How can I use language analysis in my essay to improve my marks?

Language analysis should feature heavily in the body of your essay, not in the introduction or conclusion. Language analysis can include anything specific about the vocabulary, structure and style of the words in the text. A good place to start is discussing specific words, or groups of words that you notice, or stand out to you. Are there particularly descriptive or emotive words? Highlight these words on the sheet as you're reading to help you. Once you have identified this vocabulary, notice whether they are verbs/ adjectives/ adverbs etc, how long or short they are, if they sound soft or sharp, are they repeated, or positioned in a particular place in the text? What is the meaning of the words - are there multiple meanings, and how is the meaning relevant to the overall text? Picking even a few of these points is an excellent place to start with language analysis! For example: 'Make sure to quote the phrase you're analysing', here the use of the imperative 'Make', emphatically positioned at the start of the sentence gives an assertive tone and a sense of authority. Use specific language analysis as evidence to support the wider points and arguments you make about the text during your essay. Discussing the language in detail can certainly be a main feature of your argument. Each exam board gives a portion of marks for demonstrating understanding of language. There are 3 steps: (1) Speak about the characteristics of the words/ phrases you picked out. (2) Link these characteristics to the wider theme or attidude presented by the text or author. (3) Tie this point to the overall argument you are making in your essay. (1) 'Make sure to quote the phrase you're analysing.' The use of the imperative verb 'Make' gives the phrase an assertive tone. This assertiveness, as well as the short simple sentece, gives the feeling of an almost sharp order. (2) The assertiveness in this sentence is indicative of the authority the narrator expresses throughout the text, and the instrutive nature of the text itself. (3) This therefore supports the arguments that the text presents a methodical and instructive attitude to reading rather than an emotional one.