Section A - Reading

Question 4: Language Comparison

Approaching and
answering Question 4

Language devices
used by nonfiction writers.
Which can we
recall? In a
different colour,
suggest a typical
effect of these
devices.

Hint: Think about

Question 4: Language
Comparison

16 marks

30 minutes, including active reading time

You need to identify 3 or 4 devices
(techniques, or features) used in two texts
Analyse the effect of some of these devices;
comment on similarities and differences of
the two texts

How is language used

for effect?

Language is always used for some kind of effect or other. Often,

without commenting on specific linguistic devices, you can talk
about the kind of language a writer uses, noticing what kind of
words are used, or what kind of tone or style is created by
language and structure. Look at these examples
The writer uses dramatic and violent language in order
to describe the horror of the attack at the end of the
extract. Phrases like chill horror, sudden fear and
thunderous crack portray the fear and terror experienced
by the Indians who are attacked.
Powerful words such as war, huge and ruining
emphasise and perhaps exaggerate the seriousness of the
issue.
The writer uses a chatty, informal tone, using
contractions like Im dont and cant.
Language is highly descriptive, with adjectives such as
golden and spectacular conveying the writers
appreciation for his surroundings.

Common linguistic
devices
1st, 2nd or 3rd person (narrative viewpoint)
Directly addressing the reader
Imperatives
Rhetorical questions
Register - Formal/Informal language
Diction - Simple/Complex vocabulary
Figurative Language & Imagery:
Similes/Metaphor/
Personification etc.
Word play & puns
Alliteration
Rhyme & Rhythm
Anecdote & Allusion
Slogan & Catchphrase
Statistics & Facts
Exaggeration & Hyperbole
Repetition

Some common linguistic devices.

What are they?

Example

According to UK government
calculations, 214 of the most senior
eurocrats get paid more than David
Cameron's 178,000 a year.
Human lives are nothing but a series of
unfortunate upgrades. Yes, even yours.
Starbucks wakes up and smells the
stench of tax avoidance controversy
Who's opposing the benefit cap? Who's
calling for a ringfence of council tax
benefits for families in need? Who's
arguing to maintain the child tax credit
threshold? Who's fighting against
families being rehoused miles away from
their children's school? Who's calling for
more social housing?
The ferry was packed with buses, petrol

Name of
Language
Device(s)

Some common linguistic devices.

What are they?

Example

Name of
Language
Device(s)

According to UK government
calculations, 214 of the most senior
eurocrats get paid more than David
Cameron's 178,000 a year.
Human lives are nothing but a series of
unfortunate upgrades. Yes, even yours.
Starbucks wakes up and smells the
stench of tax avoidance controversy
Who's opposing the benefit cap? Who's
calling for a ringfence of council tax
benefits for families in need? Who's
arguing to maintain the child tax credit
threshold? Who's fighting against
families being rehoused miles away from
their children's school? Who's calling for
more social housing?
Look out for: statistics and figures, directly addressing the
Therepetition,
ferry was packed with buses, petrol
reader,

Question 4: A Model Response

Question 4: A Model
Response

The purpose of Text 1 is to inform Daily Echo readers about the achievements of Holly Budge and impress
them with information about her accomplishments. Text 2 is a descriptive piece which tells readers about a
significant event in the life of the narrator: an Apache Indian. Readers will empathise with the narrator and
respond with sympathy to the awful event described in the extract.

Now you know what kind of thing you need

to write about in your response to
Question 4, you are going to see a model
The superlative
highestNotice:
is repeated throughout the article. Holly climbed the worlds highest mountain
answer.
Facts and statistics are used in Text 1 in order to stress the significance of Hollys achievements. They
serve an evidential purpose. Holly climbed 29,500 ft; she has made more than 2000 jumps; she intends
to raise 30,000 for charity. This information impresses readers as the numbers involved are large and
significant. These facts portray Holly as a brave and remarkable young woman who has singlehandedly
achieved great things. The figures suggest that her feats are extraordinary.
as well as achieving the highest drop zone by a parachutist. The repetition of this word reinforces the
idea that Hollys exploits are unique and admirable.
The article uses complex vocabulary: a diction exclusive to Hollys profession which the reader may not
be familiar with. The article uses terms such as high altitude, free fall and oxygen cylinder. These
technical terms are not common phrases, so they give further authenticity to the report.

How the student introduces their answer

How many points about language are
Unlike Text 1,
Text 2 usesfor
figurative
language
in order
to describe the setting
in the story and the
made
each
text
(Highlight
language
narrators relationship with it. In her first-person account, Landman talks of how a tree lowers itself to greet
me and refers
to its spirit singing.
This use of personification suggests that the narrator has a close,
devices
analysed!)
deep relationship with her environment; it portrays her as at peace with her surroundings. This contrasts
sharply with
the distressing
eventshow
later in the
extract.
When
and
the
student compares and
contrasts
In contrast to
Text 1, Text 2 uses a list in order to portray the Apache Indians as admirable, multi skilled
people who are in sync with their environment and daily lives. As well as tending the fire, stirring a cooking
pot, a mother is stitching fabric and looking after her children. Again, this harmonious description makes
later events seem even more shocking and heightens the readers sympathy.
Another difference between the texts is that Text 2 uses dramatic and violent language in order to
describe the horror of the attack at the end of the extract. Phrases like chill horror, sudden fear and
thunderous crack portray the fear and terror experienced by the Indians who are attacked. This kind of
language evokes sympathy in the reader, and perhaps revulsion at the attackers who have disrupted the

Then, look at the mark scheme and

suggest a mark.

Question 4: A Model Response

The purpose of Text 1 is to inform Daily Echo readers about the achievements of Holly Budge and impress
them with information about her accomplishments. Text 2 is a descriptive piece which tells readers about a
significant event in the life of the narrator: an Apache Indian. Readers will empathise with the narrator and
respond with sympathy to the awful event described in the extract.
Facts and statistics are used in Text 1 in order to stress the significance of Hollys achievements. They serve
an evidential purpose. Holly climbed 29,500 ft; she has made more than 2000 jumps; she intends to
raise 30,000 for charity. This information impresses readers as the numbers involved are large and
significant. These facts portray Holly as a brave and remarkable young woman who has singlehandedly
achieved great things. The figures suggest that her feats are extraordinary.
The superlative highest is repeated throughout the article. Holly climbed the worlds highest mountain
as well as achieving the highest drop zone by a parachutist. The repetition of this word reinforces the idea
that Hollys exploits are unique and admirable.
The article uses complex vocabulary: a diction exclusive to Hollys profession which the reader may not be
familiar with. The article uses terms such as high altitude, free fall and oxygen cylinder. These
technical terms are not common phrases, so they give further authenticity to the report.
Unlike Text 1, Text 2 uses figurative language in order to describe the setting in the story and the narrators
relationship with it. In her first-person account, Landman talks of how a tree lowers itself to greet me and
refers to its spirit singing. This use of personification suggests that the narrator has a close, deep
relationship with her environment; it portrays her as at peace with her surroundings. This contrasts sharply
with the distressing events later in the extract.
In contrast to Text 1, Text 2 uses a list in order to portray the Apache Indians as admirable, multi-skilled
people who are in sync with their environment and daily lives. As well as tending the fire, stirring a cooking
pot, a mother is stitching fabric and looking after her children. Again, this harmonious description makes
later events seem even more shocking and heightens the readers sympathy.
Another difference between the texts is that Text 2 uses dramatic and violent language in order to describe
the horror of the attack at the end of the extract. Phrases like chill horror, sudden fear and thunderous
crack portray the fear and terror experienced by the Indians who are attacked. This kind of language

1
.

Highlight the key words in the question.

The language question is always the same: It
will ask you to compare Text 3 (or Source 3)
with either Text 1 or Text 2.
You need to be writing about how language is
used in the two texts, identifying and
Compare
different
ways in which
analysingthe
language
devices.

language is used for effect in the two

texts.
Give some examples and analyse what the
effects are.
Common
purposes and
effects of nonfiction writing

2
.

Compare the different ways in which

language is used for effect in the two
texts.
Give some examples and analyse what the
Actively
effects are.read the text: You are looking
for particular parts of the text where language
creates a certain effect, and serves the purpose of
the article (e.g. to inform, persuade or describe).

Highlight words, phrases,

passages, statistics etc. that will help
you answer the question.

annotate

You might like to

the texts very briefly
with ideas that will help you answer the question.

IN
GROUPS

2
.

Jigsaw Activity
We noticed
Language is often
emotive, so the
reader
Repetition is used

Facts and stats give

authenticity
Similarly, expert
advice
We think this is
hyperbole

3
.

Writing up ideas
Now youre ready to write up your
ideas, you need a clear introductory sentence
introducing each article. See the model answer for
help.

how language is
used for effect in one of the texts, and

Then, talk about

then the other (making brief comparisons with the one

youve already written about). Conclude by giving
reasons for similarities / differences.

Pepper your points

with short quotes which

give examples of how language is used for effect. They
need to be analysed, as you need to suggest how these
effects are created by the writers.

IN PAIRS

3
.

Connective
Firstly
Secondly
Thirdly
As well as
this
Furthermore
Moreover
Finally
Lastly
Likewise
Similarly
Unlike
As well as
In contrast
to

The author / language in

the text
Advises
Argues
Builds
Connotes
Contrasts
Conveys
Creates
Demonstrates
Describes
Depicts
Emphasises
Evokes
Exaggerates
Gives the
impression
Gives a sense
Highlights
Informs

Implies
Indicates
Juxtaposes
Narrates
Persuades
Realises
Recognises
Refers to
Reflects
Represents
Reveals
Signifies
Suggests
Symbolises
Shows
Tells

The reader
(or we)
Is made
aware
Is informed
Is told
Is shocked /
fascinated /
persuaded /
made to
sympathise
etc.
Learns
Discovers
Realises

USEFUL WORDS &

Compare the different ways

in which language is used
for effect in the two texts.
Give some examples and
analyse what the effects
are.

ON YOUR
OWN

Question 4: Language Comparison Sample

Mark Scheme

Compare the different ways

in which language is used
for effect in the two texts.
Give some examples and
analyse what the effects
are.

ON YOUR
OWN