Language Analysis
using the MacKillop College NEE pattern
Why a pattern?
• Easy to remember – easier to do
When will we use this technique?
• In the Reading-Viewing Task (HSC - Paper 1)
• In Module A, B and C responses (HSC - Paper 2)
The Reading-Viewing Task
Two sorts of questions:
• Content (what is the author communicating?)
• Style (how is the author communicating it?)
Most of the questions are style questions
We use the NEE technique for the style questions
Recent HSC questions - 1
Text one - Image
(a)
Describe how the image depicts the idea of belonging or not belonging to a family. (2 marks)
“…how…” – a style question – use NEE
Text two - Nonfiction extract
(b) '. . . I was more aware of our difference.’
Explain the speaker's relationship with his brother. (2 marks)
“Explain…” – a content question
Text three - Nonfiction extract
(c) 'It is Beth, not May or Phoebe, who understands my exile.'
How does this text portray friendship as an alternative source of belonging? (3 marks)
“How…” – a style question – use NEE
Text four - Poem
(d) This is the record of our desired life.'
Explore the speaker's attitude to the family photo album as a record of belonging. (3 marks)
“Explore…” – content and style – use NEE for the style part
Texts one, two, three and four - Image, Nonfiction extracts and Poem
(e) Analyse the ways distinctive perspectives of family and belonging are conveyed in at least TWO of these texts. (5 marks)
“…the ways…” – a style question – use NEE
Recent HSC questions - 2
Text one - Visual Text
(a)
Explain how ONE aspect of the visual text represents the concept of belonging. (2 marks)
“…how…” – a style question – use NEE
Text two - Poem
(b) Why does the speaker say 'we never belonged' (line 11)? (2 marks)
“Why…” – a content question
Text three - Prose extract
(c) How does the narrator evoke the experience of being at home in the landscape? (3 marks)
“How…” – a style question – use NEE
Text four - Nonfiction extract
(d) Analyse the ways this text communicates the relationship between home and belonging. (3 marks)
“…the ways…” – a style question – use NEE
Texts one, two, three and four - Visual text, Poem, Prose extract and Nonfiction extract
(e) In each of these texts, perceptions of belonging involve connections between people and places.
Select any TWO of these texts and compare their portrayal of the connections between people and places. (5 marks)
“…compare their portrayal…” – a style question – use NEE
The take-home message? Most marks come from analysing style.
NEE – The basic pattern
When we analyse language we try to:
NOMINATE – name a specific feature of language
EXAMPLE – provide the example of that feature
EFFECT – explain what effect that feature has
For Example:
The author’s use of the simile “looked like a lost scarecrow” indicates the poor
state of Freddie’s clothes in order to emphasise his desperate financial
circumstances.
For Example:
The adjectives “sky-blue” and “loveliest sun-blessed” describe the woman’s eyes
and hair and clearly communicate how stunningly attractive he finds her at their
first meeting.
Sequencing NEE
You can sequence NEE in any order you wish:
Example – Nominate – Effect
Drusilla and her sisters are separated by a “floodplain of incomprehension” and this
metaphor underscores the vast gap that separates them.
Effect – Nominate – Example
The author has gives a very personal account of his feelings and this is created by the
frequent use of the first person pronoun “I” which begins five sentences in the
third paragraph.
Example – Effect – Nominate
Sala describes his accent as “thick” and “stumbling”, emphasising the problems his
language caused him with these two well chosen adjectives.
Ways of nominating
You can nominate with nouns or other parts of speech:
Nominate using a NOUN
Drusilla and her sisters are separated by a “floodplain of incomprehension” and this
metaphor underscores the vast gap that separates them.
Nominate using an ADVERB
Drusilla and her sisters are metaphorically separated by a “floodplain of
incomprehension” underscoring the vast gap that separates them.
Nominate using an ADJECTIVE
Drusilla and her sisters are separated by a metaphoric “floodplain of
incomprehension” underscoring the vast gap that separates them.
Nominate using VERB
Describing the Maths course as “Vegie” was intended to connote its simplicity.
Two tips
1: Use correct language terms as often as possible
2: Integrate quotations wherever possible
Here’s what it can look like if you don’t follow these two tips:
At the start of the first part there is a description of the harbour bridge. “The iron
monster arose from the shore like a beast, vast and primitive, and reared itself into
the thin air over the water, astonishing the onlookers.” The author compares the
bridge to a beast to make us see how large it is.
Here’s what it can look like if you do:
The first sentence of the first paragraph vividly describes the bridge as a metaphoric
“iron monster”. With the clever addition of the simile “like a beast” and the adjectives
“vast and primitive”, the author generates a sense of awe that will “astonish the
onlookers” as it is personified “rear(ing) itself into the air.”
Variations on NEE
We can name two language features in one example:
The swelling on his little toe is described with the hyperbolic adjective “gigantic” to
ridicule his reaction to a relatively minor injury.
We can look at two features which both contribute to the same effect:
The smell of the room is illustrated with the adjectives “baked and dusty” and
further developed with the simile “like warm peanut shells”.
We can have many features contributing to one effect:
Colloquial language of the 1950s and 1960s is frequently used to heighten the comic
effect that James intends. The stacks of remaindered books are described as “ranks and
banks of duds”, reminding older readers of the fireworks that failed on cracker night.
Comic suggestions of death are carried with the hyperbolic phrase, “irreducible cairns
/ of complete stiffs”. “Sinkers, clinkers, dogs, and dregs” are all colloquialisms of the
period that connote failure and the allusion to the “Edsel”, Ford’s most spectacular
failure, comically suggest that the remaindered books have been failures.
NEE in action
A question might ask what the purpose of a passage is.
Here is how we could use NEE to answer the question.
There is one effect – to inspire – and lots of features.
The inspirational purpose of Henry V’s address to his troops on the eve of the battle of
Agincourt is evident in the language he employs. In the face of the apparent pessimism
articulated by Westmoreland, Henry seeks to win over his men with colloquial terms of
endearment such as “coz” and the frequent use of the first person plural pronoun “we”. The
rightness of his cause is highlighted by the deliberate and repeated use of religious language
such as “God’s will”, “pray thee” and “covetous” as Henry subtly suggests that God is on his
side. In the future, Henry hyperbolically asserts, they will be remembered “to the ending of
the world.” The most memorable line in the speech is made so by the employment of the
classic rhetorical device of the triplet. Beginning with the repetition of “We few”, on the
second occasion qualified with the uplifting adjective “happy”, the triplet concludes with the
alliterative “band of brothers”, a remarkable and inspiring label, especially for this medieval
context as the King is suggesting that all those who fight with him, be they “ne’re so vile”,
shall be his brothers.
Knowing the language terms
To “nominate” language terms, we need to know the right names.
Our English Handbook has sections on:
• Parts of Speech
• Punctuation
• Poetry Terms
• Language Terms
Study these sections – learn the terms – practise identifying them
Revision – key parts of speech
Noun – common, proper, abstract, collective
Pronoun – a word that can act as a replacement for a noun
Adjective – a word that describes a person or thing
Verb – “doing word”, a word that express an action
Adverb – a word that adds meaning to a verb
Preposition – words that make connections between nouns/pronouns and other
words in a sentence
Conjunction – words that join sentences or parts of sentences
Revision – punctuation
Capitals – beginning of sentence, pronoun “I”, names, titles
Full stops – end of sentence, some abbreviations
Commas – momentary pause
Colon – introduces a list
Semi-colon – separates wordy items in a list, separates coordinated clauses whose
meaning is linked
Apostrophes – to show ownership (Marcia’s pen), to contract (don’t)
Inverted commas – direct speech, titles of parts of a published work
Question mark – indicates a question
Exclamation mark – indicates a heightened emotional state
Top 10 visual text features
Size (dominant or salient part of image-visual weight)
Angle (high, low, frontal, side or oblique)
Framing (close-up, medium shot, long shot)
Placement (left, right, centre, off-centre, foreground, background)
Colour (helps to create the tone in an image)
Focus (sharp focus, soft focus, out of focus)
Facial expression (needs to be described)
Posture or bearing (needs to be described)
Lighting (bright, dim, front, side, rear-silhouette)
Vectors (visible or invisible lines connecting elements in an image)
NEE on visual texts - 1
The two sharply focussed faces are placed in the foreground in a tightly framed close-up shot. These
oblique faces clearly carry the greatest visual weight of the image. Placed to the left of the image, the
female face is the first to attract attention. The broadly smiling face suggests happiness and the eyes
directed upward create a vector that carries the viewer’s gaze to the male’s face, placed above the female to
suggest his greater authority. His face offers a mild contrast to that of the female as his eyes are almost
closed and a more contented smile suggests a father’s love for what would appear to be his daughter. The
background is well out of focus but is clearly a large crowd. The public setting of the photograph contrasts
with and heightens the poignancy of the private father-daughter moment.
NEE on visual texts - 2
Though two figures appear in the image, the figure in the background immediately draws the viewer’s
attention by its placement in the middle of the frame and because the face is visible, unlike the swimming
in the foreground. The raised arms and the broad smile clearly suggest the swimmer has been victorious.
From the number of feet in the upper left corner, one can infer the race was of some significance and the
stillness of the water in the three rear lanes shows the swimmers in these lanes have yet to finish, further
emphasising the scope of the victory the swimmer is celebrating. The apparent victor has even had time to
lift her goggles, unlike the one other competitor visible, and this also hints that the victory was
comprehensive.
NEE on visual texts - 3
Though many faces appear in this oblique medium shot of a
group preparing for a formal photograph, the figure in the
centre foreground clearly has the greatest visual weight in the
image. In addition to placement, this girl is also the salient
figure in the image as she is the only one in sharp focus and
her posture contrasts with all the other figures. The slumped
posture, head resting on one hand, the arm propped against
her leg, suggests profound boredom, the exercise apparently
taking far too long for this girl’s reserves of patience. This
posture contrasts markedly with the upright position
assumed by every other figure in shot. Her eyes gaze out of
frame, probably towards the photographer who is preparing
the shot, and the slightly furrowed brow also underscores her
tedium.
Top 20 written text features
Alliteration
Colloquialism
Connotations
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Metaphor
Paragraph
Personification
Repetition
Rhetorical question
Sentences
Simile
Symbolism
Tone
Triplet
Let’s do an NEE for each of these with a typical effect for each feature
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
By alliteratively characterising Abraham Lincoln as
“the man to meet the mortal need” the poet makes
this one of the most memorable verses in the poem.
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
The author’s use of the colloquialism “dumped” in
reference to the ending of the relationship is clearly
designed to target the text to a teenage audience for
whom the term would be very familiar.
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
By describing the band as an “ensemble”, with its
connotations of sophistication and high quality
music-making, the speaker sought to elevate the
status of the group with whom he played.
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Repetition
The two contrasting verbs “raced” and “stumbled”
highlight the gulf in ages between the young
energetic child and his aging grandfather.
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Rhyme
Sentences
Simile
Wodehouse relies on contrast when he comically
claimed “It is never very difficult to distinguish
between a Scotsman and a ray of sunshine.”
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
Jenn’s suppressed anger finally erupts when she
screams, “Just leave me alone!”, the author’s use of
direct speech giving the reader a much clearer idea
of her emotional state and heightening the drama
of the situation.
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
The euphemistic reference to the detainees having
been subjected to “enhanced interrogation
techniques” is designed to obscure the fact that they
had, in fact, been tortured.
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
The boy’s assertion that “nobody is braver, nobody
is bolder, nobody has done anything to equal it” is
clearly hyperbolic but it indicates his success in
conquering his childhood fears and the great sense
of confidence he now feels.
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
The irony that Mr Darcy’s first direct reference to
Elizabeth, his future wife, was that she was “not
handsome enough to tempt me” is wonderfully
comic and typical of Jane Austen’s trademark
literary technique.
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
“Andante”, “vivace” and “largo” are all musical
terms and the employment of this jargon obviously
indicates that the passage was written for a limited
audience of those familiar with these terms.
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
In The Wind in the Willows, Kenneth Grahame
juxtaposes the optimistic energy of Toad with the
suspicious indolence of Rat in order to illuminate
the marked contrast in their approaches to life.
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
The cold and dismissive reaction of the butler to
Bertie’s suggestion is highlighted by Wodehouse
with the memorable metaphor, “Ice formed on the
butler’s upper slopes.”
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
The sequence of short paragraphs, none
containing more than two sentences, is a
typical feature of tabloid newspapers and helps
make the material easily accessible to a wide
audience.
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
Personification is deftly employed when the sun is
described as “playing hide and seek amongst the
clouds” thereby creating a most effective image of
the sky during the picnic.
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
Bryson’s repetition of “It’s the only sport” at the
point of departure of five successive sentences is
used to underline the many elements of cricket he,
as an American, finds perplexing.
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
The act concludes with a stunningly arresting and
memorable rhyming couplet in which Hamlet
declares, “The play’s the thing, wherein I’ll catch
the conscience of the King.”
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
The length of the sentences, many of which are
compound or complex, creates significant demands
upon the reader and this feature effectively limits
the accessibility of this text to those with a relatively
high level of literacy.
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
Simile is the feature of language most characteristic
of PG Wodehouse and one of his most memorable
and most comic examples referred to the “tubby
little chap who looked as if he had been poured
into his clothes and forgotten to say ‘When’!”
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
The novel finishes with “the sun” symbolically
“dawning through clouds in the east” and this
symbol carries with it a sense of optimism for the
future and the promise of a better life for the
citizens of Brabant.
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
The tone of the poem takes an abrupt turn from
the optimism of the opening two stanzas to the
ominous and threatening mood created by the
personification at the beginning of the third stanza
when the “night swallowed him.”
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
Top 20 written text features
Alliteration
NOMINATE – name a specific feature of language
Metaphor
Colloquialism
EXAMPLE – provide the example of that feature
Paragraph
Connotations
EFFECT – explain what effect that feature has
Contrast
Direct Speech
Euphemism
Hyperbole
Irony
Jargon
Juxtaposition
Personification
Repetition
The description of Darwin as “a city of booze, blow
and blasphemy” is made unforgettable by the
author’s ingenious use of this alliterative triplet.
Rhyme
Sentences
Simile
Symbolism
Tone
Triplet
The most common effects - 1
Adjectives – provide a rich description of things
Adverbs – provide a rich description of actions
Alliteration – makes the section striking and more memorable
Allusion – limits the target audience to those familiar with the allusion
Ambiguity – creates uncertainty or confusion
Cliché – shows writer’s lack of originality and creativity
Colloquialisms – create a relaxed, casual, informal tone
Conjunctions – allow more information to be communicated
Contractions – create a relaxed, casual, informal tone
Contrast – highlights differences
Dialogue – allows the characters to speak for themselves
Direct speech – adds authenticity, allows audience to better understand characters
Euphemism – reduces the harshness of the information
Hyperbole – exaggerates and dramatises
Irony – generates comedy or tragedy
Jargon – limits the target audience
The most common effects - 2
Juxtaposition – highlights differences or enables comparisons
Metaphor – enriches description by way of comparison
Onomatopoeia – creates an aural image
Pronouns (first person) – personalise text, heightens subjectivity
Pronouns (second person) – attempt to engage audience
Pronouns (third person) – increase objectivity
Personification – brings something to life and makes it more memorable
Point of departure – prioritises whatever is placed at the start of a sentence
Puns – generates humour
Rhyme – makes the section striking and memorable
Repetition – adds emphasis
Rhetorical question – adds emphasis
Sentences (long/complex sentences) – limits the target audience, provides detail
Sentences (short/simple sentences) – broadens the target audience
Simile – enriches description by way of comparison
Triplet – adds emphasis and makes a section memorable
Synonyms for “uses” and “emphasises”
The boring standard NEE sentence goes something like: The author uses the adjectives “bright
and lively” to emphasise the positive elements of the character.
Adverbs to describe use
Cleverly
Subtly
Skilfully
Deftly
Confidently
Elegantly
Shrewdly
Comically
Amusingly
Ingeniously
Clumsily
Awkwardly
Confusingly
Uses … or …
Employs
Integrates
Inserts
Utilises
Manipulates
Handles
Exploits
Develops
Weaves
Incorporates
Adds
Draws upon
Introduces
Insert feature of language here
Let’s look at some adverbs we can use and some synonyms for “uses” and “emphasises” that
will help enrich our expression …
Emphasise … or …
Highlight
Underline
Stress
Heighten
Extend
Augment
Elevate
Play up
Spotlight
Magnify
Boost
Enhance
Reinforce
Final hint – differentiate and criticise
In the last Reading/Viewing Task question you compare two texts.
I would advise you to argue that one is BETTER than the other.
In the text you think is better or more effective:
• Try to find more features about which you can be positive
• Try to be very complimentary in dealing with effects of language features
In the text you think is not as effective:
• Find features about which you can be positive … but also
• Find features that you argue are not as effective
The take-home message? Have the courage to occasionally be critical.
It will show your marker you can think, judge and argue … all good things!
Good luck in all your future
Reading/Viewing Tasks!