You should always comment on the possible effects of language use on the reader – how it makes the reader respond eg, think, feel, imagine or visualise something. How sentences are structured, eg short and simple (to pack a punch) or lists (to suggest boredom or pick up the pace).Īvoid ‘feature spotting’ – you need to show that you understand the impact of writers’ language choices on the reader and not just list them.Which tense has the writer chosen, eg past or present? What effect does this have?.Is the text in the first person or third person? Is it personal or impersonal?.Words chosen to bring an emotional response. Words, phrases or ideas that are repeated for effect.Ī question asked for effect with no answer expected. 'Red' is a colour but can imply 'danger', 'anger' or 'stop'. Implied meanings suggested by a word rather than its literal meanings. Repetition in a group of three to strengthen an idea or argument.
#Types of imagery in english series
The repetition of vowel sounds in a series of words. The repetition of the same sounds usually at the beginning of words. When a poet uses descriptive language well, they play to the reader’s senses, providing them with sights, tastes, smells, sounds, internal and external feelings. In poetry and literature, this is known as imagery: the use of figurative language to evoke a sensory experience in the reader. The sounds of words to express or underline their meaning, sensory imagery. The sensory details in imagery bring works to life. 'The fog crept evilly through the streets as he stalked his victim.' The environment (usually the weather) reflects the mood of the character or scene. 'The jaws of the cave', 'the leaves danced in the breeze' 'As big as a whale', 'float like a butterfly, sting like a bee'Ī comparison made without using 'like' or 'as'.Ī type of imagery in which non-human objects, animals or ideas are given human characteristics. words used to show where something is in place or time, eg at, for, with, after, to, over, from, intoĪ comparison using 'like' or 'as' to create a vivid image.third person, eg he, she, they, them, theirs.first person, eg I, we, me, my, our, us.Someone or something, the subject of the sentence: words that describe verbs, eg quickly, patiently.future tense, eg she will go home later.present tense, eg he walks to the shops.action words (do/feel/be), eg run, hide, think.words that describe nouns, eg green, huge, sparkly.proper – naming people, places, days, months etc, eg Marie, Sweden, Monday.abstract – naming ideas and feelings, eg adventure, pride.concrete – naming objects, eg table, car.You should select words and phrases for close analysis - to show that you understand how language features affect the reader.īelow are some of the features that writers select deliberately for effect: Language features Nouns King uses similes “until justice rolls down like waters” and “righteousness like a mighty stream” to make the reader visualise “justice” and “righteousness” as rushing water – implying that they need to be forceful and unstoppable.Įxam questions may ask you to comment on how writers use language to make an impression on the reader. How does he use language to deliver a strong message? The purpose of Martin Luther King’s rhetorical speech was to end racism in America and persuade the audience that everyone should have equal rights. Language Martin Luther King's 1963 I Have a Dream speech