Paper 1 Question 2 L.O. To build our knowledge of language techniques and to practise our ability to analyse writer s language choices.
Skill Question Analysing language in fiction writing. Paper 1, Question 2 Look in detail at this extract from lines 8 to 18 of the Source: (Extract in question paper) How does the writer use language here to describe the effects of? You could include the writer s choice of: words and phrases language features and techniques sentence forms.
Mark Scheme Currently Highlight on your sheet the key words from the level 2 mark scheme. Then highlight the key words that are different on the level 3 one. some understanding > clear understanding attempts to comment > explains clearly selects some > selects a range some use of terminology > clear and accurate use of terminology You need to be
Terminology Word class: 1. Verbs 2. Adjectives 3. Conjunctions/connectives 4. Pronouns 5. Proper nouns 6. Common nouns 7. Adverbs (-ly) 8. Prepositions
Word Class Game BIG TREE HAT PURPLE CARRY PLAYGROUND FLUFFY LOUD KITE OLD DRY GRUMPY QUICKLY UNDER BALLOON ROUGH SNAKE SKIP PARIS QUICKLY TIRED YUMMY SLEEPING CRUNCHY JUMP BENEATH SHE BUT MOREOVER LAURA FURTHER SHOUT APRIL HE HAIRY AND SUSAN CARDINAL NEWMAN SUN SLIMY SEA ANNA BESIDES CONSEQUENTLY STARS ATLANTIC WE YET TABLE SUPERB FASCINATING THEY STORY MARS LASTLY PAINFULLY DISASTER DREAM FINALLY COLD WAGON GLUE RUN THEM DOG CHRIS MOUSE BEAUTY SIMILARLY LAUGH
Language Techniques Narrative Writing: (in red) Alliteration Personification Metaphor Hyperbole Juxtaposition Pathetic fallacy Contrast Simile Imagery Onomatopoeia Cliché Puns Irony A- alliteration F- facts O opinion R rhetorical question E emotive language S statistics Slang (colloquial language) Dialogue ^ Comparative (faster) Superlative (fastest) Repetition Antithesis Euphemism Paradox Semantic field Foreshadowing Oxymoron T rule of three Persuasive rather than descriptive. Can you make up an acronym for descriptive/narrative writing techniques?
Acronyms Juxtaposition Alliteration Metaphor Onomatopoeia Repetition Simile Oxymoron Antithesis Personification Simile Contrast Repetition Euphemism Antithesis Metaphor Semantic field Alliteration Personification Onomatopoeia Oxymoron Pathetic fallacy Imagery Emotive language Simile Simile Oxymoron Onomatopoeia Pathetic fallacy Euphemism Rhetorical q. Colloquialism Antithesis Repetition Listing Imagery Foreshadowing Emotive lang Simile Metaphor Antithesis Semantic f. Hyperbole Motif Onomatopoeia Uphemism Themes Hidden meaning
Imagery Metaphor Pathetic fallacy Repetition Emotive language Slang Simile Dialogue Imagery Slang Contrast Onomatopoeia Simile Oxymoron D Alliteration Contrast Hyperbole Onomatopoeia Metaphor Personification Cliché Repetition Imagery Simile Pathetic fallacy Slang
The extract is from the middle of a novel by Pat Barker. In this section, Prior, a patient suffering from shock during WWI has undergone hypnosis during which, he revisits the even that left him unable to speak.
Question For this question you can focus on any of the bullet points and discuss them in more than one paragraph. You should aim to do three paragraphs, however you could do all of them on words and phrases or on language techniques. Just be sure not to repeat the same word class/technique so that your writing doesn t become repetitive.
Using PETER paragraphs L.O. To use the essay structure to appropriately answer question 2.
Highlight and annotate the text What language describes the effect of the bomb? Class collection of evidence: whoop of a shell onomatopoeia effect is fast and unexpected the conical black hole noun phrase - left a big mark, complete destruction. dusty, brown smoke adjective demolished everything until it s dust. swearing blasphemously, obscenely, inventively listing adverbs - we realise the emotional effect the bomb has caused on the person swearing such as frustration and anger. he retched verb we realise the physical effect the bomb has caused on the person because he s seeing the dead bodies and guts of people that the bomb has destroyed.
Class evidence: Nothing in that devastation could have had a voice emotive lang when something has been totally destroyed and ruined - has the effect on the reader of sorrow. Prior himself has lost his voice in the book, this may foreshadow Prior s psychological trauma later down the line and pinpoints the area of damage not only physically to the area but mentally to the troops. of the kettle, the frying pan, the carefully tended fire, there was no sign listing carefully adverb contrasts with the fire because the adverb indicates safety especially combined with the listed items of domesticity whereas the fire suggests danger and chaos which is what the bomb will bring.
Point (what are you going to be talking about) The writer presents the effect of the bomb by exploring the extent of the damage which it inflicts. Evidence (the quotation from the text remember quotation marks) This is shown/indicated/suggested by Prior s observation that nothing in that devastation could have had a voice. Technique (the terminology of either the word class or technique) The writer s use of emotive language devastation shows that the area has been completely destroyed, not only that but it has extinguished all life, and all belongings. The impact of this on the reader is one of sorrow, the reader may share with Prior the sense that all is lost in this devastation. Further to this the writer also notes the inability for anything to have a voice this noun is particularly pertinent because we know that later Prior will indeed lose his own voice. This indicates that the effect of the bomb noted here, actually foreshadows the psychological damage Prior will experience as well as the physical damage observed in the area. Explain (what the evidence suggests what inferences you can make) This suggests The impact of this is Reader (what is the effect on the reader?) This makes the reader (share a sense of/picture/imagine/understand) Prior himself has lost his voice in the book, this may foreshadow Prior s psychological trauma later down the line and pinpoints the area of damage not
The writer presents the effect of the bomb by exploring the extent of the damage which it inflicts. This is shown/indicated/suggested by Prior s observation that nothing in that devastation could have had a voice. The writer s use of emotive language devastation shows that the area has been completely destroyed, not only that but it has extinguished all life, and all belongings. The impact of this on the reader is one of sorrow, the reader may share with Prior the sense that all is lost in this destruction. Further to this the writer also notes the inability for anything to have a voice this noun is particularly pertinent because we know that later Prior will indeed lose his own voice. This indicates that the effect of the bomb noted here, actually foreshadows the psychological damage Prior will experience as well as the physical damage observed in the area. of the kettle, the frying pan, the carefully tended fire, there was no sign listing carefully adverb contrasts with the fire because the adverb indicates safety especially combined with the listed items of domesticity whereas the fire suggests danger and chaos which is what the bomb will bring.
Describing the effect of language choices and techniques. You must not use any of these phrases: This makes the reader want to read on. This has an effect on the reader. This puts a picture in the readers head. This helps the reader to imagine what s happening. Q. Why are these not helpful phrases? A. They are too vague! Instead you must explain why the writer wants the reader to have that image or idea in their head. How does it add to the story?
Example Model Answer Level 2: The writer uses onomatopoeia to describe the whoop as the bomb lands. This tells the reader how fast and suddenly it all happened. Level 3: The writer presents the bomb as incredibly destructive. This is through the description of a scrawl of dusty brown smoke. The noun scrawl means badly written so this metaphor suggests that the bomb messed up the trench and was released without care. The reader would then perhaps share the character s experience of the destruction of the bomb and the mess that he sees it as.
Your turn! Use the PETER essay structure to answer the exam question. Peer assess: WWW / EBI How many marks have they got? If they missed out on marks why was that?