Language – breaking open the box!

Published: April 30th, 2025

Language – as written words! When we open the reading box – what lies inside? At my tutoring session with a 19 year old student I have known for many years, the focus was – language. This young man has Moderate Learning Difficulties (MLD), and although his use of English is good, he needs help to dive below the surface of a text and explore its content. Having first read an article on the discovery of Tutankhamen’s tomb, the assignment question focused on how the writer had used language to best advantage, with reference to a specific paragraph in the article; worth a maximum of 12 marks. So, how to tackle the question?

First, I prompted my student to think about what language is; how to break it apart and consider what written text comprises: meaningful words and phrases, such as verbs, adverbs, adjectives, nouns – as well as the use of techniques such as metaphor or simile.

First, the ‘doing’ words for each sentence: verbs, as the glue around which other forms of language stick. The author had used strong verbs, such as – the light piercing the gloom of the tomb, and peering into the space. In any piece of writing it is easy to repeat weaker words, such as looked and saw. We discussed the fact that strong verbs, using fewer adverbs, pack a much larger punch than weaker ones with more adverbs, eg. ambled or strolled, are better than merely walked slowly. 

Next, the adjectives and nouns: how has this writer used these to paint colourful pictures for readers? In any writing it is so easy to use common (often boring) words. I prompted my student to search for the noun phrases that were unusual, and particularly visual – that jumped out from the text and held our attention. 

I then drew my student’s attention to the use of simile, prompted by the word ‘like’ (eg…. like travelling over three thousand years back in time…). Following this, we also talked about this writer’s sensory usage (sight, touch, smell, taste, sound), all of which brought this fascinating historical discovery back to life in the present, and I also encouraged him to look at the level of detail in the piece we were studying, and include that in his overall answer. 

Finally, we identified how to present these aspects of language as separate paragraphs: firstly ‘naming’ each aspect (eg. verbs or similes), thus informing the examiner that the student actually knows what it is called, before explaining what each aspect actually does; its specific function in the sentences that have featured in the answer. And finally, the importance of giving examples for each aspect of language featured, thus informing the examiner that the text has been properly explored with relevance to the initial question.

This particular question, on how the writer has used language, was worth a total of 12 marks: with a whole page to be filled. Difficult for many students: but especially those with significant cognitive difficulties: inviting students to take language apart and examine in sufficient detail how each part contributes to the whole text. 

Not easy, especially for those students for whom English is not their first language. So, let’s focus on language in its written form. Let’s light that Reading flame for all young people. My book ‘Becoming a Reader’ is aimed at every adult who cares about children becoming effective and efficient readers – ready to launch into life beyond school with confidence and knowledge. 

Sylvia Edwards is a respected author and educator with a passion for improving the educational experiences of children and young people. Throughout a career dedicated to literacy and Special Educational Needs and Disabilities (SEND), Sylvia has authored numerous books aimed at helping parents and teachers support students from the Early Years Foundation Stage through to Key Stage 3. Join her mission to enhance education and support every child’s learning journey. Discover more about her work and publications at sylviaedwardsauthor.co.uk 📖✨

#Education #KeyStage #SEND #Literacy #Parenting #SylviaEdwards

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