Paper 1 Question 2 Skills: Language Analysis (AQA GCSE English Language) : Revision Note
Paper 1 Question 2 tests your ability to comment on and analyse the language choices a writer has made. This might involve the words, phrases, sentence forms or linguistic devices they have used, and your job is to explore why they might have used them.
The following guide contains everything you need to know about the skills you need to demonstrate when answering the language question:
How do you analyse language?
Language features and techniques
Analysing language in the exam
How do you analyse language?
To explain, comment on and analyse the effects of language you must understand:
What is being described/narrated
The overall effect the writer is trying to convey
The particular choices the writer has made (the words, phrases or language techniques)
The intended effect of these specific choices
The most important part of the assessment is the analysis of the effects of a writer’s choice of language. Analysis of effects should be precise and contextualised to a specific point in the text.
It’s also important that, if you do use subject terminology (terms that relate to a writer’s use of language, like “metaphor” or “pathetic fallacy”), that it enhances the points made.
Examiner Tips and Tricks
The bullet points are given only as a guide for you and they do not have specific marks allocated to them. Therefore, you do not need to address each one in your answer.
Marks are given for the quality and level of your response rather than the number of points you make.
Language features and techniques
Words and phrases
Analysing language means that you consider the deliberate choices a writer has made to include specific words or phrases in their writing, and why. In order to do this, you should consider both the denotation and the connotations of particular words:
Denotation = the literal meaning of a word or phrase
Connotation = the associations or implied meanings of the word or phrase
Below are some questions which you might ask yourself when exploring why a writer might have used the words and phrases in a text:
Denotations and connotations | Emotional impact | Characterisation |
|---|---|---|
How do these layers of meaning add depth to the text? | How do the words evoke emotions or feelings in the reаder? Do they create joy, sadness, fear or excitement? | Do the words reveal aspects of a character's personality, background or emotions? |
The following table provides you with a list of some terms and definitions to use when analysing individual words and phrases:
Term | Definition | Example |
|---|---|---|
Comparative adjectives | Used to compare differences between two nouns, such as “larger”, “smaller”, “faster”, “stronger” | "The new smartphone is faster than the previous model." |
Superlatives | Words used to express something of the highest quality of its kind | “The explorer's journey into uncharted territory was the most courageous expedition of the century.” |
Emotive language | Words and phrases that are intentionally used to evoke strong emotional responses in the reader | “The devastating aftermath of the natural disaster left a trail of destruction, sorrow and misery.” |
Colloquial language | Informal, everyday language that is used in casual conversations and familiar settings | “The exam was a doddle; I finished the problems in no time.” |
Imperatives | Verb forms or sentences that are used to give commands | “Close the door behind you.” |
Language techniques
The table below provides some key literary terms and why a writer might use them. This list is not exhaustive, but it is simply a guide to some of the techniques that might be most useful when analysing a text.
Device or technique | Possible effect | Example |
|---|---|---|
Repetition can be more than just repeating words or phrases. A writer might use a motif throughout a piece of writing to emphasise a certain theme or tone | Throughout life, I have learnt never to give up: never give up on my dreams; never give up on my hopes and never give up on myself. | |
Alliteration can be used to create a sense of tone or atmosphere | The swirling mist silently settled on the sleeping town. | |
Metaphors allow a writer to convey additional, deeper meaning to their descriptions. They can be as simple as figures of speech, but can also be extended and developed | She was the chief lioness among us, fierce, determined and strong. It was she who brought us all together. | |
Writers may create atmosphere at the start of a piece of writing by personifying the setting | The weary old tree, its gnarled branches outstretched like weathered arms, whispered ancient wisdom to the breeze. | |
Writers often use onomatopoeia in a subtle way. Consider sound as a way of evoking the senses in order to create atmosphere | The crackling fire whispered its secrets along with the gentle pop and sizzle of the logs as they surrendered to the flames. | |
Like metaphors, similes add deeper layers of meaning to a description | Her smile was as radiant as the early morning sun on a summer’s day. | |
Writers engage a reader’s senses by using vivid and detailed language | The sun-kissed waves crashed against the golden shore, their frothy white caps glistening in the morning light. | |
Writers use juxtaposition as an effective structural as well as linguistic device | Thе еlеgant ballroom was adornеd with еxquisitе chandеliеrs and finе artwork, whilе thе servants' quartеrs bеlow hеld nothing but barе walls. | |
Pathetic fallacy helps establish mood and atmosphere | The angry storm lashed against the windows as her fury rose. |
For more language techniques, definitions and examples see our article The Top 127 Literary Devices You Need to Know.
Examiner Tips and Tricks
It is more important to explore the effects of the writer’s choices than use over-complicated terminology. Just listing the technique is what examiners call “feature-spotting”, and they warn against it.
You can be just as successful in writing about the effect of a specific word choice as you are in writing about complex language features.
Sentence forms
Understanding different sentence patterns will help you to interpret the relationships between ideas and the information within the text.
The table below provides some definitions of different sentence types. This list is not exhaustive, but it is simply a guide to some sentence types that might be most useful when analysing the text.
Sentence type | Definition | Example |
|---|---|---|
Declarative | Declarative sentences make statements or convey information, and are the most common type of sentence | “Mr Darcy, who never looks at any woman but to see a blemish, and who probably never looked at you in his life!” (Pride and Prejudice) |
Interrogative | Interrogative sentences ask questions | “Do you think, because I am poor, obscure, plain, and little, I am soulless and heartless?” (Jane Eyre) |
Imperative | Imperative sentences give commands or instructions | “Call me Ishmael.” (Moby Dick) |
Exclamative | Exclamatory sentences express strong emotions or exclamations | “I cannot live without my soul!” (Wuthering Heights) |
Simple | Simple sentences consist of one independent clause, which contains a subject and a verb, and expresses a complete thought | “I am given to understand that you have some intentions of favouring me with a visit.” (Great Expectations) |
Compound | Compound sentences consist of two or more independent clauses joined together by coordinating conjunctions (such as “and”, “but”, “or”) or punctuation marks (such as a semicolon or colon) | “He smiled at the pistol with a contemptuous air and said, 'Present it, then.’” (The Count of Monte Cristo) |
Complex | Complex sentences consist of one independent clause and one or more dependent clauses | “As he spoke he smiled, and the lamplight fell on a hard-looking mouth, with very red lips and sharp-looking teeth, as white as ivory.” (Dracula) |
When commenting on sentence structures, you should always try to consider why you think the writer has chosen this particular sentence type.
Below are some questions which you might ask yourself when analysing sentence structures in a text.
1. | 2. | 3. |
|---|---|---|
Does the sentence form contribute to the tone and mood of the text and help create atmosphere? | Does the sentence form foreshadow events or highlight a shift in the narrative? | Does the change in sentence form indicate shifts in mood, character development or theme? |
Examiner Tips and Tricks
In an exam, students have less success in writing about sentence length or punctuation than they do writing about language choices.
Therefore, if you do not have anything to say about these, then analysing individual words, short phrases and/or language techniques can be just as successful.
Sentence modifiers
Sentence modifiers are words, phrases or clauses that provide additional information, description or context within a sentence. They can include adjectives, adverbs, prepositional phrases or subordinate clauses.
Below is an example of how modifiers can change meaning within a text.
Sentence without modifier | Sentence with modifier |
|---|---|
She walked into the room. | She cautiously walked into the dimly lit room. |
The use of the adverb “cautiously” modifies the verb “walked” and indicates that the character entered the room with care and a sense of caution. The adjective phrase “dimly lit” modifies the noun “room” indicating that it was not well-lit, so perhaps this contributed to the character’s reluctance to enter the room more quickly.
By analysing sentence modifiers, you can determine the writer’s choices in providing specific details, creating imagery, or establishing a particular tone or mood. Pay attention to how modifiers contribute to the overall meaning and impact of a sentence.
Examiner Tips and Tricks
Remember, mastering the analysis of sentence forms and structures requires practice and familiarity with different sentence types. Try to pay attention to different sentence types as you read and practice analysing passages, as this will enhance your skills in identifying and interpreting sentence forms.
It's also helpful to review grammar and syntax rules to ensure you can accurately identify and describe different sentence structures. Check out our exam guides to mastering sentences, punctuation and grammar to ensure you’re confident about them before your exam.
Analysing language in the exam
Whenever you comment on a language feature, you must always explain the intended effect on the reader. It is not enough to simply list examples of different word types in your answer — this won’t score you high marks.
Below are some examples of language features and techniques and their possible intended effects. The extract has been taken directly from the November 2019 AQA Paper 1.
Annotating the extract
It’s important — before you start reading or annotating the extract — that you read the question carefully to know exactly what to look for. Then, highlight relevant parts of the text and annotate the effects of these language features in the margins:
Extract from the text |
|---|
They’d got up early to beat the holiday-making hordes for this first run of the morning. Because this – the tranquillity, the silence, the undisturbed snow and the feeling of proximity to an eagle’s flight – was what it was all about. Jake hit the west side of the steep but broad slope and she took the east, carving matching parallel tracks through the fresh snow. *** Then there came a chattering noise, like the amplified jaws of a million termites chewing on wood. The noise itself filled her ears and muffled everything, and then there was silence, and the total whiteness faded to grey, and then to black. |
Turning your annotations into an answer
Now you have your annotations, let’s see how we might turn these into full sentences:
Quote | Language feature | Intended effect |
|---|---|---|
“carving” and “hit” | Active verbs | The writer uses active verbs to create a sense of movement and energy, which helps to convey the momentum and excitement as the skiers launch themselves into their descent on the slope |
“tranquillity”, “silence” and “undisturbed” | Adjectives and abstract nouns | The writer uses descriptive language to evoke the calmness, quietude and raw beauty of the natural environment in which the characters find themselves immersed |
“like the amplified jaws of a million termites chewing on wood” | Simile | The writer uses a simile to compare the chattering noise to the relentless and destructive chewing of termites on wood |
This adds intensity to the noise and underscores its overwhelming and relentless nature | ||
“and then there was silence, and the total whiteness faded to grey, and then to black” | Juxtaposition | The writer uses juxtaposition to capture the stark differences between the initial noise and subsequent silence, as well as the transition from white to black |
The abrupt shift in the paragraph magnifies the impact of the sudden quietness and is used to build anticipation and suspense which also creates uncertainty |
Learn more and test yourself
For more great tips and tricks, check out our dedicated revision notes on the Paper 1 Question 2 mark scheme and our fully annotated Paper 1 Question 2 model answer.
You can also test yourself on Paper 1 Question 2 with expert-created Save My Exams quiz and exam questions. Try our Paper 1 Question 2 multiple choice questions and answer full questions and get them marked by Smart Mark, our AI model created by English Language experts.
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