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11+ Skill Sheet Handout

The document outlines 8 main types of comprehension questions that may be asked in an 11+ English exam. These include: 1) gathering explicit and implicit information, 2) explaining vocabulary in context, 3) using evidence from the text through quotes, 4) showing understanding by continuing or summarizing a passage, 5) analyzing the use of language and its effects, 6) analyzing structure and its effects, 7) responding using reasoning, opinion or prediction, and 8) displaying knowledge of syntax, punctuation and parts of speech. Questions may require combining different types of skills or using discourse markers to link sentences and paragraphs.

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Kki Yu
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81 views1 page

11+ Skill Sheet Handout

The document outlines 8 main types of comprehension questions that may be asked in an 11+ English exam. These include: 1) gathering explicit and implicit information, 2) explaining vocabulary in context, 3) using evidence from the text through quotes, 4) showing understanding by continuing or summarizing a passage, 5) analyzing the use of language and its effects, 6) analyzing structure and its effects, 7) responding using reasoning, opinion or prediction, and 8) displaying knowledge of syntax, punctuation and parts of speech. Questions may require combining different types of skills or using discourse markers to link sentences and paragraphs.

Uploaded by

Kki Yu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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When it comes to the comprehension section in an 11+ English Exam, you will be asked to

answer a variety of questions. That wide range is not endless, however. Here are the 8 main
types of question you will be asked; each of those types equates to a skill.

For certain questions you may need to combine some of the types.

1. Gathering explicit and/or implicit (using inference) information.


Explicit – information that is stated clearly, e.g. I was soaked through because it was
raining outside.
Implicit – information that is not stated clearly, but is suggested, e.g. I was soaked
through the second I went outside. This sentence hints that it is raining outside but it
does not tell you this explicitly.
2. Explaining vocabulary in context. This means being able to understand the meaning of a
word in the precise way it is used in a sentence; some words have multiple different
meanings that vary depending on their context (on everything that surrounds them), e.g. I
was bored during the meeting as opposed to His harsh stare bored a hole through the book.
3. Using the text as evidence (quotation).
a. In-sentence quote: E.g. Dickens advises us to “have a heart that never hardens” in
order to be happy.
b. Colon quote: E.g. We should all follow the advice of Charles Dickens: “have a heart
that never hardens.”
4. Show understanding
a. Continue the passage in a similar or different style/tone/voice etc. This involves
carrying on the piece of writing and showing that you can recreate key elements of it
in a natural way.
b. Summarise the text or part of it. This involves explaining briefly what happens in the
text, including any key events, characters or ideas.
5. Use of Language – How? Why? What’s the effect?
a. Language. E.g. Charles Dickens uses a metaphor of a heart that can “harden” like a
stone, to show that some people do not have the ability to feel emotions. This has
the effect of making the reader want to avoid having a heart that “hardens.”
6. Use of Structure – How? Why? What’s the effect?
a. Structure. E.g. Charles Dickens uses short sentences to create a fast, abrupt pace,
which makes the reader nervous about what is going to happen.
7. Respond using reasoning, personal opinion/experience or prediction. E.g. I can infer this
because…
8. Display a knowledge of syntax, punctuation and the main parts of speech.
a. What you should know, e.g. sentence types, common and uncommon features of
syntax, a wide range of punctuation, word groups.
b. What their effects are.

*Many questions will require the use of discourse markers (words/phrases that link together
sentences and/or paragraphs). E.g. further, moreover, furthermore, however, conversely, on the
other hand, beyond this, alternatively, more importantly.

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