Language Effects in a text

To get a high grade on the reading paper in English you must be able to:-

1. Understand the text (AO1)

2. Comment on the presentational effects (AO2)
3. Spot one of the language effects used by the writer and describe HOW and WHY they
work. (AO3)

Technique Possible effect: WHY or HOW

Repetition in threes  Adds detail to the text, builds up the scene and emphasises the
(triple) / listing point made
 Makes the text more persuasive – this technique is often used in
speeches and advertising
 Makes the subject seem more complex by building the detail
Alliteration  Catches the reader’s interest visually or aurally
 Links two ideas together
 Makes the text more like poetry or advertising
 Makes the text more memorable – specify in what manner
Emotive language  Provokes an emotional response in the reader – makes them
more likely to engage with the text
Formal or informal  Formal: makes the text feel more authoritative / powerful /
vocabulary convincing
e.g. “did not” vs.  Informal: makes the text appeal to the reader because it is
“didn’t” more conversational, speaking to us on our level
Metaphor / Simile  Simile: allows the reader to engage with the image by
comparing it to something more mundane or relatable
 Metaphor: in writing something is something else, the writer
creates vivid imagery, using something that is generally
understood to help a reader understand a more difficult image
or idea.
 Makes the subject more vivid – specify in what manner
 Helps the reader to visualise the idea – specify how
 Uses a technique often found in storytelling and advertising –
uses the reader’s experience of reading to engage them with
the text
Pun (play on words)  Makes the text memorable / amusing / quirky / noticeable
 Appeals to the reader by making us think we are clever for
noticing the pun.
Direct address  Involves the reader
 Gets the reader to empathise with the writer or someone in the
text
 Encourages an emotional reaction
 Makes the text more memorable
 Gives a character a voice
Adjectives and  Adds detail to the text which helps the reader to visualise what
adverbs is being described
 Uses the senses to make the text more vivid (visual / auditory /
olfactory / gustatory / tactile imagery)
Sentence forms  Creates rhythm in the text which makes it more interesting to
read – specify in what manner, why does this make it
“interesting”?
 Simple sentences: give clarity and authority – a statement of
fact. Simple sentences in a pattern: If a writer uses mostly
simple sentences, the Persona may come across as childish and
immature. They may also create a blunt, rude, or even angry
tone; it may also seem like they are talking down to the reader.
Simple sentences can create clarity of ideas at the expense of
depth of meaning.
 If a writer breaks a pattern of longer compound or complex
sentences to insert a simple sentence, it will draw attention to
itself-- creating emphasis and making the idea expressed in the
simple sentence more important.
 Compound sentences: can exaggerate an idea, depending on
the situation given. They can link ideas together to describe
something in more depth. Compound sentences in a pattern: If
a writer uses mostly compound sentences, it may create a
feeling of rush, urgency or disjointedness. It may also give the
impression that all ideas are equally important.
If the writer breaks a pattern of complex sentences with a
compound, it may create a feeling of cause and effect,
especially if it comes at the end of an explanation.
 Complex sentences: represent the pace of the text; vary the
sentence starters in order to engage the reader. They can also
convey a sense of the writer's maturity.
 Long sentences may make it more formal or, conversely, more
conversational. The intention for a long sentence is usually to
develop ideas in depth.
 Overall effect of varied sentences is to maintain the reader’s
interest
Variation of sentence  Verbials: especially in a series, give a feeling of ongoing action
starters which can create an effect of speed, a mood of excitement
(panic, pleasure, etc.), or a stance of involvement.
 Adjectivals: put the focus on the people or things in the
sentence/passage, making them seem important.
 Adverbials: focus on the circumstances (when, where, why,
how), giving a more explanatory tone or stressing the indicative
mood.
 Prepositional phrases: if they are really "piled on" in a long
series. In that case, they tend to give a "breathless" feeling of
excitement.
Use of statements /  Adds interest to the text by not using one tone of voice
commands /  Keeps the reader interested and helps us remember the text
questions  Commands may provoke a response from the reader (“Stop
(declarative / talking and listen!”)
imperative /  Establish a link between reader and writer
interrogative)  Questioning the reader would draw the reader into the text
Dialogue  Helps bring the text to life by adding human voices
 Personalises the subject
 Allows a character in third person narration to present their own
voice

In practice:

The writer uses a triple: [quotation here]. This makes the text more persuasive by using a
technique that is often used in speech writing and in advertising. The rhythm of the language
when ideas are in threes builds up and makes the ideas feel more authoritative. It creates a
powerful effect that the writer is right because the ideas have been grouped in this way. It is
also to make the text more memorable for the reader.