AQA GCSE English Language · 3.1.1

Evaluating writers' choices: vocabulary and grammar

50 exam-style questions with answers for 3.1.1 Evaluating writers' choices: vocabulary and grammar in AQA GCSE English Language (spec 8700). Practise with flashcards, a topic quiz, a random quiz across the course, 5 crosswords, or read every question and answer below.

All 50 questions and answers

Question 1 · Spec 3.1.1
Define the term ‘connotation’. [1 mark]
Answer:
The ideas and feelings a word suggests beyond its literal meaning.
Question 2 · Spec 3.1.1
Define the term ‘denotation’. [1 mark]
Answer:
The literal, dictionary meaning of a word.
Question 3 · Spec 3.1.1
Explain the connotations of ‘crept’ compared with ‘walked’. [2 marks]
Answer:
‘Crept’ suggests moving slowly and quietly (1); implying secrecy, fear or guilt, which ‘walked’ does not (1).
Question 4 · Spec 3.1.1
Define the term ‘simile’. [1 mark]
Answer:
A comparison using ‘like’ or ‘as’.
Question 5 · Spec 3.1.1
Define the term ‘metaphor’. [1 mark]
Answer:
A comparison that says one thing is another, without ‘like’ or ‘as’.
Question 6 · Spec 3.1.1
‘The classroom was a zoo.’ Identify the technique and explain its effect. [2 marks]
Answer:
Metaphor (1); it suggests the class was wild, noisy and out of control, like caged animals (1).
Question 7 · Spec 3.1.1
Define the term ‘extended metaphor’. [1 mark]
Answer:
A metaphor developed over several lines or a whole passage.
Question 8 · Spec 3.1.1
Define the term ‘personification’. [1 mark]
Answer:
Giving human qualities or actions to something non-human.
Question 9 · Spec 3.1.1
‘The wind clawed at the windows.’ Identify the technique and explain its effect. [2 marks]
Answer:
Personification (1); ‘clawed’ makes the wind seem like a violent attacker trying to get in, creating threat (1).
Question 10 · Spec 3.1.1
Define the term ‘pathetic fallacy’. [1 mark]
Answer:
Using weather or setting to reflect the mood of a character or scene.
Question 11 · Spec 3.1.1
Define the term ‘imagery’. [1 mark]
Answer:
Descriptive language that creates pictures or sensations in the reader’s mind.
Question 12 · Spec 3.1.1
Define the term ‘sensory language’. [1 mark]
Answer:
Language that appeals to the five senses: sight, sound, smell, taste and touch.
Question 13 · Spec 3.1.1
Define the term ‘alliteration’. [1 mark]
Answer:
Repetition of the same consonant sound at the start of nearby words.
Question 14 · Spec 3.1.1
Define the term ‘sibilance’. [1 mark]
Answer:
Repetition of soft ‘s’ or ‘sh’ sounds.
Question 15 · Spec 3.1.1
Explain one effect of sibilance. [1 mark]
Answer:
It can create a hissing, sinister sound, or a soft, soothing one, depending on context.
Question 16 · Spec 3.1.1
Define the term ‘onomatopoeia’. [1 mark]
Answer:
A word that imitates the sound it describes, such as ‘crash’ or ‘hiss’.
Question 17 · Spec 3.1.1
Define the term ‘hyperbole’. [1 mark]
Answer:
Deliberate exaggeration for effect.
Question 18 · Spec 3.1.1
Define the term ‘oxymoron’. [1 mark]
Answer:
Two contradictory words placed together, such as ‘deafening silence’.
Question 19 · Spec 3.1.1
Define the term ‘emotive language’. [1 mark]
Answer:
Words chosen to provoke strong feelings in the reader.
Question 20 · Spec 3.1.1
Define the term ‘semantic field’. [1 mark]
Answer:
A group of words linked by a common theme or topic.
Question 21 · Spec 3.1.1
‘The trees were soldiers; the wind fired volleys of rain across the battlefield of the hill.’ Identify the semantic field and its effect. [2 marks]
Answer:
Semantic field of war (1); it makes the storm seem violent and the landscape like a place of conflict (1).
Question 22 · Spec 3.1.1
Define the term ‘register’. [1 mark]
Answer:
The level of formality of language.
Question 23 · Spec 3.1.1
Define the term ‘colloquial language’. [1 mark]
Answer:
Informal, everyday language used in conversation.
Question 24 · Spec 3.1.1
Define the term ‘noun’. [1 mark]
Answer:
A word that names a person, place, thing or idea.
Question 25 · Spec 3.1.1
Define the term ‘abstract noun’. [1 mark]
Answer:
A noun naming an idea, feeling or quality, such as hope or fear.
Question 26 · Spec 3.1.1
Define the term ‘verb’. [1 mark]
Answer:
A word for an action, event or state.
Question 27 · Spec 3.1.1
Define the term ‘modal verb’. [1 mark]
Answer:
A verb showing possibility, ability or obligation, such as can, might, must or should.
Question 28 · Spec 3.1.1
Explain the effect of the modal verb ‘must’ in ‘We must act now.’ [2 marks]
Answer:
It shows obligation and certainty (1); creating urgency and pressure on the reader to act (1).
Question 29 · Spec 3.1.1
Define the term ‘adjective’. [1 mark]
Answer:
A word that describes a noun.
Question 30 · Spec 3.1.1
Define the term ‘adverb’. [1 mark]
Answer:
A word that describes a verb, adjective or another adverb.
Question 31 · Spec 3.1.1
Define the term ‘pronoun’. [1 mark]
Answer:
A word that replaces a noun, such as he, she, it, we or they.
Question 32 · Spec 3.1.1
Explain the effect of the pronoun ‘we’ in persuasive writing. [2 marks]
Answer:
It includes the reader with the writer (1); creating a sense of shared responsibility and agreement (1).
Question 33 · Spec 3.1.1
Define the term ‘preposition’. [1 mark]
Answer:
A word showing position or relationship, such as under, between or after.
Question 34 · Spec 3.1.1
Define the term ‘conjunction’. [1 mark]
Answer:
A word that joins words, phrases or clauses, such as and, but or because.
Question 35 · Spec 3.1.1
Define the term ‘clause’. [1 mark]
Answer:
A group of words containing a subject and a verb.
Question 36 · Spec 3.1.1
Define the term ‘simple sentence’. [1 mark]
Answer:
A sentence with one main clause.
Question 37 · Spec 3.1.1
Define the term ‘compound sentence’. [1 mark]
Answer:
Two or more main clauses joined by a coordinating conjunction or semicolon.
Question 38 · Spec 3.1.1
Define the term ‘complex sentence’. [1 mark]
Answer:
A sentence with a main clause and at least one subordinate clause.
Question 39 · Spec 3.1.1
Define the term ‘minor sentence’. [1 mark]
Answer:
A sentence without a main verb, such as ‘Silence.’
Question 40 · Spec 3.1.1
Explain the effect of a short sentence after several long ones. [2 marks]
Answer:
It creates a sudden pause or jolt (1); emphasising a key moment, such as shock or tension (1).
Question 41 · Spec 3.1.1
Explain one effect of a long, multi-clause sentence in a description. [2 marks]
Answer:
It builds up details one after another (1); which can immerse the reader or suggest a rush of thoughts or events (1).
Question 42 · Spec 3.1.1
Name the four sentence functions. [2 marks]
Answer:
Declarative (statement), interrogative (question), imperative (command), exclamatory (exclamation) (½ each).
Question 43 · Spec 3.1.1
Distinguish between the active and passive voice. [2 marks]
Answer:
Active: the subject performs the action, eg ‘The dog bit the man’ (1). Passive: the subject receives the action, eg ‘The man was bitten’ (1).
Question 44 · Spec 3.1.1
Explain why a writer might use the passive voice. [1 mark]
Answer:
To hide or avoid naming who is responsible, eg ‘Mistakes were made’.
Question 45 · Spec 3.1.1
Explain the effect of present tense in a narrative. [1 mark]
Answer:
It makes events feel immediate, as if happening now.
Question 46 · Spec 3.1.1
Define the term ‘repetition’ and give one effect. [2 marks]
Answer:
Repeating a word, phrase or structure (1); it emphasises an idea or builds rhythm (1).
Question 47 · Spec 3.1.1
Define the term ‘juxtaposition’. [1 mark]
Answer:
Placing two contrasting ideas or images side by side for effect.
Question 48 · Spec 3.1.1
Define the term ‘irony’. [1 mark]
Answer:
When the intended meaning is the opposite of what is said, or events turn out the opposite of what is expected.
Question 49 · Spec 3.1.1
Explain why naming a technique alone is not evaluation. [2 marks]
Answer:
Evaluation must explain the effect of the choice on the reader (1); and judge how effectively it achieves the writer’s purpose (1).
Question 50 · Spec 3.1.1
State why accurate terminology is required when analysing language. [1 mark]
Answer:
The specification requires linguistic and literary terminology to be used accurately, as precise terms make analysis clear.

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Evaluating writers' choices: vocabulary and grammar

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