Section A - ReadingQuestion 4: Language Comparison

Approaching and answering Question 4

Question 4: Language Comparison• 16 marks

• 25 minutes

• You need to COMPARE OR CONTRAST 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

Language devices used by non-fiction writers.

Which can we recall? In a different colour,

suggest a typical effect of these devices.

Hint: Think about Question 2

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• Humour• Lists• Emotive language• Punctuation type• Expert advice• Short sentences • Superlatives

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…

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 “I’m” “don’t” and “can’t”.

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.

Language is highly descriptive, with adjectives such as “golden” and “spectacular” conveying the writer’s appreciation for his surroundings.

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?”

“The ferry was packed with buses, petrol tanks, vans, land cruisers, jeeps, fuel tankers, cars – and people.”

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?”

“The ferry was packed with buses, petrol tanks, vans, land cruisers, jeeps, fuel tankers, cars – and people.”

Look out for: statistics and figures, directly addressing the reader, repetition, alliteration, personification, sibilance, lists, rhetorical questions, humour, exaggeration…

2.

•Actively 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).

• 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.

•Highlight words, phrases, passages, statistics etc. that will help you answer the question.

• You might like to annotate the texts very briefly with ideas that will help you answer the question.

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

3.

•Now you’re ready to write up your ideas

•Compare how language is used for effect in one of the texts, and then the other in each paragraph. 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.

Writing up ideas

IN PAIRS

Connective The author / language in the text…

The reader…(or ‘we’…)

FirstlySecondlyThirdly

As well as thisFurthermore

MoreoverFinallyLastly

LikewiseSimilarly

UnlikeAs well as

In contrast to

advisesarguesbuilds

connotescontrastsconveyscreates

demonstratesdescribes

depictsemphasises

evokesexaggerates

gives the impressiongives a sense

highlightsinforms

ImpliesIndicates

JuxtaposesNarrates

PersuadesRealises

RecognisesRefers toReflects

RepresentsRevealsSignifiesSuggests

SymbolisesShowsTells

Is made awareIs informed

Is toldIs shocked / fascinated / persuaded /

made to sympathise etc.

Learns DiscoversRealises

3.

USEFUL WORDS & PHRASES

Compare the different ways in which language is used for effect in Everest the Hard Way and Rafting on the Grand Canyon.Give some examples and analyse what the effects are.

ON YOUR OWN

Question 4: Language Comparison – Sample Mark Scheme