Rhetorical Devices

How writers use language to influence the reader

Key Assessment Objective

AO2 (v) – understand and evaluate how writers use linguistic, structural and presentational devices

You need to: Identify features of language Explain how the writer uses these to

influence the reader Evaluate how successful this is

How this is assessed Band 1

Little detail / unfocused Band 2

General, descriptive answer / spots obvious devices

Band 3 Explains use of language / range of

examples Band 4

Detailed evaluation / structured answer

Rhetorical question Definition

The writer will not expect you to answer this question – they suggest the answer for you

Effects Draws the reader into the text Introduces ideas / topics Makes the reader think

Example Should the UK leave the European Union?

Alliteration Definition

Within a sentence, a series of words will begin with the same sound

Effects Draws attention to the key words Can be used to reinforce ideas / concepts May be used for humorous effect

Example Politics is probably pointless

Lists of 3 Definition

Three nouns, adjectives or verbs will be used in a list within a sentence

Effects The ‘magic 3’ fixes itself in the reader’s mind Highlights important ideas

Example School uniform, is uncomfortable,

unattractive and unfashionable

Repetition Definition

The technique of repeating the same word and phrase

Effects Highlights key messages Reinforces important points Links different parts of the text

Example Boring, boring, boring.

Personal involvement / anecdote Definition

The writer incorporates aspects of their personal experience into the text – look for ‘I’

Effects Appeals to the reader – makes the writer

seem more human or involved Can be used for humour / pathos

Example I was shocked to find that many children

don’t know the National Anthem!

Audience involvement / direct address Definition

The writer involves the reader by relating the subject to their lives

Look for ‘you’ / ‘we’ / ‘us’ / ‘our’ Effects

Makes the reader care about the subject Establishes a relationship between the

reader and writer The writing is less intimidating

Example We all know how bad school dinners are!

Facts and statistics Definition

Information and data, that can be proved to be true

Effects There are a range of specific effects,

including to shock, surprise, support the writer’s view etc

Example 60% of the world’s population lives in poverty

Expert opinion / quotations Definition

The knowledge of an expert is referred to by the writer

Effects Can show an alternative point of view The reader trusts what the writer is saying Quotations are very persuasive

Example Dr Martin believes that more needs to be

done to improve the health of young people

Metaphor and simile Definition

Types of imagery Metaphor – one object is said to be the same as

another Simile – objects are compared to each other –

look for ‘like’ or ‘as’ Effects

Makes the writing more interesting and imaginative for the reader

Example As dead as a dodo

Over-exaggeration Definition

The writer uses superlatives and adjectives to make a situation seem much worse / better than it really is

Effects Shows the writer’s strong feelings Can be used in humorous or ironic ways

Example Many schools have become like learning

factories

Emotive language Definition

Language that is used to create a particular emotional response in the reader

Effects Can create strong feelings such as anger,

guilt, joy, concern, empathy, hope etc Involves the reader in the text

Example This disastrous situation will only get worse

unless we do something about it

Irony / sarcasm Definition

Ideas are presented in a way that seems opposite to what is really meant

Effects Creates humour Can over-exaggerate a situation Engages the reader on a personal level

Example “What a lovely day” when it is pouring with rain

Formal / informal register Definition

The level of formality within a piece of writing depends on the reader and intended effects. It is shown through the vocabulary and syntax used

Effects Can make writing more authoritative, personal,

appealing etc dependent on the register Either involves the reader personally, or shows

that the writer is more experienced Example

Who would believe it?!

Parenthesis Definition

Brackets, dashes or commas are used to separate phrases from the main sentence

Effects Shows the writer’s personal views Can be used to create irony or humour

Example Most teenagers in the survey said they

didn’t like homework (what a surprise!)

Pun Definition

A joking use of a word sounding the same as another

Effects Engages the reader’s attention through the

use of humour Can be used to highlight an important idea Often an interesting way of starting a text

e.g. a headline Example

Deciding where to bury him was a grave decision

Combining techniques Remember that writers will often

combine several rhetorical devices within a section of text

E.g. Over 90% of us believe that Americans are dull-witted, dreary and docile (no surprise there then!)

Try to comment on the overall impact of this on the reader

Important advice Use your reading time efficiently. If you

know you have to write about the language in one of the texts, highlight key examples as you read it

You do not have to write about every device – it is better to evaluate three or four good examples than to simply ‘spot’ lots of them

Don’t forget to include these devices in your own writing in Section B!

A useful framework

How effective is the writer’s use of language in persuading the reader to donate money to charity?

(P) The writer thinks that… (Band 1) (E) He uses… when he says “…” (Band 2) (E) The effect of this is… (Band 3) (L) This supports the writers purpose

because… (Band 4)