USING LANGUAGE TO PERSUADE
Student Study Guide
Unit 1-4 English
Simonds Catholic College
2012-2013
Name: ______
Contents
Contents / Page numberCourse overview / 2
Area of Study 3 VCAA Study Design / 3
Criteria sheets / 4
Persuasive techniques / 5 – 10
Tone chart / 11
Sentence starters / 12
Words to describe style / 13
Words to link / 13
LANGUAGE ANALYSIS – UNIT 1
Audience and purpose / 14
Form / 15 – 18
Contention and key arguments / 19
Persuasive techniques activity / 20
Analysing the article – what, how, why? / 21
Planning the essay – single article analysis / 22
Sample analysis and essay / 23 – 26
Practice article / 27
LANGUAGE ANALYSIS – UNIT 2
Analysing visual language / 28 – 29
Plan – article and cartoon / 30
Example paragraph – cartoon / 31
Sample article and cartoon 1 / 32 – 33
Sample article and cartoon 2 / 34 – 35
ORAL PRESENTATIONS – UNIT 1, 2, 3
Echo online / 36
Planning activity / 37
Argument planning / 38
Structure – persuasive speech / 39
Effective speaking – body language / 40
Effective speaking – using your voice / 40
Words and phrases to link ideas / 41
Sample speech / 42 - 43
Course Overview
In VCE English you are expected to complete two major assessments on media issues per semester in Unit 1 and 2 (year 11) and one in Unit 3 (year 12).
Language Analysis: you will be asked to complete an analysis of how language (both visual and verbal) are used by writers to persuade readers or viewers.
Oral Presentation: you will be asked to present a reasoned point of view (oral and/or written), in which you advance an argument either in support of or against a current issue in the media.
Outcomes are graded as follows, and your total score out of 40 for each semester goes towards your overall semester score out of 100.
Unit 1 / Score / Unit 2 / Score / Unit 3 / ScoreLanguage Analysis / /20 / Language Analysis / /20 / Language Analysis / /20
Oral Presentation / /20 / Oral Presentation / /20 / Oral Presentation / /20
Total Score / /40 / Total Score / /40 / Total Score / /40
In Unit 4 (year 12), there is no SAC for the Using Language to Persuade outcome. Instead you are required to complete a Language Analysis in your subject examination.
Area of Study 3 – VCAA Study Design
Using language to persuade
The focus of this area of study is on the use of language in the presentation of a point of view. Students read texts the main purpose of which is to persuade readers and viewers to share a particular point of view. Texts could be print, non-print and multimodal, for example, editorials, letters to the editor, opinion columns, essays, reviews, speeches, segments from radio programs, CD-ROMs, television, newspaper or magazine advertisements, cartoons, documentaries, e-zines and websites. Students identify and discuss how language, verbal and non-verbal (including visual), is used in the chosen texts to position readers and viewers in particular ways. For example, students identify the use in these texts of persuasive techniques such as use of repetition, sound effects (including music), association, colour, symbols, gestures, emotive appeals, logical appeals, active and passive voice, and omission and vocabulary choice, and discuss their intended effect on the reader or viewer.
Outcome 3
On completion of this unit the student should be able to identify and discuss, either in writing and/or orally, how language can be used to persuade readers and/or viewers.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 3.
Key knowledge
This knowledge includes
• an understanding of points of view presented in texts whose purpose is to persuade;
• how texts work to influence readers;
• examples of verbal and non-verbal (including visual) language used by authors of texts to persuade readers and viewers to share the point/s of view presented;
• appropriate metalanguage to discuss how language is designed to position readers and viewers;
• strategies for planning and revising for coherence of form, language, structure, audience and context;
• conventions of small group and whole class discussion, including ways of developing constructive interactions and building on ideas of others;
• the conventions of spelling, punctuation and syntax of Standard Australian English.
Key skills
These skills include the ability to
• identify examples of verbal and non-verbal (including visual) language used by the authors of texts
to persuade readers and viewers to share a point of view;
• use appropriate metalanguage to discuss how the use of language in a persuasive text is designed
to position readers and viewers;
• plan and revise for coherence of form, language, structure, audience and context;
• listen actively and respond constructively to others’ views during discussion;
• use the conventions of spelling, punctuation and syntax of Standard Australian English.
AUTHENTICATION
Work related to the outcomes will be accepted only if the teacher can attest that, to the best of their knowledge, all unacknowledged work is the student’s own. Teachers refer to the current year’s VCE and VCAL Administrative Handbook for authentication procedures.
TASK ONE / LANGUAGE ANALYSISMark Range / DESCRIPTOR: typical performance in each range
17-20 marks / Sophisticated analysis and insightful comparison of the ways in which the language of selected persuasive texts is used to position readers in particular ways. Highly expressive and coherent writing with confident use of highly appropriate metalanguage.
13 – 16 marks / Detailed analysis and careful comparison of the ways in which the language of selected persuasive texts is used to position readers in particular ways. Expressive, coherent and fluent writing and relevant use of appropriate metalanguage.
9 – 12 marks / Analysis and some comparison of the ways in which the language of selected persuasive texts is used to position readers in particular ways. Generally expressive, fluent and coherent writing and mostly relevant use of appropriate metalanguage.
5 – 8 marks / Some analysis and limited comparison of the ways in which the language of selected persuasive texts is used to position readers in particular ways. Clear written expression and some use of appropriate metalanguage.
1 – 4 marks / Little analysis or comparison of the ways in which the language of selected persuasive texts is used to position readers in particular ways. Simple written expression and limited use of appropriate metalanguage.
Comments
TASK TWO / ORAL PRESENTATION
Mark Range / DESCRIPTOR: typical performance in each range
17-20 marks / Presentation, of complex ideas in a sustained, coherent and logical argument. In an oral response, the skilful use of highly appropriate oral language conventions to engage an audience. Highly expressive, coherent and fluent written response. Accurate and detailed acknowledgment of sources where appropriate.
13 – 16 marks / A sustained, coherent and logical argument. In an oral response, an ability to use appropriate oral language conventions to engage an audience. Expressive, coherent and fluent written response. Acknowledgment of sources where appropriate.
9 – 12 marks / An argument which is generally sustained and coherent. In an oral response, an ability to use some appropriate oral language conventions to engage an audience. Generally expressive, coherent and fluent written response. Acknowledgment of some sources where appropriate.
5 – 8 marks / A superficial argument. In an oral response, variable ability to use oral language conventions to engage an audience. Clear expression of ideas in writing. Limited acknowledgment of sources.
1 – 4 marks / Little sense of argument. In an oral response, limited use of oral language conventions to engage an audience. Simple expression of ideas in writing. Little or no acknowledgment of sources.
Comments
Persuasive Techniques
Persuasive technique and definition / Examples / How the technique persuadesAlliteration
Repetition of a consonant, especially at the start of words / ‘Rapid rise in rail station robberies’ / Gains attention and adds emphasis, often used in headlines.
Draws attention to key words.
Not persuasive on its own, but can be effective when used with other techniques such as puns.
Sample analysis: The use of alliteration in the headline gives it an urgent, insistent tone, underscoring the seriousness of the increase in crime at train stations.
Anecdote
Short account or story- often entertaining; gives a human angle that engages the reader; can convey information / ‘Recently my neighbor experienced these problems first hand.’
‘We met in 1962 when I was a young journalist...’ / Positions readers to respond emotionally e.g. with fear or pleasure
‘Rings true’ so positions readers to take notice and accept information.
Sample analysis: The anecdote adds interest to the article and assures us that the writer has personally known the subject. This helps to establish them as a credible source of information. These factors encourage the reader to accept the writer’s view of their subject.
Appeal to authority
Uses the opinion of an expert or authority figure to impress audiences or prove a point / ‘Professor Tran’s extensive research in this area leaves little doubt that...’ / Reassures the reader that the writer’s viewpoint is shared by someone with expert knowledge.
Influences readers to respond positively and agree.
Sample analysis: The writer’s viewpoint is endorsed by Professor Tran, who clearly has status and expertise in this field. This positions the reader to give this viewpoint serious consideration, since specialised knowledge reassures the reader that the information supporting this view is reliable and can stand up to scrutiny.
Appeal to common sense
Common sense is practical, everyday knowledge that is accepted as obvious and therefore ‘true’. / ‘The Australian Medical Association said it was common sense that a ban [on advertising junk food to children] would work.’ (Age, 16/05/07) / Pressures the reader to agree by implying that anyone who disagrees lacks practical intelligence and cannot see what is evident.
Sample analysis: The AMA appeals to common sense in order to dismiss objections to a ban on advertising junk food during children’s television viewing times. This leads the reader to feel that a ban is an effective approach without needing to see any further evidence, because the AMA is a reliable and authoritative group.
Appeal to family values
Suggests that traditional family life provides the essential values for a healthy, stable society. Usually takes the nuclear family for granted. / ‘The government needs to make the well-being of families a top priority the ensure parents have the time and resources to care for children so that they grow up feeling secure and loved.’ / Leads the reader to view traditional nuclear family as the most desirable kind of family.
Can position the reader to blame destructive or antisocial behaviour on separated or single parent families.
Sample analysis: The writer positions the reader to believe that government support for people to spend more time with families will ensure that children will be ‘loved and secure’. However, being with children will not in itself ensure that they are ‘loved and secure’. The word ‘ensure’ positions the reader to think that the desired goal will definitely be achieved, while the last two words play on the readers concern for children’s safety and emotional welfare.
Persuasive technique and definition / Examples / How the technique persuades
Appeal to fear and insecurity
Suggests that people’s safety, security or freedom is at risk; often exaggerates a situation to present a ‘worst case scenario’. / ‘If we don’t act now we are in mortal danger.’
‘The terrorists are amongst us now- we must be vigilant.’ / Pressures the reader to feel that solutions are needed urgently so they should agree with the proposals.
Also persuades the reader to believe that the writer has their best interests at heart by wanting to protect them.
Sample analysis: The writer appeals to fear of a terrorist attack in order to make the reader more watchful and alert to the possibility of danger. The close presence of terrorists arouses fear and a sense of vulnerability and positions the reader to agree that vigilance is indeed necessary.
Appeal to the hip-pocket nerve
Threatens our financial well-being because we fear or believe that we are being overcharge or ‘ripped off’. / ‘Who funds the ABC? That’s right, we do. If the show’s creators can think of no better use for OUR money than to spend it on puerile nonsense, then it’s time to give it the chop.’ / Incites strong emotions, e.g. anger at being overcharged or because money is being misused.
Positions the reader to reject the views of those who want to raise prices, fees etc.
Sample analysis: The speaker appeals to the hip-pocket nerve to make us feel that public money, which the writer identifies as ‘OUR money’, is being wasted on something entirely unworthy. The reader is likely to feel outrages and protective of these funds, thus positioning them to think that the program should be axed.
Appeal to tradition and customs
Appeals to a sense of security based on the belief that rituals and traditions are valuable and should be preserved. / ‘Generations of Australians once thrilled to see the circus roll into town. And while urban sprawl is taking its toll, a small band of families keeps the magic alive...’ / Encourages readers to resist change and to feel that links with the past need to be retained.
Can position readers to view ‘modern’ lifestyles as inferior and damaging the social fabric.
Sample analysis: The writer expresses regret that the traditional family outing to the circus is much less common. The contrast between the ‘thrill and magic’ of the circus and the ‘toll’ taken by the growth of cities elicits a sense of loss. The reader is positioned to share the writer’s hope that this traditional custom can be kept ‘alive’.
Appeal to loyalty and patriotism
Assumes commitment to our group, a love of our country, that old ways of doing things should be highly valued. / ‘Don’t let your community down- you owe it a helping hand so it can help you in the future.’ / Positions the reader to agree with (and possibly take part in) actions that will benefit the nation or the group.