Writer’s Effects

How can a writer’s use of language affect

readers?
• Intellectually—conveying ideas/impressions/suggestions to readers
• Imaginatively—by conveying sensory impressions to readers
• Emotionally—by creating feelings of anger, pity, suspense etc. in
readers.
• Aesthetically—by appealing to the reader’s sense of beauty
• Physically—consider horror etc.
• Transformational—affecting the reader’s perception of life
So….
• Words have a literal meaning (dictionary definition )
• They have shades of meaning (thin, slim, skeletal)
• Words can be modified by context
• Does the word red operate differently in the following contexts?
• Valentine’s day (Her room was filled with red roses)
• Two people fighting (He saw red when Adrian smiled at him….)
• Some words have sensory associations (bright, pungent etc.)
• Words are used for their emotional associations
• The student’s shoulders drooped as he dragged his satchel to the school
gates. His shoulders slumped when his class teacher said, “Welcome back!”
In terms of the exam….
• Text C is used for Sections 2 AND 3
• For the longer writer’s effect question you will be asked to focus on
specific aspects of specific paragraphs.
• Consider the overall effect of the paragraph
• Look for imagery first
• Phrases should be relatively short (3-4 words in length)
• Focus on the effect. Do not merely describe what the sentence
means!
Assessment objectives met
• This question tests reading assessment objectives R1, R2 and R4 (25
marks):
• R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R4 demonstrate understanding of how writers achieve effects and
influence reader
Skills addressed
• To recognize, understand and explain the meaning of a range of
vocabulary and imagery
• To demonstrate an awareness of connotations of words
• To articulate an understanding of how language choices can impact
the interpretation of a text
From the Mark scheme…
• This question is marked for the ability to select powerful or unusual
words and for an understanding of ways in which the language is
effective. Expect responses to provide words / phrases that carry
connotations additional to general meaning.
From the Mark Scheme
• Mark holistically for the overall quality of the response, not for the
number of words chosen, bearing in mind that for the higher bands
there should be a range of choices to demonstrate an understanding
of how language works, and that this should include the ability to
explain images. It is the quality of the analysis that attracts marks. Do
not deduct marks for inaccurate statements; simply ignore them.
From the Mark Scheme
• The following notes are a guide to what good responses might say
about the selections. Candidates can make any sensible comment, but
only credit those that are relevant to the correct meanings of the
words in the context and that have some validity. Alternative
acceptable explanations should be credited. Credit comments on
effects created by non-vocabulary choices such as grammar / syntax
and punctuation devices. These must be additional to comments on
vocabulary.
What to choose
• Imagery
• Sensory imagery (visual, olfactory, auditory, tactile, gustatory etc.)
• Metaphor
• Simile

Aural effects (alliteration, assonance, onomatopoeia etc.)

Interesting word choices (words that convey emotion, have shades of meaning
etc.)
Syntax /Grammar
Punctuation
Writer’s effects: advice
• Overview of effect for the entire paragraph
• First pick imagery from each paragraph.
• Choose a range of words/phrases that seem powerful. Do not write out
whole sentences.
• Put quotation marks around your choices.
• Treat each of your choices separately
• Avoid general comments like” this is a powerful phrase.”
• To explain effect think of what the reader sees and feels as they read the
word/phrase, due to the connotations of language. There can be more than
one related effect.
It should look like this
• Overview of overall effect
• Phrase+ technique*+meaning+ effect
• Repeat twice more.