6.1.1 Reading questions carefully Lesson Content Q&A 6.1.1 Reading questions carefully 1 / 21 Which of the following shows good exam technique? Checking the command word, the marks and whether one or both texts are needed Starting with your conclusion before reading the question Writing the longest answer every time Ignoring key verbs like compare and explain Good technique means matching your response to the command word, marks and texts required. 2 / 21 What is the best way to avoid going off task in an exam answer? Use every idea you can think of Keep returning to the exact wording of the question Write faster than everyone else Use only simple words Staying close to the question wording keeps your answer relevant and focused. 3 / 21 A question asks 'Compare how each writer presents danger'. What should you do? Describe danger in one text only Write about your favourite text Use both texts and compare the methods Copy the first sentence from each text This needs comparison and analysis because you must discuss presentation in both texts. 4 / 21 Why is it important to read the exact wording of a question? It helps you avoid answering the wrong task It makes the text easier to read aloud It guarantees a perfect spelling score It removes the need to use evidence Small changes in wording can change what kind of answer is needed and what you should focus on. 5 / 21 If a question is worth 8 marks, what is the safest approach? Develop several relevant points with evidence Write one very short sentence Give an answer with no examples Repeat the question in your own words only Higher marks usually mean more developed points, evidence and explanation are needed. 6 / 21 What should you do if a question asks 'how' a writer uses language? Analyse the writer's methods and effects Give only the plot Write the same answer for every question Ignore the command word You should analyse methods and effects rather than just quote or retell. 7 / 21 Which question is most likely a retrieval question? How does the writer make the text exciting? What happened at the end of the passage? Which text is more convincing and why? How would you continue the story? Retrieval questions ask for information that is directly found in the text. 8 / 21 What is the best approach if a question asks for a 'short' answer? Write as much as possible Answer with one or two focused points Ignore the question wording Use bullet points only The command and marks together show that you should be concise and relevant. 9 / 21 Which response would best match a question asking you to 'compare' two viewpoints? Explain how the two viewpoints are similar or different Write only about one viewpoint List five quotations from one text Give a personal diary entry Comparison requires matching similarities or differences between the two texts or viewpoints. 10 / 21 What does the command word 'identify' usually ask you to do? Give a long explanation Make a comparison Point out a detail or feature Write a summary paragraph Identify means to point out or name something specific from the text. 11 / 21 If a question says 'Using both texts', what should you include? Only ideas from the first text Only ideas from the second text Information from both texts Your own life story The instruction tells you clearly that evidence from both texts is needed. 12 / 21 Why should you look at the number of marks before you answer? It tells you the colour of the pen to use It helps you judge answer length and detail It shows which text is easier It tells you the title of the passage The mark value helps you decide how much to write and how many points to make. 13 / 21 Which of these is the best sign that a question needs analysis? It asks for the meaning of a word It asks for a fact that is directly stated It asks how a writer presents an idea It asks for the date of an event Words like how and why often show that you need to explain effects or methods. 14 / 21 A student answers a comparison question using only one text. What is the main problem? The answer is too imaginative The answer is missing both texts The answer uses too much evidence The answer is not in full sentences A comparison question normally requires references to both texts, so using one text only is incomplete. 15 / 21 Which command word is most likely to require your own response rather than just facts from the text? State Describe Write Identify Writing tasks ask you to produce your own text in a suitable form and style. 16 / 21 What is the best way to stay focused on what the question wants? Memorise the first sentence only Keep returning to the exact wording of the question Write everything you know about the topic Use the longest quotations possible You should keep checking the wording so your answer stays relevant to the task. 17 / 21 If a question is worth 2 marks, what is usually expected? A brief response with two relevant points A full essay with six paragraphs A long creative story An unrelated opinion The marks available help you judge how much detail to include. A low mark question needs a short answer. 18 / 21 A question says 'Compare the two texts'. What must you do? Write about only the first text Ignore one of the texts List random quotes from each text Use both texts in your answer You must use information from both texts and make points about similarities or differences. 19 / 21 If a question asks you to explain how a writer creates mood, what skill is mainly needed? Retrieval Summary Analysis Prediction This is an analysis task because you must explain how language choices affect the reader. 20 / 21 Which command word most likely asks you to retell information from the text? Compare Retrieve Evaluate Rewrite Retrieval questions ask for facts or details that are clearly given in the text. 21 / 21 What should you do first when you read an exam question? Read the command word carefully Start writing immediately Count the number of lines in the text Underline every adjective The first step is to focus on the command word because it tells you what kind of response is needed. Your score isThe average score is 0% Show more Please login to ask a question Previous Lesson Next Lesson 1 Foundation retrieval skills ***** 1.1 Precise retrieval for short-answer questions ***** 1.1 Precise retrieval for short-answer questions 1.1.1 Locating the exact answer 1.1.1 Locating the exact answer 1.1.1 Locating the exact answer (Out) 1.1.1 Locating the exact answer (Out) 1.1.2 Lifting carefully 1.1.2 Lifting carefully 1.1.2 Lifting carefully (Out) 1.1.2 Lifting carefully (Out) 1.1.3 Avoiding weak retrieval habits 1.1.3 Avoiding weak retrieval habits 1.1.3 Avoiding weak retrieval habits (out) 1.1.3 Avoiding weak retrieval habits (out) 2. Single-text analysis skills ***** 2.1 Building an analytical paragraph ***** 2.1 Building an analytical paragraph 2.1.1 Paragraph argument 2.1.1 Paragraph argument 2.1.1 Paragraph argument (out) 2.1.1 Paragraph argument (out) 2.1.2 Selecting evidence 2.1.2 Selecting evidence 2.1.2 Selecting evidence (out) 2.1.2 Selecting evidence (out) 2.1.3 Explaining word choice 2.1.3 Explaining word choice 2.1.3 Explaining word choice (out) 2.1.3 Explaining word choice (out) 2.1.4 Developing deeper interpretation 2.1.4 Developing deeper interpretation 2.1.4 Developing deeper interpretation (out) 2.1.4 Developing deeper interpretation (out) ***** 2.2 Language methods ***** 2.2 Language methods 2.2.1 Vocabulary and connotation 2.2.1 Vocabulary and connotation 2.2.1 Vocabulary and connotation (out) 2.2.1 Vocabulary and connotation (out) 2.2.2 Imagery and figurative language 2.2.2 Imagery and figurative language 2.2.2 Imagery and figurative language (done) 2.2.2 Imagery and figurative language (done) 2.2.3 Tone and voice 2.2.3 Tone and voice 2.2.3 Tone and voice (out) 2.2.3 Tone and voice (out) ***** 2.3 Structure methods ***** 2.3 Structure methods 2.3.1 Openings and introductions 2.3.1 Openings and introductions 2.3.1 Openings and introductions (out) 2.3.1 Openings and introductions (out) 2.3.2 Shifts and development 2.3.2 Shifts and development 2.3.2 Shifts and development (out) 2.3.2 Shifts and development (out) 2.3.3 Sentence structure and repetition 2.3.3 Sentence structure and repetition 2.3.3 Sentence structure and repetition (out) 2.3.3 Sentence structure and repetition (out) ***** 2.4 Overall effect and zoom-out sentences ***** 2.4 Overall effect and zoom-out sentences 2.4.1 Connecting to theme and message 2.4.1 Connecting to theme and message 2.4.1 Connecting to theme and message (out) 2.4.1 Connecting to theme and message (out) 2.4.2 Avoiding capped analysis 2.4.2 Avoiding capped analysis 2.4.2 Avoiding capped analysis (out) 2.4.2 Avoiding capped analysis (out) 3 Comparison skills ***** 3.1 Understanding comparison ***** 3.1 Understanding comparison 3.1.1 Comparison mindset 3.1.1 Comparison mindset 3.1.1 Comparison mindset (out) 3.1.1 Comparison mindset (out) 3.1.2 Comparison openings 3.1.2 Comparison openings 3.1.2 Comparison openings (out) 3.1.2 Comparison openings (out) 3.1.3 Balanced coverage 3.1.3 Balanced coverage 3.1.3 Balanced coverage (out) 3.1.3 Balanced coverage (out) ***** 3.2 Comparative paragraph structure ***** 3.2 Comparative paragraph structure 3.2.1 Text One evidence and analysis 3.2.1 Text One evidence and analysis 3.2.1 Text One evidence and analysis (out) 3.2.1 Text One evidence and analysis (out) 3.2.2 Transition to Text Two 3.2.2 Transition to Text Two 3.2.2 Transition to Text Two (out) 3.2.2 Transition to Text Two (out) 3.2.3 Text Two analysis 3.2.3 Text Two analysis 3.2.3 Text Two analysis (out) 3.2.3 Text Two analysis (out) 3.2.4 Comparative zoom-out 3.2.4 Comparative zoom-out 3.2.4 Comparative zoom-out (out) 3.2.4 Comparative zoom-out (out) ***** 3.3 Common comparison mistakes ***** 3.3 Common comparison mistakes 3.3.1 Avoiding separate essays 3.3.1 Avoiding separate essays 3.3.1 Avoiding separate essays (out) 3.3.1 Avoiding separate essays (out) 3.3.2 Avoiding vague comparison 3.3.2 Avoiding vague comparison 3.3.2 Avoiding vague comparison (out) 3.3.2 Avoiding vague comparison (out) 4 Transactional writing skills ***** 4.1 Purpose, audience and form ***** 4.1 Purpose, audience and form 4.1.1 Understanding the task 4.1.1 Understanding the task 4.1.1 Understanding the task (out) 4.1.1 Understanding the task (out) 4.1.2 Controlling tone and register 4.1.2 Controlling tone and register 4.1.2 Controlling tone and register (out) 4.1.2 Controlling tone and register (out) 4.1.3 Using source ideas 4.1.3 Using source ideas 4.1.3 Using source ideas (out) 4.1.3 Using source ideas (out) ***** 4.2 Transactional paragraph development ***** 4.2 Transactional paragraph development 4.2.1 Strong openings 4.2.1 Strong openings 4.2.1 Strong openings (out) 4.2.1 Strong openings (out) 4.2.2 Main benefit paragraph 4.2.2 Main benefit paragraph 4.2.2 Main benefit paragraph (out) 4.2.2 Main benefit paragraph (out) 4.2.3 Second benefit paragraph 4.2.3 Second benefit paragraph 4.2.3 Second benefit paragraph (out) 4.2.3 Second benefit paragraph (out) 4.2.4 Challenges and counterarguments 4.2.4 Challenges and counterarguments 4.2.4 Challenges and counterarguments (out) 4.2.4 Challenges and counterarguments (out) 4.2.5 Conclusions 4.2.5 Conclusions 4.2.5 Conclusions (out) 4.2.5 Conclusions (out) ***** 4.3 Rhetorical and stylistic control ***** 4.3 Rhetorical and stylistic control 4.3.1 Persuasive phrases 4.3.1 Persuasive phrases 4.3.1 Persuasive phrases (out) 4.3.1 Persuasive phrases (out) 4.3.2 Sentence variety 4.3.2 Sentence variety 4.3.2 Sentence variety (out) 4.3.2 Sentence variety (out) 4.3.3 Connectives and cohesion 4.3.3 Connectives and cohesion 4.3.3 Connectives and cohesion (out) 4.3.3 Connectives and cohesion (out) 5 Creative, narrative and descriptive writing skills ***** 5.1 Narrative writing ***** 5.1 Narrative writing 5.1.1 Narrative planning 5.1.1 Narrative planning 5.1.1 Narrative planning (out) 5.1.1 Narrative planning (out) 5.1.2 Openings and hooks 5.1.2 Openings and hooks 5.1.2 Openings and hooks (out) 5.1.2 Openings and hooks (out) 5.1.3 Building tension 5.1.3 Building tension 5.1.3 Building tension (out) 5.1.3 Building tension (out) 5.1.4 Endings 5.1.4 Endings 5.1.4 Endings (out) 5.1.4 Endings (out) ***** 5.2 Descriptive writing ***** 5.2 Descriptive writing 5.2.1 Choosing a focus 5.2.1 Choosing a focus 5.2.1 Choosing a focus (out) 5.2.1 Choosing a focus (out) 5.2.2 Sensory detail 5.2.2 Sensory detail 5.2.2 Sensory detail (out) 5.2.2 Sensory detail (out) 5.2.3 Structural movement in description 5.2.3 Structural movement in description 5.2.3 Structural movement in description (out) 5.2.3 Structural movement in description (out) ***** 5.3 Discursive writing ***** 5.3 Discursive writing 5.3.1 Building a balanced discussion 5.3.1 Building a balanced discussion 5.3.1 Building a balanced discussion (out) 5.3.1 Building a balanced discussion (out) 5.3.2 Argument development 5.3.2 Argument development 5.3.2 Argument development (out) 5.3.2 Argument development (out) 6 Exam performance and answer improvement ***** 6.1 Planning and timing ***** 6.1 Planning and timing 6.1.1 Reading questions carefully 6.1.1 Reading questions carefully 6.1.1 Reading questions carefully (out) 6.1.1 Reading questions carefully (out) 6.1.2 Planning longer answers 6.1.2 Planning longer answers 6.1.2 Planning longer answers (out) 6.1.2 Planning longer answers (out) ***** 6.2 Upgrading responses ***** 6.2 Upgrading responses 6.2.1 Upgrading analysis 6.2.1 Upgrading analysis 6.2.1 Upgrading analysis (out) 6.2.1 Upgrading analysis (out) 6.2.2 Upgrading comparison 6.2.2 Upgrading comparison 6.2.2 Upgrading comparison (out) 6.2.2 Upgrading comparison (out) 6.2.3 Upgrading writing 6.2.3 Upgrading writing 6.2.3 Upgrading writing (out) 6.2.3 Upgrading writing (out)