1.

Skim reading
(Read passage to get a sense of time, place, topic, genre, tone and atmosphere.)
2. Scanning and Selecting

After reading the question on writers effects (paper 2 question 2), and underlining the
key word in each part of the question, return to passage and highlight (possibly in two
colours for the two different aspects) the relevant material.

Identify and highlight only the key word or phrase which is particularly effective, not
a large chunk of text. Aim to find approximately three to five choices for each part
of the question

3. Transferring to a plan

Transfer the chosen quotations to table dividing them into the three sections:
Evidence, Explanation, Effect.

Explain the effect it is conveying and the reason for the word or short phrase being
effective.

Pay particular attention to figurative language i.e. similes and metaphors. You may
use literary terms if they are relevant and accurate, but you still need to explain the
precise effect of the particular example you have chosen.

4. Developing the response

Look again at the passage, this time at the use of such devices as repetition, contrast,
question marks or exclamation marks, sentence lengths, sound effects.

Add to the beginning or end of each section of your plan a brief overview comment
which draws an overall conclusion about the aim and combined effect of the language
of the passage e.g. An atmosphere of fear is created through the use of short
questions and repetition of references to darkness.

5. Writing the response

Start your response with a thesis statement, commenting on the overall effect.

Use topic sentences to introduce your points.

The response should be written carefully, putting the quotations from the passage in
inverted commas within each sentence explaining its meaning and its effect, and not
repeating unnecessarily the words The effect is .

For full marks there should be a range of choices with their effects, and a sense of
overview.

The whole response is expected to be a side to a side and a half of writing

Identify how and why these techniques have been used in the Writers Effect question and use
these techniques in your own narrative writing.
Adjectives
These are words that describe nouns e.g. harsh, excruciating, noble. Writers use them to
create a specific picture in the readers mind.
Why has the writer used these adjectives? What picture does it create?
Adverbs
These are words that describe verbs. e.g. carefully, quietly, quickly. These can be used
to add more detail to an action so that the reader can picture what is going on and how.
Why has the writer added detail to this action? What picture does it create?
Alliteration
Repetition of a sound at the beginning of words, e.g. Cruel Catherine It is used to stress
certain words or phrases or to make a point to the reader.
Why has the writer stressed these words? What point are they trying to make?
Colour
Using colour words like red , blue or yellow. Colour creates images in the readers mind
and can affect atmosphere through connections the reader makes with that colour e.g. red
associates with danger anger or love.
What image has been created with the use of colour? How has it affected the atmosphere?
Contrasts
Strong differences between two things. A writer might write a paragraph about a beautiful
place and follow it with a paragraph describing a run-down place to show the differences
between the ways in which two groups of people live.
Why has the writer chosen to show these two things? What difference is being highlighted
and why?
Exclamations
Show anger, shock, horror, surprise and joy, e.g. I won!. They are used to portray emotion
and show how a character reacts or is feeling.
Why has the writer chosen to put the exclamation there? What emotion or reaction are they
portraying? Why?

Humour
Making a character or situation appear in a funny way can be used to mock the character or
the place, or it could show that a character is humorous.
Why has the writer made this situation or character humorous? How does it affect the mood?
Imagery
(including similes, metaphors, colour and use of the 5 senses- sight, sound, touch, taste and
smell)
The words allow the reader to create an image in their and involve the reader in the moment
being described.
What image has been created? What is the effect of involving the reader in the moment?
Juxtaposition
The positioning of two words, phrases or ideas next to, or near, each other. This highlights a
contrast between two words, phrases or ideas, e.g. The two friends were known as clever
Carole and stupid Steven.
Why has the writer chosen to position these two things together? What contrast is being
highlighted and why?
Metaphor
A image created by referring to something as something else, e.g. storm of controversy. This
shows meaning by directly comparing something to something else.
Why is the word being compared to something else? What element of the thing that it is being
compared to is being highlighted in the word.
Negative diction
Words that are negative, e.g. cruel, evil, dark. This gives a negative tone and can portray
negative feelings towards a character or situation.
Why has the writer created negative tone? What effect do these negative feelings have on the
representation of the character or the atmosphere?
Onomatopoeia
Words that sound like what the describe, e.g. The clash of the symbols startled John. The
reader can almost hear the sound for themselves.
Why does the writer want the reader to hear the sound? What is the effect on the
atmosphere?
Personification
Making an object/ animal sound like a person, giving it human characteristics, e.g. the
fingers of the tree grabbed at my hair as I passed.
Why has the object/ animal been given human characteristics? How does it affect the mood?
Positive diction
Words that are positive, e.g. happy, joyous They give a positive tone or portray positive

feelings towards a character or situation.

Why has the writer created a positive tone? What effect do these positive feelings have on the
representation of the character or the atmosphere?
Sentence Length.
Short sentences are just a few words long, without detail. I wondered if he knew what he
was doing to me. It hurt. A lot. Short sentences affect the speed the piece is read and grabs
attention.
Why has the writer used a short sentence? How does it affect the speed and tension?
Simile
A comparison between two things that includes the words as or like, e.g. Her voice cut
through him like a knife. This shows meaning by comparing something to something else
Why has the word been compared to something else? What element of the thing that it is
being compared to has been highlighted in the word.
Verbs
Action words such as scrambled, sprinted, leaped. The writer uses these to add action to
the writing.
Why has the writer used these verbs? What mood has been created?