📖 Need a quick definition? See the techniques glossary first.
Before you dive into the analysis steps below, browse the 18 language techniques you must know for GCSE & IGCSE: each with a plain-English definition, how to spot it, what effect it creates, and a worked example. Easy!
What are Language, Structure and Form in GCSE English?
Introduction
You’ll hear “Language, Form and Structure” a lot in GCSE English but what are they? Why should you care?
Half of GCSE English is learning how to write better which is why the other half is spent analysing the techniques and skills of the very best writers so we can learn to write like them.
If we can work out how these writers use Language, Form and Structure we can unlock their secrets.
Language is the use of powerful keywords and phrases that create ideas in our heads.
Structure is how the information has been organised. Is it chronological or something else?
Form is the type or category of a text. It’s like choosing the genre of a film or the style of music.
If used properly, these three will create an emotional effect, hooking readers.
What is Language in GCSE English?
Language refers to a writer’s choice of keywords or phrases plus the language techniques.
All of these will be properly explained in a moment but for now:
- Keywords and key phrases are important words that create emotion in readers.
- Language techniques are tricks that use these important words to create that emotion.
What is Language Analysis In GCSE English?
That’s why when we analyse language, we focus on the keywords or phrases plus the language techniques in a text to work out what effects and emotions are being created.
Keyword: Keyword means the most important or powerful word in a quote.
Key phrase: A key phrase is a small group of up to 3-4 words that have a powerful meaning.
What does good English GCSE Language Analysis Look Like?
- It must answer the question.
- Explore keywords (with powerful connotations).
- Identify and comment on language techniques.
- Link everything to the effect.
This section will cover the 4 points above, one-by-one, showing you how to analyse as we go along. Let’s get stuck in!
1. It must answer the question.
It might sound completely obvious that your quote must answer the question but not sticking to the question is a very common mistake!
So first and foremost, make sure your quote answers the question!
Your quote must also contain lots of juicy keywords and techniques (don’t worry, we will come to this in a moment) that will allow you to explore and analyse ideas.
Right, let’s move onto the second requirement for what makes the best Language analysis…
2. Explore keywords (with powerful connotations)
What is a keyword?
- Keyword means the most important or powerful word.
- It is the word in a sentence that makes the most impact.
- This impact could be an emotion or a mood (we call this ’tone’ in English GCSE).
- This impact could also be to create a more powerful image.
- There can be more than one keyword in any sentence.
Great keywords should help you link to other ideas and images (which are called connotations).
For instance, the connotations of the word ‘red’ are heat, passion, anger or love.
What are ‘connotations’ in English Literature and English Language?
Connotations are any ideas that are created in readers’ minds by a keyword.
So, keywords help us to think of the ideas we need to explain how the quote works on the readers’ minds.
Here’s an example:
“The ribbon of road flowed across the landscape.”
The keyword “ribbon” has been underlined because…
The image “ribbon” creates is a beautiful road, long and winding road.
The emotions it creates are joy and the excitement and optimism of adventure.
There is also another keyword. I’ve underlined it for you too.
“The ribbon of road flowed across the landscape.”
The keyword “flowed” has been underlined because it adds more detail to the image…
The image “flowed” creates is that of water flowing as the road is like a meandering river; this could also link to the idea of unrestricted and total freedom.
The emotions it reinforces are joy and the excitement of freedom.
Golden Rule: If you can’t think of anything to say about the keywords in your quote, choose another quote!
Okay, so we looked at how the best quotes should answer the question and contain keywords. But before we move on to number four on our main list: language techniques, we need to understand how to come up with connotations (the ideas that link to a keyword).
What are ‘Connotations?’: How to analyse a keyword
Always begin your analysis by picking out the keywords so you can begin generating ideas about the writer’s choice of language.
If you don’t pick out the keywords, you’re already in trouble because you won’t be able to explain exactly how the quote emotionally affects the reader.
“He was a wolf amongst sheep.”
I have underlined the main keyword above for you.
This quote really means there was a man who was like a wolf amongst other people who were like sheep.
Always ask yourself:
- “What is the writer trying to do here? (create a powerful image of the main character)
- What emotional effect are they trying to create?” (Let’s see below)
Right, let’s look at the connotations of the keyword “wolf.”
Our ideas must make sense. So there’s no point in saying that howling, fur and sharp teeth are our connotations because they don’t make any sense when trying to explain what the writer is doing in this example.
So instead, we can pick the following connotations instead.
The connotations of a “wolf” are:
- Dangerous
- Predators
- Powerful
- Killers
These then help us work out the answer to the second question about what emotion is created.
The answer is that the “wolf” creates a sense of ‘fear.’
A good way to work this out is to imagine what you would do if you were experiencing the situation in real life. (I’m pretty certain you would feel fear if you were locked in a room with a wolf!)
So now, we can put all of this together into a response.
Below, is a very common type of ‘How does the writer’ question with our response underneath.
QUESTION: How does the writer present the man?
(see colour code below)
The writer creates a sense of fear about the man in, “he was a wolf amongst sheep.” “Wolf” implies the man is a dangerous and powerful killer or predator. Readers may worry for other characters because they are at risk.
NOTICE how we pick out the keyword and explain the connotations to prove our ideas about fear by using our 4 connotations (dangerous, predator, powerful and killer) from earlier.
PEA, PEE Paragraphs (Quick Guide)
You may have noticed we used a very simple PEA (Point, Evidence, Analysis) paragraph structure for our answer above.
We’ll discuss this more later but for now, here’s a Quick Colour Key to help explain how we organised our answer above.
Our Point – this is our answer to the question; it uses the words from the question.
Our Evidence – this is the key phrase that contains our evidence.
Our Language Analysis – Here’s where we explain our connotations linked to the question.
The reader’s response – This is the effect explained through the reader’s emotional reaction.
Okay, back to analysing keywords…
How to analyse additional keywords.
Right, you may notice at the end of that answer paragraph above I added in the reader’s response:
Readers may worry for the other people because they are at risk.
We can do much better than this by analysing the second keyword for the quote:
He was a wolf among sheep.
I’ve underlined the second keyword “sheep” for you too. The connotations of the second word will also help us in our answer.
The connotations of “sheep” are:
- Vulnerable
- Weak
- Innocent
- Gentle
Using these connotations, we can improve our answer by adding more to the final part. Let’s see what we change in the new paragraph on the left:
Improved Paragraph
The writer creates a sense of fear about the man in, “he was a wolf amongst sheep.” “Wolf” implies the man is a dangerous and powerful killer or predator. Furthermore, “sheep” suggests that the other people are vulnerable, weak, innocent and gentle. Readers may worry for the other characters because they are at risk.
Old Paragraph
The writer creates a sense of fear about the man in, “he was a wolf amongst sheep.” “Wolf” implies the man is a dangerous and powerful killer or predator. WE ADDED MORE HERE. Readers may worry for the other characters because they are at risk.
Can you see? By using the connotations of the second keyword “sheep” we’ve been able to explain more:
- why readers worry for the people
- why the people are at risk
Readers worry that the people (who are like “sheep”) are at risk because they are weak compared to the vicious man (who is like a “wolf”).
RECAP
Okay, now back to our main list about how to analyse language in GCSE English.
So far we’ve learned that the best quote:
- Answers the question
- Contains one or more keywords (with powerful connotations)
This brings us neatly to…
3. Identify and comment on language techniques.
What are language techniques? How do I analyse language techniques in English?
Language techniques (also known as literary techniques) are writers’ tricks that create a special effect on readers.
They can be for poetry and structure. Even the form of a text and character development can be regarded as techniques.
Language techniques focus on words and the images they create in our minds through the senses they recreate (taste, touch, smell, sound and most commonly, sight).
For instance, metaphors, similes, alliteration and emotive language are all types of language techniques.
There are hundreds of language techniques, but luckily you only need to know about 25 to get a Grade 9 in GCSE English.
For this guide, we’ll focus on just 3 techniques so that you can understand how to perform language analysis. The 3 we will use are:
- Emotive Language
- Metaphors
- Similes
1. Emotive language
Let’s start with the easiest technique of all – emotive language.
Remember that we picked out keywords earlier? Well, the main reason they grab our attention is because they create an emotion.
Emotive means something that creates emotion (you can see that the words are very similar in their spelling). Probably every single keyword worth picking out will create some kind of emotion.
This is great for you because if you can’t remember a technique, chances are your keyword is emotive language!
If in doubt, emotive language will help you out!
2. Metaphor
What is the definition of a metaphor?
Metaphor – It’s an imagery technique that compares one thing to another
Borrows the characteristics of one thing to help create a powerful image of another.
What is the effect of a metaphor?
It links the subject to many characteristics in an easy to understand image.
E.g. The teacher was a dragon.
How to spot a metaphor.
When looking for metaphors, what are the 2 conditions that equal a metaphor? Ask yourself…
[1] Does something in the sentence not really exist? e.g. there is not actual dragon in the example above
[2] Is one thing being compared one to another to create a powerful image?
If both of these are true then it’s probably a metaphor.
How to analyse a metaphor.
STEP 1: identify the keyword(s).
The teacher was a dragon.
STEP 2: think of the connotations of the word (ideas that link).
A “dragon” has connotations of being:
- Fearsome
- Intimidating
- Fire breathing
- Predator
STEP 3 Write it up and include your connotations.
How does the writer present the character of the teacher?
The writer uses the metaphor “dragon” in “the teacher was a dragon” to imply the she is fearsome and intimidating. Like a predator, she preys on weak pupils. When she shouts, it is as if she breathes fire.
3. Simile
A simile can be thought of as a type of metaphor that uses ‘like’ or ‘as’ to compare two ideas.
Where a metaphor would state the teacher ‘was’ a dragon, the smile would state she was ‘like’ a dragon or acted ‘as’ a dragon.
Some simile examples:
- The teacher was like a dragon.
- He was as big as a house.
- She was as tough as old boots.
If you learn the stuff for a metaphor above, it’s practically the same for a simile except that like or as is used.
What is the definition of a Simile?
Simile – It’s an imagery technique that compares one thing to another (just like a metaphor).
It borrows the characteristics of one thing to help create a powerful image of another (just like a metaphor).
What is the effect of a simile?
It links the subject to many characteristics in an easy to understand image (just like a metaphor).
E.g. The teacher was like a dragon.
It looks the same as the metaphor because it is the same except that a simile uses like or as to make the comparison.
How to spot a simile.
When looking for similes, what are the 3 conditions that equal a simile?
[1] Does something in the sentence not really exist? e.g. there is no actual dragon in the example above.
[2] Is either ’like’ or ‘as’ being used to make the comparison?
[3] Is one thing being compared one to another to create a powerful image?
If all of these are true then it’s probably a simile.
How to analyse a simile.
(it’s exactly the same as a metaphor so look at the example above)
STEP 1: identify the keyword(s).
STEP 2: think of the connotations of the word (ideas that link).
STEP 3 Write it up and include your connotations.
How does the writer present the character of the teacher?
The writer uses the simile “dragon” in “the teacher was like a dragon” to imply she is fearsome and intimidating. Like a predator, she preys on weak pupils. When she shouts, it is as if she breathes fire.
See? Exactly the same.
How to analyse language techniques in English GCSE
Okay, so you know at least three English language techniques now. Let’s use one of them to analyse our example from earlier.
He was a wolf among sheep.
There are techniques hidden in this quote…
We know that the two keywords “wolf” and “sheep” are emotive language because they both create emotions of fear.
We can also work out that these keywords are metaphors because:
- The man is compared to a “wolf” to create a more powerful image.
- The people around him are compared to “sheep” to create a more powerful image.
- There is no use of the words ‘like’ or ‘as’ to make the comparison (if there was, that would make it a simile).
So, let’s include the technique name Metaphor in our original answer.
Improved Paragraph
The writer creates a sense of fear about the man in, “he was a wolf amongst sheep.” The metaphor “wolf” implies the man is a dangerous and powerful killer or predator. Furthermore, the additional metaphor “sheep” suggests that the other people are vulnerable, weak, innocent and gentle. Readers may worry for them because they are at risk.
Old Paragraph
The writer creates a sense of fear about the man in, “he was a wolf amongst sheep.” [technique name here] “Wolf” implies the man is a dangerous and powerful killer or predator. Furthermore, [technique name here] “sheep” suggests that the other people are vulnerable, weak, innocent and gentle. Readers may worry for them because they are at risk.
It’s that easy! As long as you do the basics of keywords first, explore the connotations and link to the effect.
RECAP
Okay, now back to our main list and the final of the four parts of this guide about how to analyse language in GCSE English.
So far we’ve learned that the best quotes must:
- Answer the question
- Contain one or more keywords
- Identify and and comment on language techniques
This brings us finally to…
4. Link everything to the effect.
What is ‘Effect’ in English GCSE?
Effect is the emotional impact that the writing has on the reader. Firstly it’s about what ideas are created in your mind by the writer’s choice of words and then how you feel about those ideas. Eventually, you might even change your opinion or learn to act or behave in a new way.
Example of Effect.
In the poem The Piano, the poet D.H. Lawrence, describes a moment when memories of his deceased mother were triggered by a song he heard. The memories make him break down in tears at the thought of never being able to see her again.
This creates empathy in readers and sadness for the poet’s longing for his mother and his childhood.
This empathy is then meant to make readers cherish their loved ones and enjoy life while they can. (This could be the message of the text).
The effect is the tone (mood or feeling) that is created. In this example, the brief happiness of the memory of his mother quickly gives way to a sad tone.
How to explain the reader’s response.
Just explain what emotions are felt as a direct result of the writer’s use of language and techniques.
Example GCSE English response
Lawrence’s use of the metaphor “flood of remembrance” implies that he is overwhelmed with sadness at the thought of losing his mother and other loved ones from his childhood. Readers will be driven to pity and empathy at the powerful image of a grown man reduced to a tearful little boy, linking to the idea of a vulnerable child inside everyone.
You don’t need to write a reader’s response for every single quote, just make sure you do it somewhere that if it feels appropriate. Only discuss readers’ emotions again if they develop into other feelings. There’s no point in just repeating the same emotions again and again.
How to work out the purpose and message of a text.
The best writers use emotion to explore ideas about society and deliver social messages (moral lessons). We can work out the message of the text by noticing the themes that come up.
What is a Theme in GCSE English?
The best writers use emotion to explore ideas about society and deliver social messages (moral lessons). We can work out the message of the text by noticing the themes that come up.
What is a theme in GCSE English?
The definition of a ‘theme’ is an idea that is repeated.
The theme of your gran’s living room might be pink because that colour is used in lots of places around the room. If the theme of a fancy dress party is superheroes then you’d better go dressed as a superhero.
In both cases, there is an idea that is repeated.
So a theme in English is an idea that keeps coming up throughout the text. One of the themes of Shakespeare’s Macbeth is Ambition whereas Love is one of the themes for Romeo and Juliet.
In the poem Remember by Christina Rossetti the theme is (yes, you’ve guessed it) the idea of remembering.
How To Use Themes To Work Out The Message Of A Text.
Rossetti’s poem explores several ideas.
- Love requires sacrifice
- Unselfish love
- Healthy grieving
- The human desire to be remembered after death
So how do we know which one is the main message?
First we need to establish which is the key (main) theme and which are the supporting themes that help explore the main theme.
Look for clues.
For instance, the title of the poem is ‘Remember.’ Moreover, the word ‘remember’ is repeated 6 times as the poet keeps coming back to her exploration of the human desire to be remembered by loved ones after death.
The other ideas: love requires sacrifice, unselfish love and healthy grieving only feature in certain places.
Therefore it’s very likely that ‘remembering’ and the human desire to be ‘remembered’ is the key theme and it’s likely that the message of the text will be linked to this theme too.
This works with all texts. In Macbeth there a many themes such as:
- Fate versus free will
- The supernatural
- Violence and its consequences
- And many more
However, the theme of ambition is the main one because the story focuses on how Macbeth’s ambition for power was wrong when he killed his king and suffered the consequences that lead to his defeat and death.
What Is A Personal Response And Who Do You Write One?
Exploring how the modern world links to a GCSE text.
Examiners love to think that the texts you studied have made a real impact on you. The texts have been chosen because the government and the exam boards think the messages and themes they contain are timeless. This means they all somehow link to modern society and the social issues we still face.
Your job is to work out the themes, understand the social message (or messages) of the text and understand how it applies to your modern life.
In your exam response, you could add a sentence that links a theme to a current world event.
For instance, if writing about a theme of isolation (a common GCSE theme in many texts) you could add a simple phrase to the end of a sentence like this:
“…which has added relevance to modern society when the world was placed in ‘Lockdown’ and society was forced into isolation during the Covid pandemic.”
Another example could be the message that life should be enjoyed in the poem Out Out by Robert Frost which has added relevance in modern society’s loss of real world living to screen time on devices.
Commenting on how modern audiences may interpret things differently from the intended audience.
Society and its attitudes change over time. As we shift towards equality and less discrimination, what was unacceptable in the past might be more acceptable in modern times and vice versa.
For instance, women work now whereas they were expected to stay at home in the past. Discrimination based on skin colour or intelligence was common a century ago but is unacceptable now.
In the book, Of Mice and Men, the author John Steinbeck wanted to create a realistic depiction of 1930s America including its discrimination.
So some believe that he presents Curley’s Wife as a negative female stereotype on purpose to depict the discrimination that women faced (he also didn’t give her name to emphasise the mistreatment of women).
However modern audiences would criticise Steinbeck because she dies in a foolish way adding to the impression that she was inferior and also because there are no good examples of other strong or intelligent women in the story to contrast against Curley’s Wife.
Similarly, Steinbeck’s representation of Black and Special Needs characters are based on offensive stereotypes by modern standards. Crooks the Black stablehand is bitter and racist towards Whites whereas Lennie misrepresents those with a mental health condition as being violent and dangerous.
These stereotypes would have been more readily accepted in the 1930s but are unacceptable today. From a certain perspective, rather than highlighting these stereotypes, it could be argued that he reinforces them.
3 Ways to Make a Personal Response in GCSE English
Okay, so how would you write these ideas as personal responses?
Method 1: Criticise the author in your analysis.
By criticising the author, you’re demonstrating that you have an opinion on the author’s methods (rather than merely exploring his methods). You could write something like this:
Though Steinbeck aims to depict the reality of social stereotypes, from a modern perspective, he could be found guilty of repeating and reinforcing 1930s social prejudice against them when he depicts Crooks, the Black stablehand, as being bitter and racist towards Whites and Lennie as being violent and dangerous purely because of his mental health condition.
You don’t need to do this in every paragraph just whenever it seems natural and appropriate.
Method 2: Explain how and why modern audiences may react differently.
Contrast how modern audiences may react differently to the writer’s intended audience. In this analysis, a character called Lennie is introduced as being like a wild bear.
Notice how the reader’s response and the modern reader’s responses (in bold) are placed one after the other to highlight the difference in attitudes.
Steinbeck creates an initial impression of Lennie as a mixture of being vulnerable and dangerous in, “a huge man… the way a bear drags his paws.” The simile “bear” implies gentle and cuddly at first glance but foreshadows the violent killer within. This is reinforced by the verb “drags” symbolises both an aggressive brute and a lack of intelligence. Readers who may not pick up the foreshadowing of danger will instead warm to Lennie’s cuddly and innocent-seeming childlike exterior. However, modern audiences may dislike the politically incorrect comparison of Lennie to a wild animal which is based on his mental condition.
Method 3: Praise The Author
Show the examiner that you have been excited by the writer or poet, For instance:
Example 1
In, ‘An Inspector Calls’, Priestley cleverly uses dramatic irony to mock Arthur Birling in “there is no chance of war” because 1945 audiences will be very aware of the two World Wars that took place since the events of the play that were set in 1911.
Example 2
Priestley’s ingenious use of a plot that depicts how the members of one privileged family impact one vulnerable woman creates a sense of intrigue that forces audiences to re-examine what they might have previously dismissed as common working problems.
SUMMARY
That’s the final of the four parts of this guide about how to analyse language in GCSE English.
There’s a lot of information here – probably too much to remember in one go. So, bookmark this page and come back to it whenever you need a reminder when you next have to analyse something.
So far we’ve learned that the best quotes must:
- Answer the question
- Contain one or more keywords
- Identify and and comment on language techniques
- Link everything to the effect
Remember that ‘Language’ is just one part of three elements which also include Structure and Form.
If you want to learn more about analysing STRUCTURE, visit our incredible GCSE English Structure Analysis | EASY Grade 9 Guide
Need to learn about analysing Form? Visit our incredible GCSE English Form Analysis | EASY Beginner’s Grade 9 Guide.
Keep practising, stay curious, and you’ll be well on your way to mastering analysis in no time. Happy studying!
Peace.
The Oxbridge GCSE Tutor.
Here’s everything we looked at. Use this list to test your knowledge –
THINK! What do you know about each item?
You can click the list to revisit any section if you need to.
