1. Unit 1 – Understanding Non-Fiction and Media Texts
AO3(iii) Explain and evaluate how writers use linguistic features to achieve effects and engage and influence the reader

2. Assessment Objective
AO3(iii) Explain and evaluate how writers use linguistic features to achieve effects and engage and influence the reader
Know some language terms
Be able to explain the effects of these
Evaluate HOW and WHY they are used

3. The Exam
On Foundation Tier, you will be asked to analyse the language used in one text
On Higher Tier, you will be asked to compare the language used in two texts

4. Linguistic Devices
You need to learn some examples of linguistic devices
In the exam, you must be able to recall these
You need to be able to identify these and give precise explanations of how a writer has used them

5. Address Does the writer address the reader directly?
Look for the use of pronouns such as ‘you’, ‘we’ and ‘us’ or the use of rhetorical questions
Addressing the reader directly draws us into the text
It makes us feel like the ideas matter to us and that we are responsible

6. Types of sentences Short sentences will often be used for impact
Longer sentences will be used to develop particular ideas or examples
Look out for the following:
Exclamations = shock, surprise, anger
Imperatives = instructions or commands
Questions = to make the reader think

7. Register Formal vocabulary and sentences
Create a sense of authority or knowledge
Create distance between the reader and writer i.e. the writer is superior to us
Informal / colloquial vocabulary and sentences
Create humour / irony / sarcasm
Make the writer appear friendly and approachable i.e. equal to the reader

8. Emotive language
These words are used deliberately to make us feel an emotion e.g. anger, fear, guilt, hope
Identify specific words that are supposed to have this effect
Explain what emotion they are supposed to make us feel

9. Factual language
Factual language will indicate that something is true or has happened
It will support the writer’s opinions and ideas

10. Vocabulary
Look at particular types of words such as adjectives, verbs and adverbs
Adjectives – describe objects or ideas
Verbs – actions
Adverbs – describe how something is done
Think about why the writer has used this particular word
What does it mean and how does it support the writer’s views?

11. Lexical sets / semantic fields
These are groups of words that all have a related meaning
They help hold the text together and emphasise key ideas e.g. soldiers, trenches, gunfire, mud would all make us think of war

12. Repetition of keywords
Look for particular important words or phrases that are repeated
The writer will want you to remember these phrases
Explain the reason why the writer wants you to remember these words

13. Rhetorical devices
You should look for specific phrases that are used for persuasive effect – there are a whole range of devices to look for
Remember to explain HOW the device affects the reader and WHY the writer has used it
Give a precise explanation of the rhetorical device linked to the purpose of the text

14. Reading Framework Read the questions Read the text
Work out the PAFT and message
Highlight examples – check the question
Plan your response – use a PEE table

15. Model Question
How is language used for effect by the writer?

16. Age Interests Lifestyle
Gender Education Class
Job Hobbies Politics

17. Plan your answer – 1
Highlight the text, identifying the most important examples of language you can find
8 marks = 16 minutes
8 marks = at least 3 really good examples
Annotate your examples with explanations of the precise effect

18. Linguistic Devices Address Types of sentences Register
Emotive language
Factual language
Vocabulary
Lexical sets / semantic fields
Repetition of keywords
Rhetorical devices

19. (Identify a technique)
Plan your answer – 2
Point
(Identify a technique)
Evidence
(Quotation)
Explain
(How this persuades)

20. Explaining effects
You must give explanations that are matched to the text you have read
Do not make generic statements like “it is effective”
Every explanation must use the word “because”

21. Useful analytical language
This connotes…
This means…
This suggests…
This represents…
This symbolises…
This highlights…
This shows…
This makes us feel…
This creates…
This implies…
Use this vocabulary to support your analytical
and evaluative comments about language

22. HOW and WHY
For each example, you need to explain HOW and WHY the language is used
HOW has the writer used the language i.e. what is the effect of this word on the reader?
WHY has the writer used the language e.g. how does it help the writer achieve their purpose?

23. YOU MUST NEVER USE THE FOLLOWING PHRASES!!! … UNLESS YOU EXPLAIN WHY
Banned answers
YOU MUST NEVER USE THE FOLLOWING PHRASES!!!
The language is good
The language eye-catching
The language is effective
The language is interesting
The language makes the reader think
The language means…
… UNLESS YOU EXPLAIN WHY

24. Using PEEL Point – Identify a technique
Evidence – Give a short quotation
Explain – The effect of this technique on the reader
Link – Refer back to the question (repeat some of the words)

25. Using PEEL – an example
How does the writer use language to persuade the reader?
The writer has used a series of rhetorical questions. For example, he writes “How many of us recycle regularly?” These questions make us think about our own responsibility to the environment and how much rubbish we create. He does this because he wants us to feel guilty. This is persuasive because he feels that we all need to do more and it makes us think about our own actions.

26. How this is assessed Band 1 Band 2 Band 3 Band 4
Limited evidence of understanding
No real appreciation of language
Very few and poorly chosen examples
Band 2
Some evidence of understanding
Some appreciation of words and phrases
Attempts to support with examples
Band 3
Clear evidence of understanding
Clear analysis of words and phrases
Relevant and appropriate quotations used to support ideas
Band 4
Full and detailed understanding of the content
Detailed and perceptive analysis of language
Relevant quotations with perceptive comments