Tag Archives: comprehension

Comprehension Answers

Here are some common mistakes I come across when correcting comprehension answers. These are specific to questions which ask you to discuss elements of the writer’s style.

1. Beginning with a blandly factual and obvious statement (often simply parroting back the question).

Here’s an example: “In this text there are many features of both argumentative and persuasive writing“. Yes, I know that, I read the question. Slightly better – but only slightly is “We see many examples of both argumentative and persuasive techniques in this passage” (at least this person slightly re-phrased the question, using “techniques” instead of “writing features“, “passage” instead of “text” and admitting that they as a reader exist – “we see“).

How do you FIX IT ?

Offer instead an evaluative and appreciative statement praising the writer’s style (or criticizing it if you don’t like it).

For example: “This text displays an impressive array of both argumentative and persuasive techniques that appeal to and influence the reader’s opinion“.  Or look at this example: “In this text I was impressed by both authors ability to persuade the audience to support their cause“. Central to both examples is the idea that you make a judgment (you are impressed or you are aren’t). Both also describe the effect on the reader.

2. Identifying the technique, giving an example, then failing to explain what makes it effective.

For example: “The writer gives us information regarding the number of visitors who visited the zoo last year “More than 900,000 people visited Dublin zoo…50,000 of them were schoolchildren” which she uses to fight her case about why zoos should be left open to the public. I find this piece of information good as it provides you with more knowledge

How do you FIX IT ?

Be more specific in identifying the technique; avoid repeating the same words over and over (visitors/visited/visited); explain why this technique is effective – how does it effect the reader? how does it strengthen the writer’s argument? Be specific.

Here’s an improved version of the example above:

The writer presents us with concrete statistics “more than 900,000 people visited Dublin zoo…50,000 of them were schoolchildren” to fight her case as to why zoos should be left open to the public. Her emphasis on numbers convinces us that zoos remain popular with the public and her focus on ‘schoolchildren’ makes us feel guilty at the thought of closing them down, as we would be depriving this group of something they obviously value”. 

3. Discussing what makes a technique IN GENERAL effective, but not identifying what makes THIS SPECIFIC EXAMPLE of the technique effective.

In other words, you know why a writer might use a list so you write this down and then pick an example from the text. The problem with this is that you are being asked to demonstrate comprehension skills – do you understand why this writer used this technique in this piece of writing. Do you understand the effect in this specific example?

For example: “The writer also uses a list. She bombards us with information and we feel overwhelmed by the sheer number of points being made, thus we find it difficult to disagree with her as she describes zoos as “A living classroom, conservation centre, animal sanctuary, centre of excellence in animal husbandry, science and research and a major visitor attraction”. Lists can exploit our emotions and sway our opinions if constructed in a manipulative manner.  

How do you FIX IT ? Your job is to take your general awareness of the effectiveness of lists and apply it to a specific example. Here’s how it’s done:

“The writer offers a list of vital functions that zoos fulfill describing them as “A living classroom, conservation centre, animal sanctuary, centre of excellence in animal husbandry, science and research and a major visitor attraction”. She bombards us with reasons to support zoos and effectively counters the impression many of us have that their only purpose is to entertain the public. In fact I think she leaves this facet until last on her list (“visitor attraction”) to force us to really consider the other benefits of zoos. She also manipulates us – we experience positive emotions towards zoos because of her use of buzz words (such as “living” “sanctuary” “excellence” and “science and research”) in this list”.

4. Flow from one point to the next.

Do not rely exclusively on the word ALSO. This drives me nuts. There are hundreds of linking phrases out there (if you don’t believe me follow this link) so stop over-using the word also. The word “then” tends to be used too often aswell. It’s fine to use either of these words once, just don’t use them repeatedly. Use paragraphs (even mini paragraphs are much better than no paragraphs at all).

Even if we take the “correct” examples from above, without any link or flow between them, the answer loses some of it’s power. Here it is with no ‘flow’ (except the linking words used within the second paragraph – ‘also’ and ‘in fact’).

This text displays an impressive array of both argumentative and persuasive techniques that appeal to and influence the reader’s opinion. The writer presents us with concrete statistics “more than 900,000 people visited Dublin zoo…50,000 of them were schoolchildren” to fight her case as to why zoos should be left open to the public. Her emphasis on numbers convinces us that zoos remain popular with the public and her focus on ‘schoolchildren’ makes us feel guilty at the thought of closing them down, as we would be depriving this group of something they obviously value.  The writer offers a list of vital functions that zoos fulfill describing them as “A living classroom, conservation centre, animal sanctuary, centre of excellence in animal husbandry, science and research and a major visitor attraction”. She bombards us with reasons to support zoos and effectively counters the impression many of us have that their only purpose is to entertain the public. In fact I think she leaves this facet until last on her list (“visitor attraction”) to force us to really consider the other benefits of zoos. She also manipulates us – we experience positive emotions towards zoos because of her use of buzz words (such as “living” “sanctuary” “excellence” and “science and research”) in this list.

How do I FIX IT ? Consider how much better it is when you add some flow – and how simple it is to do:

This text displays an impressive array of both argumentative and persuasive techniques that appeal to and influence the reader’s opinion. 

Early on, the writer presents us with concrete statistics “more than 900,000 people visited Dublin zoo…50,000 of them were schoolchildren” to fight her case as to why zoos should be left open to the public. Her emphasis on numbers convinces us that zoos remain popular with the public and her focus on ‘schoolchildren’ makes us feel guilty at the thought of closing them down, as we would be depriving this group of something they obviously value.  

To strengthen her viewpoint the writer then offers a list of vital functions that zoos fulfill describing them as “A living classroom, conservation centre, animal sanctuary, centre of excellence in animal husbandry, science and research and a major visitor attraction”. She bombards us with reasons to support zoos and effectively counters the impression many of us have that their only purpose is to entertain the public. In fact I think she leaves this facet until last on her list (“visitor attraction”) to force us to really consider the other benefits of zoos. She also manipulates us – we experience positive emotions towards zoos because of her use of buzz words (such as “living” “sanctuary” “excellence” and “science and research”) in this list.

5. Vary your phrasing.

Using the same words or phrases repeatedly suggests to the reader that you don’t have a very sophisticated vocabulary. It is important to keep linking back what you’ve said to the question asked, but use synonyms instead of parroting the exact wording of the question over and over. Don’t begin every point in the same way. It’s annoying and it’s a waste of time and words.

For example: “The writer uses effective persuasive and argumentative writing when she uses a list”… “The writer also uses effective persuasive and argumentative writing when she uses a rhetorical question”…”The final use of persuasive and argumentative writing I found effective was her ability to refute counter arguments…” 

How do I FIX IT ?

Use synonyms. Don’t allow yourself to become a parrot.

“The writer uses lists effectively….” “I particularly liked the way she used a rhetorical question to grab my attention… “Finally, her ability to refute counter arguments was for me the most powerful feature of her argumentative style…” 

6. Work your quotes naturally into the grammar of your sentence.

Don’t just plonk a quote onto the page as an add on.  The difference between integrating quotes – and not – is small but significant. There is a certain overlap here with point 4 above – your answer must flow…

For example: “The writer uses emotive language. “Modern zoos are managed by caring professionals who devote their lives to the welfare of animals”. This is an establishment which views their animals as a top priority”.

How do I FIX IT ?

The writer uses emotive language when she describes “modern zoos” as places which are “managed by caring professionals who devote their lives to the welfare of animals”. Here she chooses the words “caring” and “devoted” to imply that the workers are passionate and dedicated, viewing the animals as their top priority”.

 For more on using quotes correctly, click here: http://www.utoronto.ca/ucwriting/quotations.html

Sample Visual Text Answer

Your analysis of the photo should be so specific that the reader can picture it without seeing it. However, remember you are commenting on aspects of the photo not simply describing it (that’s the equivalent of telling the story instead of analysing it – never a good idea!).

The image of the lady passing the soldier (image 3) had the greatest impact on me. I think this woman decided to dress up because she is determined to carry on with her life as usual, despite the presence of soldiers on the streets of her city. Dressing up allows her to feel powerful and important. I particularly noticed her pearls in this image, as they are traditionally a symbol of wealth. Clearly as an unarmed woman in a besieged city, she felt powerless and threatened. Walking the streets of her city dressed up to the nines is an act of defiance against the occupiers – the caption under the photo says that it was taken during the siege of Sarajevo.

It is possible (but unlikely in my opinion) that she is trying to impress the soldier – her look is one of disgust and contempt, not seduction. She is unsmiling, she holds her head up high and swings her free arm as though she hasn’t a care in the world. This has to be an act – the man in the foreground is carrying a heavy machine gun. Judging by the distance between her two feet she is taking quite long confident strides, or at least as long as she can with her tight skirt on! Although the soldiers head is out of shot, from examining her line of vision, I’d say she is looking directly at him, almost as a kind of challenge to his authority. She appears entirely unthreatened & unintimidated by the weapon he is carrying.

The soldier in the left foreground appears quite relaxed, judging by the cigarette perched between two fingers of his right hand. However, he seems prepared to use his weapon as both of his hands are resting on it, ready to spring into action if necessary. By contrast, the woman seems to be going somewhere specific, on a mission. She is doing her best to appear nonchalant as she strides past. The two images create a great contrast because it is so unexpected to see a woman in upmarket fashionable clothes walking casually past a soldier in a war zone. The focus remains firmly on the woman, however because her body is in frame whereas the soldier’s legs and head are cut off, rendering him anonymous, a nameless, faceless, unknown soldier.

Advice on answering comprehensions

Comprehensions – General Guidelines

 

Your ability to read & understand texts is being tested.

Above all else remember this:  answer the question, the whole question and nothing but the question! Well actually, not quite – you do need some depth in your answer. This involves choosing relevant info, supporting with quotes, interpreting what is implied/suggested and evaluating it (Questions such as ‘has the writer succeeded in convincing you?’…. ‘what impact do these images make on you?’…’would you like to have shared this journey with character X?’…).

You must prove to the examiner that you can:

Write well – your answer needs to showcase an impressive vocabulary, to flow naturally from point to point and to offer an in-depth analysis of the text.

Pick out relevant information

Rephrase it in your own words (this shows you understand the info)

Use quotes (keep them relatively short) to support the points you make. Never begin with a quote – this is the writing equivalent of putting the cart before the horse and it will lose you marks. Make your point/statement FIRST, then support it with a quote.

Interpret texts – understand not just the specific points they make but also the view of the world being offered. This means you can see the pieces of the puzzle AND how they join together into a bigger picture or view of the world. Ask yourself if the writer is biased in any way.

Depending on the question you may be asked to:

Figure out the message of the text & the point(s) the writer wishes to make.

Offer your own opinion – if asked – but stick closely to discussing what’s in the text.

Comment on the style of writing – informative, persuasive, argumentative, descriptive. You must be able to identify techniques but MORE IMPORTANTLY you must comment on their effectiveness. Ask yourself ‘why did the writer use this style? what effect does she want this technique to have on me, the reader?’

Discuss the visual element of the text – photo(s), book cover(s), an ad or painting.

ADVICE: Time is tight – you have only 45 minutes so you must focus.

  1. Read the questions first, slowly and carefully. Underline important words.
  2. Rewrite the Q in simpler language if you’re not sure what you’re being asked.
  3. Read the passage. Underline/highlight anything you think you might use in your answers and number it (Q1 / Q2 / Q3).
  4. Pay attention to how many marks each Q is worth – 10 marks = ½ to ¾ pg / 15 marks = ¾ to 1pg / 20 marks = 1 to 1¼pgs
  5. Don’t get stuck making 1 point over and over – make 1 point for every 5 marks available, then add one! So 10 marks = 3 points 15 marks = 4-5points and 20 marks = 5-6 points
  6. Stick closely to answering the question asked. Some questions have two parts – don’t leave out half of the Q in your answer through carelessness. Avoid including material which is irrelevant to this question.
  7. Don’t simply summarise the text (unless specifically asked to) – try to figure out the overall message. You may be asked if you agree/disagree with the views expressed.
  8. When quoting directly from the text USE QUOTATION MARKS. Keep quotes relatively short and only use relevant ones.
  9. Be organised in your approach – make a point (in your own words), back it up with evidence from the text, then move on. Make a new point, back it up, then move on etc… However, make sure your answer flows by using phrases such as ‘also’ ‘furthermore’ ‘nonetheless’ ‘on the other hand’ ‘clearly’. Don’t use the same phrase twice.
  10. Don’t wander off on a tangent, waffling on about something that happened to you in your life. This is generally completely irrelevant to proving that you can read, interpret and offer an opinion on a piece of writing.
  11. Don’t spend too long on this section – you can leave space and come back to it at the end if you have time.

One very common error made my students is that they move on to Q2 but keep answering Q1. This happens a lot because students are so focused on getting the comprehension done on time. The info from Q1 is still fresh in their minds so they end up repeating themselves in the next Q. One way to avoid this is to write out the Q at the top of the page to force your brain to move on. Remember the questions are completely different so your answers should be too.

If you find yourself repeating info from a previous question

  • STOP.
  • Read the Q again.
  • Refocus.

It’s unlikely that you are answering the Q properly if you find yourself repeating the same points in different answers.

Types of comprehension

UPDATE SEPTEMBER 2014 – the exam no longer features a ‘visual text’ by itself. For now they seem to have integrated it so that every text is accompanied by image(s) and/or a graph and usually – but not always – one of the three questions will ask you to discuss/interpret the visual text.

Types of Comprehensions

You will have a choice of 3 texts – you pick one to read & answer questions on (QA) and one piece of functional writing (QB) from a different text.

You cannot answer QA & QB on the same text.

If you do you lose 25% of the marks for Paper 1.

Typically 3 different styles of text, sometimes with a combined written & visual element.

WARNING: In 2010, 2011, 2012 and 2013 two of the 3 texts had a visual element so you cannot ignore this section when revising for the exam. In 2014, however, while all three comprehension texts had visuals, only one text had a question which asked you to discuss the visual as well as the written element (it was a book cover).

1. Non-fiction: This could be an interview, a newspaper or magazine article, a speech, a blog, an extract from a biography or a non-fiction book.

2. Descriptive writing: Extract from novel / short story / biography / travel writing.

3. Visual text: A series of photographs usually accompanied by a short article or introduction (on one occasion it was 2 contrasting book covers).

Typical questions?

Non-fiction =

Describe the personality of the writer / interviewee.

Describe the lifestyle of the writer / interviewee.

In your own words, outline the argument made by the writer / speaker.

What is your opinion of this issue? (support by close reference to the text).

To what extent do you agree/disagree with the writer? (almost same as above).

Do you think the writer likes or dislikes his subject matter? (the person / group or issue he’s writing about). How is the writer’s attitude revealed?

What is the most important point being made by the writer?

Select three features of the writer’s style and comment on their effectiveness.

Identify 4 elements of effective speech-writing & comment on their effectiveness.

Identify 4 features of argumentative and/or persuasive writing and comment on their effectiveness.

What features make this an interesting piece of informative writing?

Select the quotation used in the passage which the greatest impact on you and give reasons for your choice.

Do you find the style of writing in this article appealing?

Descriptive writing =

What qualities do you find appealing in the character of __________.

What impression of the character of _________ is created in this extract.

Describe the relationship between the two characters of ________ & ________.

How does this extract create a strong sense of place?

Does the description of the market / railway station bring it to life for the reader?

Identify and comment on 4 features of narrative and/or descriptive writing used.

Choose 3 particularly vivid images you find effective in this extract.

This novel has been described as compelling and well written. Do you find the style of writing dramatic and descriptive?

Would reading this extract encourage you to read the book in full?

Comment on the appropriateness of the title.

What signals let you know this story is intended to be humorous?

Visual text =

What impact do the visual images make on you?

Which image makes the greatest impact on you? You may wish to consider the subject matter, setting, mood, caption, relevancy, photographic qualities / techniques, use of colour, light, objects, details.

Which image is most effective in capturing the theme of _________  / Do these images capture the essence of _____________.

Imagine this series of images is to be published in a book of photojournalism. Which one would you choose for the front cover and why?

Which book cover do you find more interesting?

Select another image you would use to expand this selection. Briefly describe it and say why it would fit in well with this collection.

Outline briefly what you see in each of the images.

What does the photographer want the viewer to feel?

Do the written and visual elements of the text go well together?

From your reading of the introduction and the photos, what impression do you have of this issue?

Write one paragraph that would serve as an introduction to this collection of images.

Visual texts

Typical questions:

What impact do the visual images make on you?

Which image is most effective in capturing the theme of _________.

Imagine this series of images is to be published in a book of photojournalism.

Which one would you choose for the front cover and why?

Analysing a photo is a very specific skill. You will be expected to make reference to at least some of the following elements which the photographer may have been aware of when taking the photo. Some photos are set up in a certain way deliberately, others are taken in the moment and only afterwards reveal brilliant composition, lighting etc.

Facial expressions

  • eyes (line of vision)
  • mouth (smile / thin line / open / drooping)
  • tilt of head
  • eyebrows (raised / drawn together )

Body language

  • Arms (folded / down by sides / on hips)
  • Legs (crossed / apart / knees together)
  • Walk (long stride / quick steps / stroll / run)
  • Hands (twisted together / fists clenched / stroking chin / praying)
  • Shoulders (hunched / slouched / thrown back)

Setting – where and when

  • Weather
  • Props / objects / landscape
  • Clothes & hairstyles (these can reveal the era)
  • Accessories (bags / jewelry / phone / keys / book)

Placement

  • What is your eye drawn to immediately? What’s in focus? What’s blurred?
  • Within the frame (what’s in the foreground / background / left & right of centre)
  • In relation to the camera (view from front / side / behind; close or far away?)
  • In relation to the other people/things in the photo (close or distant? Why?)

Mood

  • Colours – primary colours (red/yellow/blue), black & white, sepia
  • Lighting – bright lights for emphasis / use of shadows / photoshop?

Connection to theme / written element

  • What aspects of the theme / subject matter are captured in the image?
  • Is there a caption? What does it reveal / how does it enhance the image?
  • Is the image relevant to the theme? In what ways?
  • In what way does the image reinforce the written message? Or illustrate visually
  • some of the points made in the written section?

When discussing a film (or even just a single scene) you need to consider some of the following:

  • Placement of camera (same as for photos) & framing of shot.
  • POV – from whose point of view is the story being told?
  • Camera movement – does it pan across, tilt up or down, track, zoom?
  • Lighting / mood (same as for photos).
  • Editing / mood – fast (lots of cuts), slow (long shots), smooth (continuity) or jumpy?
  • Sound – music, sound effects, ambient noise, voice over.
  • Acting, costumes, make-up.
  • Locations, props.