ENGLISH - RUAE Keyrings

• TWIST

  Techniques, word choice, imagery, sentence structure, tone
• Similes

  • A form of imagery
  • A real thing (literal) is compared to an imagined thing (figurative), using 'like' or 'as'
• Analyse similes

  1. Identify literal and figurative items

  2. Say what the figurative item is like

  3. Say how the literal one is like the figurative item

  4. Explain the impact
• Metaphors


  • A form of imagery
  • A comparison where a real (literal) object/person is said to be, have or do something it literally can't
• Analyse metaphors

  1. Identify literal and figurative items (if possible)

  2. Say what the figurative item is like

  3. Say how the literal one is like the figurative item

  4. Explain the impact
• Personification

  • A form of imagery
  • A comparison where an inanimate (literal) object is given human (figurative) characteristics
• Analyse personification

  1. Identify literal and figurative items (if possible)

  2. Say what the figurative item is like

  3. Say how the literal one is like the figurative item

  4. Explain the impact
• Sentence structure

  • Look for: sentence length, sentence type, patterns, punctuation
• Analyse sentence structure

  1. What is it? (identify it)

  2. What does it do? (in general)

  3. How does it do it? (in this case)

  4. And why? (what is the impact?)
• Sentence length

  • Long sentences change the pace - making them faster or slower
  • Short sentences change the pace - making them faster or slower
  • Sentence length changes the tone - more or less formal
  • Sentence length changes the mood - more tense, more exciting, more boring
• Sentence types

  • Exclamations: convey a strong emotion
  • Commands: create a bossy, strict or persuasive tone
  • Questions: create a confused or emotional tone
  • Rhetorical questions: create a strong statement, imply we will agree
• Sentence patterns

  • Lists: emphasize number, scale, or variety
  • Repetition: emphasize a word, idea, concept
  • Climax/anti-climax: create a build up to emphasize the climax or lack of one
  • Contrast: two opposites juxtaposed to emphasize their differences
• Analyse sentence length

  1. What is it? (identify a long or short sentence)

  2. What does it do? (changes pace, mood or tone)

  3. How does it do it? (explain how it changes pace, mood or tone in this example, specifically)

  4. And why? (explain the effect of the sentence length, what does it emphasize?)
• Analyse sentence type

  1. What is it? (identify the sentence type)

  2. What does it do? (explain the general effect of that sentence type)

  3. How does it do it? (explain how it acts in this example, specifically)

  4. And why? (explain the effect of the sentence type, what does it emphasize?)
• Analyse sentence patterns

  1. What is it? (identify the pattern used)

  2. What does it do? (explain the general effect of that pattern - what does it emphasize?)

  3. How does it do it? (explain what it does in this example, specifically)

  4. And why? (explain the effect of the pattern, what does it emphasize?)
• Punctuation

  : introduces (lists, explanations, quotations)

  ; links (longer items in a list, two parts of a sentence like 'and' or 'but'

  ... ellipsis (shows time passing, missed words, build up of tension)

  ( ) , , - - parenthesis: adds extra info, changes tone, adds opinion

  " " inverted commas: titles, speech, 'so called'

  • dash (creates a pause, acts like a colon)
• Analyse punctuation

  1. What is it? (identify the punctuation used)

  2. What does it do? (explain the general effect of that punctuation)

  3. How does it do it? (explain what it does in this example, specifically)

  4. And why? (explain the effect of the punctuation mark)
• Analyse tone

  1. Quote: provide an example of language which creates the tone

  2. Identify the tone used

  3. Analyse the language technique in the quotation, using the relevant strategy

  4. Answer the question - how has this technique created the tone
• Analyse conclusion

  1. Selection: quote a small part of the conclusion which links to an idea from earlier

  2. Connection: using your own words, state what idea it links to

  Higher: repeat for the second mark
• Analyse comparison question

  Area of Agreement: explain one point they agree or disagree about

  Passage 1: Identification: identify the point of view in this passage, Quotation, Explanation: how the quotation shows the viewpoint

  Passage 2: repeat for passage 2

  Repeat this process three times
• Alliteration

  • When the writer uses the same initial letters to start words close to each other

  Creates a sound effect, creates a tone or mood, draws attention to important/related words, impacts speed
• Analyse alliteration

  Identify the type of consonant sound (sibilant, plosive, liquid, fricative, nasal)

  Analyse the effect of that consonant sound (harsh/soft, short/long...)

  Explain the effect the writer is trying to make
• Onomatopoeia

  • When the writer uses words which create a sound effect

  Creates a mood or atmosphere, creates a sense of realism, adds tension or drama
• Analyse onomatopoeia

  Quotation: quote the example

  Analyse the effect of the onomatopoeia

  Explain the effect the writer is trying to make
• Analyse understanding questions

  Highlight the lines indicated

  Highlight key words so you don't repeat them

  Use your own words to summarise the ideas
• Analyse link questions

  Selection: quote the small part of the sentence which links to previous/next idea

  Direction: does it link back or forwards?

  Connection: using your own words, state what idea it links to

  Higher: repeat for the opposite direction
• Analyse word choice questions

  Quotation: pick one word/very short phrase

  Connotation: explain the connotation of the word - not its denotation

  Implication: explain what the writer is trying to show/suggest
• Analyse imagery questions

  Quote/identify the simile, metaphor or personification used

  Explain what the figurative item is like

  Compare the literal item, showing how it is similar to the figurative item

  Suggest: what is the writer trying to show/suggest?