Rhetorical Devices

How writers use language to influence the reader

Key Assessment Objective

  AO2 (v) – understand and evaluate how writers use linguistic, structural and presentational devices You need to:    Identify features of language Explain how the writer uses these to influence the reader Evaluate how successful this is

How this is assessed

    Band 1  Little detail / unfocused Band 2  General, descriptive answer / spots obvious devices Band 3  Explains use of language / range of examples Band 4  Detailed evaluation / structured answer

Rhetorical question

   Definition  The writer will not expect you to answer this question – they suggest the answer for you Effects  Draws the reader into the text   Introduces ideas / topics Makes the reader think Example  Should the UK leave the European Union?

Alliteration

   Definition  Within a sentence, a series of words will begin with the same sound Effects  Draws attention to the key words   Can be used to reinforce ideas / concepts May be used for humorous effect Example  Politics is probably pointless

Lists of 3

   Definition  Three nouns, adjectives or verbs will be used in a list within a sentence Effects  The ‘magic 3’ fixes itself in the reader’s mind  Highlights important ideas Example  School uniform, is uncomfortable, unattractive and unfashionable

Repetition

   Definition  The technique of repeating the same word and phrase Effects  Highlights key messages   Reinforces important points Links different parts of the text Example  Boring, boring, boring.

Personal involvement / anecdote

   Definition  The writer incorporates aspects of their personal experience into the text – look for ‘I’ Effects  Appeals to the reader – makes the writer seem more human or involved  Can be used for humour / pathos Example  I was shocked to find that many children don’t know the National Anthem!

Audience involvement / direct address

   Definition  The writer involves the reader by relating the subject to their lives  Look for ‘you’ / ‘we’ / ‘us’ / ‘our’ Effects  Makes the reader care about the subject   Establishes a relationship between the reader and writer The writing is less intimidating Example  We all know how bad school dinners are!

Facts and statistics

   Definition  Information and data, that can be proved to be true Effects  There are a range of specific effects, including to shock, surprise, support the writer’s view etc Example  60% of the world’s population lives in poverty

Expert opinion / quotations

   Definition  The knowledge of an expert is referred to by the writer Effects  Can show an alternative point of view   The reader trusts what the writer is saying Quotations are very persuasive Example  Dr Martin believes that more needs to be done to improve the health of young people

Metaphor and simile

   Definition  Types of imagery   Metaphor – one object is said to be the same as another Simile – objects are compared to each other – look for ‘like’ or ‘as’ Effects  Makes the writing more interesting and imaginative for the reader Example  As dead as a dodo

Over-exaggeration

   Definition  The writer uses superlatives and adjectives to make a situation seem much worse / better than it really is Effects  Shows the writer’s strong feelings  Can be used in humorous or ironic ways Example  Many schools have become like learning factories

Emotive language

   Definition  Language that is used to create a particular emotional response in the reader Effects  Can create strong feelings such as anger, guilt, joy, concern, empathy, hope etc  Involves the reader in the text Example  This disastrous situation will only get worse unless we do something about it

Irony / sarcasm

   Definition  Ideas are presented in a way that seems opposite to what is really meant Effects  Creates humour   Can over-exaggerate a situation Engages the reader on a personal level Example  “What a lovely day” when it is pouring with rain

Formal / informal register

   Definition  The level of formality within a piece of writing depends on the reader and intended effects. It is shown through the vocabulary and syntax used Effects   Can make writing more authoritative, personal, appealing etc dependent on the register Either involves the reader personally, or shows that the writer is more experienced Example  Who would believe it?!

Parenthesis

   Definition  Brackets, dashes or commas are used to separate phrases from the main sentence Effects  Shows the writer’s personal views  Can be used to create irony or humour Example  Most teenagers in the survey said they didn’t like homework (what a surprise!)

Pun

   Definition  A joking use of a word sounding the same as another Effects    Engages the reader’s attention through the use of humour Can be used to highlight an important idea Often an interesting way of starting a text e.g. a headline Example  Deciding where to bury him was a grave decision

Combining techniques

   Remember that writers will often combine several rhetorical devices within a section of text E.g. Over 90% of us believe that Americans are dull-witted, dreary and docile (no surprise there then!) Try to comment on the overall impact of this on the reader

Important advice

   Use your reading time efficiently. If you know you have to write about the language in one of the texts, highlight key examples as you read it You do not have to write about every device – it is better to evaluate three or four good examples than to simply ‘spot’ lots of them Don’t forget to include these devices in your own writing in Section B!

A useful framework

How effective is the writer’s use of language in persuading the reader to donate money to charity?

  (P) The writer thinks that… (Band 1) (E) He uses… when he says “…” (Band 2)   (E) The effect of this is… (Band 3) (L) This supports the writers purpose because… (Band 4)