Comprehension skill: The function of examples

Comprehension questions that test this skill often look like this:

What is the writer trying to show by using the examples of ‘humanitarianmissions to Haiti and Sudan’?

Why does the author use the example of the ‘killer flu’?

 

What these questions want to see in your answer is an understanding of the purpose of an example. And examples are used for one main purpose – to illustrate an author’s main argument. Thus, to answer such questions, you must first identify the author’s main argument in that paragraph, and draw the link between the example and the argument. Often, this link is explicitly mentioned in the text – so just paraphrase this link, and you have your answer.

Comprehension skill: Inferring the nature of ______________.

Often, this question goes something like this:

What does the phrase “____________” tell you about the nature of _______________?

OR    What does paragraph 5 suggest about *humans/children/pessimists/wizards/orcs/other? (*delete accordingly)

 

These questions might explicitly state that they’re looking for an adjective to describe the nature of humans (or any other subject matter), or the fact that this is a “what is the nature of” type of question might need to be implied. 

To answer such questions, you’ll need to infer* the answer. Often, the answer will be a single word or a short phrase to describe the nature of the subject referred to in the question. For example, “It shows that humans are selfish/stubborn/irrational/desire structure and order in their lives/etc.”

*If you’re lucky, you may not have to infer this – it might actually be stated in the passage! If that is the case, all you need to do is paraphrase the word/phrase in the passage. 

Comprehension skills: The two most common ones

The two most common comprehension skills you will encounter are these:

SKILL 1. Identify + paraphrase

What you need to do:
For these questions, the answer comes straight from the passage. What you need to do is identify ALL relevant lines in the text that answer the question, and paraphrase them.

Common reasons why you may not get full marks for such questions:

- You missed points; you did not identify ALL the relevant points from the passage. Remember, it’s far safer to over-deliver in your answer. Writing additional information costs you time, but it could well gain you marks.

- You identified all the points, but missed out DETAILS in your paraphrase. Remember, details matter. Pay attention to the adjectives, the value words, the conjunctions “and” and “or”, and commas which separate different ideas.

- You tried, but lost marks due to inaccurate paraphrasing. To improve, work on your vocabulary, and practice, practice, practice!

Sample questions:
2009
- In paragraph 2, what resemblances does the author see between the behavior of children at play and that of the pups of hunting animals? (This one’s slightly tricky – it also requires comparison)

- Using your own words as far as possible, explain the author’s argument in paragraph 4

2. Definition in context

Typically, the question will include a short phrase or word in inverted commas. However, do note that this is not always the case. Similarly, just because there’s a word or phrase in inverted commas, it doesn’t necessarily mean that this is the skill required.

To answer these questions, your answer must show that you understand the definition of the word(s) in inverted commas, and you must incorporate the CONTEXT of this definition – so you’ll need to refer to the passage, identify the context, and paraphrase that context in your answer.

Vocabulary help: Contextual clues

The vocabulary section of the Comprehension paper is worth five marks – almost 15% of the content marks available. As such, students who do well for this section tend to do better overall.

When compared to the AQ and the summary, the vocabulary section is a significantly quicker way of earning marks, for these questions often take the least time to complete.

But how do you get them right if you have no idea what the word means?

Two words: contextual clues.

Here are some helpful links which deal with using contextual clues to determine the meaning of unfamiliar words:

Building Vocabulary: Using Context Clues to Learn Word Meaning

The Longman Vocabulary Website: Using Context Clues

Once you’re familiar with the various contextual clues that writers use, test yourself, with these online tests:

Guessing Vocabulary in Context 1
Guessing Vocabulary in Context 2

The Longman Vocabulary Website
Exercises are separated into beginner, intermediate and advanced. However, note that even the advanced ones are relatively easy by GCE ‘A’ Level standards)

Comprehension skills: Punctuation

Questions on punctuation require you to understand the function of the punctuation in the context of the passage.

Step 1: Know your punctuation

Here are a couple of sites that explain the function(s) of different punctuation:

The Online Writing Lab (OWL) (Purdue University)

Modern English Grammar (College of DuPage)

Step 2: Identify which function the given punctuation serves, in the context of the passage. Explain with reference to the passage.

Comprehension skills: How to answer questions on irony and paradox

Questions on irony, paradox and metaphors fall under the category of figurative questions.

Essentially, what they require is for one to prove that one knows what these terms mean, in the context of the passage.

Thus, to answer such questions, one would need to

1) Fully understand the meaning of these terms

2) Link this understanding to the context of the passage

So, to address point 1), here’s a compilation of the definitions of these terms, as given by askoxford.com:

irony

• noun (pl. ironies) 1 the expression of meaning through the use of language which normally signifies the opposite, typically for humorous effect. 2 a state of affairs that appears perversely contrary to what one expects.

To answer questions on irony:

1) State that it is ironic because <insert definition 1 or 2, as appropriate> (Note: This helps ensure that you pick out the right answer. However, typically, no marks are awarded for this statement.)
2) Show how this definition is applicable in the context of the passage (Note: This is typically where the mark gets awarded).

For example:

“One expects that <insert point from the passage that refers to the expected outcome>. However, in actual fact,  <insert point from the passage that refers to the actual outcome>. Thus, the irony is in the fact that the expected outcome is contrary to the actual outcome.”

paradox

• noun 1 a seemingly absurd or self-contradictory statement or proposition that may in fact be true. 2 a person or thing that combines contradictory features or qualities.

To answer questions on paradox:

Show that you understand the idea of contradictory ideas coexisting.

1) State that it is a paradox because <insert definition 1 or 2, as appropriate> (Note: This helps ensure that you pick out the right answer. However, typically, no marks are awarded for this statement).
2) Show how this definition is applicable in the context of the passage (Note: This is typically where the mark gets awarded).

For example:

“<insert point from the passage> contradicts <name contradictory point from the passage>, because <state why points are contradictory / why one would not expect both points to be true at the same time / why one might expect the two points to be mutually exclusive>. Despite this, both <former point> and <latter point> are seen to occur. Thus, it is a paradox.”