Writer’s Effect 2

Writer’s Effect 2

What does the ‘writer’s effect’ question ask you to do?

Why do you think this task is in the exam?

What is meant by ‘writer’s effect’?

What is ‘writer’s effect’?

A writer selects words and shapes them in the same way that an artist mixes particular hues of paint and applies them to a canvas using brush strokes.

The exam task

To select words / phrases from two named paragraphs in a ‘literary’ extract and explain the meaning and effect of those language choices and why therefore the writer might have chosen to use them.

The skills needed

To recognise, understand and explain the meaning of a range of vocabulary.

To demonstrate an awareness that words have layers of meaning rather than just a literal meaning.

To be able to articulate an understanding of the how language choices can purposefully impact the interpretation of a text.

The onion model

Literal meaning

1

Shades of meaning

2

Contextual associations

3

Sensory associations

4

Emotional associations

5

Night Raider

Reread the description of:

a) The mosquito in paragraph 2

b) The suggestions for ways to combat the insect in paragraph 4

By selecting words and phrases from these paragraphs to support your answer, explain the effects the writer creates using these language choices.

(10 marks)

Guidance notes

You will have about 25 minutes to complete this question in the examination.

Aim to write about half a side on each paragraph.

You should aim to extract and comment on 5 words or BRIEF phrases from each of the paragraphs.

To secure full marks you should also demonstrate an awareness of the writer’s intention across the entire passage and how your selections reflect this stance / attitude / tone





















Where could you look for writer’s effects?

Vocabulary choicesFigurative languageSensory detailAural effects (alliteration, assonance, onomatopoeia, sibilance etc.)Contrasting detailsNarrative perspectiveStriking use of punctuationSentence lengthDialectRhetorical devices

You must explain the MEANING and EFFECT of each of the words / phrases you extract.

Try to use synonyms when explaining the meaning rather than repeating the words from the original text -

‘The mosquito is described as having ‘streaming’ legs which tells us that his legs stream down as he flies...’

‘The mosquito is described as having ‘streaming’ legs which tells us that its limbs are long and trailing...’

Avoid making generalised or vague comments that fail to precisely comment on the writer’s effect:

The writer makes me feel as if I am actually there.

It’s very cleverly written and makes a strong impression on me.

The effect is powerful and makes the reader think about mosquitoes in more depth.

While you CAN secure full marks without using technical terminology, specific linguistic terms can help you to precisely and efficiently comment on writer’s effect. However, make sure you use such terms accurately:

The use of illiteration here emphasises the movement of the insect.

The writer’s emphasis on smile and metofor in the extract help to....

The use of the verb ‘evil’ here evokes a....

When writing your answer, try to vary your expression rather than formulaically repeat the same stock phrases such as:

‘this has the effect of...’

This suggests that...This implies...The word X gives the impression of...The phrase X invites the reader to...The term X encourages us to...

Remember – for each word or phrase examined, you must explain both the MEANING and the EFFECT of that language choice.

‘Extracted word / phrase’ Meaning Effect





(10 marks)

The writer uses the word ‘prowling to describe how the mosquito seeks out its next meal. The verb ‘to prowl’ is usually associated with larger predators such as big cats and so the danger and menace associated with the insect is exaggerated here.

The author goes on to suggest that the mosquito has an ‘aura of evil’. An ‘aura’ is a somewhat mystical attribute and can be likened to a field of influence or innate quality which reflects the essence of the creature. In this case the aura is of ‘evil’ and so we are give the impression that the mosquito is a malevolent force with almost supernatural powers like those associated with a vampire.

The word ‘malice’ infers a cruel and spiteful intent to cause harm and is used here to reinforce the idea that the mosquito is driven by a desire to inflict pain and disease rather than simply fulfil its own biological urges.

Furthermore, malaria is described as both ‘feared’ and ‘often fatal’. The alliterative interplay between these two terms is no doubt intentional because it forms a clear link between the dangerous potential of the disease (fatal) and our natural reaction to that danger (fear). The fact that the mosquito delivers the disease means that the writer successfully reinforces the malevolent nature of the insect.

Finally the use of the verb ‘injects’ is cleverly employed in the extract. The word focuses upon that which is inserted into the body whereas in reality the mosquito’s primary purpose is to extract blood. The potential transference of malaria is by no means intentional but the adoption of the medical term serves to emphasize the insect’s intent to cause harm. The whole of the paragraph then, seeks to offer a deliberately hyperbolic presentation of the mosquito which is designed to entertain and amuse rather than evoke genuine fear in the reader while at the same time alerting us to the potential dangers that do exist from being bitten.





(10 marks)

Education

Writer’s Effect 2