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 know? What emotion or MOOD is being created here? How do you know? Writer’s Effect • The effect on the reader created by an author’s words. • This effect could be to stimulate our sense of • It could be to convey a scene, idea, or emotion. A writer is trying to create… • An emotion – to give you a feeling. • A connection – to help you remember when you were in a similar situation or felt a similar way • A new experience – to help you to understand a situation you are not familiar with What emotion or MOOD is being created here? • “It was a cold grey day in late November. The weather had changed overnight, when a backing wind brought a granite sky and a mizzling rain with it, and although it was now only a little after two o'clock in the afternoon the pallor of a winter evening seemed to have closed upon the hills, cloaking them in mist.” – Jamaica Inn by Daphne du Maurier 3 Things to Think About • What effect the writer has created. (type) • What impression has been made on your mind/senses. (senses) • What caused this effect on you. (how) What effect the writer has created. • An experience has been described. – 1st day at university • An atmosphere has been created. – An exciting win at a football stadium • An opinion/emotion has been conveyed. – Fear during an earthquake 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 Word Choice • 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… • House & cottage What is the difference between… • River & stream What is the difference between… • Snow & blizzard What is the difference between… • Cold & glacial What is the difference between… • Upset & hysterical Sample questions Read lines 33-38. Where to look What opinion does the writer have of the big game hunters? What effect to look for How do the comparisons he chooses tell you this? How is the effect created Sample questions Where to look • Pick our three words or phrases that the writer uses to show that the man was distressed about his car. What effect to look for How do they reveal his feelings? How is effect created Sample questions Where to look • Pick out two phrases that express the strength of the wind. What effect to look for How do they emphasize its power? Where to look Do’s & Don’ts • DO quote from the passage. • DON’T use more than one word or a short phrase. • DON’T just name the term (alliteration, simile). • DO say how that type of language creates an effect. 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/imply… 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. FUR • (Vocab) Formula • Quote + type = effect Use • Why use effect? Relationship • How does effect relate to whole? F U R Oral hygiene Healthy teeth Why do you need healthy teeth? teeth make you look and feel better, Healthy both psychologically and physically. How do healthy teeth relate to the whole population? People with healthy teeth are less prone to certain diseases and (according to many experts) generally live longer. F U R “perfect Peace” alliteration emphasis Why use emphasis? The use of alliteration, the repetition of the ‘p’ sound, emphasizes how idyllic the peace is. How do this effect relate to the whole? The author made it very clear that a lot of destruction, through storms and floods, has affected the island. With the emphasis on peace he is making a contrast with this destruction.
