Sample Notes: Using A Range of Appropriate Linguistic Elements And Literary Features

AS Level English Language – Notes

Topic: Use of Appropriate Linguistic Elements and Literary Features

1. Linguistic Elements in Writing

a. Lexis and Semantics

• Lexis: The choice of words in a text.
  • Descriptive writing: sensory adjectives (e.g. “crimson sky”, “musty scent”).
  • Argumentative writing: abstract nouns and evaluative terms (e.g. “justice”, “irresponsible”).
  • Critical writing: academic tone (e.g. “significantly”, “noteworthy”, “arguably”).
• Semantic Fields: Groups of words related by meaning.
  • E.g. “violence” field: punch, strike, assault, bruised.
  • Reinforces tone and theme.

b. Syntax

• Sentence structure:
  • Simple: For clarity or impact.
  • Compound: For balance.
  • Complex: To show reasoning or detail.
  • Minor sentence: Adds drama or realism (e.g. “Gone. Just like that.”)

c. Grammar

• Tense usage:
  • Descriptive: past or present tense (e.g. “The trees shimmered…”).
  • Argumentative: present tense for general truths.
• Voice:
  • Active voice: Direct, engaging (e.g. “She opened the door.”)
  • Passive voice: Formal or impersonal (e.g. “The door was opened.”)

2. Imagery in Descriptive Writing

a. Figurative Language

• Simile: Comparison using “like” or “as”
  e.g. The street was as silent as a graveyard.
• Metaphor: Direct comparison
  e.g. Time is a thief.
• Personification: Giving human traits to non-human things
  e.g. The wind whispered through the trees.
• Hyperbole: Exaggeration for effect
  e.g. I’ve told you a million times.

b. Sensory Imagery

• Engages the five senses:
  • Visual: “shimmering sunlight”, “inky shadows”
  • Auditory: “echoing footsteps”, “a cacophony of cries”
  • Olfactory: “stale breath”, “the sweet rot of fruit”
  • Tactile: “rough bark”, “icy wind”
  • Gustatory: “sour bile”, “syrupy sweetness”

c. Colour Symbolism

• Colours carry connotation (e.g. red = passion/danger; white = purity)
• Used to develop mood or themes

3. Rhetorical Devices in Argumentative Writing

a. Rule of Three

• Listing three items for emphasis
  e.g. “We need discipline, determination, and direction.”

b. Rhetorical Questions

• Question posed for effect, not an answer
  e.g. “Should we allow injustice to thrive?”

c. Anaphora

• Repetition at the beginning of successive clauses
  e.g. “We will fight. We will win. We will rise.”

d. Antithesis

• Contrast of ideas in parallel structure
  e.g. “It was the best of times, it was the worst of times.”

e. Inclusive Pronouns

• Using “we”, “our”, “us” to include the reader
  e.g. “Our community deserves better.”

f. Emotive Language

• Words designed to provoke emotional reaction
  e.g. “cruel injustice”, “heartless bureaucracy”

g. Repetition

• Reinforces key points or ideas
  e.g. “Never again will we remain silent.”

4. Evaluative Lexis in Critical Writing

a. Purpose of Evaluative Language

• To assess effectiveness, quality, or value
• Common in reviews, analysis, and critiques

b. Examples

• Positive Evaluation: effective, powerful, insightful, innovative
• Negative Evaluation: weak, flawed, unconvincing, clichéd
• Balanced Evaluation: partially successful, somewhat limited, mostly convincing

c. Intensifiers and Modifiers

• Add emphasis or precision: remarkably, notably, somewhat, highly

d. Hedging Language

• Used to express caution or uncertainty
  e.g. “It could be argued…”, “This might suggest…”

5. Integrating Features Across Text Types

6. Exam Strategy

• Identify the task type: descriptive, argumentative, or critical.
• Select appropriate features:
  • Imagery = for description.
  • Rhetorical questions + inclusive language = for persuasion.
  • Evaluative lexis = for critical response.
• Balance formality: adapt tone based on audience and purpose.
• Analyse stylistic effects: comment on the effect of chosen devices.
• Practise integrating multiple features in a single text while maintaining clarity.