Writer’s

Effect
What emotion or MOOD is being created here?

How do
you
know?
 What emotion or MOOD is being created here?

How do
you
know?
What emotion or MOOD is being created here?

How do
you
What emotion or MOOD is being created here?

How do
you
know?
 Language task:
● this question requires candidates to respond to Text C.
● Candidates write about 200–300 words.
● This question tests the following reading assessment objectives (15
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 readers

Exam task-To select THREE words / phrases from two

named paragraphs in a ‘literary’ extract and explain the
meaning and effect of those language choices and why
therefore the writer might have chosen to use them.
The Skills Needed

● To recognize, understand and explain the meaning

of a range of vocabulary.

● To demonstrate an awareness that words have

layers of meaning rather than just a literal meaning.

● To be able to articulate an understanding of the

how language choices can purposefully impact the interpretation of a text.

Responding to effects –an approach: The Onion
Model
 Literal Meaning of words

1
 How rich is your vocabulary?

ili ng sear
bo ing
hot
scor
n g chin n g
di g l i
sc a l sizz

peppery ing
e l te r
s w
 Strength and shades

2
Contextual associations

3
Words don’t operate in isolation – they
interact with other words around them.

‘watch the borders’

Sensory Effect

4
Some words make a direct appeal
to the senses such as:
Bright, iridescent,
drab,

Melodious, clang, titter

Acrid, pungent,
fragrant

Bitter, bland, savoury

Dry, smooth, jagged
Emotional Effect

5
Some words are also selected by
writers because they carry
emotional weight:

The small child dragged his satchel

behind him, his head hung down
and his shoulders were slumped.
 Sample Question

● Re-read the descriptions of: (a) What the writer experienced from the top of the
hill in the given paragraph
● Select words and phrases from these descriptions and explain how the
writer has created effects by using this language.
● Read the passage (Paying close attention to the language used)
● Select specific words that create an effect.
● Analyze these words and explain what effect and how the effect is created?
● Follow the Statement -> Quote -> Analysis Format.
 Sample

● It was a ramshackle, run-down town with a handful of shops selling

essential commodities. The biggest of these boasted the imposing title,
‘Emporium’. There was an apology for a hotel, where I was to stay in a
cramped little room with a window too high for me to enjoy the sea view.
The town square, with its sad, droopy trees, had an atmosphere of
yesterday. In one corner, hiding behind a riot of bushes, stood a tiny
church, sadly in need of restoration.
 What impression has been made on your
mind/senses.
● You can see the scene that has been described.
● You can hear the sounds that have been described.
● You can almost smell or taste something that was described.
● You can almost physically or emotionally feel something described.
 What caused this effect on you.
● The specific meaning of a word.
○ Vocabulary
■ Denotation
■ Connotation
● The connections created by a word.
○ Memories, common knowledge, allusions
● The rhythm and pace of words and sentence structures.
○ Alliteration, rhyme, syllables, etc.
● Figurative language
○ Similes, metaphors, personification, etc.
 Word Choice
●Writer’s choose specific words
for specific reasons.
○You need to think about why.
 What is the difference between…

● Cold & glacial

 What is the difference between…

● Upset & hysterical

 Figurative language examples

● In the large, crowded shopping mall, Susanna felt like a mouse.

● Simile
● The writer is suggesting by the simile comparing Susanna to a “mouse” that
Susanna feels insignificant or overwhelmed by the huge mall. The writer could
also be implying that Susanna is physically small and delicate – possibly that
she may be hurt or trampled by the many shoppers in the stores just like a
mouse may be hurt or hunted by people.
 Figurative language examples

● The branches scratched angrily at the windows desperately trying to come

inside to escape the pouring rain.
● Personification
● The writer is using personification, “scratched angrily”, to emphasize how
aggressive and violent the storm is by suggesting that the tree is frightened and
“desperate” and ‘thinks’ it will be safer inside the house.
 Figurative language examples

● The buoy bobbed back and forth, back and forth.

● Alliteration & repetition
● The alliteration of the ‘b’ sound and the repetition of the “back and forth” mimics
the rolling nature of waves in the ocean and adds rhythm to the sentence.
 Possible phrases to use…
● I felt…
● ____________ makes me think that the writer…
● ____________ reminds me of…
● The word ____________ suggests…
● …makes me feel that…
● …the use of ____________ invokes a feeling
of…
● The writer uses words like ____________ and
____________ to suggest/convey/simply…
Sample questions and answers

Re-read the following lines from the main passage.

Pick out three words or phrases that the writer uses to show that the man was
distressed about the damage done to his car. How do they reveal his feelings?

‘I can not believe it!’ James bellowed, his face red with rage. Sweat beaded his
forehead as he stared in disbelief at the scratch marks which ran along the full
length of his beautiful Rolls Royce. ‘My beautiful, beautiful baby … ruined,’ His
voice trailed off in despair.
 For example…

● I can tell the man is angry when the writer uses the words “bellowed”, “red
with rage”, and “trailed off in despair”. “Bellowed” is a very powerful word
meaning a loud cry, which would suggest he is very angry. Red is a colour
which I associate with danger. People go red when are furious. Finally
when he trails off I imagine someone so upset they cannot speak anymore.
 Examiner’s comments

This is a fairly good answer. The answer is clearly focused on the task. The
candidate picks out one single word and two phrases which show anger. The
candidate attempts to explain how the examples create an impression of anger
by referring to the precise meanings of the words, simple associations that
(s)he has made with the words and how they create an impression of the
emotion in her/his mind. The final example would have been more effective if
punctuation had been referred to.