Language Analysis pathway program byDr Jennifer Minter (Yr 7-12)

Series 1. Techniques of Persuasion/BetterEssays

Series 2. Language analysis: become an expert

Series 3. Language analysis: an essay-writing guide

www.englishworks.com.au

Stage 1: Years 7-8 Outcomes

Students will: learn to accurately identify the author’s views:

Ms Johnson criticises the installation of CCTV camerasbecause they invade people’s privacy

identify a range of persuasive and reasoning techniques

write sentences relating to the author’s tone and techniques: Adopting an authoritative tone, Mr Jon comments that “its use is shaming their religion

and is of no benefit to anyone.” Build an analytical vocabulary: In order to accurately identify the author’s attitude and values, you will need an extensive vocabulary relating to tone.

Tone descriptors: The workbooks encourage you to become familiar with an extensive list of tone words. Tone words are modelled in the responses. There are also tone tests and match-up exercises to constantly test and reinforce the tone words.

The Techniques of Persuasion: pp. 54-55, Ex.34

Outcomes: analytical precision

• Students will recognise the difference between generic and analytically-precise sentences.

• Generic sentences:– The speech is in a forthright tone, getting straight to the point to

show you how serious he is.– He uses his first-hand experience to build credibility and to show an

unbiased and reasonable perspective.– He uses an expert who can be trusted because he has experience in

the field.

Outcomes: aim for analytical precision

• Students will rewrite their sentences:

• “Sharing the fat load”Evidence/technique; The expert, Mr Webber who is a trusted economist with experience in the airline industry, states that obese jetsetters must contribute fairly to the cost of airline travel. He adopts a logical tone to suggest that the heavier a person is, the heavier the aircraft and therefore the cost of fuel increases.

Part 2: Year 9-10 goals

• Students will sharpen their analytical and written skills.

• Write sentences using sophisticated analytical vocabulary.

• Work through small mini-articles/exercises to learn tone words (See pp. 116-117).

Part 2: Student’s typical response (Year 8-9), p. 13

Better Essays and Persuasive Techniques: pp. 43-70.

See “Flash of frustration”, p. 13: Tracey writes:

Pete Crun believes that there must be more done to stop reckless truck drivers. Adopting

an exasperated and dogmatic tone, he condemns the government for not doing more to

stop the careless motorists, and the drivers for travelling at such ‘speeds that they can’t

stop’. He compares European highway rules to the ones of Australia, asking why we can’t

implement rules that minimise the chance of truck accidents. He uses colloquial language

– “carked it”, “it’s a hoot”, and “give a stuff”, and alliteration – “metal monsters”, and “right

up your rear”. He uses the anecdote of the Hedway Tunnel accident to show how

contemptuous trucks can be. “When will these freeway bullies realise,” Crun says “they

have to follow the same road rules as everyone else?”

Improvements: “Flash of frustration”, p. 13

• Tracey uses a series of sentence models and metalanguage to improve analytical accuracy.

• For example:

– (Tone) Dogmatically, Mr Crun condemns the reckless driving habits of truck drivers

that cause chaos and death on our roads.

– (Big picture) The comparison between the European and the Australian road rules

highlights the need for a preferable solution on our freeways.

Year 9: outcomes, p. 13.

• The author juxtaposes the courteous driving habits of European truck drivers with

the inconsiderate habits of Australian truck drivers to highlight the need for greater

respect.

• (word choice/attack) The colloquial reference to the fact that drivers “don’t give a

stuff” draws attention to their irresponsible attitude. Accordingly, Mr Crun expects

all concerned motorists to feel indignant at the manner in which the truck drivers

undermine road safety.

• (word choice/attack) The alliterative reference to the “metal monsters” highlights

the threatening behaviour of the truck drivers. Its use reflects Mr Crun’s attempt

to shame or isolate truck drivers and encourage more considerate attitudes.

Year 10: outcomes, p. 63

Students will write a cohesive paragraph: • A model paragraph p. 63.• (Viewpoint) Sam Trimbone gives a speech to students at Forest

Bank College and urges them to stop using social media and devote more time to their studies. (Tone) In a conversational and confessional tone, Sam presents himself as former school student who was obsessed with technology in order to gain the trust of his student-audience and show that he could have missed out on his dream. (Techniques) His first-hand experience is a clever tactic to win their support and prepare them for his criticisms of students’ obsession. (Purpose)

Essay-writing skills:Year 11-12 goals

• Students will write a series of cohesive paragraphs by:

– Grouping together common strategies/ideas, such as an author’s appeals and/or criticisms.

– Identifying a common purpose, such as fear or shaming tactics.

An Overview: year 11-12(R

efer The Language of Persuasion: an essay writing guide.)

Paragraph flow:Year 11-12, p. 41.

Essay-writing skills:Year 11-12 goals. See p. 36.

• The paragraph moves from the big picture to specific examples: • The student groups together common techniques/purpose• The student uses sophisticated tone words and metalanguage• The student uses sentence model that also cleverly embed

persuasive techniques so that she is not simply identifying techniques.

• The student incorporates quotes into sentence• The student also makes insightful references to purpose/ positioning

of audience

Essay-writing skills:Year 12 goals, p. 36

• Reproachfully, (Censoriously) Dr Krisanski draws upon his professional background as a

psychologist and numerous consultations to support his view that the demise of “old fashioned”

parenting style is harming children’s social development. Dr Krisanski decries the modern-style of

parenting, that he believes, is leading to a lack of interpersonal skills in children and breeding

self-indulgent children. Certainly, parents would be ashamed at the alliterative references to

their “flip flopping” and their tame efforts to “squash the squabbles” which imply that they are

irresponsible and careless. They would also be alarmed at the fact that such ineffectual

leadership is also likely to disadvantage their teenage children. The reference to children as

“narcissistic” who are “used to getting their own way with everything” and who lack important

life skills suggests that they are poorly equipped to cope with the workplace and are likely to be

emotionally disadvantaged. The comparisons between the present and past parenting styles

reminds those parents, to logically, foreground what the psychologist identifies as, old-fashioned

co-operative interpersonal skills that are likely to better prepare teenagers for future roles.

Resources include:

Suggested responses

E-books with exercises (downloadable and writable)

An e-licence (and class sets)

Better Essays and Persuasive Techniques: pp. 77-94.