How writers use language to influence the reader
Rhetorical question
 Definition
 The writer will not expect you to answer this question –
they suggest the answer for you
 Effects
 Draws the reader into the text
 Introduces ideas / topics
 Makes the reader think
 Example
 Should the UK leave the European Union?
Alliteration
 Definition
 Within a sentence, a series of words will begin with the
same sound
 Effects
 Draws attention to the key words
 Can be used to reinforce ideas / concepts
 May be used for humorous effect
 Example
 Politics is probably pointless
Lists of 3
 Definition
 Three nouns, adjectives or verbs will be used in a list
within a sentence
 Effects
 The ‘magic 3’ fixes itself in the reader’s mind
 Highlights important ideas
 Example
 School uniforms are uncomfortable, unattractive and
unfashionable
Repetition
 Definition
 The technique of repeating the same word and phrase
 Effects
 Highlights key messages
 Reinforces important points
 Links different parts of the text
 Example
 That class is boring, boring, boring.
Personal involvement / anecdote
 Definition
 The writer incorporates aspects of their personal
experience into the text – look for ‘I’
 Effects
 Appeals to the reader – makes the writer seem more
human or involved
 Can be used for humour / pathos
 Example
 I was shocked to find that many children don’t know
the National Anthem!
Audience involvement / direct
address
 Definition
 The writer involves the reader by relating the subject to
their lives
 Look for ‘you’ / ‘we’ / ‘us’ / ‘our’
 Effects
 Makes the reader care about the subject
 Establishes a relationship between the reader and writer
 The writing is less intimidating
 Example
 We all know how bad school lunches are!
Facts and statistics
 Definition
 Information and data, that can be proved to be true
 Effects
 There are a range of specific effects, including to shock,
surprise, support the writer’s view etc
 Example
 60% of the world’s population lives in poverty
Expert opinion / quotations
 Definition
 The knowledge of an expert is referred to by the writer
 Effects
 Can show an alternative point of view
 The reader trusts what the writer is saying
 Quotations are very persuasive
 Example
 Dr. Martin believes that more needs to be done to
improve the health of young people
Metaphor and simile
 Definition
 Types of imagery
 Metaphor – one object is said to be the same as another
 Simile – objects are compared to each other – look for ‘like’ or ‘as’
 Effects
 Makes the writing more interesting and imaginative for
the reader
 Example
 As dead as a dodo
Over-exaggeration
 Definition
 The writer uses superlatives and adjectives to make a
situation seem much worse / better than it really is
 Effects
 Shows the writer’s strong feelings
 Can be used in humorous or ironic ways
 Example
 Many schools have become like learning factories
Emotional language
 Definition
 Language that is used to create a particular emotional
response in the reader
 Effects
 Can create strong feelings such as anger, guilt, joy,
concern, empathy, hope etc
 Involves the reader in the text
 Example
 This disastrous situation will only get worse unless we
do something about it
Irony / Sarcasm
 Definition
 Ideas are presented in a way that seems opposite to
what is really meant
 Effects
 Creates humour
 Can over-exaggerate a situation
 Engages the reader on a personal level
 Example
 “What a lovely day” when it is pouring with rain
Parenthesis
 Definition
 Brackets, dashes or commas are used to separate
phrases from the main sentence
 Effects
 Shows the writer’s personal views
 Can be used to create irony or humour
 Example
 Most teenagers in the survey said they didn’t like
homework (what a surprise!)
Pun
 Definition
 A joking use of a word sounding the same as another
 Effects
 Engages the reader’s attention through the use of
humour
 Can be used to highlight an important idea
 Often an interesting way of starting a text e.g. a headline
 Example
 Deciding where to bury him was a grave decision
Combining techniques
 Remember that writers will often combine several
rhetorical devices within a section of text
 Example: Over 90% of us believe that Americans are
dull-witted, dreary and docile (no surprise there then!)

Try to comment on the overall impact of this on the reader
Important advice
 Use your reading time efficiently. If you know you
have to write about the language in one of the
texts, highlight key examples as you read it
 You do not have to write about every device – it is
better to evaluate three or four good examples
than to simply ‘spot’ lots of them
Aristotle’s Triangle: A pictorial analysis of the speaking
or writing situation.
Speaker
Audience
Purpose or
subject
Rhetoric
 Rhetoric is a fancy word for using persuasive techniques in
writing or speaking.
Basically: using language effectively or persuasively
 In rhetoric, a rhetorical device is a technique that an author
or speaker uses to convey to the listener or reader a
meaning with the goal of persuading him or her towards
considering a topic from a different perspective.
 Examples:
 Irony
 Metaphor
 List of 3
 Repetition
In order for a speaker or writer to speak or
write, he or she MUST consider both the
audience and purpose.
 For example: If you are talking to an elementary school
class, your topic, diction, and tone will be different
than if you were speaking to a high school class.
 Another example: When you talk to your friends, your
topic, diction, and tone are different than when you
talk to your parents or teachers.
 The speaker uses different approaches to influence
the audience’s attitude toward the subject. These are
the three ways you can appeal to an audience.
Logos (logic)
 Logos refers to any attempt to appeal to the intellect.
Everyday arguments rely heavily on ethos and pathos,
but academic arguments rely more on logos.
 Use clear and reasonable ideas with proof (any
statistic)
 Effect of appeal: Evokes a cognitive, rational response
 For example:


Nine out of ten dentists prefer Crest toothpaste.
If you have a good education, you are more likely to find a
good job.
Ethos (ethical or credibility)
 Related to the English word “ethics” and refers to the
trustworthiness of the speaker/writer. Effective persuasive
strategy because when we believe that the speaker does not
intend to do us harm, we will more likely listen.
 The person must be qualified to give this speech.
 You must be credible and knowledgeable about the content
about the speech or piece of writing
 Effect of appeal: Demonstrates author's reliability,
competence, and respect for the audience's ideas and values

For example:
 If you walk in to your calculus class, and I am the teacher, I have
no ethos in that class.
 A high school football player gives speech about the time and
discipline required to be a successful football player.
 If you are sick, you are not going to go to your mechanic for help.
Pathos (Emotions)
 Pathos is related to the words pathetic, sympathy and
empathy. Whenever you accept a claim based on how it
makes you feel without fully analyzing the rationale
behind the claim, you are acting on pathos.
 As the writer or speaker, you try to appeal to their
emotions
 You may want them to feel sympathy or joy
 Effect of appeal: Evokes a personal, emotional response

For example:
 The commercials about the starving children or dogs use
pathos to appeal to your emotions hoping to persuade you to
believe in their purpose.