Writers Effect

The following reading assessment goals are tested by this question which is for

10 points:

1. You must show that you grasp the clear meanings.

2. You must show that you grasp underlying attitudes and meanings.
3. You must choose the information you use carefully and only for those purposes.
- The total mark awarded for the Writer’s Effect question is 15. 10 marks for the
content of your answer and 5 for your style of writing.

What do we do when reading the text?

Things to think about while reading the text:

1. What did the author write about? Find the meaning and the purpose of the text.
2. How have they done it? Look for figurative devices used to create an effect in
order to achieve the meaning or purpose of the text.
3. Why have they done it? What was the writer’s intention in including those
particular phrases in the text? How did the author want you to feel?

Process:
1. Skim through the passage first, and try to figure out the overall meaning and
purpose of the passage. Additionally, make an effort to determine the
passage's general mood, tone, and atmosphere.
2. Only essential words or phrases should be highlighted; do not highlight a large
"chunk" of text.
- Try to come up with three to five options for each section of the question.
- Don't underline large sections of the text. Only the most powerful phrases
should be highlighted.
3. Start your plan
 - Divide the selected quotations into the three categories of Evidence,
Explanation, and Effect on a table.
- Pay attention to the particular impact the phrase is having. Additionally,
look for any figurative language that contributes to this effect.
- First, explain the explicit meaning of the phrase then the implicit meaning
tries looking for connotations, etc.
4. Write the response
1. Start your response by discussing the passage's overall impact.
2. Use one paragraph to cover one section of the response, and a different
paragraph for the second section.
- Explain Part A in 120 words and Part B in 120 words
- No conclusion is required

Key Vocabulary:
- Mood: Mainly to do with the emotion the character is feeling internally.
- Tone: The way the text/narrator sounds. Ex: The narrator can sound
frightened. We know this because of other techniques used in the writing
that lets us know that the narrator is frightened.
- Atmosphere: The feeling caused by the environment around the narrator. It
can be influenced by the objects within the setting. Ex: When the principal
reprimanded the student in a stern tone, the atmosphere was suffocating for
the student. The student can react with a frightened tone.

Do's & Don'ts!

Do's
1. First, explain the explicit meaning of the phrase then the implicit meaning
tries looking for connotations, etc.
2. Select diverse selections so that you don’t repeat explanations/ don’t
choose phrases that have a similar effect.
3. Use technical terms correctly though they aren’t required.
 4. Search for the type of sentence and see if there is repetition and see what
effect the syntax plays.
5. Look for synonyms for the word created before the exam. Some synonyms
could be designed or portrayed.
Dont's
1. Don’t make general comments like stating that the writer has used great
imagery.
2. The following phrase “the writer created an effect of…” should be
avoided as it is not recommended for the effect to be stated explicitly,
sometimes it is unavoidable.

Linguistic Devices
1. Alliteration: the occurrence of the same letter or sound at the start of
words that are near together or adjacent.
Example: “Tasty Tacos”
2. Metaphors and Similes:
- Metaphor: when a writer states that one thing is another while comparing
the 2 subjects
Example: She is a shining star.
- Simile: expressions that describe one person/thing/attribute to another
person/thing/attribute typically using the words “like” or “as”.
Example: Shine like a star
3. Pathetic Fallacy: when the writer describes the natural world as though it
had feelings.
Example: “Weeping Willow”
4. Sibilance: the repetitive use of hissing or hushing-like letter sounds.
Example: Using words like “strange”, “sight” and “glass” in a sentence, for
example.
5. Assonance and Consonance
 - Assonance: the use of similar or identical vowel sounds repeatedly inside
words, phrases, or sentences.
Example: They’re some creeps who I wouldn’t meet if you paid me a heap of
cash!
- Consonance: the group of consonants that are repeatedly copied. It
occurs when a line or sentence has the same consonant sound several
times, giving a rhythmic impression.
Example: Mike likes his new bike.
6. Anaphora: whenever a particular word or phrase is repeated at the start
of clauses or phrases.
7. Epistrophe: a repetition of a phrase or word at the end of subsequent
sentences.
8. Euphemism: an alternative term or phrase that is used in place of
potentially rude or improper ones.
Example: “Passed away” instead of “died”.
9. Hyperbole: statements that are over-exaggerated (sometimes to a level
at which it is inhumane) or overly stressed.
Example: I walked a million miles to get here.
10.Onomatopoeia: a phrase that describes a sound by imitating that sound
Example: “Pitter-patter”
11.Personification: to give human-like qualities to non-living things or abstract
ideas
Example: The sun smiled down on us.
12.Connotations: an abstract idea/ something a word suggests. Connotation
can be determined by context as well.
Example: The color blue can be associated with sadness.
Example 2: “As I tread through the forest, I brushed past shrubs, leaves biting at
my ankles as I stepped over the gnarled roots snaked around the forest floor.”
→ Here, adjectives with negative connotations are used to create a dark
atmosphere. “Biting” suggests the leaves are sharp and dangerous, and the
adjective “snaked” is less positive than “swirled” or “twisted” which adds to this
atmosphere.
Liana Kipsang