ENGLISH UNIT 2 2013
SAC: Language Analysis
Student Name:
Date:
Outcome/s addressed:
 Outcome 3 – Using Language to Persuade
YEAR 11 VCE ASSESSMENT BOUNDARIES
Not Satisfactory
S (AT RISK)
Satisfactory
UG
E
E+
D
D+
C
C+
B
B+
A
A+
0-9
10-19
20-29
30-39
40-49
50-59
60-69
70-79
80-89
90-95
96-100
Criteria
VH (5)
H (4)
M (3)
Understanding of the ideas and points of view in the
1 material presented, including purpose and audience.
Identification of key techniques used to position the
2 reader, including appropriate evidence
Analysis of how language and visual features are used
3 to position readers
Appropriate structure, language and style for an
4 analysis
Appropriate use of metalanguage and fluency of
5 writing

Teacher comments:
Teacher signature:
_______________________________________
Student signature:
_______________________________________
L (2)
VL (1)
NS (0)
English Unit 2 AOS 3: SAC –– Using Language to Persuade
Language Analysis Response
REAL SAC CONDITIONS:


You will be given the article for analysis three days prior to writing it
You can annotate this article at home, but you cannot write a plan or any sentences that you might use in
your written piece.
This SAC will be written under strict exam conditions in a double period. You are allowed to use your
annotated article, a dictionary and writing materials. No other materials will be brought into the room.
You are required to identify and analyse how language and visual features are used to
persuade in the media text provided.
Read the attached media text and write your analysis as a coherently structured essay.
Your analysis should be 600-700 words.
Text: Girl, 13, was rude, but not the bully
You will be assessed on the following criteria:
Limited
understanding of
the points of view,
purpose and
intended audience.
Insightful
identification of key
persuasive
techniques that are
used to position the
reader. Skilful use of
highly relevant
evidence.
Sophisticated
Analysis of how
analysis of the ways
language and
visual features are in which the
language of selected
used to position
persuasive texts is
readers
used to position
readers in particular
ways
Highly effective,
Structure,
detailed and fluent
language and
structure and
style of an
complex analytical
analysis
language.
Use of
Highly expressive
metalanguage and and coherent writing
the fluency and
with confident use of
coherence of
highly appropriate
writing.
metalanguage.
Thoughtful
identification of key
persuasive
techniques that are
used to position the
reader. Effective use
of relevant evidence.
Appropriate
identification of
persuasive
techniques that are
used to position
the reader.
Appropriate use of
evidence.
Analysis of the
ways in which the
language of
selected persuasive
texts is used to
position readers in
particular ways.
Some identification
of persuasive
techniques that are
used to position
the reader. Some
use of evidence.
Little identification
of persuasive
techniques that are
used to position
the reader. Limited
use of evidence.
Some analysis of
the ways in which
the language of
selected persuasive
texts is used to
position readers in
particular ways.
Little analysis of
the ways in which
the language of
selected persuasive
texts is used to
position readers in
particular ways.
Clear and
appropriate
structure and
appropriate
analytical language.
Generally
expressive, fluent
and coherent
writing and mostly
relevant use of
appropriate
metalanguage.
Clear structure and
with some
appropriate
analytical language.
Basic or little
structure with
limited analytical
language.
Clear written
expression and
some use of
appropriate
metalanguage.
Simple written
expression and
limited use of
appropriate
metalanguage.
Detailed analysis of
the ways in which
the language of
selected persuasive
texts is used to
position readers in
particular ways.
Effective and
detailed structure
and highly
appropriate
analytical language.
Expressive, coherent
and fluent writing
and relevant use of
appropriate
metalanguage.
0
Not shown
1
Some
understanding of
the points of view,
purpose and
intended audience.
Not shown
2
Clear
understanding of
the points of view,
purpose and
intended audience.
Not shown
3
Thorough
understanding of the
points of view,
purpose and
intended audience.
and audience .
Identification of
key techniques
used to position
the reader,
including
appropriate
evidence
5
Not shown
4
Understanding of Sophisticated
understanding of the
the text’s ideas,
points of view,
points of view,
intended purpose purpose and
intended audience.
Not shown
Criteria
STRUCTURING YOUR LANGUAGE ANALYSIS
Introduction
1. Identify the issue and why it is prominent in the media.
2. Identify the title, source, type and writer/speaker of the piece. Identify the
contention and tone. Identify the intended audience.
Body 1
Analyse the use of language in the next argument.
Discuss 2 to 4 techniques, remember TEE (Technique, example, effect). Vary
your sentence structure. Be specific and concise.
Body 2
Analyse the use of language in the next argument.
Discuss 2 to 4 techniques, remember TEE (Technique, example, effect). Vary
your sentence structure. Be specific and concise.
(this could be
broken into two
paragraphs for a
longer text)
Body 3
Analyse the language strategies used in the final argument.
Consider:
- Does the tone change at any stage? Does the writer return to a similar style
or tone to the beginning?
- Are new strategies introduced, or previous strategies revisited?
- How does the writer finish and why? What groups are being targeted?
Discuss 2 to 4 techniques, remember TEE (Technique, example, effect). Vary
your sentence structure. Be specific and concise.
Body 4
If there is a visual element in the text, discuss the visual features in a
separate paragraph. This could be placed before the discussion of the writing
(especially if it is the first thing to grab your attention) or after the discussion
of writing.
Explain how it relates to the tone and arguments of the article.
Explain the visual feature and how it might persuade (look for techniques in
the visual that are used to persuade).
Vary your sentence structure, be specific and concise.
Conclusion
(optional)
Make a strong general statement about the viewpoint of the article. Writing
a conclusion is optional. Wherever you decide to end your response, make
sure you finish with concluding statement(s).
Girl, 13, was rude, but she's not the bully
I DETEST racists. But the monstering
of the Collingwood fan who shouted at
Sydney footballer Adam Goodes is
shameful.
Andrew Bolt | From: Herald Sun | May 27, 2013
and was playing in the Indigenous Round
honouring players of his background. What
should one girl's abuse matter against all
that?
Against a 13-year-old who was clearly
sorry and scared for what she'd
unthinkingly blurted out?
Are people insane?
She is just a 13-year-old who was at the
football with her nan. She wasn't happy.
Collingwood was being thrashed and when
the bearded Goodes took another
possession in front of her, she shouted
"ape".
This is very rude. I wonder at her parents.
It's also possibly racist, though she insisted
she didn't mean it that way. Whatever, she
needed a talking-to.
Goodes heard the abuse, and pointed her
out to security. A bit over the top, since
she's so young, but Goodes has Aboriginal
ancestry and no doubt understandably feels
such insults more keenly than I think
reasonable.
Still, he's widely admired, has been
showered with almost every prize in footy,
Well, to Goodes it was so "shattering" the
game itself "means nothing". No one in the
TV commentary team, the police or the
AFL seems to have dared treat it as any
less catastrophic, no doubt for fear of
seeming racist themselves.
I suspect the Indigenous Round also
encouraged them to see the girl as a white
racist caricature instead of just one very
young teenager. So security marched her
off, without even her Nan for support, as
national TV beamed her face around the
country.
Police then grilled her for nearly two hours
- two hours! - even though she was
immediately repentant. Bravely, she
offered to apologise personally to Goodes.
Now get this: police then asked Goodes if
he wanted to press charges. Press charges?
Goodes, at least, drew the line at that. But
still it wasn't over. Goodes and AFL chief
Andrew Demetriou held a media
conference next day at which Goodes
declared: "Racism has a face. It's a 13year-old girl."
Seriously? Goodes even said he felt like he
was being bullied at school.
Excuse me, but in this confrontation - with
Goodes, police, the media, the social media
and the AFL on one side, and a 13-year-old
girl on the other - it wasn't the girl who
seemed the bully.
Perhaps Goodes realised, because he
added: "She's 13, she's still so innocent. I
don't put any blame on her."
No? Then why this public shaming?
Only later did Goodes take a call from the
girl, who told him she was sorry. By then,
the TV stations were rowing back a bit.
Replays of the incident belatedly blurred
the girl's face, though she's since been
named, and Channel 10 interviewed her
saying how ashamed she was.
To repeat: This girl is only 13. This
bullying of her is a scandal.
Swans star Adam Goodes points out the 13 year old girl moments after she called him an ‘ape’.