Writer’s Effect

Writer’s 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 to do While 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?

Writing 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.
1. Try to come up with three to five options for each section of the question.

2. Don't underline large sections of the text. Only the most powerful phrases should be

highlighted.

3. Start your plan

1. Divide the selected quotations into the three categories of Evidence, Explanation, and

Effect on a table.

2. Pay attention to the particular impact the phrase is having. Additionally, look for any

figurative language that contributes to this effect.

3. 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.

1. Explain Part A in 120 words and Part B in 120 words

2. 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.

DOs and DONTs

DOs

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.

DONTs

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.

Common 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:

1. Metaphor: when a writer states that one thing is another while comparing the 2 subjects
 Example: She is a shining star.

2. 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

1. 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!

2. 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.