Writer’s Effect 2

What is meant by ‘writer’s effect’?

What does the ‘writer’s effect’

question ask you to do?

Why do you think this task is in the

exam?
 What is ‘writer’s effect’?
A writer selects words and shapes them in the
same way that an artist mixes particular hues of
paint and applies them to a canvas using brush
strokes.
 The exam task

To select words / phrases from two named

paragraphs in a ‘literary’ extract and explain the
meaning and effect of those language choices and
why therefore the writer might have chosen to use
them.
 The skills needed
To recognise, understand and explain the meaning
of a range of vocabulary.

To demonstrate an awareness that words have

layers of meaning rather than just a literal
meaning.

To be able to articulate an understanding of the

how language choices can purposefully impact the
interpretation of a text.
The onion model
 Literal meaning

1
Shades of meaning

2
Contextual associations

3
Sensory associations

4
Emotional associations

5
Night Raider
Reread the description of:

a) The mosquito in paragraph 2

b) The suggestions for ways to combat the insect

in paragraph 4

By selecting words and phrases from these

paragraphs to support your answer, explain the
effects the writer creates using these language
choices.

(10 marks)
Guidance notes
You will have about 25 minutes to complete this
question in the examination.

Aim to write about half a side on each paragraph.

You should aim to extract and comment on 5

words or BRIEF phrases from each of the
paragraphs.

To secure full marks you should also demonstrate

an awareness of the writer’s intention across the
entire passage and how your selections reflect
this stance / attitude / tone
You will have about 25 minutes to complete this
question in the examination.

Aim to write about half a side on each paragraph.

You should aim to extract and comment on 5

words or BRIEF phrases from each of the
paragraphs.

To secure full marks you should also demonstrate

an awareness of the writer’s intention across the
entire passage and how your selections reflect
this stance / attitude / tone
You will have about 25 minutes to complete this
question in the examination.

Aim to write about half a side on each paragraph.

You should aim to extract and comment on 5

words or BRIEF phrases from each of the
paragraphs.

To secure full marks you should also demonstrate

an awareness of the writer’s intention across the
entire passage and how your selections reflect
this stance / attitude / tone
You will have about 25 minutes to complete this
question in the examination.

Aim to write about half a side on each paragraph.

You should aim to extract and comment on 5

words or BRIEF phrases from each of the
paragraphs.

To secure full marks you should also demonstrate

an awareness of the writer’s intention across the
entire passage and how your selections reflect
this stance / attitude / tone
You will have about 25 minutes to complete this
question in the examination.

Aim to write about half a side on each paragraph.

You should aim to extract and comment on 5

words or BRIEF phrases from each of the
paragraphs.

To secure full marks you should also demonstrate

an awareness of the writer’s intention across the
entire passage and how your selections reflect
this stance / attitude / tone
You will have about 25 minutes to complete this
question in the examination.

Aim to write about half a side on each paragraph.

You should aim to extract and comment on 5

words or BRIEF phrases from each of the
paragraphs.

To secure full marks you should also demonstrate

an awareness of the writer’s intention across the
entire passage and how your selections reflect
this stance / attitude / tone
Where could you look for writer’s effects?

Vocabulary choices
Figurative language
Sensory detail
Aural effects
(alliteration, assonance, onomatopoei
a, sibilance etc.)
Contrasting details
Narrative perspective
Striking use of punctuation
Sentence length
Dialect
Rhetorical devices
You must explain the MEANING and EFFECT of
each of the words / phrases you extract.

Try to use synonyms when explaining the

meaning rather than repeating the words from
the original text -

‘The mosquito is described as having ‘streaming’

legs which tells us that his legs stream down as he
flies...’

‘The mosquito is described as having ‘streaming’

legs which tells us that its limbs are long and
trailing...’
Avoid making generalised or vague comments
that fail to precisely comment on the writer’s
effect:

The writer makes me feel as if I am actually there.

It’s very cleverly written and makes a strong

impression on me.

The effect is powerful and makes the reader think

about mosquitoes in more depth.
While you CAN secure full marks without using
technical terminology, specific linguistic terms can
help you to precisely and efficiently comment on
writer’s effect. However, make sure you use such
terms accurately:

The use of illiteration here emphasises the

movement of the insect.

The writer’s emphasis on smile and metofor in the

extract help to....

The use of the verb ‘evil’ here evokes a....

When writing your answer, try to vary your
expression rather than formulaically repeat the
same stock phrases such as:

‘this has the effect of...’

This suggests that...

This implies...
The word X gives the impression of...
The phrase X invites the reader to...
The term X encourages us to...
 Remember – for each word or phrase
examined, you must explain both the MEANING
and the EFFECT of that language choice.

‘Extracted
Meaning Effect
word / phrase’
Reread the description of:

a) The mosquito in paragraph 2

b) The suggestions for ways to combat the insect

in paragraph 4

By selecting words and phrases from these

paragraphs to support your answer, explain the
effects the writer creates using these language
choices.

(10 marks)
The writer uses the word ‘prowling to describe
how the mosquito seeks out its next meal. The
verb ‘to prowl’ is usually associated with larger
predators such as big cats and so the danger and
menace associated with the insect is exaggerated
here.
The author goes on to suggest that the mosquito
has an ‘aura of evil’. An ‘aura’ is a somewhat
mystical attribute and can be likened to a field of
influence or innate quality which reflects the
essence of the creature. In this case the aura is of
‘evil’ and so we are give the impression that the
mosquito is a malevolent force with almost
supernatural powers like those associated with a
vampire.
The word ‘malice’ infers a cruel and spiteful
intent to cause harm and is used here to reinforce
the idea that the mosquito is driven by a desire to
inflict pain and disease rather than simply fulfil its
own biological urges.
Furthermore, malaria is described as both
‘feared’ and ‘often fatal’. The alliterative
interplay between these two terms is no doubt
intentional because it forms a clear link between
the dangerous potential of the disease (fatal) and
our natural reaction to that danger (fear). The
fact that the mosquito delivers the disease means
that the writer successfully reinforces the
malevolent nature of the insect.
Finally the use of the verb ‘injects’ is cleverly
employed in the extract. The word focuses upon
that which is inserted into the body whereas in
reality the mosquito’s primary purpose is to extract
blood. The potential transference of malaria is by
no means intentional but the adoption of the
medical term serves to emphasize the insect’s intent
to cause harm. The whole of the paragraph
then, seeks to offer a deliberately hyperbolic
presentation of the mosquito which is designed to
entertain and amuse rather than evoke genuine fear
in the reader while at the same time alerting us to
the potential dangers that do exist from being
bitten.
Reread the description of:

a) The mosquito in paragraph 2

b) The suggestions for ways to combat the insect

in paragraph 4

By selecting words and phrases from these

paragraphs to support your answer, explain the
effects the writer creates using these language
choices.

(10 marks)