language analysis list ylk5x6

8/18/2019 Language Analysis List Ylk5x6

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P e r s u a s i v eP e r s u a s i v eL a n g u a g eL a n g u a g e

A p p e n d i xA p p e n d i xIn the Persuasive Language Appendix you will fnd additionalinormation that will help you to analyse the ways in whichlanguage is used to persuade. The topics covered are:

• More on Metalanguage

• Appeals Again

• Sentence Salvation – including sentencestarters

• A handy analysis framework

A VCE English glossary of key terms usedin the course – see page xiii

A n dA n di ni n

a d da d di t i oi t i on :n :


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More on MetalanguageMetalanguage is the term given to the words and phrases we use to discusslanguage conventions and usage. he following list of persuasive techni!ues ismetalanguage that can help to descri"e how language is used to present a point ofview.

#$ote% he right&hand column lists generalised examples. 'e sure to consider thespecifc purpose and e(ect of each techni!ue in the context of the point of view"eing presented.

Persuasive Techniues

Techniue !xamplesPossi"le purposes ande#ects

active andpassive voiceprovides su")ectiveor o")ective tone

active% They released the report

passive% The reports wasreleased

• active% direct* clear

• passive% indirect* detached

ad$ectives+escri"ing words

a stirring speech

her diamond-studded tiara

• adds detail to make the text

more interesting• can imply something positive or

negativealliteration andassonance,epetition of initialconsonants andrepetition of vowelsounds

%ydney-s slippery side

he elite meet&and&greet

• adds emphasis* reinforcesmeaning

• draws attention to key words orideas

• can elicit emotive response

• memora"leallusion Rusty the Clown compares

,ussell Crowe and /rusty theClown from The Simpsons)

Lord o the Pies reference tooverweight English lord "ycomparing to the 0illiam1olding novel Lord o the Flies)

• makes a comparison "etweentwo situations to illustrate parallels*in the hope that audience will draw

conclusions• adds humour

attac& Means of criticisingan individual oridea

2er comments are little morethat adolescent gibberish.,idicule* mudslinging3

eachers must be heldaccountable for students-appalling literacy levels.

• 'elittles an opponent-sarguments or actions and may lendweight to those of the writer

• +isparagement of su")ect maysway audience-s opinion

• Can o(end and alienateaudience if overdone

"ias

overt preference orsympathy for aparticular point ofview

An advertisement for the

4ederal 5i"eral 6artyannouncing the "ene7ts ofchanges to Australia- sworkplace legislation

• Can strengthen an argument ifthe "ias seems reasona"le andwithin context* and if the authorhas some authority

• Can undermine an argument ifdisproportionate to the context

clich'An overused phraseor argument

In the fnal analysis

orld-class city

• Can sway an audience "yappealing to something with whichthey are familiar

• May make an audience feelinformed

• May alienate moresophisticated audience

colourullanguagevulgar or rude8

hey are certainly up the creek now!

0ho gi"es a toss a"out the

• Can provide humour• May o(end some of the

intended audience


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particularly unusualor distinctiveexpression

9ueen anyway:

he policy is a dog#s brea$ast!

• Esta"lishes an informal registerfriendly* one&of&us3


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connotativelanguageloaded languagethat evokes an ideaor feeling* eitherpositive or negative

he children were slaughteredas they slept.

2er rec$less "ehaviour was!uestioned.

he A$;AC legend

• Encourages either su"tly orovertly3 audience to accept aparticular implication

• Seeks to persuade audience toaccept a particular viewpoint of aperson or event

emotional appealattempt topersuade throughemotionalmanipulation

5ong&range nuclear weaponsdo not discriminate% we are alla target. appeal to sense ofinsecurity3

Sadly* A"original health andeducation are responsibilitieswe still ha"e to address.appeal to sense of social )ustice3

• riggers an emotional responsein audience

• Evokes feelings of guilt* shame*horror* satisfaction* honour* etc

emotive imagerylanguage that paints a picture to

arouse a particularemotional response

his barbaric practice has "eenextended to the children* andthe pain they su%er is e"ident

on their aces.'odies were piled up li$e trashin ma$eshit roadside gra"es.

• argets an audience-s emotionalresponse horror* excitement*disgust outrage* etc3

•Can alienate or o(end some

audiences• sensitive people* or those with

di(erent political views from thewriter3

euphemisma mild* less directword or phraseused to replacesomethingo(ensive orunpleasant

&ollateral damage unintendedvictims of war3

'nplanned landing crash3

In the amily way pregnant3

• Avoids o(ending or distur"ingsome readers

• Can provide su"tlety in anotherwise di @une.

0ind poser generates ewer pollutants than the "urning offossil fuel.

• Can lend an argumentconsidera"le weight* lendscredi"ility

• Appeal to authority

• Can undermine an argument ifused to confuse or ood with toomuch information.

fgurativelanguageBmagery throughthe use of visuals*metaphors* similes

he abric of Australia is multi&hued.

Social and racial di(erence arethe ault lines in ourcommunities.

• 6aints a vivid and easilyunderstood picture for the audience

• Bmplies comparison to support aposition

ormal languagese of moreela"orate* preciseor sophisticatedlanguage

Bt is our 7rm "elief that studentsuccess can "e acilitatedthrough the employment osound educational principles ina supporti"e learningen"ironment.

• Creates a sophisticated* oftenauthoritative style that can lendweight to an argument

• Commands respect

• Can alienate in a situation wheninformal language is moreappropriate

generalisation"road statementsimplied fromspeci7c cases

his poor "ehaviour wasmodelled "y the parents* and itis therefore ultimately a parental responsibility.

Bt is clear from the evidence atthis school that all girls beftrom single-se classes at &/

• Seeks to validate a theory orcontention* sometimes du"iously

• Can "e inferred to "e evidence"y naDve audience

•

Can detract from or undermine if examples are unrealistic or illogical


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le"el.

humouruse of puns* irony*satire* sarcasm

1eorge 0ubbya 'ush and hisweapons of mass distraction

1illard and ,udd came out ofthe conference lic$ing their lipsli$e a couple o lo"estruc$

&heshire cats.

• ften denigrates the su")ect

• Can provide a more engagingand friendly tone

• Audience can "e swayed "yhaving them enter into the )oke.


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hyper"oleexaggeration oroverstatementused to implysomething is moreimportant* worse*"etter etc.

/"ery weekend the city iso"errun "y "eggars and"uskers.

ur parks are little more thantoic rubbish dumps.

• Creates dramatic e(ectsthrough dramatic imagery

• Argues through the employmentof shock tactics and appeals to fear

• Argument can "e less e(ective if overused or exaggerated

hidden agendaan undisclosedplan* especially onewith an ulteriormotive

Claiming that a golf course is"eing closed due to lack of usewhen the true reason is thevalue of the land in the realestate market.

• Bs dependent on audience"elieving the cover story

inclusivelanguage andexclusivelanguagethe e(ective use ofus and we toinclude* them and

they to exclude.

e all have a role to play.

They "ring their pro"lems toAustralia.

Bt is up to us to solve thepro"lem they have created.

• argets or accuses particulargroups

• Creates a sense of solidarity

• Can encourage a sense ofresponsi"ility

• Can create an Fus and them-mentality.

inormallanguagecollo!uial*everyday language*slang.

2ow do you like them apples*Senator:

She#ll be right mate.

• Creates a conversational mood

• Engenders support "yesta"lishing a rapport with theaudience

• Appeals to audience-s sense ofhumour* cultural identity

• Can alienate those not part ofthe group

irony2umour found incontradictorysituations* oftenthrough the use ofsarcasm.

he war on terror has produceda volatile environment moresuscepti"le to terrorist forces.

Bn order to ensure ourfreedoms* more control isre!uired.

• Can engender supportthrough the use of humour

• Can evoke strong emotional

responses• Encourages audience to see

imsy logic in a statement or event

$argon0ords and phrasesused "y a speci7cgroup of people.

0ithin the given parameters*the incorporation o culturalconstraints adds explicit perormance contours.

/arly adapters are our chieindicators o the "iability o the product.

• Bn correct context* allowsprofessionals to communicate easily"y using familiar words and terms

• ften used to confuse or impress

• sed to confer authority sometimesunderserved3 on the speaker orwriter

• Can alienate those not part of thegroup

logicreason% the use ofargument to assessa situation andsway an audience

,esearch has shown that a prison term ro minor o%enceshampers rehabilitation1 wemust thereore* adopt a newapproach to punishment* aslocking up people who havecommitted such o(ences hasnot wor$ed.

• Appeal to reason rather thanemotion lends credi"ility to theargument

• (ers proof and possi"le solutions

• Author-s viewpoint supported "yfacts and common sense

omissionsthe deli"erate oraccidental leavingout of information.

An opinion piece thatcondemns a group withoutconsidering causes

• Seeks to present a particular pointof view

• Can "e either persuasive oro(ensive

pictorial supportimages toaccompany written

6hotograph of drunkenteenager within an articlea"out teen "inge drinking

• 6rovides audience with visual text*which may aid understanding

• Can provide emotional response in


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text and illustratean issue or point.

1raph indicating rising levels of childhood o"esity

+iagram illustrating ow ofinformation

reader• Can provide !uick factual reference

for reader• Statistical presentations can "e

misleading


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praiseexpression ofapproval oradmiration.

2er e(orts are to "ecommended.

0e should eel proud of ourcommitment to culturaldiversity.

• Evokes positive sentiments that cansway an audience

• 2elps to paint the su")ect in apositive light.

pun

play on words%humorous use ofsynonyms orhomonyms

0ater chief damned "y local

critics.6M feels the heat over climatechange.

6u"lic transport% designing aare system.

• 2umour used to engage audience

• Can "e used to create a sense ofirony

repetitionreuse of words orphrases

e cannot imagine the horrorsthey faced% we cannot imaginethe strength of their spirit. Andwe cannot allow it to happenagain.

• Bs memora"le

• 2ighlights important or main points

• Creates a rhythm that can have ahypnotic e(ect.

rhetoricaluestiona !uestion thatdoes not re!uire ananswer

ust we wait or years "eforethis man leaves o


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he readers or listeners are meant to feel that if they do not support the writer-spoint of view* they are undervaluing the importance of tradition.

Appeals to ear ("eing alarmist+. here are many kinds of fear to which a writer or speaker can appeal. here is thefear of change* the fear of loss and the fear of violence. 4or example%

• FBf this happens* then we will see a vast increase in crime.-• FBf we allow the government to do this* individual rights will "e

severely eroded.-• Fhis could lead to social unrest.-

• F6eople will lose their )o"s if this goes ahead.-

'ecause of the possi"ility of these fears "eing realiLed* the readers or listeners aremore likely to "e persuaded to agree with the point of view "eing put forward.

Appeals to )amily values*

F4amily values- are "ased on the importance of the family as a Funit-. 4amilies arethought to value such things as security* "elonging* caring and nurturing. 4orexample* the following claims might appeal to or "e of interest to people who valuethe family.

• F0orking mothers are una"le to give su


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Appeals to group loyalty

0ith this sort of appeal* the readers or listeners are positioned so that they feelthey should support the point of view out of loyalty to a particular group. 4orexample%

• FBf this proposal goes ahead* then many of your fellow workmates will losetheir )o"s.-

• FStudents should stand together on this issue.-

Appeals to patriotism

he term Fun&Australian- is an example of an appeal to patriotism. 0hen apolitician or commentator uses this term* the reader or listener is made to feel thatsupporting a particular point of view or action is not a patriotic thing to do.,eferences to national interest* Australia-s position in the world and its economicwell&"eing are other examples of this sort of appeal. 4or example%

• F0e must take this action if Australia is to "e a credi"le force in our region.-

• F0e must not change the ag "ecause Australian soldiers fought under it inpast wars.-

• FAustralian performers are capa"le of great things.-

Appeal to the desire to "e modern

Advertisers make extensive use of this appeal* urging customers to "uy the latest intechnology* the most up to date in fashion or the most recent model car. 'ut there

are fashions in ideas* too* and writers and speakers can position readers andlisteners to agree with them "y indicating that opposing ideas are old&fashioned.

4or example%• Fhe dinosaurs who resist change must not "e allowed to stand in the way of

progress.-• F0e have to change with the times8 we cannot "ecome em"edded in the

past* em"racing old&fashioned ideas.-

Appeals to guilt

A feeling of guilt is a powerful emotion* and writers and speakers who make theirreaders and listeners feel guilty a"out an issue exercise considera"le appeal. 4orexample%

• FBf we sit "ack and do nothing* this "uilding proposal will go ahead and thesurrounding environment will "e destroyed.-

• FBf shareholders continue to insist on "igger dividends* companies willimprove their e


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Appeals to sense o $ustice An appeal to a sense of )ustice or fairness is often used when the rights of twoopposing sides come into conict. he following arguments are examples%

• FBt-s all very well to talk a"out the rights of non&smokers* "ut whata"out smokers: +on-t they have any rights:-

• FSo Crown is getting more concessions from the government* are

they: 0hy aren-t other struggling "usinesses "eing helped too:-

Extract from /nglish at /le"en "y oni 1lasson* @acaranda* GQQQ*pp. IR – I3

- Tone /ordsadmiring

amused annoyedapologetic

approving

ardent arrogant

assertive

"aPed"emused

"iting calm casual caustic

critical cynical demanding didactic# diplomatic diplomatic disappointeddisgusted

disillusioned

dismissive

dogmatic

emotive fervent formal

frankfrustrated

furiousguarded

hectoring

hostile hum"le

irritated )ingoistic knowinglaid&"ack

lecturingmeasured

melancholic

messianic

nostalgicoptimistic

outraged

passionate

patriotic

patronising

pessimistic

pleadingreective

ridiculing

sarcasticscathing

scornful

sensi"le serious solemn superior

sympathetic

worried Lealous

* Intended to instruct or teach but also to moralize excessively.

%entence %alvationSometimes you know what you want to say "ut you )ust can-t get started. hewords escape you. ther times you feel like you are using the same phrases overand over and that your writing is "ecoming "oring. his is often the case when youare writing a language analysis essay "ecause so often you are explaining what awriter is saying in a persuasive text. 2ere is a "ank of phrases that you can use to

get yourself going.

6lease "ear in mind that you would need to adapt the phrase to suit your purpose.4or example you would need to "egin with8

• The writer 4.

• 3ames 5rown 4

• The spea$er 4

(ccepts that /plains that

(d"ances the argument

/presses the "iew6idea

that

(d"ocates that 7ighlights that


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(rgues that 7ints at6 that

(sserts that Is critical6sceptical o

(ttempts to show that aintains that

5elie"es that 8bser"es that

&oncludes that 8utlines the idea that

&ondemns the idea that Points out that

&onsiders that Proposes that

&ontends that Puts orward the "iewthat

&ounters that 2easons that

0ecries the suggestion that 2eutes the idea that

0iscloses that 2e9ects the idea o

/mphasises that 'rges the audience to

And some useul lin&ing words and phrases 0

8n the one hand eanwhile

8n the other hand (dmittedly

In a similar ashion (t the same time

In contrast 0espite this

In direct opposition to :et

Furthermore First6frstly6 frst o all

8n the whole 7owe"er

(lthough ne"ertheless

Language analysis chec&listMake several copies of this very useful checklist. Nou can use it to check over any of your language analysis essays in nits ? T R.

Language analysis tas& 1igh2 Medium2 Low or

3il4

G. 2ow well have you avoided simply summarising thearticle: Some summary is allowed "ut only if it is apart of the analysis process.3

H. Nour writing is supposed to "e analysis of the waysomeone else presents their opinion. 2ow well have youmanaged to keep your own opinion out:

?. Nou must analyse the use of persuasive language. hismeans sticking to the task of%a. 2ave you identi7ed the type of text:

". 2ave you identi7ed the main contention and stated

it as clearly as possi"le.c. 2ave you identi7ed the tone o the article; "y

naming and descri"ing it in a full sentence3


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d. 2ave you identi7ed e"idence about tone; "y!uoting at least two words or phrases from the textand descri"ing how they help to set the tone:3

e. 2ave you identi7ed and descri"ed the intendede%ect o the tone of the article in a sentence:

f. 2ave you named and descri"ed a number o persuasi"e techni


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Analysis 5ramewor& he paragraphs "elow o(er one possi"le framework for language analysis. nlyconsider using it if you are still unsure a"out how an analysis should "econstructed. Even then* you should adapt the framework to suit the individual textsyou are analysing. ,emem"er also to consider how any non&ver"al language is used

to support the author-s point of view. Nou would "e well advised to use a fresh pieceof paper when you use this framework as the spaces pro"a"ly won-t "e "ig enoughfor you to simply 7ll in the gaps.

4ollowing UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUevent3* de"ate resurfaced regarding

UUUUUUUUUUUUUUUUUUUUUUUUUissue3. Bn a UUUUUUUUUUUUUUUUUUUUUUUUUUUUtext type3 for

UUUUUUUUUUUUUUUUUUUUUUUUUUUUUpu"lication3 on UUUUUUUUUUUUUUUUUUUUUUUUUUdate3

UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUauthor3 argues in aUUUUUU UUUUUUUUUUUUUtone

word3

and UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUdi(erent tone word3 fashion* that UUUUUUUUUUU

UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUcontention3. UUUUUUUUUUUUUUUU

UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUsentence a"out overall

stylestructure3.

he structural feature or 7rst persuasive techni!ue3 highlights the writer-scontention with it

message ofUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU.

his is heightened "y hisher referencestoUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU*

which urges our support for the contention "y UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU.

UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUtechni!ue3 in the phrase

JUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUK

serves to UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUe(ect3. he writer is primarilyseeking to

UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU in this part of the text.

Bn the following paragraph* sentence etc3 the author speaks ofJUUUUUUUUUUUUUUUUUUUUUUUK*

which encourages readers to UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUe(ect3"y


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UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU.his is cemented with a

reference to J UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUK* which seeks to

engender support "yUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU.

he UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU

phrase J UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUK recalls the idea

that UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU. he overall e(ect

here isUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU.

0rite another "ody paragraph if necessary3

he UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUtext type3 is UUUUUUUUUUUUUU

description of style and purpose3* and would most likely appeal predominantly to UUUUUUUUU

UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUspeci7c audience3.

2owever* anyone who UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUspeci7c vested

interest or opinion3 might "e inclined to feelUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU

alienatedo(endedetc.3

verall* UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUsum up the structure*

style and e(ectiveness of the piece3.

Adapted from 'sing Language to Persuade1 Points o iew in the (ustralian edia* xford H>>I


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6lossaryItem /hat it means and why it is useul to &now

a"outPage

Anecdote A short and amusing or interesting story a"out a realincident or person experience which is relevant to thetopic and can "e used as illustrate a point moree(ectively than general discussion alone

Aphorisms A pithy o"servation that contains a general truth* suchas* =i it ain>t bro$e* don>t f it.? An important part ofexpository and persuasive writing for outcome two.

Appeal See Fpersuasive appeals- in the 6ersuasive 5anguageAppendix

6age vi

Argumentativewriting

0riting that is intended to put a certain position to thereader in a way that will persuade them to agree with it.

Authorialchoices

he choices an author makes a"out style and contentwhen creating a text.

Contention he central point "ehind an article expressed in itssimplest and clearest form. he main point "ehind thearguments and techni!ues used. All com"ine to supportthe contention. Bt makes undertaking 5anguage analysiseasier if you can identify it clearly.

Context ne of four options chosen as a focus for discussion andwriting for outcome H. At +ECV the context is JBdentityand 'elongingK

Creative writing 0riting that is 7ction. hat has "een created "y anauthor. 6oems* stories* novels* pieces of reectivepersonal or imaginative writing.

Explanation A piece of writing designed to explain the purpose of

something – in this case a piece of writing so that thereader understands something a"out the choices thewriter has made and what their intentions were.

Expositorywriting

0riting that is designed to expose and explore an issueor su")ect.

4eature Article A long developed piece of writing from a newspaper ormagaLine that is usually written in an expository style toexpose or explore a particular su")ect or topic.

4irst person he FB- voice as used "y authors. Eg. FB went to the shoptoday-

4ormal

5anguage

5anguage that uses the correct conventions. 4ormal

writing is used in "usiness letters* many newspaperarticles* academic or scholastic writing* essays.Bnformal5anguage

5anguage used in a variety of forms* that is informal*casual* conversational* collo!uial.

Bnteriormonologue

he thoughts of a character* usually in 7ction* expressedto the reader "y the author or narrator.

5anguageAnalysis

VCE essay task that re!uires students to analyse* "y wayof examining persuasive techni!ues* a media text ortexts.

Metaphor A literary 7gure of speech that uses an image* story ortangi"le thing to represent a less tangi"le thing or someintangi"le !uality or idea.

Multi&modaltext

A text that contains di(erent forms. A num"er ofdi(erent modes*are integrated to form a compositeFwhole-. his includes words in headings and headlines*


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images* and written texts that are made up of di(erentmodes of writing.

$arrator he person telling the story in any piece of 7ction ordrama.

pinion 6iece A piece of writing intended to express the opinion of theauthor on a particular topic.

6ersonalreectivewriting

0riting that draws on the author-s personal experienceand includes reection and ideas that have developed asa result of this experience.

6ersuasivewriting

0riting that is written with the purpose of persuading areader or audience3

6rompt he statement a"out an aspect of the Context3 that VCEstudents in Area of study wo will respond to in writing of their own.

,etelling thestory

,ecounting the story of a text that is "eing studiedrather than analysing it.

Similes A simile is a 7gure of speech that directly compares two

di(erent things* usually "y employing the words WlikeW orWasW. arget Audience he audience intended as the most interested

recipients3 of a piece of writing hird person 0riting that is using the Fheshe- voice. 2eshe went to

the shop. opic sentence he sentence that outlines what the paragraph or piece

of writing is going to "e a"out.nrelia"le$arrator

A narrator who the reader feels is not necessarilytrustworthy or truthful in their recounting of events anddescriptions.

Visual5anguage

Bmages or graphics used to communicate or helpcommunicate a point of view.


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Language La" 7ui8 9

G. he phrase Flanguage analysis- means%

a A list of the language devicestechni!ues used in atext

" A type of therapy "ased on how a person speaksc A discussion of the ways in which an author positions

an audience to adopt a point of view.

H. A Ftarget audience- is%

a A group of people who are the intended spectators*listeners or readers of a performance* text orprogram

" An audience who have agreed to provide feed"ackon the e(ectiveness of a text

c 6eople who shop at arget

?. o Fposition an audience- means

a o arrange an audience-s seating" o inuence an audience to adopt a point of view

through the use of persuasive languagedevicestechni!ues

c o present an o")ective account of an incident

R. An anecdote is%

a A treatment given after a poisonous snake or spider"ite

" A short story which is told to demonstrate a point ofview

c he repetition of a particular vowel or consonant to

add emphasis to a point of view.

=. he connotation of a word is the meaning%

a hat is suggested or implied "y the word" he strictest and most literal meaning of the wordc he shape of the letters which make up the word

. 5anguage that ensures that the audience feels like theyare "eing addressed explicitly is known as%

a Bntrusive language" Bnclusive language


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c Bntensive language

I. Brony is the use of language%

a hat tries to convey the literal truth" 6opularised "y Alanis Morrisette in the GQQ>sc hat tries to convey the opposite meaning of what is

actually "eing said

X. he statement JB-ve "een studying HRIK contains anexample of%

a A clichY" A cli!uec A metaphor

Q. A !uestion which is asked for e(ect and emphasis anddoesn-t necessarily re!uire a response is known as%

a A responsi"le !uestion" A rhetorical !uestionc A reasona"le !uestion

G>. +enigrating opponents refers to the practice of%

a3 Suggesting that he or she is untrustworthy orunrelia"le in this matter"3 Covering opponents in gra


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True ; or 5alse ;4

G he words that appear outside the frame of a visual

text are irrelevant and should not "e included in a pieceof language analysis.True ; or 5alse ;4

Multiple


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Language La" 7ui8 =

Consider the information a"out utcome ? provided in theinterview and your general knowledge a"out how mediatexts seek to inuence audiences to answer the following!uestions.

G. 0hat is the main skill you need to develop in outcome?:

a3 he a"ility to read di(erent types of texts"3 he a"ility to discuss di(erent ideas on an issuec3 he a"ility to analyse how texts use persuasive

language

H. 0ho would "e the most likely target audience for the

ecoma 6rimary School monthly newsletter:

a3 'ox 2ill 6hilatelic Society mem"ers"3 he 1lenroy Choristersc3 he ecoma 6rimary School community

?. Nou will need to complete two di(erent types of tasks inyour work for outcome ?. 0hat are they:

a3 ral presentation and opinion piece"3 Analytical essay and oral presentation

c3 Analytical essay and creative writing

R. 0hich of the following "est descri"es the mostimportant features of your writing for this outcome:

a3 Bdentifying persuasive techni!ues in texts anddiscussing how they have "een used to a(ect anaudience

"3 Bdentifying the issues texts and explaining what anauthor has said a"out the issues

c3 Bdentifying the persuasive techni!ues in texts andgiving your opinion on the issues

=. 0ho would "e the most likely target audience for aspeech a"out ethics in the media

a @ournalists" 6eople who "uy newspapers and watch Vc i"etan monks

. 0hat does Susan urner say is the role of the media in

modern society:

a3 o inform and report on current events


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"3 o inuence the opinion of their audiencec3 'oth a and "


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I. he following words can "e used to descri"e the tone of someone-s voice. 6ick the list of three words that"est descri"e the tone of this interview.

a3 hostile* convincing* matter&of&fact"3 forthright* ridiculing* supportive

c3 moderate* formal* authoritative

X. 0ho would "e the target audience for an opinion piecewritten "y an environmentalist a"out 0alk to 0ork day

a3 Cyclists"3 6eople who drive to workc3 nemployed people

Q. 0hat is the "est way to descri"e what Fissue- means inthe speci7c context of VCE English:

a3 A topic or de"ate that people are concerned a"out"3 Bdeas discussed "y authors when they write textsc3 A current news story* situation or particular event

G>. 0ho would "e the target audience for an editoriala"out the political situation in 'urma

a3 6oliticians"3 he voting pu"lic

c3 'oth a and "

GG. 0hich of the "elow examples "est descri"es whatyou need look at when analysing a media text foroutcome ?:

a3 he main ideas a"out the issue and where the textcomes from

"3 he way the main ideas a"out the issue areexpressed* the location of the text and who thetarget audience might "e

c3 he persuasive devices the author is using and themain ideas a"out the text

GH. 0ho would "e the target audience for an advertisingcatalogue placed into a mail"ox

a3 6eople who shop at supermarkets"3 Mothersc3 ravellers

language analysis list ylk5x6

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