0500 First Language English

IGCSE 2024
Term 2
Revision: Language Analysis
Navigating Language
Analysis
Language Analysis
Revision
 Potential Problems Language Analysis:

1. Students don’t actually write about language! They translate

concrete recount of content to concrete recount.

2. Students waffle in exams and write too much? Or, write too little?

3. Students simply write the first thing that comes into their head?
From the CIE Syllabus
They generally never do this!
 Settling
the
Debate…
Establishing mood or atmosphere…

IGCSE essentially asking for a vibe check for

each section.
 Explain how your examples create
an impression of emotion/ idea by:
1. referring to precise meanings of words
• Scarlet or Crimson or Red?

1. simple associations made with the words

• Cultural Symbols and Connotations
• Emotive Words
• Visual Imagery Techniques (Figurative Language)
• Aural Imagery Techniques (Sound devices)
Precise Word Choice
 Think of three things to say about the
meaning of this word – e.g. what it looks
like, what it’s for, etc.

Now, think of gem What else does

at least one this word make
thing about you think of?
what the
word sounds If you put all your ideas
like (say it to together, you might come up
yourself). with something like this…

12
A gem is a precious stone – something
sparkling and attractive. It might also mean
something beautiful and pleasing to the eye.
The word gem This word makes me
‘gem’ is a think of something
short And if you really worth having,
‘clipped’ put all of something valuable
word, that this in and perhaps hidden.
makes me one
think of a paragraph
small, neat you get…
item.
13
A gem is a precious stone – something sparkling
and attractive. It might also mean something
beautiful and pleasing to the eye. The word ‘gem’
is a short ‘clipped’ word, that makes me think of a
small, neat item. This word makes me think of
something really worth having, something valuable
and perhaps hidden.

All this about one

word!
And you haven’t even
seen the sentence it is
in.

14
Associations with Words
Remember in the group of 3 you need at least 1 phrase and
explain one imagery device!
• Just like Colours, Landscapes and Body
Language communicate certain meanings, Connotation
many words have associations beyond
their dictionary definition.

• Some words are so common they are

neutral: and, the
• Some words are so concrete that they are
most often neutral: table, stapler

• But other words have strong connotations.

• Consider the words School vs Holiday.

What ideas do you associate with each?
Emotive Words • Similar to connotation, some words
are emotionally neutral.
• and, the
• paper clip, desk, post-it note, poster
(these are associated with school and
work but there is no emotional
charge to them)

• Some words are emotionally

charged (positive or negative):
• “This lonely little boy, desperately
unhappy, is a victim of this cruel
government policy. “
Symbols
• A symbol is a simple picture that
represents a more complicated or
abstract idea. Symbols are known to
everyone living in a particular culture.

• Example: Love is a very complicated,

abstract emotion. But we can
represent love using the simple
picture of a red rose.
Visual Imagery Techniques
(Figurative Language)
The WHY of Visual Techniques
• Imagery is the use of words to create a
striking picture inside the mind.

• Not all words have this ability! They need to

be arranged in specific ways.

• Words that create a simple picture reality

(in the same way a camera would) are
literal language.

• The visual language technique of using

words to create mental imagery (special
mind pictures) is called figurative
language.
 Figurative Language
• Can use comparison to create an image

1. Similes: a comparison made between one

thing and another thing using the words like
or as.
• Example: “She is as clever as a fox”.

2. Metaphors: a comparison made by saying

one thing is another.
• Example: “That teacher is an ogre”.
People and Animal Imagery
• 3.
Personification is when an author gives human
feelings or qualities to objects.
• Examples: The waves rose up to greet the surfer.
The sun smiled down on the children as they
played.

• 4. Anthropomorphism is when an author gives human

feelings or qualities to an animal.
• Example: Every Disney movie, when people talk
to their pets…

• 5. Zoomorphism is when the author gives animal

qualities to a person or object
• Example: “A couple of customers that had been
heading for my slot began to knock against each other,
like scared pigs in a chute”
Sound or Aural Imagery Techniques
(Figurative Language)
The WHY of Sound Imagery

1. To make us feel we are really present

in the world created by the writing– we
call this being immersed in writing.

2. Create a certain atmosphere: heavy or

light, quick or slow to give an emotional
response.

3. Add humour – sounds are funny!

 Imagery through Sound
• 1. Alliteration
• Several words in a line begin with the same letter
• Delighted to discover the design

• 2. Assonance
• The same vowel sounds are repeated in the same line
• My dad’s a man of plugs and bungs and labels

• 3. Onomatopoeia
• The sound of a word gives a sense of its meaning
• Snap - Crackle - Pop!
The other senses – taste, smell
and touch Sensory Images
• Humans are primarily visual animals.

• Adding ‘extra’ senses in creating

images can be striking.

• Ex. After his relationship failed, he

became a bitter man, extremely
resentful of women. His social media
posts were splenetic in their obsessive
hatred of all things ’female’. He
couldn’t even interact with a perfectly
amiable check-out lady or restaurant
server without his abrasive manners
giving offense.
Open Book Test!
Use last year’s
notes and
handouts to
complete in 25
minutes
 • Mark your peer’s work according to the criteria.
Use RED or GREEN pen.
Peer Marking
• Put your name at the top right of the answer
booklet with (marker) next to your name. Put the
name of the peer top left.

• Mark using the scheme provided to the question.

Give total /15.

• Give a few constructive comments at the bottom

of the page– what can be improved and why?
• Do they include a focusing overview?
• Are they identifying the correct words/ phrases?
• Are they identifying techniques/ devices?
• Are they explaining, not just giving definitions?
 Here is what the markers said about
Language Analysis in previous EOY exams…
• Needs a topic sentence considering the overarching effect of each passage.
• Creates an otherworldly atmosphere, evokes a sense of wonder…
• This passage creates a sense of horror, the atmosphere is one of suspense as the
reader is made to reflect on the unknown dangers of the ocean cave…

• Solid quotes selected but you are NOT explaining, you are TRANSLATING.

• There is no consideration of the impact the devices have on the reader.

• Also, you don’t know denote and connote!

You have looked at three ways to look at language:
Overview:

1. “quote” – full explanation;

• looking at the full meaning; 2. “quote” – full explanation;
3. “quote – full explanation.
• listening to what words sound like;
• thinking of what the words make you think of;

•Now, read the full text ‘Purbeck Under Attack.

•Choose at least THREE other words or phrases from the text
that you could comment fully on.
•Write your notes in the style of a Writer’s Effect Answer:
31
 Think of three things to say about the
meaning of this word – e.g. what it looks
like, what it’s for, etc.

Now, think of gem What else does

at least one this word make
thing about you think of?
what the
word sounds If you put all your ideas
like (say it to together, you might come up
yourself). with something like this…

32
A gem is a precious stone – something
sparkling and attractive. It might also mean
something beautiful and pleasing to the eye.
The word gem This word makes me
‘gem’ is a think of something
short And if you really worth having,
‘clipped’ put all of something valuable
word, that this in and perhaps hidden.
makes me one
think of a paragraph
small, neat you get…
item.
33
A gem is a precious stone – something sparkling
and attractive. It might also mean something
beautiful and pleasing to the eye. The word ‘gem’
is a short ‘clipped’ word, that makes me think of a
small, neat item. This word makes me think of
something really worth having, something valuable
and perhaps hidden.

All this about one

word!
And you haven’t even
seen the sentence it is
in.

34
Here it is again, this time in a sentence:

It is, there’s no doubt about it,

a gem of a bay, Lulworth Cove.

So what is the impact of the word in this

sentence? Try to find three things that the
writer gains by using the word ‘gem’.

35
This time, we have two words to analyse.

Consider the meaning of the two words.

Think moving What else

about the relentlessly do the
sound of words
the words. make you
Write down your
ideas and compare think of?
them with the next
slide.
36
‘Moving relentlessly’ means moving without
stopping – continually on the move. The
word ‘relentlessly’ is a long word with a
repeated ‘l’ sound, which echoes the
repeated movements. The words make me
think of something determined and
unfeeling, like the sea or an army.

37
Language Analysis:
Dos and Do Nots
With your thin wings and your streaming legs
How you sail like a heron, or a dull clot of air,
A nothingness.
The Mosquito

Yet what an aura surrounds you;

Your evil little aura, prowling, and casting a
numbness on my mind.

That is your trick, your bit of filthy magic:

Invisibility, and the anæsthetic power
To deaden my attention in your direction.
But I know your game now, streaky sorcerer.

D.H. Lawrence
https://thepetridish.my/2018/05/28/what-animal-kills-human-the-most/
 DO NOT!
•Translate the MEANING and
EFFECT of each of the words /
phrases you extract.
•‘The mosquito is described as
having ‘streaming’ legs which
tells us that his legs stream
down as he flies...’
DO!
•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 its limbs are long
and trailing...’
 DO NOT!
•Make 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.
 DO NOT!
•Forget to use 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 simile and metoper in the extract help to....

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

 DO!
•try to vary your expression rather than formulaically repeat the
same stock phrases such as:

•‘this has the effect of...’

1. This suggests that...

2. This implies...
3. The word X gives the impression of...
4. The phrase X invites the reader to...
5. The term X encourages us to...
 Sample Answers

a) Reread the description of: The insect in D H Lawrence’s ‘The Mosquito’

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
given the impression that the mosquito is a
malevolent force with almost supernatural powers like
those associated with a vampire.
Revising Terminology: Language Analysis
The basics to consider about a text: Narrative Perspective:
• Audience • First person
• Purpose
• Second person
• Structure
• Tone • Third person (Limited)
• Third person (Omniscient)
Figurative Language:
• Simile Persuasive Techniques:
• Metaphor
• Repetition
• Personification
• Symbol / symbolism • Rhetorical questions
• Paradox • Fact / statistics
• Pun • Facts as opinions
• Patterns of three
Sound Effects/Rhythmic Devices:
• Emotive language
• Alliteration/Assonance
• Sibilance • Hyperbole
• Anaphora
Other Language Terms: Grammar:
• Dramatic irony • Imperatives
• Dynamic verbs
• Euphemism
• Comparatives
• Antithesis / contrast • Superlatives
• Cliché • Pronouns – 1st, 1st plural, 2nd, 3rd
• Colloquialism • Active voice
• Connotation • Passive voice
• Denotation
Sentence construction::
• Irony • Minor
• Oxymoron • Simple
• Juxtaposition • Compound
• Imagery - visual, tactile, aural, • Complex
olfactory • Main clause
• Motif / symbol • Subordinate clause