1. If you are asked a question on how the writer uses language to make a point or develop an argument one of the options you can go for is use of
Sentence structure.
You need to know what is meant by sentence structure and how you should answer it. You need to describe the main features of the sentence structure and also explain the effect.
Look at how a sentence is made up, and how it is arranged. Pay attention to punctuation.

2. When dealing with word choice questions you will gain:
1 mark for identifying the main features
and
1 mark for correct analysis
If a question is worth 2 marks – you need to pick out 1 example and analyse
If a question is worth 4 marks – you need to pick out 2 examples and analyse
If a question is worth 6 marks – you need to pick out 3 examples and analyse
IMPORTANT – YOU MUST LOOK AT HOW MANY MARKS ARE AWARDED AND ANSWER ACCORDINGLY!

3. Features to consider when answering on sentence structure:
Listing
Parenthesis
Repetition
Climax
Punctuation:
Question Marks (rhetorical question)
Exclamation marks (emphasis)
Ellipsis (more info)
Semi colons (finish off one part of sentence or used instead of conjuction to separate to principal clauses in a sentence)
Colons (introduce quotation or list; an explanation or elaboration of point; summing up)

4. Types of Sentences:
Statements: tell you something. They end in full stop. Writing which is made up of statements alone may have calm and impersonal tone.
Commands: tell you to do something. They end with full stop or exclamation mark. Used for effect.
Exclamations: express excitement or surprise. Do not always contain verbs. They often begin with “What” “How”- end in exclamation mark – used to create dramatic or emotive tone
Minor Sentences: don’t contain verb. Abbreviations of other types of sentences they may end in a full stop or a question mark. “What now?” Sentences are very short and may create a tense or dramatic mood.

5. Example:
It would take me years to live down the disgrace. In the meantime I must hurry home as fast as my dismounted legs could carry me. If only I could catch sight of that wretched Rob Roy eating some more grass by the roadside! If only I hadn’t let him go! If only I could begin my ride all over again! How careful I would be!
Show how the writer uses sentence structure to emphasise the narrator’s sense of shame and panic at losing his horse – 2 marks
Following two statements, (1) the writer uses a series of exclamation marks (1) which indicate his thoughts and emotions. (1)
The repetition of the opening words “if only” (1) is effective in adding emphasis (1)
The use of exclamation marks (1) gives an impression of very strong feelings. (1)

6. Scrooge became as good a friend, as good a master, and as good a man as the good old City knew.
How does Dickens use sentence structure and what effect is he trying to create?
2 marks

7. Scrooge became as good a friend, as good a master, and as good a man as the good old City knew.
Repetition of word “good” (1) adds sense of drama (1)
Uses list (1) to build up to climax friend, master, man (1)

8. We went on the ghost train; we went on the chairoplanes and we went on the waltzers; we went on the giant roller coaster; we even – plucking up our courage! – went on the rocket launcher that actually turned upside down; finally, heads spinning and stomachs heaving, we tottered down to the low wall at the sea front for a welcome gulp of sea air.
Show how the writer uses two features of sentence structure and explain the effect he is trying to create
4 marks

9. We went on the ghost train; we went on the chairoplanes and we went on the waltzers; we went on the giant roller coaster; we even – plucking up our courage! – went on the rocket launcher that actually turned upside down; finally, heads spinning and stomachs heaving, we tottered down to the low wall at the sea front for a welcome gulp of sea air.
List (1) to emphasise the number of rides (1)
Repetition of “we went on” (1) emphasise number and variety of rides (1)
Short statements linked with semi colons (1) speeds up list giving impression on many things and excitement (1)
Parenthesis – plucking up our courage (1) gives impression of rides becoming more daring (1)
Use of italics (1) highlights that it was particularly frightening (1)

10. You couldn’t see far and you couldn’t see plain, but there was the deep sea moving on its way about the night earth, flat and quiet, the colour of grey mud, and here were the two of us alone in the high tower, and there, far out at first, was a ripple, followed by a wave, a rising, a bubble, a bit of froth. And then, from the surface of the cold sea came a head, a large head, dark coloured, with immense eyes, and then a neck. And then – not a body – but more neck and more! Only then did the body, like a little island of black coral and shells and crayfish, drip up from the subterranean.
How does the writer use sentence structure to emphasise the size of the sea creature?
4 marks

11. You couldn’t see far and you couldn’t see plain, but there was the deep sea moving on its way about the night earth, flat and quiet, the colour of grey mud, and here were the two of us alone in the high tower, and there, far out at first, was a ripple, followed by a wave, a rising, a bubble, a bit of froth. And then, from the surface of the cold sea came a head, a large head, dark coloured, with immense eyes, and then a neck. And then – not a body – but more neck and more! Only then did the body, like a little island of black coral and shells and crayfish, drip up from the subterranean.
Creates a list (1) which builds up the length of the creature (1)
Repetition of “And then” (1) implies the monster is still emerging from sea (1)
Parenthesis – not a body) (1) Spins the sentence out (1)
Exclamation mark used at end of sentence (1) used to emphasise the point (1)
Last sentence opens with “only then” (1) emphasising the size of creature (1)

12. I well remember though, how the distant idea of the holiday, after seeming for an immense time to be a stationary speck, began to come towards us, and to grow and grow. How, from counting months, we came to weeks, and then to days; and how I then began to be afraid that I should not be sent for and, when I learnt from Stenforth that I had been sent for and was certainly to go home, had dim forebodings that I might break my leg first. How the breaking up day changed its place fast, at last, from the week after next to next week, this week, the day after tomorrow, tomorrow, today, tonight – when I was inside the Yarmouth mail-coach, and going home.
Show how the writer uses sentence structure to show how time appears distorted to a small boy at boarding school who is desperate for the holidays to arrive
4 marks

13. I well remember though, how the distant idea of the holiday, after seeming for an immense time to be a stationary speck, began to come towards us, and to grow and grow. How, from counting months, we came to weeks, and then to days; and how I then began to be afraid that I should not be sent for and, when I learnt from Stenforth that I had been sent for and was certainly to go home, had dim forebodings that I might break my leg first. How the breaking up day changed its place fast, at last, from the week after next to next week, this week, the day after tomorrow, tomorrow, today, tonight – when I was inside the Yarmouth mail-coach, and going home.
Spins out list separated by commas: Months, weeks and days (1) slows down tempo (1)
After semi colon writer uses separate clauses (1) suggests time stretching out (1)
Comma after word and (1) slows pace down (1)
Last sentence is very long with many phrases strung together (1) shows his sense of time passing (1)
Using commas in list with no ands (1) speeds things up (1)