REVISION NOTES

YEAR 8
UNIT THREE
LANGUAGE TECHNIQUES

THE UNIT CONTAINS THE FOLLOWING:

LANGUAGE TECHNIQUES DEFINITION
DIFFERENT TYPES OF LANGUAGE TECHNIQUES AND THEIR EFFECT
HOW LANGUAGE TECHNIQUES APPEARED IN CAMBRIDGE LATEST EXAMS

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 HOW TO USE THIS SHEET

THE SHEET IS DIVIDED INTO TWO CHAPTERS. THE FIRST CHAPTER FOCUSES
ON THE DIFFERENT TYPES OF LANGUAGE TECHNIQUES AND THEIR EFFECTS.
IT PROVIDES EXAMPLES TO HELP ILLUSTRATE THE DIFFERENT TYPES AND
HOW THEY CAN BE USED EFFECTIVELY.

THE SECOND CHAPTER OF THE SHEET IS DEDICATED TO SHOWING HOW

LANGUAGE TECHNIQUES HAVE APPEARED IN CAMBRIDGE LATEST EXAMS.
THIS SECTION PROVIDES INSIGHT INTO HOW LANGUAGE TECHNIQUES ARE
BEING TESTED IN THESE EXAMS AND WHAT STUDENTS SHOULD EXPECT.

CHAPTER 1, LANGUAGE TECHNIQUES AND THEIR EFFECT

CHAPTER 2, LANGUAGE TECHNIQUES IN CAMBRIDGE LATEST EXAMS

INSTRUCTIONS
1) CAREFULLY READ AND UNDERSTAND THE DIFFERENT TYPES OF LANGUAGE
TECHNIQUES AND THEIR EFFECT

2) REVIEW CHAPTER TWO TO SEE HOW LANGUAGE TECHNIQUES HAVE

APPEARED IN CAMBRIDGE LATEST EXAMS

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 LANGUAGE TECHNIQUES, CHAPTER 1

LANGUAGE TECHNIQUES
THE WAY WRITERS USE LANGUAGE IS WHAT HELPS TO CREATE
DIFFERENT TONES, MOODS, AND HELPS TO DELIVER VARIOUS
IMPRESSIONS.

Different Techniques Used by Writers:

1- The use of short sentences: These are sentences with fewer words and convey
information concisely.
Effect: create a sense of urgency, emphasize a point, or create a choppy or staccato effect.
Example: "He picked up the guitar. Strummed a chord. Closed his eyes."
The short sentences create a sense of calm and focus, highlighting the simplicity and
beauty of playing music.
2- The use of One-word sentences: These are sentences that consist of a single word.
Effect: create a dramatic effect, emphasize a point, or convey an idea in a concise and
direct manner.
Example: “She woke up to the sound of rain. Drip. Drip. Drip. Slowly, she rose from bed,
pulled on a sweater, and headed to the kitchen. Coffee. Toast. Butter. The routine
comforted her, as did the sound of the rain against the window. She sat at the table, sipping
her coffee, lost in thought. Memories. Regrets. Hope. As the rain continued to fall, she
realized that this was the first morning in a long time that she didn't feel alone.”
Note:
Writers tend to create Single-sentence paragraphs (paragraphs that consist of a single
sentence) to create emphasis or draw attention to a specific point, highlight the beginning
of a new stage / turning point, indicate a shift in the mood, create surprise, introduce a new
character…
Example: “It was the moment that she has been waiting for since the accident day. The
moment that will decide how her life will be. The bandages on her face will not only reveal
her face but they will also reveal future. With shaking hands, she started to take off the
bandages. The layers seemed of no end. Layer after layer till reaching the final one.
She looked in the mirror and gasped.”
This single sentence paragraph “She looked in the mirror and gasped” creates a powerful
emotional response in the reader by building suspense and anticipation and then delivering
a surprising and impactful moment of realization conveying a sense of urgency and
emphasizing the importance of the moment.

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 LANGUAGE TECHNIQUES, CHAPTER 1

LANGUAGE TECHNIQUES

3- The use of Repetition: This is the use of the same word or phrase multiple times in a
sentence or paragraph.
Effect: It can be used to create emphasis, reinforce a point, link between the paragraphs, or
create a rhythmic effect.
Example: “"She walked down the street, her footsteps echoing against the pavement.
Echoing memories of happier times, echoing the sound of her heart breaking. She walked,
and the echoes followed her, a constant reminder of what she had lost."
4- The use of Elision: This is the omission of a sound / word or syllable in a word.
Effect: It creates a sense of informality or emphasize a specific sound or word, engages the
reader, makes the text chatty and closer to the writer.
Example: “"Wanna come with? We're headin' downtown.?”
Words and phrases elision in this question make the dialogue informal and chatty; thus,
engage the reader more.
5- The use of pronouns to delay the reveal of the information (withholding the
information): It involves intentionally withholding information from the reader or audience
to create suspense and keep them engaged.
Effect: It is often used to build tension and anticipation, arouse the reader’s curiosity, and
keep them engaged.
Example: “With shaking hands she started to unlock the triple-locked box. She was about to
see it, touch it, have it in her fist. With every tick, her heart beats were shaking all her body-
a beat after another was causing her a terrible pain. At last she got it. The paper that
proves her innocence.”
Delaying the reveal of the information by using the pronoun at the beginning creates a
sense of intrigue, suspense, and emotional engagement in the reader, encouraging them to
keep reading to find out what happens next.
6- The use of italics: Italicizationis a typographic feature that slants the text to the right,
creating a visual emphasis that sets it apart from the surrounding content.
Effect: Italics are typically used to convey a range of effects in written text, including
emphasis, contempt, regret, titles of works, foreign words, and technical terms.

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 LANGUAGE TECHNIQUES, CHAPTER 1

LANGUAGE TECHNIQUES

Example: "I cannot emphasize enough how important it is to be prepared for the exam."
(emphasize words or phrases in a sentence, drawing the reader's attention to them.)
- "The politician stood at the podium, spewing his rehearsed platitudes and half-truths. He
smiled, but there was a sneer behind it, a superiority that made my blood boil." (Conveys a
sense of contempt towards the politician and his smug)
- "She looked at him across the room, and for a moment, everything else faded away. The
what ifs flooded her mind, the memories of all the chances she didn't take, the risks she
didn't want to make." (Conveys a sense of regret and longing.)
7- The use of bold text: Bold text is a typographic feature that makes the selected text
appear darker and thicker than the surrounding text.
Effect: It is used to make certain words or phrases stand out and draw attention to
important information.
Example usages and their effect:
· Headings and subheadings: Bold text is commonly used to distinguish headings and
subheadings from the body text. This makes it easier for readers to scan through the
content and quickly access the information they're looking for.
· Key points: Bold text can also be used to highlight key points or important information
within a paragraph. This makes it easier for readers to quickly identify the most important
information in the text.
Example: "In order to succeed in business, it is important to be persistent and determined.
These qualities will help you overcome any obstacles you may face."
· Call to Action: Bold text can also be used to create a sense of urgency or to encourage
readers to take action, such as in a call-to-action button on a website.
Example: "Sign up now and get 50% off your first purchase!"
· Quotes or cited text: Bold text can be used to differentiate quoted or cited text from the
rest of the content. This makes it easier for readers to identify where the quoted text
begins and ends.
Example: “According to Jane Doe, "The best way to predict your future is to create it."

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 LANGUAGE TECHNIQUES, CHAPTER 1

LANGUAGE TECHNIQUES

8- Capitalizing the letters of specific words in the middle of the text: when the whole letters
of a word are capitalized, more emphasis is created on this word.
Usages and Effects:
· Abbreviation: When using abbreviation, the capitalized letters are used to represent
each word in the phrase.
Example: " "The CEO of the tech giant announced that the company had partnered with the
UNDP (United Nations Development Programme) to launch a new initiative aimed at
increasing access to education in developing countries.""

· Emphasis: Capitalized words can be used to draw attention to specific words or phrases,
emphasizing their importance or to convey a sense of intensity, urgency or importance.
Example: "It's not just about being good at your JOB, it's about being passionate about
it."
Example: "The time for ACTION is now!"

· Irony or sarcasm: Capitalized words can also be used to convey irony or sarcasm,
suggesting a different or opposite meaning than the words themselves.
Example: "That's just GREAT. I LOVE getting stuck in traffic for hours."

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 LANGUAGE TECHNIQUES, CHAPTER 1

LANGUAGE TECHNIQUES

Different Grammatical Structures used by Writers:

1- The use of the passive voice: In passive voice, the sentence opens with the object of the
verb and the subject is either omitted or set at the end of the sentence.
Effect: The passive voice shifts focus to the object or the action itself adding more
emphasis and importance to them. It is also used to create a formal tone.
Example: "The artifact was unearthed by a team of archaeologists, revealing a long-lost
civilization that had been buried for centuries.". (Here, the passive voice puts emphasis on
the artifact, rather than on the archaeologists.)
- "The project was developed by a team of engineers, using cutting-edge technology and
innovative design principles." (In this example, the passive voice puts emphasis on the
project and the technological innovation behind it, rather than on the individual engineers
who worked on it.)
- "The groundbreaking research conducted by the team of scientists was published in
several top-tier academic journals, garnering attention from scholars worldwide."( he
passive voice emphasizes the significance of the research by putting the focus on the action
of publishing and the attention it received, rather than on the scientists who conducted the
research.)

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LANGUAGE TECHNIQUES

2- The use of reported /indirect speech: Indirect speech, also known as reported speech, is a
way of conveying someone else's words or thoughts indirectly, rather than directly quoting
them, while direct speech offers a personal viewpoint in a direct and clear way.
Effect: Indirect speech can create ambiguity, tension, and complexity in a story, as the
reader must interpret the character's words and actions based on the narrator's account of
them.
-Example: They were overheard saying that they would never forgive him.
In this example, the narrator is reporting what was said by others. By using indirect speech,
the author can create tension and suspense, as the reader must infer what has happened
and why the characters are angry.
3- If Conditional: "if" introduces a hypothetical situation that may or may not be true, and
the outcome depends on the condition being met.
Effect: Using if conditionals can create a mood of imagination, assumptions, or wonder, and
can engage the audience in a playful or creative way.
Example: "If she had come to the meeting, things would have gone differently."
This conditional statement creates a sense of regret and imagination.
- "If the moon were made of cheese, I'd be the first to take a bite."
This conditional statement is a playful and imaginative way of expressing desire or
curiosity.
- "If I were a bird, I'd fly to the ends of the earth."
This conditional statement is a common way of expressing a hypothetical scenario that is
impossible, but imaginative. It can be used to express longing, freedom, or creativity.
- "If wishes were horses, beggars would ride."
This is a proverbial expression that uses an "if" conditional to suggest that wishing alone
does not make things happen. It can be used to express a sense of disappointment, or to
caution against unrealistic expectations.

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 LANGUAGE TECHNIQUES, CHAPTER 1

LANGUAGE TECHNIQUES

5- The use of different sentence structures:

A- Simple sentences: These are sentences with one independent clause (a subject and
predicate)
Effect: convey a clear and straightforward idea.
Example: “The sun rose slowly. Birds chirped. She sipped coffee.”
The simple sentences convey a clear and straightforward idea of a calm and peaceful
morning.
B- Compound sentences: These are sentences with two or more independent clauses joined
by a coordinating conjunction, a semi-colon, or a conjunctive adverb.
Effect: They can be used to create a sense of balance or contrast between ideas.
Example: “She was nervous, but she took a deep breath and stepped onto the stage.”
Example: “She was preparing herself for the Olympics; she broke her leg.”
In the first example, the compound sentence creates a sense of contrast between the
character's nervousness and her decision to take action. The use of the coordinating
conjunction "but" connects the two independent clauses and highlights the contrast
between them. This contrast creates tension and suspense, as the reader wonders whether
the character will overcome her nerves and succeed in her task.
In the second example,the semi-colon emphasizes the relationship between the two
independent clauses and creates a sense of contrast or unexpectedness between the two
ideas.
C- Complex sentences: These are sentences with one independent clause and one or more
dependent clauses (which cannot stand alone as a sentence).
Effect: They can be used to convey a more complex idea or show a cause-and-effect
relationship
Example: “After spending months researching and gathering data, she concluded that the
results were inconclusive, which led her to question the validity of her hypothesis.”
Example: “Studying hard for the whole year, she managed to get the highest grades.”

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 LANGUAGE TECHNIQUES, CHAPTER 1

LANGUAGE TECHNIQUES

In the first example, the complex sentence conveys a more detailed and nuanced idea, and
it shows the reader the character's thought process and the impact of her findings through
using of the subordinate conjunction ‘after’.
In the second example, the complex sentence conveys a cause and effect relationship by
using a dependent clause at the beginning which urges the reader to complete reading to
know what the effect is.
D- Compound-complex sentences: These are sentences with two or more independent
clauses and one or more dependent clauses.
Effect: convey a complex idea with multiple relationships between ideas.
Example: "Although he was tired, he kept working on the project, and he eventually finished
it."
Example: “Exerting her best effort, she failed to reach her target; she became an easy prey
for depression.”
In the first example, the compound-complex sentence conveys a complex idea with multiple
relationships between ideas, showing how the character's fatigue did not prevent him from
completing the project. Using the subordinating conjunction ‘although’ and the
coordinating conjunction ‘and’ helped to convey the contrast and the final result.
In the second example, the compound-complex sentence conveys a complex idea with
multiple relationships between ideas using a dependent clause at the beginning to arouse
the reader’s curiosity and a semi-colon to link the two final related ideas.

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 LANGUAGE TECHNIQUES, CHAPTER 1

PERSUASIVE TECHNIQUES
PERSUASIVE TECHNIQUES ARE STRATEGIES USED TO INFLUENCE AN
AUDIENCE OR CONVINCE THEM TO TAKE A PARTICULAR ACTION OR
ADOPT A CERTAIN POINT OF VIEW. THESE TECHNIQUES CAN BE
USED IN WRITING, PUBLIC SPEAKING, ADVERTISING, MARKETING,
OR ANY OTHER FORM OF COMMUNICATION WHERE THE GOAL IS TO
PERSUADE OR INFLUENCE OTHERS.

"DAFORESTIH"
D: Directly addressing the reader
Example: "You know you want to try this delicious new recipe. Go ahead, give it a try!"
A: Alliteration and Assonance
Example: "She sells seashells by the seashore."
F: Facts and Figures of speech
Example: "Over 90% of customers reported increased satisfaction after using our product."
Example: “Aruba is a paradise on earth”
O: Opinions
Example: "In my opinion, this is the best coffee shop in town."
R: Repetition and rhetorical questions
Example: Are you tired of feeling tired all the time?
E: Emotive language and exclamation marks
Example: "Our new perfume will make you feel absolutely radiant and confident! You won't
want to leave the house without it!"
S: Statistics
Example: "Our product is proven to reduce wrinkles by up to 50% in just 4 weeks!"
T: Tripling / the rule of three
Example: "Our product is effective, affordable, and easy to use!"
I: imperative verbs
Example: "Try our new skincare line today and see the results for yourself!"
H: Hyperbole
Example: "Experience the thrill of a lifetime with our newest roller coaster ride! With twists
and turns that will take your breath away, you'll feel like you're soaring through the air. Get
ready for the ride of your life and a rush of adrenaline that you'll never forget!"

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 LANGUAGE TECHNIQUES, CHAPTER 1

LANGUAGE TECHNIQUES
FORMAL AND INFORMAL LANGUAGE
FORMAL AND INFORMAL LANGUAGE ARE TWO WRITING STYLES THAT
CONVEY DIFFERENT TONES, MOODS, AND IMPACT.

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 LANGUAGE TECHNIQUES, CHAPTER 1

FORMAL AND INFORMAL LANGUAGE

Using informal language in writing has various effects:

1- It creates a sense of intimacy and camaraderie between the writer and the reader,
making the reader feel more connected to the writer and the message.
2- It engages the reader and creates a chatty friendly tone which makes the information
easier to be accepted and acquired.
3- It conveys a sense of humor, playfulness, or creativity, which can be effective for
engaging the reader's attention and keeping them interested.
Using formal language in writing has various effects:
1- It creates a sense of professionalism, seriousness, and authority, particularly in formal or
academic contexts, where a more informal tone may feel inappropriate or disrespectful.
2- It conveys a sense of precision, clarity, and attention to detail, which can be important for
communicating complex or technical information accurately and unambiguously.
3- It establishes a distance between the writer and the reader, which can be useful for
maintaining objectivity, avoiding emotional or biased language, and creating a sense of
respect.

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 LANGUAGE TECHNIQUES, CHAPTER 2

LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

CAMBRIDGE LATEST PUBLISHED EXAMS
(FROM 2023 PROGRESSION TEST TO APRIL 2021 EXAMS)

·Stage 8 2023 Progression Test, Paper 1, Text A

Question: Look at the second paragraph (lines 10–15). Why does the writer use direct speech
instead of indirect speech?
“‘Our goal is to better understand and protect forest elephants, a keystone species roaming
the second largest tropical rainforest on earth,’ says Peter Wrege, a biologist who is part of
a team attempting to decipher the elephants’ calls. ‘We are using technology to improve
their chance of survival and, in doing so, to conserve the biodiversity of their forests.’ The
aim: to find the location of the elephants – and the poachers who seek to kill them – so the
animals can be kept safe.”
Answer: to introduce an expert opinion
• to offer/give a personal viewpoint
·Stage 8 2023 Progression Test, Paper 1, Text B
Question: Look at the first paragraph (lines 3–6). Explain the difference in structure
between the first and second sentences.
“The elephant’s trunk must be one of the most amazing things in the entire animal
kingdom. Created from a fusion of the animal’s top lip and its nose, the elephant’s trunk is a
multi-functional tool integral to these distinguished mammals’ survival, and it is used in
almost every aspect of their lives.”
Answer: The first sentence is a simple sentence.
• The second sentence is a compound-complex sentence.
Question: Text B is less formal than Text A. How does the writer achieve this effect? Give
two ways.
Answer:It seems easy to understand because the sentences are
short/straightforward (simple).
• The writer makes comparisons between the anatomy of an elephant and
human anatomy, which allow the reader to identify with the elephant.
• The writer expresses opinions.
• The writer uses rhetorical questions.
• The writer uses hyperbole, (‘amazing’).

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 LANGUAGE TECHNIQUES, CHAPTER 2

LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

CAMBRIDGE LATEST PUBLISHED EXAMS
(FROM 2023 PROGRESSION TEST TO APRIL 2021 EXAMS)

·Stage 8 2023 Progression Test, Paper 2

Question: The writer uses the sentence openings, Queeny says, three times in this section of
the text. Give two ways this has an effect on the reader.
Answer:
· Emphasises the fact that Queeny often talks down to her brother / patronises him.
(‘Queeny says I’m stupid’)
• shows that Subhi looks up to Queeny / he appears to hang on her every
word
• suggests that Queeny is a know-it-all / is constantly showing off her
· knowledge (because she remembers her time before the camp).
· Accept any suitable response based on information from the text.
·
Question: Look at lines 29–33. How does the writer connect this paragraph to the previous
paragraph.
“Maá’s never hungry much, but I’m always hungry. Eli, he reckons I must be going through a
rowth spurt. Eli lives in Family Tent Four with some other families because his family isn’t
here. t doesn’t matter that Eli’s older than me by more than Queeny is; he’s my best friend
and we tell each other everything there ever is to tell. Eli says we’re more than best friends.
We’re brothers.”
Answer: repeats same opening phrase / first sentence (Maá’s never hungry much)
Question: What is the effect of the last sentence of the paragraph (lines 32–33)
“Eli says we’re more than best friends. We’re brothers.”
Answer: The short sentence) emphasises the close relationship (between Eli and
Subh).

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 LANGUAGE TECHNIQUES, CHAPTER 2

LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

CAMBRIDGE LATEST PUBLISHED EXAMS
(FROM 2023 PROGRESSION TEST TO APRIL 2021 EXAMS)

· Stage 9 Progression Test 2023, Paper 1, Text A

Question: Look at line 5. How does the writer immediately engage the reader?
“How do you envisage the pursuit of happiness?
Answer: by asking the reader a question / by using a rhetorical question.
• by talking directly to the reader.
• by addressing the reader using the pronoun you.
Question:Look at this sentence: You fight for it, strive for it, insist upon it. (Line 8.) How
does the writer use structure to create an impact in this sentence? Give two ways.
Answer: the rule of three / repetition (of three powerful verbs / of it / of a pronoun)
• simple sentence structure / short sentence

·Stage 9 Progression Test 2023, Paper 1, Text B

Question: Look at the first paragraph (lines 3–7). What word does the writer repeat to
emphasise that Gardner’s hardships were true?
“The character of Gardner in this film is a man almost entirely without flaws. It’s a dream of
a part for an actor and a great story for a film – and, albeit with the usual Hollywood
liberties, it’s all true. Gardner and his son did sleep in a locked railway station toilet. They
did line up at homeless shelters with down-and-outs, scrabbling for a bed for the night – and
all while Gardner was working at his internship, with no income and little chance of a job at
the end of it.”
Answer: did

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 LANGUAGE TECHNIQUES, CHAPTER 2

LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

CAMBRIDGE LATEST PUBLISHED EXAMS
(FROM 2023 PROGRESSION TEST TO APRIL 2021 EXAMS)

·Stage 9 Progression Test 2023, Paper 2

Question: Look at lines 26–31. How does the reader know that Vincent is annoyed with his
sister? Give two ways.
“‘Why?’ I asked as I moved my pawn. ‘Why can’t they move more steps?’
‘Because they’re pawns,’ he said.
‘But why do they go crossways to take other men? Why aren’t there any women and
children?’
‘Why is the sky blue? Why must you always ask stupid questions?’ asked Vincent. ‘This is a
game. These are the rules. I didn’t make them up. See. Here in the book.’ He jabbed a page
with a pawn in his hand. ‘Pawn. P-A-W-N. Pawn. Read it yourself.’
Answer: He repeats the word pawn. / He spells out the word pawn. / He shouts out
the letters from the word pawn.
(There are other possible answers, but they are related to other features)
Question: Look at lines 40–50. The writer stresses how hard the girl worked to learn chess.
Explain how the writer uses repetition to tell the reader this.
“I found out about all the whys later. I read the rules and looked up all the big words in a
dictionary. I borrowed books from the Chinatown library. I studied each chess piece, trying
to absorb the power each contained.
I learned about opening moves and why it’s important to control the center early on; the
shortest distance between two points is straight down the middle. I learned about the
middle game and why tactics between two adversaries are like clashing ideas; the one who
plays better has the clearest plans for both attacking and getting out of traps. I learned
why it is essential in the endgame to have foresight, a mathematical understanding of all
possible moves, and patience; all weaknesses and advantages become evident to a strong
adversary and are obscured to a tiring opponent. I discovered that for the whole game one
must gather invisible strengths and see the endgame before the game begins.”
Answer:
• repetition of first person pronoun / ‘I’
• repetition of past simple verb forms

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 LANGUAGE TECHNIQUES, CHAPTER 2

LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

CAMBRIDGE LATEST PUBLISHED EXAMS
(FROM 2023 PROGRESSION TEST TO APRIL 2021 EXAMS)

Question: Look at lines 43–50. Why does the writer use long sentences in this paragraph?
“I learned about opening moves and why it’s important to control the center early on; the
shortest distance between two points is straight down the middle. I learned about the
middle game and why tactics between two adversaries are like clashing ideas; the one who
plays better has the clearest plans for both attacking and getting out of traps. I learned
why it is essential in the endgame to have foresight, a mathematical understanding of all
possible moves, and patience; all weaknesses and advantages become evident to a strong
adversary and are obscured to a tiring opponent. I discovered that for the whole game one
must gather invisible strengths and see the endgame before the game begins.”
Answer: There is a lot of information to learn (about chess).
• It shows how complex the game of chess is / how chess is hard to learn.
Question: Look at line 40 and lines 49–50. What are the two different sentence types?
“I discovered that for the whole game one must gather invisible strengths and
see the endgame before the game begins.”
Answer:The first sentence is a simple sentence.
• The second sentence is a compound-complex sentence.
·Stage 8 April 2022 Exam, Paper 1, Text B
Question: Compare Text B with Text A. How could the writer of Text B use layout and
presentation as it is used in Text A, to make the information in Text B clearer? Give two
ideas.
Answer: capitalisation (of the subheadings)
• more bolding
(There are other possible answers, but they are related to other features)

·Stage9 2022 Progression Test, Paper 1, Text A

Question: Why is the last sentence in a separate paragraph?
Answer: It is to separate Tom Moran’s quote from the author’s point of view.
• To emphasise it / the sentence or to draw a contrast with what has gone
before

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 LANGUAGE TECHNIQUES, CHAPTER 2

LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

CAMBRIDGE LATEST PUBLISHED EXAMS
(FROM 2023 PROGRESSION TEST TO APRIL 2021 EXAMS)

·Stage9 2022 Progression Test, Paper 1, Text B

Question: Look at the first sentence (line 1). The writer has omitted the words ‘Have you’
from the beginning of the sentence. Give one reason for this.
“Ever wanted to run and take the Trans-Siberian Railway from Moscow to Beijing?
Answer: (The writer has used ellipsis) to create an informal tone.
• (The writer uses an informal tone) to sound more friendly.
Question: Look at the second paragraph (lines 4–10). The writer uses a subordinate clause
to begin the sentence. Give one reason for this.
“Although the name of his website might make him sound mysterious, Mark Smith is in fact
the man behind the massively popular website, Seat61.com. It offers invaluable advice on
worldwide train travel. Now Mark has written a book, which is the essential guide for
anyone who wishes to travel the world by train. It is packed with insider knowledge and top
tips on everything from the quickest routes and the cheapest fares to the best weekends
away; travelling with children and changing trains; timetables and maps; essential items to
travel with; and everything in between.”
Answer: (The writer puts the subordinate clause first to:)
• withhold the name of the website / to withhold the website owner’s / Mark
Smith’s name / to withhold the identity of the man in seat sixty-one.
• build up a picture of the website owner before his name is revealed.
• introduce the idea (that he is mysterious) in order to dismiss it (in the
second clause / part of the sentence).

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 LANGUAGE TECHNIQUES, CHAPTER 2

LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

CAMBRIDGE LATEST PUBLISHED EXAMS
(FROM 2023 PROGRESSION TEST TO APRIL 2021 EXAMS)

·Stage 9 2022 Progression Test, Paper 2

Question: Look at lines 1–4. What is unusual about the short sentences in this paragraph?
“August Bank Holiday. A tune on an ice-cream cornet. A slap of sea and a tickle of sand. A
fanfare of sunshades opening. A wince and whinny of bathers dancing into deceptive water.
A tuck of dresses. A rolling of trousers. A compromise of paddlers. A sunburn of girls and a
lark of boys. A silent hullabaloo of balloons.”
Answer:
• There are no verbs.
• They are incomplete sentences.
• Each sentence after the first sentence starts with an ‘A’ / an (indefinite)
article.
• They are all / They all contain noun phrases
Question: Look at lines 25–30. What is the effect of this long sentence?
“There was no need, that holiday morning, for the sluggardly boys to be shouted down to
breakfast; out of their jumbled beds they tumbled, and scrambled into their rumpled
clothes; quickly at the bathroom basin they catlicked their hands and faces, but never
forgot to run the water loud and long as though they washed like colliers*; in front of the
cracked looking-glass, in their treasure-trove bedrooms, they whisked a gaptooth comb
through their surly hair; and with shining cheeks and noses and tidemarked necks, they took
the stairs three at a time.”
Answer: • to emphasise the boys’ hurried actions / how excited the boys are / the
number of things they are doing to get ready quickly.
• it speeds up the (pace of the) text.
Question: Look at line 56. Why has the writer used italics (italics) and repeated the phrase?
“Oh come on, come on …”
Answer: to emphasise the urgency of the command / to show the speaker was
impatient to leave.

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 LANGUAGE TECHNIQUES, CHAPTER 2

LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

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· Stage 8 2022 Progression Test, Paper 1, Text B

Question: Look at the third paragraph (lines 8–11). Give one example of the passive voice.
“Computers have previously surpassed humans in other games. Those include chess,
checkers and backgammon. But AlphaGo’s success is considered the most significant yet,
due to the complexity of Go. The game requires creative and strategic thinking. According
to researchers there are more possible positions in Go than atoms in the universe.”
Answer: is considered.

Question: Look at the fourth paragraph (lines 12–14). Identify the main clause in the third
sentence.
“Go originated in China more than 2 500 years ago. Two players take turns by putting black
or white stones on a 19-by-19 grid. Players win when they take control of the most territory
on the board.”
Answer: • players win.
Question: Look at the fifth paragraph (lines 15–16). Why does the writer use two short,
simple sentences?
“The rules are simple. But playing it is not. It is said to be probably the most sophisticated
game invented by humans so far.”
Answer: for dramatic effect / impact / to emphasise a point.
· Stage 8 2022 Progression Test, Paper 2
Question: Look at lines 16–22. Explain how the writer structures this section to build tension.
Give two ways.
“The beast began to stamp forward, its hooves clashing on the stone floor. It raised its
head, the horns scraping on the ceiling, and gave a bellow that seemed to crush the air.
‘I can’t do this …’
He fell back, scrambling over obstacles on the floor, and fled. That’s when he realized he’d
dropped the ball of string. His lifeline had gone.
‘Oh no!’
The beast was charging head down.”

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 LANGUAGE TECHNIQUES, CHAPTER 2

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Answer: alternates between description/action and what the boy says

• uses longer paragraphs for description and action.
• short sentences for the boy’s speech/reaction.
• shows the beast’s increase in movement (from leaving the tunnel to charging) by using
shorter and shorter action paragraphs.
· Stage 8 October 2021 Exam, Paper 2
Question: Look at this sentence: ‘Because this is no fairy tale.’ (Line 44). What techniques
does the writer use to emphasise the sentence above? Give two ways.
Answer: • The writer uses a short/snappy sentence
• The writer uses a one-sentence paragraph / a separate paragraph for one
sentence / it is placed by itself / one line paragraph
• The sentence begins with ‘because’ / with a conjunction/connective
• The use of ‘no’ (instead of ‘isn’t a’).
· Stage 8 April 2021 Exam, Paper 1, Text A
Question: Look at lines 1–3. What effect does the writer create by using a single-word
sentence in the first paragraph?
“I loved this little room, 305 metres below the surface of the earth. It had been my home
for four days, and these last black seven or eight hours would be my final chance to savour
the wonder. Alone.”
Answer:It highlights (that the writer is on his own) / emphasises (that the writer is on
his own)
• Dramatic effect
• It provides contrast (to the long sentences before)

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· Stage 8 April 2021 Exam, Paper 2

Question: Look at lines 21–24. There is repeated four times in italics. What does this tell the
reader about the attitude of the nun? Tick one box.
“‘You live there?’
There. I had to look to where she pointed – the third floor, the paint peeling, wooden bars
Papa had nailed on the windows so we wouldn’t fall out. You live there? The way she said it
made me feel like nothing. There. I lived there. I nodded.”
Answer: • contempt.
· Stage 8 Sample Test 2020, Paper 1, Text B
Question: Look at the first paragraph (lines 1–7). Give two ways in which the writer engages
the reader.
“We all know bats live in caves. However, for a number of reasons, bats sometimes get into
houses. If this happens to you, don’t panic! There are several ways of removing them,
starting with the simplest of all, which is opening all the windows and doors. Bats use
echolocation or sound waves to find their way around and identify where objects are. So a
bat trapped indoors may realise that a window or door is open, and simply fly out. You could
try catching it with a butterfly net, although this is pretty hard, especially if the bat is flying
around. You might want to wait for it to land, then net it.”
Answer: personal pronouns: you/we
• directly addressing the reader
• use of exclamation mark
• use of imperative
• short opening sentence

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 LANGUAGE TECHNIQUES, CHAPTER 2

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· Stage 8 Sample Test 2020, Paper 2

Question: Look at lines 6–9. The appearance of a telephone in the post office is a remarkable
event. How does the writer build up the excitement of this event? Give two ways.
“Finally I got a good look. It was fixed to the plaster next to the postmaster’s window, the
place of honor usually reserved for the Wanted posters. Beady-eyed Zedekiah Smith, the
bank robber, still hung there, but even he had been pushed aside for something more
important. A telephone. The first one in town.”
Answer: by referring to the telephone as ‘it’ / not giving the telephone a name to
begin with
• by using a short phrase to identify what it is (‘A telephone.’)
• by referring to the telephone as being ‘The first one in town’
Question: Look at lines 10–15. Explain how the writer has linked the three paragraphs.
‘How’s it work?’ Noah Crawford called out. Noah’s the best fix-it man around, and I could tell
he was itching to get his fingers on those shiny knobs.

‘Don’t rightly know,’ answered the postmaster, and he tugged at his goatee as if it might
tell him. ‘I do know the sound of your voice moves along wires strung on poles. It’s sort of
like the telegraph, only you hear words instead of dots and dashes.’

‘Ah,’ the crowd murmured, and I felt my own mouth move along.
Answer: The first paragraph begins with a question. / Noah / a man asks a question,
in paragraph two the postmaster answers the question and in paragraph
three the crowd shows they have understood/ the crowd responds.
• All three paragraphs begin with direct speech.
• Each paragraph begins with the next speaker.

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LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

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· Stage 8 Sample Test 2020, Paper 2

Question: Look at lines 41–43. How does the writer convey dramatic effect?
“I stepped inside, my arms turning to goose bumps from the chill. The air smelled of mildew
and rotted beams, but also of horse sweat and wood smoke. Strange. That mine had sat
empty for years.”
Answer: The writer uses a one-word sentence.
· Stage 9 Sample Test 2020, Paper 1, Text A
Question: Look at the second paragraph (lines 5–11). In the second sentence, the words, To
attract the bees... link the first and second sentences. What kind of connective is this? Tick
one box.
“Flowers need bees to visit them so that plants will be pollinated. To attract the bees,
flowers supply nectar, which is a solution of sugars that bees collect, and then concentrate
into honey. The aroma, taste and colour of honey are determined by the plants from which
the bees have gathered nectar. Sunflowers, for example, give a golden-yellow honey; clover
gives a sweet, white honey; agave species give honey a bitter taste that is popular in some
societies. Dark honey usually has a strong flavour and often has a high mineral content; pale
honey has a more delicate flavour.”
Answer: an explanation
Question: Look at the third paragraph (lines 12–19).
(a) Give one example of scientific language.
(b) Give one example of a passive verb form.
“How honey is made
Honey contains a wide range of sugars. It also contains small amounts of other substances
such as minerals, vitamins, proteins and amino acids. The temperature in a bees’ nest,
where honey is stored, is usually about 35°C. This temperature, and the ventilation produced
by bees fanning their wings, cause water to evaporate from the honey. When the water
content is reduced to about 20 per cent, the honey is ripe. Then, the bees seal the cell with
a wax cap, known as propolis, so the honey will not ferment. In this way, the bees prepare
for themselves a concentrated food source. This nourishment sustains them through
periods when there are no flowers.”

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LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

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Answer:
(a) Example of scientific language:
• minerals
• proteins
• amino acids
• temperature
• evaporate
• cell
• propolis
• ferment
(b) Example of a passive verb form:
• is stored
• is reduced
· Stage 9 Sample Test 2020, Paper 1, Text B
Question: Give two structural features of a persuasive text that can be found in Text B.
Answer:
• rhetorical questions
• opinions
• personal anecdotes
• personal pronouns

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 LANGUAGE TECHNIQUES, CHAPTER 2

LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

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· Stage 9 Sample Test 2020, Paper 2

Question: Look at lines 19–20. Why does the writer separate the direct speech into two
parts?
“Arms folded, the librarian surveyed the stranger. ‘There’s a button under this desk,’ she
said firmly, ‘which rings a bell in the police station.’”
Answer: It gives the second part, (‘which rings a bell in the police station.’) a strong impact.
/ It makes the second part about the police station stand out / It delays telling the reader
that the button is an alarm / to alert the police.
• It adds emphasis to the second part
Question: Look at lines 38–41. Why does the writer use questions?
“Far off, the church clock began to chime the half-hour; water gurgled down the drainpipes
outside. The librarian hummed to herself, licking a paper label. Jamie watched the door.
Neither of the men had come back. What book were they looking for? They couldn’t both
borrow it. And what was all this about a name?”
Answer: To build up suspense / tense / mystery.
• To show that Jamie is puzzled / confused / doesn't understand / is trying to
work out what is going on.
Question: Look at lines 48–54. The writer uses short sentences. What impact does this have
on the reader?
“Right! Jamie thought. He stood up and walked over to the desk. The librarian glared.
‘Are you still here? Out! We’re closed.’
Jamie rolled his hands into fists in his pockets.
‘I hear,’ he said, ‘that the Name is in the Book.’
She wrinkled her eyes up and pushed out her bottom lip. For a moment Jamie felt almost
afraid. Something cold nudged against his heart. But all she said was, ‘If you say so. The
green door, in the corner.’ “
Answer: To create suspense

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