Analysis – how to unpack an analysis question

How to understand questions and unpack them

https://aso-resources.une.edu.au/academic-writing-course/question-analysis/

https://fullcoll.instructure.com/courses/12487/pages/style-and-language-analysis-guide?
module_item_id=130229

1. UNDERSTANDING THE IDEAS

Question Type What to Do Hints

Own Words  Find the  NEVER quote in this type of

questions piece of question.  Even quoting then
the putting text into your own
(1 mark per
passage words is not acceptable.
point put into
which
own words)  Use bullet points to help
contains
separate points.  ‘Note form’
  the
answers are fine.  We want
correct
‘Explain,’ to see that you understand
answer
‘identify, the writer’s ideas.
’summarise,’  ‘Translate’
‘outline,’ this
‘What is…’, section
‘according to into your
the writer,’ own
words. 
Use the
number of
marks on
offer to
help you
decide
how many
points to
 include.

 Be
sensible –
sometimes
there is
just no
other way
of saying
something
(e.g.
names,
places).

The Link  Quote the  You MUST quote when

question expression answering the Link question.
that links
   These quotes MUST come
back to
from the link sentence or
‘Show how the idea
paragraph.
the sentence a that the
cts as a link’ writer has  Look for words like ‘but’,
already ‘however,’ ‘yet’, ‘despite’
‘Show how the been discu and ‘although.’ 
sentence ssing. These conjunctions (joining
performs a
words) strongly indicate a
linking  Clearly
turn in the writer’s
function’ explain /
argument.
demonstra
  te how  
‘Show how this
the paragraph  expression
acts as a link’ relates to
what has
been said.
(1 mark)

 Quote the
expression
that
introduces
the idea
the
writer goe
s on
 to explore
in the next
section

 Clearly
explain /
demonstra
te the link
between
this
expression
and the
next
section. (1
mark)

2. ANALYSIS / LANGUAGE

Question
Type What to Do Hints

Word  Look at the number of  DO NOT give the

Choice marks on offer and let word’s meaning. 
this inform your That is not what
 
answer.  2 marks = 2 you’re being asked
‘Explain the examples; 3 marks = 3 to do.  It’s
effectivene examples. an ANALYSIS questi
ss of the on, not an
 Quote a suitable
writer’s UNDERSTANDING
example of word
word one.
choice.  Make sure the
choice…’
example you select is  You MUST quote!
appropriate to the
 

‘Show how
the writer’s
word
choice
makes
his/her
attitude
clear…’

 
question, i.e. it clearly
‘Show how
conveys the writer’s
the writer’s
opinion or creates a
word
particular atmosphere.
choice
creates a ….  Stick to SINGLE WORDS
atmospher or phrases made up of
e’ two words (e.g trap
door / cop-out, long-
   Focus on
term).  It is NOT
connotations! Thes
‘Show how ‘sentence choice’!
e are all the things
the writer
 Go on to work out ALL a word suggests to
uses word
of the us and how it
choice in
word’s connotations – appeals to our
lines 32-40
the ideas, images and imagination.  The
to convey
associations it carries. context in which a
his/her
word appears will
opinion /  Include as many of
offer a clue to its
mood / these connotations as
connotations.
strength of possible in your
feeling…’ answer.  

Imagery  Look for similes,  Marks will be

metaphors and awarded based on
 
personification. the quality of your
explanation.  A
 If the
straightforward
writer describes somet
deconstruction of
hing in a way that
the image will get
cannot literally be true,
you one mark; a
imagery is being used.
more detailed,
 Always begin by insightful
 discussion will earn
you two.

 When thinking
about what the
quoting the image. writer is trying to
achieve, consider
 Step 1: Identify the two whether the image
things that are being is generally
compared. flattering (i.e.
positive) or
 Step 2: Explore and
unflattering (i.e.
discuss the literal root
negative).  This
of the image.
should help you
 Step 3: Go on to see whether the
explain what the writer writer is criticising,
suggests or achieves by condemning or
making the mocking
comparison. something.

Sentence  Look at punctuation,  You won’t get any

Structure sentence lengths, marks for just
sentence patterns, and identifying a
 
sentence types. technique.

 Look at the amount of  Quote if it’s

marks on offer.  Try to possible: but
deal with one feature you’re not
of sentence structure expected to quote
for every mark lengthy sentences,
available – so, for a or entire lists, for
two mark question, try example.
looking at
 Avoid meaningless
repetition and inversio
explanations, eg
n, or the use of a
‘The writer uses a
climactic
comma for extra
list and parenthesis.
information’ or
 Step 1: Identify the ‘The writer uses a
feature of sentence long sentence with
structure. lots of commas.’ 
These are
 Step 2: Quote an
inaccurate
example if possible /
comments and
realistic.
  Step 3: Analyse the
effect, impact or
purpose of the won’t let you say
technique. anything sensible.

 Firstly, work out if the

writer sounds generally
positive or negative.
 Try to imagine how
 But don’t use these the writer would
words to describe sound if he/she
tone!  They are too were saying the
vague and simplistic. words aloud.

 Choose an appropriate  Never use vague

word to describe the words like
tone (1 mark).  At ‘positive,’
Higher, words ‘negative,’ ‘good’
like upbeat, or ‘bad’ to describe
enthusiastic, pleading, tone.  Too general
ironic, light-hearted, and simplistic for
sarcastic, mocking, Higher!
patronising, dismissive,
 Remember there
arrogant, urgent,
can sometimes be
conversational,
several words used
disgusted,
to describe a tone:
bitter,  should be used.
four different
 Now, go on to explain pupils may write
how the tone is ‘humorous,’ ‘light-
created (1/2 marks).  hearted’, ‘playful,’
You should be able to and ‘informal’ for
work this out from the the same question. 
writer’s use of These are similar
language: things like terms, so it is likely
word choice,, imagery, they’d all get a
sentence structure, mark.  The pupils
hyperbole, who write
punctuation. ‘aggressive’ or
‘argumentative’ for
 QUOTE and outline
the same question
how your chosen
Tone will not, however!
language feature
creates the tone.  
  Questions on
‘language’ allow you to
write about any
relevant or appropriate
language feature: word
choice, tone, imagery,
sentence structure,
sound effects,
hyperbole, oxymoron,
pun, anecdote and so
on are all acceptable.

 Look at the number of

marks on offer and
select an appropriate
number of examples.  2
marks = 2 examples; 4
marks = 4 examples,
etc.

 If you are asked to

write about two or
more techniques, use
subheadings and
bullet points to lay
your answer out
clearly.
 You MUST quote!
 Always QUOTE from
 YOU MUST identify
the passage.
(i.e. name) the
 Identify the technique(s) you
technique(s) being have chosen.
used.
 Bullet points
 Go on to analyse the and subheadings w
effect, impact or ill allow you to
purpose of the structure your
language feature answers more
you’ve chosen.  Does it clearly.  It will also
reflect the writer’s make it easier for
attitude?  Emphasise a the examiner to
point?  Criticise or follow your
Language
flatter someone / argument, and
  something? award marks.
 

3. EVALUATION AND COMPARISON

Question Type What to Do Hints

Evaluation   Check if the  You are free to re-

question is use material or
 
on ideas (conten ideas from other
‘Evaluate the final t and arguments questions if it is
paragraph / – what the relevant or
sentence’s writer appropriate.
effectiveness as a says), language /
 Make sure you
conclusion to the style (techniques
quote / reference
ideas of the – how the writer
both the final
passage as a expresses her
paragraph AND th
whole’ ideas), or both.
e related part of
   If neither is the passage!
specified, you
can approach
the question as
you wish.

 Look at the
number of marks
available.  For 2
marks, explore
one link
between the
conclusion and
the rest of the
text.

 For 3-4 marks,

explore two
links.

 Show, by
quoting and
summarising,
how the final
paragraph
revisits or recalls
 something the
writer has
already said.

 For language /
style, show by
analysing how
the writer
revisits this idea
in a powerful,
thought-
provoking way.

The Comparison  Read Passage 2  DO NOT attempt

question. carefully.  Use to pick out 5 areas
‘context’ of agreement /
 
strategies to disagreement. 
‘Both writers work out words This is giving
express their you are yourself far too
views on unfamiliar with much work.
_______________ (but don’t be
 Spend around 30
. Identify key areas overly
minutes on this
on which they intimidated –
question (this
agree / disagree.  you don’t need
includes reading
In your answer, to know every
Passage 2 and
you should refer in single word to
getting your head
detail to both have a sound
around it!)
passages.’ overview of the
passage).
 
 As you read,
note down key
ideas or
underline things
that obviously
agree / disagree
with passage 1.

 Read the
question very
carefully, so you
know whether
you need to look
 for key areas of
agreement /
disagreement /
both.

 To aim for five

marks, identify
THREE areas of
agreement /
disagreement.

 Use subheadings
and developed
bullet points to
lay your answer
out clearly.

 For four marks,

quote from the
passages in
support of your
ideas.

 For five marks,

ensure your
answer is largely
composed of
your own words
(summary to
show you’ve
understood
main ideas) and
short ‘drop
quotes’ to
support and
prove what you
say.