WRITERS EFFECT

Tips (0500/Paper 1)
 Higher order skills – response that is fluid, well put together, insightful and really focused on
the language.

 Look at 2 paragraphs – find 3 powerful words/images from each paragraph – Total 6

 12-15 marks – really good

 Understand first what the writer is trying to convey and achieve

 Figurative Language – Simile, personification, metaphor, alliteration

 What is being suggested through the words, phrases, sentence structure and punctuation

 Cambridge is always notorious for bizarre on whacky and odd stories

TexT C (PaPer 1)
 TIPS (Writers Effect)
◦ 1st Para

1) Overall Effect – 1m
2) 1st phrase – 3m
3) 2nd phrase – 2m
4) 3rd phrase – 2m
5) Total 8m
◦ 2nd Para
1) Overall Effect – 1m
2) 1st phrase – 2m
3) 2nd phrase – 2m
4) 3rd phrase – 2m
5) Total 7m

◦ TOTAL – 15m
 STEP 1
 Get the overall effect of the language – should be in the beginning of both
paragraphs – ‘The overall effect of the language seems to highlight …’

 The writer may try to convey that the character is helpless and his desperation
towards sth

 ‘The overall effect of the language seems to highlight the character’s

helplessness and desperation throughout the passage…’
 STEP 2

 Usage of transitional phrase – to help in overall structure

 ‘The writer begins by…’

 STEP 3
 Use the first quotation which you have underlined, highlighted or identified which may well
be an example of imagery such as a metaphor, simile, personification or some sort of sensory
description

 It may also be a type of sentence or a particularly powerful word that you would want to
comment on because it has an impact on us as a reader.

 Your quotation should be short – 2 to 3 words max which allows to easily embed those
quotation in your sentence

 ‘The writer begins by describing that the character ‘stormed out of the room’
 STEP 4

 Zoom in technique

 The writer’s use of imagery, use of powerful verb, use of

personification

 Here…zooming into the powerful word ‘stormed’ – effect of the word

 The writer’s use of the powerful word ’stormed’…

 STEP 5
a) Analyse the chosen word or technique and you show the examiner that you know how to engage with
the language, you understand the writer’s craft and what they are trying to achieve

b) Signpost/Start the analysis by using analytical word/phrase

 This shows…
 This highlight…
 This emphasizes…
 This reinforces…
 This creates a sense of…
 This creates an image of…

c) The writer’s use of the powerful verb ‘stormed’ creates a palpable sense of the character’s frustration.

d) It is clear to see that the character is feeling…and then develop your analysis.
Shows/illustrates explains conveys presents describes exemplifies

demonstrates illustrates displays establishes proves Alludes to

the idea
that…

exhibits Points out indicates signifies suggests testifies

clarifies reveals portrays expresses implies means/ in

reference to
 EXAMPLE

1) The phrase “distempered goat” conveys the idea that the goat is in a state of
an angry beast and no one should approach it as they could attack people.
◦
1) The adjective phrase of “mop of hair” presents a messy looking man,
implying that Mr. Doyle is dirty and unhygienic, just like his hotel.
◦
1) Furthermore, the writer portrayed a motherly and protective attitude of the
mother goat towards its brood by using the phrase “matronly care”. The
phrase connotes that no guest will feel safe around her.
 KEY ELEMENTS (Important)

v point
v evidence
v literal meanings/ associations
v language devices
v effect
 STEP 6

Repeat all the steps given on your next

quotation.
Writer’s Technique Checklist
◦ Adjectives
◦ These are words that describe nouns e.g. ‘harsh’, ‘excruciating, ‘noble’. Writers use them to create a specific
picture in the readers mind.
◦ Why has the writer used these adjectives? What picture does it create?

◦ Adverbs
◦ These are words that describe verbs. e.g. ‘carefully’, ‘quietly’, ‘quickly’. These can be used to add more detail to
an action so that the reader can picture what is going on and how.
◦ Why has the writer added detail to this action? What picture does it create?

◦ Alliteration
◦ Repetition of a sound at the beginning of words, e.g. ‘Cruel Catherine…’ It is used to stress certain words or
phrases or to make a point to the reader.
◦ Why has the writer stressed these words? What point are they trying to make?
◦ Colour
◦ Using colour words like ‘red’ , ‘blue’ or ‘yellow’. Colour creates images in the readers mind and can
affect atmosphere through connections the reader makes with that colour e.g. red associates with
‘danger’ ‘anger’ or ‘love.’
◦ What image has been created with the use of colour? How has it affected the atmosphere?

◦ Contrasts
◦ Strong differences between two things. A writer might write a paragraph about a beautiful place and
follow it with a paragraph describing a run-down place to show the differences between the ways in
which two groups of people live.
◦ Why has the writer chosen to show these two things? What difference is being highlighted and why?

◦ Exclamations
◦ Show anger, shock, horror, surprise and joy, e.g. ‘I won!’. They are used to portray emotion and show how
a character reacts or is feeling.
◦ Why has the writer chosen to put the exclamation there? What emotion or reaction are they portraying?
Why?
◦ Humour
◦ Making a character or situation appear in a funny way can be used to mock the character or the place,
or it could show that a character is humorous.
◦ Why has the writer made this situation or character humorous? How does it affect the mood?

◦ Imagery
◦ (including similes, metaphors, colour and use of the 5 senses- sight, sound, touch, taste and smell)
◦ The words allow the reader to create an image in their and involve the reader in the moment being
described.
◦ What image has been created? What is the effect of involving the reader in the moment?

◦ Juxtaposition
◦ The positioning of two words, phrases or ideas next to, or near, each other. This highlights a contrast
between two words, phrases or ideas, e.g. ‘The two friends were known as clever Carole and stupid
Steven.’
◦ Why has the writer chosen to position these two things together? What contrast is being highlighted and
why?
◦ Metaphor
◦ A image created by referring to something as something else, e.g. ‘storm of
controversy.’ This shows meaning by directly comparing something to something else.
◦ Why is the word being compared to something else? What element of the thing that it
is being compared to is being highlighted in the word.

◦ Negative diction
◦ Words that are negative, e.g. ‘cruel’, ‘evil’, ‘dark’. This gives a negative tone and can
portray negative feelings towards a character or situation.
◦ Why has the writer created negative tone? What effect do these negative feelings
have on the representation of the character or the atmosphere?
◦ Onomatopoeia
◦ Words that sound like what the describe, e.g. ‘The clash of the symbols startled John.’ The
reader can almost hear the sound for themselves.
◦ Why does the writer want the reader to hear the sound? What is the effect on the
atmosphere?

◦ Personification
◦ Making an object/ animal sound like a person, giving it human characteristics, e.g. ‘the
fingers of the tree grabbed at my hair as I passed.’
◦ Why has the object/ animal been given human characteristics? How does it affect the
mood?

◦ Positive diction
◦ Words that are positive, e.g. ‘happy’, ‘joyous’ They give a positive tone or portray positive
feelings towards a character or situation.
◦ Why has the writer created a positive tone? What effect do these positive feelings have on
the representation of the character or the atmosphere?
◦ Sentence Length.
◦ Short sentences are just a few words long, without detail. ‘I wondered if he knew what he
was doing to me. It hurt. A lot.’ Short sentences affect the speed the piece is read and grabs
attention.
◦ Why has the writer used a short sentence? How does it affect the speed and tension?

◦ Simile
◦ A comparison between two things that includes the words ‘as’ or ‘like’, e.g. ‘Her voice cut
through him like a knife.’ This shows meaning by comparing something to something else
◦ Why has the word been compared to something else? What element of the thing that it is
being compared to has been highlighted in the word.

◦ Verbs
◦ Action words such as ‘scrambled’, ‘sprinted’, ‘leaped’. The writer uses these to add action
to the writing.
◦ Why has the writer used these verbs? What mood has been created?