Name: ______________

Class: ______________

First Language English (0500)

1. Start both paragraphs with the sentence starter: 'The overall effect of the language
creates an image of...' Why? It provides an overview and shows Cambridge you know
what the writer is trying to achieve. Moreover, it keeps you focused!
2. Read the bullet points carefully – include key information from each bullet. If it says, '…
and is about the weather' – include this in your topic sentence – 'The overall effect of the
language creates an image of the weather being…'
3. Make sure you have a range of vocabulary in your writer's toolbox. Abstract nouns are
particularly important – 'It creates an image of the character's
desperation/vulnerability/helplessness...' etc.
4. Make sure you explore six images total – it is unnecessary to explore more, and you
certainly shouldn't be exploring any less! Shorter quotes are better!
5. Make sure you show an awareness of the explicit meanings of some of your images. This
can be as simple as zooming into a word and explaining its meaning within the given
context.
6. Try and say at least two things per image.
7. Don't obsess over the word count!
8. Spend around 35 minutes on this question – this includes some quick annotations.
9. Focus on imagery – don't explore isolated words which do not create an image.
10. Make sure you use the zoom-in technique throughout your responses.
11. Use connectives to help structure and develop your ideas.
12. If you include a quotation that features more than one powerful word, zoom into both!
13. Don't take guesses – choose images you are confident about.
14. Cambridge love using texts which feature threatening settings – often, the natural world
is presented as something quite brutal. Learn these words: hostile, oppressive, sinister,
threatening, ominous, harsh, cruel, menacing, foreboding, eerie.
15. Check your work – if you need to add stuff in, please do! Simply add an asterisk (*) and
add a comment at the bottom.
 How to use this workbook

In section 1 of this workbook, you will find five extracts from novels. The
purpose of this is to help you sharpen up your language analysis skills
away from a full Text-C question (scary, right?!) You should aim to work
through each extract one by one. Begin by reading the extract and then
highlight three images. Try and get into the habit of making some quick
annotations, too. You should then give yourself roughly 15 minutes to
write each response. Check out my models at the bottom once you have
completed all of them!

Once you feel confident, you should move on to section 2, where you
will find two writer’s effect questions from recent papers. Try giving
yourself 35 minutes to complete each response. Remember: you will
need two paragraphs once you are at this stage!

Good Luck!
 Extract 1:

The overall effect creates an image of the migrant people’s …

 Example of annotations

Verb – car
struggling to
move – many
migrant workers.
Desperation.
Fatigue. Mirrors
Simile – moving state of workers.
quickly –
desperate to get
to safety. Seen as
outcasts/pests.
Unwanted.
Powerless and
weak.

Verb – close
together. Seeking
solace and
protection.
Vulnerable. Turning
to each other during
difficult time.
Uncertainty.
 Extract 2:

The overall effect creates an image of the weather’s…

 Extract 3:

The overall effect creates an image of the environment…

 Extract 4:

The overall effect creates an image of the speaker…

 Extract 5:

From The Dress Shop of Dreams by Menna van Praag

When Walt sneaked through the door, under his father’s

arm, he let out a gasp of delight. He had stepped into a
kingdom: an oak labyrinth of bookshelves, corridors
and canyons of literature beckoning him, whispering
enchanting words Walt had never heard before. The air
was smoky with the scent of leather, ink and paper,
caramel-rich and citrus-sharp. Walt stuck out his small
tongue to taste this new flavor and grinned, sticky with
excitement. And he knew, all of a sudden and deep in
his soul, that this was a place he belonged more than
any other.

The overall effect creates an image of the library…

 Model Responses

Extract 1:
The overall effect of the language creates an image of the migrant
people’s vulnerability; they are travelling to somewhere new and clearly
feel uneasy about what the future holds for them. Firstly, the writer
describes that the migrant people ‘crawled out of the side roads.’ The
writer’s use of the verb ‘crawled’ refers to the car’s movements; it is
struggling to move with all of the migrant people on it. Additionally, it
creates a sense of desperation; like the car, the people are also
struggling to function; it is clear that they are using what little energy
they have left to find somewhere safe. Secondly, the writer describes
that the migrant people ‘clustered like bugs.’ The writer’s use of the
verb ‘clustered’ refers to the large number of migrant workers close
together in a group. Furthermore, it suggests that the migrant workers
turn to each other for comfort and support. Also, the writer comparing
the migrant workers to ‘bugs’ creates a sense of them being both
powerless and weak; they are seen as unwanted pests and the outcasts
of society. Lastly, the writer describes that the migrant workers are
going to a ‘mysterious place.’ The writer’s use of the adjective
‘mysterious’ refers to a strange or unusual place. Moreover, it
emphasises the migrant people’s plight; they are entering the unknown
and feel a great sense of trepidation.
 Extract 2:
The overall effect of the language creates an image of the weather’s
strength and ferocity; the coach is clearly no match for the tremendous
power of the wind. Firstly, the writer describes the wind ‘shaking the
coach.’ The writer’s use of the verb ‘shaking’ refers to the coach’s
movements; it is violently swaying side to side in an uncontrollable
manner due to the wind. Additionally, it emphasises the brute strength
of the wind; it’s almost as the wind is determined to cause as much
damage as possible to the coach and the people inside. Secondly, the
writer likens the coach’s movements to ‘a drunken man.’ The writer’s
use of the simile refers to the violent and jerky movements of the
coach. Furthermore, it suggests that the coach driver is struggling to
control the coach; it’s clear that the heavy carriage isn’t safe from the
sheer power of the wind. Lastly, the writer describes that the coach
‘creaked and groaned.’ The writer’s use of the verbs refers to the
unpleasant sounds the coach’s wheels are making as it struggles to
navigate the turbulent weather. Moreover, it creates an image of the
coach being close to giving up; it is clearly not strong enough to
withstand such brutal weather.
 Extract 3:
The overall effect of the language creates an image of the environment
being a terrifying and hostile place. Firstly, the writer describes the
speaker being ‘tossed about quite violently.’ The writer’s use of the verb
‘tossed’ coupled with the adverb ‘violently’ both refer to the jerky
movements of the boat; it is being thrown from side to side because of
how powerful the lake is. The speaker is clearly unable to do anything
about it. Additionally, it emphasises the ruthless and hostile nature of
the lake; it seems determined to cause harm to the speaker. Secondly,
the writer describes the boat trying its best to escape ‘advancing walls of
enemy waves.’ The writer’s use of the metaphor refers to the sheer size
of the waves and how they seem to be increasing in size. Furthermore, it
suggests that the waves are not wanting to let the speaker go easily. It’s
almost as if the waves are chasing him and are trying to engulf his tiny
boat. Lastly, the writer describes that the cliffs ‘loomed over [him] like
predatory giants.’ The writer’s use of the verb ‘loomed’ refers to the
impressive size of the cliffs and that they appear both threatening and
frightening. Moreover, it suggests that the cliffs seem to be watching the
speaker’s every move. Also, the writer’s use of the adjective ‘predatory’
coupled with the noun ‘giants’ emphasises the imposing nature of the
cliffs, making them seem like terrifying hunters. It’s as though the cliffs
are hunting the speaker in his tiny boat - perhaps the speaker is the
prey, and the cliffs are waiting for the perfect moment to kill.
 Extract 4:
The overall effect of the language creates an image of the speaker and
his team struggling to navigate the brutal and harsh weather. Firstly, the
writer describes that the ‘fierce wind scoured [their] faces.’ The writer’s
use of the adjective ‘fierce’ refers to the wild and aggressive nature of
the wind. Additionally, it suggests that the wind is unrelenting and
dangerous. The verb ‘scoured’ refers to the wind battering their skin
violently. Also, it creates a sense of the wind being incredibly painful and
unbearable. Secondly, the writer describes that the ice ‘snapped at
[their] heels.’ The writer’s use of the onomatopoeic verb ‘snapped’
makes it seem as though the cold is some wild animal; it’s almost as if
the cold is chasing them, and they are unable to escape it. Lastly, the
writer describes that the ‘freezing air burnt [his] throat.’ The writer’s use
of hyperbole creates an image of the bitterly cold air causing discomfort
and pain; it is clear the sub-zero temperature is making the speaker and
his team physically unwell and miserable.
 Extract 5:
The overall effect of the language creates an image of the library being a
magical place of wonder, almost if the speaker has entered somewhere
otherworldly. Firstly, the writer compares the library to an ‘oak
labyrinth.’ The writer’s use of the metaphor refers to the library’s sheer
size and how it is similar to a maze. Additionally, it suggests that there is
an overwhelmingly large number of books waiting to be read. It also
suggests that being in the library is like an adventure or journey for the
speaker; he is clearly excited to be surrounded by so many different
books. Secondly, the writer describes the books ‘beckoning him [and]
whispering enchanting words.’ The writer’s use of the imagery refers to
the books almost encouraging or welcoming him to read each and every
book. Furthermore, the writer’s use of the verb ‘whispering’ coupled
with the adjective ‘enchanting’ creates a sense of the library having a
magical and almost ethereal quality to it; it’s as though the speaker has
entered a completely different realm, one where he feels a sense of
belonging. Lastly, the writer describes that the ‘air was smoky with the
scent of leather.’ The writer’s use of imagery refers to the smell’s
intensity and pleasantness. Moreover, the adjective ‘smoky’ gives the
library an almost supernatural quality to it; it’s as though the library has
come alive and is waiting to take the speaker on an exciting journey.
 What makes this response SUCCESSFUL?

Response starts with a clear overview

– shows an understanding of what the Connectives help structure and
writer is trying to achieve. Keeps rest develop ideas.
of response nicely focused. Range of discourse
markers to help
structure and develop
The overall effect of the language creates an image of the library being a ideas.

magical place of wonder, almost if the speaker has entered somewhere

otherworldly. Firstly, the writer compares the library to an ‘oak
labyrinth.’ The writer’s use of the metaphor refers to the library’s sheer
size and how it is similar to a maze. Additionally, it suggests that there is
an overwhelmingly large number of books waiting to be read. It also
suggests that being in the library is like an adventure or journey for the
Zoom-in technique used
throughout
speaker; he is clearly excited to be surrounded by so many different Explicit understanding of
powerful words shown
books. Secondly, the writer describes the books ‘beckoning him [and] throughout.
whispering enchanting words.’ The writer’s use of the imagery refers to
the books almost encouraging or welcoming him to read each and every
book. Furthermore, the writer’s use of the verb ‘whispering’ coupled
with the adjective ‘enchanting’ creates a sense of the library having a
magical and almost ethereal quality to it; it’s as though the speaker has
entered a completely different realm, one where he feels a sense of Analysis is developed –
belonging. Lastly, the writer describes that the ‘air was smoky with the at least two comments
per image.
scent of leather.’ The writer’s use of imagery refers to the smell’s
intensity and pleasantness. Moreover, the adjective ‘smoky’ gives the
library an almost supernatural quality to it; it’s as though the library has
come alive and is waiting to take the speaker on an exciting journey.