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<div id="main-column" class="span9"> <article id="paper-2-reading-technique" style="margin-top: 16px;">
<h1 class="section-title">Paper 2 reading technique</h1>
<ul class="breadcrumb"><li><a title="Home" href="../../../index.html"><i class="fa fa-home"></i></a><span class="divider">/</span></li><li><span class="gray">Assessment </span><span class="divider">/</span></li><li><span class="gray">Paper 2 Reading</span><span class="divider">/</span></li><li><span class="active">Paper 2 reading technique</span></li></ul>
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<h1><img alt="" class="right noborder" src="../../../ib/englishb/images/paper%202.JPG" style="width: 200px; height: 195px;">Handling Text Handling</h1><p>The best overall advice that you can give students about how to cope with the Paper 2 Reading (or 'Texthandling') section is to be cool, calm and methodical.</p><p>Reassure them that all of the answers are there on the paper in front of them, and all they have to do is read with a bit of common sense. They should be equipped with the key <a href="../16464/basic-reading-skills-.html" title="Assessment » Paper 1 Reading » Specific reading skills » Basic Reading Skills ">Basic Reading Skills </a> <a href="../16464/basic-reading-skills-.html" title="Assessment » Paper 1 Reading » Specific reading skills » Basic Reading Skills "> </a> , so all they have to do is apply them.</p><p>However, like all exams, Paper 2 'Texthandling' is a kind of game (a very serious game, certainly, but still a game) - and like all games, it has rules and strategies. The following tips are intended to make sure that the students have a clear idea of the rules of the game, and are equipped with strategies to deal effectively with the paper's requirements.</p><p>You can project these by using <strong>'Presentation mode'</strong>.</p><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><h2><span style="color:#FF0000;">General advice</span></h2><h3 style="margin-bottom: 0cm; margin-left: 40px;"><span style="color:#0000CD;">* You don't have to read the whole text, word for word</span></h3><h3 style="margin-bottom: 0cm; margin-left: 40px;"><span style="color:#0000CD;">* You don't have to <i>understand</i> the whole text</span></h3><h3 style="margin-bottom: 0cm; margin-left: 80px;"><em><span style="color:#800080;">(if you don't know what a word means, don't panic ... there may be no question about it!)</span></em></h3><h3 style="margin-bottom: 0cm; margin-left: 40px;"><span style="color:#0000CD;">* Almost all questions rest on a 'target phrase / section' - look for it</span></h3><h3 style="margin-bottom: 0cm; margin-left: 40px;"><span style="color:#0000CD;">* Don't 'import' knowledge - the answer is in the text</span></h3><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><div class="blueBg"><p><span style="font-size:16px;"><span style="font-family: comic sans ms,cursive;">"But I don't know what those words <em><strong>mean</strong></em> !"</span></span></p><p>Laura Sue Holden's Comment (below, 29 January 2013) raises a common issue among students, particularly among those who have limited language resources and/or lack confidence. They see a question concerning vocabulary that they don't recognise - typically, a gap-fill exercise with a list of alternatives - and feel that they have no idea of the right answer.</p><p>Understandable ... but actually, a common experience in all use of language. This takes us into TOK territory, and you might wish to have a look at the page <a href="https://www.thinkib.net/englishb/page/918/language-as-cloze" title="TOK, language & media » Language & TOK » Language as cloze">Language as cloze</a> , in which I argue that <em><strong>all </strong></em>language is a process of doing gap-fill exercises, all the time. Let's face it, no-one (and that includes you and me both, dear reader) EVER knows every single word that we come across ... but we make the most of the situation, and manage a rough, sufficient understanding of the overall meaning by working out what the obscure words are <em>likely</em> to mean in the context.</p><p>To give practical help to students worrying about Paper 1, let us try to promote the idea that gaps in knowledge can be handled by simply applying a bit of common sense problem-solving. Of course, this is no magic solution ... and some students will still get questions about unfamiliar language wrong, no matter how carefully they approach the problem. But the following steps may help to improve the success rate ... </p><p>1. emphasise "DON'T PANIC!"</p><p>2. introduce the idea of gapfilling as something that happens all the time by having a look at the page <a href="https://www.thinkib.net/englishb/page/1449/gapfilling-" title="Approaches... » Thinking » Gathering ideas » GapFilling ">GapFilling </a>- a bit demanding for some students, but there are a range of examples which should make the point; and/or ...</p><p>3. practise the process of working out from context by doing the exercise provided in the page <a href="https://www.thinkib.net/englishb/page/7214/guessing-from-context" title="Approaches... » Thinking » Gathering ideas » GapFilling » Guessing from context">Guessing from context</a> - a bit easier and more accessible for all students (and I'll see if I can produce an even easier set of exercises...)</p><p>4. suggest a simple, methodical approach, such as</p><p style="margin-left: 40px;">> "what <em><strong>do</strong></em> I know?" ... i.e. what does the context tell me about what the word <u>might</u> mean?</p><p style="margin-left: 40px;">> "what <em><strong>can't</strong></em> the word mean?" ... i.e. can I eliminate any options from e.g. a wordlist?</p><p style="margin-left: 40px;">> "what <em><strong>sort</strong></em> of word could it be?" ... for example, is it a verb? a noun? a good thing or a bad thing?</p></div><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><h2><span style="color:#FF0000;">General methodical approach</span></h2><h3 style="margin-bottom: 0cm;"><span style="color:#0000CD;">- with each text ...</span></h3><h3 style="margin-bottom: 0cm; margin-left: 40px;"><span style="color:#0000CD;">Step 1 ... SKIM the text - look for general ideas + rough overall structure (e.g. paragraphs)</span></h3><h3 style="margin-bottom: 0cm; margin-left: 40px;"><span style="color:#0000CD;">Step 2 ... look at the questions, quickly, overall</span></h3><h3 style="margin-bottom: 0cm; margin-left: 40px;"><span style="color:#0000CD;">Step 3 ... work through question-by-question, looking for 'target phrases' / evidence in the text</span></h3><p style="margin-bottom: 0cm;">.</p><h3 style="margin-bottom: 0cm;"><span style="color:#800080;"><em>(This is my personal approach - there are those who say that you should begin with Step 2. You decide which approach you favour.)</em></span></h3><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><h2><span style="color:#FF0000;">'Write-in' questions</span></h2><h3 style="margin-bottom: 0cm; margin-left: 40px;"><span style="color:#0000CD;">* you <strong><em>can</em></strong> copy from the text, but ...</span></h3><h3 style="margin-bottom: 0cm; margin-left: 40px;"><span style="color:#0000CD;">* ... only the target phrase (over-copying will lose the mark)</span></h3><h3 style="margin-bottom: 0cm; margin-left: 40px;"><span style="color:#0000CD;">* in short written answers, grammar is not marked</span></h3><h3 style="margin-bottom: 0cm; margin-left: 40px;"><span style="color:#0000CD;">* above all, short written answers should be SHORT ... give the examiner exactly, and only, what is apparently required</span></h3><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><h2><span style="color:#FF0000;">Checking #1</span></h2><h3 style="margin-bottom: 0cm; margin-left: 40px;"><span style="color:#0000CD;">* Examiners never expect the same answer twice.</span></h3><h3 style="margin-bottom: 0cm; margin-left: 40px;"><span style="color:#0000CD;">* Keep it simple - chose the central answer, not the clever interpretation</span></h3><h3 style="margin-bottom: 0cm; margin-left: 80px;"><em><span style="color:#800080;">(smarter students sometimes convince themselves that the strange, recondite answer must be the 'real' one - that the examiner can't be asking for something so simple)</span></em></h3><h3 style="margin-bottom: 0cm; margin-left: 40px;"><span style="color:#0000CD;">* Synonym questions - same grammar must fit (e.g. verb = right tense)</span></h3><h3 style="margin-bottom: 0cm; margin-left: 80px;"><em><span style="color:#800080;">(try the word or phrase in the context - does it 'sound right' ?)</span></em></h3><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><h2><span style="color:#FF0000;">Checking #2</span></h2><h3 style="margin-bottom: 0cm; margin-left: 40px;"><span style="color:#0000CD;">* List-type questions :</span></h3><h3 style="margin-bottom: 0cm; margin-left: 80px;"><span style="color:#0000CD;">Step 1 ... the answers which DO fit</span></h3><h3 style="margin-bottom: 0cm; margin-left: 80px;"><span style="color:#0000CD;">Step 2 ... checking procedure: eliminate answers which DON'T fit (if there's time)</span></h3><h3 style="margin-bottom: 0cm; margin-left: 40px;"><span style="color:#0000CD;">* MCQ questions :</span></h3><h3 style="margin-bottom: 0cm; margin-left: 80px;"><span style="color:#0000CD;">Step 1 ... eliminate the two that are 'obviously wrong'</span></h3><h3 style="margin-bottom: 0cm; margin-left: 80px;"><span style="color:#0000CD;">Step 2 ... decide between the distractor, and the true answer</span></h3><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><p style="margin-bottom: 0cm;">.</p><h2>Presenting these ideas</h2><p style="margin-bottom: 0cm;">I wouldn't bother 'teaching' these ideas - I'd simply tell the students that this is the way it is. Nor would I give them out as a handout - I believe that the students are more likely to remember the tactics if they have had to <strong><em>write down</em></strong> a summary in note form.</p><p style="margin-bottom: 0cm;"></p><p style="margin-bottom: 0cm;">For 'simply telling the students' you might like to use the following powerpoint presentation :-</p><p style="margin-bottom: 0cm;"></p><div id="__ss_5513016"><div id="__ss_5513016"><strong><a href="http://www.slideshare.net/davidripley/paper-1-advice-to-students" title="Paper 1 advice to students"><img class="ico" src="../../../img/icons/ppt.png"> Paper 1 advice to students</a></strong><object height="355" id="__sse5513016" width="425"><param name="movie" value="../../../swf/ssplayer2.swf?doc=paper1advicetostudents-101021054011-phpapp02&stripped_title=paper-1-advice-to-students&userName=davidripley"><param name="allowFullScreen" value="true"><param name="allowScriptAccess" value="always"><embed allowfullscreen="true" allowscriptaccess="always" height="355" name="__sse5513016" src="../../../swf/ssplayer2.swf?doc=paper1advicetostudents-101021054011-phpapp02&stripped_title=paper-1-advice-to-students&userName=davidripley" type="application/x-shockwave-flash" width="425"></object><div></div></div></div><script>document.querySelectorAll('.tib-teacher-only').forEach(e => e.remove());</script>
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