the language of persuasion become an expert

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Years 8-10 The Language of Persuasion: become an expert (Series 2) www.englishworks.com.au

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The Language of persuasion: become an expert by learning the lingo and sharpening your thinking skills. Also, make sure you second-guess the author!

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Page 1: The language of persuasion become an expert

Years 8-10

The Language of Persuasion: become an expert (Series 2)

www.englishworks.com.au

Page 2: The language of persuasion become an expert

Language Analysis pathway programSeries 2: Language of Persuasion: Become an expert (978-0-9924942-0-9)

This workbook equips Middle Year students with skills to analyse more insightfully an author’s opinion and their persuasive tactics. In-depth discussion and targeted extension activities focus on:

•the author’s views and credentials, their credibility and degree of bias; •the author’s evidence and reasoning tactics;

and•the author’s choice of words and variations

in tone and style.

Chapter 2 introduces students to a range of media texts and encourages them to identify, and compare, their most important features.

Chapter 3 provides an essay plan and paragraph maps to help students structure their essays.

Page 3: The language of persuasion become an expert

Chapter 1: a practical approachStep 1: What are the

author’s views? Step 2: What is the author’s

tone and style?Step 3: What evidence does

the author rely on?the difference between “hard”

and “soft” evidence and its purpose.

Page 4: The language of persuasion become an expert

Chapter 1: a practical approachStep 4: Which words best reveal

the author’s attitude? Which words have extra meanings? What do they imply? How do they support the author’s views?

Step 5: On the attack. How does the author criticise opponents and justify their views?

Step 6: What appeals does the author make and what is their purpose?

Page 5: The language of persuasion become an expert

Step 1: What is the author’s view? Perspectives, spin and bias.

Learn the “main contention” words (p. 80). These words and phrases help you accurately explain the author’s views.

The Language of Persuasion: pp. 3 – 5; p. 76.

Page 6: The language of persuasion become an expert

Step 2: The author’s tone and style

An author’s tone is a clue to how they seek to influence us. (pp 10-11)

Sprinkle tone words throughout: (tone words can be either adjectives or adverbs) (p. 11)

Identify whether the author’s style is formal or informal. (p. 12-14). This is a clue to the type of relationship the author sets up with the audience.

The Language of Persuasion: pp. 9-14, 74-74.

Page 7: The language of persuasion become an expert

Step 3: The author’s evidence

TRUST: If we are to adopt an author’s opinion,

we must be able to trust them. pp. 6-7, p. 28Are they fair and reasonable?What is the author’s background? Which organisation

do they represent? Is there any evidence of bias? Are they fair and reasonable?

What evidence do they use? Authors use either facts and figures or “people” stories or a combination of both, pp. 4-7.

Think about their reasons and reasoning tactics, pp. 28-29.

The Language of Persuasion: pp. 6-7 and 28-29.

Page 8: The language of persuasion become an expert

Step 4: What words does the author use? Type of language or words with

connotations: Many words have connotations or a meaning in additional to the dictionary meaning.

Emotive languageLoaded languageInclusive and exclusive languageFigurative language

(See The Language of Persuasion, pp. 35–38; Ex.23 & 24 and p. 76)

Page 9: The language of persuasion become an expert

Step 5: On the attackAuthors improve their own argument by

criticising others. They may:make harmful remarks or to set up a person

for ridicule;question a person’s level of intelligence; andquestion a person’s moral standards.

(See The Language of Persuasion, pp. 35–38; Ex.23 & 24 and p. 76)

Page 10: The language of persuasion become an expert

Step 6: appealing to your thoughts and feelings

Page 11: The language of persuasion become an expert

Step 6: appeals and impactAuthors appeal to our emotions

to:encourage us to take action;forge a common bond and direct our

sympathy; make us “feel” and understand

another person’s situation and views;win our trust and confidence; direct our anger towards those who

are responsible for another’s suffering or a situation of injustice; and

make us feel guilty or heartless.

Page 12: The language of persuasion become an expert

See “appeals” table: values(T

he L

ang

uag

e of P

ersuasio

n, A

pp

eals, Exercise 14, p

. 21.)

Page 13: The language of persuasion become an expert

Learning the lingo

It is important to learn a range of analytical vocabulary so that you can write with confidence.

Learn tone words and main contention words (See pp 77- 80)

Study the sample responses that model appropriate metalanguage.

(See The Language of Persuasion, pp. 35–38; Ex.23 & 24 and p. 80)

Page 14: The language of persuasion become an expert

The “lingo” cont’dLearn the main contention words on p. 80Mr Trippler condones the use of violence

displayed among AFL players.Mr Smith decries the use of violence among AFL

players.Ms Winter is sceptical of the AFL’s attitude

towards violence.The editor discredits the AFL management team

because of its attitude towards violence.The interviewer casts aspersions on the AFL’s

policies relating to sexual offences. (See The Language of Persuasion, pp. 35–38; Ex.23 & 24 and p. 80)

Page 15: The language of persuasion become an expert

Some exercisesExercise 12, p. 18

Hoon menaceWhile the hoons ( ) skid around

the corners undetected at 100 kmh in residential zones, the real “crims” are being caught red-handed ( ) on the freeways often doing a staggering 10 kmh over the speed limit. ( ) Better still, many motorists are getting caught during the 40 kmh school-zone period. It’s a great cash cow con ( ).

Johnny Familyman

(See Language of Persuasion, “The author’s words”, pp. 15-18.)

Insert the numbers into the brackets.

1. sarcastic tone2. colloquial language/

negative connotations3. idiom/alliteration4. cliché/metaphor

Page 16: The language of persuasion become an expert

Your Say: Exercise 12, p. 18

“Hoon menace” by Mr Johnny Familyman “Hoons”: 2. colloquial language “Caught red-handed”: 4. cliché/ metaphor“10 kmh over the speed limit”: 1. sarcastic

tone“Cash cow con”: 3. idiom/ alliteration

(See Language of Persuasion, p. 18)

Page 17: The language of persuasion become an expert

Write a paragraph analysing Mr Familyman’s word choices: (See suggested responses/online support)Mr Familyman sarcastically discredits police, who, he believes, are not targeting the true offenders. He uses pejorative terms such as “hoons” and colloquial and sarcastic language such as “real crims” to address members of the public on a familiar level and to invite them to share his ridicule towards the police. Accordingly, he seeks to win the public’s support for his view that the police are failing to protect our neighbourhoods. He appeals to our hip-pocket nerve by stating metaphorically that we are the ones being caught “red-handed”. This phrase derides the police and seeks to anger the public about the lack of safety. He cynically suggests that the police pursue these trivial offences instead of catching the “hoons”. By using these words in a sarcastic and derogatory way, Mr Familyman questions the motives and credibility of police officers. Their purpose is to make members of the public sufficiently incensed so that they exert pressure on the police to take greater disciplinary action against offenders who are speeding around residential housing areas.

(The Language of Persuasion, “Suggested Responses”, Online support)

Page 18: The language of persuasion become an expert

(Th

e Lan

gu

age o

f Persu

asion

, Ap

peals, E

xercise 15, p. 22.)

Exercise 15

Page 19: The language of persuasion become an expert

Link to author’s views and tone

Main contention: Mr Simon advocates smacking as a useful disciplinary tool.

Purpose: seeks to justify smacking; reassure parents that smacking is useful and non-intrusive; it is an important parenting tool.

(Language of Persuasion, “Suggested Responses”, CD-ROM)

Page 20: The language of persuasion become an expert

A range of appealsExercise 15: At your discretion (parentswatch.com.au) p. 22 Appeal: fear. The author scares parents by suggesting that they will

have disobedient and spoilt children if they do not smack them. Appeal: the author makes a moral appeal. Mr Simon believes that

parents who smack their children are acting correctly because they are teaching them the difference between right and wrong.

 Appeal: the author appeals to duty of care/ authority. Mr Simon believes that parents should have the authority to discipline their children in the best way possible.

 Appeal: individual rights. The author recognises that some people maintain that children have rights and that they need to be free to explore their world and take risks.

 Appeal: family values. The author believes that a smack helps parents build a sense of trust among family members. It also shows children that they do care, and that sometimes strong discipline is needed as the mark of loving parents.

Page 21: The language of persuasion become an expert

Taking it further: identify the persuasive techniques

Tone: authoritative; assertive; forthrightUse of an imaginative scenario and depiction

of children (as selfish and stubborn): to prove that they become worse if they are not smacked; creates a climate of fear; shames those parents who do not set strict boundaries

colloquial and idiomatic language; and euphemisms

rhetorical question: to reassure parents that smacking is not harmful

generalisationsAppeals: to moral values and to appear

Page 22: The language of persuasion become an expert

Student’s exampleChief executive officer, Mr Jason Simon uses an authoritative

tone throughout his argument. Mr Simon advocates smacking as a useful tool to discipline disobedient children. Mr Simon pressurises parents to use this technique of discipline against their children. He seeks to reassure parents that smacking is sometimes necessary and useful. Mr Simon uses colloquial and idiomatic language to make the scenario more relatable to the reader. The use of euphemism gives the reader a perspective of seeing that from another angle. Using generalisations, Mr Simon convinces the reader and parents that all children “love to be disobedient” and need smacking as a result of good behaviour. The use of colloquialism is used to persuade readers to agree that smacking is useful. He states that it is part of the duty of parenting. He also justifies smacking by using moral values and by referring to the outcome.

Page 23: The language of persuasion become an expert

Suggested improvementsThe paragraph consists of a list of

techniques, with a general or vague connection to the author’s point of view. It is important to prioritise the techniques; start with the most obvious technique and impact; show relationships between the techniques and think about the flow of the paragraph. First practice writing some specific sentences and their purpose.

Page 24: The language of persuasion become an expert

Rewrite the paragraph Chief executive officer, Mr Jason Simon uses an authoritative tone to

advocate smacking as a practical tool to discipline children. Through the depiction of children and a variety of appeals the author seeks to reassure parents that smacking is sometimes necessary and useful. Mr Simon uses colloquial and idiomatic language such as “to spit the dummy” to depict children as selfish and unruly. His generalisation, “they love to be disobedient”, also encourages readers to see them as resistant to authority. For this reason, Mr Simon pressures us to recognise that smacking is necessary. Mr Simon also uses a variety of clichéd references (“spit the dummy”) and appeals to allay concerns parents might have about smacking. For example, the (euphemistic) phrase, “gentle reminder on the butt” downplays the potential for violence and appeals to family values; it reassures parents that smacking is part of their duty of care as a parent. Morally, parents are encouraged to see smacking as necessary to teach appropriate value systems — “it helps to teach them right from wrong”. The rhetorical question, “so how can it be harmful” , reinforces the point that it is not an aggressive tool.

Page 25: The language of persuasion become an expert

Chapter 2Choose a current issue.Collect a sample of

articles from the newspaper and from an online source.

Complete the exercises/tables in this chapter. They will help you analyse the language features authors use to persuade us to adopt their views.

(Fill in the Tables on pp. 43- 69

You cannot feed all the cats… but you can try …

Page 26: The language of persuasion become an expert

Chapter 2Study the features of a range of

persuasive texts:Editorials and opinion articlesLetters, blogs and Your Say

commentsPresentations and speechesRadio editorials and interviewsCurrent affairs programs and

TV interviewsImages and cartoons

Page 27: The language of persuasion become an expert

Table of comparisons

Page 28: The language of persuasion become an expert

Chapter 3: write an essayEssay plans Write your

essay (see pp 73-76) based on a range of views relating to:

Should we ban the mob tackle?

Page 29: The language of persuasion become an expert

Ready for the next step:You are now ready to work through

The Language of Persuasion: an essay writing guide (2015)

This workbook consists of practical tips and guidelines to help you perfect your essay-writing skills and write with confidence.

See englishworks.com.au for an outline and for the next slideshow.