Resource thumbnail
Published: 11/09/2018
KS4 | Grammar and vocabulary | Reading
2 pages

Language techniques and effects: how to analyse language

A detailed resource to support students in their analysis of language.        

See other resources: Critical reading | Linguistic and literary terminology

More resources by this contributor

9 teachers love this resource (9)
10 teachers have reviewed this resource(10)

Log in to love this resource

Log in to share this resource

Rosalind Tucker
Rosalind Tucker
To support with 1-1 tutoring. Thank you very much.
Posted on 16th April 2020
The resource used for home education. KS3 book mentions assonance and rhyme too.

Posted on 5th February 2020
jill carter
jill carter
Below are some possible effects I add in an additional column - these are generic but may help students to express ideas.

Possible Effects
Simile: Helps the reader to visualize ideas
Metaphor: Helps the reader to visualise ideas
Personification: Adds life-like effects
Sensory detail: Encourages the reader to imagine what is seen, smelt, heard, touched or felt.
Tricolon: Creates rhythm and emphasis.
Repetiton: Emphasises/ highlights/ reinforces ideas or feelings.
Alliteration: Draws attention to ideas or feelings. Slows the reader down. Increases pace / punch.
Onomatopoeia: Creates sound effects.
Contrasts: Highlights / emphasises / reinforces differences.
Powerful vocabulary: Influences how a reader reacts to ideas / adds impact / adds weight to ideas
Emotive language: Generates sympathy / other emotional reactions e.g. anger / shock.
Noticeable punctuation: Conveys a sense of pace / drama / emotion / suspense. Adds impact.
Sentence structure:
a) Adds a sense of urgency / drama / interruption or alters pace
b) Creates layers of detail / generates a sense of wandering / slows the reader
Exaggeration: Generates humour or sarcasm. Creates stronger reactions.
Informal language: Makes the text seem more natural and relaxed. Reflects character.
Rhetorical question: Encourages the reader to think or react. Involves the reader.
Unusual vocabulary: Presents ideas in a relevant, convincing or realistic way.
Symbolism: Triggers associations / suggests deeper underlying concepts
Wordplay: Provokes thought or amusement.

Posted on 10th September 2019
christine jablonski
christine jablonski
Looks great! It will be a really useful tool for reinforcing the tools they can use in the Writer's effect task.
Posted on 14th May 2019
Excel Academy
Excel Academy
Thank you for this excellent resource.

Posted on 6th May 2019
Helen Timmins
Helen Timmins
I used this with my emerging ability GCSE re-take group, who struggle to understand that it is the effect of the device on the reader that matters, not just naming a technique and leaving it at that. Love the examples; they really helped and led to a useful share and discussion session that nurtured confidence. Thank you.
Posted on 20th February 2019
BEV Aitcheson
BEV Aitcheson
A great resource to use in giving practical, accessible examples of linguistic concepts.
Posted on 19th October 2018
maryam noor
maryam noor
Thank you for this resource. I teach English Language and Lit in Bangladesh. I shall be using this resource to teach figurative language. However I shan't use the effects column. Instead I shall ask the children to write the sentence in simple words without the techniques. For example..the cat's eyes shone in the darkness.
Once they write these sentences simply, it will be easy for them to understand how these techniques are used for effect.
Posted on 18th October 2018
Marcia Morland
Marcia Morland
I am teaching English Functional skills to adults so I will use it to explain language features but will not ask my learners to fill in the effects column.
Posted on 17th October 2018
carol kelly
carol kelly
Thanks very useful
Posted on 17th October 2018

Comments Review this resource...

We use cookies to deliver functionality and provide you with a better service. By continuing to browse our site you are agreeing to our use of cookies. Find out more.

Don't show this message again.