Rhetorical Devices
How writers use language to
influence the reader
Key Assessment Objective
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AO2 (v) – understand and evaluate how
writers use linguistic, structural and
presentational devices
You need to:
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Identify features of language
Explain how the writer uses these to
influence the reader
Evaluate how successful this is
How this is assessed
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Band 1
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Band 2
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General, descriptive answer / spots obvious
devices
Band 3
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Little detail / unfocused
Explains use of language / range of examples
Band 4
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Detailed evaluation / structured answer
Rhetorical question
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Definition
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Effects
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The writer will not expect you to answer this
question – they suggest the answer for you
Draws the reader into the text
Introduces ideas / topics
Makes the reader think
Example
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Should the UK leave the European Union?
Alliteration
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Definition
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Effects
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Within a sentence, a series of words will begin
with the same sound
Draws attention to the key words
Can be used to reinforce ideas / concepts
May be used for humorous effect
Example
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Politics is probably pointless
Lists of 3
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Definition
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Effects
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Three nouns, adjectives or verbs will be used in a
list within a sentence
The ‘magic 3’ fixes itself in the reader’s mind
Highlights important ideas
Example
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School uniform, is uncomfortable, unattractive and
unfashionable
Repetition
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Definition
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Effects
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The technique of repeating the same word and
phrase
Highlights key messages
Reinforces important points
Links different parts of the text
Example
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Boring, boring, boring.
Personal involvement /
anecdote
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Definition
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Effects
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The writer incorporates aspects of their personal
experience into the text – look for ‘I’
Appeals to the reader – makes the writer seem
more human or involved
Can be used for humour / pathos
Example
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I was shocked to find that many children don’t
know the National Anthem!
Audience involvement / direct
address
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Definition
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Effects
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The writer involves the reader by relating the
subject to their lives
Look for ‘you’ / ‘we’ / ‘us’ / ‘our’
Makes the reader care about the subject
Establishes a relationship between the reader and
writer
The writing is less intimidating
Example
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We all know how bad school dinners are!
Facts and statistics
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Definition
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Effects
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Information and data, that can be proved to be
true
There are a range of specific effects, including to
shock, surprise, support the writer’s view etc
Example
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60% of the world’s population lives in poverty
Expert opinion / quotations
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Definition
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Effects
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The knowledge of an expert is referred to by the
writer
Can show an alternative point of view
The reader trusts what the writer is saying
Quotations are very persuasive
Example
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Dr Martin believes that more needs to be done to
improve the health of young people
Metaphor and simile
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Definition
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Types of imagery
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Effects
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Metaphor – one object is said to be the same as another
Simile – objects are compared to each other – look for
‘like’ or ‘as’
Makes the writing more interesting and
imaginative for the reader
Example
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As dead as a dodo
Over-exaggeration
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Definition
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Effects
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The writer uses superlatives and adjectives to
make a situation seem much worse / better than it
really is
Shows the writer’s strong feelings
Can be used in humorous or ironic ways
Example
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Many schools have become like learning factories
Emotive language
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Definition
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Effects
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Language that is used to create a particular
emotional response in the reader
Can create strong feelings such as anger, guilt,
joy, concern, empathy, hope etc
Involves the reader in the text
Example
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This disastrous situation will only get worse unless
we do something about it
Irony / sarcasm
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Definition
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Effects
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Ideas are presented in a way that seems opposite
to what is really meant
Creates humour
Can over-exaggerate a situation
Engages the reader on a personal level
Example
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“What a lovely day” when it is pouring with rain
Formal / informal register
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Definition
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Effects
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The level of formality within a piece of writing
depends on the reader and intended effects. It is
shown through the vocabulary and syntax used
Can make writing more authoritative, personal,
appealing etc dependent on the register
Either involves the reader personally, or shows
that the writer is more experienced
Example
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Who would believe it?!
Parenthesis
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Definition
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Effects
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Brackets, dashes or commas are used to separate
phrases from the main sentence
Shows the writer’s personal views
Can be used to create irony or humour
Example
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Most teenagers in the survey said they didn’t like
homework (what a surprise!)
Pun
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Definition
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Effects
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A joking use of a word sounding the same as
another
Engages the reader’s attention through the use of
humour
Can be used to highlight an important idea
Often an interesting way of starting a text e.g. a
headline
Example
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Deciding where to bury him was a grave decision
Combining techniques
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Remember that writers will often
combine several rhetorical devices
within a section of text
E.g. Over 90% of us believe that
Americans are dull-witted, dreary and
docile (no surprise there then!)
Try to comment on the overall impact of
this on the reader
Important advice
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Use your reading time efficiently. If you
know you have to write about the language in
one of the texts, highlight key examples as
you read it
You do not have to write about every device
– it is better to evaluate three or four good
examples than to simply ‘spot’ lots of them
Don’t forget to include these devices in your
own writing in Section B!
A useful framework
How effective is the writer’s use of language in
persuading the reader to donate money to
charity?
 (P) The writer thinks that…
(Band 1)
 (E) He uses… when he says “…” (Band 2)
 (E) The effect of this is…
(Band 3)
 (L) This supports the writers purpose
because…
(Band 4)