Year 10 Exam Revision: Argument Analysis TOPIC: Identifying & Explaining Contention, Purpose, and Target Audience Key Vocabulary Vocabulary Contention Purpose Target Audience Definition The writer’s main argument or position on the issue. The writer’s goal—what they hope to achieve through the piece. The group of people the author is aiming to influence. Additional notes Two articles may have the same contention but different purposes. For example, one may want to raise awareness, while another may want to provoke outrage. Identifying audience helps you understand why the writer uses certain tones or techniques. Sentence Stems When identifying and explaining the contention, purpose, and target audience, you may want to use the following sentence stems in your essay: Contention The author contends that… It is clear that the author believes… The main argument presented is that… The writer argues in favour of/against… Can you think of more? Purpose The author’s purpose is to persuade the audience to… The writer aims to encourage the audience to… The purpose of the text is to challenge/inform/criticise/support… The author hopes to influence the reader to… Can you think of more? Target Audience The article is targeted at… This piece is directed towards… The intended audience includes… The writer appeals to… by using… Can you think of more? Additional Resources The contention in persuasive texts: https://clickv.ie/w/Spc1 VCE English: Contention (Language Analysis): https://www.youtube.com/watch?v=_B3PRsOYXfs ACTIVITY 1: What’s the Contention, Purpose, and Target Audience? Below are some short samples of introductions in argumentative texts. Read and fill in the table (the first row is done as an example). Sample “In light of recent data showing a sharp decline in teenage sleep, it’s clear that high schools must push back their start times. School administrators and education departments need to stop ignoring the science.” “The government’s decision to cut funding to local libraries is shortsighted and harmful. Councils and community members must speak up to protect these essential public services before it’s too late.” “As someone who has worked in retail for over a decade, I can confidently say that banning cashless stores is a necessary step to protect elderly customers and those without access to digital banking. Lawmakers must act.” “Plastic straws are just the beginning. If we truly care about the planet we’re leaving to our children, parents must take the lead by modelling responsible choices and reducing all single-use plastics at home.” “Young drivers are too often stereotyped as reckless and irresponsible. Insurance companies and policymakers need to rethink discriminatory pricing models that punish all young people for the mistakes of a few.” Contention The author contends that high school start times should be pushed back to improve teenage wellbeing. Purpose The author’s purpose is to persuade school leaders to take scientific evidence seriously and adjust school schedules. Target audience The text is targeted at school administrators and education policymakers. FOCUS: Identifying & Explaining Arguments Key Vocabulary Vocabulary Definition Argument An argument is a specific point the author makes to support their contention. Additional notes While the contention is the writer’s big-picture belief, arguments are the building blocks that help convince the audience. Sentence Stems When identifying and explaining an argument within a text, you may want to use the following sentence stems in your essay: Identifying the argument The author argues that… One of the main arguments is that… The writer claims that… An example used to support the contention is… To support their view, the author presents the idea that… Can you think of more? Additional Resources Atomi – How authors organise ideas: https://learn.getatomi.com/posts/93187?utm_source=atomi&utm_campaign=copylink Analysing Arguments: https://www.youtube.com/watch?v=Ru2G98r37J0 Breaking down arguments: https://clickv.ie/w/mqc1 ACTIVITY 2: Arguments 1. Read the following examples of arguments. 2. Identify the main argument it intends to make 3. Draw a line to match the argument to its contention Sample Main Argument The author argues that… “Research consistently shows that teenagers experience a natural shift in their circadian rhythms during puberty, which makes it biologically difficult for them to fall asleep before 11 p.m. Despite this, many schools start classes as early as 8:00 a.m., forcing students to wake up before their bodies are ready. This chronic sleep deprivation not only affects their health but also impairs memory, concentration, and overall academic performance. If schools genuinely want their students to succeed, they must reconsider their start times to align with adolescent sleep science.” The writer claims that… “While cashless stores may offer convenience and speed, they unintentionally exclude significant groups in society—particularly elderly people who may not be comfortable with digital technology, individuals experiencing homelessness, and those without access to smartphones or online banking. These people rely on cash for their everyday purchases, and removing cash payment options effectively denies them access to essential goods and services. It’s a question of fairness and inclusion, and lawmakers must ensure that everyone, regardless of technological access, can participate fully in the economy.” “Local libraries are far more than just places to borrow books; they act as vital community hubs that provide free internet access, educational programs, literacy support, and safe spaces for children, seniors, and vulnerable groups. For many people, especially those without internet or study spaces at home, libraries are essential for learning and social connection. Cutting library funding threatens to eliminate these invaluable services, leaving entire communities without access to critical resources. Protecting libraries means preserving social equity and community wellbeing.” Contention The author contends that local libraries are essential community resources that must be protected from funding cuts to maintain social equity and support. The author contends that schools should delay their start times to better accommodate teenagers’ natural sleep patterns and improve academic outcomes. The author contends that cashless stores should be banned or regulated to ensure all members of society, including vulnerable groups, have equal access to goods and services. TOPIC: Revising Persuasive Techniques Key Vocabulary Vocabulary Definition Persuasive Techniques Persuasive techniques are strategies writers use to convince their audience. Ethos The writer or speaker shows they are trustworthy, knowledgeable, or morally right. Pathos The writer tries to make the audience feel something — anger, sympathy, guilt, hope, fear. Logos The writer appeals to logic by using facts, statistics, or well-reasoned arguments. Additional notes Here are some tips for identifying persuasive techniques/appeals: Watch for words that make you feel something. Review the most common persuasive techniques authors often use. Pay close attention to tone, and the words used to establish it. Sentence Stems When identifying and explaining the contention, purpose, and target audience, you may want to use the following sentence stems in your essay: Identifying and explaining persuasive techniques The writer uses [technique] to… This technique appeals to the audience’s sense of… By including [technique], the author aims to… The effect of this is to… [Technique] helps to persuade the reader by… Can you think of more? Additional Resources Recognising Persuasive techniques: https://www.youtube.com/watch?v=YG1FfC8vpeY Persuasive Appeals – ethos/pathos/logos: https://youtu.be/-oUfOh_CgHQ?si=3DphxTVK-QQ2w71B Atomi – What is language analysis: https://learn.getatomi.com/posts/92921?utm_source=atomi&utm_campaign=copylink Atomi – How to analyse rhetoric: https://learn.getatomi.com/posts/92930?utm_source=atomi&utm_campaign=copylink BBC Bite Size: https://www.bbc.co.uk/bitesize/articles/zbsgr2p#z782m39 Loom – Analysing Visual Images in AA: https://www.loom.com/share/4d685144e7f344649031c3c4b0870c27?sid=b3f632a821b6-4e41-b152-2cf9093ce763 How to analyse persuasive techniques: https://youtu.be/D1B6qxKxSZA?si=uA5veeVlxu4y8rs8 ACTIVITY 3: Defining/Identifying Persuasive Techniques For each persuasive technique: 1. Provide a clear definition 2. Explain the common effect of the persuasive technique 3. Write your own example of the persuasive technique Persuasive Technique Rhetorical Questions Repetition Anecdote Humour Call to Action Emotive Language Hook Hyperbole Praise Attack Evidence Inclusive Language Rule of Three Metaphor Connotations Diction Analogy Imagery Ethos Pathos Logos [add more] [add more] [add more] [add more] [add more] Definition Common Effect A question asked in order to make a point Makes the reader think and feel like the rather than to get an answer answer is obvious; encourages agreement. Repeating key words or phrases for emphasis. Example “Who wouldn’t want safer schools?” Reinforces the message and makes it more Now is the time. Now we must act. Now we memorable or urgent. must care.” ACTIVITY 4: Practicing PUNCH Practice the PUNCH method by completing the table below. Extend yourself by using TEE (from ATEER) to write a full sentence. The first row is done as an example: 1st PUNCH Reaction 2nd PUNCH Response The writer uses emotive language This encourages the reader to feel (“another family is forced to drink sympathy for affected families and feel unsafe water”) to evoke concern and that immediate action is necessary. urgency. The writer uses emotive language when they state “another family is forced to drink unsafe water” to evoke concern and urgency. This encourages the reader to feel sympathy for affected families and feel that immediate action is necessary. Sample “Every minute we delay, another family is forced to drink unsafe water. We must act now.” “According to a study by the World Health Organization, pollution causes 7 million deaths each year.” “We, as a community, must stand up for our local wildlife before it’s too late.” “I still remember the look on my grandmother’s face when the last local library closed its doors.” “Who wants to live in a city where the air is too toxic to breathe?” “Cruel. Needless. Unacceptable. That’s what animal testing really is.” Persuasive Technique Emotive language Focus: Tone Key Vocabulary Vocabulary Tone Definition The writer’s attitude toward the topic or audience, expressed through word choice, sentence structure, and style. Additional notes Here are some tips for identifying tone: Look at word choice. Think this first – is it a positive or a negative tone? After identifying if it’s a positive or negative tone, that’s when you can branch out into more specific words to describe the author’s attitude. Sentence Stems When identifying and explaining the contention, purpose, and target audience, you may want to use the following sentence stems in your essay: Identifying and explaining persuasive techniques The tone of the writer is... This is shown through the phrase... This tone encourages the reader to feel... It positions the audience to view the issue as... Can you think of more? Additional Resources Atomi – How to analyse tone: https://learn.getatomi.com/posts/92924?utm_source=atomi&utm_campaign=copylink How to determine a writer’s tone: https://www.youtube.com/watch?v=NsnRs7WSElU Tone matters: https://www.youtube.com/watch?v=m0SstuhI79A Analysing tone through word choice: https://www.youtube.com/watch?v=l3yWmXbC36s ACTIVITY 4: ‘Tone’ Word bank Create a word bank for tones found in texts Positive Neutral Negative ACTIVITY 6: Tone Analysis Table 1. Read each sample 2. Identify the tone 3. Circle/underline/highlight the words used which helps reveals the tone. o “It’s absolutely unacceptable that after all these years, children still go hungry in our community. We cannot stand idly by any longer.” TONE: ____________________________ o “While the new policy may appear reasonable at first glance, closer inspection reveals serious flaws that will hurt working families.” TONE: ____________________________ o “I remember the excitement I felt when I first voted—knowing that my voice mattered. We can recapture that spirit if we all get involved.” TONE: ____________________________ o “Honestly, if politicians spent half as much time listening to constituents as they do fundraising, perhaps real change would finally happen.” TONE: ____________________________ o “Imagine a world where clean water flows from every tap. That’s the future we deserve—so let’s make it happen.” TONE: ____________________________ o “There’s no cause for panic, but we do need to make informed decisions now to avoid regrettable consequences down the line.” TONE: ____________________________ o Who in their right mind would oppose a program that provides free books to every child? It’s simply absurd.” TONE: ____________________________ o “The study shows a 40% increase in workplace injuries—this cold, hard fact demands immediate action from managers and unions alike.” TONE: ____________________________ o “Together, we can transform our neighbourhood into a model of sustainability. If we all pitch in, nothing can stop us.” TONE: ____________________________ o “I’m tired of empty promises and glossy press releases. We deserve real solutions, not more spin.” TONE: ____________________________ ACTIVITY 7: ATEER Complete the diagram below to revise the ATEER ATEER is an acronym used to help me remember… A A stands for… T It reminds me to identify… A stands for… E It reminds me to identify… A stands for… E It reminds me to provide… A stands for… R It reminds me to explain… A stands for… Sentence Stems: Sentence Stems: Sentence Stems: Sentence Stems: Sentence Stems: It reminds me to explain how… Other notes to remember: One ATEER paragraph should identify and analyse at least ___ different types of techniques in an argument When explaining the effect of a persuasive technique, I have to use the _____ method to provide an in-depth analysis. Other useful resources: Loom: How to write an introduction for an Argument Analysis https://www.loom.com/share/15ab5725be0045c48950a82ead6d29e5?sid=501072a2-ebb4-421c8b23-b9eec8c43c6b Loom: Annotating a persuasive piece https://www.loom.com/share/2a9e777519b743449ab8ee04ad6ef60b?sid=763bd0e1-67c7-4419ac7f-15ce881c7bb1 How to annotate arguments (Part 1) https://www.loom.com/share/8768fa6957a549cf89d2d4e5ae30aff6?sid=c881b562-990b-467f8d01-c174e1f331a9 How to annotate arguments (part 2) https://www.loom.com/share/2602678dc77145f097f4ea154ccce1de?sid=fc0eed4f-39ab-4dc3b2cb-d48cf3e6627b How to analyse the progression of arguments https://www.loom.com/share/be470d9b21fe4d048229ba7ac8fd349e?sid=3439a097-b106-4a7caa52-1ee9e9a86bb4 The ultimate guide to argument analysis https://www.vcestudyguides.com/blog/the-ultimate-guide-to-vce-language-analysis How to write an A+ Analysing Argument body paragraph https://www.youtube.com/watch?v=5MaZv-E1qVo How to write a language analysis https://www.youtube.com/watch?v=1u4itEv7Z5k
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