Introduction: Your Analysis Toolbox
Welcome! In your OCR GCSE (9-1) English Language exam, you aren't just asked to read a story or an article; you are asked to be a "language detective." Whether you are looking at a 19th-century letter in Component 01 or a modern short story in Component 02, you need a specific set of tools to explain how the writer makes you feel or think in a certain way.
These tools are what we call Linguistic and Literary Terminology. Don't let the long names scare you! Terminology is simply the professional "label" we give to the techniques writers use. Knowing these terms helps you hit the AO2 assessment objective: analysing how writers use language and structure to create effects.
1. Word-Level Terminology (Linguistic Terms)
Before looking at big ideas, we look at individual words. These are the building blocks of any text.
The "Big Four" Word Classes
Nouns: These are naming words.
Example: "The castle stood on the cliff."
Analysis tip: Look for abstract nouns (things you can't touch, like 'freedom' or 'fear') to identify the mood of a piece.
Verbs: These are action or "being" words.
Example: "The wind howled through the trees."
Analysis tip: Powerful verbs often give life to objects (see 'Personification' below).
Adjectives: These describe nouns.
Example: "The bitter, icy wind."
Analysis tip: Writers use adjectives to build a specific atmosphere or "sensory" image.
Adverbs: These describe how an action is done (often ending in -ly).
Example: "He cautiously opened the door."
Analysis tip: Adverbs tell us about a character's feelings or the intensity of an event.
Quick Tip: The "So What?" Rule
Don't just say "The writer uses an adjective." That's like saying "The builder uses a brick." You must explain the effect. Ask yourself: Why that specific adjective? How does it change my view of the character or setting?
2. Literary Devices (Imagery and Sound)
Literary terms are usually used when the writer is being creative to "paint a picture" in your mind. These are vital for Component 02: Reading meaning and effects.
Simile: Comparing two things using "like" or "as."
Example: "Her eyes were as cold as flint."
Effect: Creates a vivid image by linking something unknown to something we already understand.
Metaphor: Saying one thing is another thing (not literally!).
Example: "The sun was a golden coin in the sky."
Effect: A stronger comparison than a simile; it suggests the two things share deep characteristics.
Personification: Giving human qualities to non-human things.
Example: "The fog crept through the streets on silent paws."
Effect: Can make a setting feel dangerous, welcoming, or alive.
Onomatopoeia: Words that sound like what they mean.
Example: Sizzle, bang, pop, whisper.
Effect: Appeals to the reader’s sense of hearing, making the scene feel more "real."
Alliteration: When words close together start with the same letter/sound.
Example: "The soft sound of silk."
Effect: Can create a specific mood—'s' sounds (sibilance) can be soothing or sinister, while 'b' or 'p' sounds (plosives) can feel aggressive.
3. Grammatical and Structural Terminology
Structure is about how the writing is built. OCR examiners love it when you look at how sentences are put together!
Sentence Types
Simple Sentence: Contains one main idea (one clause).
Example: "The door locked."
Effect: Can create tension, shock, or a fast pace.
Compound/Complex Sentences: Longer sentences with multiple ideas joined together.
Effect: Used to add detail, slow down the pace, or show a character’s flowing thoughts.
Other Structural Terms
Punctuation: Look for "exclamation marks" for high emotion, or "ellipses" \(...\) for hesitation and mystery.
Paragraphing: Does the writer use a "one-sentence paragraph" for impact? Or "long, dense paragraphs" to show a complex argument?
Did you know?
The term Juxtaposition is used when a writer puts two very different things side-by-side to highlight their differences. For example, describing a beautiful flower growing in a dirty, grey war zone. It makes the beauty of the flower stand out even more!
4. Applying Terms in the Exam (AO2)
When you find a technique in the unseen texts, follow these three steps to write a high-level answer:
Step 1: Identify the evidence. Use a short quote.
Step 2: Name the term. Use your "toolbox" (e.g., "The writer uses a metaphor...").
Step 3: Analyse the effect. Explain why it was used. Use phrases like:
"This suggests..."
"This creates the impression of..."
"The reader is led to feel..."
Common Mistake to Avoid: "Feature Spotting." This is when a student lists every adjective they see but doesn't explain what they do. It is better to talk about one metaphor in depth than to list five adjectives with no explanation.
Key Takeaways for Revision
1. Context Matters: In Component 01 (Non-fiction), look for rhetorical devices like "Rule of Three" or "Direct Address." In Component 02 (Fiction), look for descriptive devices like "Similes" and "Personification."
2. The "Word Class" trick: If you can’t find a fancy metaphor, look at the verbs. A strong verb choice is often the most important word in a sentence!
3. Cross-reference: Once you've learned these terms for reading, try to use them in your own writing (Section B of both papers) to show the examiner you understand how they work! (See the chapter on "Descriptive and figurative vocabulary for creative writing" for more on this.)
Don't worry if you don't remember every single term right away. Start with the "Big Four" word classes and the main imagery terms (Simile/Metaphor), and your confidence will grow as you practice with unseen texts!