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Techniques Reference
The definitive guide to 60+ language and structural techniques for GCSE English. Definitions, examples, effects, and exam-ready sentence starters - everything you need in one place.
All techniques are organised into two main categories. Each entry includes a definition, example, effect analysis, and a sentence starter you can use in your exam.
Every language and literary technique you need for GCSE English. Metaphor, simile, personification, irony, semantic fields, sound devices, and much more -- each with a definition, example, effect, and exam sentence starter.
Master the structural and form techniques examiners reward. Sentence types, narrative structures, poetic form, dialogue, shifts in focus, and how writers organise whole texts for effect.
The most frequently tested techniques for GCSE English. Click a name to see the full entry.
Describing something as if it literally is something else to create a vivid comparison.
A comparison using 'like' or 'as' to draw attention to a shared quality.
Giving human qualities to non-human things to make descriptions more vivid or relatable.
Repetition of the same consonant sound at the start of nearby words to create rhythm or emphasis.
Repetition of 's' and 'sh' sounds to create a hissing, sinister, or soothing effect.
Using weather or the environment to reflect a character's mood or the atmosphere.
A group of words from the same topic area used together to reinforce a theme.
A contrast between expectation and reality, used for humour, criticism, or dramatic tension.
Placing two contrasting ideas side by side to highlight their differences.
Deliberate exaggeration to emphasise a point or create dramatic effect.
Words specifically chosen to provoke an emotional response from the reader.
A question asked for effect rather than an answer, to make the reader think or agree.
A sentence or phrase that runs over from one line of poetry to the next without stopping.
A pause in the middle of a line of poetry, created by punctuation, to add emphasis.
A text that ends where it began, creating a sense of completeness or entrapment.
Brief, punchy sentences used to create tension, shock, or emphasis.
Hints or clues about what will happen later in a text, building suspense.
A deliberate change in subject, tone, or perspective to surprise or redirect the reader.
Use this three-step framework for every technique you identify in an exam response.
Identify the specific device. Be precise -- say 'sibilance' rather than 'sound technique', or 'extended metaphor' rather than just 'metaphor'.
Example
Shakespeare uses sibilance in the phrase "the serpent's subtle sting"...
Explain the mechanics. What does the technique do to the language? How does it change the sound, rhythm, imagery, or tone?
Example
...the repeated 's' sounds create a hissing quality that mimics the snake itself...
Connect to the writer's purpose. What effect does it have on the reader? How does it link to themes, character, or context?
Example
...reinforcing the theme of deception and suggesting hidden danger beneath a calm surface.
[What] Shakespeare uses sibilance in the phrase "the serpent's subtle sting". [How] The repeated 's' sounds create a hissing quality that mimics the snake itself, making the language feel dangerous and unsettling. [Why] This reinforces the theme of deception, suggesting hidden danger beneath a calm surface -- perhaps reflecting how characters mask their true intentions.
Notice how each part builds on the last. The What identifies, the How explains the mechanics, and the Why connects to meaning. This structure works for any technique in any question.
Apply these six principles to every technique-based response for consistently high marks.
Always identify the specific device. Say 'sibilance' not 'a sound effect', 'pathetic fallacy' not 'the weather'. Examiners reward precise terminology.
Weave 2-5 word quotes into your sentences rather than copying full lines. This keeps your analysis flowing and shows confident text handling.
Explain how and why the technique impacts the reader. This is where the marks are -- identification alone stays in the lower bands.
Connect techniques to the writer's intentions, audience, historical context, or the wider themes of the text for top-band responses.
Phrases like 'perhaps', 'this could suggest', and 'the reader may interpret' show analytical sophistication and open up multiple readings.
In comparison questions, discuss how two writers use the same technique differently, or different techniques to achieve similar effects.