Across
- 2. Your favourite English teacher.
- 4. This is the organisational framework of a text; how the text appears on the page. For example, does it use subheadings, bullet points, etc. or is it a continuous narrative?
- 5. The deliberate use of specific language/words/tone to fit a particular purpose or for a particular audience. For example, ‘Hey, what’s happening?!’ would be considered an informal register, intended to be read by someone familiar to the writer.
- 8. these are words whose sounds suggest the sound of what they're describing. In other words, it mimics the sound of the action or objects it is describing. It can be used to bring writing to life and appeals to our sense of hearing. For example, ‘Bang! The door slammed in the wind.’
- 10. The use of carefully selected words with the intention of getting an emotional reaction from the reader. For example, ‘Please spare just one euro per month to help the defenseless, homeless puppies.’
- 13. The use of a question in order to create a dramatic effect or to make a point rather than to get an answer. For example, ‘What time do you call this?!’
- 14. This is the use of short, simple sentences in order to create tension, haste, or urgency. For example, ‘'We rounded the corner. He was there. We stood in awe at the sight.’
- 17. The best subject in school.
Down
- 1. The use of exaggeration for deliberate effect. For example, ‘The train journey took forever!’
- 3. The use of comparisons to show differences. For example, ‘There were dark thunderstorms on one end of the island and clear, blue skies on the other end.’
- 6. This is the use of figures of speech, such as similes and metaphors, to communicate an image, meaning, or idea. For example, ‘The party was like a scene from a film.’
- 7. Lists allow the writer to place emphasis on important ideas that he/she wants the reader to remember. For example, ‘iron, old rags, bottles, bones, and greasy offal were brought. Upon the floor within were piled heaps of rusty nails, chains, hinges, files, scales, weights and refuse of all kinds.’
- 9. This is a literary device that involves using the same word or phrase over and over again in a piece of writing or speech, for emphasis. For example, ‘In order to pass your exam, you need to revise. Once you have revised, revise some more. Then, revise again. Revise until you can revise no more!’
- 11. This is a writing technique that suggests that a group of three adjectives or examples is always stronger and more memorable than one. For example, saying that something is ‘dark, cold and dingy’ is more engaging than saying something is just ‘dark’. Tripling can often give writing better pace and rhythm.
- 12. The use of words that start with the same sound (not just the same letter), used repeatedly in a parapgraph or sentence. The sound is a consonant sound, and the words don't have to be right next to one another. For example, ‘The crisp crackle of the fire calmed our hearts and cleansed our souls.’
- 15. This is the use of language intended to make the reader feel amused. For example a joke, sarcasm, or even a play on words (pun).
- 16. Describing absolute opposites within the same sentence. The sentence is made up of two ideas that are in sharp contrast to each other. For example, ‘Float like a butterfly, sting like a bee.’