Rhetorical Devices

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)

Rhetorical Devices