Using Language to Persuade Language that YOU can use!

Part A: Stages in Analysing the Use of Language IDENTIFYING:  Writer’s stance or contention  Writer’s role in the issue – eg. Expert, victim, observer, participant, etc…  Form: You must show awareness of this! Particularly if it indicates intended audience.  Audience: Who is being targeted? What are they being positioned to think/feel?  Image/Layout  Persuasive language.

INTERPRETING: Connotations and associations of language Tone of language Appeals of different kinds Positioning of the reader Attitude of the writer to the issue.

EVALUATING (USUALLY OVERLOOKED!): The persuasiveness or likely influence of the piece The credibility or authoritativeness of the piece The impact on different readers The extent to which readers/listeners might understand/sympathise with/ support/reject the position taken.

Structure – 1 piece to analyse Introduction (issue, contention, audience, intention/purpose, primary technique, reader positioning, influence of text style) Image and/or Layout Opening tone/argument & following techniques Next shift of tone/argument and following techniques Further shift of tone/argument and following techniques Etc… Conclusion (reader evaluation)

Structure – 2 pieces to analyse Introduction (compare) Article 1: Image/Layout Article 1: opening tone/argument & following impact statements/discussion Article 1: major shift of tone/argument and following impact statements/discussion Bridging sentence. Article 2: Image/Layout Article 2:opening tone/argument & following impact statements/discussion (link to 1) Article 2: major shift of tone/argument and following t impact statements/discussion (link to 1) Conclusion (reader evaluation)

Grouping techniques This is a good approach (although it won’t work for every article). However, if you choose to do this you should NOT:  Give the ‘dictionary’ definitions of techniques  Clump quotes together instead of analysing each example separately If you group according to article sections, you should NOT:  List the techniques used in the section at the beginning of the paragraph. Instead, find a way to describe or categorize the section. This becomes your topic sentence. For example… (next slide)

Examples for Grouping ‘Bolt reverts to a condescending tone as he…’ (eg. Tone) ‘Bolt goes on to argue that arts funding is also contentious and should be investigated. To achieve this, he denigrates….’(eg. Argument) ‘Throughout the article, Bolt uses inclusive language extensively. In the first instance, this is designed to…’ (eg. Technique) Note: you don’t need to group your examples in the same way each time.

Great Conclusions There is no need to summarise what you have already explained. Instead, take your analysis a step further by concluding with answers to the following questions:  Was the writer persuasive?  Why? Why not?  What types of readers/people would be persuaded? Would the newspaper readership be persuaded?

Must interpret the quote used and NOT explain the purpose of the technique identified. Must evaluate the purpose of the chosen WORDS (not technique) in trying to influence the reader. Must interpret how the words used are intended to make the reader THINK or FEEL. Should evaluate the impact of the language upon the reader. Should consider the type of audience targeted and those alienated. Impact Statements!

Questions When you are analysing language, ask the following questions: What is going on here….?  What does this phrase make the reader think of?  What does this word make the reader feel?  What does this statement make the reader see? Remember: think/feel/see

Great starting points This phrase conjures the image of…. in the reader’s mind (seeing). Thus, the writer attempts to rouse the reader to anger (feeling) through her description of… This suggestion of impropriety is designed to remind the reader of other occasions when the government… (thinking) If you really focus on this approach, your analysis skills will improve tenfold.

Language to use when stating the contention: Presents an argument that Claims that Asserts that Refutes the view that Established the view that Dogmatically declares that Unequivocally poses that Suggests that Implies that Forcefully condones the view that

Sentence starters Remember to use the words by and to. The writer uses the words “___” to show… The words “___” convey / reveal / present / emphasize / highlight… The words “___” indicate / suggest… By using the words “___”, the audience is positioned to / the writer highlights… The phrase “___” … The writer uses statistics to… The editor refers to an expert to… The writer uses an analogy… to show… …is a case study the writer refers to in an attempt to… The use of alliteration… The writer exaggerates to… A rhetorical question is used at this point to…

USING LINKING WORDS When you jump from discussing one aspect of the article to another in the same paragraph, consider using the following words: Furthermore, However, Therefore, Moreover, Indeed, In other words, Consequently, Subsequently, Thus, Hence, Accordingly, As a result of this, Similarly, Conversely, Nevertheless, Nonetheless, Added to this, Overall, As a consequence, The effect of this, The cause of this,

Impact Statement Starters The writer uses / employs / utilizes / makes use of… 1. The writer uses the word “quote” to emphasize… 2. The writer uses the words “quote” to affirm… 3. The writer uses the phrase “quote” to dramatize… 4. The writer uses the term “quote” to belittle… 5. The writer uses the expression “quote” to reinforce… 6. Furthermore, the term “quote” is included to exaggerate… 7. Moreover, the words “quote” are also used to highlight… 8. Similarly, the expression “quote” further emphasizes… 9. Additionally, the words “quote” also underlines… 10. Finally, the repetition of “quote” further reinforces… 11. Indeed, the metaphor “quote” is included to depict… 12. The inclusive pronouns “we” and “our” are used to invoke…

Summary- BAD! You need to make sure that you are analysing, rather than summarising, therefore you should avoid the following phrases: “goes on to say” “speaks about” “thinks that” “continues to say”

Analysis- GOOD! Use terms like the following to ensure that you are describing what the language of the writer actually DOES, rather than simply what it IS: ‘suggests’, or ‘implies’ ‘conjures the image of’ ‘vilifies’ ‘depicts’ ‘alludes to’ ‘positions the reader to’ ‘has connotations of’

Things to avoid at all costs… Dictionary/generic definitions of techniques. For example:  Bolt uses inclusive language to include the reader.  Bolt uses ‘we’, ‘you’ and ‘us’ throughout his article to make the reader feel involved in the issue.  Bolt uses a number of rhetorical questions. This draws the reader in and makes them wonder if they feel the same way as Bolt.  Bolt uses a pun, a word that has two meanings. Note: consider all of these examples to be henceforth BANNED!

More things to avoid at all costs: Analysing the ‘technique’ rather than the language. For example:  ‘Bolt uses formal language which makes him appear intelligent.’  ‘Bolt uses colloquial language which puts him on the same level as the reader.’  ‘Bolt uses emotive language which is designed to provoke a reaction of some sort.’ Note: these examples are also BANNED.