T3.1.3 Using new grammatical constructions for effect Quiz: KS3 English, Unit 3

The 20 questions

1. What is the effect of inverting a sentence, as in 'Never had I seen such a sight'?

   • The word order is incorrect, so the reader should assume that the sentence has a grammatical mistake.
   • It turns the statement into a question, so that the reader is asked whether they have seen it.
   • It shows that the speaker is unsure about the sight, so the reader is given no firm information.
   • The unusual word order places emphasis on 'never' and makes the statement feel dramatic.

2. What is the effect of a sentence that uses a colon to introduce a surprising point?

   • It means that the writer has finished the text, and no further sentences should follow.
   • It builds anticipation, because the reader waits for the point after the colon.
   • It shows that the sentence is a list of items that should be counted one by one.
   • It turns the surprising point into a question that the reader is asked to answer directly.

3. Why might a writer use an ellipsis in dialogue, as in 'I thought we were... well, never mind'?

   • To show hesitation or an unfinished thought, which suggests the character is unsure or holding back.
   • To show that the speaker is reading from a script and has missed out a line of text.
   • To show that the speaker has finished the sentence and wants the listener to continue speaking.
   • To show that the character is shouting loudly, so the audience must hear every word clearly.

4. What effect does a split infinitive, as in 'to boldly go', have when used deliberately?

   • It turns the infinitive into a finite verb, so that it can act as the main verb of the sentence.
   • It places emphasis on the adverb, which can add force to the action being described.
   • It makes the phrase grammatically impossible, so the reader must read the sentence again entirely.
   • It shows that the writer does not know the difference between a verb and a noun at all.

5. A writer uses a question without a question mark, such as 'You really think that's fair'. What is the purpose?

   • It shows that the speaker has forgotten the punctuation, so the reader should ignore the tone entirely.
   • It states a fact in a neutral way, which is the most common use of a sentence without a question mark.
   • It turns the sentence into a command, which tells the listener that they must agree immediately.
   • It creates a challenging, sceptical tone, as though the speaker is testing the listener's view.

6. Which effect does a sentence with a parenthesis, such as 'The result (which surprised us) was positive', create?

   • It shows that the writer is reading from notes and has not yet decided what the result was.
   • It turns the aside into a command, which tells the reader that the result must be accepted.
   • It adds an aside that gives extra information without breaking the main flow of the sentence.
   • It makes the main point of the sentence disappear, so that the reader is left with only the aside.

7. What is the effect of repeating a single grammatical pattern, such as 'I came, I saw, I conquered'?

   • It proves that the events happened in a random order, so the reader cannot follow them.
   • It creates a steady and confident rhythm that makes the statement feel powerful and certain.
   • It shows that the writer has forgotten the vocabulary for the action and is repeating the same word.
   • It makes the sentence grammatically wrong, because the verb must change in each clause.

8. Which feature of a text is the writer using when they write 'Not a sound. Not a breath. Not a movement.'?

   • A subordinate clause that explains why no sound, breath or movement occurred at the time.
   • Repetition of a structure at the start of each short sentence, which builds tension and stillness.
   • A question tag, which asks the reader to confirm that there was no sound at all.
   • Passive voice, because the sounds, breaths and movements are all being done to the characters.

9. Why might a writer use a short exclamation in dialogue, such as 'Stop!'?

   • To show that the character is calm and relaxed, and is giving a polite request to someone.
   • To show that the sentence is a question, so the listener is expected to reply with an answer.
   • To show that the character is reading aloud from a script, with the exclamation as a stage direction.
   • To show strong emotion or urgency, which makes the character sound alarmed or forceful.

10. What is the effect of a sentence that uses an unexpected word order, such as 'Quiet the room became'?

    • It turns the sentence into a question about the room, so the reader must answer what it became.
    • It is grammatically correct in all contexts, so it shows that the writer is following standard word order.
    • It creates an unusual, dramatic emphasis on the change to quiet, which surprises the reader.
    • It shows that the room was naturally quiet, which is why the writer chose to mention it at all.

11. Which sentence uses a semicolon to join two closely linked independent clauses for effect?

    • The city never sleeps; its; lights stay bright until; the first birds sing at dawn.
    • The city never sleeps; its lights stay bright until the first birds sing at dawn.
    • The city; never sleeps its lights stay bright until the first birds sing at dawn.
    • The city never sleeps its lights; stay bright until the first birds; sing at dawn.

12. What is the effect of a cleft sentence, such as 'It was the silence that frightened her'?

    • It turns the sentence into a question about who was frightened by the silence in the room.
    • It means the silence is unimportant, so the reader can ignore it when reading the story.
    • It places focus on the silence, making it the key element the reader must notice.
    • It shows that the speaker has forgotten the word for fear and must describe the feeling instead.

13. Why might a writer use a long list of short clauses, each joined by 'and'?

    • It creates a breathless, accumulating rhythm that mirrors a rush of events or feelings.
    • It shows that the writer is unable to use commas correctly and has joined each clause by mistake.
    • It makes the sentence grammatically wrong, because each clause must be a separate sentence.
    • It proves that the events are happening in a strict order, one after another with no feeling.

14. What does the grammatical term 'subjunctive' describe?

    • A conjunction that joins two clauses to show the time at which an event took place in a story.
    • A verb form used to express wishes, hypotheses or demands, as in 'I suggest he leave now'.
    • A noun phrase used to name the subject of a sentence and the person who performs its action.
    • An adverb that describes how an action is performed, such as quickly, carefully or loudly.

15. A writer changes 'The bell rang' to 'Ring the bell!' What has changed in grammatical mood?

    • It moves from passive to active voice, which shows that the bell did the ringing itself.
    • It moves from present tense to past tense, which shows that the bell rang at an earlier time.
    • It moves from a question to a statement, which tells the reader the bell has already rung.
    • It moves from an indicative statement to an imperative command that tells the listener to act.

16. Which sentence uses a tricolon with a clear sense of climax?

    • She searched the attic, the cellar and the barn, and the letter was in the cellar again.
    • She searched, she searched and she searched, but she had found nothing at all there.
    • She searched the attic, the cellar and finally the old barn, where she found the letter.
    • She searched the attic and the cellar, the barn, the garden, and then the attic again.

17. What is the function of a participle clause in 'Exhausted, he lay down on the grass'?

    • It states that he lay down on the grass in the past, but does not describe his feelings.
    • It names the grass as the subject of the sentence and tells the reader it is tired.
    • It introduces a question about whether the grass was too wet for him to lie on comfortably.
    • It adds information about why or how he lay down, linked to the main verb.

18. Which sentence uses inverted word order for emphasis?

    • Only then did she realise that the door had been locked from the outside all along.
    • She only realised then that the door had been locked from the outside all along.
    • Then only she realised that the door was locked from the outside all along today.
    • She realised only then the door had locked from outside all along, in the end.

19. What effect does a deliberate sentence fragment have, as in 'Just like that. Gone.'?

    • It mirrors the suddenness of the event, leaving the reader with a sharp, final impression.
    • It shows that the writer has made a mistake because a fragment cannot be used in any text.
    • It turns the sentence into a question about whether something has vanished from the scene.
    • It shows that the writer has run out of time and cannot finish writing the final sentence.

20. Why might a writer use a conditional tense in a story, as in 'She would never have left if she had known'?

    • To explore regret about an alternative past, showing what might have happened differently.
    • To give a polite command, so that the reader is asked to leave the scene at once.
    • To show that the character is certain about the future and has already planned her departure.
    • To state a settled fact about the past that the reader must accept without any question.

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