Writer’s Effect

Writer’s effect
The following reading assessment goals are tested by this question which
is for 10 points:
1. You must show that you grasp the clear meanings.
2. You must show that you grasp underlying attitudes and
meanings.
3. You must choose the information you use carefully and only for
those purposes.
 The total mark awarded for the Writer’s Effect question is 15. 10
marks for the content of your answer and 5 for your style of
writing.
What to do while reading the text?
Things to think about while reading the text:
1. What did the author write about? Find the meaning and the
purpose of the text.
2. How have they done it? Look for figurative devices used to create
an effect in order to achieve the meaning or purpose of the text.
3. Why have they done it? What was the writer’s intention in
including those particular phrases in the text? How did the
author want you to feel?
Process
1. Skim through the passage first, and try to figure out the overall
meaning and purpose of the passage. Additionally, make an effort
to determine the passage's general mood, tone, and atmosphere.
2. Only essential words or phrases should be highlighted; do not
highlight a large "chunk" of text.
1. Try to come up with three to five options for each section of
the question.
2. Don't underline large sections of the text. Only the most
powerful phrases should be highlighted.
3. Start your plan
1. Divide the selected quotations into the three categories of
Evidence, Explanation, and Effect on a table.
2. Pay attention to the particular impact the phrase is having.
Additionally, look for any figurative language that
contributes to this effect.
3. First, explain the explicit meaning of the phrase then the
implicit meaning tries looking for connotations, etc.
4. Write the response
1. Start your response by discussing the passage's overall
impact.
2. Use one paragraph to cover one section of the response, and
a different paragraph for the second section.
1. Explain Part A in 120 words and Part B in 120 words
 2. No conclusion is required
Key Vocabulary
 Mood: Mainly to do with the emotion the character is feeling
internally.
 Tone: The way the text/narrator sounds. Ex: The narrator can
sound frightened. We know this because of other techniques used
in the writing that lets us know that the narrator is frightened.
 Atmosphere: The feeling caused by the environment around the
narrator. It can be influenced by the objects within the setting. Ex:
When the principal reprimanded the student in a stern tone, the
atmosphere was suffocating for the student. The student can react
with a frightened tone.
DOs and DONTs
DOs
1. First, explain the explicit meaning of the phrase then the implicit
meaning tries looking for connotations, etc.
2. Select diverse selections so that you don’t repeat explanations/
don’t choose phrases that have a similar effect.
3. Use technical terms correctly though they aren’t required.
4. Search for the type of sentence and see if there is repetition and see
what effect the syntax plays.
5. Look for synonyms for the word created before the exam. Some
synonyms could be designed or portrayed.
DONTs
1. Don’t make general comments like stating that the writer has
used great imagery.
2. The following phrase “the writer created an effect of…” should be
avoided as it is not recommended for the effect to be stated
explicitly, sometimes it is unavoidable.
Common linguistic devices
1. Alliteration: the occurrence of the same letter or sound at the
start of words that are near together or adjacent.
Example: “Tasty Tacos”
2. Metaphors and Similes:
1. Metaphor: when a writer states that one thing is another while
comparing the 2 subjects
Example: She is a shining star.
2. Simile: expressions that describe one person/thing/attribute to
another person/thing/attribute typically using the words “like” or
“as”.
Example: Shine like a star
3. Pathetic Fallacy: when the writer describes the natural world as
though it had feelings.
Example: “Weeping Willow”
 4. Sibilance: the repetitive use of hissing or hushing-like letter
sounds.
Example: Using words like “strange”, “sight” and “glass” in a sentence,
for example.
5. Assonance and Consonance
1. Assonance: the use of similar or identical vowel sounds repeatedly
inside words, phrases, or sentences.
Example: They’re some creeps who I wouldn’t meet if you paid me a heap
of cash!
2. Consonance: the group of consonants that are repeatedly copied.
It occurs when a line or sentence has the same consonant sound
several times, giving a rhythmic impression.
Example: Mike likes his new bike.
6. Anaphora: whenever a particular word or phrase is repeated at
the start of clauses or phrases.
7. **Epistrophe: **a repetition of a phrase or word at the end of
subsequent sentences.
8. Euphemism: an alternative term or phrase that is used in place of
potentially rude or improper ones.
Example: “Passed away” instead of “died”.
9. Hyperbole: statements that are over-exaggerated (sometimes to a
level at which it is inhumane) or overly stressed.
Example: I walked a million miles to get here.
10. Onomatopoeia: a phrase that describes a sound by imitating
that sound
Example: “Pitter-patter”
11. Personification: to give human-like qualities to non-living
things or abstract ideas
Example: The sun smiled down on us.
12. Connotations: an abstract idea/ something a word suggests.
Connotation can be determined by context as well.
Example: The color blue can be associated with sadness.
Example 2: “As I tread through the forest, I brushed past shrubs, leaves
biting at my ankles as I stepped over the gnarled roots snaked around
the forest floor.”

→ Here, adjectives with negative connotations are used to create a dark

atmosphere. “Biting” suggests the leaves are sharp and dangerous, and
the adjective “snaked” is less positive than “swirled” or “twisted” which
adds to this atmosphere.