Writer’s Effect
PAPER 1
Annotate the question
Thre
e
How to approach
1. First, find and circle the paragraphs identified in the question. (The bit in italics at the top is NOT part
of the text so don’t count this paragraph).
2. Next to each paragraph, write what the question has asked you to focus on, e.g. the way a character or
event is described.
3. Now circle words or short phrases in each paragraph that stand out and have probably been used for
effect or because they are important. You should find at least 4 per paragraph. DO NOT HIGHLIGHT FULL
SENTENCES. These are your quotations (the first E of PEE). Number them.
4. Work out how these words all link together e.g. all suggest a sense of power and danger. (Sometimes
the words may create contrasting effects).
5. Your answer can either be two extended paragraphs, one for each part of the question OR a PEA table
with 3 columns and 6 rows (take a whole side of A4 to do this and use a ruler).
6. Now choose six words/ phrases to write about from each paragraph.
How to proceed
Start by explaining what the words have in common e.g. they all create a threatening atmosphere or they all
suggest the strength, power and beauty of something.
If you can handle it, use the phrase “semantic field” – make sure you spell it correctly. E.g. semantic field of
threat or danger is created by the words/ the words create a semantic field of power and danger, contrasted with
beauty. Once you have made the overall links, it is easy then to explore the associations of the words you have
circled because they will all link to this overall point you have made.
Then use LICE to structure your response.
Mention any deliberate use of imagery e.g. metaphor, simile, personification. However, you need to do more
than label literary features – saying that some-thing is a metaphor is a starting point but to show understanding of
effect you need to explain why and how the author has chosen that particular image in the context of the passage.
When you are planning your answer, things to look for could include: ° use of the five senses – including colour,
noise or sound effects ° use of contrast or links between the subject and the environment ° sur-prising or unusual
words in the context of the description ° imagery ( similes and metaphors ) To score marks though you will need to
ex-plain HOW they work, not just find them.
Explain what the words have in common, how they link (Similarity or contrast)
Never quote whole sentences/ lines – just the key words you have circled.
What kind of words or phrases
should you list?
You should make a list of words or phrases that:
1. suggest a particular mood or attitude of the writer at that point in the
passage
2. seem to suggest certain qualities or ideas
3. seem to echo other points in the extract
4. seem to contrast with other points in the extract
Phrases that can be used
This word implies/ suggests/ evokes a sense of/ conveys/ conjures up/ establishes a sense
of ...............
The personification of ............... has the effect of.............
Verbs such as ................ imply.............
This makes the reader feel......
This makes the reader think..........
The intention of the writer is to...............
This links with the word “X” because.......
This is a deliberate contrast to words such as “...” and “...” which emphasises.....
Banned phrases
It draws the reader in
It makes the reader want to read on
‘The writer makes the reader feel as though he is there’
‘The passage is cleverly written’.
The writer wants to show imagery in these phrases.
Structure
Structure
Example 1 : Band 2 (A/B)
The semantic field of movement, space and time is created.
“Swirl” and “arrow”: suggest the kite’s rapid movements and how it changes speed and
direction unexpectedly.
“Lifting higher and higher” implies the kite is almost disappearing from view into the air. The
writer is suggesting it represents the children’s enjoyment which increases as the kite
rises.
“distant red kite” is an image which links back to the kite Mandy saw in childhood. It
reminds her of being a child again, but this time she is not in charge of the kite. Its colour is
bright, suggesting that it’s reminding her of something.
“Rhythmic tug” is effective because it makes the reader think the kite from childhood was
like music, perhaps a symbol or metaphor of a heartbeat.
Example 3: Band 1 (A*)
The writer uses the verbs “swirl” and then “arrow” to suggest the unpredictability of the
kites, through their rapidly changing movement which makes the reader think this may be a
metaphor for life itself. “Stony ground” is very powerful imagery as it implies dreams
breaking in hard everyday reality. But the writer suggests that dreams do succeed sometimes
as the “possibilities of flight” seems to be a metaphor for the future – the potential for
happiness.
Sample
Doyle describes the sun as ‘already sinking’ which means the sun was setting, however by using a
powerful verb such as ‘sinking’ implies the movement was fast and therefore darkness was approaching
quickly. In paragraph 4, the writer describes the ‘west’ as ‘blazing with scarlet and gold’; by using bright
colors to describe this. It implies that the sun had caused the west to glow brightly. The colors of scarlet
and gold suggest royalty and therefore connote that the sun was very powerful. He then describes the
reflection as ‘ruddy patches’ which means the reflection was of reddish light. The effect it produces is of
mystery because red light is not common. Finally, he describes the light produced by the sun as ‘the
golden evening light’. The description of ‘evening’ produces an effect of calmness and serenity and this
is further implied by the positive words of ‘golden’ and ‘light’.
