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Explorations in Creative Reading and WritingReadingLanguage AnalysisAO2

AQA GCSE · Question 02 · Explorations in Creative Reading and Writing

Look in detail at this extract, from lines 7 to 17 of the source:

As time passed, the heat became an obsession. Outside, there was a rough heap of giant boulders, and she would watch the heat-waves beat up out of the hot stone, where the heat lizards, vivid red and blue and emerald, darted over the rocks like flames. Inside, she could not bear the sapping, undermining waves that beat down from the iron roof. Even the usually active dogs used to lie all day on the verandah. Mary could hear them panting softly, or whining with exasperation because of the flies. She would lock them out of the house, and in the middle of the morning she would tell a worker to carry a petrol tin full of lukewarm water into the bedroom, and, having made sure he was out of the house, she stood in a basin on the brick floor, pouring it over her. The scattering drops fell on the porous brick, which hissed with dryness.

How does the writer use language here to describe the effects of the heat?

You could include the writer's choice of:

  • words and phrases
  • language features and techniques
  • sentence forms.

How to approach this question

1. Read the extract carefully, highlighting any interesting words, phrases, or literary devices related to heat. 2. Choose 2-3 strong examples to focus on. 3. For each example, use the PEE (Point, Evidence, Explain) structure. - **Point:** State the technique the writer is using (e.g., 'The writer uses a powerful simile...'). - **Evidence:** Quote the relevant words from the text. - **Explain:** Analyse the effect of this language. What does it make the reader think, feel, or imagine? What are the connotations of the specific words used?

Full Answer

The writer uses a range of language techniques to vividly describe the oppressive effects of the heat. Firstly, the metaphor 'the heat became an obsession' immediately establishes its all-consuming and psychological impact on Mary. This suggests the heat is not just a physical presence but a mental torment. The writer employs powerful verbs to convey the relentless nature of the heat. The heat-waves 'beat up' from the stone and 'beat down' from the roof, creating a sense of a physical assault from all directions. The choice of verbs like 'sapping' and 'undermining' further personifies the heat as a malicious force that drains energy and strength. Furthermore, sensory imagery is used to immerse the reader in the scene. The simile comparing the lizards to 'flames' not only reinforces the idea of intense heat but also adds a dynamic, almost dangerous, visual element. The auditory imagery of the brick which 'hissed with dryness' is particularly effective. This onomatopoeic word suggests the extreme thirst of the land, as if the brick itself is alive and crying out for moisture, making the heat seem life-threatening.
This question assesses AO2: 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. A good response will move beyond simply identifying techniques ('spotting features') and will explore in detail *how* these techniques create a powerful impression of the heat's effects on the characters and the environment.

Common mistakes

A common mistake is to list literary devices without explaining their effect. For example, stating 'The writer uses a simile' is not enough. You must explain what the comparison to 'flames' suggests about the lizards and the heat.
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