formal language features

Question 1

collocation

Answer 1

dark and stormy night, fish and chips

Question 2

alliteration

Answer 2

deliberate and deadly

Question 3

assonance

Answer 3

beac’o’n for freed’o’m

Question 4

consonance

Answer 4

‘f’lying into buildings, ‘f’ires burning… ‘f’illed us with disbelie’f’

Question 5

onomatopoeia

Answer 5

the ‘hush’ and ‘rustle’ of leaves

Question 6

rhyme and rhythm

Answer 6

the wind ‘blows’ and the smooth stream ‘flows’

Question 7

accent

Answer 7

cultivated, general and broad

Question 8

classical affixes

Answer 8

impede, dexterity, dismiss, disbelief

Question 9

parallelism

Answer 9

layering, packaging, creating mirrored structures

‘our fellow citizens, our way of life, our very freedom…’
parallelism evident in the repetition of a possessive determiner and noun phrase.

Question 10

antithesis

Answer 10

‘terrorist attacks CAN SHAKE the foundations of our biggest buildings (IC) but they CANNOT TOUCH the foundation of America (IC)’

can + cannot are opposite in meaning sitting within similarly constructed clauses= patterning

Question 11

listing

Answer 11

structuring, layering, packaging, building a semantic thread

‘disbelief, terrible sadness and a quiet, unyielding anger’

Question 12

passive voice

Answer 12

‘thousands of lives were suddenly ended by evil despicable acts of terror’

‘thousands of lives’= subject
prep phrase= agent

thousands of lives shifted to the grammatical subject position, foregrounded as it is intended to be the focus of the sentence but the agent is still included because its still relevant.

Question 13

nominalisation

Answer 13

‘(the) implement (ation of) our government’s emergency response plans’

adds to the syntactic and lexical density and introduces abstractness as the subject is not mentioned in a literal sense making it objective and authoritative.

Question 14

sentence types

Answer 14

declaratives , interrogatives, imperatives and exclamatives

exclamatives begin with WHAT or HOW eg. WHAT a loud train or HOW lovely is this steak

Question 15

sentence structures

Answer 15

simple, compound, complex, compound-complex

Question 16

information flow

Answer 16

syntactic feature that relates to clefting, front focus and end-focus. It contributes to a text’s cohesion.

Question 17

clefting

Answer 17

It-clefts= DumS + V + S + relative pronoun + clause
eg. It was Meg who kicked the winning goal
What-clefts= What + SNcl + V + NP (complement)

Question 18

cohesion: phonological patterning

Answer 18

alliteration, assonance, onomatopoeia, consonance, rhythm and rhyme
eg. ‘Love Living Local’

The lexemes in these phrases/clauses are connected through their similar sounds. This strings them together more closely and in a more cohesive way.

Question 19

cohesion: conjunctions and adverbial/conjunctive phrases

Answer 19

eg. however, furthermore, so far as, consequently

These connect ideas within a text and show the relationship between these ideas.

Question 20

cohesion: hyponymy

Answer 20

(classification) eg. I love all dogs but my favourite is a greyhound

These create links by highlighting the relationship between the general semantic field and specific lexical terms.

Question 21

cohesion: collocation

Answer 21

words that go together eg. fast food, friends and family, strong coffee

Lexemes that go together build an expectation of what is coming next, helping to link lexemes and phrases together in a familiar way.

Question 22

cohesion: subject specific lexis

Answer 22

‘we’ll start with barre and then move to centre work beginning with port de bras.’

The use of terms, specific to a semantic field draws connections within the text that tie the clauses together.

Question 23

cohesion: antonymy

Answer 23

increase/decrease, huge/little

Lexemes with opposite meanings can be used to tie together phrases and clauses as they contrast each other in terms of semantics yet operate together to present meaning.

Question 24

cohesion: synonymy

Answer 24

tranquil/peaceful

Lexemes with similar meanings can be used to tie together phrases and clauses connecting them to reinforce an idea/ add detail.

Question 25

cohesion: ellipsis

Answer 25

eg. have you entered the data? No I haven’t ___

Connects two parts of a sentence by removing unnecessary words that form part of assumed knowledge/reference.

Question 26

cohesion: syntactic patterning

Answer 26

parallelism: mirrored structures linked by their similar syntactic features
listing: a sequence of lexemes/phrases/clauses can provide greater cohesion as the sentence segments are linked together within the structure to form a cohesive unit of ideas

antithesis

Question 27

cohesion: repetition/patterning

Answer 27

lexemes, phrases, clauses that are deliberately repeated create links and reinforce the ideas they present. At stitch level (they must be close together in the text)

Question 28

cohesion: substitution

Answer 28

eg. chairs and benches sub w the furniture

one noun phrase is used in place of another noun phrase referring to the same ‘thing’

eg. Jack and Bill sub w they

anaphoric reference- a pronoun is used instead of the previous full noun phrase to which it refers

Question 29

cohesion: deixis

Answer 29

eg. here, now, today, there, tomorrow

this term refers to linguistic features that help the reader link the text to its time and place setting. Relates to the context but not retrievable from the text.

Question 30

cohesion: information flow

Answer 30

clefting: ‘It was the boy from school who saved the puppies’ moved from neutral syntax (simple sentence) clefted to marked syntax (complex sentence) which gives ideas together

front/end focus: ‘After training, the players met to discuss the game’ fronting the adverbial phrase creates cohesion around when the players met

passive voice: ‘several children were affected by the outcome’ ideas connected through the manipulation of syntax

Question 31

coherence: formatting

Answer 31

headings: briefly outline proceeding content and help direct the reader
subheadings: same as headings but provide more detail within certain sections of the text

bullet points: form a structured list that more clearly sets out the information related to the overall idea/sentence/subheading

tables: clearer presentation of information, easily located by the audience
columns: can present related information or present information side-by-side for a specific purpose

bolding, italics, underline: if this occurs more than once in the text then there is a consistency in the way something is presented and aids the understanding of a particular point