1702674269revision Notes Language Techniques (Year 6)

REVISION NOTES
YEAR 6
UNIT THREE
LANGUAGE TECHNIQUES
THE UNIT CONTAINS THE FOLLOWING:

LANGUAGE TECHNIQUES DEFINITION
DIFFERENT TYPES OF LANGUAGE TECHNIQUES AND THEIR EFFECT
HOW LANGUAGE TECHNIQUES APPEARED IN CAMBRIDGE LATEST EXAMS
www.cambridgecheckpointpastpapers.com
HOW TO USE THIS SHEET
THE SHEET IS DIVIDED INTO TWO CHAPTERS. THE FIRST CHAPTER FOCUSES
ON THE DIFFERENT TYPES OF LANGUAGE TECHNIQUES AND THEIR EFFECTS.
IT PROVIDES EXAMPLES TO HELP ILLUSTRATE THE DIFFERENT TYPES AND
HOW THEY CAN BE USED EFFECTIVELY.
THE SECOND CHAPTER OF THE SHEET IS DEDICATED TO SHOWING HOW

LANGUAGE TECHNIQUES HAVE APPEARED IN CAMBRIDGE LATEST EXAMS.
THIS SECTION PROVIDES INSIGHT INTO HOW LANGUAGE TECHNIQUES ARE
BEING TESTED IN THESE EXAMS AND WHAT STUDENTS SHOULD EXPECT.
CHAPTER 1, LANGUAGE TECHNIQUES AND THEIR EFFECT

CHAPTER 2, LANGUAGE TECHNIQUES IN CAMBRIDGE LATEST EXAMS
INSTRUCTIONS
1) CAREFULLY READ AND UNDERSTAND THE DIFFERENT TYPES OF LANGUAGE
TECHNIQUES AND THEIR EFFECT
2) REVIEW CHAPTER TWO TO SEE HOW LANGUAGE TECHNIQUES HAVE

APPEARED IN CAMBRIDGE LATEST EXAMS
LANGUAGE TECHNIQUES, CHAPTER 1
LANGUAGE TECHNIQUES
THE WAY WRITERS USE LANGUAGE IS WHAT HELPS TO CREATE
DIFFERENT TONES, MOODS, AND HELPS TO DELIVER VARIOUS
IMPRESSIONS.
Different Techniques Used by Writers:

1- The use of short sentences: These are sentences with fewer words and convey information
concisely.
Effect: create a sense of urgency, emphasize a point, or create a choppy or staccato effect.
Example: "The building was on fire. People were screaming. Smoke filled the air."
The short sentences create a sense of urgency and emphasize the chaotic and dangerous
situation of a building on fire.
2- The use of One-word sentences: These are sentences that consist of a single word.
Effect: create a dramatic effect, emphasize a point, or convey an idea in a concise and direct
manner.
Example: “The streets were empty. Dead. No one around. She walked. Alone. Quietly.”
Both "dead" and "alone" are one-word sentences that stand out and emphasize the
character's isolation and the emptiness of the streets. They convey a sense of unease and
discomfort.
Note:
Writers tend to create Single-sentence paragraphs (paragraphs that consist of a single
sentence) to create emphasis or draw attention to a specific point, highlight the beginning
of a new stage / turning point, indicate a shift in the mood, create surprise, introduce a new
character…
Example: “It was the moment that she has been waiting for since the accident day. The
moment that will decide how her life will be. The bandages on her face will not only reveal
her face but they will also reveal future. With shaking hands, she started to take off the
bandages. The layers seemed of no end. Layer after layer till reaching the final one.
She looked in the mirror and gasped.”
This single sentence paragraph “She looked in the mirror and gasped” creates a powerful
emotional response in the reader by building suspense and anticipation and then delivering a
surprising and impactful moment of realization conveying a sense of urgency and
emphasizing the importance of the moment.
LANGUAGE TECHNIQUES
3- The use of Repetition: This is the use of the same word or phrase multiple times in a
sentence or paragraph.
Effect: It can be used to create emphasis, reinforce a point, link between the paragraphs, or
create a rhythmic effect.
Example: “The wind whispered through the trees, whispering secrets that only the leaves
could hear.
4- The use of Elision: This is the omission of a sound / word or syllable in a word.
Effect: create a sense of informality or emphasize a specific sound or word, engages the
reader, makes the text chatty and closer to the writer.
Example: “Going to the store. Coming?”
Words and phrases elision in this question make the dialogue informal and chatty; thus,
engage the reader more.
5- The use of pronouns to delay the reveal of the information (withholding the information):
It involves intentionally withholding information from the reader or audience to create
suspense and keep them engaged.
Effect: It is often used to build tension and anticipation, arouse the reader’s curiosity, and
keep them engaged.
Example: “With shaking hands she started to unlock the triple-locked box. She was about to
see it, touch it, have it in her fist. With every tick, her heart beats were shaking all her body-a
beat after another was causing her a terrible pain. At last she got it. The paper that proves
her innocence.”
Delaying the reveal of the information by using the pronoun at the beginning creates a sense
of intrigue, suspense, and emotional engagement in the reader, encouraging them to keep
reading to find out what happens next.
6- The use of italics: Italicizationis a typographic feature that slants the text to the right,
creating a visual emphasis that sets it apart from the surrounding content.
Effect: Italics are typically used to convey a range of effects in written text, including
emphasis, titles of works, foreign words, and technical terms.
LANGUAGE TECHNIQUES
Example: "I cannot emphasize enough how important it is to be prepared for the exam."
(emphasize words or phrases in a sentence, drawing the reader's attention to them.)
- "I just finished reading To Kill a Mockingbird, and I loved it." (Titles of works)
- "The French word for 'cat' is chat." (Foreign words)
- "The process of extracting DNA from cells is called PCR (polymerase chain reaction)."
(Technical terms)
7- The use of bold text: Bold text is a typographic feature that makes the selected text
appear darker and thicker than the surrounding text.
Effect: It is used to make certain words or phrases stand out and draw attention to
important information.
Example usages and their effect:
· Headings and subheadings: Bold text is commonly used to distinguish headings and
subheadings from the body text. This makes it easier for readers to scan through the
content and quickly access the information they're looking for.
· Key points: Bold text can also be used to highlight key points or important information
within a paragraph. This makes it easier for readers to quickly identify the most important
information in the text.
Example: "In order to succeed in business, it is important to be persistent and determined.
These qualities will help you overcome any obstacles you may face."
· Call to Action: Bold text can also be used to create a sense of urgency or to encourage
readers to take action, such as in a call-to-action button on a website.
Example: "Sign up now and get 50% off your first purchase!"
· Quotes or cited text: Bold text can be used to differentiate quoted or cited text from the
rest of the content. This makes it easier for readers to identify where the quoted text begins
and ends.
Example: “According to Jane Doe, "The best way to predict your future is to create it."
LANGUAGE TECHNIQUES
8- Capitalizing the letters of specific words in the middle of the text: when the whole letters
of a word are capitalized, more emphasis is created on this word.
Usages and Effects:
· Abbreviation: When using abbreviation, the capitalized letters are used to represent each
word in the phrase.
Example: "NASA (National Aeronautics and Space Administration)"
· Emphasis: Capitalized words can be used to draw attention to specific words or phrases,
emphasizing their importance or to convey a sense of intensity, urgency or importance.
Example: "It's not just about being good at your JOB, it's about being passionate about
it."
Example: "The time for ACTION is now!"
· Irony or sarcasm: Capitalized words can also be used to convey irony or sarcasm,
suggesting a different or opposite meaning than the words themselves.
Example: "That's just GREAT. I LOVE getting stuck in traffic for hours."
LANGUAGE TECHNIQUES
Different Grammatical Structures used by Writers:

1- The use of the passive voice: In passive voice, the sentence opens with the object of the
verb and the subject is either omitted or set at the end of the sentence.
Effect: The passive voice shifts focus to the object or the action itself adding more emphasis
and importance to them. It is also used to create a formal tone.
Example: “The painting was stolen last night”. (Here, the passive voice puts emphasis on the
painting, rather than the thief.)”
- “The party was planned by the committee.” (In this example, the passive voice puts
emphasis on the planning process, rather than the committee members.)
- “The movie was watched by millions of people.” (In this example, the passive voice
emphasizes the popularity of the movie, rather than the people who watched it.)
2- The use of reported /indirect speech: Indirect speech, also known as reported speech, is a
way of conveying someone else's words or thoughts indirectly, rather than directly quoting
them.
Effect: Indirect speech can create ambiguity, tension, and complexity in a story, as the
reader must interpret the character's words and actions based on the narrator's account of
them.
Example: She thought to herself that she could do better.
In this example, the narrator is describing the character's thoughts. By using indirect
speech, the author can convey the character's innermost thoughts and feelings, creating a
deeper and more complex character.
-They were overheard saying that they would never forgive him.
In this example, the narrator is reporting what was said by others. By using indirect speech,
the author can create tension and suspense, as the reader must infer what has happened
and why the characters are angry.
LANGUAGE TECHNIQUES
3- If Conditional: "if" introduces a hypothetical situation that may or may not be true, and
the outcome depends on the condition being met.
Effect: Using if conditionals can create a mood of imagination, assumptions, or wonder, and
can engage the audience in a playful or creative way.
Example: "If she had come to the meeting, things would have gone differently."
This conditional statement creates a sense of regret and imagination.
- "If the moon were made of cheese, I'd be the first to take a bite."
This conditional statement is a playful and imaginative way of expressing desire or
curiosity.
- "If I were a bird, I'd fly to the ends of the earth."
This conditional statement is a common way of expressing a hypothetical scenario that is
impossible, but imaginative. It can be used to express longing, freedom, or creativity.
- "If wishes were horses, beggars would ride."
This is a proverbial expression that uses an "if" conditional to suggest that wishing alone
does not make things happen. It can be used to express a sense of disappointment, or to
caution against unrealistic expectations.
4- The use of the three degrees of comparison in adjectives: There are three degrees of
comparison that can be used in adjectives to create different effects:
A- Positive: The positive form of an adjective is used to simply describe the noun or pronoun
without any comparison.
Effect: It creates a neutral or factual tone in writing.
Example:"The sky is blue." (Neutral description)
"The dog is friendly." (Neutral description)
B- Comparative: The comparative form of an adjective is used to compare two nouns or
pronouns.
Effect: it creates contrast, highlight differences, or show a change in the character or
situation.
Example: "The weather is warmer today than yesterday." (contrast)
"She sings better than her sister." (comparison)
C- Superlative: The superlative form of an adjective is used to compare three or more nouns
or pronouns.
Effect: It creates emphasis, exaggeration, or intensify the degree of description.
Example: "That was the best movie I've ever seen." (emphasis)
"She is the most beautiful woman in the world." (exaggeration)
LANGUAGE TECHNIQUES
5- The use of different sentence structures:

A- Simple sentences: These are sentences with one independent clause (a subject and
predicate)
Effect: convey a clear and straightforward idea.
Example: “The sun rose slowly. Birds chirped. She sipped coffee.”
The simple sentences convey a clear and straightforward idea of a calm and peaceful
morning.
B- Compound sentences: These are sentences with two or more independent clauses joined
by a coordinating conjunction, a semi-colon, or a conjunctive adverb.
Effect: They can be used to create a sense of balance or contrast between ideas.
Example: “She was nervous, but she took a deep breath and stepped onto the stage.”
Example: “She was preparing herself for the Olympics; she broke her leg.”
In the first example, the compound sentence creates a sense of contrast between the
character's nervousness and her decision to take action. The use of the coordinating
conjunction "but" connects the two independent clauses and highlights the contrast
between them. This contrast creates tension and suspense, as the reader wonders whether
the character will overcome her nerves and succeed in her task.
In the second example,the semi-colon emphasizes the relationship between the two
independent clauses and creates a sense of contrast or unexpectedness between the two
ideas.
C- Complex sentences: These are sentences with one independent clause and one or more
dependent clauses (which cannot stand alone as a sentence).
Effect: They can be used to convey a more complex idea or show a cause-and-effect
relationship
Example: “After spending months researching and gathering data, she concluded that the
results were inconclusive, which led her to question the validity of her hypothesis.”
Example: “Studying hard for the whole year, she managed to get the highest grades.”
LANGUAGE TECHNIQUES
In the first example, the complex sentence conveys a more detailed and nuanced idea, and
it shows the reader the character's thought process and the impact of her findings through
using of the subordinate conjunction ‘after’.
In the second example, the complex sentence conveys a cause and effect relationship by
using a dependent clause at the beginning which urges the reader to complete reading to
know what the effect is.
D- Compound-complex sentences: These are sentences with two or more independent
clauses and one or more dependent clauses.
Effect: convey a complex idea with multiple relationships between ideas.
Example: "Although he was tired, he kept working on the project, and he eventually finished
it."
Example: “Exerting her best effort, she failed to reach her target; she became an easy prey
for depression.”
In the first example, the compound-complex sentence conveys a complex idea with multiple
relationships between ideas, showing how the character's fatigue did not prevent him from
completing the project. Using the subordinating conjunction ‘although’ and the
coordinating conjunction ‘and’ helped to convey the contrast and the final result.
In the second example, the compound-complex sentence conveys a complex idea with
multiple relationships between ideas using a dependent clause at the beginning to arouse
the reader’s curiosity and a semi-colon to link the two final related ideas.
LANGUAGE TECHNIQUES
PERSUASIVE TECHNIQUES
PERSUASIVE TECHNIQUES ARE STRATEGIES USED TO INFLUENCE AN

AUDIENCE OR CONVINCE THEM TO TAKE A PARTICULAR ACTION OR
ADOPT A CERTAIN POINT OF VIEW. THESE TECHNIQUES CAN BE
USED IN WRITING, PUBLIC SPEAKING, ADVERTISING, MARKETING, OR
ANY OTHER FORM OF COMMUNICATION WHERE THE GOAL IS TO
PERSUADE OR INFLUENCE OTHERS.
"DAFORESTIH"
D: Directly addressing the reader
Example: "You know you want to try this delicious new recipe. Go ahead, give it a try!"
A: Alliteration and Assonance
Example: "She sells seashells by the seashore."
F: Facts and Figures of speech
Example: "Over 90% of customers reported increased satisfaction after using our product."
Example: “Aruba is a paradise on earth”
O: Opinions
Example: "In my opinion, this is the best coffee shop in town."
R: Repetition and rhetorical questions
Example: Are you tired of feeling tired all the time?
E: Emotive language and exclamation marks
Example: "Our new perfume will make you feel absolutely radiant and confident! You won't
want to leave the house without it!"
S: Statistics
Example: "Our product is proven to reduce wrinkles by up to 50% in just 4 weeks!"
T: Tripling / the rule of three
Example: "Our product is effective, affordable, and easy to use!"
I: imperative verbs
Example: "Try our new skincare line today and see the results for yourself!"
H: Hyperbole
Example: "Experience the thrill of a lifetime with our newest roller coaster ride! With twists
and turns that will take your breath away, you'll feel like you're soaring through the air. Get
ready for the ride of your life and a rush of adrenaline that you'll never forget!"
LANGUAGE TECHNIQUES
FORMAL AND INFORMAL LANGUAGE
FORMAL AND INFORMAL LANGUAGE ARE TWO WRITING STYLES THAT
CONVEY DIFFERENT TONES, MOODS, AND IMPACT.
LANGUAGE TECHNIQUES
FORMAL AND INFORMAL LANGUAGE
Using informal language in writing has various effects:

1- It creates a sense of intimacy and camaraderie between the writer and the reader,
making the reader feel more connected to the writer and the message.
2- It engages the reader and creates a chatty friendly tone which makes the information
easier to be accepted and acquired.
3- It conveys a sense of humor, playfulness, or creativity, which can be effective for
engaging the reader's attention and keeping them interested.
Using formal language in writing has various effects:
1- It creates a sense of professionalism, seriousness, and authority, particularly in formal or
academic contexts, where a more informal tone may feel inappropriate or disrespectful.
2- It conveys a sense of precision, clarity, and attention to detail, which can be important for
communicating complex or technical information accurately and unambiguously.
3- It establishes a distance between the writer and the reader, which can be useful for
maintaining objectivity, avoiding emotional or biased language, and creating a sense of
respect.
LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

CAMBRIDGE LATEST PUBLISHED EXAMS
(FROM 2023 PROGRESSION TEST TO APRIL 2021 EXAMS)
·2023 Progression Test, Paper 1, Text A

Question: Look at the first paragraph (lines 5–9). Give one example of a passive verb form.
“The Titanic, which was built in Belfast, Northern Ireland, was the most impressive and
luxurious ship of her time. She was the biggest, too, measuring 28 metres wide, 53 metres
tall and 269 metres long – that’s about the length of three football fields! After three years
in construction, the ship was ready for the ocean by the end of March 1912.”
Answer: was built
Question: How does the writer link the ideas between the first and second paragraphs?
“The Titanic, which was built in Belfast, Northern Ireland, was the most impressive and
luxurious ship of her time. She was the biggest, too, measuring 28 metres wide, 53 metres
tall and 269 metres long – that’s about the length of three football fields! After three years
in construction, the ship was ready for the ocean by the end of March 1912.
On 10 April 1912, the Titanic set out on her maiden voyage across the Atlantic Ocean. As she
set sail, the Titanic had 900 crew members and over 1300 Passengers…”
Answer: The year (1912) used at the end of one paragraph is repeated at the start of
the next paragraph.
·2023 Progression Test, Paper 1, Text B

Question: Look at the fourth paragraph. Look at the second sentence. Give the subordinate
clause.
“The Titanic Quarter’s definitely worth a visit. The tours are sensibly priced, giving great
value for money. Make sure you pop into the restaurant for a bite to eat before you leave…”
Answer: giving great value for money
·2023 Progression Test, Paper 2
Question: Look at lines 15–16. Jack and Jill went up the hill. Pail of water. Snicker-squawk! is
written on a separate line. Why has the writer done this? Give one reason.
Answer: to show that someone new / the bird / the parrot is speaking
• to create surprise

Question: Look at lines 15–16. Mr Westcott’s forehead furrowed at the bird. Why is this
sentence on a separate line? Give one reason.
Answer: to change from dialogue to narrative / to shift attention to Mr Westcott
• the next line (‘Shush’) / the line after this is spoken by a different character
• to create suspense / foreboding / tension
·April 2022, Paper 1, Text A

Question: Look at this sentence: ‘If you fly straight up from Earth, you’ll get to space
eventually.’ (Line 7) What is the sentence above an example of? Tick one box.
Answer: a conditional.
Question: (a) Text A is written in an informal style. Complete this table of the features of
informal writing with examples from Text A.
Answer:
Other examples from the text are possible. If a longer quote is used, use of ellipsis (…) is
expected, e.g. “…zooming to work on a speeding rocket?”
It is essential that the question mark is included.
Question: Why has the writer chosen to write in an informal style?
Answer: to entertain / interest the (younger) reader
• engage / connect with the (younger) reader/audience
• to grab / keep the (younger) reader’s attention
• to make it more fun to read
• to make it kid friendly / attractive to a (younger) audience

·2022 Progression Test, Paper 1, Text B

Question: Look at the first and second paragraphs (lines 1–8). Give one superlative adjective.
“Towns and cities can be great places for watching wildlife. In some places, they
are even better than the surrounding countryside because parks, gardens and waste
ground provide a range of habitats that may no longer exist elsewhere in the area.
In general, if you are looking for wildlife in towns and cities, try to find the oldest, untidiest
places. Neat, modern places have less wildlife. Lakes in city parks, and rivers running
through towns, are great for birds, and you may even see dragonflies, ducks or frogs there.”
Answer: •oldest
•untidiest.
Question:Give one passive verb form from the third paragraph.
“Some urban wildlife, from nesting sparrows to bats and sometimes even hedgehogs,
depends on buildings. Some birds may roost in towns in winter because it’s warmer there
than in the countryside. Tall buildings can also provide nesting sites for birds of prey,
kestrels for instance, and seemingly empty corners of building sites can have all sorts of
insects and wild flowers. Even cracks in pavements or walls will be colonised by wild flowers.
Don't think of them as just weeds – they are a valuable food source for many insects.”
Answer: (will) be colonised.
Question: Look at the last paragraph (lines 16–18). In the last sentence, how does the writer
emphasise the excitement of seeing wildlife?
“The key for the urban wildlife watcher is just to keep your eyes open. And when you spot
something, try to find out a bit about it and enjoy it for its own sake. It’s alive, it’s here and
it’s fascinating!”
Answer: use of repetition / repeats it’s
• uses (three) short phrases
• uses an exclamation mark.


Question: Look at the structure of the first three lines. Explain how the writer uses
structure to attract our interest. Give two ideas.
“First there was darkness.
Then patches of watery green light.
Then fish, whole schools of them. With luminous fins bright as knives, glowing
scales that shimmered like armour.”
Answer: starts with short sentences (followed by a longer sentence) (draws the
reader / us in).
• uses a new line for the first two sentences.
(There are other possible answers, but they are related to other features)
·October 2021, Paper 1, Text A
Question: Look at this sentence: ‘These enormous trees are known as both Giant Redwoods
and Coastal Redwoods.’ (Lines 10–11). The word enormous is an adjective describing the
huge size of the trees. Give two more adjectives from Text A that describe the size of the
trees.
Answer: towering
• immense
• impressive
• tallest
• largest
Question: The writer wants you to remember the name Mercury Travel. Explain how the
writer emphasises the name in the text. Give two explanations.
Answer: the writer puts the name / Mercury Travel in bold / highlights the name /
uses big/heavy font
• the writer repeats the name / uses repetition / mentions the name numerous
times / it’s in every paragraph/section.

·October 2021, Paper 1, Text B

Question: Look at this sentence: ‘Trees do the opposite.’ (Line 6) Why is a short sentence
used here?
“We breathe in oxygen and breathe out carbon dioxide. Trees do the opposite. They
breathe in carbon dioxide and breathe out oxygen. So, humans and trees are perfect
partners!”
Answer: to add emphasis
• to make the information stand out
• to highlight (the information)
• to create (more) impact
• to make a (strong) statement
·April 2021, Paper 1, Text A
Question: Look at lines 4–6. To get our attention, the writer talks directly to us. Give two
more ways that the writer gets our attention.
“Bionic robots! Furry robots! Robots that can play football, ride a bike and climb walls! You
can see them all at a new exhibition called Revolutionary Robots, at the Lincoln Institute in
Chicago, USA.”
Answer:(using) exclamation marks/sentences - similar words such as ‘exclamatory’
are acceptable.
• (using) short sentences / 2 word phrases.
• (using) repetition
• (using) italics

Question: Look at lines 11–16. Sometimes a speaker’s exact words are used. Sometimes
reported speech is used.
(a) Give one example of direct speech from the third paragraph.
(b)Give one example of reported speech from the third paragraph.
(c)Give one example of a passive verb form used in lines 11–16.
“Paul Watson, head of the Lincoln Institute, welcomed visitors. ‘I promise you, you’ll have
fun here!’ he said. But he stressed that robots are not just toys. ‘Robots are going to be a
big part of our lives,’ he told NfK. ‘You can see how they’re helping people already.’ Rupert
the Robot, for example, is used in hospitals to help patients with different needs. This furry
robot feels warm and reacts to touch, and people find this comforting.”
Answer:
(a) Direct speech: I promise you, you’ll have fun here!’ (he said.)
• ‘Robots are going to be a big part of our lives,’ (he told NfK.)
• ‘You can see how they’re helping people already.’
(b) Reported speech:
(But) he stressed that robots are not just toys.
(c) passive verb: is used
·April 2021, Paper 2

Question: What effect does the writer create by using a short sentence in line 16?
“Beneath my bare feet, the black-and-white tiles covering the floor feel freezing cold. I
shiver. The kitchen table is deserted, the cooker standing silent as the empty work surfaces
gleam.”
Answer: (it creates) suspense / drama / (a sense of) fear / tension / suspenseful /
anxiety


Question: Look at lines 29–40.
(a) Give two comparative adjectives.
(b) Give one example of a passive verb form.
“Christina walked down the corridor and opened the door. At first glance it looked
charming, much prettier and bigger than any room she had ever been given before.
However, on closer inspection, it was shabby. The wallpaper, a close design of pink and
brown flowers was faded, the washstand china was chipped, and the patchwork quilt all
coming apart. The general effect, though, was pretty and homely, with a big window looking
out over the garden. There was plenty of furniture, a big wardrobe, a dressing table and a
carpet on the floor. Her trunk
stood at the foot of the bed. She opened it and started to put her things away, leaving out a
navy blue dress to change into for dinner. She did not fancy going down to Uncle Russell.
She took as long as she could about washing and changing, and became painfully aware that
she was very hungry indeed. She had no alternative but to go downstairs.
Answer:
(a) • prettier
• bigger
(b) • had (ever) been given
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REVISION NOTES

THE UNIT CONTAINS THE FOLLOWING:

THE SECOND CHAPTER OF THE SHEET IS DEDICATED TO SHOWING HOW

CHAPTER 1, LANGUAGE TECHNIQUES AND THEIR EFFECT

2) REVIEW CHAPTER TWO TO SEE HOW LANGUAGE TECHNIQUES HAVE

Different Techniques Used by Writers:

Different Grammatical Structures used by Writers:

5- The use of different sentence structures:

PERSUASIVE TECHNIQUES ARE STRATEGIES USED TO INFLUENCE AN

Using informal language in writing has various effects:

LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

·2023 Progression Test, Paper 1, Text A

·2023 Progression Test, Paper 1, Text B

LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

·April 2022, Paper 1, Text A

LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

·2022 Progression Test, Paper 1, Text B

LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

·2022 Progression Test, Paper 2

LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

·October 2021, Paper 1, Text B

LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

·April 2021, Paper 2

LANGUAGE TECHNIQUES QUESTIONS THAT HAVE APPEARED IN

·2020 Progression Test, Paper 2

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FOLLOW OUR FACEBOOK

JOIN OUR WHATSAPP

JOIN OUR TELEGRAM

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