Responding to the Statement Flashcards
All 13 cards in this deck
Why should you split a Question 4 statement into its two parts before writing?
The two parts are usually different claims, e.g. how a character seems and what the writer suggests about them. You may agree with one and challenge the other, and dealing with each separately keeps your answer focused and balanced.
What does partial agreement show the examiner in Question 4?
That you have weighed the evidence rather than simply accepting the statement. Phrases like 'This is true at first, but…' or 'I agree with the first part more than the second' signal critical judgement, which the top levels reward.
Why are absolute words in a statement, like 'completely', 'totally' or 'obviously', worth testing?
They make a strong claim that is easy to check against the text. Showing that a character is upset but not totally hopeless, for example, is a precise, critical way to disagree in part.
What does evaluative language do in a Question 4 answer?
Phrases such as 'convincingly', 'to a great extent', 'it is less clear that…' show how far you agree, not just whether. They turn description into judgement.
What does 'consider your impressions' mean in the Question 4 bullet points?
Say what you, as a reader, think and feel about the character or situation, e.g. that someone seems lonely rather than proud, and then explain which details in the text gave you that impression.
Why is it worth looking at whether the statement stays true across the whole of the given lines?
Characters and moods often change. A statement may be true at the start of the section and false by the end, and tracking that development lets you agree and disagree with evidence for both.
What is an alternative interpretation, and why does it strengthen a Question 4 answer?
A different but reasonable reading of the same evidence, e.g. 'This could show confidence, but it could also be a front.' Considering it shows critical thinking, then you explain which reading you find more convincing.
What is the difference between evaluation and retelling in Question 4?
Retelling says what happens ('She walks into the room and sits down'). Evaluation judges how far the text supports a view and why ('Her deliberate calm suggests confidence, but the writer hints it is an act').
How should a Question 4 answer end?
With a short overall judgement that answers 'to what extent', e.g. 'I largely agree with the first part, but the ending makes the second part only partly true.' Don't just repeat your points.
How can you keep every paragraph of a Question 4 answer tied to the statement?
Start each paragraph with a topic sentence that uses the statement's key words, e.g. 'The writer does make Sam seem confident at first…'. It keeps you evaluating instead of drifting into retelling.
The statement is 'In this part of the story, Jo is completely alone. The writer suggests she prefers it that way.' Which word in the first part is most worth challenging, and why?
'Completely'. If the text shows even one link to someone else, such as a phone call, a memory or a glance at a neighbour, you can argue she is isolated but not completely alone. That gives you a precise reason to partly disagree.
Is 'Joe opens the door and sees his brother standing in the rain' an evaluation or a retelling? How could you improve it?
A retelling: it only says what happens. Improved: 'The writer makes Joe pause before opening the door, which suggests reluctance, so I only partly agree that he is pleased to see his brother.'
Turn 'I agree that Mia is scared' into an evaluative sentence.
For example: 'I largely agree that Mia is scared: the writer slows the moment down as she grips the banister, so the reader feels her hesitation, although her decision to keep climbing suggests courage too.'