Reader’s Effect (Reading Comprehension)

Re-read paragraphs. Explain how the writer uses language to convey meaning and to create effect in
these paragraphs. Choose three examples of words or phrases from each paragraph to support your
answer. Your choices should include the use of imagery. Write about 200 to 300 words.

Base emitted a hushed grandeur, as if a vault door had been closed – all noise guarded fiercely behind it.
A gunshot-like crack echoed through the air – an iceberg rotating – then a roar like a distant waterfall as
another chunk of the ice shelf collapsed into the bay. Rough squawks of skuas were magnified through
the telescope of empty dry air. There were no smells of soil, trees, nor grass. Only the scent of Antarctica
– like two stones rubbed together. Flint.

Around us the world was hardening. In the bay it started as ice flowers, tiny crystal formations. The
creeping carpet of flowers knitted together, until soaked by seawater it transformed into grey gruel,
thickening into porridge. As temperatures plummeted, porridge-ice welded itself together, and sounded
like steel grinding. In gathering darkness sea ice formed. The continent was closing in on itself, locking
itself in. Winter was beginning

How will you answer this question?

Answer:

Paragraph 1

The writer employs language to convey a sense of isolation and the austere beauty of Antarctica.

1. Hushed grandeur: This phrase combines contrasting elements (hushed and grandeur) to convey
a quiet, majestic atmosphere. The use of "grandeur" suggests a sense of awe and majesty, while
"hushed" adds an element of silence.

2. Gunshot-like crack: The simile "gunshot-like" creates a vivid auditory image, emphasizing the
sudden and sharp sound. This contributes to the sense of tension and dynamism in the
environment.

3. Scent of Antarctica – like two stones rubbed together: This simile not only describes the unique
scent of Antarctica but also adds a tactile element. The comparison to "two stones rubbed
together" suggests friction and harshness, contributing to the harshness of the Antarctic
environment.

Paragraph 2:

In this paragraph, the writer uses language to describe the freezing process and the harsh conditions of
winter in Antarctica.

1. Ice flowers: This metaphorical expression vividly describes the initial stage of freezing, creating
an image of delicate and intricate formations, which contrasts with the harshness of the
environment.

2. Grey gruel: The use of "gruel" conveys a sense of thickness and unappetizing texture,
emphasizing the unpleasant transformation of the ice. The color "grey" adds to the bleakness of
the imagery.

Resource Person: Shahzad Nabi (Lecturer CFL, ILA, UMT)

 3. Porridge-ice welded itself together: The choice of "welded" suggests a strong, binding process,
emphasizing the solidification of the ice. The comparison to porridge also maintains the theme
of unappetizing, thick textures.

The writer effectively uses these phrases to depict the harsh and transformative nature of the Antarctic
climate, allowing readers to visualize and feel the changing environment.

These examples of language choices contribute to the creation of vivid imagery, conveying a sense of
the unique environment in Antarctica and the challenges posed by its harsh conditions. The writer's
careful selection of words and metaphors enhances the reader's understanding of the setting and the
profound changes occurring in the landscape.

(d) Re-read paragraphs. Explain how the writer uses language to convey meaning and to create effect
in these paragraphs. Choose three examples of words or phrases from each paragraph to support your
answer. Your choices should include the use of imagery. Write about 200 to 300 words. Up to 15
marks are available for the content of your answer.

Sample 2

Next morning, we assembled indoors, armed ourselves for combat and headed out again. Our
opponents were the lift chairs, which overnight had turned into fantastic frozen sculptures. Relentless
weather, coupled with dramatically sub-zero temperatures, transformed these humble steel and
wooden frames into a series of massive ice-monoliths, layered and carved by snow and wind into
intricate abstract shapes. They were breathtakingly beautiful, and a pain to clear before we could ride
them to our allocated stations at given points up the (inventively named) Giant Ski Slope.

One Wednesday, rumour had it we’d be closing early. Halfway up Giant Ski Slope, it seemed mildly
surprising we hadn’t already. The wind was raging, buffeting chairs and customers alike. All afternoon a
slushy drizzle had been slowly working its way through my layers. The bus back from the mountain
crawled out of the car park and attempted the descent, but it was a total white-out. The huge
windscreen filled with snow faster than the wipers could clear it. We crunched into the uphill side of the
mountain and stuck there. Gusts of wind, revealing and concealing the narrow road ahead, confirmed
that drifts of snow had blocked it completely. Our driver radioed in to report our situation; we waited.

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Resource Person: Shahzad Nabi (Lecturer CFL, ILA, UMT)

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Resource Person: Shahzad Nabi (Lecturer CFL, ILA, UMT)