Exam: Section CExam: Section CUsing Language to Using Language to PersuadePersuade

Writing a Language AnalysisWriting a Language AnalysisRevision Notes 2010Revision Notes 2010

Overview of TaskOverview of Task Analysing persuasive media textsAnalysing persuasive media texts

What does the writer believe about the issue? What does the writer believe about the issue? What is their contention?What is their contention?

What persuasive language/techniques do What persuasive language/techniques do they use in their argument?they use in their argument?

Who is the intended audience for the text?Who is the intended audience for the text? How does this language influence/persuade How does this language influence/persuade

that audience?that audience? Form of Writing: analytical essayForm of Writing: analytical essay

The IssueThe Issue Topic and issue could be anything!Topic and issue could be anything! Remember: an Remember: an issueissue is not the same as a is not the same as a

topictopic.. We are concerned with something that people We are concerned with something that people

can form an opinion about, and thus something can form an opinion about, and thus something that people can agree or disagree on.that people can agree or disagree on.

Focus on the writer’s point of view in relation to Focus on the writer’s point of view in relation to an issue; an issue; andand

The manner in which they seek to persuade The manner in which they seek to persuade their target audience, ie. the language they use, their target audience, ie. the language they use, including visual language/supporting elements.including visual language/supporting elements.

Some Common News Some Common News Categories/TopicsCategories/Topics Law and orderLaw and order Politics – local, state, federal, internationalPolitics – local, state, federal, international EducationEducation The environmentThe environment HealthHealth Entertainment and the artsEntertainment and the arts SportSport BusinessBusiness

Persuasive Media TextsPersuasive Media Texts EditorialsEditorials Letters to the editorLetters to the editor Opinion piecesOpinion pieces CartoonsCartoons

News articlesNews articles are not in this category are not in this category because their purpose is to inform rather because their purpose is to inform rather than to persuade, but look out! Some use than to persuade, but look out! Some use persuasive or biased language, especially persuasive or biased language, especially in headlines. Compare tabloid and in headlines. Compare tabloid and broadsheet front pages for this.broadsheet front pages for this.

Supporting Visual Supporting Visual MaterialMaterial Written texts are often supported by visual Written texts are often supported by visual

material:material: PhotographsPhotographs CartoonsCartoons GraphsGraphs TablesTables

How does this material support, emphasise How does this material support, emphasise or strengthen the writer’s contention? Take or strengthen the writer’s contention? Take careful note of how data is presented in a careful note of how data is presented in a biased way to emphasise the writer’s point.biased way to emphasise the writer’s point.

Sample Topic: Violence in Sample Topic: Violence in the CBDthe CBD This topic raises many issues to do with law and order This topic raises many issues to do with law and order

as well as business and health:as well as business and health:– – control and prosecution of offenders;control and prosecution of offenders; how best to utilise police resources;how best to utilise police resources; the way in which licensed premises are permitted the way in which licensed premises are permitted

to operate;to operate; the licensing of businesses that sell alcohol/open the licensing of businesses that sell alcohol/open

late;late; the criminal acts that result from excessive alcohol the criminal acts that result from excessive alcohol

consumption/large gatherings of people in pubs consumption/large gatherings of people in pubs and clubs;and clubs;

pressures on the hospital system, particularly pressures on the hospital system, particularly emergency rooms.emergency rooms.

One cartoonist’s One cartoonist’s impressions of incidents impressions of incidents of violence in of violence in Melbourne’s CBD…Melbourne’s CBD…

—— Mark Knight, ‘Herald Sun’ Mark Knight, ‘Herald Sun’

Analysis: First StepsAnalysis: First Stepsi.i. Read the written material carefully and Read the written material carefully and

identify the following:identify the following: Topic/issue/background or context;Topic/issue/background or context; Writer’s main contention;Writer’s main contention; Overall tone or mood of the piece; andOverall tone or mood of the piece; and Examples of persuasive language, including in Examples of persuasive language, including in

the headline.the headline.

ii.ii. Break article down into three sections Break article down into three sections and re-read the material:and re-read the material:

Highlight examples of persuasive language; andHighlight examples of persuasive language; and Annotate/make notes of these features in the Annotate/make notes of these features in the

marginsmargins

Analysing Written Texts: Analysing Written Texts: ChecklistChecklist Identify the topic Identify the topic andand the issue. the issue. Identify the context/background to the article.Identify the context/background to the article. Identify the writer’s main contention.Identify the writer’s main contention. Identify the overall tone or mood of the piece.Identify the overall tone or mood of the piece. Analyse the headline for the main contention Analyse the headline for the main contention

and persuasive language.and persuasive language. Break article down into beginning/middle/end.Break article down into beginning/middle/end.

Look for persuasive language in each section.Look for persuasive language in each section.

Highlight examples of the persuasive language Highlight examples of the persuasive language throughout the article and annotate (label) this in throughout the article and annotate (label) this in the margins.the margins.

Analysing CartoonsAnalysing Cartoons What is the context or background to the What is the context or background to the

cartoon? I.e. why is the subject news?cartoon? I.e. why is the subject news? What are the main figures or elements of What are the main figures or elements of

the cartoon? If they are known, name the cartoon? If they are known, name them!them!

What is the cartoonist’s contention or main What is the cartoonist’s contention or main argument? argument?

What is the overall tone? Often What is the overall tone? Often satiricalsatirical…… Tone is about emotion and mood of both Tone is about emotion and mood of both

writer and text.writer and text.

What facial expressions are used for any What facial expressions are used for any human figures?human figures?

How are the figures drawn? Eg. are any of How are the figures drawn? Eg. are any of their features exaggerated? Which? How? their features exaggerated? Which? How? Why?Why?

How is colour used? – if at all.How is colour used? – if at all. How are tones of white, grey, black used?How are tones of white, grey, black used? What written text is incorporated? – What written text is incorporated? –

speech balloons/captions/titlespeech balloons/captions/title Are there any symbols? (eg. the Southern Are there any symbols? (eg. the Southern

Cross, dollar sign, red cross, dove, Cross, dollar sign, red cross, dove, swastika) swastika)

Writing a Language AnalysisWriting a Language Analysis You are writing an You are writing an essayessay, therefore:, therefore:

Introduction;Introduction; Body; andBody; and Conclusion.Conclusion.

PlanPlan your essay before beginning, your essay before beginning, especially important for working out how to especially important for working out how to deal with combination texts – written and deal with combination texts – written and visual language.visual language.

IntroductionIntroduction Identify the context/background to the text.Identify the context/background to the text. Include the article’s title, writer and text Include the article’s title, writer and text

type (cartoon, opinion piece, letter to the type (cartoon, opinion piece, letter to the editor, editorial).editor, editorial).

Include where and when the article was Include where and when the article was published, for example, ‘The Age’, 7 May published, for example, ‘The Age’, 7 May 2009.2009.

Give the overall contention and overall tone Give the overall contention and overall tone or mood of the text.or mood of the text.

This can all be contained in a few This can all be contained in a few sentences – be succinct (to the point!).sentences – be succinct (to the point!).

Sample IntroductionSample IntroductionThe issue of violence in Melbourne’s central The issue of violence in Melbourne’s central business district has been an ongoing topic in the business district has been an ongoing topic in the media over the last few years. Certain venues media over the last few years. Certain venues have been identified as ‘hot spots’ for alcohol-have been identified as ‘hot spots’ for alcohol-fuelled fights and there have been numerous fuelled fights and there have been numerous widely-reported incidents, including the widely-reported incidents, including the unfortunate deaths of innocent people. In his unfortunate deaths of innocent people. In his opinion piece ‘I fear for the future of Melbourne’ opinion piece ‘I fear for the future of Melbourne’ (Herald Sun, 20 August 2009), noted football (Herald Sun, 20 August 2009), noted football writer Mike Sheehan adds his voice to the debate, writer Mike Sheehan adds his voice to the debate, by arguing in a strong and passionate tone that by arguing in a strong and passionate tone that we must all act to reject such uncivilised we must all act to reject such uncivilised behaviour. behaviour. (92 words)(92 words)

Sample ConclusionSample ConclusionOverall, Sheehan’s opinion piece is successful in Overall, Sheehan’s opinion piece is successful in

raising awareness about the violent and anti-social raising awareness about the violent and anti-social behaviour that is part of our city’s night-life. He behaviour that is part of our city’s night-life. He does so in a manner that clearly shows his pride does so in a manner that clearly shows his pride for Melbourne but also his despair that many, for Melbourne but also his despair that many, including paid security guards, choose to ignore including paid security guards, choose to ignore the violence rather than confront the perpetrators the violence rather than confront the perpetrators and risk being assaulted themselves. It is likely that and risk being assaulted themselves. It is likely that Sheehan’s piece would incite a feeling of guilt in Sheehan’s piece would incite a feeling of guilt in his intended readership, especially those who have his intended readership, especially those who have ‘done nothing’, but also lead to further debate ‘done nothing’, but also lead to further debate about what can be done to restore peace and about what can be done to restore peace and safety to our city streets. safety to our city streets. (102 words)(102 words)

Persuasive LanguagePersuasive Language Must be familiar with a wide range of Must be familiar with a wide range of

persuasive language techniquespersuasive language techniques

ANDAND

Understand how the language works to Understand how the language works to persuade the intended audience of the persuade the intended audience of the text/its likely effect on the target audience.text/its likely effect on the target audience.

Some Key Some Key Features/TechniquesFeatures/Techniques Connotations:Connotations: the associated the associated

meanings of words as either positive or meanings of words as either positive or negative.negative.

Positive connotations include:Positive connotations include: secure, safe, love, slender, hope, victorious, brave, secure, safe, love, slender, hope, victorious, brave,

courageous, patient, kind, generous, thoughtful…courageous, patient, kind, generous, thoughtful… Negative connotations include:Negative connotations include:

greedy, power-hungry, selfish, fat, hateful, greedy, power-hungry, selfish, fat, hateful, xenophobic, discriminatory, prejudiced, illegal, xenophobic, discriminatory, prejudiced, illegal, dangerous, weak, scared, stupid, ignorant…dangerous, weak, scared, stupid, ignorant…

Appeals to EmotionsAppeals to Emotions: appeal to a : appeal to a reader’s emotions in order to elicit a reader’s emotions in order to elicit a favourable response to the argumentfavourable response to the argument Appeal to patriotismAppeal to patriotism (invokes sense of (invokes sense of

national pride in our history, symbols – flag, national pride in our history, symbols – flag, green and gold, anthem, indigenous animals green and gold, anthem, indigenous animals – and icons – ANZACS, Ned Kelly, etc.– and icons – ANZACS, Ned Kelly, etc.

Appeal to justice and fairnessAppeal to justice and fairness (it would be (it would be unfair or unjust to disagree with the argument)unfair or unjust to disagree with the argument)

Appeal to common senseAppeal to common sense (it makes sense to (it makes sense to agree)agree)

Appeal to hip-pocketAppeal to hip-pocket (it will cost me money if I (it will cost me money if I disagree)disagree)

Revision Task ArticlesRevision Task Articles Opinion Piece:Opinion Piece:

‘‘I fear for the future of Melbourne’ by Mike I fear for the future of Melbourne’ by Mike Sheehan (Herald Sun, August 20, 2009).Sheehan (Herald Sun, August 20, 2009).

Opinion Piece:Opinion Piece:‘‘Think. One punch can have a million Think. One punch can have a million

consequences’ by John Rule (The Age, consequences’ by John Rule (The Age, October 12, 2008).October 12, 2008).

Read each piece once through (eg. in reading time)Read each piece once through (eg. in reading time) On the second read look carefully at the following:On the second read look carefully at the following:

Headline (contention? Persuasive language?)Headline (contention? Persuasive language?) Opening paragraphs, including first sentenceOpening paragraphs, including first sentence Middle paragraphsMiddle paragraphs Closing paragraphs, including final sentenceClosing paragraphs, including final sentence Highlight examples of persuasive language in each Highlight examples of persuasive language in each

paragraph, including the headline (you don’t have to paragraph, including the headline (you don’t have to find everything).find everything).

Annotate (label/make a note about the examples in Annotate (label/make a note about the examples in the margins).the margins).

Who is the intended audience for each text? Who is the intended audience for each text? → how → how do you know? How does the text appeal to this do you know? How does the text appeal to this audience?audience?