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Question 5
A student has answered an AQA English Language exam question:
Paper 1, Q5: Write a story about time travel. |
Devine’s answer: "Beads of sweat shivered on my forehead; it seemed unusually warm for October."
What language technique has Devine used successfully in this sentence?
simile
personification
onomatopoeia
assonance
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A student has answered an AQA English Language exam question:
Paper 1, Q5: Write a story about time travel. |
Grant’s answer: "The hum and buzz of the station sounded familiar, and yet there was something discordant about it."
What language technique has Grant used successfully in this sentence?
alliteration
paradox
onomatopoeia
hyperbole
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A student has answered an AQA English Language exam question:
Paper 1, Q5: Write a story about time travel. |
Daisy’s answer: "I looked at my old-fashioned analogue watch and sighed with relief — I had made it with time to spare."
What language technique has Daisy used successfully in this sentence?
symbolism
personification
alliteration
onomatopoeia
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A student has answered an AQA English Language exam question:
Paper 1, Q5: Write a story about an event that cannot be explained. |
Harvey’s answer: "The night and storm completely enveloped us, making it impossible to distinguish hedges, trees or buildings."
What language technique has Harvey used successfully in this sentence?
alliteration
juxtaposition
metaphor
juxtaposition
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A student has answered an AQA English Language exam question:
Paper 1, Q5: Write a story about an event that cannot be explained. |
Simran’s answer: "Like a beacon of hope in the darkness, the warm, orange light of a cafe and petrol station appeared through the gloom."
What language technique has Simran used successfully in this sentence?
simile
consonance
metaphor
juxtaposition
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A student has answered an AQA English Language exam question:
Paper 1, Q5 exam question: Write a story about an event that cannot be explained. |
Eric’s answer: "Grace held her phone up helplessly, again showing no signal; there was no way of any kind of technology helping us to find our way back on to the main road."
What language technique has Eric used successfully in this sentence?
personification
alliteration
pathetic fallacy
symbolism
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A student has answered the following AQA English Language exam question:
Paper 1, Q5: Write a story about time travel. |
Paulo’s answer: “Sharp shards of light split the polished floor into pools of sunshine, turning those standing under them into the palest of ghosts.”
What language technique makes Paulo’s sentence effective for his audience?
They have used simile to compare the light to sharp shards.
They have employed figurative language to create a tone of disappointment.
They have used vivid imagery to create a striking visual effect.
They have written in a conversational tone to engage the reader.
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A student has answered the following AQA English Language exam question:
Paper 1, Q5: Write a story about time travel. |
Kadesha’s answer: “Beads of sweat shivered on my forehead; it seemed unusually warm for October.”
What feature of Kadesha’s language makes her sentence effective?
The use of alliteration to emphasise the character’s excitement.
The use of a metaphor to suggest a horrifying situation.
The use of personification to add richness to the description of the unusual heat.
The use of a short sentence to create dramatic tension.
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A student has answered the following AQA English Language exam question:
Paper 1, Q5: Write a story about time travel. |
Karolina’s answer: “I unpeeled my winter coat from my clammy arms and back and dumped it on top of my cases.”
What has Karolina done well in this description?
They have included lots of details to create a sense of order.
They have employed sensory detail to evoke the character’s discomfort.
They have used symbolism to represent the character’s emotions.
They have written in a formal tone to create authority.
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A student has answered the following AQA English Language exam question:
Paper 1, Q5: Write a story about a life-saving rescue. |
Anna’s answer: “Cars, lifted and flipped by the water’s impossible fury, broke the surface and seemed to gasp for air like drowning swimmers before being swept away.”
What has Anna done well in this description?
They have used informal language to make the scene feel immediate and relatable.
They have employed a simile to personify the cars and build the sense of danger.
They have included hyperbole in order to make enhance the danger of the scene.
They have avoided humour in order to make the situation more relatable to the reader.
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A student has answered the following AQA English Language exam question:
Paper 1, Q5: Write a story about a life-saving rescue. |
Brendan’s answer: “Merciless raindrops fell like bullets.”
What language technique has Brendan used well in this extract?
They have used plosives to create a sense of rhythm in the description.
They have chosen a metaphor to highlight the danger of the storm.
They have used a simile to convey the intensity of the rain.
They have used a short sentence add additional detail to the scene.
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A student has answered the following AQA English Language exam question:
Paper 1, Q5: Write a story about a life-saving rescue. |
Poppy’s answer: “The three men, faces half-hidden by the hoods of their battered canary-yellow raincoats, had been searching for survivors for hours now.”
What has Poppy done well in this sentence?
They have described the men’s actions to create a sense of urgency.
They have used alliteration to make the descriptions more memorable and engaging.
They have focused on the colour of the raincoats to lighten the mood of the narrative.
They have used detailed imagery to vividly describe the appearance of the rescuers.
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A student has answered the following AQA English Language exam question:
Paper 1, Q5: Write a story about a life-saving rescue. |
Dominic’s answer: “There. A scream. It was barely audible above the roar of the waves and the explosive cracking of raindrops, but it was there.”
What language technique has the student used well in this extract?
They have used dialogue to create a sense of realism and believability.
They have incorporated repetition to build tension and suspense.
They have used onomatopoeia to establish a sense of time and place.
They have varied sentence lengths to control the focus of the narrative.
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A student has answered the following AQA English Language exam question:
Paper 1, Q5 exam question: Describe a journey by bus. |
Perry’s answer: “The city bus rattled along the evening streets, a metal cocoon carrying passengers through a nighttime world aglow with neon.”
What has Perry done well in this extract?
They have used metaphorical language to create a vivid sense of the bus and the environment.
They have juxtaposed the noise outside the bus with the calmer sounds inside the bus.
They have used sensory language to describe the sounds inside the bus and immerse the reader.
They have used onomatopoeia to give a sense of rhythm to the bus journey.
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A student has answered the following AQA English Language exam question:
Paper 1, Q5: Describe a journey by bus. |
Anjanah’s answer: “Outside, the city lights were a blur of colour — fiery reds, electric blues, and flashes of sickly yellow — as if the streets themselves were alive, pulsing like the heartbeats of an unsleeping metropolis.”
What has Anjanah done well in this extract?
They have used metaphorical language to create a vivid sense of the bus’s movement on the road.
They have used sensory language to describe the sounds outside the bus and immerse the reader.
They have used personification and simile to create a dynamic and engaging image of the city.
They have used a long, complex sentence to evoke a sense of the rhythm of the bus journey.
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A student has answered the following AQA English Language exam question:
Paper 1, Q5: Describe a journey by bus. |
Daniel’s answer: “The engine's hum was a steady, comforting drone, broken only by the occasional jolt as the bus hit a bump or rolled to a stop with brakes that squealed in protest.”
What language technique has Daniel used well in this extract?
They have used a metaphor to describe the events taking place outside the bus.
They have used personification to the evoke the atmosphere inside the bus.
They have used emotive language to vividly describe the physical appearance of the bus.
They have used personification and onomatopoeia to describe noises and create atmosphere.
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A student has answered the following AQA English Language exam question:
Paper 1, Q5: Write a story about a time when things turned out unexpectedly. |
Karishma answer: “It was a crisp, bright, clear day, and the air carried a faint scent of vanilla — from the cake Mum had slaved over — mingling with the bittersweet aroma of freshly brewed coffee.”
What has Karishma done well in this extract?
They have focused on a single sense to create a growing feeling of tension.
They have used sensory details to create a vivid and immersive atmosphere.
They have used metaphorical language in order to heighten tension.
They have used figurative language, including similes, to set the scene.
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A student has answered the following AQA English Language exam question:
Paper 1, Q5: Write a story about a time when things turned out unexpectedly. |
Eric’s answer: “Balloons bobbed lazily in the corner, their glossy surfaces reflecting fragmented rainbows, while a pile of carefully wrapped presents and cards sat enticingly on the table.”
What language technique has Eric used well in this extract?
They have used a metaphor to convey the movement of the balloons.
They have included vivid imagery to create a celebratory and inviting scene.
They have used personification to suggest how the narrator is feeling.
They have created a sense of pace through the use of alliteration.
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A student has answered the following AQA English Language exam question:
Paper 1, Q5: Describe a journey by bus. |
Otis’ answer: “Outside, the city lights were a blur of colour — fiery reds, electric blues, and flashes of sickly yellow — as if the streets themselves were alive, cooing like a newborn baby.”
Based on this sentence, what feedback could you give Otis to help him improve his writing?
Replace the phrase “cooing like a newborn baby” with a simile more suited to the tone of the description.
Add more colours to make the imagery richer and more detailed.
Remove the figurative language entirely to make the description clearer.
Use shorter sentences to make the description more direct and impactful.
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A student has answered the following AQA English Language exam question:
Paper 1, Q5: Describe a journey by bus. |
Noah’s answer: “The city bus rattled along the evening streets, which featured betting shops, banks, local supermarkets, Polish shops, £1 stores, restaurants and many cafes.”
Based on this sentence, what feedback could you give Noah to help him improve his writing?
Use figurative language, such as metaphors or similes, to make the description of the streets more vivid and engaging.
Replace the list of shops with more formal and technical language to better suit the tone of a piece of descriptive writing.
Add statistics and other factual evidence to make the description more immersive.
Remove unnecessary adjectives like “evening” and “Polish” to make the writing more precise and direct.
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A student has answered the following AQA English Language exam question:
Paper 1, Q5: Describe a journey by bus. |
Katerina’s answer: “The faint scent of worn upholstery mingled with the earthy smell of damp coats and the salty, savoury aroma exuding from the warm and slightly oily bag of fries being wolfed down by an enthusiastic child wedged into his pushchair, who smelled faintly of nappy cream and baby lotion.”
Based on this sentence, what feedback could you give Katerina to help her improve her writing?
Use a wider range of sensory details, such as sounds or visuals, in the sentence to balance the description.
Break the sentence down into two to avoid overwhelming the reader.
Replace “salty, savoury aroma” with more general language to simplify the sentence.
Use more dynamic verbs to create a better sense of movement on the bus.
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