DevoxxFR 2024 Reproducible Builds with Apache Maven
Aqa lang. -_reading_question_4_-_comparison
1. Section A - Reading
Question 4: Language Comparison
Approaching and answering
Question 4
2. 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
3. Question 4: Language Comparison
•16 marks
•24 minutes, including active reading time
•You need to identify 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
4. 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.
5. 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
6. 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.”
7. 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…
8. Question 4: A Model Response
The purpose of Text 1 is to inform Daily Echo readers about the achievements of Holly Budge and impress them with information
about her accomplishments. Text 2 is a descriptive piece which tells readers about a significant event in the life of the narrator: an
Apache Indian. Readers will empathise with the narrator and respond with sympathy to the awful event described in the extract.
Facts and statistics are used in Text 1 in order to stress the significance of Holly’s achievements. They serve an evidential purpose.
Holly climbed “29,500 ft”; she has made “more than 2000 jumps”; she intends to “raise £30,000” for charity. This information
impresses readers as the numbers involved are large and significant. These facts portray Holly as a brave and remarkable young
woman who has singlehandedly achieved great things. The figures suggest that her feats are extraordinary.
The superlative “highest” is repeated throughout the article. Holly climbed the world’s “highest mountain” as well as achieving the
“highest drop zone” by a parachutist. The repetition of this word reinforces the idea that Holly’s exploits are unique and admirable.
The article uses complex vocabulary: a diction exclusive to Holly’s profession which the reader may not be familiar with. The article
uses terms such as “high altitude”, “free fall” and “oxygen cylinder”. These technical terms are not common phrases, so they give
further authenticity to the report.
Unlike Text 1, Text 2 uses figurative language in order to describe the setting in the story and the narrator’s relationship with it. In
her first-person account, Landman talks of how a tree “lowers itself to greet me” and refers to its “spirit singing”. This use of
personification suggests that the narrator has a close, deep relationship with her environment; it portrays her as at peace with her
surroundings. This contrasts sharply with the distressing events later in the extract.
In contrast to Text 1, Text 2 uses a list in order to portray the Apache Indians as admirable, multi skilled people who are in sync with
their environment and daily lives. As well as “tending the fire, stirring a cooking pot”, a mother is stitching fabric and looking after
her children. Again, this harmonious description makes later events seem even more shocking and heightens the reader’s sympathy.
Another difference between the texts is that Text 2 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. This kind of language evokes sympathy in the reader, and perhaps revulsion at the attackers who have
disrupted the Apache’s harmonious existence.
As both of these texts have such different purposes and evoke very different responses from readers, they use contrasting effects.
Text 1 relies on effects which authenticate the story and impress the reader, such as facts, numbers and complex diction, whereas
Text 2, which elicits a far more emotional response, employs descriptive, dramatic and emotive language for effect.
Now you know what kind of thing you need to write about
in your response to Question 4, you are going to see a
model answer. Notice:
•How the student introduces their answer
•How many points about language are made for each text
(Highlight language devices analysed!)
•When and how the student compares and contrasts
Then, look at the mark scheme and suggest a mark.
Question 4: A Model Response
9. Question 4: A Model Response
The purpose of Text 1 is to inform Daily Echo readers about the achievements of Holly Budge and impress them with information
about her accomplishments. Text 2 is a descriptive piece which tells readers about a significant event in the life of the narrator: an
Apache Indian. Readers will empathise with the narrator and respond with sympathy to the awful event described in the extract.
Facts and statistics are used in Text 1 in order to stress the significance of Holly’s achievements. They serve an evidential purpose.
Holly climbed “29,500 ft”; she has made “more than 2000 jumps”; she intends to “raise £30,000” for charity. This information
impresses readers as the numbers involved are large and significant. These facts portray Holly as a brave and remarkable young
woman who has singlehandedly achieved great things. The figures suggest that her feats are extraordinary.
The superlative “highest” is repeated throughout the article. Holly climbed the world’s “highest mountain” as well as achieving the
“highest drop zone” by a parachutist. The repetition of this word reinforces the idea that Holly’s exploits are unique and admirable.
The article uses complex vocabulary: a diction exclusive to Holly’s profession which the reader may not be familiar with. The article
uses terms such as “high altitude”, “free fall” and “oxygen cylinder”. These technical terms are not common phrases, so they give
further authenticity to the report.
Unlike Text 1, Text 2 uses figurative language in order to describe the setting in the story and the narrator’s relationship with it. In her
first-person account, Landman talks of how a tree “lowers itself to greet me” and refers to its “spirit singing”. This use of
personification suggests that the narrator has a close, deep relationship with her environment; it portrays her as at peace with her
surroundings. This contrasts sharply with the distressing events later in the extract.
In contrast to Text 1, Text 2 uses a list in order to portray the Apache Indians as admirable, multi-skilled people who are in sync with
their environment and daily lives. As well as “tending the fire, stirring a cooking pot”, a mother is stitching fabric and looking after
her children. Again, this harmonious description makes later events seem even more shocking and heightens the reader’s sympathy.
Another difference between the texts is that Text 2 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. This kind of language evokes sympathy in the reader, and perhaps revulsion at the attackers who have
disrupted the Apache’s harmonious existence.
As both of these texts have such different purposes and evoke very different responses from readers, they use contrasting effects.
Text 1 relies on effects which authenticate the story and impress the reader, such as facts, numbers and complex diction, whereas
Text 2, which elicits a far more emotional response, employs descriptive, dramatic and emotive language for effect.
10. 1. •Highlight the key words in the question.
•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.
•You need to be writing about how language is used in the two
texts, identifying and analysing language devices.
Compare the different ways in which language is used
for effect in the two texts.
Give some examples and analyse what the effects are.
Common purposes and
effects of non-fiction
writing
11. 2.
IN GROUPS
•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).
•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.
12. 2.
Jigsaw Activity
We noticed…
Language is often emotive, so
the reader…
Repetition is used…
Facts and stats give authenticity…
Similarly, expert advice…
We think this is hyperbole…
13. 3.
•Now you’re ready to write up your ideas, you need a
clear introductory sentence introducing each article. See the model answer
for help.
•Then, talk about how language is used for effect in
one of the texts, and then the other (making brief comparisons with the one
you’ve already written about). 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
14. Connective The author / language in the
text…
The reader…
(or ‘we’…)
Firstly
Secondly
Thirdly
As well as this
Furthermore
Moreover
Finally
Lastly
Likewise
Similarly
Unlike
As well as
In contrast to
Advises
Argues
Builds
Connotes
Contrasts
Conveys
Creates
Demonstrates
Describes
Depicts
Emphasises
Evokes
Exaggerates
Gives the impression
Gives a sense
Highlights
Informs
Implies
Indicates
Juxtaposes
Narrates
Persuades
Realises
Recognises
Refers to
Reflects
Represents
Reveals
Signifies
Suggests
Symbolises
Shows
Tells
Is made aware
Is informed
Is told
Is shocked /
fascinated /
persuaded /
made to
sympathise etc.
Learns
Discovers
Realises
3.
USEFUL WORDS & PHRASES
15. Compare the different ways in which
language is used for effect in the two
texts.
Give some examples and analyse
what the effects are.
ON YOUR OWN
17. ON YOUR OWN
Compare the different ways in which
language is used for effect in the two
texts.
Give some examples and analyse
what the effects are.
Editor's Notes
Remind students that the tools they need are, simply, a pen and a highlighter. As well as their brains and hard work!
Class brainstorm of linguistic devices that students can recall.
Ask students what they recall about this question.Remind them of the details on the slide.
Stress that this question is not merely a ‘hunt’ for language devices. Students still need to be showing a sound understanding of the articles, and can talk about the kind of language used (e.g. positive / negative, formal / informal, descriptive / factual, serious / humorous, dramatic / neutral etc.
Print a copy for students. Students can ‘audit’ their knowledge of these language features by highlighting the ones they think they would be confident in identifying (and, looking forward to the writing section, using themselves).
Starter or settling activity. Higher ability groups should be able to identify the language devices used in the short quotes in the example column.
Starter or settling activity.This handout includes prompts (language devices found in the examples which students can choose from).
Students should look at the model response on the next slide, addressing the above.
Model response. Notice that the two texts being written about are dealt with separately; comparison is made by use of connectives (in this case to show difference / contrast) and in the short concluding paragraph. Often, because of the fact that Source 3 is very different to Source 1 and Source 2, the effects are different. Higher ability students may make more explicit comparisons between the language of the two texts throughout their answer.
Remind students of Step 1 – reading the question and highlighting the key words.Stress that students will always be required to analyse Source 3 (typically a first-person story or narrative) with either Source 1 or Source 2 (typically news stories written in the third-person).
Step 2 is actively reading. Tell students to follow the steps above. For this question, students can briefly annotate highlighted sections with brief comments about the language used. Put students in an even number of groups, and have students in the class working on two articles which can be compared in a Question 4 answer.
Now create jigsaw groups, so half of students in new groups looked at one text, and the other half another text which they’ll be comparing with the other. Students to share ideas and discuss the effects of language features.
Remind students of the steps above while writing their response.
Students should ONLY use words / phrases they’re comfortable with. There’s no time to experiment!Column 1: Useful connectives to organise a response, and to compare and contrast. Column 2: Active verbs that may be used to explain / analyse.Column 3: Passive, and then active, sentence constructions that may be used when referring to the reader or audience.
Students can swap an attempt with someone else in the class for them to peer assess against the mark scheme.