
g
e
t
n
o
m
a
r
k
s
b
e
c
a
u
s
e
i
t
o
n
l
y
q
u
o
t
e
s
w
o
r
d
s
;
m
a
r
k
s
a
r
e
g
i
v
e
n
o
n
l
y
f
o
r
a
p
p
r
o
p
r
i
a
t
e
c
o
m
m
e
n
t
.
b
)
T
h
e
w
o
r
d
'
p
r
e
d
i
c
t
a
b
l
y
'
i
m
p
l
i
e
s
p
e
o
p
l
e
a
r
e
r
e
s
p
o
n
d
i
n
g
a
u
t
o
m
a
t
i
c
a
l
l
y
,
w
i
t
h
o
u
t
t
h
o
u
g
h
t
a
n
d
t
h
a
t
t
h
e
y
a
r
e
u
n
o
r
i
g
i
n
a
l
a
n
d
d
u
l
l
;
w
h
i
l
e
'
d
r
e
d
g
e
d
u
p
'
i
m
p
l
i
e
s
t
h
e
y
a
r
e
d
i
g
g
i
n
g
d
e
e
p
i
n
t
o
t
h
e
p
a
s
t
t
o
c
o
m
e
u
p
w
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t
h
a
n
y
o
l
d
e
x
c
u
s
e
t
h
e
y
c
a
n
f
i
n
d
.
W
e
l
l
d
o
n
e
!
T
h
i
s
a
n
s
w
e
r
s
h
o
w
s
h
o
w
t
h
e
a
u
t
h
o
r
i
m
p
l
i
e
s
d
i
s
a
p
p
r
o
v
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l
b
y
c
o
m
m
e
n
t
i
n
g
o
n
t
h
e
i
m
p
l
i
c
a
t
i
o
n
s
o
f
s
p
e
c
i
f
i
c
w
o
r
d
c
h
o
i
c
e
s
.
c)
The words '
violent
' and '
destruction
' both suggest how aggressive the
people's response is and the writer makes it clear he disapproves of this.
T
h
i
s
a
n
s
w
e
r
m
a
k
e
s
a
f
a
i
r
l
y
g
e
n
e
r
a
l
c
o
m
m
e
n
t
l
o
o
s
e
l
y
c
o
n
n
e
c
t
e
d
t
o
t
w
o
w
o
r
d
s
.
d)
The writer uses many words which show how irresponsible, thoughtless and
aggressive these people are being and so makes his disapproval quite
clear.
T
h
i
s
a
n
s
w
e
r
d
o
e
s
n
o
t
r
e
f
e
r
t
o
a
n
y
s
p
e
c
i
f
i
c
w
o
r
d
s
.
I
t
m
i
g
h
t
g
e
t
a
h
a
l
f
m
a
r
k
f
o
r
t
h
e
c
o
m
m
e
n
t
o
n
'
a
g
g
r
e
s
s
i
o
n
'
.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
2
)
“
I
n
e
v
i
t
a
b
l
y
,
t
h
e
r
e
w
i
l
l
b
e
i
s
o
l
a
t
e
d
c
a
s
u
a
l
t
i
e
s
.
I
k
n
o
w
o
f
a
m
o
u
n
t
a
i
n
l
i
o
n
t
h
a
t
k
i
l
l
e
d
a
j
o
g
g
e
r
i
n
D
e
n
v
e
r
,
C
o
l
o
r
a
d
o
.
A
c
h
i
l
d
d
i
e
d
a
f
t
e
r
i
t
w
a
s
m
a
u
l
e
d
b
y
a
n
u
r
b
a
n
c
o
y
o
t
e
i
n
t
h
e
S
t
a
t
e
s
.
A
n
d
n
o
w
t
h
e
t
r
a
g
i
c
c
a
s
e
o
f
t
h
e
b
o
y
k
i
l
l
e
d
b
y
a
r
o
g
u
e
d
i
n
g
o
.
B
u
t
t
h
e
s
e
c
a
s
e
s
m
a
k
e
n
e
w
s
p
r
e
c
i
s
e
l
y
b
e
c
a
u
s
e
o
f
t
h
e
i
r
e
x
t
r
e
m
e
r
a
r
i
t
y
.
W
e
m
u
s
t
n
o
t
b
e
p
r
o
v
o
k
e
d
i
n
t
o
a
f
r
e
n
z
y
o
f
o
v
e
r
-
r
e
a
c
t
i
v
e
c
u
l
l
i
n
g
a
s
a
r
e
s
u
l
t
o
f
t
h
i
s
l
a
t
e
s
t
t
r
a
g
e
d
y
.
T
h
e
k
e
y
t
o
h
a
r
m
o
n
i
o
u
s
c
o
-
h
a
b
i
t
a
t
i
o
n
i
s
e
n
c
a
p
s
u
l
a
t
e
d
i
n
o
n
e
w
o
r
d
:
r
e
s
p
e
c
t
.
”
S
h
o
w
h
o
w
t
h
e
w
o
r
d
c
h
o
i
c
e
i
n
t
h
e
s
e
n
t
e
n
c
e
'
W
e
m
u
s
t
n
o
t
.
.
.
l
a
t
e
s
t
t
r
a
g
e
d
y
'
i
s
i
m
p
o
r
t
a
n
t
i
n
e
m
p
h
a
s
i
s
i
n
g
t
h
e
w
r
i
t
e
r
'
s
p
o
i
n
t
o
f
v
i
e
w
:
a)
'
culling
' is an emotive word suggesting extensive, possibly
unnecessary, killing.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
2
)
“
I
n
e
v
i
t
a
b
l
y
,
t
h
e
r
e
w
i
l
l
b
e
i
s
o
l
a
t
e
d
c
a
s
u
a
l
t
i
e
s
.
I
k
n
o
w
o
f
a
m
o
u
n
t
a
i
n
l
i
o
n
t
h
a
t
k
i
l
l
e
d
a
j
o
g
g
e
r
i
n
D
e
n
v
e
r
,
C
o
l
o
r
a
d
o
.
A
c
h
i
l
d
d
i
e
d
a
f
t
e
r
i
t
w
a
s
m
a
u
l
e
d
b
y
a
n
u
r
b
a
n
c
o
y
o
t
e
i
n
t
h
e
S
t
a
t
e
s
.
A
n
d
n
o
w
t
h
e
t
r
a
g
i
c
c
a
s
e
o
f
t
h
e
b
o
y
k
i
l
l
e
d
b
y
a
r
o
g
u
e
d
i
n
g
o
.
B
u
t
t
h
e
s
e
c
a
s
e
s
m
a
k
e
n
e
w
s
p
r
e
c
i
s
e
l
y
b
e
c
a
u
s
e
o
f
t
h
e
i
r
e
x
t
r
e
m
e
r
a
r
i
t
y
.
W
e
m
u
s
t
n
o
t
b
e
p
r
o
v
o
k
e
d
i
n
t
o
a
f
r
e
n
z
y
o
f
o
v
e
r
-
r
e
a
c
t
i
v
e
c
u
l
l
i
n
g
a
s
a
r
e
s
u
l
t
o
f
t
h
i
s
l
a
t
e
s
t
t
r
a
g
e
d
y
.
T
h
e
k
e
y
t
o
h
a
r
m
o
n
i
o
u
s
c
o
-
h
a
b
i
t
a
t
i
o
n
i
s
e
n
c
a
p
s
u
l
a
t
e
d
i
n
o
n
e
w
o
r
d
:
r
e
s
p
e
c
t
.
”
S
h
o
w
h
o
w
t
h
e
w
o
r
d
c
h
o
i
c
e
i
n
t
h
e
s
e
n
t
e
n
c
e
'
W
e
m
u
s
t
n
o
t
.
.
.
l
a
t
e
s
t
t
r
a
g
e
d
y
'
i
s
i
m
p
o
r
t
a
n
t
i
n
e
m
p
h
a
s
i
s
i
n
g
t
h
e
w
r
i
t
e
r
'
s
p
o
i
n
t
o
f
v
i
e
w
:
b)
'
frenzy
' suggests they're mad.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
2
)
“
I
n
e
v
i
t
a
b
l
y
,
t
h
e
r
e
w
i
l
l
b
e
i
s
o
l
a
t
e
d
c
a
s
u
a
l
t
i
e
s
.
I
k
n
o
w
o
f
a
m
o
u
n
t
a
i
n
l
i
o
n
t
h
a
t
k
i
l
l
e
d
a
j
o
g
g
e
r
i
n
D
e
n
v
e
r
,
C
o
l
o
r
a
d
o
.
A
c
h
i
l
d
d
i
e
d
a
f
t
e
r
i
t
w
a
s
m
a
u
l
e
d
b
y
a
n
u
r
b
a
n
c
o
y
o
t
e
i
n
t
h
e
S
t
a
t
e
s
.
A
n
d
n
o
w
t
h
e
t
r
a
g
i
c
c
a
s
e
o
f
t
h
e
b
o
y
k
i
l
l
e
d
b
y
a
r
o
g
u
e
d
i
n
g
o
.
B
u
t
t
h
e
s
e
c
a
s
e
s
m
a
k
e
n
e
w
s
p
r
e
c
i
s
e
l
y
b
e
c
a
u
s
e
o
f
t
h
e
i
r
e
x
t
r
e
m
e
r
a
r
i
t
y
.
W
e
m
u
s
t
n
o
t
b
e
p
r
o
v
o
k
e
d
i
n
t
o
a
f
r
e
n
z
y
o
f
o
v
e
r
-
r
e
a
c
t
i
v
e
c
u
l
l
i
n
g
a
s
a
r
e
s
u
l
t
o
f
t
h
i
s
l
a
t
e
s
t
t
r
a
g
e
d
y
.
T
h
e
k
e
y
t
o
h
a
r
m
o
n
i
o
u
s
c
o
-
h
a
b
i
t
a
t
i
o
n
i
s
e
n
c
a
p
s
u
l
a
t
e
d
i
n
o
n
e
w
o
r
d
:
r
e
s
p
e
c
t
.
”
S
h
o
w
h
o
w
t
h
e
w
o
r
d
c
h
o
i
c
e
i
n
t
h
e
s
e
n
t
e
n
c
e
'
W
e
m
u
s
t
n
o
t
.
.
.
l
a
t
e
s
t
t
r
a
g
e
d
y
'
i
s
i
m
p
o
r
t
a
n
t
i
n
e
m
p
h
a
s
i
s
i
n
g
t
h
e
w
r
i
t
e
r
'
s
p
o
i
n
t
o
f
v
i
e
w
:
c) It emphasises the writer's point of view by using
the word
'
provoked
'. This means we must not be provoked into something
we should not do and also '
over-reactive
' which means people
must not overreact to the situation.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
2
)
“
I
n
e
v
i
t
a
b
l
y
,
t
h
e
r
e
w
i
l
l
b
e
i
s
o
l
a
t
e
d
c
a
s
u
a
l
t
i
e
s
.
I
k
n
o
w
o
f
a
m
o
u
n
t
a
i
n
l
i
o
n
t
h
a
t
k
i
l
l
e
d
a
j
o
g
g
e
r
i
n
D
e
n
v
e
r
,
C
o
l
o
r
a
d
o
.
A
c
h
i
l
d
d
i
e
d
a
f
t
e
r
i
t
w
a
s
m
a
u
l
e
d
b
y
a
n
u
r
b
a
n
c
o
y
o
t
e
i
n
t
h
e
S
t
a
t
e
s
.
A
n
d
n
o
w
t
h
e
t
r
a
g
i
c
c
a
s
e
o
f
t
h
e
b
o
y
k
i
l
l
e
d
b
y
a
r
o
g
u
e
d
i
n
g
o
.
B
u
t
t
h
e
s
e
c
a
s
e
s
m
a
k
e
n
e
w
s
p
r
e
c
i
s
e
l
y
b
e
c
a
u
s
e
o
f
t
h
e
i
r
e
x
t
r
e
m
e
r
a
r
i
t
y
.
W
e
m
u
s
t
n
o
t
b
e
p
r
o
v
o
k
e
d
i
n
t
o
a
f
r
e
n
z
y
o
f
o
v
e
r
-
r
e
a
c
t
i
v
e
c
u
l
l
i
n
g
a
s
a
r
e
s
u
l
t
o
f
t
h
i
s
l
a
t
e
s
t
t
r
a
g
e
d
y
.
T
h
e
k
e
y
t
o
h
a
r
m
o
n
i
o
u
s
c
o
-
h
a
b
i
t
a
t
i
o
n
i
s
e
n
c
a
p
s
u
l
a
t
e
d
i
n
o
n
e
w
o
r
d
:
r
e
s
p
e
c
t
.
”
S
h
o
w
h
o
w
t
h
e
w
o
r
d
c
h
o
i
c
e
i
n
t
h
e
s
e
n
t
e
n
c
e
'
W
e
m
u
s
t
n
o
t
.
.
.
l
a
t
e
s
t
t
r
a
g
e
d
y
'
i
s
i
m
p
o
r
t
a
n
t
i
n
e
m
p
h
a
s
i
s
i
n
g
t
h
e
w
r
i
t
e
r
'
s
p
o
i
n
t
o
f
v
i
e
w
:
d) '
provoked
' means the other people are trying to make us do
something against our will; '
must not
’ is very strong and
assertive.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
Q
u
e
s
t
i
o
n
2
a)
'
culling
' is an emotive word suggesting extensive, possibly
unnecessary, killing.
b)
'
frenzy
' suggests they're mad.
c)
It emphasises the writer's point of view by using the word
'
provoked
'. This means we must not be provoked into
something we should not do and also '
over-reactive
'
which means people must not overreact to the situation.
d)
'
provoked
' means the other people are trying to make us
do something against our will; '
must not
' is very strong
and assertive.
W
O
R
D
C
H
O
I
C
E
-
A
N
S
W
E
R
S
2)a)
‘
Culling
' is an emotive word suggesting extensive, possibly unnecessary,
killing.
W
e
l
l
d
o
n
e
!
T
h
i
s
a
n
s
w
e
r
l
o
o
k
s
a
t
t
h
e
i
m
p
l
i
c
a
t
i
o
n
s
o
f
t
h
e
w
o
r
d
'
c
u
l
l
i
n
g
'
.
b)
'
frenzy
' suggests they're mad.
T
h
i
s
a
n
s
w
e
r
m
a
k
e
s
a
f
a
i
r
p
o
i
n
t
,
b
u
t
i
t
i
s
n
o
t
d
e
v
e
l
o
p
e
d
e
n
o
u
g
h
t
o
s
c
o
r
e
a
g
o
o
d
m
a
r
k
.
c)
It emphasises the writer's point of view by using the word '
provoked
'. This
means we must not be provoked into something we should not do and also
'
over-reactive
' which means people must not overreact to the situation.
T
h
i
s
a
n
s
w
e
r
m
i
g
h
t
l
o
o
k
g
o
o
d
,
b
u
t
a
l
l
i
t
d
o
e
s
i
s
q
u
o
t
e
t
w
o
w
o
r
d
s
a
n
d
t
h
e
n
r
e
p
e
a
t
t
h
e
m
o
r
t
h
e
i
r
m
e
a
n
i
n
g
s
.
T
h
e
r
e
i
s
n
o
t
h
i
n
g
a
b
o
u
t
w
h
a
t
t
h
e
y
s
u
g
g
e
s
t
.
d)
'
provoked
' means the other people are trying to make us do something
against our will; '
must not
' is very strong and assertive.
T
h
i
s
a
n
s
w
e
r
i
s
q
u
i
t
e
g
o
o
d
b
u
t
w
o
u
l
d
n
o
t
s
c
o
r
e
f
u
l
l
m
a
r
k
s
,
b
e
c
a
u
s
e
t
h
e
c
o
m
m
e
n
t
o
n
'
m
u
s
t
n
o
t
'
i
s
r
a
t
h
e
r
g
e
n
e
r
a
l
i
s
e
d
,
a
n
d
w
h
a
t
i
s
s
a
i
d
a
b
o
u
t
'
p
r
o
v
o
k
e
d
'
i
s
d
o
i
n
g
n
o
m
o
r
e
t
h
a
n
s
t
a
t
i
n
g
t
h
e
m
e
a
n
i
n
g
o
f
t
h
e
w
o
r
d
r
a
t
h
e
r
t
h
a
n
c
o
m
m
e
n
t
i
n
g
o
n
i
t
s
u
s
e
i
n
t
h
e
s
e
n
t
e
n
c
e
.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
3
)
“
I
'
m
n
o
t
s
u
r
e
w
h
a
t
t
o
c
a
l
l
t
h
e
m
,
s
i
n
c
e
i
t
i
s
h
a
r
d
t
o
d
e
s
c
r
i
b
e
t
h
e
s
e
c
o
n
s
t
r
u
c
t
i
o
n
s
,
w
i
t
h
t
h
e
i
r
i
n
a
n
e
l
y
g
r
i
n
n
i
n
g
,
a
p
p
a
l
l
i
n
g
l
y
-
p
a
i
d
s
t
a
f
f
d
r
e
s
s
e
d
l
i
k
e
c
i
r
c
u
s
c
l
o
w
n
s
d
i
s
p
e
n
s
i
n
g
l
u
m
p
s
o
f
f
a
t
t
y
m
e
a
t
a
n
d
s
l
i
c
e
s
o
f
c
r
u
m
p
l
e
d
s
a
l
a
d
i
n
s
o
g
g
y
b
u
n
s
,
a
c
c
o
m
p
a
n
i
e
d
b
y
t
u
b
s
o
f
s
t
e
a
m
i
n
g
h
o
t
F
r
e
n
c
h
f
r
i
e
s
a
n
d
t
e
e
t
h
-
r
o
t
t
i
n
g
d
r
i
n
k
s
,
a
s
'
r
e
s
t
a
u
r
a
n
t
s
'
.
T
r
u
e
,
t
h
e
y
a
r
e
'
p
l
a
c
e
s
w
h
e
r
e
f
o
o
d
i
s
b
o
u
g
h
t
a
n
d
e
a
t
e
n
'
,
b
u
t
i
t
w
o
u
l
d
b
e
a
s
a
d
w
o
r
l
d
i
f
t
h
e
s
e
w
e
r
e
r
e
a
l
l
y
c
o
n
s
i
d
e
r
e
d
r
e
s
t
a
u
r
a
n
t
s
.
”
S
h
o
w
h
o
w
t
h
e
w
r
i
t
e
r
'
s
w
o
r
d
c
h
o
i
c
e
i
n
t
h
i
s
p
a
r
a
g
r
a
p
h
m
a
k
e
s
c
l
e
a
r
h
e
r
c
o
n
t
e
m
p
t
f
o
r
f
a
s
t
f
o
o
d
r
e
s
t
a
u
r
a
n
t
s
:
a)
She says they are '
inanely grinning, appallingly-paid staff
dressed like circus clowns
' and that they serve '
lumps of
fatty meat and slices of crumpled salad in soggy buns
' -
she thinks it is all terrible.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
3
)
“
I
'
m
n
o
t
s
u
r
e
w
h
a
t
t
o
c
a
l
l
t
h
e
m
,
s
i
n
c
e
i
t
i
s
h
a
r
d
t
o
d
e
s
c
r
i
b
e
t
h
e
s
e
c
o
n
s
t
r
u
c
t
i
o
n
s
,
w
i
t
h
t
h
e
i
r
i
n
a
n
e
l
y
g
r
i
n
n
i
n
g
,
a
p
p
a
l
l
i
n
g
l
y
-
p
a
i
d
s
t
a
f
f
d
r
e
s
s
e
d
l
i
k
e
c
i
r
c
u
s
c
l
o
w
n
s
d
i
s
p
e
n
s
i
n
g
l
u
m
p
s
o
f
f
a
t
t
y
m
e
a
t
a
n
d
s
l
i
c
e
s
o
f
c
r
u
m
p
l
e
d
s
a
l
a
d
i
n
s
o
g
g
y
b
u
n
s
,
a
c
c
o
m
p
a
n
i
e
d
b
y
t
u
b
s
o
f
s
t
e
a
m
i
n
g
h
o
t
F
r
e
n
c
h
f
r
i
e
s
a
n
d
t
e
e
t
h
-
r
o
t
t
i
n
g
d
r
i
n
k
s
,
a
s
'
r
e
s
t
a
u
r
a
n
t
s
'
.
T
r
u
e
,
t
h
e
y
a
r
e
'
p
l
a
c
e
s
w
h
e
r
e
f
o
o
d
i
s
b
o
u
g
h
t
a
n
d
e
a
t
e
n
'
,
b
u
t
i
t
w
o
u
l
d
b
e
a
s
a
d
w
o
r
l
d
i
f
t
h
e
s
e
w
e
r
e
r
e
a
l
l
y
c
o
n
s
i
d
e
r
e
d
r
e
s
t
a
u
r
a
n
t
s
.
”
S
h
o
w
h
o
w
t
h
e
w
r
i
t
e
r
'
s
w
o
r
d
c
h
o
i
c
e
i
n
t
h
i
s
p
a
r
a
g
r
a
p
h
m
a
k
e
s
c
l
e
a
r
h
e
r
c
o
n
t
e
m
p
t
f
o
r
f
a
s
t
f
o
o
d
r
e
s
t
a
u
r
a
n
t
s
:
b)
She says the food is unhealthy, the staff are badly paid
and stupidly dressed. She calls them '
constructions
' which
sounds unfriendly.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
3
)
“
I
'
m
n
o
t
s
u
r
e
w
h
a
t
t
o
c
a
l
l
t
h
e
m
,
s
i
n
c
e
i
t
i
s
h
a
r
d
t
o
d
e
s
c
r
i
b
e
t
h
e
s
e
c
o
n
s
t
r
u
c
t
i
o
n
s
,
w
i
t
h
t
h
e
i
r
i
n
a
n
e
l
y
g
r
i
n
n
i
n
g
,
a
p
p
a
l
l
i
n
g
l
y
-
p
a
i
d
s
t
a
f
f
d
r
e
s
s
e
d
l
i
k
e
c
i
r
c
u
s
c
l
o
w
n
s
d
i
s
p
e
n
s
i
n
g
l
u
m
p
s
o
f
f
a
t
t
y
m
e
a
t
a
n
d
s
l
i
c
e
s
o
f
c
r
u
m
p
l
e
d
s
a
l
a
d
i
n
s
o
g
g
y
b
u
n
s
,
a
c
c
o
m
p
a
n
i
e
d
b
y
t
u
b
s
o
f
s
t
e
a
m
i
n
g
h
o
t
F
r
e
n
c
h
f
r
i
e
s
a
n
d
t
e
e
t
h
-
r
o
t
t
i
n
g
d
r
i
n
k
s
,
a
s
'
r
e
s
t
a
u
r
a
n
t
s
'
.
T
r
u
e
,
t
h
e
y
a
r
e
'
p
l
a
c
e
s
w
h
e
r
e
f
o
o
d
i
s
b
o
u
g
h
t
a
n
d
e
a
t
e
n
'
,
b
u
t
i
t
w
o
u
l
d
b
e
a
s
a
d
w
o
r
l
d
i
f
t
h
e
s
e
w
e
r
e
r
e
a
l
l
y
c
o
n
s
i
d
e
r
e
d
r
e
s
t
a
u
r
a
n
t
s
.
”
S
h
o
w
h
o
w
t
h
e
w
r
i
t
e
r
'
s
w
o
r
d
c
h
o
i
c
e
i
n
t
h
i
s
p
a
r
a
g
r
a
p
h
m
a
k
e
s
c
l
e
a
r
h
e
r
c
o
n
t
e
m
p
t
f
o
r
f
a
s
t
f
o
o
d
r
e
s
t
a
u
r
a
n
t
s
:
c)
The use of '
circus
' and '
clowns
' makes them seem
ridiculous, and '
lumps
' does not sound very
appealing or
healthy.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
3
)
“
I
'
m
n
o
t
s
u
r
e
w
h
a
t
t
o
c
a
l
l
t
h
e
m
,
s
i
n
c
e
i
t
i
s
h
a
r
d
t
o
d
e
s
c
r
i
b
e
t
h
e
s
e
c
o
n
s
t
r
u
c
t
i
o
n
s
,
w
i
t
h
t
h
e
i
r
i
n
a
n
e
l
y
g
r
i
n
n
i
n
g
,
a
p
p
a
l
l
i
n
g
l
y
-
p
a
i
d
s
t
a
f
f
d
r
e
s
s
e
d
l
i
k
e
c
i
r
c
u
s
c
l
o
w
n
s
d
i
s
p
e
n
s
i
n
g
l
u
m
p
s
o
f
f
a
t
t
y
m
e
a
t
a
n
d
s
l
i
c
e
s
o
f
c
r
u
m
p
l
e
d
s
a
l
a
d
i
n
s
o
g
g
y
b
u
n
s
,
a
c
c
o
m
p
a
n
i
e
d
b
y
t
u
b
s
o
f
s
t
e
a
m
i
n
g
h
o
t
F
r
e
n
c
h
f
r
i
e
s
a
n
d
t
e
e
t
h
-
r
o
t
t
i
n
g
d
r
i
n
k
s
,
a
s
'
r
e
s
t
a
u
r
a
n
t
s
'
.
T
r
u
e
,
t
h
e
y
a
r
e
'
p
l
a
c
e
s
w
h
e
r
e
f
o
o
d
i
s
b
o
u
g
h
t
a
n
d
e
a
t
e
n
'
,
b
u
t
i
t
w
o
u
l
d
b
e
a
s
a
d
w
o
r
l
d
i
f
t
h
e
s
e
w
e
r
e
r
e
a
l
l
y
c
o
n
s
i
d
e
r
e
d
r
e
s
t
a
u
r
a
n
t
s
.
”
S
h
o
w
h
o
w
t
h
e
w
r
i
t
e
r
'
s
w
o
r
d
c
h
o
i
c
e
i
n
t
h
i
s
p
a
r
a
g
r
a
p
h
m
a
k
e
s
c
l
e
a
r
h
e
r
c
o
n
t
e
m
p
t
f
o
r
f
a
s
t
f
o
o
d
r
e
s
t
a
u
r
a
n
t
s
:
d)
She is contemptuous of the staff ('inanely grinning
’ suggests
they look almost mad, and '
circus
' makes the whole thing sound
like an elaborate sideshow) and of the food (she uses '
lumps
'
rather than ’
portions
' to suggest something unappealing and
inelegant, and describes the salad as '
crumpled
' and '
soggy
’
making it sound lifeless and weak).
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
Q
u
e
s
t
i
o
n
3
a)
She says they are '
inanely grinning, appallingly-paid staff dressed
like circus clowns
' and that they serve '
lumps of fatty meat and
slices of crumpled salad in soggy buns
' - she thinks it is all terrible.
b)
She says the food is unhealthy, the staff are badly paid and
stupidly dressed. She calls them '
constructions
' which sounds
unfriendly.
c)
The use of '
circus
' and '
clowns
' makes them seem ridiculous, and
'
lumps
' does not sound very appealing or healthy.
d)
She is contemptuous of the staff ('inanely grinning
' suggests they
look almost mad, and '
circus
' makes the whole thing sound like an
elaborate sideshow) and of the food (she uses '
lumps
' rather than
'
portions
' to suggest something unappealing and inelegant, and
describes the salad as '
crumpled
' and '
soggy
' making it sound
lifeless and weak).
W
O
R
D
C
H
O
I
C
E
-
A
N
S
W
E
R
S
3)a)
She says they are '
inanely grinning, appallingly-paid staff dressed like circus
clowns
' and that they serve '
lumps of fatty meat and slices of crumpled
salad in soggy buns
' - she thinks it is all terrible.
T
h
i
s
a
n
s
w
e
r
o
n
l
y
q
u
o
t
e
s
w
o
r
d
s
;
t
h
e
q
u
e
s
t
i
o
n
i
s
a
s
k
i
n
g
f
o
r
a
p
p
r
o
p
r
i
a
t
e
c
o
m
m
e
n
t
.
b)
She says the food is unhealthy, the staff are badly paid and stupidly
dressed. She calls them '
constructions
' which sounds unfriendly.
T
h
i
s
a
n
s
w
e
r
h
a
s
s
o
m
e
m
e
r
i
t
,
b
u
t
t
h
e
f
i
r
s
t
s
e
n
t
e
n
c
e
d
o
e
s
n
o
t
c
o
m
m
e
n
t
o
n
s
p
e
c
i
f
i
c
w
o
r
d
s
.
T
h
e
s
e
c
o
n
d
s
e
n
t
e
n
c
e
h
a
s
t
h
e
b
e
g
i
n
n
i
n
g
s
o
f
a
g
o
o
d
p
o
i
n
t
b
u
t
i
s
n
o
t
d
e
v
e
l
o
p
e
d
w
e
l
l
.
c)
The use of '
circus
' and '
clowns
' makes them seem ridiculous, and '
lumps
'
does not sound very appealing or healthy.
T
h
e
r
e
a
r
e
i
n
t
e
r
e
s
t
i
n
g
c
o
m
m
e
n
t
s
b
u
t
o
n
l
y
o
n
t
w
o
o
f
t
h
e
w
o
r
d
s
.
d)
She is contemptuous of the staff ('inanely grinning
' suggests they look
almost mad, and '
circus
' makes the whole thing sound like an elaborate
sideshow) and of the food (she uses '
lumps
' rather than '
portions
' to suggest
something unappealing and inelegant, and describes the salad as
'
crumpled
' and '
soggy
' making it sound lifeless and weak).
W
e
l
l
d
o
n
e
!
T
h
i
s
a
n
s
w
e
r
g
o
e
s
i
n
t
o
d
e
t
a
i
l
a
n
d
p
r
o
v
i
d
e
s
a
n
e
x
c
e
l
l
e
n
t
f
o
c
u
s
o
n
t
h
e
w
o
r
d
c
h
o
i
c
e
.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
4
)
“
E
v
e
r
s
i
n
c
e
I
w
a
s
a
c
h
i
l
d
,
m
u
s
e
u
m
s
h
a
v
e
f
a
s
c
i
n
a
t
e
d
m
e
.
I
l
o
v
e
t
h
e
m
.
E
v
e
n
t
h
e
m
o
s
t
d
u
s
t
y
a
n
d
d
r
a
b
h
a
v
e
a
m
a
g
i
c
f
o
r
m
e
.
I
w
a
s
t
h
e
d
e
s
p
a
i
r
o
f
m
y
m
o
t
h
e
r
w
h
e
n
I
w
a
s
a
c
h
i
l
d
,
f
o
r
I
w
a
s
a
l
w
a
y
s
b
r
i
n
g
i
n
g
h
o
m
e
f
o
s
s
i
l
s
,
b
i
t
s
o
f
i
n
t
e
r
e
s
t
i
n
g
r
o
c
k
,
a
n
d
s
u
c
h
l
i
k
e
,
t
o
a
d
d
t
o
t
h
e
o
v
e
r
b
u
r
d
e
n
e
d
w
i
n
d
o
w
s
i
l
l
m
u
s
e
u
m
w
h
i
c
h
I
h
a
d
.
”
S
h
o
w
h
o
w
t
h
e
w
o
r
d
c
h
o
i
c
e
i
n
t
h
i
s
p
a
r
a
g
r
a
p
h
e
m
p
h
a
s
i
s
e
s
t
h
e
w
r
i
t
e
r
'
s
i
n
t
e
r
e
s
t
i
n
m
u
s
e
u
m
s
:
a)
He tells us how much he likes museums and that he
always has liked them. He likes every type of museum, no
matter how old or drab.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
4
)
“
E
v
e
r
s
i
n
c
e
I
w
a
s
a
c
h
i
l
d
,
m
u
s
e
u
m
s
h
a
v
e
f
a
s
c
i
n
a
t
e
d
m
e
.
I
l
o
v
e
t
h
e
m
.
E
v
e
n
t
h
e
m
o
s
t
d
u
s
t
y
a
n
d
d
r
a
b
h
a
v
e
a
m
a
g
i
c
f
o
r
m
e
.
I
w
a
s
t
h
e
d
e
s
p
a
i
r
o
f
m
y
m
o
t
h
e
r
w
h
e
n
I
w
a
s
a
c
h
i
l
d
,
f
o
r
I
w
a
s
a
l
w
a
y
s
b
r
i
n
g
i
n
g
h
o
m
e
f
o
s
s
i
l
s
,
b
i
t
s
o
f
i
n
t
e
r
e
s
t
i
n
g
r
o
c
k
,
a
n
d
s
u
c
h
l
i
k
e
,
t
o
a
d
d
t
o
t
h
e
o
v
e
r
b
u
r
d
e
n
e
d
w
i
n
d
o
w
s
i
l
l
m
u
s
e
u
m
w
h
i
c
h
I
h
a
d
.
”
S
h
o
w
h
o
w
t
h
e
w
o
r
d
c
h
o
i
c
e
i
n
t
h
i
s
p
a
r
a
g
r
a
p
h
e
m
p
h
a
s
i
s
e
s
t
h
e
w
r
i
t
e
r
'
s
i
n
t
e
r
e
s
t
i
n
m
u
s
e
u
m
s
:
b)
'
Magic
' suggests enchantment and pleasure; '
fascinated
'
has connotations of being deeply and enjoyably
absorbed.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
4
)
“
E
v
e
r
s
i
n
c
e
I
w
a
s
a
c
h
i
l
d
,
m
u
s
e
u
m
s
h
a
v
e
f
a
s
c
i
n
a
t
e
d
m
e
.
I
l
o
v
e
t
h
e
m
.
E
v
e
n
t
h
e
m
o
s
t
d
u
s
t
y
a
n
d
d
r
a
b
h
a
v
e
a
m
a
g
i
c
f
o
r
m
e
.
I
w
a
s
t
h
e
d
e
s
p
a
i
r
o
f
m
y
m
o
t
h
e
r
w
h
e
n
I
w
a
s
a
c
h
i
l
d
,
f
o
r
I
w
a
s
a
l
w
a
y
s
b
r
i
n
g
i
n
g
h
o
m
e
f
o
s
s
i
l
s
,
b
i
t
s
o
f
i
n
t
e
r
e
s
t
i
n
g
r
o
c
k
,
a
n
d
s
u
c
h
l
i
k
e
,
t
o
a
d
d
t
o
t
h
e
o
v
e
r
b
u
r
d
e
n
e
d
w
i
n
d
o
w
s
i
l
l
m
u
s
e
u
m
w
h
i
c
h
I
h
a
d
.
”
S
h
o
w
h
o
w
t
h
e
w
o
r
d
c
h
o
i
c
e
i
n
t
h
i
s
p
a
r
a
g
r
a
p
h
e
m
p
h
a
s
i
s
e
s
t
h
e
w
r
i
t
e
r
'
s
i
n
t
e
r
e
s
t
i
n
m
u
s
e
u
m
s
:
c)
The writer emphasises his interest in museums by using
the word '
magic
' which suggests there is something
special, almost mysteriously appealing about them.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
4
)
“
E
v
e
r
s
i
n
c
e
I
w
a
s
a
c
h
i
l
d
,
m
u
s
e
u
m
s
h
a
v
e
f
a
s
c
i
n
a
t
e
d
m
e
.
I
l
o
v
e
t
h
e
m
.
E
v
e
n
t
h
e
m
o
s
t
d
u
s
t
y
a
n
d
d
r
a
b
h
a
v
e
a
m
a
g
i
c
f
o
r
m
e
.
I
w
a
s
t
h
e
d
e
s
p
a
i
r
o
f
m
y
m
o
t
h
e
r
w
h
e
n
I
w
a
s
a
c
h
i
l
d
,
f
o
r
I
w
a
s
a
l
w
a
y
s
b
r
i
n
g
i
n
g
h
o
m
e
f
o
s
s
i
l
s
,
b
i
t
s
o
f
i
n
t
e
r
e
s
t
i
n
g
r
o
c
k
,
a
n
d
s
u
c
h
l
i
k
e
,
t
o
a
d
d
t
o
t
h
e
o
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r
b
u
r
d
e
n
e
d
w
i
n
d
o
w
s
i
l
l
m
u
s
e
u
m
w
h
i
c
h
I
h
a
d
.
”
S
h
o
w
h
o
w
t
h
e
w
o
r
d
c
h
o
i
c
e
i
n
t
h
i
s
p
a
r
a
g
r
a
p
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m
p
h
a
s
i
s
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s
t
h
e
w
r
i
t
e
r
'
s
i
n
t
e
r
e
s
t
i
n
m
u
s
e
u
m
s
:
d)
Words like '
magic
' and '
fascinated
' show how the
writer is
attracted to museums.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
a)
He tells us how much he likes museums and that he
always has liked them. He likes every type of museum, no
matter how old or drab.
b)
'
Magic
' suggests enchantment and pleasure; '
fascinated
'
has connotations of being deeply and enjoyably
absorbed.
c)
The writer emphasises his interest in museums by using
the word '
magic
' which suggests there is something
special, almost mysteriously appealing about them.
d)
Words like '
magic
' and '
fascinated
' show how the writer is
attracted to museums.
W
O
R
D
C
H
O
I
C
E
-
A
N
S
W
E
R
S
4)a)
He tells us how much he likes museums and that he always has
liked them. He likes every type of museum, no matter how old or
drab.
T
h
i
s
a
n
s
w
e
r
d
o
e
s
n
o
t
r
e
f
e
r
t
o
a
n
y
s
p
e
c
i
f
i
c
w
o
r
d
s
.
b)
'
Magic
' suggests enchantment and pleasure; '
fascinated
' has
connotations of being deeply and enjoyably absorbed.
W
e
l
l
d
o
n
e
!
T
h
i
s
a
n
s
w
e
r
o
f
f
e
r
s
i
n
t
e
r
e
s
t
i
n
g
o
b
s
e
r
v
a
t
i
o
n
s
o
n
t
h
e
u
s
e
o
f
'
m
a
g
i
c
'
a
n
d
'
f
a
s
c
i
n
a
t
e
d
'
.
c)
The writer emphasises his interest in museums by using the word
'
magic
' which suggests there is something special, almost
mysteriously appealing about them.
T
h
i
s
a
n
s
w
e
r
h
a
s
a
v
e
r
y
s
t
r
o
n
g
c
o
m
m
e
n
t
o
n
'
m
a
g
i
c
'
b
u
t
r
e
q
u
i
r
e
s
m
o
r
e
d
e
p
t
h
.
d)
Words like '
magic
' and '
fascinated
' show how the writer is attracted
to museums.
T
h
i
s
a
n
s
w
e
r
m
e
r
e
l
y
q
u
o
t
e
s
w
o
r
d
s
a
n
d
o
f
f
e
r
s
n
o
c
o
m
m
e
n
t
.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
5
)
“
F
o
o
t
b
a
l
l
t
o
d
a
y
i
s
b
e
i
n
g
h
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c
k
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d
a
n
d
o
f
t
e
n
c
o
r
r
u
p
t
e
d
b
y
c
o
m
m
e
r
c
i
a
l
i
n
t
e
r
e
s
t
s
,
t
h
e
f
a
n
s
e
x
p
l
o
i
t
e
d
,
t
h
e
i
r
l
o
y
a
l
t
y
t
a
k
e
n
f
o
r
g
r
a
n
t
e
d
o
r
a
b
u
s
e
d
.
T
h
e
m
e
n
a
n
d
w
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m
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n
w
h
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w
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b
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v
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m
o
n
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p
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y
o
f
s
u
p
p
l
y
.
T
h
e
m
o
r
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c
a
s
h
t
h
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y
c
a
n
s
c
r
e
w
o
u
t
o
f
t
h
e
f
a
n
s
t
h
e
b
e
t
t
e
r
.
A
n
d
t
h
e
y
c
a
l
l
i
t
s
p
o
r
t
.
W
e
l
c
o
m
e
t
o
t
h
e
w
o
r
l
d
o
f
c
o
m
m
e
r
c
i
a
l
f
o
o
t
b
a
l
l
.
”
S
h
o
w
h
o
w
t
h
e
w
o
r
d
c
h
o
i
c
e
i
n
t
h
i
s
p
a
r
a
g
r
a
p
h
m
a
k
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s
c
l
e
a
r
t
h
e
w
r
i
t
e
r
'
s
f
e
e
l
i
n
g
s
a
b
o
u
t
f
o
o
t
b
a
l
l
t
o
d
a
y
:
a)
The writer's anger and despair are conveyed by words like
'
hijacked
' which suggests something being illegally, almost
violently, changed from its
true purpose; '
corrupted
' which has
connotations of immorality and deceit; and '
screw
' which makes
the football bosses sound like cheap fraudsters.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
5
)
“
F
o
o
t
b
a
l
l
t
o
d
a
y
i
s
b
e
i
n
g
h
i
j
a
c
k
e
d
a
n
d
o
f
t
e
n
c
o
r
r
u
p
t
e
d
b
y
c
o
m
m
e
r
c
i
a
l
i
n
t
e
r
e
s
t
s
,
t
h
e
f
a
n
s
e
x
p
l
o
i
t
e
d
,
t
h
e
i
r
l
o
y
a
l
t
y
t
a
k
e
n
f
o
r
g
r
a
n
t
e
d
o
r
a
b
u
s
e
d
.
T
h
e
m
e
n
a
n
d
w
o
m
e
n
w
h
o
h
a
v
e
s
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p
p
o
r
t
e
d
t
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g
a
m
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i
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l
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r
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d
a
s
m
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r
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c
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s
u
m
e
r
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f
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p
r
o
d
u
c
t
o
n
w
h
i
c
h
t
h
o
s
e
w
h
o
r
u
n
t
h
e
c
l
u
b
s
h
a
v
e
a
m
o
n
o
p
o
l
y
o
f
s
u
p
p
l
y
.
T
h
e
m
o
r
e
c
a
s
h
t
h
e
y
c
a
n
s
c
r
e
w
o
u
t
o
f
t
h
e
f
a
n
s
t
h
e
b
e
t
t
e
r
.
A
n
d
t
h
e
y
c
a
l
l
i
t
s
p
o
r
t
.
W
e
l
c
o
m
e
t
o
t
h
e
w
o
r
l
d
o
f
c
o
m
m
e
r
c
i
a
l
f
o
o
t
b
a
l
l
.
”
S
h
o
w
h
o
w
t
h
e
w
o
r
d
c
h
o
i
c
e
i
n
t
h
i
s
p
a
r
a
g
r
a
p
h
m
a
k
e
s
c
l
e
a
r
t
h
e
w
r
i
t
e
r
'
s
f
e
e
l
i
n
g
s
a
b
o
u
t
f
o
o
t
b
a
l
l
t
o
d
a
y
:
b)
He says the fans are being '
abused
'. This suggests they are
being treated in a harmful way.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
5
)
“
F
o
o
t
b
a
l
l
t
o
d
a
y
i
s
b
e
i
n
g
h
i
j
a
c
k
e
d
a
n
d
o
f
t
e
n
c
o
r
r
u
p
t
e
d
b
y
c
o
m
m
e
r
c
i
a
l
i
n
t
e
r
e
s
t
s
,
t
h
e
f
a
n
s
e
x
p
l
o
i
t
e
d
,
t
h
e
i
r
l
o
y
a
l
t
y
t
a
k
e
n
f
o
r
g
r
a
n
t
e
d
o
r
a
b
u
s
e
d
.
T
h
e
m
e
n
a
n
d
w
o
m
e
n
w
h
o
h
a
v
e
s
u
p
p
o
r
t
e
d
t
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e
g
a
m
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a
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l
t
h
e
i
r
l
i
v
e
s
a
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t
r
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a
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d
a
s
m
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r
e
c
o
n
s
u
m
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r
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f
a
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r
o
d
u
c
t
o
n
w
h
i
c
h
t
h
o
s
e
w
h
o
r
u
n
t
h
e
c
l
u
b
s
h
a
v
e
a
m
o
n
o
p
o
l
y
o
f
s
u
p
p
l
y
.
T
h
e
m
o
r
e
c
a
s
h
t
h
e
y
c
a
n
s
c
r
e
w
o
u
t
o
f
t
h
e
f
a
n
s
t
h
e
b
e
t
t
e
r
.
A
n
d
t
h
e
y
c
a
l
l
i
t
s
p
o
r
t
.
W
e
l
c
o
m
e
t
o
t
h
e
w
o
r
l
d
o
f
c
o
m
m
e
r
c
i
a
l
f
o
o
t
b
a
l
l
.
”
S
h
o
w
h
o
w
t
h
e
w
o
r
d
c
h
o
i
c
e
i
n
t
h
i
s
p
a
r
a
g
r
a
p
h
m
a
k
e
s
c
l
e
a
r
t
h
e
w
r
i
t
e
r
'
s
f
e
e
l
i
n
g
s
a
b
o
u
t
f
o
o
t
b
a
l
l
t
o
d
a
y
:
c) He uses words like: '
hijacked, corrupted, exploited, abused,
mere, monopoly, screw
'; all these words show he feels that the
fans are being treated badly.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
5
)
“
F
o
o
t
b
a
l
l
t
o
d
a
y
i
s
b
e
i
n
g
h
i
j
a
c
k
e
d
a
n
d
o
f
t
e
n
c
o
r
r
u
p
t
e
d
b
y
c
o
m
m
e
r
c
i
a
l
i
n
t
e
r
e
s
t
s
,
t
h
e
f
a
n
s
e
x
p
l
o
i
t
e
d
,
t
h
e
i
r
l
o
y
a
l
t
y
t
a
k
e
n
f
o
r
g
r
a
n
t
e
d
o
r
a
b
u
s
e
d
.
T
h
e
m
e
n
a
n
d
w
o
m
e
n
w
h
o
h
a
v
e
s
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p
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t
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d
t
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g
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m
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a
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m
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c
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w
h
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c
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t
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e
w
h
o
r
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n
t
h
e
c
l
u
b
s
h
a
v
e
a
m
o
n
o
p
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l
y
o
f
s
u
p
p
l
y
.
T
h
e
m
o
r
e
c
a
s
h
t
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e
y
c
a
n
s
c
r
e
w
o
u
t
o
f
t
h
e
f
a
n
s
t
h
e
b
e
t
t
e
r
.
A
n
d
t
h
e
y
c
a
l
l
i
t
s
p
o
r
t
.
W
e
l
c
o
m
e
t
o
t
h
e
w
o
r
l
d
o
f
c
o
m
m
e
r
c
i
a
l
f
o
o
t
b
a
l
l
.
”
S
h
o
w
h
o
w
t
h
e
w
o
r
d
c
h
o
i
c
e
i
n
t
h
i
s
p
a
r
a
g
r
a
p
h
m
a
k
e
s
c
l
e
a
r
t
h
e
w
r
i
t
e
r
'
s
f
e
e
l
i
n
g
s
a
b
o
u
t
f
o
o
t
b
a
l
l
t
o
d
a
y
:
d)
A '
monopoly
' is usually considered to be a bad thing because it
means that only one person or group is in control, restricting the
rights of others.
W
O
R
D
C
H
O
I
C
E
-
T
E
S
T
a)
The writer's anger and despair are conveyed by words like
'
hijacked
' which suggests something being illegally, almost
violently, changed from its true purpose; '
corrupted
' which has
connotations of immorality and deceit; and '
screw
' which
makes the football bosses sound like cheap fraudsters.
b)
He says the fans are being '
abused
'. This suggests they are
being treated in a harmful way.
c)
He uses words like: '
hijacked, corrupted, exploited, abused,
mere, monopoly, screw
'; all these words show he feels that the
fans are being treated badly.
d)
A '
monopoly
' is usually considered to be a bad thing because it
means that only one person or group is in control, restricting
the rights of others.
W
O
R
D
C
H
O
I
C
E
-
A
N
S
W
E
R
S
5)a)
The writer's anger and despair are conveyed by words like '
hijacked
'
which suggests something being illegally, almost violently, changed
from its true purpose; '
corrupted
' which has connotations of immorality
and deceit; and '
screw
' which makes the football bosses sound like
cheap fraudsters.
W
e
l
l
d
o
n
e
!
T
h
e
a
n
s
w
e
r
g
o
e
s
i
n
t
o
c
o
n
s
i
d
e
r
a
b
l
e
d
e
t
a
i
l
a
b
o
u
t
s
e
v
e
r
a
l
o
f
t
h
e
w
o
r
d
s
u
s
e
d
.
b)
He says the fans are being '
abused
'. This suggests they are being
treated in a harmful way.
T
h
i
s
a
n
s
w
e
r
m
a
k
e
s
o
n
l
y
a
w
e
a
k
c
o
m
m
e
n
t
a
b
o
u
t
t
h
e
w
o
r
d
'
a
b
u
s
e
d
'
.
c)
He uses words like: '
hijacked, corrupted, exploited, abused, mere,
monopoly, screw
'; all these words show he feels that the fans are being
treated badly.
A
l
l
t
h
i
s
a
n
s
w
e
r
d
o
e
s
i
s
l
i
s
t
a
n
u
m
b
e
r
o
f
w
o
r
d
s
a
n
d
t
h
e
n
o
f
f
e
r
t
h
e
c
o
m
m
e
n
t
a
b
o
u
t
b
e
i
n
g
'
t
r
e
a
t
e
d
b
a
d
l
y
'
.
d)
A '
monopoly
' is usually considered to be a bad thing because it means
that only one person or group is in control, restricting the rights of
others.
T
h
e
c
o
m
m
e
n
t
o
n
'
m
o
n
o
p
o
l
y
'
i
s
u
s
e
f
u
l
b
u
t
o
f
f
e
r
s
n
o
o
b
s
e
r
v
a
t
i
o
n
s
o
n
o
t
h
e
r
w
o
r
d
s
.
W
O
R
D
C
H
O
I
C
E
E
X
A
M
P
L
E
Q
u
e
s
t
i
o
n
W
h
a
t
i
s
s
u
r
p
r
i
s
i
n
g
a
b
o
u
t
t
h
e
a
u
t
h
o
r
’
s
w
o
r
d
c
h
o
i
c
e
i
n
t
h
i
s
l
i
n
e
?
2
A
n
s
w
e
r
•
“hellish yet beautiful”
•
These words are contradictory, which makes the
expression surprising
At the beginning of this month I was in a hellish yet beautiful place.
N
o
w
a
n
s
w
e
r
t
h
e
w
o
r
d
c
h
o
i
c
e
q
u
e
s
t
i
o
n
s
i
n
t
h
e
b
o
o
k
l
e
t
.
By now most of us know that the version of reality on offer is one
shaped by a multimillion-pound business with slick production
values, and yet we willingly suspend our disbelief week after week,
month after month, in the name of entertainment. Is there
something lacking in our daily lives that draws us so inexorably
into Cowell’s web?
Q
u
e
s
t
i
o
n
C
o
m
m
e
n
t
o
n
t
h
e
w
r
i
t
e
r
’
s
u
s
e
o
f
w
o
r
d
c
h
o
i
c
e
i
n
t
h
e
f
i
n
a
l
s
e
n
t
e
n
c
e
o
f
t
h
i
s
p
a
r
a
g
r
a
p
h
.
2
Q
u
e
s
t
i
o
n
8
•
“
w
e
b
”
•
T
h
i
s
s
u
g
g
e
s
t
s
t
h
a
t
C
o
w
e
l
l
s
e
e
s
u
s
a
s
h
i
s
p
r
e
y
O
R
t
h
a
t
w
e
a
r
e
m
a
n
i
p
u
l
a
t
e
d
t
h
e
w
a
y
a
s
p
i
d
e
r
m
a
n
i
p
u
l
a
t
e
s
a
f
l
y
i
n
i
t
s
w
e
b
O
R
t
h
a
t
o
n
c
e
d
r
a
w
n
i
n
t
o
r
e
a
l
i
t
y
T
V
i
t
i
s
n
e
a
r
l
y
i
m
p
o
s
s
i
b
l
e
t
o
e
s
c
a
p
e
I only began to grasp this a few months ago when I travelled to
Xi’an to visit the First Emperor’s mind-boggling mausoleum,
home to his Terracotta Army. “This is one of the people who
changed the world,” said Neil MacGregor, director of the British
Museum. “There are terribly few historical figures whose
achievements lasted like that. This is really one of the great, great
figures in human history.”
Q
u
e
s
t
i
o
n
S
h
o
w
h
o
w
a
n
y
o
n
e
f
e
a
t
u
r
e
o
f
N
e
i
l
M
a
c
G
r
e
g
o
r
’
s
w
o
r
d
c
h
o
i
c
e
m
a
k
e
s
i
t
c
l
e
a
r
t
h
a
t
h
e
t
h
i
n
k
s
o
f
Q
i
n
a
s
s
o
m
e
o
n
e
s
p
e
c
i
a
l
.
2
Q
u
e
s
t
i
o
n
9
•
“
c
h
a
n
g
e
d
t
h
e
w
o
r
l
d
”
•
S
u
g
g
e
s
t
s
t
h
a
t
h
e
h
a
d
a
h
u
g
e
i
n
f
l
u
e
n
c
e
The missing part of the Cinderella story is what happens when she
puts on the glass slipper and disappears into the palace. Rowling
filled in the blanks, describing to Jeremy Paxman how she has to
cope with begging letters, journalists rifling through her bins,
photographers lurking on the beach, and strangers accosting her
in the supermarket.
Q
u
e
s
t
i
o
n
E
x
p
l
a
i
n
h
o
w
t
h
e
w
r
i
t
e
r
’
s
w
o
r
d
c
h
o
i
c
e
i
n
l
i
n
e
s
1
9
–
2
2
h
e
l
p
s
t
o
s
h
o
w
t
h
e
n
e
g
a
t
i
v
e
e
f
f
e
c
t
s
o
f
f
a
m
e
.
4
Q
u
e
s
t
i
o
n
1
0
•
“
b
e
g
g
i
n
g
l
e
t
t
e
r
s
”
–
i
m
p
l
i
e
s
u
n
p
l
e
a
s
a
n
t
/
u
n
w
a
n
t
e
d
a
t
t
e
n
t
i
o
n
•
J
o
u
r
n
a
l
i
s
t
s
“
r
i
f
l
i
n
g
”
t
h
r
o
u
g
h
h
e
r
b
i
n
s
–
s
u
g
g
e
s
t
s
i
n
v
a
s
i
o
n
o
f
p
r
i
v
a
c
y
/
i
n
d
i
s
c
r
i
m
i
n
a
t
e
s
e
a
r
c
h
i
n
g
a
n
d
/
o
r
u
n
p
l
e
a
s
a
n
t
/
u
n
w
a
n
t
e
d
a
t
t
e
n
t
i
o
n
T
O
N
E
Tone questions are often seen as the most
difficult to answer. A first step to being able to
answer them is knowing what some of the
common examples of tone in close reading
papers are, such as humourous, ironic
(sarcastic), disapproving, emotive, aggressive,
compassionate, sympathetic etc.
I
n
(
v
e
r
y
)
g
e
n
e
r
a
l
t
e
r
m
s
,
l
o
o
k
f
o
r
w
o
r
d
c
h
o
i
c
e
a
n
d
t
h
i
n
k
o
f
t
h
e
c
o
n
n
o
t
a
t
i
o
n
s
-
t
h
i
s
s
h
o
u
l
d
h
e
l
p
y
o
u
t
o
g
e
t
a
n
i
d
e
a
o
f
h
o
w
a
t
o
n
e
i
s
b
e
i
n
g
c
r
e
a
t
e
d
.
T
O
N
E
U
n
d
e
r
s
t
a
n
d
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
t
o
n
e
(
l
o
o
k
a
t
t
h
e
l
i
s
t
o
f
t
o
n
e
s
a
n
d
t
h
e
i
r
m
e
a
n
i
n
g
s
t
h
a
t
y
o
u
h
a
v
e
b
e
e
n
g
i
v
e
n
)
T
h
i
n
k
o
f
h
o
w
t
h
e
w
o
r
d
s
u
s
e
d
–
a
n
d
t
h
e
w
a
y
i
n
w
h
i
c
h
t
h
e
s
e
n
t
e
n
c
e
s
a
r
e
w
r
i
t
t
e
n
–
m
i
g
h
t
c
r
e
a
t
e
a
s
p
e
c
i
f
i
c
m
o
o
d
(
s
i
m
i
l
a
r
t
o
w
o
r
d
c
h
o
i
c
e
q
u
e
s
t
i
o
n
s
)
So why, after a decade of phone-in rows, vote-
rigging accusations and celebrity-hungry wannabes
with bloated egos, does the British public remain so
in love with reality television?
Q
u
e
s
t
i
o
n
E
x
p
l
a
i
n
f
u
l
l
y
w
h
y
a
n
y
t
w
o
c
o
m
p
o
n
e
n
t
s
o
f
t
h
e
e
x
p
r
e
s
s
i
o
n
“
c
e
l
e
b
r
i
t
y
-
h
u
n
g
r
y
w
a
n
n
a
b
e
s
w
i
t
h
b
l
o
a
t
e
d
e
g
o
s
”
(
l
i
n
e
s
1
7
–
1
8
)
c
o
n
v
e
y
a
t
o
n
e
o
f
d
i
s
a
p
p
r
o
v
a
l
.
2
E
x
a
m
p
l
e
‘
c
e
l
e
b
r
i
t
y
-
h
u
n
g
r
y
’
s
u
g
g
e
s
t
s
t
h
a
t
t
h
e
p
e
o
p
l
e
a
r
e
s
u
p
e
r
f
i
c
i
a
l
‘
w
a
n
n
a
b
e
s
’
i
s
c
l
e
a
r
l
y
d
e
r
o
g
a
t
o
r
y
a
n
d
d
i
s
m
i
s
s
i
v
e
N
o
w
d
o
t
h
e
q
u
e
s
t
i
o
n
s
o
n
t
o
n
e
i
n
t
h
e
b
o
o
k
l
e
t
.
S
a
d
/
g
l
o
o
m
y
/
p
e
s
s
i
m
i
s
t
i
c
/
c
o
n
c
e
r
n
e
d
I
w
o
u
l
d
a
l
s
o
a
c
c
e
p
t
d
i
s
m
i
s
s
i
v
e
Q
u
e
s
t
i
o
n
1
1
Those who call themselves environmentalists celebrate
this. “Leave nothing and take nothing away,” read the
signs at the gates of nature reserves. Practical advice,
perhaps, but is there not something melancholy in what
that says about modern man’s desired relationship with
nature? Will we one day confine ourselves to watching
large parts of our planet only from observation towers?
Q
u
e
s
t
i
o
n
W
h
a
t
i
s
t
h
e
t
o
n
e
o
f
t
h
e
l
a
s
t
t
w
o
s
e
n
t
e
n
c
e
s
a
b
o
v
e
?
1
T
h
e
w
o
r
d
“
m
a
y
”
i
s
u
s
e
d
t
w
i
c
e
T
h
i
s
m
a
k
e
s
c
l
e
a
r
t
h
a
t
t
h
e
y
a
r
e
u
n
s
u
r
e
o
f
t
h
e
c
h
a
n
c
e
s
o
f
b
e
i
n
g
a
b
l
e
t
o
f
u
l
l
y
e
x
p
l
o
r
e
t
h
e
t
o
m
b
Q
u
e
s
t
i
o
n
1
2
The tomb itself may never be opened because of the
sensitivities of disturbing the Emperor, although some
archaeologists hope that improved technology may one
day allow some form of exploration.
Q
u
e
s
t
i
o
n
S
h
o
w
f
u
l
l
y
h
o
w
t
h
e
w
r
i
t
e
r
i
n
t
r
o
d
u
c
e
s
a
d
o
u
b
t
f
u
l
t
o
n
e
w
h
e
n
h
e
w
r
i
t
e
s
a
b
o
u
t
t
h
e
p
r
o
s
p
e
c
t
s
f
o
r
o
p
e
n
i
n
g
t
h
e
t
o
m
b
.
2
A
t
t
i
t
u
d
e
i
s
p
o
s
i
t
i
v
e
/
a
d
m
i
r
i
n
g
T
h
e
w
o
r
d
“
r
e
a
s
s
u
r
e
”
c
o
n
f
i
r
m
s
t
h
a
t
t
h
e
w
r
i
t
e
r
b
e
l
i
e
v
e
s
h
e
r
s
t
o
r
y
t
o
b
e
p
o
s
i
t
i
v
e
Q
u
e
s
t
i
o
n
1
3
In an age of appearances, her story should reassure us.
JK Rowling found success and made millions through
trusting her own invention. We will never know her, but
we know Harry, and his magic is likely to last.
Q
u
e
s
t
i
o
n
I
d
e
n
t
i
f
y
t
h
e
w
r
i
t
e
r
’
s
a
t
t
i
t
u
d
e
t
o
J
K
R
o
w
l
i
n
g
i
n
t
h
i
s
p
a
r
a
g
r
a
p
h
a
n
d
g
i
v
e
e
v
i
d
e
n
c
e
t
o
s
u
p
p
o
r
t
y
o
u
r
a
n
s
w
e
r
.
2
I
M
A
G
E
R
Y
Images and imagery have a purpose.
Writers want you to
share their thinking
as fully as
possible. In order to
interpret images
and explain
how things work, and how well they do so, we
have to be
methodical
.
I
t
c
a
n
h
e
l
p
t
o
c
o
n
s
i
d
e
r
t
h
r
e
e
t
h
i
n
g
s
:
1)
W
h
a
t
i
s
t
h
e
i
m
a
g
e
?
2)
H
o
w
d
o
e
s
i
t
w
o
r
k
?
3)
W
h
y
i
s
i
t
e
f
f
e
c
t
i
v
e
?
I
M
A
G
E
R
Y
-
S
U
M
M
A
R
Y
1.
Identify or quote the image
___
______ is being compared to _________
2.
Show how the literal and figurative come together to
create an effect
This is effective because just as
‘__________’ suggests _____________...
3.
Say what the effect is
…
so too _____________________________
It is only when a superstition begins to compromise our deeper goals and
aspirations that we have moved along the spectrum of irrationality far enough to
risk a diagnosis of obsessive compulsive disorder. Take Kolo Touré, the former
Arsenal defender, who insists on being the last player to leave the dressing room
after the half-time break. No real problem, you might think, except that when
William Gallas, his team-mate, was injured and needed treatment at half-time
during a match, Touré stayed in the dressing room until Gallas had been treated,
forcing Arsenal to start the second half with only nine players.
Q
u
e
s
t
i
o
n
Explain how effective you find the word “spectrum” (line 71) as an image
or metaphor to illustrate people’s “irrationality”.
E
x
a
m
p
l
e
A
n
s
w
e
r
:
T
h
e
v
a
r
i
e
t
y
o
f
s
u
p
e
r
s
t
i
t
i
o
n
s
t
h
a
t
e
x
i
s
t
i
s
b
e
i
n
g
c
o
m
p
a
r
e
d
t
o
a
s
p
e
c
t
r
u
m
T
h
i
s
i
s
e
f
f
e
c
t
i
v
e
b
e
c
a
u
s
e
j
u
s
t
a
s
a
‘
s
p
e
c
t
r
u
m
’
s
u
g
g
e
s
t
s
a
w
i
d
e
r
a
n
g
e
o
f
c
o
l
o
u
r
s
…
…
s
o
t
o
o
t
h
e
r
e
a
r
e
a
w
i
d
e
r
a
n
g
e
o
f
d
i
f
f
e
r
e
n
t
s
e
v
e
r
i
t
i
e
s
o
f
s
u
p
e
r
s
t
i
t
i
o
u
s
b
e
l
i
e
f
s
Now do the practise imagery
questions in the booklet.
A
f
r
i
k
a
a
n
s
i
s
b
e
i
n
g
c
o
m
p
a
r
e
d
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f
r
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s
Q
u
e
s
t
i
o
n
1
4
“Africans are not dustbins,” declared some of the June 16
placards; and “Beware of Afrikaans, the most dangerous drug for
our future.”
Q
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s
t
i
o
n
L
o
o
k
a
t
t
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p
l
a
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t
“
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”
.
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.
3
A
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p
Q
u
e
s
t
i
o
n
1
5
Research has made it clear that the early media hysteria about the
novelty (and thus the dangers) of text messaging was misplaced.
Q
u
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s
t
i
o
n
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o
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p
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r
?
2
L
I
N
K
I
N
G
Q
U
E
S
T
I
O
N
S
Linking questions are very common in Close Reading
papers and are, in almost every case, an easy way to
gain two marks.
L
i
n
k
i
n
g
q
u
e
s
t
i
o
n
s
a
l
w
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a
m
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y
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n
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c
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t
h
a
t
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a
l
w
a
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s
g
e
t
t
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m
a
r
k
s
a
v
a
i
l
a
b
l
e
.
R
e
m
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m
b
e
r
t
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a
t
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m
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s
t
q
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a
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q
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s
t
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s
;
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l
s
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.
L
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K
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G
Q
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T
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s
e
t
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f
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:
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d
(
s
)
‘
_
_
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l
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_
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_
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_
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_
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d
(
s
)
‘
_
_
_
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Q
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T
E
_
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_
_
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l
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n
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.
L
I
N
K
I
N
G
Q
U
E
S
T
I
O
N
S
1 Quote
which part
refers back
2 Say what it
refers back to
3 Quote which
part refers
forward
4 Say what
it refers
forward to
The process of answering linking questions is like
completing a four part jigsaw puzzle
The 7.15 dance class is full, as was the six o’clock, as is the 8.30.
In the reception area of Edinburgh Dancebase, learners, ranging
from the middle-aged, fresh from work, to students, mill around
waiting to dance.
Unlikely as it may at first seem, this is occurring across the
country. Against similar winter backdrops people are queuing up to
learn to dance. National inhibition is being shed as salsa,
meringue, and cumbia beats force hips to sway rhythmically and
partners to twist complicatedly. French ceroc classes are filling up,
street dancing to hip hop is being used as an exercise class. Even
ballroom dancing is enjoying something of a renaissance.
E
x
a
m
p
l
e
Q
u
e
s
t
i
o
n
B
y
r
e
f
e
r
r
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n
g
t
o
s
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c
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d
s
o
r
p
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s
,
s
h
o
w
h
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w
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f
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r
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t
s
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n
c
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s
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d
p
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s
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k
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t
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l
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n
e
o
f
t
h
o
u
g
h
t
.
2
The 7.15 dance class is full, as was the six o’clock, as is the 8.30. In the
reception area of Edinburgh Dancebase, learners, ranging from the
middle-aged, fresh from work, to students, mill around waiting to dance.
Unlikely as it may at first seem, this is occurring across the country.
Against similar winter backdrops people are queuing up to learn to
dance. National inhibition is being shed as salsa, meringue, and cumbia
beats force hips t sway rhythmically and partners to twist complicatedly.
French ceroc classes are filling up, street dancing to hip hop is being
used as an exercise class. Even ballroom dancing is enjoying something
of a renaissance.
E
x
a
m
p
l
e
A
n
s
w
e
r
T
h
e
w
o
r
d
‘
t
h
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s
’
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n
k
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b
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t
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p
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,
w
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t
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o
f
t
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d
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n
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s
i
n
E
d
i
n
b
u
r
g
h
b
e
i
n
g
f
u
l
l
.
T
h
e
w
o
r
d
s
‘
i
s
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c
c
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r
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t
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l
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n
k
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p
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d
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m
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m
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p
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l
a
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t
t
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n
a
t
i
o
n
.
N
o
w
c
o
m
p
l
e
t
e
t
h
e
p
r
a
c
t
i
c
e
‘
l
i
n
k
i
n
g
’
q
u
e
s
t
i
o
n
s
i
n
y
o
u
r
b
o
o
k
l
e
t
.
Q
1
6
T
h
e
w
o
r
d
s
‘
h
i
s
w
o
r
k
’
l
i
n
k
b
a
c
k
t
o
w
h
a
t
w
a
s
d
i
s
c
u
s
s
e
d
i
n
t
h
e
p
r
e
v
i
o
u
s
p
a
r
a
g
r
a
p
h
,
w
h
i
c
h
w
a
s
h
i
s
p
l
a
y
s
,
c
h
a
r
a
c
t
e
r
s
a
n
d
p
o
e
t
r
y
.
William Shakespeare is easily the best-known of our English
writers. Virtually every man in the street can name some of his
plays and his characters, and many people can also recite lines of
his poetry by heart. However, despite our familiarity with his work,
we know relatively little of the man himself. We do not know when
or why he became an actor, we know nothing of his life in London,
and almost nothing of his personal concerns.
Q
u
e
s
t
i
o
n
B
y
r
e
f
e
r
r
i
n
g
t
o
s
p
e
c
i
f
i
c
w
o
r
d
s
o
r
p
h
r
a
s
e
s
,
s
h
o
w
h
o
w
t
h
e
t
h
i
r
d
s
e
n
t
e
n
c
e
a
c
t
s
a
s
a
l
i
n
k
i
n
t
h
e
a
r
g
u
m
e
n
t
.
2
•
T
h
e
w
o
r
d
s
‘
t
h
e
m
a
n
h
i
m
s
e
l
f
’
l
i
n
k
t
o
w
h
a
t
i
s
c
o
m
i
n
g
u
p
i
n
t
h
e
n
e
x
t
p
a
r
a
g
r
a
p
h
,
w
h
i
c
h
i
s
i
n
f
o
r
m
a
t
i
o
n
a
b
o
u
t
h
i
s
l
i
f
e
a
n
d
p
e
r
s
o
n
a
l
i
t
y
.
Q
1
7
Mary Stuart was certainly rated a beauty by the standards of her own
time: even John Knox described her as ‘pleasing’. In her height, her
small neat head, and her grace she resembled the contemporary ideal. It
was the type of beauty which her contemporaries were already learning
to admire in art, and could now appreciate in life, all the more
satisfyingly because it was in the person of a princess.
Not only the appearance, but also the character of Mary Stuart made her
admirably suited to be a princess of France in the age in which she lived.
Mary was exactly the sort of beautiful woman, not precisely brilliant, but
well-educated and charming, who inspired and stimulated poets by her
presence to feats of homage.
Q
u
e
s
t
i
o
n
S
h
o
w
h
o
w
t
h
e
f
i
r
s
t
s
e
n
t
e
n
c
e
o
f
t
h
e
s
e
c
o
n
d
p
a
r
a
g
r
a
p
h
a
c
t
s
a
s
a
l
i
n
k
i
n
t
h
e
a
r
g
u
m
e
n
t
.
2
T
h
e
w
o
r
d
‘
a
p
p
e
a
r
a
n
c
e
’
l
i
n
k
s
b
a
c
k
t
o
w
h
a
t
w
a
s
d
i
s
c
u
s
s
e
d
i
n
t
h
e
p
r
e
v
i
o
u
s
p
a
r
a
g
r
a
p
h
,
w
h
i
c
h
w
a
s
h
e
r
‘
b
e
a
u
t
y
’
.
T
h
e
w
o
r
d
s
‘
t
h
e
c
h
a
r
a
c
t
e
r
’
l
i
n
k
t
o
w
h
a
t
i
s
c
o
m
i
n
g
u
p
i
n
t
h
e
n
e
x
t
p
a
r
a
g
r
a
p
h
,
w
h
i
c
h
i
s
t
h
a
t
s
h
e
w
a
s
a
n
i
n
s
p
i
r
i
n
g
p
e
r
s
o
n
.
Q
1
8
The problem here is political rather than financial capacity. The
pinch will come in other resource areas, such as health spending.
People over 65 consume three times as many prescription items as
other age groups. Nearly half of those with some measure of
disability are over 70.
But the resource question, meeting the material needs of the old
and elderly, is only half the story. The real problem lies elsewhere –
in the imagination. What are the old for? Who are they, and do
traditional divisions of human life into childhood, youth, middle-
age and old-age still fit our experience?
Q
u
e
s
t
i
o
n
W
h
a
t
i
s
t
h
e
f
u
n
c
t
i
o
n
o
f
t
h
e
f
i
r
s
t
s
e
n
t
e
n
c
e
i
n
t
h
e
s
e
c
o
n
d
p
a
r
a
g
r
a
p
h
i
n
t
h
i
s
p
a
s
s
a
g
e
?
B
y
r
e
f
e
r
r
i
n
g
c
l
o
s
e
l
y
t
o
s
p
e
c
i
f
i
c
w
o
r
d
s
a
n
d
p
h
r
a
s
e
s
,
s
h
o
w
h
o
w
i
t
f
u
l
f
i
l
s
t
h
i
s
f
u
n
c
t
i
o
n
.
3
8
Nearly half of those with some measure of disability are over 70.
But the resource question, meeting the material needs of the old
and elderly, is only half the story. The real problem lies elsewhere –
in the imagination. What are the old for? Who are they, and do
traditional divisions of human life into childhood, youth, middle-
age and old-age still fit our experience?
Q
u
e
s
t
i
o
n
W
h
a
t
i
s
t
h
e
f
u
n
c
t
i
o
n
o
f
t
h
e
f
i
r
s
t
s
e
n
t
e
n
c
e
i
n
t
h
e
s
e
c
o
n
d
p
a
r
a
g
r
a
p
h
i
n
t
h
i
s
p
a
s
s
a
g
e
?
B
y
r
e
f
e
r
r
i
n
g
c
l
o
s
e
l
y
t
o
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Learn how to excel in close reading by effectively explaining key points from passages using your own words, as demonstrated through detailed examples and practical strategies. Enhance your reading comprehension skills to succeed in National 5 exams and beyond.
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NATIONAL 5 CLOSE READING or How I Learned to Stop Worrying and Love Reading for Understanding, Analysis & Evaluation
THE BASICS You should answer using bullet points You must read the question carefully Unless told to quote you should always answer in your own words
INYOUROWNWORDS One of the most common close reading questions asks you to explain a point made in the passage in your own words. Half the marks in the National 5 example paper are for this kind of question.
INYOUROWNWORDS One bullet point per mark Use your own words as far as you possibly can Quoting will get you ZERO marks
Example This may be an urban myth. It matters not. A fairy tale s power lies in its ability to express authentic fears and this one reveals the paranoia that now prevails where bringing up children is concerned. Question: It matters not (line 32)Explain in your own words why the writer believes it is not important whether this story is true or not. 2 Answer: 2 Marks for: - the impact of such a story comes from the way it can express real worries. - this story exposes the ridiculous fears about raising kids. An answer which copies from the passage would score 0.
Using Your Own Words questions - Strategy 1 Identify the relevant part of the passage. 2 Translate each part in your own words. 3 Write your answer. You are going to complete some sample in your own words questions
Now answer the following questions: 1 Before falling asleep she asked even implored me not to say a word to anyone, even her mother, about her sleep-walking adventure. I hesitated at first to promise; but on thinking on the state of her mother s health and how the knowledge of such a thing would fret her, and thinking, too of how such a story might become distorted nay infallibly would in case it should leak out I thought it wiser to do so. I hope I did right. In your own words, explain why the narrator agreed not to tell anyone about her sleep-walking adventure . Dracula
Now answer the following questions: 1 Before falling asleep she asked even implored me not to say a word to anyone, even her mother, about her sleep-walking adventure. I hesitated at first to promise; but on thinking on the state of her mother s health and how the knowledge of such a thing would fret her, and thinking, too of how such a story might become distorted nay infallibly would in case it should leak out I thought it wiser to do so. I hope I did right. In your own words, explain why the narrator agreed not to tell anyone about her sleep-walking adventure . Dracula state of her mother s health the knowledge of such a thing would fret her how such a story might become distorted Her mother had been ill She would worry about it if she knew The facts might become twisted / inaccurate
2 The manager came forward, eyeing the travellers with a mixture of fear and curiosity. Explain, in your own words, how the manager reacted to the travellers.
2 The manager came forward, eyeing the travellers with a mixture of fear and curiosity. Explain, in your own words, how the manager reacted to the travellers. eyeing the travellers with a mixture of fear and curiosity. He was partly scared of them and partly nosy about them
3 He beamed on us with his beautiful smile; he held out a hand to my aunt; and a hand to me. I was too deeply affected by his noble conduct to speak. In your own words, explain what the narrator thought of the gentleman s conduct . The Moonstone
3 He beamed on us with his beautiful smile; he held out a hand to my aunt; and a hand to me. I was too deeply affected by his noble conduct to speak. In your own words, explain what the narrator thought of the gentleman s conduct . The Moonstone his noble conduct His behaviour was courteous / gracious / gentlemanly
Now complete the practice in your own words questions in your booklet.
QUESTION 1 People think that the written language seen on mobile phone screens is new and alien, but all the popular beliefs about texting are wrong. Its distinctiveness is not a new phenomenon, nor is its use restricted to the young. There is increasing evidence that it helps rather than hinders literacy. Texting has added a new dimension to language use, but its long-term impact is negligible. It is not a disaster. Question The writer tells us that all the popular beliefs about texting are wrong . Look at the remainder of the paragraph, and then explain in your own words what two of these popular beliefs are.2 Its uniqueness is a new occurrence It is only teenagers that do it It damages linguistic skills
QUESTION 2 The BBC is a massive sponsor, uniquely independent through its licence fee and the guardian of public service broadcasting. But, as the fight for the control of communications hots up, friends of the BBC both inside and out are alarmed that all this is in jeopardy: the BBC has become too much of a self-seeking institution, too preoccupied with its ratings at the expense of good broadcasting, and unwisely over-extended financially. Question What are the three reasons for causing alarm to friends of the BBC? Use your own words as far as possible. 3 It is too interested in looking after its own interests It is more concerned with quantity of viewers than quality of programmes It is spending money it doesn t have
QUESTION 3 Rowling is loved for her stories, but also for her story. A contemporary Cinderella, she endured the cold flat and life on single-parent benefit. Then Harry happened and she went to the ball. Neil Murray, her husband, might be abashed to find himself cast as Prince Charming, but her life has changed as much as any scullery-maid turned princess. Question Look at lines 15 18. In your own words, explain what comparisons the writer draws between JK Rowling and Cinderella. 4 Both endured cold living conditions Both were on their own/single Both were poor Both found husbands Both had their lives altered for the better (any 4 of the above)
CONTEXT QUESTIONS Essentially these questions are intended simply to test your ability to work out what a word might mean from the context in which you find it. Use the following formula: ___________ means ____________ The word/words _______________ helped me understand this because it / they suggest(s) _____________________
Example It appears to me undeniable that a people has its individual character, its peculiar capacity for trust and suspicion, kindness or cruelty, energy or lassitude. Question How does the context in which it is used help you to understand the meaning of lassitude ?2 Answer Lassitude means tiredness or exhaustion The words trust and suspicion and kindness or cruelty help me understand this because they are opposites, so lassitude must be the opposite of energy
Now complete the practice context questions in your booklet.
QUESTION 4 For two days the general vacillated. Should he give the order to advance, or should he allow his men to cling to their sturdy line of defence? This hesitation was to prove fateful. Question Give the meaning of the term vacillated and explain how the context helps the reader to arrive at the meaning. 2 Vacillated means that he was indecisive The word hesitation helped me understand this because it suggests that he swithered between two different positions
QUESTION 5 Recently I found myself unimpressed by some visiting American who stunned me with monstrous verbosity, determined to use five words where one would do, bent on calling a canteen an in-plant feeding situation and a spade a primitive earth-breaking implement. Question Show how the context of monstrous verbosity helps you to arrive at its meaning. 2 Monstrous verbosity means to use unnecessarily complex language The words a primitive earth-breaking implement helped me understand this because they suggest that they wouldn t just use a single simple word to describe something
SENTENCE STRUCTURE There is no formula for this type of question, but you should: Know the different types Know the punctuation Be as clear as possible
PUNCTUATION Sym bol , : ; - Name Function These separate phrases and clauses within a sentence. A number of these may well indicate a list. These introduce a quotation or a list, an explanation or elaboration or a summing up. There will often be a balance between the two parts of the sentence it divides. These finish off one part of a sentence. It may be used instead of a conjunction to separate two clauses in a sentence. These mark quotations, direct speech, foreign words or words used in an unusual way. comma colon semi- colon inverted commas dash These can function like a colon. Two of them can mark off a parenthesis.
SENTENCE STRUCTURE Basic punctuation and sentences Punctuation marks are the signposts in the structure of sentences. They guide you when looking at the way sentences are made up. You should be familiar with basic sentence construction, made up of a subject, object and verb, and understand the purpose of using basic punctuation such as commas and full stops.
Simple sentences In the simple sentence He watches DVDs." the subject he carries out an action watches and this is related to the object DVDs : object subject Who/ what ever is doing the action Has something done to it He watches DVDs. A doing or action word verb The sentence starts with a capitalised word and ends with a full stop.
Whenever this simple noun verb object pattern is added to, or is altered, the writer has chosen to create a different effect. Your task is to identify or speculate about the reasons why a sentence is made more complex or why it has been written in a certain way.
More complex sentences Sentences which have more than one clause may require commas to punctuate them. Other punctuation devices you may see in close reading include: the colon : used to introduce an elaboration or explanation of the words that went before it the semi-colon ; used to connect two sentences that are very close in content the question mark ? used to indicate a question or doubt the exclamation mark ! used to indicate surprise brackets ( ) or dashes - contain words marked off from the rest of the sentence for emphasis or as an aside. Also known as parenthesis
VARIATIONSONTHEBASIC Example - Inversion "The dog bit the man" is very similar to "The man bit the dog . In the above example only the order of words is changed but the meaning alters completely because the subject of the sentence has switched places with the object. This technique is known as inversion. Inversion is where the normal expected order of a sentence is turned round for some effect; in this case to create surprise or humour.
The establishing of subject and object in a sentence is one of the basic starting points of language. The subject of the sentence is whoever or whatever is doing the verb. It could be a name, a pronoun (he, she, it, they etc) or a thing. The object of the sentence has something done to it. Understanding the way a sentence has been constructed can help us describe more complex and sophisticated writing.
VERBS, SUBJECTSANDOBJECTS - PRACTICE Copy the following sentences using three different colours to underline the verb, subject and object in each one: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) The children picked strawberries. Paul gave Suzie some chewing gum. Pete s dog dug a deep hole in the garden. My dad baked a fantastic cake for my birthday. Andy watched tv all night. I failed to complete my homework on time again. Every July we go on holiday to Tenerife. My dad received an email from his long lost brother. Even though it was raining hard, he played football in the park. A huge bridge spanned the lake.
EXAMPLE - PARENTHESIS A simple sentence such as The man waited outside the bank. can be made more complex by adding a bit more information: The man, who had done nothing to create suspicion, waited outside the bank . The writer may give us the extra information to add to our understanding and expectation of what is to come but the additional words do not change the grammar of the sentence. Equally, being told something more about the man does not change the original meaning of the sentence.
This technique can be signalled using commas, brackets or dashes but in each case is called a parenthesis. A phrase in parenthesis is one that is flagged as giving extra information. Your job is to decide why it has been done.
Remember, NAMING the technique in structure questions will not be enough. In the Close Reading exercise you will often be asked why or 'to what extent' a technique is effective. These devices are all signals to what is happening in a sentence or a paragraph. With practice, you will learn to recognise them AND their significance.
SENTENCE STRUCTURE - TEST Read the following extracts and select the best answer to the questions:
SENTENCE STRUCTURE - TEST 1 It has been said that two things are required for happiness: love and work. What is the reason for the colon in this sentence ? a) It breaks the sentence up and makes it more interesting. b) It replaces a full stop and saves having two sentences so that it looks more dramatic and assured. c) It introduces an explanation of what is required for happiness.
SENTENCE STRUCTURE - ANSWERS 1 It has been said that two things are required for happiness: love and work. What is the reason for the colon in this sentence? a) It breaks the sentence up and makes it more interesting. This answer is just too vague. You should refer to features of sentence construction here. b) It replaces a full stop and saves having two sentences so that it looks more dramatic and assured. This answer is just not precise enough, and does not give a reason. c) It introduces an explanation of what is required for happiness. Well done! This is the most common use for a colon.
SENTENCE STRUCTURE - TEST 2. London. Michaelmas Term lately over, and the Lord Chancellor sitting in Lincoln's Inn Hall. Implacable November weather. What features of sentence construction do you notice here? a) He is writing in note form. He has a one-word sentence at the start. It is like a diary entry, rather than continuous writing. He tells you where it happens. b) The first and third sentences have no verbs. The first consists of a single word and the third has three, presumably for dramatic effect. Word order makes you concentrate on the fierce weather because it is placed at the end of a dramatic sentence. c) He puts the name of the place first so we know where it is happening, its exact location. He ends with the time of year, November, because when it was set is just as important as where it is happening. Setting is about both time and place and we get a clear picture of bad, wintry weather. Bleak House, Charles Dickens
SENTENCE STRUCTURE - ANSWERS 2 London. Michaelmas Term lately over, and the Lord Chancellor sitting in Lincoln's Inn Hall. Implacable November weather. Bleak House, Charles Dickens What features of sentence construction do you notice here? a) He is writing in note form. He has a one-word sentence at the start. It is like a diary entry, rather than continuous writing. He tells you where it happens. This is almost true but misses out specific references to sentence construction.
SENTENCE STRUCTURE - ANSWERS 2 London. Michaelmas Term lately over, and the Lord Chancellor sitting in Lincoln's Inn Hall. Implacable November weather. Bleak House, Charles Dickens What features of sentence construction do you notice here? b) The first and third sentences have no verbs. The first consists of a single word and the third has three, presumably for dramatic effect. Word order makes you concentrate on the fierce weather because it is placed at the end of a dramatic sentence. Well done! This answer makes relevant points in a concise way.
SENTENCE STRUCTURE - ANSWERS 2 London. Michaelmas Term lately over, and the Lord Chancellor sitting in Lincoln's Inn Hall. Implacable November weather. Bleak House, Charles Dickens What features of sentence construction do you notice here? c) He puts the name of the place first so we know where it is happening, its exact location. He ends with the time of year, November, because when it was set is just as important as where it is happening. Setting is about both time and place and we get a clear picture of bad, wintry weather. This doesn't answer the question as it only deals with the content and meaning and not the way the sentence is made up.
SENTENCE STRUCTURE - TEST 3 Clearly, advancing in long rows at walking pace was suicidal, but that was the plan. (A description of soldiers attacking at the Somme in 1916) Which is the best description of the structure of this sentence? a) The word order is different. It starts with the adverb 'clearly' and has its main message at the end. b) Putting 'advancing...suicidal' in parenthesis, explains more about the plan. c) The word order is different. This is a periodic sentence with the main verb at the end; 'was the plan.' The writer's opinion is given at the start. Using 'clearly' he expects you to agree with him.
SENTENCE STRUCTURE - ANSWERS 3 Clearly, advancing in long rows at walking pace was suicidal, but that was the plan. (A description of soldiers attacking at the Somme in 1916) Which is the best description of the structure of this sentence? a) The word order is different. It starts with the adverb 'clearly' and has its main message at the end. This answer clearly deals with the sentence construction but does not have as much technical detail as the last answer. b) Putting 'advancing...suicidal' in parenthesis, explains more about the plan. Two commas can indicate a parenthesis, but not here. The phrase enclosed by commas is essential to the grammar of the sentence.
SENTENCE STRUCTURE - ANSWERS 3 Clearly, advancing in long rows at walking pace was suicidal, but that was the plan. (A description of soldiers attacking at the Somme in 1916) Which is the best description of the structure of this sentence? c) The word order is different. This is a periodic sentence with the main verb at the end; 'was the plan.' The writer's opinion is given at the start. Using 'clearly' he expects you to agree with him. Well done! Perhaps the best answer as it has most technical detail.
SENTENCE STRUCTURE - TEST 4 Mornings, of course, always bring a sense of new hope and rejuvenation; aching and frozen though I was, I felt better for the thin air and the slow rising of the sun. Which features of sentence structure are most noticeable? a) Word order is most noticeable; morning is the subject of the writing so it is put at the start. b) The parenthesis 'of course' forces you to agree with what he is saying. It is like an aside remark to the reader. c) The semi-colon separates the two sentences and their related ideas. A general statement is made, then a specific one about that particular morning. d) All three of the above.
SENTENCE STRUCTURE - ANSWERS 4 Mornings, of course, always bring a sense of new hope and rejuvenation; aching and frozen though I was, I felt better for the thin air and the slow rising of the sun. Which features of sentence structure are most noticeable? a) Word order is most noticeable; morning is the subject of the writing so it is put at the start. b) The parenthesis 'of course' forces you to agree with what he is saying. It is like an aside remark to the reader. c) The semi-colon separates the two sentences and their related ideas. A general statement is made, then a specific one about that particular morning. d) Well done! They all are equally important.
SENTENCE STRUCTURE - TEST 5 The Scottish race has been variously and plentifully accused of being dour, mean, venal, sly, narrow, slothful, sluttish, nasty, dirty, immoderately drunken, embarrassingly sentimental, masterfully hypocritical, and a blueprint for disaster when eleven of them are together on a football field. Show how sentence structure helps the writer make the point effectively. a) There is one sentence with a long list of nasty things said about Scots people. b) There is a list of thirteen things said about Scots. It is built up to suggest excess. The writer doesn't like them. c) One sentence has a list of twelve critical things said about the Scots, ending with a joke about Scottish football as an anticlimax.
SENTENCE STRUCTURE - ANSWERS 5 The Scottish race has been variously and plentifully accused of being dour, mean, venal, sly, narrow, slothful, sluttish, nasty, dirty, immoderately drunken, embarrassingly sentimental, masterfully hypocritical, and a blueprint for disaster when eleven of them are together on a football field. Show how sentence structure helps the writer make the point effectively. a) There is one sentence with a long list of nasty things said about Scots people. Good choice but this answer is not as good as the final one. b) There is a list of thirteen things said about Scots. It is built up to suggest excess. The writer doesn't like them. The answer is incorrect at the end as the writer is simply reporting what is said, not agreeing with it!
SENTENCE STRUCTURE - ANSWERS 5 The Scottish race has been variously and plentifully accused of being dour, mean, venal, sly, narrow, slothful, sluttish, nasty, dirty, immoderately drunken, embarrassingly sentimental, masterfully hypocritical, and a blueprint for disaster when eleven of them are together on a football field. Show how sentence structure helps the writer make the point effectively. c) One sentence has a list of twelve critical things said about the Scots, ending with a joke about Scottish football as an anticlimax. Well done! This has more to it than the other answers.
You should learn the following aspects of sentence structure which are in your booklet.
Long and complex / short simple sentences Complex sentences may mimic complex ideas; short sentences have impact Repetition of words or phrases Repeated ideas will be emphasised or spotlighted List Provides detail, complexity, etc. Climax / anticlimax following a list Creates suspense/shows easing of tension Questions / exclamations / commands Achieve a particular tone, e.g. emotive (arousing strong feelings) Sentences without verbs (minor sentences) Create a colloquial (informal) style or build tension Unusual word order, e.g. inversion Alters emphasis; may build tension Sentences with symmetrical pattern of structure but with contrasting (opposite) ideas Provide contrast Parenthesis Adds extra information, comment or clarification
