Language

Learning  objec-ve(s)  To  explain  how  writers  use  language  to  achieve  

effects.    To  support  comments  with  textual  references.    

Learning objective •  To explain and assess how writers use language to

achieve effects and engage the reader, supporting your comments with detailed textual references.

Homework (reminder) • Find and bring in a (good) example of a piece of literary non-fiction: biography, autobiography or travel writing.

• Annotate it for genre, audience and purpose.

Ques-on  4  • Ques-on  4  refers  to  the  third  source  together  with  one  of  the  other  sources  chosen  by  you.  This  tests  your  ability  to  compare  the  effec,veness  of  language  used  by  the  writers  in  the  source  texts.  (16  marks)    

•  24  minutes  (approx)  Compare the different ways in which language is used for effect in the two texts  

Language that persuades…? Language Technique

Evidence Effect on the reader

Facts/ Statistics “700 women and 8,500 men serving in the war zone”

Opinion Women are “not biologically programmed to harness the aggression”

Rhetorical Question Emotive Language

“dirty wars”, “terrible conflict”, “inadequate weaponry”

Makes war seem inhumane and too dangerous for female soldiers.

Listing States numerous reasons that support their argument

Simple Sentence Emphasises the writer’s message.

Ellipsis “Pregnant Soldiers…?” (Headline)

3.  How  does  the  writer  use  language  to  persuade  you  of  their  view?      (8  marks)  

Development Question 4 instructs candidates to compare the ways in which language is used for effect in two texts, Source 3 and either Source 1 or Source 2. You are told to give some examples and analyse what the effects are.

In simple terms, you are being asked to do three things: • select actual words, phrases or language features that have been deliberately chosen in order to create an effect on the reader

• comment on the effect on the reader of using these words, phrases or language features

• compare the use of words, phrases or language features in the two texts.

Skill 1 - selection The skill of selecting language is important because if you don’t choose a specific example, then it is impossible for you to comment on the effects with any precision. When you first read Source 3 in the exam, you need to decide how the writer has used language. For example: • Writing to inform • Writing to explain • Writing to describe • Writing to argue • Writing to persuade

Task – establishing purpose Read Source 3, In Search of Olives, which is an extract from a non-fiction book. 1.  What is the purpose of this text? 2.  What kind of language is being used here? •  is there mainly descriptive writing with lots of adjectives and descriptive verbs, or vivid similes and metaphors?

•  Is the vocabulary emotive? • Are there lots of statistics, facts or opinions?

Skill 1 - selection select actual words, phrases or language features that have been deliberately chosen in order to create an effect on the reader. 1.  Underline at least four examples of the above. 2.  If you can, annotate them with the name of the

language feature being used by the writer, eg metaphor.

Skill 2 - commenting The skill of commenting on the effect the selected language has on the reader is the most important part of the response. You need to think about why a writer has chosen to use that particular example of language and how it adds to your understanding of a text. This means the context of the language (i.e. its purpose) is crucial when commenting on the specific effect.

Skills ladder The most important skills strand is the one that deals with comment, and the bulk of the marks for Q4 should be awarded on the explanation of the effects of words, phrases or language features.

Band  and  marks   Skills  

Band 4 ‘perceptive’ ‘detailed’ 13 - 16 marks

•  offers a full and detailed understanding of the texts in relation to language

•  analyses how the writers have used language to achieve their effects

•  offers appropriate quotations in support of ideas with perceptive comments

•  focuses on comparison and cross-referencing in relation to language between the texts

Band 3 ‘clear’ ’relevant’ 9 - 12 marks

•  shows clear evidence that the texts are understood in relation to language

•  offers clear explanations of the effect of words and phrases in the different contexts

•  offers relevant quotations or references to support ideas •  offers clear comparisons and cross references in relation to

language between the two texts Band 2 ‘some’ ‘attempts’ 5 - 8 marks

•  shows some evidence that the texts are understood in relation to language

•  shows some appreciation of the effect of words and phrases in the different contexts

•  attempts to support responses with usually appropriate quotations or references

•  attempts to compare language use and make cross references

Climbing the ladder – band 2 •  If the explanation of language effects is generic and could

apply to almost any source (eg ‘this interests the reader and makes them want to read on’), then it is deemed to be a ‘generalised effect’ and you are at the 5/6 rung of the ladder, at the bottom of Band 2.

•  If the explanation of language effects is more precise but not yet clearly linked into the context, then it is classed as ‘some effects’ and you are at the 7/8 rung of the ladder, at the top of Band 2.

•  ‘Source 3 uses a metaphor … “The vast expanse of crystal stars glimmering in the flat black sky” … The use of the word “crystal” shows how beautiful and glistening these stars are’

Climbing the ladder – band 3 •  If the explanation of language effects is contextualised

and clearly linked into the ideas within the source you are into band 3.

•  ‘In Source 3 the writer uses a list to present her admiration for the desert, saying that she loved the desert for “its immensity, its silence, save for the wind and the flicking of beasts’ tails”. This list makes her admiration seem endless’

Climbing the ladder – band 4 •  If the explanation as to why the writer has chosen a

particular word, phrase or language feature is perceptive then you have reached the Band 4 rung.

•  ‘She describes the environment as “squalid” and “brittle” and states she can “grind [the brittle air] between [her] teeth”. The adjectives used here invoke a feeling of disgust and the use of the word “brittle” mirrors the aforementioned frustration that Drinkwater feels towards Mohammed; the reader feels their relationship is tense and able to break at any time’

Task - commenting 1.  Develop detailed comments on the quotations

you have selected from the text. Remember to analyse why a writer has chosen to use that particular example of language and how it adds to your understanding of a text.

Band  and  marks   Skills  

Band 4 ‘perceptive’ ‘detailed’ 13 - 16 marks

•  offers a full and detailed understanding of the texts in relation to language

•  analyses how the writers have used language to achieve their effects

•  offers appropriate quotations in support of ideas with perceptive comments

Band 3 ‘clear’ ’relevant’ 9 - 12 marks

•  shows clear evidence that the texts are understood in relation to language

•  offers clear explanations of the effect of words and phrases in the different contexts

•  offers relevant quotations or references to support ideas

Band 2 ‘some’ ‘attempts’ 5 - 8 marks

•  shows some evidence that the texts are understood in relation to language

•  shows some appreciation of the effect of words and phrases in the different contexts

•  attempts to support responses with usually appropriate quotations or references