This question assesses your ability to:
Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views
It will ask you to analyse the whole source for structure techniques. Students should not only identify a variety of techniques within the source, but they should also look to develop a detailed explanation which includes: why the author uses the technique, how it interests readers, how it adds to the extract, and any other relevant analysis.
Suggested time: 8 minutes
Top tips:
Make sure you are focused on the structure (organisation, point of view, sentence length, etc.) being used throughout the text, not just in one part of it.
Use Tier 3 (Key) vocabulary in your response, such as: 3rd person, cyclical narrative, foreshadow, shift in time, etc.
Use short, precise quotations or examples in your work to emphasise your ideas.
Remember to use PETE or PETAZ structure in your response (you do not need to link to context in this question).
Annotate your extract (not your answer) to help you keep focused.
Short, snappy sentences
Short, simple sentences
Long, complex sentences
Short paragraphs
Long paragraphs
Dialogue
Description
Action
Shift in focus
Shift in topic
Shift in time
Shift in character
Zoom out
Zoom in
Exposition
Rising Action
Climax
Falling Action
Resolution/Denouement
Inciting Incident
Connectives
Repetition
In media res
1st person/2nd person/3rd person POV
Past/present/future tense
Temporal references (references to time)
Withholding information
Endings
Order of the events
Flashback
Flashforward
Circular narrative
Justaposition
Chronological structure
Rule of 3
Direct speech
Need some revision to build your confidence with these techniques? Try the links below.
This extract is from the beginning of a novel by Graham Joyce. A young married couple, Zoe and Jake, are on a skiing holiday in the French Pyrenean mountains.
It was snowing again. Gentle six-pointed flakes from a picture book were settling on her jacket sleeve. The mountain air prickled with ice and the smell of pine resin. Several hundred metres below lay the dark outline of Saint-Bernard-en-Haut, their Pyrenean resort village; across to the west, the irregular peaks of the mountain range.
Zoe pulled the air into her lungs, feeling the cracking cold of it before letting go. And when the mountain seemed to nod and sigh back at her, she almost thought she could die in that place, and happily.
If there are few moments in life that come as clear and as pure as ice, when the mountain breathed back at her, Zoe knew that she had trapped one such moment and that it could never be taken away. Everywhere was snow and silence. Snow and silence; the complete arrest of life; a rehearsal and a pre-echo of death. She pointed her skis down the hill. They looked like weird talons of brilliant red and gold in the powder snow as she waited, ready to swoop. I am alive. I am an eagle.
The sun was up now; in a few minutes there would be more skiers to break the eerie morning spell. But right now they had the snow and the morning entirely to themselves.
There was a whisper behind her. It was the effortless track of Jake’s skis as he came over the ridge and caught up with her.
‘This is perfection.’
‘You ready to go?’ she asked.
‘Yep. Let’s do it.’
They’d got up early to beat the holiday-making hordes for this first run of the morning. Because this – the tranquillity, the silence, the undisturbed snow and the feeling of proximity to an eagle’s flight – was what it was all about. Jake hit the west side of the steep but broad slope and she took the east, carving matching parallel tracks through the fresh snow.
But at the edge of the slope, near the curtain of trees, she felt a small slab of snow slip from underneath her. It was like she’d been bucked, so she took the fall-line* to recover her balance. Before she’d dropped three hundred metres, the whisper of her skis was displaced by a rumble.
Zoe saw at the periphery of her vision that Jake had come to a halt at the side of the piste and was looking back up the slope. Irritated by the false start they’d made, she etched a few turns before skidding to a halt and turning to look back at her husband.
The rumble became louder. There was a pillar of what looked like grey smoke unfurling in silky banners at the head of the slope, like the heraldry of armies. It was beautiful. It made her smile.
Then her smile iced over. Jake was speeding straight towards her. His face was rubberised and he mouthed something as he flew at her.
‘Get to the side! To the side!’
She knew now that it was an avalanche. Jake slowed, batting at her with his ski pole. ‘Get into the trees! Hang on to a tree!’
The rumbling had become a roaring in her ears, drowning Jake’s words. She pushed herself down the fall-line, scrambling for traction, trying to accelerate away from the roaring cloud breaking behind her like a tsunami at sea. Jagged black cracks appeared in the snow in front of her. She angled her skis towards the side of the slope, heading for the trees, but it was too late. She saw Jake’s black suit go bundling past her as he was turned by the great mass of smoke and snow. Then she too was punched off her feet and carried through the air, twisting, spinning, turning in the white-out. She remembered something about spreading her arms around her head. For a few moments it was like being agitated inside a washing machine, turned head over heels a few times, until at last she was dumped heavily in a rib-cracking fall. Then there came a chattering noise, like the amplified jaws of a million termites chewing on wood. The noise itself filled her ears and muffled everything, and then there was silence, and the total whiteness faded to grey, and then to black.
Glossary * fall-line – the most direct route downhill
Q3: You now need to think about the whole of the source.
This text is from the beginning of a novel.
How has the writer structured the text to build tension?
You could write about:
what the writer focuses your attention on at the beginning of the source
how and why the writer changes this focus as the source develops
any other structural features that interest you.
In order to self-evaluate your answer, compare it to the sample below. Please note, that this is not a model or complete answer for each section and should only be used for the basis of comparison to see how detailed your paragraphs are by comparison.
Here is a sample of what a top-marks answer may look like:
Here is a sample of what a passing answer may look like:
Remember, your answer should be multi-paragraph and detailed. Only use the responses above to help judge the quality of your paragraphs and self-assess your work.
Sample question and answer taken from AQA Language Paper 1 November 2019 and adapted to fit new content.