Suggested responses language of persuasion

Language analysis Language analysis pathway programpathway program

Suggested ResponsesSuggested Responses

Each workbook has a corresponding “Suggested Responses” booklet for 20-40 exercises.The Responses are an ideal correction resource for teachers. They are also ideal as an independent self-directed learning program for students.

www.englishworks.com.au

Language Analysis pathway Language Analysis pathway programprogram

Series 1: Techniques of Persuasion (978-0-9808397-2-2)

Suggested Responses for teachers and students

Series 2: Language of Persuasion: Become an expert (978-0-9808397-6-0)

Suggested Responses for teachers and students

Series 3: Language of Persuasion: an essay-writing guide (978-0-9808397-6-0)

Suggested Responses for teachers and students with sample student essays

Suggested ResponsesSuggested ResponsesThe answers to the exercises in

each workbook model appropriate words and phrases.

“Taking it Further”: there are Extension Activities for most exercises. Their aim is to help students:

identify a range of techniques write sophisticated sentences write paragraphs and short essays

““Suggested responses”Suggested responses”

This step-by-step introduction to persuasive techniques provides the perfect foundation for students in Years 7 to 8.

The “Suggested Responses” to the Exercises help students identify and explain the author’s views, tone, style and choice of words; their evidence and appeals.

“Taking it Further” activities and responses: •explore a wider range of techniques and

their impact; and •practice writing paragraphs.

(Refer Exercises in Techniques of Persuasion.)

Series 1: Techniques of Persuasion (978-0-9808397-2-2)

““Sample response: Exercise Sample response: Exercise 7, p. 117, p. 11


Drugs in sportThe MFL must be tough on drugs. In light of the David Hones’ and other West Island players’ drug-abuse cases the MFL must send a message that drug users will not be tolerated. If players use drugs and get caught they should be expelled from the MFL. As soon as Hones took illicit drugs and abused his influence, he should have been suspended. After all, he is a championship player and a poster boy for the younger generation. Illicit drugs have fatal consequences for the user. They ruin the lives of addicts and family members. Most importantly, the MFL must ensure that players provide an appropriate example to children when it comes to drugs. These players get paid more than the Prime Minister and with their power and status, it is important they act responsibly. Janie Haughton, Box Hill

“Drugs in sport”, by Ms Janie Haughton Exercise 7, p. 11.


Identify the author’s view(s) and tone

View: Ms Haughton discredits the MFL because of its casual approach to the players’ drug offences. Tone: The author adopts an indignant tone to convey her dismay at the fact that David Hones was not suspended.

In a righteous and blunt manner, Ms Haughton states that the footballers should be harshly punished.

Other relevant tone words: assertive, dogmatic, stern, forthright.

“Drugs in sport”, by Ms Janie Haughton p. 11Taking it Further: extension activities


View: Ms Haughton criticises the MFL’s policy and believes it must suspend players who use drugs. Tone: The author adopts an indignant tone to convey her dismay at the fact that David Hones was not suspended. She adopts a righteous and blunt tone to state that they should be harshly punished.

Evidence: As the basis for her discussion, Ms Haughton refers to the anecdotal references regarding the MFL players who took illicit drugs. Attack: (appeal to leadership) Ms Haughton discredits the MFL because of its casual approach to the players’ drug offences. Purpose: Ms Haughton seeks to shame and isolate those who do not take a firm stance against drugs.

Appeals: The author appeals to leadership and moral standards when she states that the MFL and its players must provide an example to the younger generation. Currently, she states that they are not showing sufficient responsibility. “He (David Hones) should have been suspended”, but was not. (She shames those players who are disappointing their fans and parents.)Purpose: These comments are likely to provoke the reader’s anger towards the MFL, especially given the size of the footballer’s pay-packet. They are also bound to stimulate hostile feelings among the public.

““Suggested Responses”Suggested Responses”

This workbook equips Middle Year students with skills to analyse more insightfully an author’s opinion and their persuasive tactics.

Suggested Responses to the exercises focus on technique identification and evaluation.

“Taking it Further” activities and responses help students explore a wider range of techniques and their impact, explore connections and practice writing paragraphs and essays.

Chapter 2 : suggested responses to a comparative approach to technique identification.

Chapter 3 : suggested responses to essay plans to help students structure their essays.

(Refer Exercises in The Language of Persuasion: become an expert

Series 2: Language of Persuasion: Become an expert (978-0-9808397-6-0)

(Refer E

xercises in T

he L

ang

ua

ge o

f Persu

asio

n: b

ecom

e an ex

pert

Exercise 18, p. 30Exercise 18, p. 30

Sample responseSample responseExercise 18: Remember her? Don’t let it be you! (p. 31)

1. What is the purpose of the advertorial (advertising editorial) and who is the audience? Comment on the author’s degree of bias.This is an advertising feature which means that the company has a vested interest in making sure that consumers use their product. Its purpose is to persuade parents to buy a Toddler Tag so that they can monitor their children constantly. As a result, this reduces the author’s credibility and parents are less likely to trust the company. Presumably, they are using experts such as Professor Warwick to support their point of view. 2. What is the purpose of the photograph, the headline and the slogans? The photograph aims for an emotional impact and reminds parents that children often “disappear” in ways that can be tragic. Captions such as “gone forever” remind parents of the loss, while the headline, “remember her, don’t let it be you!”, suggests that the Tag can prevent such kidnappings. It refers to a previous experience of loss to insinuate that these events can be prevented.

3. List three ways Mr Toffler author seeks to convince parents to use the Toddler Tag. What reasoning tactics are evident? (i) The author states parents can better protect their children from the cruel forces of the “evil world” if they use the Tag. Firstly, he reinforces a negative image of insecurity and helplessness to exacerbate parents’ sense of anxiety. He encourages them to see themselves helpless in a “cruel world”, where “perverts and kidnappers lurk”. This helps to predispose parents towards the new Tag. The anecdote of Madeline McCann’s disappearance also reinforces the fact that the world is “cruel” and unfair. Then he seeks to provide options and reassure us that there are options available.


““Taking it further”: Taking it further”: responseresponseHow does the author stimulate a climate of fear? Which techniques are used to arouse parents’ sense of fear?

•The author uses the anecdote in order to present a cruel and dangerous world. The recount of Madeleine McCann provokes parents’ anxieties.

•The colloquial reference to the child being “snatched from under her parents’ nose” implies that the parents may be reckless. This phrase also highlights the difficulties associated with, and the impossibility of, trying to provide constant

supervision. •The author asks rhetorically, “Do you really want this to happen to you?”, to focus our attention on the consequences of the child’s disappearance.

•The author uses negative words to describe a “cruel world where perverts and kidnappers lurk.” The threat of kidnappers is designed to alarm parents.

•The generalisation about mischievous children also creates fear. The suggestion is that children naturally attract harm and need maximum protection.


Sample paragraph Sample paragraph responseresponseParagraph practice: (Mr Albin Toffler, Chief, CloseConnect) (Tone and view) In a tone that ranges from solicitous and assertive to upstanding, Mr Toffler commends the Toddler Tag to parents, whilst simultaneously attempting to deflect criticisms of bias. (purpose) Evidently, he seeks to gain financially from parents’ support and he uses a range of persuasive devices that pander to parents’ desire to protecting their children in the best possible manner. (technique and purpose) For example, the real-life example of Madeline McCann is designed to evoke parents’ worst nightmare – the kidnapping of their children and thus reinforce the Tag as the “ultimate safety weapon”. (technique and purpose) Mr Toffler also uses a generalisation to infer that “all children are mischievous” and disobedient in order to allay parents’ concerns about the tag as being intrusive. (tone and purpose) Then a high-minded tone enables the author to adopt the high moral ground in order to reassure parents and encourage them to see the Toddler Tag as affording parents both “peace of mind” whilst exercising the requisite duty of care – the subtext is that parents should feel guilty should they not rely on such a Tag. This is a clever ploy to conceal notions of self-interest that are connected with their attempt to coerce parents.


““Suggested Responses”Suggested Responses”

This essay-writing guide consolidates the skills acquired in Series 1 and 2. It helps students identify, and concisely explain, the author’s point of view, the progression of the argument and relevant contextual features.

“Suggested responses” include:

•paragraph maps, explanations and tips. •tips to build coherent paragraphs by prioritising the key persuasive tactics;•sample student responses with annotations and suggestions for improvement.

(Refer Essay plans in The Language of Persuasion: an essay-writing guide

Series 3: The Language of Persuasion: an essay-writing guide (978-0-9808397-9-1)

(Refer E

ssay pla

ns in

Th

e Lan

gu

ag

e of P

ersuas

ion

: an essay-w

riting

gu

ide

““Exercise 6: Exercise 6: No place for offensive comments, No place for offensive comments, p. 24 p. 24

Identify the main contention – be specific and concise: The author believes that Mr Sandiland’s comments were reprehensible and contribute to the exclusion of minority groups. (See “Assessor’s Comments” on p. 4: “practise identifying points of view.” It is important to be specific and concise; i.e. pinpoint as accurately as possible the author’s main point.)

Step 1. Investigate the author’s evidence: the mother’s real life experience: i.e. sympathetic portrayal of daughter; candid and confessional tone; shaming tactics. (See “reasoning strategies” on p. 10: if an author relies on her real-life experience think about how she presents her situation. See “characterisation” and “victims”, on p. 12.)

Step 2:Show the connection to her point of view: The evidence/experience is used as a platform from which to censure/discredit opponents or offenders. Sandiland’s reprehensible comments; “cheap jibes” imply that he is opportunistically (taking advantage of) exploiting the vulnerable. Purpose: to arouse anger, disappointment and frustration at public figures. (See “portrayal of opponents”, p. 13 and “Become an Expert”, p. 35.)

Other comments: Final appeal to tolerance and respect with use of inclusive language. (See “appeals”, explicit and implicit on p. 14.) If I criticise someone’s exclusive or discriminatory attitudes then I am appealing to tolerance.


““Exercise 6: Exercise 6: No place for offensive comments, No place for offensive comments, p. 24 p. 24

(Paragraph 1: launch the discussion with a comment on the author’s perspective and their “voice”, especially as Ms Waring relies on personal experience to convey her message.)

Adopting an aggrieved tone (see No. 12/p. 66), Ms Waring condemns Kyle Sandiland’s comments as inappropriate and discriminatory. Whilst the author is motivated to voice her concern because of Mr Sandiland’s recent comments regarding a “baby with limb malformation”, she relies on her own personal first-hand experience – “I witness daily the effects of bullying” - to convey the depth of her daughter’s humiliation. The fact that her daughter suffers constant ridicule and is labelled a “retard” and “blockhead” endows her views with authenticity. Her candour (honesty, see No. 6, p. 65) is bound to win readers’ respect and monopolise their sympathy.

(Paragraph 2: Show a connection between Ms Waring’s personal experience and her attack on Mr Sandilands. Explain how these depictions reinforce her message. For example, note her reasoning: the more vulnerable the victim, the more vicious is the attacker. See p. 12.) Read “Portrayal of opponents”, on p. 13 and try to be as specific as possible with regards to the implied description of Mr Sandiland’s personality. (In other words, “get under the skin” of the author’s words.) (Continued in “Responses”)


Education

Suggested responses language of persuasion