Using Language to Persuade

USING LANGUAGE TO PERSUADE

Student Study Guide

Unit 1-4 English Simonds Catholic College 2012-2013

Name: ______

Contents Contents Page number Course 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

2 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 Score Language 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

3 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.

4 TASK ONE LANGUAGE ANALYSIS Mark 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 Examples How the technique persuades definition Alliteration ‘Rapid rise in rail station Gains attention and adds emphasis, Repetition of a consonant, robberies’ often used in headlines. especially at the start of words Draws attention to key words.

5 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 ‘Recently my neighbor Positions readers to respond Short account or story- often experienced these problems emotionally e.g. with fear or entertaining; gives a human first hand.’ pleasure angle that engages the reader; ‘We met in 1962 when I was a ‘Rings true’ so positions readers to can convey information young journalist...’ 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 ‘Professor Tran’s extensive Reassures the reader that the Uses the opinion of an expert or research in this area leaves little writer’s viewpoint is shared by authority figure to impress doubt that...’ someone with expert knowledge. audiences or prove a point 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 ‘The Australian Medical Pressures the reader to agree by Common sense is practical, Association said it was common implying that anyone who disagrees everyday knowledge that is sense that a ban [on advertising lacks practical intelligence and accepted as obvious and junk food to children] would cannot see what is evident. therefore ‘true’. work.’ (Age, 16/05/07)

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 ‘The government needs to Leads the reader to view traditional Suggests that traditional family make the well-being of families nuclear family as the most desirable life provides the essential values a top priority the ensure parents kind of family. for a healthy, stable society. have the time and resources to Can position the reader to blame Usually takes the nuclear family care for children so that they destructive or antisocial behaviour for granted. grow up feeling secure and on separated or single parent loved.’ 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 Examples How the technique persuades definition Appeal to fear and ‘If we don’t act now we are in Pressures the reader to feel that insecurity mortal danger.’ solutions are needed urgently so Suggests that people’s safety, ‘The terrorists are amongst us they should agree with the security or freedom is at risk; now- we must be vigilant.’ proposals.

6 often exaggerates a situation to Also persuades the reader to believe present a ‘worst case scenario’. 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 ‘Who funds the ABC? That’s Incites strong emotions, e.g. anger nerve right, we do. If the show’s at being overcharged or because Threatens our financial well- creators can think of no better money is being misused. being because we fear or use for OUR money than to Positions the reader to reject the believe that we are being spend it on puerile nonsense, views of those who want to raise overcharge or ‘ripped off’. then it’s time to give it the prices, fees etc. chop.’ 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 ‘Generations of Australians once Encourages readers to resist change customs thrilled to see the circus roll into and to feel that links with the past Appeals to a sense of security town. And while urban sprawl is need to be retained. based on the belief that rituals taking its toll, a small band of Can position readers to view and traditions are valuable and families keeps the magic alive...’ ‘modern’ lifestyles as inferior and should be preserved. 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 ‘Don’t let your community Positions the reader to agree with patriotism down- you owe it a helping (and possibly take part in) actions Assumes commitment to our hand so it can help you in the that will benefit the nation or the group, a love of our country, future.’ group. that old ways of doing things Can arouse feelings of anger or fear should be highly valued. that position people to take action to support a cause or a group. Sample analysis: The writer appeals to the reader’s sense of loyalty in order to provoke them into doing something positive for their community. The reader is positioned to feel a sense of obligation to support the community, which is designed to generate a desire to take action.

Appeal to sense of justice ‘Let’s have a fair go for all.’ Positions the reader to agree that Plays on our beliefs that we all ‘The death penalty is the the punishment should fit the crime. have the right to be treated ultimate form of inhuman Arouses feelings of anger when fairly and we should strive for punishment and a violation of somebody is punished too harshly just outcomes. fundamental human rights,’ or a criminal ‘gets off’ lightly. (Amnesty International) Sample analysis: Amnesty appeals to a sense of justice in order to condemn the death penalty. It clearly states that this punishment is inappropriate, regardless of the crime, and because it is inhuman, it is fundamentally unjust. The use of emotive words such as ‘inhuman’ and ‘violation’ also position the reader to reject the death penalty.

Persuasive technique and Examples How the technique persuades definition Attacks and praise ‘...after the fires, people living Attack: positions us to think badly of Attacks belittle or denigrate an in leaky caravans are being the person and therefore to dismiss individual or group. asked to pay...rent. This their ideas or viewpoint Praise presents a person or appalling example of Praise: makes us admire or like the

7 group as outstanding, insensitivity is to recoup costs person/group and therefore agree attractive, etc. for the Department of Human with their ideas Services. This cash grab from the destitute, is even more bewildering when it is realised that many of the caravans were given freely by the generous public.’ Sample analysis: The writer attacks the Department of Human Services for taking rent from bushfire victims. Victims are describes as ‘destitute’ and the caravans as ‘leaky’, which is likely to engender sympathy in the reader. The generosity of the public is contrasted with the Department’s ‘insensitivity’, positioning the reader to feel that the Department is behaving callously by prioritising money over people. Clichés ‘Let’s hope he turns over a new Reassure the reader through a Overused phrases that a wide leaf.’ familiar expression that can position range of readers can quickly ‘We’ve all had one of those the reader to accept an idea grasp and understand. days where you get out of the because they are lulled into an wrong side of bed, stub your uncritical mindset. toe on the way to the Often have a comic effect. This can bathroom, slip in the shower produce a light-hearted, amusing then spill your coffee on your tone, or a sarcastic, critical tone. freshly ironed shirt.’ (Price, Herald Sun, 2007) Sample analysis: Price uses a series of clichés describing things going wrong in everyday life. This encourages all readers to identify with the situation and feeling he is evoking. The humorous tone invites us to see these mishaps as not very important and to sympathise with the person who is experiencing them. Colourful language ‘To all those who are “shocked Creates a memorable image and Creates a strong image through and dismayed” the $240,000 catches the reader’s interest. unusual and striking words, was spent on a branding and Positions the reader to take a especially adjectives. positioning statement that is strongly positive or negative view of years overdue for our city, keep the subject. sweating the small stuff and leave the big, bold thinking to those who want Melbourne to have a stylised capital M rather that a giant B for Bogan.’ (Herald Sun, 2009) Sample analysis: The writer uses colourful and colloquial language, such as ‘keep sweating the small stuff’ and ‘B for Bogan’, to make his point about the success of the new Melbourne logo in a humorous manner. Using striking language makes the writers point more memorable, and also conveys some of the writer’s passion to the reader, making it more likely that they will agree with the writer’s contention. Connotations and loaded ‘A recent report claims that the Associated meanings of words words nose to the grindstone Aussie arouse feelings and attitudes that Connotations are meaning worker is a myth. While it position the reader to like/dislike, associated with or implied by stopped short of saying the accept/reject an idea, person, words, as opposed to heir literal Aussie bludger is back, it claims proposal, and so on. or ‘dictionary’ meanings data showing working hours getting longer are a myth.’ Sample analysis: The reader is being positioned to reject the view that Australians are overworked. Firstly, ‘the nose to the grindstone Aussie’ is a debunked myth, then the loaded term ‘Aussie bludger’ positions the reader to this that now the opposite is almost true again. Persuasive technique and Examples How the technique persuades definition Emotional appeals See examples in appeals above Provoke an emotional response, Any appeal to the emotions that bypassing reason and logic. arouse hopes, fears, desires, Position the reader through their and so on as shown in the emotional response to be

8 examples. These feelings affect sympathetic to, or rejecting of, the readers’ responses to issues. writer’s viewpoint. Sample analysis: The use of emotional appeals encourages a strong emotional reaction in the reader, which in turn impacts significantly on their point of view on the issue. Emotive language ‘There are plans for a national The reader is positioned to react Deliberate use of strong words helpline. This should be fast- emotionally and agree with the and phrases to arouse the tracked. In the desperate, late- writer’s viewpoint before reason reader’s feelings and so night hours, a prompt reply even comes into play. manipulate them to agree. could make the difference between life and death.’ (Herald Sun, 2007) Sample analysis: The editorial uses emotive language to persuade that a national helpline should be introduced as soon as possible. The negative connotation of ‘desperate’ contrasts with the positive connotation of ‘prompt’, implying that the national helpline will solve problems that at present go unheard. The emotional impact of ‘life and death’ also encourages the reader to feel that an urgent solution is needed. Evidence (including ‘...federal funding for private Positions the reader to view the statistics, graphs and schools will increase from $5.8 writer’s argument as more diagrams) billion to $7.5 billion over the convincing because it appears to be The use of facts and figures to next five years. Funding to objective and reliable. provide rational, scientific public schools will rise from Beware - facts and figures can be ‘proof’ as the basis for a $3.1 billion to $3.4 billion over used selectively, by omitting the substantiated point of view. the next five years. Shame on evidence to the contrary. us.’ Sample analysis: The use of figures supports the writers view that private schools receive excessive government funding, and that there is a widening gap between the funding levels for private and public schools. The argument is made to seem even more compelling by her omission of the main source of government funding for public schools- the states. Exaggeration, ‘With the Greens holding the Exaggeration positions the reader to overstatement, hyperbole balance of power, whole respond emotionally and so be more Presents an extreme view of a industries would be shut down likely to accept or reject a situation for dramatic impact and workers thrown on the viewpoint. and to provoke strong scrap heap.’ Can generate humour to make the emotional responses. reader view the writes viewpoint Hyperbole is an extravagant positively. statement not meant to be taken literally. Sample analysis: The use of hyperbole creates a negative scenario with a strong emotional impact on the reader. The metaphor ‘thrown on the scrap heap’ generates a powerful image of people being discarded like rubbish. The writer exaggerates the likely situation, positioning readers to reject the Greens as callous and economically extreme, and to consider voting for another party instead. Generalisation ‘Today’s young royals are rich, Powerful because appeals to A sweeping statement that famous and fond of partying- commonly held beliefs, prejudices suggests what is true for some and the online generation can’t and views. is true for all. get enough of them.’ Positions the reader to regard and judge others in a narrow, stereotyped way. Sample analysis: A generalisation is made about the behaviour or young members of the English royal family and about members of the ‘online generation’. This catches the readers interest and conveys the writers view that something surprising is going on, since these generalisations contradict popular notions of how ‘royals’ should behave and that young people are not interested in the monarchy. Persuasive technique and Examples How the technique persuades definition

9 Graphs and diagrams Give a quickly understood picture of Facts and figures presented in a the ‘facts’ that support a viewpoint visual form in an article or similar - help to persuade and position the reader to agree.

Sample analysis: The graph presents a clear picture of people’s preference for chocolate chip, seeming to leave no room for doubt. However, it is possible that yet another flavour might actually have the dominant shore; and the number of people asked for their view is not referred to. Thus the graph’s representation of people’s viewpoints appears clear cut but could in fact be entirely misleading. Inclusive language ‘We all know that...’ The reader is positioned to agree Uses ‘we’, ‘our’ ‘us’ etc to ‘ We have to start thinking with the writer because it appeals to include the readers in the same smarter about solving our their desire to belong to a group or group as the writer. Assumes problems and nurturing our pays on their fears of being ‘left out’ that everyone in the group budding entrepreneurs.’ pr regarded as an outsider. shares the writer’s viewpoint. Sample analysis: The writer’s use of inclusive language invites the reader to share in the optimism for the future and the belief that a new approach to problem solving is needed. The positive connotations of ‘smarter’ and ‘nurture’ also present this approach as desirable and inclusive. Both the problems and solutions are in ‘our’ hands, creating a sense of shared involvement and ownership. Imagery ‘ The party was broken up by The creation of a visual image in the Figurative language, that which police, but who was left to clean readers mind adds impact to the creates a picture or image in up the alcohol bottles strewn statement and positions readers to the readers mind across front lawns, the smashed understand more clearly the point glass in the gutters, the the writer is making. cigarette butts which were everywhere?’ Sample analysis: The writer creates an image of the aftermath of the party with the idea of the rubbish ‘strewn’ across lawn and the street. Readers can visualise the destruction left over by the party and so sympathise with the reader’s predicament. Irony ‘We’re running out of water and The reader is positioned to share in A feature of language that the government wants another the writer’s ridicule (and rejection) allows the writer to say one swimming centre- that’s just of an idea or object. thing when their real meaning is what we need!’ The writer can influence the reader the opposite. to agree through a sarcastic and/or humorous tone that is clever or engaging. Sample analysis: The sarcastic and indignant tone indicates that we certainly don’t need another swimming centre in a time of water shortages. This positions the reader to see the government as impractical and ridiculous and so to reject their proposal as preposterous. Juxtaposition ‘ Take the landing at Gallipoli. The reader is positioned to take one The placement of two concepts This battle is remembered and idea or concept and make an near each other in order for its heroes celebrated nearly 100 immediate comparison with the readers to make a comparison. years on. Do you think that we following idea or concept. will be celebrating any battle of the Iraq war? No. I don’t think so.’ Sample analysis: The writer juxtaposes WW1 and the landing of Gallipoli; a battle which many Australians know well and remember with great sadness, with the Iraq war. Readers would have a sound knowledge and understanding of the contempt the battles of the Iraq are presented with thus far in the media, and understand the writer’s point that this war is not one of glory like the battles fought in yesteryears.

Persuasive technique and Examples How the technique

10 definition persuades Metaphor and simile ‘The team was about as effective Create a striking and memorable Compare two different things, as a walking corpse.’ image, often with emotional suggesting a similarity between impact that can influence the them. A simile uses ‘as if’ or ‘like’; reader’s viewpoint. a metaphor does not. Because more witty and engaging than dry description, can position the reader to support the writer’s viewpoint. Sample analysis: By comparing the team’s effectiveness to that of a ‘walking corpse’, the writer criticises not just their performance but their effort. He also generates a humorous tone through this unexpected and extreme image, making the criticism seem less harsh. Pun ‘Bombers hit target after slow Grabs the reader’s interest and A play on words that suggests a start’ attention, especially through the double meaning (e.g. ‘Bombers’ use of humour. meaning the football team or ‘Rain, it’s enough to whet our The ‘double’ meaning of a word aircraft in WWII) desire.’ usually has a positive or negative Often plays on a word with a connotation- this helps to similar sound but different influence the reader’s response to spelling (e.g. whet/wet) the issue. Sample analysis: The pun on ‘wet’ gives the reader a quick idea of the articles main contention: we are grateful for some rain but it has made us want even more. The reader is drawn into the article to find out how much rain we have had and how much more we need. The pun establishes a light-hearted tone, suggesting a sense of relief while not losing sight of the situation’s seriousness. Reason and logic ‘If we had single-bench seating Position the reader to accept the Used to link ideas and develop an on either side of the carriage, and writer’s viewpoint as objectively argument supporting the writer’s installed poles and hand rails true because it is not just point of view. along the middle, we could easily personal opinion or emotional Can take into account the accommodate more people.’ reaction. opposing viewpoint in order to Persuade the reader through a show why the writer’s argument well argued case that can stand is superior. up to scrutiny. Often used with a calm tone and/ or formal style. Sample analysis: The writer argues in a logical and reasonable fashion that the train carriages should be redesigned to cope with greater demand. The logic of ‘if we did X, then Y would follow’ leads the reader to view this solution as straightforward and effective; the calm and rational tone also reassures the reader that the idea is sensible and worth further consideration. Repetition ‘It’s a simple choice, simple plan, Increases the impact of a main Using the same word or phrase simple solution.’ point or key term and so engages and idea several times to add ‘This is the kind of vision that the the reader’s attention. emphasis Green’s bring...It’s an affordable Can produce a more urgent or vision and it’s a responsible insistent tone, encouraging the vision.’ reader to agree. Sample analysis: The repetition of ‘vision’ reinforces a central idea promoted by the Greens- that they have a vision for the future rather than being focused on short-term gain. It also allows different aspects of the vision to be highlighted, suggesting the Greens are not just a single-issue party. This encourages readers to regard the party favourably and as worthy of our vote. Rhetorical questions ‘How can we be expected to Suggests that the ‘answer’ is self- A question with an implied but abandon out cars in favour of a evident and therefore the reader unstated answer – used purely public transport system in such must agree with it. for effect. disrepair?’ Directly addresses the reader as a way of engaging their agreement. Sample analysis: The rhetorical question positions the reader to agree that the public transport system needs to be fixed. The questions internal logic – the idea that we should use our cars less by making greater use of trains, buses and trams – implies that the need for an efficient public transport system is obvious.

11 Tone

Positive Either way Negative Of mood Passionat Accepting e Humorous Detached Questioning Attacking Domineering Sad Happy Most Admiring Ardent Absurd Calculating Amazed Blaming Arrogant Appalled Gleeful Desponden Approving Enthusiastic (In)credulous Controlled Anxious carping Boastful t Optimistic Hopeful Evangelical Satirical Astonished Censuring Bombastic Distressed Starry-eyed Optimistic Exhilarated Ridiculing Baffled Complaining Bullying Grave Sentimental Fervent Risqué Frustrated Critical Chauvinistic Sad Facile Incredulous Hypocritical Self-righteous Tragic Forceful (deliberately) Puzzled Vindictive Superior Scapegoatin Passionate Simple/ Querulous g Threatening Jingoistic Simplistic Reactionary Whingeing Spirited Foolish Unreasonable Xenophobic Visionary Middl Businesslik Condescendin e Amicable Animated Rustic e Conservative Abusive g Apologetic Happy Deprecatin Discourage Comforting Convincing Silly g Guarded Acrimonious Officious d Pleased Disappoint Conciliatory Definite Bantering Earnest Watchful Aggressive Patronising ed Upbeat Friendly Determined cavalier Formal Sceptical Antagonistic Cynical Grumbling Liberal Expressive Entertaining Humble Stubborn Biting Insinuating Regretful Matter of Open-minded Flamboyant Facetious fact Radical Bitter Negative Solemn Reasonabl Confrontatio Placatory Patriotic Humorous e Credulous nal Pessimistic Sombre Supportive Volatile Ironical Sensible Defensive Embittered Straightfor Sympathetic Insincere Quizzical ward Obsequious Hostile Uncomplic Cheerful ated Pleading Outraged Encouraging Sycophantic Raving

12 Scathing Least Contemplative Apathetic Amused Balanced Traditional Annoyed Moral Mawkish Cheerful Diplomatic Blasé Frivolous Calm Courageous Demeaning Preaching Nostalgic Educated Indifferent Wry Impartial Undefeated Disparaging Schoolmasterly Expert Unmoved Detached Convincing Grim Didactic Understan Measured Stoic ding Dogmatic Insulting Heavy-handed Moderate Bland Hypercritical Ponderous Respectful Clichéd Scornful Self-important Trustworthy Neutral Snide Stodgy

13 Sentence starters

The writer....

ADVERBS VERBS Aggressively Admits that Apparently Argues (for/against/in favour of…) Authoritatively asserts Bitterly Astonishes Boldly Boasts Brashly Brags Broadly Brandishes (of statistics/evidence) Calmly Browbeats Carefully Censors Cautiously Comments Clearly Complains Comically Concentrates on Confidently Condemns Convincingly Confronts Critically Considers Cynically Criticizes Deliberately Denigrates Firmly Describes Generally Develops Generously Elicits Genuinely Enters the arena (of debate) Grudgingly Estimates Guiltlessly Explains Halfheartedly Focuses Hurtfully Fuels (the debate) Importantly Harangues Justly Illuminates Liberally Jokes Mischievously Lies Neatly Maintains Nervously Manipulates Neutrally Observes Objectively Opts Pointedly Pinpoints Promptly Pleads Rashly Promotes Reluctantly Provides Remorsefully Queries Sarcastically Questions Scientifically Rationalizes Seriously Reassures Skillfully Refutes Soundly Rejects Specifically Repels Stridently Rewards Strongly Seeks Sympathetically Sends up Tentatively Stresses Timidly Submits Totally Sympathizes Vehemently Teases Wildly Unsettles Worthily Urges Verifies

14 Words to describe style

Abrupt Disingenuous Jocular Showy Abstruse Dogmatic Lacklustre Simple Anodyne Dull Laconic Smarmy Assertive Earnest Light-hearted Smooth Awkward Economical Limpid Sophisticated Blistering Egotistic Longwinded Spare Blithe Elegant Loud Sparking Bold Enervating Lucid Suave Brash Enthusiastic Moronic Succinct Brazen Equivocal Negative Superficial Capricious Exuberant Obscure Tendentious Carping Ferocious Ostentatious Timid Clear Fierce Pacifying Turgid Clumsy Florid Pedagogical Unclear Course Fluent Pedantic Unfussy Colourful Forceful Plain Unvarnished Complex Frivolous Polished Urbane Confident Genteel Pompous Vague Confused Glib Ponderous Verbose Contemptuous Graceful Prolix Vital Convoluted Hackneyed Querulous Vivacious Crisp Homely Rambling Vociferous Derisive Imprecise Refined Whimsical Dictatorial Incisive Reverent Wordy Didactic Insipid Rough Zealous Direct Intellectual Sensuous

Words to link

Accordingly In addition to On closer analysis Although In conclusion Thus Apparently In contrast Otherwise Arguably In spite of Perhaps Consequently In summary Similarly Conversely Inevitably So far Despite Initially Superficially However Irrefutably Surprisingly Finally It follows Therefore Furthermore It seems On the other hand Generally Likewise Oddly enough Hence Meanwhile Even more remarkable Of course

Unit 1

15 Audience and purpose

There are many different types of articles that appear in newspapers and online. Each type of article has a different purpose, a target audience and a specific language style.

Audience

The audience refers to anyone reading, viewing or listening to a persuasive text. The creators of the text will always have a particular audience in mind before they create their text.

Who is the audience of the following texts?

An article on smacking: ______A letter about rubbish in the local park: ______A TV expose on drugs in schools: ______

Purpose

Writers and speakers also have a clear purpose in mind. They might wish to persuade an audience to donate money to a cause, vote for a certain candidate in an election or simply agree with a certain point of view being expressed.

What is the purpose of the following texts?

An article on regulation of peanut butter in primary schools: ______A letter to the editor regarding vicious dog laws: ______An editorial on ambulance shortages: ______

Form In print texts such as newspapers there are many types of articles which appear.

16 Feature article

The main articles which appear in the front pages of the newspapers. Often informative in style. Identifiable in style by a more measured tone than an opinion piece, as well as a lack of persuasive language. They are sometimes accompanied by an image or photograph.

Purpose Features Language  To present  Length varies – small column to  Informative information nearly a whole page  Formal about current  Wide range of subject matter can be  Sophisticated events covered, not necessarily on current vocabulary events – can be recurring general interest issues

Example of a feature article Carbon tax hits ratepayers John Masanauskas, Anne Wright, Herald Sun, March 01, 2012

HOUSEHOLDS face big rate rises, with the federal carbon tax and other state levies to hit local council budgets. Ratepayers could be slugged up to 3 per cent extra because of the carbon tax. And councils claim the planned new fire services levy could lift some rates up to 30 per cent in coming years. Frankston Council is considering a rate increase of up to 9.4 per cent in 2012-13, with the carbon tax and state landfill levy adding 3.5 per cent to the municipality's costs. Frankston Mayor Brian Cunial said yesterday he was confident the rate rise would be smaller, but warned the impact of higher energy prices would be felt. "It would mean a rate increase," he said. Glen Eira Mayor Jamie Hyams said the council aimed to cap its next rate increase at 6.5 per cent but this could change "if there are factors beyond our control". CARBON tax fear is about to become reality as several Victorian councils move to increase household rates to cover their own costs. The City of Whittlesea expected the tax to add 1.5 per cent to rates, while Manningham Council chief executive Lydia Wilson said it could mean an extra $1.8 million on the budget. A City of Melbourne spokeswoman confirmed the carbon tax and fire levy would be factors in setting new rates, but the final decision would be made by councillors. The Municipal Association of Victoria said a state government plan to replace the insurance-based fire levy with a property-based tax collected by councils could lead to rate rises of 19-30 per cent, or an average $294 a year. "Councils must be informed before finalising their budgets if the Government still intends to begin a transition period to the new levy this year," MAV president Cr Bill McArthur said. But a spokeswoman for Treasurer Kim Wells said the MAV claims were wrong and the Government was considering the outcome of a consultation process before introducing legislation recommended by the Victorian Bushfires Royal Commission. "It is disappointing that the MAV would seek to misinform the community by putting out figures that are not based on any Government announcement," the spokeswoman said.

Opinion piece

Opinion pieces usually appear in the opinion pages of a newspaper. These are specific pages set aside by the newspaper for comment by journalists and the public alike. Opinion pieces are written by journalists or experts in particular areas and, every now and then, politicians or public figures. They comment on a

17 wide range of issues – usually those prevalent in the media at the time. Opinion pieces always have an author who is clearly labelled, a clear contention and are persuasive in style.

Purpose Features Language  To present an  Length varies – half page to almost  Openly persuasive opinion; that is full page  Formal a particular  Wide range of subject matter can be  Sophisticated viewpoint on an covered, no necessarily on current vocabulary issue events – can be recurring general  May use personal interest issues pronouns such as ‘you’, ‘I’ and ‘we’

Example of an opinion piece

Grid girls have run their race Susie O'Brien , Herald Sun , January 31, 2012

Tracey-Lee Beswick models the new official uniform for Qantas grid girls, for this year's Grand Prix.

WHY does a taxpayer-supported event such as the Melbourne Grand Prix need to pay half-dressed women to parade around the racetrack? It's time to say goodbye to the Grid Girls. Surely we are past the time when skimpily dressed women are there solely for the visual entertainment of men? In recent years the Grid Girls have become more sophisticated than sleazy, but let's face it, their role hasn't really changed. They're just there to show lots of flesh and titillate the male racegoers -- ignoring the fact that these days lots of women watch motor racing. It would be also nice to see Grand Prix Ambassadors who have actually contributed something to society. When males are chosen as brand ambassadors, they are usually sportsmen or entertainers rather than just fashion models. So it would be great to have some real role models -- rather than just models -- considered for the job this year.

Editorial

18 The editorial also appears in the opinion pages, however is written on behalf of the newspaper by the senior editor to express the newspapers collective point of view on an issue. They are often designed to sway public opinion and that of decision makers in society.

Purpose Features Language  To clearly state  Has a clear contention  Has an objective the paper’s  Uses facts and evidence to support and authoritative official position the argument tone on an issue  Has a headline and sometimes a  May use personal  To sum up subheading pronouns such as viewpoints on  Includes background to the debate ‘we’ and ‘us’ to complex matters refer to the  Usually presents the key arguments  To give moral collective views of for both sides position on the newspaper, but complex matters  Often suggests what the public never uses ‘I’. ‘should’ think about the issue  To persuade  Generally uses  Often gives a moral position for the formal, public to consider and adopt sophisticated language

Example of an editorial

Open up Nauru to asylum seekers Editorial, Herald Sun , February 09, 2012

AUSTRALIA'S non-existent asylum seeker policy is responsible for the cost of managing detention centres blowing out to more than $1 billion. This is what the latest four-year contract negotiated with Serco will cost the Australian taxpayers as asylum seekers continue to arrive. The Gillard Government is then forced to issue bridging visas to release them into the community rather than send them to already overcrowded detention centres. The Government's policy is in shreds after its failure to send asylum seekers to Malaysia after a High Court decision and the refusal of the Opposition to support a change in the law. The obvious answer would be to forget the failed Malaysia option and send asylum seekers to Nauru, but the Government's refusal means boat arrivals must be processed onshore, which is drawing more to attempt the hazardous voyage from Indonesia

Letter to the Editor

19 Letters to the Editor provide a voice for the general public. All newspapers have them, often including emails or SMS which can be published online or in print.

Purpose Features Language  To give a clear point of view on  Deliberately  Generally use more a current issue persuasive formal language but  To provide a forum for people to  Usually give one may use informal express their views on recent viewpoint on an language issues or events issue  Use personal  To enable discussion between  Usually short and pronouns such as ‘I’, members of the public to the point ‘you’, ‘we’, etc.  To generate discussion for and  May use very against an issue over several emotional language editions of the newspaper

Examples of letters to the editor Why turn carers into the enemy? WHAT has possessed Health Minister David Davis to pick a fight with nurses? These days it takes more than just a ''special person'' to want to nurse. Along with the will, nurses need university training and ongoing education to secure continuing professional development points. Many also have postgraduate qualifications. These are highly skilled workers who aren't greedy but are being treated with little respect from the government. Now that nurses have exhausted all options but industrial action, Mr Davis is positioning them as the antagonists putting patient care at risk. This is an appalling new low from a government voted in on the promise of making Victorian nurses the most valued in Australia. Rob McCasker, Anglesea

A vulnerable state SOON we'll have ''unregistered health assistants'', enthusiastically peering at us as we lie alone in our hospital bed at night waiting and hoping the registered nurse has time to visit us and check on our ''little concern'' because neither we, nor the unregistered health assistant, knows it's actually a ''big concern''. Jennifer Halat, South Yarra

Contention and key arguments

20 Every persuasive article that is written will have a main contention. The author’s main contention is the point of view on an issue that they are trying to have readers agree with. The contention will usually be supported by a number of key arguments.

The following is an example of an Opinion piece by Susie O’Brien. Find the contention and the supporting key arguments.

Physical discipline smacks of violence Susie O'Brien, Herald Sun, March 06, 2012. I KNOW Herald Sun parents feel very strongly about their right to smack their kids. However, as many of you know, I have been a long-term opponent of smacking, caning and other forms of physical discipline. I don't necessarily think a smacking ban would work in this country right now, but I do think there are better ways for parents to discipline kids. We should always try to avoid smacking our kids whenever possible. And so I was interested this week to come across a new study from Canada that assesses 20 years of research on smacking kids. Joan Durrant, a clinical psychologist at the University of Manitoba, found that research studies have consistently found links between common forms of physical punishment, such as smacking, and high levels of aggression in kids. And no studies have been found to show a positive long-term effect from smacking. Now I should admit that Dr Durrant is active in the anti-smacking movement. However, her research is published in a reputable, peer-assessed journal, and so should be taken seriously. I agree wholeheartedly with Dr Durrant when she says that "it's important for parents to understand that although physical punishment might get a child to do something in the immediate situation, there are many side- effects that can develop over the long term". I know that most parents smack in a measured, considered way as part of an overall disciplinary regimen. Most parents don't bash their kids, and most know when to stop. But some do not, and some take the overall acceptance of smacking in our community as an invitation to smack too hard and too often. Regardless of what camp you fall in, I do think it's time to look for alternative ways to get our message across to kids, such as time-out and the withdrawal of privileges. We know our kids better than anyone else, and it's time to take control without using violence.

21 Persuasive techniques

In order to persuade readers to accept the main contention, writers will also use a range of persuasive techniques within their writing.

Now, the same article has been annotated with some of the relevant persuasive techniques. Read the annotations and finish for the rest of the article.

Physical discipline smacks of violence Susie O'Brien, Herald Sun, March 06, 2012. I KNOW Herald Sun parents feel very strongly about their right to smack their kids. However, as many of you know, I have been a long-term opponent of smacking, caning and other forms of physical discipline. I don't necessarily think a smacking ban would work in this country right now, but I do think there are better ways for parents to discipline kids. We should always try to avoid smacking our kids whenever possible. And so I was interested this week to come across a new study from Canada that assesses 20 years of research on smacking kids. Joan Durrant, a clinical psychologist at the University of Manitoba, found that research studies have consistently found links between common forms of physical punishment, such as smacking, and high levels of aggression in kids. And no studies have been found to show a positive long-term effect from smacking.

22 Now I should admit that Dr Durrant is active in the anti-smacking movement. However, her research is published in a reputable, peer-assessed journal, and so should be taken seriously. I agree wholeheartedly with Dr Durrant when she says that "it's important for parents to understand that although physical punishment might get a child to do something in the immediate situation, there are many side- effects that can develop over the long term". I know that most parents smack in a measured, considered way as part of an overall disciplinary regimen. Most parents don't bash their kids, and most know when to stop. But some do not, and some take the overall acceptance of smacking in our community as an invitation to smack too hard and too often. Regardless of what camp you fall in, I do think it's time to look for alternative ways to get our message across to kids, such as time-out and the withdrawal of privileges. We know our kids better than anyone else, and it's time to take control without using violence.

23 Analysing the article – WHAT, HOW, WHY?

What: What is the author saying? This is the contention and the key arguments. How/Why: How does the author make their point? (persuasive techniques) and Why is the reader persuaded? (effect upon reader)

For the article ‘Physical discipline smacks of violence’, fill in the following table. Pay particular attention to the effect that the persuasive techniques have on the reader.

How Why

24 How Why

Planning the essay – single article analysis

All Language Analysis essays follow the TEEL. The above analysing tools are all used in the process of understanding what is to be written about. In order to write the essay, ensure the following steps have been taken.

PLANNING Analysing the article

Step One: What is the article form? Step Two: Find the contention and key arguments. Step Three: Highlight persuasive techniques. Step Four: Find tone. Step Five: Plan WHAT/HOW/WHY to figure out effect upon reader.

INTRODUCTION  General introduction to the issue  Referencing of the article (title, author, date, place of publish, article type, page number)  Contention of the article

TEEL paragraph BODY 1 (Key argument T- WHAT is the first key argument put forward by the author to support their 1) contention? (This becomes your TOPIC SENTENCE) E- HOW is the key argument persuasive? (Persuasive techniques, whole language, tone, images) E- WHY is the reader persuaded to accept the argument? (Effect upon the reader and what it is about the language that makes us agree with the writer) L- Link the paragraph to the key argument being analysed, or the overall contention.

TEEL paragraph BODY 2 (Key argument T- WHAT is the first key argument put forward by the author to support their 2) contention? (This becomes your TOPIC SENTENCE) E- HOW is the key argument persuasive? (Persuasive techniques, whole language, tone, images) E- WHY is the reader persuaded to accept the argument? (Effect upon the reader and what it is about the language that makes us agree with the writer) L- Link the paragraph to the key argument being analysed, or the overall contention.

TEEL paragraph BODY 3 (Key argument T- WHAT is the first key argument put forward by the author to support their 3) contention? (This becomes your TOPIC SENTENCE) E- HOW is the key argument persuasive? (Persuasive techniques, whole language,

25 tone, images) E- WHY is the reader persuaded to accept the argument? (Effect upon the reader and what it is about the language that makes us agree with the writer) L- Link the paragraph to the key argument being analysed, or the overall contention.

CONCLUSION  Sum up the main contention  Sum up the main ways the author chose to attempt the persuade the reader

Sample analysis and essay

1. Read the following article and annotations.

FAIRYTALE ENDING Herald Sun, March 16, 2011, p28.

PARENTS who won't let their children read fairytales could be preventing them from learning life's moral lessons.

British educational expert Sally Goddard Blythe says stories such as Cinderella, and Snow White, have a message for children. They contrast good and evil, rich and poor and even physical diversity.

In her book, The Genius of Natural Childhood, Ms Blythe argues that fairytales tackle difficult issues and prepare kids for later life.

Understanding these differences in an imaginative way is likely to encourage the child to think these issues through.

Ms Blythe, who is an authority on child development, says providing children with stereotypes of good and bad gives them a moral base on which they can build their own lives.

Traditional stories are also more fun to read, which is probably why they've been around so long.

26 2. Read the plan and essay written on the editorial ‘Fairytale ending’.

INTRODUCTION  Debate over whether or not children should be reading fairytales  Editorial appeared in Herald Sun, 16 March, p28  Contention is that parents who won’t let their children read fairytales could be preventing them from learning life’s moral lessons BODY 1 WHAT Parents who won’t let their children read fairytales could be preventing (Key argument them from learning life’s moral lessons as the stories have these lessons contained 1) within them. HOW Headline- cliché- “Fairytale Ending” Topic sentence WHY The idea of a happy/ perfect ending or life. equates to WHAT HOW Appeal to wellbeing (of children) - “...preventing them from learning life’s moral lessons.” Explanation and WHY Strikes fear in the reader that kids may not be being raised correctly. evidence are the HOW Tone- measured, concerned- “...preventing them from learning life’s moral HOW/WHY part of lessons.” the analysis WHY Adds a sense of concern and feeling of worry for children who are being deprived of fairytales. Link sentence HOW Expert opinion (Sally Goddard Blythe) - “stories...have a message for

27 links to the key children.” argument or WHY Educational experts know what is best for kids. contention HOW Praise (of fairytales) - “...contrast good and evil, rich and poor and even physical diversity.” WHY Highlights how the books are good for kids, ties in with educational expert as reader knows that a good understanding of basic morals and ethics is essential for children to grow into well balanced adults. LINK SENTENCE- link to contention or key argument.

BODY 2 WHAT Fairytales prepare kids for later life. (Key argument HOW Evidence/ expert opinion- “In her book The Genius of natural Childhood...” 2) WHY Reminds the reader that Goddard Blythe is an expert and has been published- that she also wants to help others to raise their children correctly. HOW Appeal to family values- “...prepare kids for later life.” and “...providing stereotypes of good and bad gives them a moral base...” WHY Parents want the best for their kids in the future and for them to be well balanced adults. HOW Appeal to parental values- “...encourage the child to think these issues through.” WHY Reminds the reader of the morals mentioned and ties in with the idea that parents want the best for their kids and for them to be capable of independent thought. HOW Closing of the editorial- Appeal to tradition- “Traditional stories...” and “...they have been around so long.” WHY Reminds reader of the staying power of fairytales, perhaps of their own childhood and how good that was/ how well they turned out HOW Tone shift (only at the very end of the article) - admiring/ approving- “...more fun...” WHY Praises fairytales at the closure of editorial to remind reader of their worth. LINK SENTENCE- link to contention or key argument.

CONCLUSION  The editor expresses the opinion that preventing kids from reading fairytales prevents them from learning life’s moral lessons and that fairytales prepare kids for later life.  Persuaded through expert opinion and appeals to tradition/family values.

Sample essay – ‘Fairytale ending’

Quite recently there has been a shift by parents to move away from reading their children fairytales. But many people, including the Herald Sun editor and child education expert Sally Goddard Blythe believes that parents who won’t let their children read fairy tales could be preventing them from learning life’s moral lessons. This is the view expressed in the Herald Sun editorial “Fairytale Ending” which appeared on the 16 March on page 28.

The editor believes that life’s moral lessons are contained within fairytales and that stopping children from reading them will stop them from learning these essential lessons. The clichéd headline of the article, “Fairytale Ending” means a happy life where everything works out perfectly for everyone- the

28 ‘bad’ guys lose and the ‘good’ guys win. Immediately the reader sees that this is what the writer of the article wants for children. The article opens with an appeal to the wellbeing of children by stating that those who deny their children fairytales “could be preventing them from learning life’s moral lessons.”

This appeal strikes fear in the audience for these children and expresses the overall tone of the article- concerned and worried that they may not be being raised correctly. The editor also uses the opinion of educational expert Sally Goddard Blythe who believes that fairytales “have a message for children” and praises the tales by stating that they “contrast good and evil, rich and poor and even physical diversity.”

This highlights how the books are good for children as the reader knows that a good understanding of basic morals and ethics is essential for children to grow into well balanced adults.

The writer continues the Editorial with the idea that fairy tales are essential reading for children. The reader is told that “child development” expert Blythe has written a book entitled “The Genius of Natural

Childhood” which “argues that fairy tales tackle difficult issues and prepare kids for later life.” This reminder that there is a published expert who supports the Editor’s contention compounds the readers belief in what is being written because it is obvious that both Blythe and the Editor want to help others raise their children correctly. Alongside the expert evidence is an appeal to family values. The author states that these stories provide “stereotypes of good and bad and give... [the children]...a moral base on which they can build their own lives.” This, coupled with the appeal to parental values; “encourage the child to think these issues through”, tie in the idea that parents want the best for their kids and want them to grow up to have formulated their own sets of ethics and morals. This adds to the overall point that the Editor is making that it is fairytales that will help these kids grow up as such. The editor closes the article by changing the tone to a more admiring and approving voice, as fairytales are once more praised. Appealing to tradition, it is stated that these stories are “more fun” and this is “probably why they have been around so long.” The reader is reminded perhaps of their own childhood and of the staying power of fairytales, and makes the association between the way they have turned out as adults and their reading of fairytales as a kid.

Throughout the editorial, the opinion is expressed that preventing kids from reading fairytales prevents them from learning essential moral and ethical lessons that they need in order to grow up to be well balanced adult individuals. Through the use of appeals to family values and traditions, the Editor reminds readers of their childhood how essential fairytales are. Expert opinion and evidence are also

29 heavily relied upon to prove that the Editors opinions are well founded and supported by many educational experts with vested interests around the world.

*Please note that due to the brief nature of the editorial analysed, this essay only contains 2 paragraphs. A well formulated essay should contain 3 or more.

Practice article

Annotate the following article using the above editorial, ‘Fairytale ending’ as an example. Ensure that contention, key arguments, tone and persuasive techniques are found.

Spare us all the plea for sympathy Sally Morell, Herald Sun, 04/03/11,

THIS week we had three celebrities craving our sympathy, and with every one of them I wonder how they had the hide. First up, Matthew Newton, who we read yesterday is now mentally ill and living in "utter fear" after being king-hit on a Sydney street. Of course, the fact that a large man king-hit Newton and knocked him to the ground in an unprovoked attack is reprehensible. And it is very sad that Newton, according to his lawyer, has become mentally ill and is living in fear as a result of such a vicious

30 attack. But, try as I might, I just can't drag up a drop of sympathy for the man. After all, didn't Newton do pretty much the same thing to his then girlfriend, Rachael Taylor? And before that to his previous girlfriend, Brooke Satchwell? Newton's unprovoked and vicious attack on Taylor left her, too, living in fear. So much so that she took out an intervention order, telling the court Newton had assaulted her five times in one year and she had photographs of her cuts and bruises to prove it. Also in yesterday's paper was Tottie Goldsmith "opening up" about being caught with a small amount of an illicit drug at a dance party in Portsea in January. "I desperately want to tell my story but I just can't. It's been a nightmare," she said. Come on, Tottie, what exactly is there to tell? You, along with 34 other partygoers, got caught by police with drugs and you faced a simple choice. You could cop the fact that you were caught, agree to a drug diversion program and have no record or take your chances challenging the charge in court. Yes, we all know you claim that someone put the drugs in your beach bag. And for all I know, maybe someone did. Life is full of surprises. But if I was accused of something I didn't do, I'd be straight in to court with tests to prove I was drug-free, and with character witnesses swearing I never touched drugs. But Tottie? "I was caught between a rock and a bad place," she cooed. "The hardest thing was relinquishing control." A 48-year-old woman decided between doing A or doing B. I think we call that being in control. The hardest thing for me was reading all that without feeling nauseous. But no one has had more front this week than actor Charlie Sheen. His recent misadventures -- think porn stars, drugged-out TV rants and threesomes -- have led producers of the hit show Two and a Half Men to stop production of the show because of Sheen's "statement, conduct and condition". Yes, his actions have now resulted in the hit show's cast and crew becoming unemployed. He's also lost his wife and now his children. But is he sorry? No, he'll give no apologies, but he will accept our sympathy. "I don't understand what I did wrong except live a life that everyone is jealous of," he said. "I urge all my beautiful and loyal fans who embraced Two and a Half Men for almost a decade to walk with me side by side as we march up the steps of justice to right this unconscionable wrong." I suspect the only ones marching with him might be Matthew Newton and Tottie Goldsmith. Unit 2

Analysing visual language

Photographs

Photographs associated with an article do more than just simply illustrate what is said in words. In general, they often have a powerful emotive impact that underpins their persuasive effect upon the reader. More particularly, photographs can present or support a point of view by:  Highlighting an extreme aspect of the issue; for example, through a photograph of injured victims in a war zone  Showing expressions on people’s faces that convey an emotion (e.g. happiness, anger, concern, sadness) and therefore making an impact on the reader  Sowing people in a familiar context in a way that encourages the reader to empathise with those people; for example, commuters standing in a crowded train carriage to reflect inadequate public transport

31  Presenting a landscape – a natural or built environment – in a way that emphasises the beauty or ugliness of that setting  Setting up other ways to persuade the reader to agree; for example, by using graphic techniques and colour to show a key individual in a positive or negative light. This can position the reader to like/ sympathise with/ believe and support the person, or to dislike / reject them.

Photographs can be manipulated to maximise their impact by:  The use of a particular camera angle in taking the photograph  Cropping (excluding parts of) an image  Digitally manipulating an image  Placing the photograph on a certain position on the page  Directing readers attention to an issue with the use of a caption or, sometimes, an accompanying article

Caring better for troubled teens would save us all James Campbell, Herald Sun, November 20, 2011.

ONE of the biggest changes to the way we live nowadays has been the increase over the past few decades in the amount of time it takes for people to grow up and stand on their own two feet. According to the boffins at the ABS, in 2009 almost a quarter of Australians aged between 20 and 34 were living at home. And as has been observed frequently, these days departure from the nest does not mean goodbye forever, with more and more children boomeranging back into the family home. To be fair to Australian youth, they are a lot more independent than their counterparts in Italy, where nearly one in three men aged 30 still lives with his…

Cartoons

Cartoons combine images and texts, and so present a clear point of view on an issue without needing further explanation. Cartoons use many of the persuasive techniques from the table in this guide, such as exaggeration, irony, puns, visual cliché, satire and personal attack. They make use of caricature (the ludicrous exaggeration of the peculiarities or defects of a person or thing) and almost always use humour. They often identify a comical or ridiculous angle to a current news story. They are an excellent way to attack individuals and comment on issues, particularly in the political arena.

Cartoons can appear straightforward, but ate usually very complex. When analysing cartoons consider:  Words in captions  Words in speech balloons  Use of colour  Symbols  Use of tone in grey, white and black  Facial expressions of characters  How a well known figure is drawn (e.g.) exaggerated facial features or body parts)

32 Mark Knight cartoon - 09/03/12

Plan – article and cartoon

Introduction  Introduce the issue Article & Cartoon  Introduce the texts (author/cartoonist, title, date, publication) and their contentions  Do NOT include information about main ideas, persuasive techniques OR visual techniques

Body Paragraph TEEL paragraph 1 Article  T- Address the fact that you are analysing the article (not the cartoon) in this paragraph AND introduce the first argument of the article (WHAT)  E/E- identify/analyse a persuasive technique the author uses to persuade the reader to adopt their contention (HOW/WHY)  E/E-repeat

33  L- link back to the topic sentence/article’s contention NOT the next paragraph

Body Paragraph TEEL paragraph 2 Article  T- Address the fact that you are analysing the article (not the cartoon) in this paragraph AND introduce the first argument of the article (WHAT)  E/E- identify/analyse a persuasive technique the author uses to persuade the reader to adopt their contention (HOW/WHY)  E/E-repeat  L- link back to the topic sentence/article’s contention NOT the next paragraph

Body Paragraph TEEL paragraph 3 Article  T- Address the fact that you are analysing the article (not the cartoon) in this paragraph AND introduce the first argument of the article (WHAT)  E/E- identify/analyse a persuasive technique the author uses to persuade the reader to adopt their contention (HOW/WHY)  E/E-repeat  L- link back to the topic sentence/article’s contention NOT the next paragraph

Body Paragraph TEEL paragraph 4 Cartoon  T- Address that you have now moved on to analysing the cartoon AND make reference to its contention (you may need to use 2 sentences)  E/E- identify/analyse a visual technique the author uses to persuade the reader to adopt their contention  E/E- repeat  L- link back to the topic sentence/cartoon’s contention NOT the next paragraph

Conclusion  Compare/contrast – e.g. make links between article and cartoon. Do they Article & Cartoon both use humour to communicate their contention? Whose interests do they serve? Which document is more effective?

Example paragraph on cartoon

34 Mark Knight’s cartoon which appeared in the Herald Sun illustrates not only the issue of live exports, but also the fact that Australian farmers are losing their livelihood due to the cessation of exportations. Readers are presented with an image depicting the Indonesian butchers in their abattoir. Each of the Indonesians is carrying a menacing machete, adding to the general consensus that these people are savages, and alluding to the horrendous slaughtering of the cattle. The ground surrounding the Indonesians and the Indonesians themselves are bathed in blood, representing Knights point of view that the slaughtering is a gruesome, inhumane process. The readers eye is drawn to a line of quintessentially ‘Aussie’ farmers; their ‘Akubra’ hats and work shirts allowing readers to understand that there are the “cattle farmers [being sent] to the slaughter.” The coupling of the visual metaphor with the verbal one, aids in Knight’s satirical presentation of his main contention.

Sample article and cartoon 1

Increasing child obesity rates leaving children weaker Brigid O'Connell , Herald Sun , September 11, 2011 THEY are now taller, have better teeth, are more comfortable in social situations and have higher chances of beating chronic disease, but Victorian experts are divided over whether children today are healthier than they were 50 years ago. Health experts say the increasing number of children who are overweight and less active, leaving

35 them physically weaker and poorer sleepers, are putting them at greater risk of developing heart disease and cancers at an earlier age. Monash University's head of nutrition and dietetics, Prof Helen Truby, said it was more difficult now for parents to make the right choices for their children. "Rather than the acute conditions that killed children in the '60s, the explosion of overweight and obesity in young people is starting to be life-limiting," Prof Truby said. And as waistlines expand, fitness levels are declining, with recent studies suggesting up to 30 per cent of children have low levels of fitness and 60 per cent have poor motor skills. Prof Truby said increased availability of convenience foods and fewer families eating meals together meant children were often eating the wrong foods, and more of them. "The high-fat sugary foods can be very cheap now - things that would have been rare treats in the '60s - so it's more difficult for parents to make healthier choices." And mentally, today's children aren't coping as well. Suicide rates in teenagers have increased fivefold for females over the past 50 years, and more than tripled for males. Social analyst Richard Eckersley said increasingly unhealthy lifestyles and a rise in anxiety and depression were counterbalancing medical advances among young people. "When you look at the overall picture you're getting a story that contradicts the notion that decade by decade, generation by generation, health is continuing to improve," Mr Eckersley said. Coburg grandmother Bruna Rubin, who still keeps active through a Merri Community Health Services walking group, said the health of children was largely determined by their parents. "My children played a lot more in the back yard, they didn't have the TV or the computer games like my grandchildren," the 65-year-old said.

36 Mark Knight, Herald Sun, September 12, 2011.

37 Sample article and cartoon 2

Go jump: keep the horses on course

Michael Lynch, May 4, 2011, The Age, Opinion

I love jumps racing and I think there should be more of it. This week, when the Warrnambool carnival is on, would be a good time to start. Does that make me a horse hater? Of course not, although given the success of the anti-jumps racing protest group's lobbying, you could be forgiven for thinking so. In common with all those involved in steeplechasing and hurdling, I have the greatest regard for animals. And to suggest that people in Ireland, England, France, Australia and parts of the US (where jumps racing is successfully staged) who work with steeplechasers and hurdlers are not concerned for horses and their well-being is at best the ill-conceived view of a partisan critic pursuing an agenda. At worst, it's insulting. The horses involved get better care than many humans, and owners can spend more than $30,000 a year on all the related costs that come with keeping a horse in training. There are no million-dollar races over obstacles, so to suggest that the incentive for keeping a horse jumping against its will is a money-making venture is drawing a rather long bow. Of course, jumps racing is not everyone's cup of tea. Fair enough. And horses do get injured or killed. But they do so in flat racing, too - rarely on a racecourse, but not infrequently on the gallops at home or out in paddocks when spelling. There will always be some degree of risk in equestrian sports, both for the horse and the human involved. Given that racing, three-day eventing, hunting, showjumping etc are still legal pursuits, the key is to ensure that risk is minimised. In the end, you have to accept that sometimes lives will be lost - and I do. It is inevitable when dealing with livestock. The issue is how many and at what point the numbers become unacceptable. The protesters believe that one death or injury is too much. I believe that, given the size of the industry, the number of horses involved and the sporting and economic benefits it brings to many rural parts of Victoria, society should be prepared to accept a certain degree of wastage. A zero deaths policy, while it would be lovely, is not rational or realistic. Jumps racing provides a haven for many horses who would otherwise have met a much earlier end. In Britain, where jumps racing is much more popular, the RSPCA and animal welfare groups are co-opted and become part of the process. They are involved in the monitoring of races, the design of the obstacles and, in some cases; help decide on the sitting of the fences on the track. They accept the sport's right to exist, and understand that the best way to ensure animal welfare is to minimise risk where possible. Racing Victoria and the jumping fraternity have spent heavily and worked hard in the past two years to improve the design of the fences. The hurdles can now be knocked down by a horse if he doesn't measure his jump appropriately. The new steeplechase fences are a bigger, more imposing obstacle and the horses jump them better. Jumps racing is an easy target because it is in the public eye and television footage of spectacular falls is easy to come by. It's an easy story for the media to run because the protest lobby is well organised. In my view, the sport's future should be guaranteed so that owners are encouraged to buy jumping horses, extending the pool available to race, and trainers and jockeys given a stable career option to learn and develop better skills. The races should be made longer and the fences higher, so that speed - the big determinant in falls - is reduced and the premium is put on jumping ability and horsemanship. Of course it should continue to be monitored and ways found to make it safer. But there will always be a risk involved. I believe it's a risk worth taking.

38 39 Mark Knight, Herald Sun, 07/05/11

Unit 1, 2, 3

Oral Presentations

Echo Online

Echo Online is an online database of current issues which contains the following-

 Search capabilities to find out which Australian newspapers contain articles about certain issues.  Current issues packages- which are packages containing background information to issues, arguments for and arguments against, as well as a list of newspaper articles addressing the issue.

To access Echo-

1. Search in Google for ‘Echo online’ 2. Go to the website – it is a good idea to save this as one of your favourites 3. Click on the login link on the right hand side of the page (User name: simonds, password: victoria)

To search through all newspapers for any issue-  Click on ‘Newspaper indexes’  Click on the year you would like to search  Enter some key words and click ‘Search’  You will now see a list of newspaper articles, grouped under subheadings. Write down some relevant articles and these articles can be found in room F1 in the library.

To search for a current issues package-  Click on ‘Issues Outlines’  Click on the year you wish to search

40  A list of issues that you can use will come up. Browse through these, and you may use one if you wish.  If you would like to print a copy of the issues outline, there is a link on the left hand side of the page which allows you to do this.

Collect 3 or more articles on the issue you would like to present. Two of the articles should support your contention; one should be against your contention. For each article please complete the following table. (Draw in exercise book)

Article- title and source:

What is the issue discussed?

What is the contention?

41 key arguments with supporting evidence (quotes):

Evidence used within the article: (i.e. statistics, expert opinion)

Once you have used Echo Online, any newspaper articles you have found as well as the internet to research your issue, you now need to formulate some key ideas that support the contention of your presentation.

Using your research, fill in the following table:

Contention:

Key argument one: (plus any evidence used to support)

42 Key argument two: (plus any evidence used to support)

Key argument three: (plus any evidence used to support)

Rebuttal:

Structure – persuasive speech

PLANNING Step One: What is your contention? Step Two: What are your key arguments? Step Three: How are you going to support your key arguments (tone, persuasive techniques, evidence)

INTRODUCTION  Introduce yourself and the topic, including any important background information  State your contention  Briefly introduce your key points which support your contention

TEEL paragraph

43 BODY 1 (Key argument T – Topic sentence 1) This is your first and most important key argument E/E – Explanation and Evidence Explain your key point using evidence and persuasive techniques to support L – Link sentence Link your ideas to your overall contention

TEEL paragraph BODY 2 (Key argument T – Topic sentence 2) This is your first and most important key argument E/E – Explanation and Evidence Explain your key point using evidence and persuasive techniques to support L – Link sentence Link your ideas to your overall contention

TEEL paragraph BODY 3 (Key argument T – Topic sentence 3) This is your first and most important key argument E/E – Explanation and Evidence Explain your key point using evidence and persuasive techniques to support L – Link sentence Link your ideas to your overall contention

TEEL paragraph BODY 4 (Rebuttal) T – Topic sentence Introduce an opposing argument and why it is wrong E/E – Explanation and Evidence Use evidence and persuasive techniques to disprove opposing argument L – Link sentence Link your ideas to your overall contention

CONCLUSION  Sum up your key points  Restate your contention

Effective speaking – body language Feature Importance Note Stance Stance can communicate a great Try to avoid pacing or moving The was your stand deal about your attitude – about too much. Confident enthusiasm, half-heartedness, speakers are able to do this, anxiety. Try to stand upright, not however inexperience and lack of slouched. Be confident! confidence can make you appear nervous. Do not lean on furniture or against the whiteboard. Eye contact Eye contact helps you build a Avoid looking at only one person, Looking directly at audience rapport with your audience. It or worse, staring at a single spot members allows you to create a connection on the back wall. Let your eyes and make a good impression on wander from person to person in them. different parts of the room. You

44 will be surprised at how much this can tell you about how persuasive you are being. If people appear confused you may need to explain something again or repeat a point. Gesture These can assist you in making a Avoid crossing your arms or Deliberate hand movements point or stressing something placing your hands on your hips or important. pointing at people aggressively. Try to use friendly open gestures that show your palms – an audience will subconsciously feel that you are trustworthy. Be aware of facial gestures too! Smile!

Using your voice FEATURE IMPORTANCE ACTIVITY Diction Clear audible speech- no Listen to newsreaders on the radio Pronouncing words clearly and mumbling- is essential for your or the television (especially SBS) to fully message to be easily understood. help with proper diction and Ensure that you know how to pronunciation. pronounce any unfamiliar words. Pitch and Tone Vary the pitch of your voice to gain Practice your speech in front of The level of your voice- high, and retain interest, otherwise you family or friends, and ask them to medium, low. will be speaking in a monotone. give feedback about the tone and pitch of your voice. Volume How loudly do you normally Practice your speech out loud to The loudness of your voice speak? What are the acoustics of make sure that you are not yelling the place in which you will be or speaking too softly. speaking? Pace Many people speak too fast when A good idea is to make brief notes Talking Speed they are nervous which results in a to yourself on your cue cards, such garbled delivery, or too slowly as: ‘Slow down’ or ‘Take a deep because they are trying to avoid breath’. It is useful to highlight going too fast, which sounds these as the colour itself often acts monotonous! Be conscious of this as a reminder. when you are speaking. Emphasis Emphasis makes words stand out Read your speech out loud and Placing stress on important words to your listeners. Imagine that a practice placing emphasis on or phrases word in a sentence is in italics- this particular words and phrases. invites you to stress or emphasise Which ones sound the best and this particular word. add persuasion to your speech?

Words and phrases to link ideas

Signposting each point and linking it to the next will help the audience to follow the arguments being presented. This is particularly important if your piece is a speech, as your listening audience need to be able to follow and remember your line of argument. The following words and phrases can be used to link your ideas.

To signpost ideas and indicate a sequence of ideas

 Firstly, secondly, etc.  In conclusion  Initially  Lastly  Finally 

45  To establish a priority order   Eventually  Fundamentally  Most importantly  Obviously    To suggest a cause and effect relationship   As a result  Consequently  For this reason  Hence  Since  Therefore  Thus   To add similar ideas   Also  As well as  Furthermore  In addition to  Moreover  Not only…but also  Similarly  Too   To contrast ideas   Alternatively  But  By contrast  Conversely  However  Nevertheless  On the other hand  Whereas  Yet    Please note- ‘However’ is NOT interchangeable with ‘but’ and therefore it cannot join together two clauses. Use ‘however’ in the same way you would use ‘on the other hand’.    To rebut the opponents arguments   Admittedly  Although  Certainly  Despite  Even if  Granted that       Sample speech   Good afternoon students and teachers,   Thank you for listening to my important speech on a very serious topic that will affect future generations to come if we do not act now. I am referring to the new data that shows that dramatic increase in childhood obesity that has occurred over the past decade. By not taking action now, the incidence of childhood obesity will continue to increase and out population will become prone to many other diseases, an increase in early mortality, as well as an increase in the burden on out health services and tax payers. There is obviously as need to try to curb the

46 problem before it gets even worse, but the government’s proposal does not offer enough to make a difference.   The government has proposed a new plan to tackle childhood obesity by measuring and weighing students in schools and surveying children on key details about their diet and exercise levels, to chart the factors that led to childhood obesity. About 1200 primary students will hit the scale in 35 schools. The announcement comes after staggering figures showed that 17 percent of Australian students are overweight and 6 percent are obese. The intentions behind this scheme are well and good, but how is this plan going to reduce obesity levels? This proposal will only confirm what we already know: that too many Australian children are overweight. This government plan will not help to fix childhood obesity- it will only highlight it even further. The intentions of the government are noble, but much more needs to be done.   Parents have become one of the most significant factors to blame for childhood obesity. Many parents give their children sugar laden snacks and fizzy drinks, and this has contributed to the increase in obese children over the past decade. Dr Peter Clifton believed the problem is greater than fast foods and restaurants, and lies with what the parents are feeding their children at home. I believe that a significant change to childhood obesity can be made by simply replacing much of this high-in-fat and sugary food with healthy options. It is up to parents to monitor what their children eat, and to ensure that fruit and vegetables are a regular part of their diets. Celery and carrot sticks are ideal alternatives to chips and biscuits, while water is much better that soft drink. It does not take Einstein to work this out, but it seems that parents are ignoring the messages that they are being given by health experts.   In addition to poor diets, the lack of physical activity and endless hours of video games and television have also contributed to an increase in obesity. Statistics reveal that, on average, a child spends 5 hours a day watching television, playing video games or using the computer. It is up to the parents to encourage their children to take a more active role in physical activity. They can do this by enrolling their child in a sporting tem or going for a half an hour walk at night with them. Parents need to be alerted to the fact that their children’s future health can be determined by their lifestyle choices at a very young age. Parents have the responsibility to instill health lifestyle habits from a very young age, including a balanced diet and regular physical activity.   It seems unfair that schools always get the blame for our children getting fatter. Yes, the school canteen has the responsibility to provide a variety of healthy food for the children, but what is the benefit of banning all junk food? Schools across the state have been introducing healthier menus as a response to childhood obesity. Healthier options such as salads and sushi have replaced hot chips and pies. However, no matter what schools do, some students continue to buy junk food from shops on the way to school or bring unhealthy foods from home. Parents need to monitor this by restricting their children’s pocket money and educating them on healthy lifestyle choices rather than expecting the school to fix the problem. Schools have helped in starting the decline in childhood obesity, but other factors have restricted these plans in becoming effective.   As far as the media goes, they have played a large part in the increase of childhood obesity. Snack and fast-food companies deliberately encourage children to eat their junk-food products by advertising them during commonly watched children’s programs. On television, nearly a third of advertising is for unhealthy or non-essential foods. Former Federal Health Minister, Tony Abbott, believes advertising of junk-food is a key factor that is aiding childhood obesity rates. A new initiative is being formed to reduce junk-food advertising during programs most commonly watched by children. This will certainly lead to less promoting of unhealthy food, however, more needs to be done to stop our youth from eating unhealthy food and to encourage them to start practicing better lifestyle choices.   A survey conducted by the government on childhood obesity showed that 26 percent of boys and 23 percent of girls are now overweight or obese. This is a scary thought. Furthermore, these

47 figures are expected to rise by 6 percent in the next three years if we do not take immediate action. While we continue to debate the causes of obesity, it is obvious that poor diet and lack of exercise are aspects of the problem that cannot be ignored. Surely it is time to implement a plan now before it is too late and out health system buckles under the strain lifestyle-related disease.   This speech is not intended to criticize the government’s attempts to address the very serious problem of childhood obesity, but we need to look at other avenues to find a more appropriate solution. It is not enough to focus on one aspect. We need to focus on the elements within society that all contribute to the future health of our children.   I hope you will consider the issues that I have raised and that we can work together to reduce the epidemic of childhood obesity. After all, it is our children and grand children that we will be helping in the long run.   Thank you for listening. 