1. Using language to persuade
Exam revision

2. Exam
Today we are going to look at Section three of the English exam: ‘Using language to persuade’.
Each piece is weighted equally, so make sure you devote an hour to each piece.
How much do I need to write?
As a rough guide, 600 words or so would be the minimum amount you would be expected to produce. Quality is more important than quantity, but make sure your analysis is not too thin on substance!

3. Exam
Make sure you read the article at least twice before you start writing your analysis. You are bound to pick up more on a second reading.
Annotate the article, identifying some of the major persuasive techniques that you have picked up on.
With each of your techniques, read them and think about how the words or the techniques employed by the writer, position the reader to think a particular way or feel a particular emotion.
I would recommend that you tackle the language analysis first, as the article is fresh in your mind.

4. The block approach
You should always have clear paragraphs, including a suitable introduction, several body paragraphs and some form of a conclusion.
It is often a good idea to move through your text in an ordered and chronological way. This allows you to comment on the natural flow and progression of the arguments being presented in a logical way.

5. Do’s:
Refer to the context of the piece – i.e take into account the circumstances that prompted the article and consider any relevant background information you are given.
Briefly comment on the issue, the writer’s name (if given), where it appeared, what form it is (newsletter, speech, essay, opinion piece)

6. Do’s: (continued)
The aim is to consider the whole package. A written text will consist of mainly words, but don’t forget to consider any visual images, charts etc. Why are they there? How do they add to the persuasiveness of the piece?
Don’t simply describe the visual. Analyse how it works to persuade the reader.
Does it position the reader to think / feel a certain way before they even commence reading the article?

7. Do’s (continued)
Remember that you do not need to discuss every technique that you identify in the article. Use only those that you feel stand out and that you feel you are able to effectively discuss how the author positions the reader.
More than anything, always keep the following at the forefront of your thinking: How is the writer using language to make the reader think a particular way or feel a particular emotion?
Explain the impact of language choices and techniques, rather than just labelling or defining techniques.

8. Do’s (continued)
Refer to the author by their surname. (For example, ‘Deveny’, not ‘Catherine’), or ‘the writer’.
Ensure that you include reference to the tone of the article. While you need to identify tone in the introduction, try and show how the writer uses tone in the body of the essay also. (For example, “Deveny’s scathing, critical tone is evident in the way she describes the “selfish” and “ignorant” people who drive these “obnoxious monster trucks”).

9. Do’s (continued)
Quote sections of the article. Remember that you need to quote directly from the article and show how the quotations persuade the reader.
When quoting, try and include them in your sentences, therefore avoid using a quote as a whole sentence.
Vary your sentence structure to avoid sounding repetitive. Some effective sentence starters are on the attached handout.
Use a wide and accurate vocabulary.
Use appropriate linking words to connect your points smoothly.

10. Do’s: (continued)
Include a brief conclusion summarising some of the main techniques the writer has used and a brief comment on their effectiveness.
If you have time, quickly proof read your work for any glaring spelling or punctuation errors. (I.e:‘artical’ instead of ‘article’). Use your dictionary.
Take 30 seconds to have a drink, compose yourself, put your essay away and turn your focus to the next essay.

11. Effective linking words and phrases:
These operate as signposts for readers, making it easy to follow a line of argument.
A new point (of a similar nature)
A new point (of a different nature)
A conclusive point
in addition
conversely
as a result
similarly
however
therefore
likewise
on the contrary
for this reason
moreover
in contrast
hence
furthermore
in spite of this
finally
on top of this
on the other hand
consequently
added to this
meanwhile
thus
first of all
at the same time
in conclusion
in the same way
despite
ultimately
equally
nevertheless
whereas

12. Don’ts:
Many people get trapped into explaining what a technique generally does, rather than focusing on how the persuasive technique specifically positions the reader.
For example, many people often write something like, “Devine then uses a rhetorical question, “How did this happen”, which is a question that is so obvious that it doesn’t need an answer.”
Instead, it might be, “Devine uses a rhetorical question, “How did this happen?”, which she uses in an attempt to force the reader to question why 4WDs are involved in more fatal accidents and consequently, the reader feels as though 4WDs and their drivers are at fault and need prosecuting. Devine’s use of this technique has positioned the reader to begin thinking critically and therefore, they are invited to feel anger towards4WD drivers.”

13. Don’ts: (continued)
Do not simply list the persuasive techniques used in the piece. You need to go on to comment on the intended effect.
Give you own personal opinion. The assessors are not interested in whether you think 4WDs are dangerous or not. They are only interested in your analysis of the language being used in the article.
Copying large slabs of the article.
“In the first paragraph”; “in the second paragraph”; “in the third paragraph”.....

14. Don’ts: (continued) Avoid analysing the visual.
Use informal language. (I.e: “Deveny has a real crack at 4WD drivers and bags them out about driving them.”)

15. Metalanguage
In this task, metalanguage is any word or phrase that is used to discuss language choices or persuasive techniques used by writers.
The audience
Headline
The reader
Supports
Cartoon
Image
Sensationalise
Describes
Contention
Influences
Sarcasm
Manipulated
Contrast
Intended audience
Satire
Questions
Criticises
Logical
Tone
Loaded
Evokes
Presents
Visual
Connected
Emphasises
Positions the reader
Vocabulary choice
Text
Link
Persuade
The writer
Article

16. Poor intended effect example:
“In the next paragraph, Deveny uses some facts and statistics because statistics can’t be argued with so writers use them to strengthen their argument.”
Notice that the above explanation simply explains what facts and statistics do. It does nothing to describe how Deveny’s use of them positions the reader to think a particular way. There is a lack of detail and has standard vocabulary.

17. Medium intended effect example:
“Deveny goes on to cite a series of statistical studies to add strength to her contention, “The Australian Transport Safety Bureau found that half the 36 children killed in driveway deaths between and 1998 were struck by large 4WDs.” Deveny has used these statistics as they are hard to disagree with and they position the reader to agree with her.”
This is better as it goes some way to describing the intended effect that Deveny is trying to have on the reader. It moves from simply explaining what a technique does, to commenting on the intended effect.
While it is important to quote elements of the article, be careful of quoting large slabs of information!

18. Strong intended effect example
“By incorporating the use of a series of statistical studies from noted authorities including the Imperial College in London and the Australian Transport Safety Bureau, Deveny forces the reader to confront the “uncomfortable” statistics and face “the 4WD safety myth”. The broad range of statistics are compelling and almost impossible to refute, therefore Deveny uses them as a method of support as they legitimatise her overall contention. Not only do they ‘back her up’, but the target audience (parents), will feel a strong sense of guilt knowing that their 4WD is not safe, but in fact, much more dangerous for them and their children.”
This is a much better paragraph. There is a clear explanation of how Deveny positions her audience to agree with her and how she has used language techniques to help her do so.