Before you begin: -Work through this booklet at your own pace without rushing. -Read each box carefully before you try the activities. -Look back at the examples if you get stuck. -These techniques are all about your senses and feelings – try to picture and feel each example.

  ★  Why do writers use these techniques? 

The three techniques in this booklet help a writer pull the reader right into the writing. Instead of just reading words on a page, the reader can hear the sounds, feel the senses and share the emotions. This makes writing come alive.

Look at the difference:

Plain sentence	With a technique
The fire was burning.	The fire crackled and hissed, throwing out a fierce, choking heat.
The dog was left alone.	The helpless, trembling puppy was abandoned in the freezing cold.

In this booklet you will learn three techniques that work on the reader’s senses and emotions. By the end you should be able to spot them, use them and explain why a writer chose them.

  1  Onomatopoeia 

What is onomatopoeia? Onomatopoeia is a word that sounds like the noise it describes. When you say the word out loud, it actually copies the sound. The spelling is tricky and is sounded out as “on-o-mat-o-pee-a”. What matters the most is that you understand it: the word IS the sound.

Examples

• The bee went buzz.
• The fireworks went bang and crackle.
• The bacon sizzled in the pan.
• The door slammed with a crash.

Top tip: Say the word out loud. If the word actually sounds like the noise it is describing (like “splash” or “pop”), it is onomatopoeia.

Activity 1.1 – Spot the onomatopoeia

Underline the onomatopoeia (the sound word) in each sentence.

1. The rain went pitter-patter on the roof.
2. She walked quietly down the street.
3. The old gate creaked as it opened.
4. The balloon went pop!
5. The leaves rustled in the wind.

One of these sentences does NOT contain onomatopoeia. Which one? Write the number here: ______

Activity 1.2 – Match the sound

Match each thing to the onomatopoeia word that describes its sound.

The thing	Sound word
A snake	Bang
A clock	Hiss
A gun	Tick-tock
A drink being poured	Moo
A cow	Glug

Now write your own onomatopoeia for each of these:

1. A motorbike: ___________________________________________________    
2. A bird: __________________________________________________________
3. Thunder: ______________________________________________________    
4. Footsteps in mud: _________________________________________________

Activity 1.3 – Why did the writer use it?

Remember: spotting a technique is only the start. At GCSE level, you must explain the EFFECT that a method has. Onomatopoeia helps the reader to actually HEAR what is happening, making a scene feel real and vivid.

Example Onomatopoeia: “The thunder cracked and boomed overhead.” Effect: The words “cracked” and “boomed” let the reader actually hear the loud, frightening storm. This makes the scene feel real and dramatic, helping to build a tense, scary atmosphere.

Now you try. Explain the effect of the sound words in each example.

a)  “The knife sliced through the silence with a sharp swish.”

What does the reader hear? How does this add to the moment?

____________________________________________________________________

b)  “The children splashed and giggled in the puddles.”

How do the sound words make this a happy, lively scene?

____________________________________________________________________

★ Challenge: Write two sentences describing a busy kitchen. Use at least two onomatopoeia words, then explain the effect they create. __________________________________________________________________

  2  Sensory Language 

What is sensory language? Sensory language is writing that appeals to the reader’s five senses: sight, sound, smell, taste and touch. Good writers do not just tell you what something looks like. They describe how it sounds, smells, tastes and feels too, so you feel like you are really there.

The five senses

Sight	The golden sunset glowed across the calm sea.
Sound	The waves roared and the seagulls screeched.
Smell	The salty, fishy air filled my nose.
Taste	The ice cream was sweet and creamy on my tongue.
Touch	The warm sand felt soft beneath my bare feet.

Top tip: When you describe a place, try to use more than one sense. Ask yourself: What can I see? Hear? Smell? Taste? Touch?

Activity 2.1 – Which sense?

Write which sense each phrase appeals to (sight, sound, smell, taste or touch).

Phrase	Sense
The bitter, burnt coffee.
The deafening screech of brakes.
The rough, scratchy blanket.
The bright red, glistening apple.
The sweet smell of fresh bread.

Activity 2.2 – Describe with your senses

Imagine you walk into a bakery. Write a phrase for each sense to describe it.

What you can SEE: ______________________________________________________

What you can HEAR: ____________________________________________________

What you can SMELL: ___________________________________________________

What you can TASTE: ___________________________________________________

What you can TOUCH/FEEL: ______________________________________________

Activity 2.3 – Why did the writer use it?

Example Sensory language: “The damp, musty cellar reeked of rot, and something cold dripped onto my neck.” Effect: By appealing to smell (“musty”, “reeked”) and touch (“cold dripped”), the writer makes the reader feel like they are actually in the creepy cellar. It creates an unpleasant, frightening atmosphere.

Now explain the effect of these examples.

a)  “The market buzzed with chatter, and the spicy, smoky air made my mouth water.”

Which senses are used? How do they make the market feel alive?

____________________________________________________________________

b)  “The hospital was silent, white and smelled of bleach.”

What atmosphere do these sensory details create?

____________________________________________________________________

★ Challenge: Describe a fairground at night using at least three different senses. Then, explain how your sensory details create a mood. __________________________________________________________________

  3  Emotive Language 

What is emotive language? Emotive language is words chosen on purpose to make the reader FEEL a strong emotion such as sadness, anger, sympathy, fear or joy. The clue is in the word: EMOTIVE comes from EMOTION. The writer wants to tug at your feelings.

Examples

• The poor, helpless children were left starving.  (makes you feel sympathy)
• The cruel, heartless thug attacked an innocent old man.  (makes you feel anger)
• The brave hero risked everything to save the trapped family.  (makes you feel admiration)

Top tip: Emotive language is everywhere in newspapers, charity adverts and speeches. Words like “innocent”, “devastating”, “suffering” and “miracle” are chosen to make you feel something.

Activity 3.1 – Spot the emotive words

Underline the emotive words in each sentence. Remember, these are the ones chosen to make you feel an emotion.

1. The terrified, defenceless kitten was abandoned in the storm.
2. Greedy bosses are robbing hard-working families of their futures.
3. The car was parked outside the house.
4. Thousands of innocent victims are suffering needlessly every day.

Activity 3.2 – Make it emotive

Rewrite each plain sentence using emotive language to make the reader feel something stronger.

Example:  Plain – “The dog was in the rescue centre.” Emotive – “The poor, shivering dog had been dumped at the rescue centre, longing for a loving home.”

1.  Plain: “The flood damaged some homes.”

Emotive: ______________________________________________________________

2.  Plain: “The team lost the match.”

Emotive: ______________________________________________________________

Activity 3.3 – Why did the writer use it?

Example Emotive language: “Every single day, innocent animals are left to suffer.” Effect: Words like “innocent” and “suffer” are chosen to make the reader feel pity and sadness. This pulls on the reader’s emotions and makes them want to help, which is why charities use language like this.

Now explain the effect of these examples.

a)  “The evil criminals showed no mercy to their terrified victims.”

What emotion is the writer trying to create? Which words do this?

____________________________________________________________________

b)  “Your kind donation could give a desperate child the gift of hope.”

Why does a charity use words like “desperate” and “hope”? How does it make you feel?

____________________________________________________________________

★ Challenge: Write the opening of a charity advert asking people to help homeless people this winter. Use emotive language, then explain which words you chose and why. __________________________________________________________________

  ★  Putting it all together 

Now you have learned all three techniques, let’s check if you can identify and use them.

Final check – Name that technique

Write O (onomatopoeia), S (sensory language) or E (emotive language) next to each sentence.

Sentence	O / S / E
The bacon sizzled and spat in the pan.
The cruel, heartless landlord threw the family out.
The rough, icy wind stung my cheeks.
The window shattered with a deafening crash.
The innocent, frightened child cried for help.
The sweet, sticky honey dripped slowly off the spoon.

Big finish – Your own descriptive paragraph

Write a short paragraph (4–6 sentences) describing a thunderstorm hitting a town. You MUST include:

• at least one example of onomatopoeia
• sensory language using at least two senses
• at least one example of emotive language

When you finish, underline each technique and label it O, S or E.

____________________________________________________________________

  ✓  How did I do? 

Tick the box that is true for you now. Be honest as it helps you know what to revise.

I can…	Not yet	Getting there	Confident
…explain what onomatopoeia is and spot it.
…explain what sensory language is and spot it.
…explain what emotive language is and spot it.
…write my own examples of all three.
…explain the EFFECT of a technique on the reader.

Well done for completing this booklet! These techniques make your descriptive and persuasive writing really come alive for the reader. Keep noticing them in adverts, news stories and books. Remember to always explain the EFFECT of the techniques for the top marks!