How Persuasive Language Works?
There are three basic steps to understanding how language works to persuade
1. Identify - the main point (thesis)
2. Deconstruct - Focus on the language used (style / connotations / positioning /
tone)
3. Analyse how language positions the reader /listener
1. Main Point (p59)
a. In English what are some other terms used to describe the Main Point?
(contention / thesis)
b. In English what is another term used to describe an argument (exposition)
2. Language (p59)
In the context of language write definitions for the following terms:
a. Style
b. Tone
c. Connotation
d. Positioning
3. Positioning Techniques (p60)
a. Language
b. Situations
c. Stories (anecdotes)
d. Information
e. Evidence
f. Arguments
Vocabulary for “Positioning the reader” (p60)
Use these examples in your writing to add variety and sound convincing
Example (p60)
Headlines
Tasks to do and questions to answer when deconstructing the text: (p61)
1. Identify the key words
2. What is the message?
3. How does each key word affect the reader? (you)
Does it raise questions? Trigger strong or certain feelings?
4. How is the reader positioned to respond in particular ways?
Emotive / Facts / Evidence / Situations / Anecdotes
5 What position does the message want the reader to take?
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Sample Student Analysis (p61)
In Stage 2 English you are expected to avoid use of personal pronouns in formal
analysis tasks (I, me, we).
1. Rewrite this example using the objective voice (i.e. replace “I” with “the reader”)
Activity 1 (p62)
Compare 2 headlines…
1. How does the Herald Sun headline position you to view the PM ?
(he’s been successful / positively)
2. How does the article minimise embarrassment for the authorities?
(by focussing on a different incident – the arrest of other terrorists)
Activity 2 (p62)
1. Find all the words that refer to teenagers or their behaviour
2. How would these words position the reader to respond to teenagers?
Discuss some examples in detail.
3. What emotions does this writer play on?
(fear / disgust / indignant / alarmed …)
4. What viewpoint is expressed and how are you positioned to agree?
Viewpoint – teenage gatecrashers are a menace
Positioning – reader is set up to feel that teenage gatecrashers are a mob of
troublemakers
Teens
teenaged
Behaviour
Positioning
menace
negative
gatecrashers
Poor form / usually criminal
Text messages
Typical - teens can’t survive
without Mobile Phones
Trouble …riot
Trouble makers
Hundreds…converging on suburban parties
Swarms / hard to control
Spilling onto the streets
Too many
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Activity 3 (p 63)
1. Who are you being manipulated to reject? How?
a. Saddam Hussein
b. “barbaric henchman” – strong emotive words to evoke hate
2. Who are you being positioned to sympathise with? How?
a. The people of Basra
b. “unspeakably suffering” – emotive words to evoke sympathy
3. How is this positioning you to react to the War in Iraq?
a. The emotive description of inhumane treatment of POWs
What viewpoint is the writer getting you to agree with?
That the Iraqi soldiers are evil
Activity 4 (p 63)
1. What viewpoint is expressed?
a. Russell Crowe should be liked because he’s romantic
2. How are you positioned to agree?
a. “he might just have just proved himself about the most romantic person
on the planet ” (strong modality / superlatives)
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Emotional Persuasion (p64)
Emotive words
Tone
Exaggeration
Emotive Words
Other meanings
Positioning – some effects
Barbaric henchman
Not civilised / killer /
someone I despise
Boorish
Up themselves / conceited
contemptible
Evil
Dangerous / extremely bad
Someone to fear
Gatecrashers
Uninvited / unwelcome
nuisances
Horror
Terror / Shocking / / very bad
Something to fear
Menace
nuisance
Annoyance
Rampant
Out of control
Annoyance
Riot
Disturbance / unrest
I want it stopped
Romantic
Loving / tender
A good quality for a man to have
Tortured
Tormented / painful suffering
Compassion for victim / contempt
for perpetrator
Unspeakably
Appallingly / horrendously
Dislike for the person who behaves
this way
Tone
The voice of the writer; it reflects their attitude
Activity 5 (p64)
1. Re-read each of the extracts in Activities 2-4 to identify the tone of each. Find
key words or phrases that help you to decide.
Activity
Tone
Evidence
2
annoyed
Menace / gatecrashers / trouble / riot / police…struggling
3
Shocked
Horror / tortured / barbaric henchman / unspeakable suffering
4
Ironic
Guilty of numerous atrocities…but
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Indignant
Pointing out double standards / protesters are more dangerous
2. How does the tone contribute to your response to each extract?
3. Read “Protesters…” How would you describe the tone? Discuss how the tone
and emotive language are used to position you to agree. Incorporate the writer’s
viewpoint into your answer.
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Persuasive Devices (p65)
Things covered so far:

Emotive language

Tone

Style
…how these position the reader
(influences their point of view)
Other Persuasive Devices

Giving selected information

Declaring the viewpoint (thesis) up-front – followed by series of
arguments which provide evidence

Overtly set out to persuade / coerce – favouring one side of an issue

A balanced account – with reasons why one side is favourable

Carefully structured argument – with a number of persuasive devices
(evidence / anecdotes / testimony / statistics / expert opinions)
Persuasive Techniques

Emotive Language - using strong emotive words (evil / horror / exquisite)

Connotations – using words with implied positive or negative meanings

Emotional Appeal - this can be with images / symbols as well as words

Inclusive language - personalise it by including ‘you’ in the approach – the
reader feels involved

Strong Tone – voice

Overstatement and Exaggeration

Anecdote

Attacks

Rhetorical Questions

Ridicule or Irony

Generalisations

Evidence – experts / statistics / graphs / surveys

Figurative Techniques - Alliteration / Repetition / Puns / Metophors

Reason and Logic
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Examples and Notes on Persuasive Techniques
1. Alliteration (p67)
2. Anecdotes (p68)
3. Attacks (p68)
4. Cliches / Idioms (p69)
5. Connotations (p70)
6. Emotional Appeals (pp 70 – 80)

Appeal to sense of justice (p 70)

Appeal to a sense of security (p71)

Appeal to being modern and up-to date (p72)

Appeal to Family Values (p72)

Appeal to Fear (p73)

Appeal to fear of change (p74)

Appeal to desire for Freedom (p75)

Appeal to group loyalty (p76)

Appeal to Hip-pocket nerve – Financial wellbeing (p76)

Appeal to Patriotism (p77)

Appeal to Self Interest (p78)

Appeal to Tradition and Custom (p79)

Appeal to value of Technology (p80)
7. Evidence (p81)

Expert Advice

Expert opinion

Facts

Research

Statistics
8. Generalisations (p82)
9. Inclusive Language – personalising (p83)
10. Overstatement / Exaggeration (p84)
11. Puns (p85)
12. Reason and Logic (p85)
13. Repetition (p86)
14. Rhetorical Question (p87)
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15. Tone (p88)
Identifying Persuasive Techniques
Activity 6 (p88) – discuss this in small groups
1. Cliché
2. Reason and Logic
3. Appeal to sense of justice
4. Overstatement / exaggeration
5. Appeal to sense of security / exaggeration
6. Anecdote
7. Appeal to being modern / up-to-date
8. Generalisation
9. Appeal to family values
10. Appeal to fear
11. Appeal to desire for freedom
12. Pun
13. Appeal to hip pocket nerve
14. Connotation
15. Appeal to tradition and Custom
16. Rhetorical Questions
17. Appeal to value of technology
18. Emotive language
19. Appeal to fear of change
20. Alliteration
21. Appeal to patriotism
22. Attacks
23. Appeal to Self Interest
24. Repetition
25. Evidence
26. Appeal to group loyalty
27. Metaphors
28. Inclusive Language
29. Tone
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