LANGUAGE ANALYSIS
AUDIENCE
Consider:
 What audience is the article written for?
 How would the audience that the article is written for influence the writer’s use of
language?
e.g. An article on genetic modification of apple crops, written for an audience of scientists,
would be written in much more formal, scientific language than if the audience was
everyday supermarket shoppers.
e.g. An opinion piece supporting euthanasia for the terminally ill, written for the Australian
Euthanasia Society, would use science, logic, reason and evidence, while a similar piece in
the HeraldSun, which relies on an audience of mainly working-class Victorians, would rely
more on personal anecdotes and stories to make its point.
 During your analysis, comment on how the persuasive techniques are suited to the
particular chosen audience that the article is written for. Include how visuals (photographs,
cartoons, etc) are used in the article and what appeal they have for the nominated audience.
 Be aware of the different audiences who are attracted to the tabloid Herald Sun,
considerably different to the audience who read the broadsheet The Age.
LINKING WORDS
Use linking words to indicate:




A new point similar to the previous one
A new point different, or contrasting, to the previous one
A conclusion, or summing up
A complete change of topic
A NEW POINT – SIMILAR
In addition
Similarly
Likewise
Moreover
Furthermore
On top of this
Added to this
First of all, second, third
LINKING WORDS AND PHRASES
A NEW POINT – DIFFERENT
Conversely
On the contrary
However
In contrast
In spite of (this)
On the other hand
Meanwhile
At the same time
Yet
Nevertheless
Although
Despite (this)
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CONCLUSION – SUMMING UP
As a result
therefore
For this reason
hence
finally
consequently
thus
In conclusion
Linking words used by a journalist in an article will make an argument seem more convincing. They
are very important to the structure and flow-on of both your own writing and newspaper articles.
Make sure that you:
 Identify them in opinion articles, letters and editorials as adding to the strength of the
argument being developed
 Use them in your own analysis to strengthen and link your own ideas
STRUCTURE OF YOUR ANALYSIS
What should your language analysis look like?
There is some very good information in your English textbook, pg. 188 and 190-191, to help you set
out your analysis. Below is a model that you can also use to help you write your analysis of one or
more articles.
Introduction –
Paragraph 1
In a . . . titled . . . written by . . . and published in the . . . . on . . . . , the issue of
. . . . is discussed. In a largely . . . tone, . . . . contends that . . . . Written for an
audience of . . . and . . ., the article is couched in an. . . . . style that influences
the reader to . . . . . .
Paragraph 2 –
The writer introduces a personal anecdote early in the article to give the
Anecdotes/Stories, impression that he . . . (Give example of anecdote) This creates an emotional
Inclusive language response in the reader that . . .and is effective because . . . Furthermore, the
deliberate use of inclusive language such as . . . and . . . following the personal
anecdote create an impression that . . . . and make the reader want to believe
in . . . .
Paragraph 3 –
Facts/statistics
In an attempt to appear rational and factual, the writer quotes statistics from
the latest . . . to support his contention. The examples used add weight to . . .
and make his argument more compelling by . . . However, this evidence is
limited in that . .
Paragraph 4 –
Following the use of statistical evidence, in a change of tone from moderate to
Colourful and
. . ., the writer introduces several emotional and colourful words and phrases
emotional
that are designed to . . . Words such as. . . convey . . . and serve to . . . By
language
deliberately using language such as this, the writer effectively . . .
Paragraph 5 –
Similarly, writing in an outraged tone, the author questions the funding of . . . .
Appeal to the hip- and gives estimates of . . . He then directly links these estimates with public
pocket nerve
money such as . . . The effect of this on the reader is to . . .
Paragraph 6 –
The writer moderates his tone when he uses repetition, notably of the words . .
Repetition and
. . and the quote from . . . to emphasise his point that . . . This creates a more .
alliteration
. . tone in the article, which, coupled with the alliteration of . . . in the repeated
words, creates an insistent impression that . . .
Paragraph 7 –
Following on from his emphatic repetition, the writer concludes the article with
Rhetorical
the use of two rhetorical questions, which raise . . . . The self-evident answers
questions and
position the reader to agree with . . . . and have the effect of . . . . , leaving
conclusion
little doubt in the uncritical reader’s mind and creating a resounding sense of
closure.
Never express your own opinion about the contention in any way.
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