How language persuades
Introductory summary sheet
The connotation of words - Creates emotional response from reader through the emotional
meaning associated with the word. These connotations can often promote mental images
which strengthen the writer's point of view. They can be negative, eg 'slaughter', or
positive, eg 'enrich'.
Emotional Appeals - Persuades by linking arguments with the values and views of the reader.
Appeals to tradition - used to argue against proposed change by making reader feel
that if they don't support writer's point of view, then they are undervaluing the
importance of tradition
Appeals to fear - used to persuade by encouraging the reader to develop a fear of
change / loss / violence and highlighting the possibility of these fears being realised
Appeals to family values - used to argue against or argue for a proposed change by
highlighting how the proposal benefits or threatens families
Appeals to compassion - used to argue against or argue for proposed change by
encouraging the reader to develop sympathy
Appeals to self-interest - used to argue against or argue for proposed change by
highlighting how the readers would be better off or more disadvantaged as a result
of a particular proposals
Appeals to group loyalty - used to make the reader feel that they should support the
point of view out of loyalty to a particular group.
Appeals to patriotism - used to make ther eader feel that they should support the
point of view out of loyalty to their country
Appeals to the desire to be modern – used to make the reader feel that they should
support the point of view by indicating that opposing ideas are old fashioned and
therefore giving the reader a desire to be modern.
Appeals to guilt - used to argue against or argue for proposed change by making
the reader feel guilty about an issue.
Appeals to a sense of justice - used to make the reader feel that they should
support the point of view out of a sense of justice or fairness
Denigration of opponents - Encourages reader to support point of view by belittling and
disparaging the opponents and portraying them as foolish, uncaring, dangerous or deceitful.
Use of Inclusive language - Seeks to identify with the reader by using pronouns such as 'you
and me', 'we' and 'our', identifying the reader as one of us, implying that we are equally
affected by the i
Use of jargon - Persuades the reader to accept the writers point of view by portraying the writer
as well informed and having an expertise on the topic.
Use of formal language - Formal language removes the heat of emotion from the issue,
distancing the writer from the reader. It makes the writer sound well educated and
knowledgeable, having a reasonable, rational and balanced viewpoint.
Use of colloquial language - Informal, everyday, conversational language which is seductive
because it's friendly and down-to-earth. It invites the reader to share the writer's point of view
perhaps by directly addressing the reader as a second person.
Summary sheet continued
Tone of voice Persuades the reader through the style or way the argument is
written.
Reasonable - Suggesting the argument is fair and rational.
Outraged - Suggesting the opposed point of view is a gross violation of decency,
morality or honour.
Patronising - Using a condescending tone to belittle the opponents >
Authoritative - Clearly stating that their view is right and their opponents view is wrong.
Satirical - Ridiculing the opponents through a use of irony
Admonishing - To firmly but not harshly sold or warn those that oppose the writers
point of view.
Disgusted - Suggesting that the opposed point of view morally offends and sickens
the writer
Disappointed - Suggesting that the opposed point of view fails to meet the
expectations of hopes of the writer
Humorous - Disparaging the opposed point of view by suggesting it is funny or
amusing.
Passionate - Demonstrating the writers intense emotional interest in their point of
view.
Mocking and sarcastic - Disparaging the opposed point of view through ridicule
Other Techniques
Repetition - Repeating a statement reinforces the argument and ensures that it is embedded in
the mind of the reader.)
Short sentences - Short sentences are used to emphasise certain points and to maximise the
emotional impact on the reader.
Hyperbole, or exaggeration - Persuades the reader to support the writer's stance through
mockery, denigration, or the deliberate exaggeration of the opposing points of view in order
to make it appear ridiculous.
Rhetorical guestions - Posing a question that only allows for one answer, an answer that
supports the point of view of the writer,
Puns - A play on words which conveys an idea succinctly, portrays the writer as clever and
disarms the reader in order to leave them more open to
Year 11 English (VCE) Unit 1
Area Of Study 3
:
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Our area of focus for this semester will be an examination of how written and
spoken language can be used to persuade readers/listeners/viewers to accept a
particular point of view.
This will involve us considering a range of persuasive media texts and how they
employ language to position the reader/listener/viewer.
You will also need to demonstrate your ability to identify and use persuasive
language techniques;
1. In writing: by responding to short answer questions about the use of
persuasive language in the media. This is worth 10% of your overall mark.
2. Orally: in the form of an oral presentation on a single media text. Worth
10%.
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See pages 161-163 of Insight English for an outline of the above.
Attempt each of the tasks below by referring carefully to the page numbers indicated from
Insight English
Task1: (Page 166): Identify the writer’s viewpoint in each paragraph. Begin with the
word, “That..
Paragraph !: That..
Paragraph 2: That..
Task2: (page 166) In a paragraph, express your point of view on bullfighting using
appropriate word choice
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Task 3: (page 167) Using the opinion article, “Smack That Saved,” attempt activity 1 by
indicating;
The Purpose: To…….
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Key Words & phrases
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Task 4: (page 172)
Headlines
Complete the “Headlines” activity by using the following table;
Headline & Source
Grabs Attention By
Intended Effect
Task 5: (pages 172-175) Front Page Story Comparison
Complete your responses for the comparison activity using the table below;
Activity
Herald-Sun Your
Response
The Age Your Response
No.1: Dramatic/Attentiongrabbing
No.2: Use of visuals
No.3: Amount of text
No.5: Emotional language
use & effectiveness.
Task 6: (pages 175-176)
Feature Article
Complete the following information on “Target: World Poverty.”
Audience
Purpose
Style (as compared with
the news story and
opinion article we’ve
looked at
Task 7: (pages 176-177)
Editorials
Compare both editorials by using the table below.
With the main contention, begin with the word, “That…..
For persuasive language and tone, use the “Introductory Summary Sheet.”
Feature
Herald-Sun
The Age
No.1: Contention
No.2: Persuasive language
(a few examples)
No.3: Tone:
No.4: Approach:
No.5:
Convincing/Persuasiveness
Task 8: (pages 178-9)
opinion pieces
Read the opinion piece, “Anti Nuclear Warrior…..” and complete the tasks below’
No1: A “Trojan Horse” is_____________. The PM’s proposal to___________is like a
Trojan Horse because______________________________
No.2:
Reason
Reason
Writer’s contention.
“That……………….
Reason
Reason
No.3: It is important to know the background and qualifications of the author
because (make reference to this particular opinion piece and to the letter “What
People Say”on page 179.
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Task 9:
(pages 179-180)
Letter To The Editor
Write your own letter to the editor in response to the issue contained in the opinion
piece “Smack That Saved.”
Task 10:
Visual Persuasion:
Cartoons & Photographs
Answer Question 4 on page 180 for the cartoon and question 4 for the photograph
on
page 182. The questions which precede both questions will help you with your
responses.
Cartoon:
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Photograph:
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Year 11 English
1. Using the information on pages 202 onwards, read through the description of each persuasive
language device. Pay particular attention to;
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The definition of each one
How it persuades (purpose & effect)
Example & analysis
2. Complete the table below for each persuasive language device by referring to the “Activity” section
of each one (in green type)
Persuasive Language Device (List each one)
Main Contention
Alliteration
My Response (To Activity)
That technology provides a new means of bullying….
Repetition of the letter “b” creates an impression
of……..
Repetition of the letter “s” reinforces the idea that…