A full study of any text involves a good understanding of what the content is about, an analysis of the way in which the writer goes about expressing these thoughts, and an evaluation of how effective the author is in conveying the said ideas to the reader.

To ensure that individuals are given opportunities to develop their reading skills, questions based on different aspects of the text are frequently explored. Some questions entail finding bits of information that you can easily locate within the text. Others involve a range of other types and levels of questions that require closer engagement with the text.

Readers’ responses will obviously be of different lengths. This all depends on what each question is asking for. It is important that one takes time to carefully interpret each question. Some questions have more than one part. Make sure that all responses address each part of the question. If not, the answer would most certainly be incomplete.

So when answering a question, ensure that each point you make is supported by evidence from the text. Your evidence can be a quotation, which should not be long. Alternatively, you can simply make reference to a part of the text. Having done this, you need to explain in what way or ways your evidence supports the point you are making. Follow the structure, Point, Evidence and Explain (PEE)

You will find yourself producing some very impressive answers!

IMPORTANT!
Remember that your best will always do!

Here is a selection of literary terms that writers frequently use.
A good level of knowledge and understanding of these technical terms will prove to be very useful when studying a text.

GLOSSARY

Imagery– It is a literary device used to appeal to the reader’s five senses: touch, taste, smell, feeling and hearing. Imagery influences imagination and help to build clear mental pictures of something or someone. In other words, it is the picture that is formed of a place, person, object, texture…feeling, as it is being described.

Metaphor – It is a device used for comparison to give a vivid description of anything or anyone, in order to assist the reader to understand the thought that is being conveyed. For example, the metaphor, ‘The woman is a lion’ does not really mean that she is a lion in the true sense of the word but the expression is used to describe the nature of the person. In this case, the writer is hoping that the reader will make the connection between the characteristics of the lion and that of the woman.

Alliteration – It the repetition of initial sounds. Sometimes, writers use three or more words beginning with the same sound. For example, ‘phone, funny fellow floated’ Observe that each of these words starts with the same sound. The words could be slightly separated, and do not have to follow consecutively. Alliteration forces the reader to slow down and focus on the words. It encourages the reader to pay attention to the thought the writer is expressing.

Personification – This is when the writer uses human characteristics to describe inanimate objects

Onomatopoeia – When the word and what it is describing sounds alike. It is used to make writing realistic.

Tone – Is the feelings and attitude of the writer

Mood – The mood is the emotions the reader experiences

Repetition -The repeat of word/words, sentence/sentences and line/ lines. It slows down the reader and engages their attention with the words that are being repeated.

Connotation – Something is written or said that is not clearly stated but implied

Analogy – This is a comparison to show similarity of one thing to the other. For example, ‘Getting a slice of Mary’s cake is like hoping to see a blue donkey’

Language – This is the use of words and phrases

Sensory – Language has to do with the use of the five senses. It is when words and phrases are meant to affect the five senses (touch, smell, hearing, feel, taste)

Simple sentence is a sentence with one main clause

Compound sentence is a sentence with two main clauses, joined by a conjunction

Complex Sentence is a sentence with one main clause and a subordinate clause.

Structure is the order in which ideas in the text are arranged.

Style is the way in which the writer creates the text.

Chronological Structure is a structure that tells a story in the sequence of events that they occur.

Linear Structure is another way of saying chronological structure. The events are told in sequence.

Non- Linear Structure is one in which the story is not told in sequence

Cinematic Structure moves from one focus to another in a way that makes the reader feels as though they are watching a movie.

Context has to do with when and where the text is written. Context is historical and cultural and influences the way a writer approached the creation of text.

Figurative Language is words or descriptions that are not to be taken literary. It is used for effect. For example, ‘As I looked out my window, I saw a sea of people’ ‘a sea of people’ is simply saying that there were a great number of people.

Flashback occurs when the writer takes you from a present event to one in the past.

Pace has to do with the quickness with which the writer takes the reader through the text.

Inversion is used when the writer rearranges the normal order of words to achieve a desired effect.

Motif is when an idea or image keeps on presenting itself in a text.

Narrative is a piece of writing that tells a story or relates an experience

Empathy is when you imagine and connect with the feelings of others

Narrative Viewpoint is the perspective of the person who is writing. This can be determined by establishing whether the text is written in 1st, 2nd or 3rd person.

Viewpoint has to do with the attitude and belief of the writer

Colloquial Language is language that is written informally. It normally takes the form of speech.

We are at a stage where parents to a large extent are being held accountable for their children’s behaviour at schools and the community. Sometimes blame is shifted to teachers. Many take the view that the guidelines and principles that children are exposed to at home influence their behaviours both at home and outside of their family setting. Some would say that irrespective of the great efforts of parents and guardians to raise men and women, who will positively impact society, in so many instances there are disappointments about the path their children have taken.
So where exactly are things going wrong- a question frequently asked- a question that has no clear-cut response – a question to which we must find some answers if we are to preserve the moral values that make us decent human beings.

I strongly believe that one of the biggest problems is lack of respect for those in authority. We must remember that children from a very young age exercise defiance; it is a trait that is inherent. Interestingly, one of the first words uttered by our toddlers is, ‘No’. Fair enough, sometimes we find this rather cute, we laugh and we often utter, ‘This child has a strong will’. However, while having a strong will is good, it is important that this strong will is not something we allow to override parental instructions and guidance.

It goes without saying, that the first line of authority the child encounters is that of the parents. Parents nurturing of moral values is a god given responsibility and must begin at home. If this line of authority gives in, or falls apart then it becomes so much more difficult to address problems resulting from defiance and disrespect in the home, let alone the school and wider society.

Let me give you a simple example. Waiting for my connecting flight in the departure lounge at Euston USA, the reasonably quiet atmosphere was interrupted by the echoing shouts of a mother, who was instructing a young child to stop running around the waiting area. The child seemed to be just about five to six years old. She simply paid no attention to her mother and within a short time; they both became the focus of attention. There was a very embarrassing show of defiance which the mother seemed unable to handle. The child only gave in, when she was offered a packet of crisps. This followed a bribery of hugs and kisses. Some might probably think that was just an insignificant example, but I chose to use this experience because it is the simple things we let slip that cumulate to have serious repercussions at a later stage.

But it is so important that one establishes rules and sets limits when bringing up children. They must also be clear of the consequences of overriding structure and breaking rules. Having done so, one must be careful not to compromise those rules to accommodate the mood of the child, for it is this same response they are likely to expect from their teachers, members of society and the legal system.

Children are one of the most precious gifts that we can receive. Whenever I see a new born baby in its totally dependent state, I often consider the divine responsibility of parenthood. There is this instinctual drive to love, provide for and nurture our little ones. It goes without saying that the majority of us strive to do our very best. We try to instil principles that will preserve and guide our children even in our absence.

As a parent and grandparent, I am conscious that the children under my charge are not just little people that I admire and enjoy but coupled with this is the awesome responsibility of raising individuals who will not just age but develop into human beings who will make a positive impact on society. I have often implanted in my son and my grandson, that a number of university degrees, good job… accomplishments, however great they are, will always be wanting, when placed on a scale with sound values on the opposite side of the balance.

As a matter of fact, my mother and father were believers that values such as honesty, respect, self-discipline, love…unselfishness were products of good parenting. I am ever so grateful to them for the impartation of their religious beliefs and moral values. Family devotions were always a focal part of our day, something I think might ne sadly lacking in today’s modern families. It was in these gatherings we understood that there was a supreme being called GOD whom we must honour and respect- who encourages us to live in harmony. This type of upbringing continues to influence the manner in which I go about parenting.

I don’t know if you have noticed how the majority of children tend to ask, ‘Why?’ when given instructions. I think that this is a very positive thing. After all we ourselves as adults are more enthusiastic about doing things when we understand why we are doing them. I think that there is the need to take time to talk, to explain, as I am often amazed at the positive responses that dialogue with our children and young people can bring. Needless to say, personally, I am keen to detect the difference between an invitation for dialogue and blatant or subtle confrontations.
When it comes to schooling, I believe that I have the responsibility of acquiring a working knowledge of how children learn. I need to understand the education system under which my child or grandchild is being taught so I can work in partnership with schools.

Also in a world that is being torn apart by selfishness, greed and intolerance, there is a sense of urgency to inculcate in our children, sound moral values, the desire to positively settle differences while one simultaneously encourages higher levels of creativity and self- expectations.