INTRODUCTION: QUESTION 1 ANALYSIS
Question 1 in English Paper 1 sets the tone for the exam. It usually focuses on comprehension, style, and the writer’s choices. Over the years (2020–2024), it has tested diction, tone, rhetorical devices, writer’s intention, and definitions.
Understanding these patterns helps you prepare smarter, not harder.
Structure of Question 1 in English Home Language Exams (2020-2024)
Our analysis of English Home Language exams from 2020 to 2024 reveals that Question 1 maintains a consistent structure across all years.
Text Components:
- Text A: A paragraph-length passage
- Text B: An advertisement or cartoon
Question Structure: The questions follow a predictable three-part format:
- Text A Questions: This section contains the majority of questions, focusing exclusively on the paragraph passage.
- Text B Questions: This section typically includes 2-4 questions that analyze the advertisement or cartoon.
- Comparative Question: The final question requires students to identify similarities between the two texts or evaluate the extent to which Text A and Text B support each other or a common theme.
This consistent format allows students to prepare effectively by understanding the predictable progression from individual text analysis to comparative evaluation.
Mark Allocation and Strategic Importance of Question 1
Question 1 consistently carries a weight of 30 marks across all English Home Language exams. This represents 30 out of 70 total marks, which translates to approximately 43% of the entire paper.
Strategic Significance: Given this substantial weighting, mastering Question 1 alone brings students remarkably close to the pass mark for the paper. This makes Question 1 a critical component that can significantly impact overall performance.
Important Note: While Question 1 is strategically important due to its high mark allocation, students should remember to familiarize themselves with all question types that appear throughout the paper, not just those in Paper 1. A comprehensive understanding of the entire examination structure remains essential for optimal performance.
The high mark value of Question 1 makes it a priority area for focused preparation, but balanced preparation across all sections ensures the best possible outcomes.
ANALYSIS OF QUESTION 1 PATTERNS (2020-2024)
Diction (Word Choice) appeared in 2020, 2021, 2022, 2023, and also in 2024. This consistency makes diction the most reliable feature of Question 1.
Tone and Attitude were tested in 2020 , 2021, 2023 , and 2024. The only year it did not appear was 2022. This shows that tone and attitude are highly likely to be included in Question 1, and learners should always be prepared to analyse the writer’s emotional stance.
Rhetorical Devices appeared in 2020 (aside), 2022 (paradox and satire), 2023 (rhetorical question, irony, and imagery), and 2024 (rhetorical questions and paradox). These devices are featured every year except 2021, but the specific devices change from year to year. This means learners cannot memorize one device but must be flexible enough to analyze whichever one appears.
The Writer’s Intention or Purpose was tested in 2020, 2023, 2024. This type of question is less frequent but has been appearing more often in recent years, which shows a shift towards higher-order analysis.
2020 QUESTION 1 BREAKDOWN – UNDERSTANDING WHAT EACH QUESTIONS MEANS.
Account for the writer’s use of…
Simplified exam instruction:
“Account for” means explain why the writer made that specific choice and what effect it has.
Exam-style examples + Simplified meaning
Account for the writer’s use of the word “storm” instead of “argument.”
The examiner is asking you to explain why the writer chose the word storm over argument.
Solution: The word storm makes the fight sound wild and violent, not just a small disagreement.
Account for the writer’s use of repetition in “never, never, never again.”
The examiner is asking you to explain why the writer chose to repeat the word never three times.
Solution: Repeating the word never makes the statement stronger and shows strong emotion.
Account for the writer’s use of the metaphor “time is a thief.”
The examiner is asking you to explain why the writer chose to compare time to a thief.
Solution: The metaphor makes us see time as something that steals moments from us, which feels powerful.
Account for the writer’s use of the short sentence “I was done.”
The examiner is asking you to explain why the writer chose to use a very short sentence instead of a longer one.
Solution: The short sentence gives a sharp, final feeling, showing the writer had reached the end.
Account for the writer’s use of capital letters in “STOP THIS NOW.”
The examiner is asking you to explain why the writer chose to use capital letters instead of normal text.
Solution: The capital letters look like shouting and make the words urgent and impossible to ignore.
Discuss the writer’s inclusion of the aside
Simplified exam instruction:
“Discuss” means explain the purpose and effect of the aside (the words in brackets).
Exam-style examples + Simplified meaning
Discuss the writer’s inclusion of the aside “(By the way, this was my worst day).”
The examiner is asking you to explain why the writer chose to add this side comment.
Solution: The aside shows the writer’s personal feeling, making the story more relatable and honest.
Discuss the writer’s inclusion of the aside “(Honestly, who would do that?).”
The examiner is asking you to explain why the writer chose to insert a personal remark here.
Solution: This aside makes the writer’s shock clear and also gets the reader to think about the question.
Discuss the writer’s inclusion of the aside “(You’ve probably felt this too, right?).”
The examiner is asking you to explain why the writer chose to address the reader directly.
Solution: The aside makes the reader feel included, like the writer is talking to them personally.
Discuss the writer’s inclusion of the aside “(Believe me, I wasn’t ready).”
The examiner is asking you to explain why the writer chose to confess something in brackets.
Solution: The aside adds honesty and shows the writer’s weakness, which builds trust with the reader.
Discuss the writer’s inclusion of the aside “(That’s when I realised, too late).”
The examiner is asking you to explain why the writer chose to insert this moment of reflection.
Solution: The aside makes the moment dramatic, showing regret and giving the reader insight into the writer’s thoughts.
Comment on the writer’s diction
Simplified exam instruction:
“Diction” means the writer’s choice of words. You must explain why those words were chosen and what effect they create.
Exam-style examples + Simplified meaning
Comment on the writer’s diction in lines 40–42, “If false claims … be in tatters.”
The examiner is asking you to explain why the writer chose words like false claims and tatters in this section.
Solution: These words make the lies sound weak and destroyed, showing they cannot last.
Comment on the writer’s diction in paragraph 3, “The streets were littered with shattered glass.”
The examiner is asking you to explain why the writer chose the word shattered instead of just broken.
Solution: The word shattered makes the damage sound more violent and serious.
Comment on the writer’s diction in lines 12–14, “Her laughter echoed, sharp as broken glass.”
The examiner is asking you to explain why the writer chose the comparison of laughter to broken glass.
Solution: This word choice makes the laughter sound painful and harsh, not joyful.
Comment on the writer’s diction in sentence 2, “The politician dodged the question with slippery ease.”
The examiner is asking you to explain why the writer chose the word slippery to describe the politician’s actions.
Solution: The word slippery makes the politician sound untrustworthy, like someone you cannot hold onto.
Comment on the writer’s diction in paragraph 5, “The child’s fragile hope flickered in the darkness.”
The examiner is asking you to explain why the writer chose the word fragile to describe hope.
Solution: The word fragile shows that the child’s hope is weak and could break at any moment.
Comment on the writer’s tone
Simplified exam instruction:
“Tone” means the writer’s attitude or emotion. You must identify what tone is created by the words.
Exam-style examples + Simplified meaning
Comment on the writer’s tone in “Oh, what a wonderful day to fail.”
The examiner is asking you to explain what tone is created by the words “Oh, what a wonderful day to fail.”
Solution: The tone is sarcastic, because the writer says the opposite of what they really mean.
Comment on the writer’s tone in “This is completely unacceptable!”
The examiner is asking you to explain what tone is created by the words “This is completely unacceptable!”
Solution: The tone is angry and shows strong disapproval.
Comment on the writer’s tone in “I’m so grateful for your kindness.”
The examiner is asking you to explain what tone is created by the words “I’m so grateful for your kindness.”
Solution: The tone is thankful and respectful.
Comment on the writer’s tone in “The silence pressed down on me.”
The examiner is asking you to explain what tone is created by the words “The silence pressed down on me.”
Solution: The tone is heavy and sad, showing a serious mood.
Comment on the writer’s tone in “If only I had tried harder…”
The examiner is asking you to explain what tone is created by the words “If only I had tried harder…”
Solution: The tone is regretful, because the writer wishes they had done something differently.
2021 QUESTION 1 BREAKDOWN – UNDERSTANDING WHAT EACH QUESTIONS MEANS.
Writer’s attitude toward…
Simplified exam instruction:
“Writer’s attitude” means what the writer feels or thinks about the subject. You must explain if the attitude is positive, negative, angry, respectful, etc.
Exam-style examples + Simplified meaning
What is the writer’s attitude toward the new rule?
The examiner is asking you to explain what feeling the writer shows about the new rule.
Solution: The writer’s attitude is negative — they show disapproval and frustration.
What is the writer’s attitude toward the teacher in this paragraph?
The examiner is asking you to explain what feeling the writer shows toward the teacher.
Solution: The writer’s attitude is respectful, showing admiration for the teacher.
What is the writer’s attitude toward technology in the article?
The examiner is asking you to explain what feeling the writer shows toward technology.
Solution: The writer’s attitude is positive, suggesting excitement about its benefits.
What is the writer’s attitude toward the protesters?
The examiner is asking you to explain what feeling the writer shows toward the protesters.
Solution: The writer’s attitude is sympathetic, showing understanding of their cause.
What is the writer’s attitude toward the event described?
The examiner is asking you to explain what feeling the writer shows about the event.
Solution: The writer’s attitude is serious and concerned, highlighting its importance.
How does the writer use diction?
Simplified exam instruction:
“Diction” means the words the writer chooses. You must explain how those words help to create meaning.
Exam-style examples + Simplified meaning
How does the writer use diction in the phrase ‘dark clouds of despair’?
The examiner is asking you to explain why the writer chose dramatic words like dark clouds and despair.
Solution: These words create a heavy, hopeless mood that matches the situation.
How does the writer use diction in ‘the city buzzed with energy’?
The examiner is asking you to explain why the writer used the word buzzed.
Solution: The word buzzed makes the city sound alive and busy, like the noise of bees.
How does the writer use diction in ‘his excuses dripped with dishonesty’?
The examiner is asking you to explain why the writer chose the word dripped.
Solution: The word dripped makes the dishonesty sound thick and unpleasant, as if it cannot be avoided.
How does the writer use diction in ‘a flood of memories came rushing back’?
The examiner is asking you to explain why the writer used the word flood.
Solution: The word flood shows that the memories came quickly and with great force.
How does the writer use diction in ‘the fragile flower trembled in the wind’?
The examiner is asking you to explain why the writer chose the word fragile.
Solution: The word fragile shows that the flower is weak and easily damaged, adding to the image of delicacy.
Comment on the writer’s tone
Simplified exam instruction:
“Tone” means the writer’s attitude or emotion. You must say what tone is created by the words.
Exam-style examples + Simplified meaning
Comment on the writer’s tone in ‘I can’t believe you did that!’
The examiner is asking you to explain what emotion is shown by the words.
Solution: The tone is shocked and upset, showing anger.
Comment on the writer’s tone in ‘We are overjoyed with the results!’
The examiner is asking you to explain what emotion is shown by the words.
Solution: The tone is happy and celebratory.
Comment on the writer’s tone in ‘How unfair this system is.’
The examiner is asking you to explain what emotion is shown by the words.
Solution: The tone is frustrated and critical.
Comment on the writer’s tone in ‘If only we had more time…’
The examiner is asking you to explain what emotion is shown by the words.
Solution: The tone is regretful, showing a sense of loss.
Comment on the writer’s tone in ‘The children’s laughter filled the room.’
The examiner is asking you to explain what emotion is shown by the words.
Solution: The tone is joyful and warm.
2022 QUESTION 1 BREAKDOWN – UNDERSTANDING WHAT EACH QUESTIONS MEANS.
Account for the single-line paragraph
Simplified exam instruction:
“Account for” means explain why the writer used a single-line paragraph and what effect it creates.
Exam-style examples + Simplified meaning
Account for the single-line paragraph: “And then it was over.”
The examiner is asking you to explain why the writer made this one short line stand alone.
Solution: The short paragraph makes the moment dramatic and shows finality.
Account for the single-line paragraph: “Silence.”
The examiner is asking you to explain why the writer made this one word its own paragraph.
Solution: The single word stands out, creating a pause and emphasizing quietness.
Account for the single-line paragraph: “I failed.”
The examiner is asking you to explain why the writer used only two words in a paragraph.
Solution: The single-line paragraph creates a sense of shock and disappointment.
Account for the single-line paragraph: “Too late.”
The examiner is asking you to explain why the writer kept this line so short.
Solution: The short line adds tension and highlights regret.
Account for the single-line paragraph: “Never again.”
The examiner is asking you to explain why the writer used this dramatic line.
Solution: The single line makes the promise strong and memorable.
Discuss how the diction…
Simplified exam instruction:
“Diction” means the writer’s choice of words. You must explain how those words add meaning or create an effect.
Exam-style examples + Simplified meaning
Discuss how the diction in ‘a flood of lies drowned the truth’ shapes meaning.
The examiner is asking you to explain why the writer chose strong words like flood and drowned.
Solution: The words make the lies seem overwhelming and destructive.
Discuss how the diction in ‘the gentle breeze carried her worries away’ shapes meaning.
The examiner is asking you to explain why the writer chose the word gentle.
Solution: The word makes the moment feel peaceful and comforting.
Discuss how the diction in ‘the soldier’s courage burned bright’ shapes meaning.
The examiner is asking you to explain why the writer used the word burned.
Solution: The word makes courage sound powerful and full of energy.
Discuss how the diction in ‘a web of secrets trapped her’ shapes meaning.
The examiner is asking you to explain why the writer chose the word web.
Solution: The word makes the secrets feel sticky and impossible to escape.
Discuss how the diction in ‘the icy glare froze him in place’ shapes meaning.
The examiner is asking you to explain why the writer used the word icy.
Solution: The word makes the glare feel cold, unfriendly, and harsh.
Comment on the paradox
Simplified exam instruction:
A paradox is a statement that seems strange or impossible, but it makes sense when you think about it.
Exam-style examples + Simplified meaning
Comment on the paradox ‘less is more.’
The examiner is asking you to explain why something that sounds opposite can still be true.
Solution: It means simplicity can be more powerful than having too much.
Comment on the paradox ‘the beginning of the end.’
The examiner is asking you to explain this strange-sounding phrase.
Solution: It shows that even as something starts, it is already moving toward ending.
Comment on the paradox ‘the silence was deafening.’
The examiner is asking you to explain how silence can be compared to loudness.
Solution: It means the silence was so strong that it felt overwhelming.
Comment on the paradox ‘I must be cruel to be kind.’
The examiner is asking you to explain why being cruel can also mean being kind.
Solution: Sometimes harsh actions are done to help someone in the long run.
Comment on the paradox ‘standing tall while feeling small.’
The examiner is asking you to explain this contradiction.
Solution: It shows that a person may look confident outside but feel insecure inside.
Comment on the satire
Simplified exam instruction:
Satire is when a writer makes fun of something (like people, politics, or society) to show its faults.
Exam-style examples + Simplified meaning
Comment on the satire in a cartoon showing a politician sleeping in parliament.
The examiner is asking you to explain what the writer is mocking.
Solution: It makes fun of politicians for being lazy instead of doing their jobs.
Comment on the satire in a story where people pay money just to breathe fresh air.
The examiner is asking you to explain what the writer is mocking.
Solution: It criticises society’s greed and the way basic needs are sold.
Comment on the satire in an advert for “instant honesty pills.”
The examiner is asking you to explain what the writer is mocking.
Solution: It mocks people for being dishonest and wanting quick fixes.
Comment on the satire in a news headline saying “World’s leaders argue over who is most humble.”
The examiner is asking you to explain what the writer is mocking.
Solution: It makes fun of leaders who claim humility but act proud.
Comment on the satire in a cartoon showing students carrying libraries on their backs.
The examiner is asking you to explain what the writer is mocking.
Solution: It criticizes the heavy workload students are given.
2023 QUESTION 1 BREAKDOWN – UNDERSTANDING WHAT EACH QUESTIONS MEANS.
Refer to the writer’s tone
Simplified exam instruction:
“Tone” is the writer’s attitude or feeling shown through the words. You must explain the feeling (e.g. angry, hopeful, sarcastic) and give the effect.
Exam-style examples + Simplified meaning
Refer to the writer’s tone in: “I can’t believe you did that again!”
The examiner is asking you to identify the tone.
Solution: The tone is angry/frustrated, showing disappointment.
Refer to the writer’s tone in: “Finally, the sun smiled on us after the storm.”
The examiner is asking you to explain the tone.
Solution: The tone is hopeful/joyful, creating relief.
Refer to the writer’s tone in: “Oh, sure, because that always works.”
The examiner is asking you to explain the tone.
Solution: The tone is sarcastic, mocking the situation.
Refer to the writer’s tone in: “We must fight for what is right.”
The examiner is asking you to explain the tone.
Solution: The tone is passionate/urgent, encouraging action.
Refer to the writer’s tone in: “She whispered softly, as though the world might break.”
The examiner is asking you to explain the tone.
Solution: The tone is gentle/tender, creating a fragile mood.
Comment on the effectiveness of the conclusion
Simplified exam instruction:
You must say if the ending works well (effective) and why.
Exam-style examples + Simplified meaning
Comment on the effectiveness of the conclusion: “And so, he finally found peace.”
The examiner is asking if this ending works.
Solution: It is effective because it gives closure and a sense of calm.
Comment on the effectiveness of the conclusion: “The mystery remains unsolved.”
The examiner is asking if this ending works.
Solution: It is effective because it keeps readers curious and thinking.
Comment on the effectiveness of the conclusion: “Her smile said everything words could not.”
The examiner is asking if this ending works.
Solution: It is effective because it ends with emotion, leaving an impact.
Comment on the effectiveness of the conclusion: “Nothing changed, yet everything was different.”
The examiner is asking if this ending works.
Solution: It is effective because it is thought-provoking and memorable.
Comment on the effectiveness of the conclusion: “And then the lights went out.”
The examiner is asking if this ending works.
Solution: It is effective because it creates suspense and drama.
Discuss the irony
Simplified exam instruction:
Irony is when the opposite of what you expect happens. You must explain why it is ironic.
Exam-style examples + Simplified meaning
Discuss the irony: “The fire station burned down.”
The examiner is asking why this is ironic.
Solution: It is ironic because the place meant to stop fires is destroyed by fire.
Discuss the irony: “The doctor caught a cold.”
The examiner is asking why this is ironic.
Solution: It is ironic because the person who heals others is sick.
Discuss the irony: “The lifeguard needed saving.”
The examiner is asking why this is ironic.
Solution: It is ironic because the rescuer becomes the one rescued.
Discuss the irony: “The thief’s house was robbed.”
The examiner is asking why this is ironic.
Solution: It is ironic because the criminal becomes the victim.
Discuss the irony: “The teacher forgot her homework.”
The examiner is asking why this is ironic.
Solution: It is ironic because the person who punishes for forgetting did the same.
Refer to the alliteration
Simplified exam instruction:
Alliteration is the repetition of the same sound (usually at the beginning of words). You must explain its effect.
Exam-style examples + Simplified meaning
Refer to the alliteration in: “She sells seashells by the seashore.”
The examiner is asking why the ‘s’ sound is repeated.
Solution: The sound creates rhythm and makes the line memorable.
Refer to the alliteration in: “Peter picked a peck of pickled peppers.”
The examiner is asking about the effect of repeating ‘p.’
Solution: It adds playfulness and musicality.
Refer to the alliteration in: “Dark days dragged on.”
The examiner is asking about the effect of repeating ‘d.’
Solution: It emphasises heaviness and sadness.
Refer to the alliteration in: “Whispering winds washed over us.”
The examiner is asking about the effect of repeating ‘w.’
Solution: It creates a soft, calming sound.
Refer to the alliteration in: “Brave battles bring broken bones.”
The examiner is asking about the effect of repeating ‘b.’
Solution: It adds strength and impact to the sentence.
2024 QUESTION 1 BREAKDOWN – UNDERSTANDING WHAT EACH QUESTIONS MEANS.
Account for the writer’s use of the opening sentence
Simplified exam instruction:
“Account for” means explain why the writer started this way and what effect it has.
Exam-style examples + Simplified meaning
Account for the writer’s use of the opening: “The camera is on.”
The examiner is asking why the writer started with this sentence.
Solution: It grabs attention quickly and creates a sense of drama.
Account for the writer’s use of the opening: “I was never ready for what came next.”
The examiner is asking why this start was chosen.
Solution: It makes the reader curious and creates suspense.
Account for the writer’s use of the opening: “Once upon a time, in a small town…”
The examiner is asking why the story begins this way.
Solution: It signals the start of a story and sets the scene.
Account for the writer’s use of the opening: “Silence. That’s all I heard.”
The examiner is asking why it starts with this word.
Solution: It creates mystery and draws attention.
Account for the writer’s use of the opening: “We are tired of waiting.”
The examiner is asking why the writer chose this.
Solution: It sets a strong, emotional tone of frustration.
Comment on the punctuation
Simplified exam instruction:
“Comment” means explain why the punctuation was used and what effect it has.
Exam-style examples + Simplified meaning
Comment on the punctuation: “Wait… did you hear that?”
The examiner is asking why ellipses (…) are used.
Solution: They show hesitation or suspense.
Comment on the punctuation: “Stop! Don’t move!”
The examiner is asking why the exclamation mark is used.
Solution: It shows urgency and strong emotion.
Comment on the punctuation: “She asked, ‘Where are you going?’”
The examiner is asking why quotation marks are used.
Solution: They show direct speech.
Comment on the punctuation: “I came, I saw, I conquered.”
The examiner is asking why commas are used.
Solution: They separate short, dramatic actions.
Comment on the punctuation: “Do you really believe that?”
The examiner is asking why the question mark is used.
Solution: It shows doubt and invites reflection.
Discuss the writer’s inclusion of the aside
Simplified exam instruction:
“Discuss” means explain why the writer used the bracketed words and what effect they have.
Exam-style examples + Simplified meaning
Discuss the writer’s inclusion of the aside: “(By the way, this was my worst day).”
The examiner is asking why this side comment was added.
Solution: It adds a personal reflection, making the writing more honest.
Discuss the writer’s inclusion of the aside: “(Honestly, who would do that?).”
The examiner is asking why this aside was included.
Solution: It shows the writer’s opinion and invites agreement.
Discuss the writer’s inclusion of the aside: “(You’ve probably felt this too, right?).”
The examiner is asking why this was added.
Solution: It involves the reader directly.
Discuss the writer’s inclusion of the aside: “(Believe me, I wasn’t ready).”
The examiner is asking why this aside was used.
Solution: It adds honesty and creates connection.
Discuss the writer’s inclusion of the aside: “(That’s when I realised, too late).”
The examiner is asking why this was included.
Solution: It shows regret and reflection.
Comment on the writer’s diction
Simplified exam instruction:
“Diction” means word choice. You must explain why the writer chose those words and what effect they have.
Exam-style examples + Simplified meaning
Comment on the writer’s diction in: “If false claims … be in tatters.”
The examiner is asking why words like false claims and tatters are used.
Solution: These words make the situation sound serious and damaged.
Comment on the writer’s diction: “The streets were littered with shattered glass.”
The examiner is asking why shattered is used.
Solution: Shattered is stronger than broken; it shows violence and chaos.
Comment on the writer’s diction: “Her laughter echoed, sharp as broken glass.”
The examiner is asking why sharp was chosen.
Solution: It shows the laughter was harsh and painful.
Comment on the writer’s diction: “The politician dodged the question with slippery ease.”
The examiner is asking why slippery was used.
Solution: It shows dishonesty and avoidance.
Comment on the writer’s diction: “The child’s fragile hope flickered in the darkness.”
The examiner is asking why fragile was used.
Solution: It shows the weakness and vulnerability of the child’s hope.
Comment on the writer’s tone
Simplified exam instruction:
“Tone” means the writer’s attitude or emotion shown in the words.
Exam-style examples + Simplified meaning
Comment on the writer’s tone in: “Oh, what a wonderful day to fail.”
The examiner is asking about the tone.
Solution: The tone is sarcastic, mocking failure.
Comment on the writer’s tone in: “This is completely unacceptable!”
The examiner is asking about the tone.
Solution: The tone is angry and firm.
Comment on the writer’s tone in: “We will rise together, no matter what.”
The examiner is asking about the tone.
Solution: The tone is hopeful and encouraging.
Comment on the writer’s tone in: “She spoke in a soft whisper, almost afraid.”
The examiner is asking about the tone.
Solution: The tone is gentle and timid.
Comment on the writer’s tone in: “The time for action is now!”
The examiner is asking about the tone.
Solution: The tone is urgent and motivating.
CONCLUSION
Understanding English Paper 1 is not about guessing what the examiner wants, it is about learning how to read the question carefully and respond in the right way. Each question type (account for, comment, discuss, diction, tone, etc.) follows a clear pattern. Once you know what the examiner is asking, answering becomes much easier.
Here are the golden rules to remember:
- Look at the instruction word first – words like account for, comment, discuss tell you exactly what to do.
- Focus on the writer’s choice – ask yourself: Why did the writer choose this word, this sentence, or this punctuation?
- Explain the effect – show how that choice creates meaning, emotion, or impact on the reader.
- Keep your answers short, clear, and focused – no need for long stories. Go straight to the point.
- Practice with examples – the more you practise, the more natural it feels in the exam.
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