Unit 1 – Understanding NonFiction and Media Texts
AO3(iii) Explain and evaluate how
writers use linguistic features to
achieve effects and engage and
influence the reader
Assessment Objective
AO3(iii) Explain and evaluate how writers use
linguistic features to achieve effects and
engage and influence the reader



Know some language terms
Be able to explain the effects of these
Evaluate HOW and WHY they are used
The Exam


On Foundation Tier, you will be asked to
analyse the language used in one text
On Higher Tier, you will be asked to
compare the language used in two texts
Linguistic Devices



You need to learn some examples of
linguistic devices
In the exam, you must be able to recall
these
You need to be able to identify these
and give precise explanations of how a
writer has used them
Address

Does the writer address the reader directly?



Look for the use of pronouns such as ‘you’, ‘we’
and ‘us’ or the use of rhetorical questions
Addressing the reader directly draws us into
the text
It makes us feel like the ideas matter to us
and that we are responsible
Types of sentences



Short sentences will often be used for
impact
Longer sentences will be used to
develop particular ideas or examples
Look out for the following:



Exclamations = shock, surprise, anger
Imperatives = instructions or commands
Questions = to make the reader think
Register

Formal vocabulary and sentences



Create a sense of authority or knowledge
Create distance between the reader and writer i.e.
the writer is superior to us
Informal / colloquial vocabulary and
sentences


Create humour / irony / sarcasm
Make the writer appear friendly and approachable
i.e. equal to the reader
Emotive language



These words are used deliberately to
make us feel an emotion e.g. anger,
fear, guilt, hope
Identify specific words that are
supposed to have this effect
Explain what emotion they are
supposed to make us feel
Factual language


Factual language will indicate that
something is true or has happened
It will support the writer’s opinions and
ideas
Vocabulary

Look at particular types of words such as
adjectives, verbs and adverbs





Adjectives – describe objects or ideas
Verbs – actions
Adverbs – describe how something is done
Think about why the writer has used this
particular word
What does it mean and how does it support
the writer’s views?
Lexical sets / semantic fields


These are groups of words that all have
a related meaning
They help hold the text together and
emphasise key ideas e.g. soldiers,
trenches, gunfire, mud would all make
us think of war
Repetition of keywords



Look for particular important words or
phrases that are repeated
The writer will want you to remember
these phrases
Explain the reason why the writer wants
you to remember these words
Rhetorical devices



You should look for specific phrases that are
used for persuasive effect – there are a whole
range of devices to look for
Remember to explain HOW the device affects
the reader and WHY the writer has used it
Give a precise explanation of the rhetorical
device linked to the purpose of the text
Reading Framework
1.
2.
3.
4.
5.
Read the questions
Read the text
Work out the PAFT and message
Highlight examples – check the
question
Plan your response – use a PEE table
Model Question

How is language used for effect by the
writer?
PURPOSE: what job is the writer trying to do?
Argue
Persuade
Advise
Inform
Explain
Describe
Analyse
Review
Comment
Imagine
Explore
Entertain
AUDIENCE: the reader
Children
Teenagers
Parents
Pensioners
Workers
Experts
Fans
Men
Women
Adults
PAFT
Age
Interests Lifestyle
Gender Education Class
Job
Hobbies Politics
Purpose
Audience
Form
Tone
FORM: type of writing
Leaflet
Web page
Letter
Speech
Report
Article
Story
Email
Essay
Advert
TONE: what is the mood of the writing? How are we addressed?
Enthusiastic
Passionate
Hopeful
Optimistic
Humorous
Angry
Frustrated
Pessimistic
Sad
Annoyed
Questioning
Doubtful
Suspicious
Sarcastic
Ironic
Objective
Subjective
Neutral
Cynical
Knowledgeable
Plan your answer – 1




Highlight the text, identifying the most
important examples of language you
can find
8 marks = 16 minutes
8 marks = at least 3 really good
examples
Annotate your examples with
explanations of the precise effect
Linguistic Devices





Address
Types of sentences
Register
Emotive language
Factual language




Vocabulary
Lexical sets /
semantic fields
Repetition of
keywords
Rhetorical devices
Plan your answer – 2
Point
Evidence
Explain
(Identify a technique)
(Quotation)
(How this persuades)
Explaining effects



You must give explanations that are
matched to the text you have read
Do not make generic statements like “it
is effective”
Every explanation must use the word
“because”
Useful analytical language





This
This
This
This
This
connotes…
means…
suggests…
represents…
symbolises…





This
This
This
This
This
highlights…
shows…
makes us feel…
creates…
implies…
Use this vocabulary to support your analytical
and evaluative comments about language
HOW and WHY



For each example, you need to explain
HOW and WHY the language is used
HOW has the writer used the language
i.e. what is the effect of this word on
the reader?
WHY has the writer used the language
e.g. how does it help the writer achieve
their purpose?
Banned answers
YOU MUST NEVER USE THE FOLLOWING
PHRASES!!!
 The language is good
 The language eye-catching
 The language is effective
 The language is interesting
 The language makes the reader think
 The language means…
… UNLESS YOU EXPLAIN WHY
Using PEEL




Point – Identify a technique
Evidence – Give a short quotation
Explain – The effect of this technique
on the reader
Link – Refer back to the question
(repeat some of the words)
Using PEEL – an example
How does the writer use language to persuade
the reader?
The writer has used a series of rhetorical
questions. For example, he writes “How
many of us recycle regularly?” These
questions make us think about our own
responsibility to the environment and how
much rubbish we create. He does this
because he wants us to feel guilty. This is
persuasive because he feels that we all need
to do more and it makes us think about our
own actions.
How this is assessed

Band 1




Band 2




Some evidence of understanding
Some appreciation of words and phrases
Attempts to support with examples
Band 3




Limited evidence of understanding
No real appreciation of language
Very few and poorly chosen examples
Clear evidence of understanding
Clear analysis of words and phrases
Relevant and appropriate quotations used to support ideas
Band 4



Full and detailed understanding of the content
Detailed and perceptive analysis of language
Relevant quotations with perceptive comments