Paper 1 Question 2 Skills: Language Analysis (AQA GCSE English Language)
Revision Note
Written by: Nick Redgrove
Reviewed by: Kate Lee
Paper 1 Question 2 Skills: Language Analysis
Paper 1 Question 2 tests you on your ability to comment on and analyse the language choices a writer has made. This includes words, phrases, language features, language techniques and sentence forms. The Assessment Objective for this question is AO2:
AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views |
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Overview of language analysis
Paper 1 Question 2 tests you on your ability to comment on and analyse the language choices a writer has made. This includes words, phrases, language features, language techniques and sentence forms. 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
Particular choices the writer has made
The effect on the reader
Here is an example of the type of question you will be asked:
The bullet points in the question suggest that you could include an analysis of the writer’s choice of:
words and phrases
language features and techniques
sentence forms
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. The next section will explore each of these bullet points in detail.
Examiner Tips and Tricks
Remember to practice analysing words and phrases in various texts to strengthen your skills. By consistently practicing this skill, you will strengthen your ability to analyse any unseen text. Pay attention to nuances and subtleties in meaning, and always consider the writer’s intentions and the overall impact of the words and phrases used.
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
When commenting on words and phrases from the text, you should always try to consider why you think the writer has chosen that particular word to use in their sentences. Below are some questions which you might ask yourself when analysing the words and phrases in a text:
Denotations and connotations | Emotional impact | Characterisation | Formality and informality |
|---|---|---|---|
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? | Do the words make the text more relatable or distant? |
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 | Emotive language refers to 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 | Colloquial language is 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 | Imperatives are verb forms or sentences that are used to give commands | “Close the door behind you.” |
Once you are able to identify particular words and phrases within a text, you need to develop this skill further by considering why the writer has chosen to include these within their writing.
As an example, we will explore some of the words and phrases from the table above and consider the writer’s intentions.
Words and phrases | Example | Writer’s intentions |
|---|---|---|
emotive language | “The devastating aftermath of the natural disaster left a trail of destruction, sorrow and misery.” | The writer uses emotive language to convey the immense gravity of the situation being described. The words “devastating”, “destruction”, “sorrow” and “misery” are used to depict the immense suffering experienced by those affected. This creates empathy and helps to further immerse the reader in the narrative. |
Remember the goal of analysing words and phrases is to uncover layers of meaning, understand the writer’s intent and explore how language contributes to the overall impact of the text.
Language features
It is important that you are familiar with key literary terms so that it can help to support your analysis of the text. Whilst the examiner will expect you to use relevant subject terminology to support your views, this does not mean that you will secure more marks for demonstrating a wide understanding of literary terms. It is much more important that you clearly articulate the intended effects of any terms that you use.
The table below provides some definitions of key literary terms. 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.
Language technique | Definition | Example |
|---|---|---|
Simile | A simile is a figure of speech that directly compares two different things, using "like" or "as" to highlight their similarities | "She tried to get rid of the kitten which had scrambled up her back and stuck like a burr just out of reach” |
Metaphor | A metaphor is a figure of speech that equates or describes one thing in terms of another, asserting that they are the same | "It is the East, and Juliet is the sun!” |
Imagery | Imagery engages the reader's senses by using vivid and detailed language to create mental images | “Conspiring with him how to load and bless / With fruit the vines that round the thatch-eves run” |
Alliteration | Alliteration involves the repetition of consonant sounds, usually at the beginning of words or stressed syllables, within a phrase or sentence | “From forth the fatal loins of these two foes” |
Personification | Personification attributes human characteristics or qualities to inanimate objects, animals or abstract concepts | “Keeping time, time, time / In a sort of Runic rhyme, / To the throbbing of the bells” |
Repetition | Repetition involves the deliberate repetition of words, phrases, sounds or grammatical structures to create emphasis, reinforce ideas or establish rhythm | “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness” |
Knowing the names of sophisticated language techniques will not gain you any more marks in the exam, especially if these techniques are only “spotted” and the writer’s intentions are not explained. Once you are able to identify and understand different literary techniques, you need to develop this skill further by considering why the writer has chosen to include these techniques in their writing.
As an example, we will explore one of the language techniques from the table above and consider the writer’s intentions.
Language technique | Example | Writer’s intentions |
|---|---|---|
Metaphor | “The stormy sea was an untamed beast, its ferocious waves crashing against the shore with unrestrained fury, devouring all in its path” | The writer has used a metaphor in order to convey the intense and powerful nature of the stormy sea. By describing the seа as an “untamed beast” the writer is imbuing it with qualities of wildness, unpredictability and also a sense of danger. This comparison helps the reаder to feel the magnitude of the storm's force and the chaos it brings. |
In this example, the writer’s use of a metaphor to describe the stormy sea is clearly interpreted and analysed. The response has considered why the writer may have chosen to use a metaphor and explored its intended effect on the reader.
Examiner Tips and Tricks
It is more important to explore the effects of the writer’s choices than it is to use over-complicated terminology. 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.
This will be further explored in the examples below and in the Model Answer section.
Sentence forms
It is important that you are familiar with different sentence forms so that it can help to support your analysis of the text. By recognising and analysing different sentence patterns, you can gain insight into the syntactical structure of a text. Understanding the arrangement of sentence forms will help you to interpret the relationships between ideas and the information within the text. Students tend to find less success writing about sentence length or punctuation. Therefore, if you do not have anything to say about these, then selecting individual words, short phrases and/or language techniques is fine.
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) |
Similarly, we will now explore one of the sentence forms from the table above and consider the writer’s intentions.
Sentence form | Example | Writer’s intentions |
|---|---|---|
interrogative sentence | “Do you think, because I am poor, obscure, plain, and little, I am soulless and heartless?” | The writer uses an interrogative sentence to create a challenging tone within the narrative. The rhetorical nature of the question encourages the reader to reflect and consider the character’s inherent value as one which extends beyond mere appearance or social status. |
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.
Does the sentence form provide clarity and help to present ideas or themes in a straightforward manner? | Does the sentence form help to establish the setting and help the reader to visualise the context? | Does the sentence form contribute to the tone and mood of the text and help create atmosphere? |
Does the sentence form draw attention to specific details in order to highlight their significance within the text? | 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 thematic ideas? |
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. Analysing sentence modifiers helps to understand how they enhance the meaning, add detail or create specific effects in a sentence. 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 she 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.
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. You should practice identifying and analysing sentence modifiers in various texts to improve your skills in understanding their role within sentences.
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.
Addressing each of the bullet points in the language question
Question 2 will always have three separate bullet points for you to address in your answer. The bullet points provide a helpful guide; however, you do not need to address all of them in your answer.
We will now explore different examples of language techniques and their possible intended effects based on two prose texts. Below are some examples of how you might begin to plan and write your ideas into a response. They focus separately on each bullet point from Question 2.
Bullet point 1: Words and phrases |
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The first bullet point in Question 2 will suggest that you may wish to explore words and phrases in your response.
Below is the beginning of Chapter 1 in Robert Louis Stevenson’s The Strange Case of Dr Jekyll and Mr Hyde. It is about a well-respected and intelligent scientist who meddles with the darker side of science and the extract below is about his friend, Mr Utterson.
This text is from the 19th century, and it is worth remembering that you will only have to analyse texts from the 20th and 21st century in Paper 1. However, in preparation for the exam, it is useful to practice your skills at analysing language techniques with a wide range of prose texts.
Read through the passage and think about how the writer has used words and phrases in this passage:
Mr. Utterson the lawyer was a man of a rugged countenance that was never lighted by a smile; cold, scanty and embarrassed in discourse; backward in sentiment; lean, long, dusty, dreary and yet somehow lovable. At friendly meetings, and when the wine was to his taste, something eminently human beaconed from his eye; something indeed which never found its way into his talk, but which spoke not only in these silent symbols of the after-dinner face, but more often and loudly in the acts of his life. He was austere with himself; drank gin when he was alone, to mortify a taste for vintages; and though he enjoyed the theatre, had not crossed the doors of one for twenty years. But he had an approved tolerance for others; sometimes wondering, almost with envy, at the high pressure of spirits involved in their misdeeds; and in any extremity inclined to help rather than to reprove. “I incline to Cain’s heresy,” he used to say quaintly: “I let my brother go to the devil in his own way.” In this character, it was frequently his fortune to be the last reputable acquaintance and the last good influence in the lives of down-going men. And to such as these, so long as they came about his chambers, he never marked a shade of change in his demeanour. |
We will now explore some words and phrases that you might choose to comment on:
Language technique(s) | Quote from the text | Intended effect on the reader |
|---|---|---|
Words and phrases | “rugged” | The writer’s use of the word “rugged” to describe Mr Utterson's countenance immediately conveys a sense of roughness and seriousness. This word suggests that he lacks softness or approachability and it depicts him as a character who is not easily swayed by sentiment |
“austere” | The writer’s use of the word “austere” conveys strict self-discipline and self-control. As a character, Mr Utterson is marked by seriousness and restraint and this is used to reflect his commitment to maintaining a composed and controlled demeanour | |
“Drank gin when he was alone, to mortify a taste for vintages” | This phrase reveals Mr Utterson’s deliberate habit of suppressing his preference for fine beverages. The writer’s choice of the word "mortify" suggests that he intentionally denies himself indulgences and this demonstrates his inner struggles and desires |
Bullet point 2: Language features and techniques |
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Here is another passage from a different prose text from the 20th century. For this text, we will now explore the second bullet from the question. The second bullet point will suggest that you may wish to explore language features and techniques in your response.
The passage below is from Chapter VIII from George Orwell’s Animal Farm. It is about a group of farm animals who rebel against their human farmer and this extract concerns the building of a windmill.
Read through the passage and think about how the writer has used language features and techniques in this extract:
In the autumn, by a tremendous, exhausting effort – for the harvest had to be gathered at almost the same time – the windmill was finished. The machinery had still to be installed, and Whymper was negotiating the purchase of it, but the structure was completed. In the teeth of every difficulty, in spite of inexperience, of primitive implements, of bad luck and of Snowball's treachery, the work had been finished punctually to the very day! Tired out but proud, the animals walked round and round their masterpiece, which appeared even more beautiful in their eyes than when it had been built the first time. Moreover, the walls were twice as thick as before. Nothing short of explosives would lay them low this time! And when they thought of how they had laboured, what discouragements they had overcome, and the enormous difference that would be made in their lives when the sails were turning and the dynamos running – when they thought of all this, their tiredness forsook them and they gambolled round and round the windmill, uttering cries of triumph. Napoleon himself, attended by his dogs and his cockerel, came down to inspect the completed work; he personally congratulated the animals on their achievement, and announced that the mill would be named Napoleon Mill. |
We will now explore some language techniques that you might choose to comment on:
Language technique(s) | Quote from the text | Intended effect on the reader |
|---|---|---|
hyperbole | “tremendous” and “exhausting” | The writer uses hyperbole to underscore the immense level of effort required for the construction of the windmill. The exaggerated language serves to highlight the animals' dedication and hard work and to convey the magnitude of their achievement. Further, it sets the tone for the rest of the passage, which prepares the reаder for the unveiling of the animals' achievement. |
verb and repetition | “gambolled round and round” | The writer uses repetition in order to convey the celebratory scene and jubilant tone. The repetition of “round and round” reinforces the joy of the animals which also helps to illustrate their unity. The use of the verb “gambolled” depicts their uninhibited joy and energy of having completed the windmill |
foreshadowing | “Nothing short of explosives would lay them low this time!” | The writer uses foreshadowing to hint at future conflict and the potential destruction of the windmill. By alluding to the idea that only a major force like “explosives” could destroy the windmill, the writer creates a sense of suspense and anticipation |
Bullet point 3: Sentence forms |
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The third bullet point will suggest that you may wish to explore sentence forms in your response:
Language technique(s) | Quote from the text | Intended effect on the reader |
|---|---|---|
exclamatory sentence | “Nothing short of explosives would lay them low this time!” | The writer uses an exclamatory sentence in order to illustrate the potential threat facing the windmill. It is used to underscore the severity of the danger and heightens the tension within the extract |
Intended effect on the reader
As demonstrated above, 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, so exploring the intended effect is crucial.
Below are some further examples of language features and techniques and their possible intended effects. This time the extract has been taken directly from a previous past paper. It is from the 2019 November AQA GCSE English Language Paper 1.
Extract from the text |
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“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.” |
We will now explore what you might choose to comment on using this extract.
Quote | Language feature | Intended effect |
|---|---|---|
“carving”, “beat” 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 | The writer uses adjectives to evoke the calmness, quietude and raw beauty of the natural environment in which the characters find themselves immersed |
We will now consider a different part of the same text.
Extract from the text |
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“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.” |
Similarly, we will explore what you might choose to comment on using this extract.
Quote | Language feature | Intended effect |
|---|---|---|
“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 |
You will find further detailed information about how to structure your response to Question 2 in the Model Answer section.
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