Friday, 30 November 2012

Year 10 Lit Unit 3: Writing about Language

Writing about Language

1) to be able to write effective PEE paragraphs where the explanation refers specifically to the language in the quote
2) to be able to refer to language and analyse it within the context of the play/ poem as a whole

What makes a good PEE paragraph?
• The point is concise (normally one sentence) and explains what the writer is trying to achieve and the method he is using to achieve it
• The evidence is well selected – only the necessary words are given instead of whole sentences or paragraphs
• Evidence may be embedded within a sentence
• The quote has been selected carefully to make sure there is an opportunity to write in depth about the language used Explanation
• Should be the longest and most detailed part of the paragraph
• Should refer directly to the language in the quote
• Should discuss the impact of specific words and phrases on the reader
• Might, where appropriate, link the point you have made to the text’s historical context or themes
• Might, where appropriate, link the quote you have analysed to other parts of the text (or other texts you’re comparing it with) to which it is similar or with which it contrasts


Using what you have learnt about PEE paragraphs, analyse the following quotes, explaining how they reveal the characters emotional voice. You do not have to use the whole quote – you should select the language you think is necessary.

Discuss Romeo’s violent language and dark (portentous) language: to expresses emotions of anger, rage and revenge. Pick one of the quotes and discuss them in detail: “This day’s black fate on moe days doth depend, This but begins the woe others must end.” “And fire-eyed fury be my conduct now!” “Now Tybalt, take the ‘villain’ back again” “Either thou or I, or both, must go with him” CONTEXT: language of revenge tragedy popular at the time Shakespeare was writing.


Discuss the speaker in the Laboratory’s use of violent language to expresses emotions of anger, hate and rage.

Pick one of the quotes and discuss them in detail:
“Grind away, moisten and mash up thy paste,”
“Pound at thy powder” “Live!” “Dead!” “pain!” “dying face!”


For those wanting to achieve a high band 4 or band 5 you should do the following: Analyse the effects of language, structure and ideas consistently in detail using words such as ‘suggests’, ‘implies’, you think about what the author’s intentions are. You give a number of different interpretations of ideas, language and structure using modal verbs such “perhaps” or “could argue” or “could suggest”.

Success Criteria

The point is concise
Evidence is concisely selected (only what is needed)
Evidence embedded
Explanation makes up the majority of the paragraph
Explanation relates directly to the quote
Explanation discusses the effect of specific words and phrases
Quote linked to other parts of the novel to which it is similar or with which it contrasts


[Point] Browning illustrates the Duke’s emotional voice though dramatic irony. The language is deliberately ambiguous leaving the reader to interpret the underlying meaning of what the Duke says. When the Duke says that he [Evidence] “gave commands” [Explanation] it suggests that he gave the order to have her killed. The fact that the language is ambiguous is effective in a number of ways; it emphasises the Duke’s ruthlessness and power in that he can give “commands” and have her killed. Ironically, the way he communicates her death displays a lack of emotion and makes it all the more chilling. Furthermore the calm way in which he says this emphasises his high status; he doesn’t need to get emotional about the death as this would be “stooping”, which the Duke has already expressed he would never do. Browning wishes to capture a complex character and with the use of irony and ambiguous language the readers are left with a question whether the Duke is mad or is he sane but cruel and ruthless?

1 comment: