USING LANGUAGE TO
PERSUADE
Student Study Guide
Unit 1-4 English
Simonds Catholic College
2012-2013
Name: _____________________
Contents
Contents
Course overview
Area of Study 3 VCAA Study Design
Criteria sheets
Persuasive techniques
Tone chart
Sentence starters
Words to describe style
Words to link
LANGUAGE ANALYSIS – UNIT 1
Audience and purpose
Form
Contention and key arguments
Persuasive techniques activity
Analysing the article – what, how, why?
Planning the essay – single article analysis
Sample analysis and essay
Practice article
LANGUAGE ANALYSIS – UNIT 2
Analysing visual language
Plan – article and cartoon
Example paragraph – cartoon
Sample article and cartoon 1
Sample article and cartoon 2
ORAL PRESENTATIONS – UNIT 1, 2, 3
Echo online
Planning activity
Argument planning
Structure – persuasive speech
Effective speaking – body language
Effective speaking – using your voice
Words and phrases to link ideas
Sample speech
Page number
2
3
4
5 – 10
11
12
13
13
14
15 – 18
19
20
21
22
23 – 26
27
28 – 29
30
31
32 – 33
34 – 35
36
37
38
39
40
40
41
42 - 43
1
Course Overview
In VCE English you are expected to complete two major assessments on media issues per semester in
Unit 1 and 2 (year 11) and one in Unit 3 (year 12).
Language Analysis: you will be asked to complete an analysis of how language (both visual and
verbal) are used by writers to persuade readers or viewers.
Oral Presentation: you will be asked to present a reasoned point of view (oral and/or written), in
which you advance an argument either in support of or against a current issue in the media.
Outcomes are graded as follows, and your total score out of 40 for each semester goes towards your
overall semester score out of 100.
Unit 1
Language Analysis
Oral Presentation
Total Score
Score
/20
/20
/40
Unit 2
Language Analysis
Oral Presentation
Total Score
Score
/20
/20
/40
Unit 3
Language Analysis
Oral Presentation
Total Score
Score
/20
/20
/40
In Unit 4 (year 12), there is no SAC for the Using Language to Persuade outcome. Instead you are
required to complete a Language Analysis in your subject examination.
2
Area of Study 3 – VCAA Study Design
Using language to persuade
The focus of this area of study is on the use of language in the presentation of a point of view.
Students read texts the main purpose of which is to persuade readers and viewers to share a
particular point of view. Texts could be print, non-print and multimodal, for example, editorials,
letters to the editor, opinion columns, essays, reviews, speeches, segments from radio programs, CDROMs, television, newspaper or magazine advertisements, cartoons, documentaries, e-zines and
websites. Students identify and discuss how language, verbal and non-verbal (including visual), is
used in the chosen texts to position readers and viewers in particular ways. For example, students
identify the use in these texts of persuasive techniques such as use of repetition, sound effects
(including music), association, colour, symbols, gestures, emotive appeals, logical appeals, active and
passive voice, and omission and vocabulary choice, and discuss their intended effect on the reader or
viewer.
Outcome 3
On completion of this unit the student should be able to identify and discuss, either in writing and/or
orally, how language can be used to persuade readers and/or viewers.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 3.
Key knowledge
This knowledge includes
• an understanding of points of view presented in texts whose purpose is to persuade;
• how texts work to influence readers;
• examples of verbal and non-verbal (including visual) language used by authors of texts to persuade
readers and viewers to share the point/s of view presented;
• appropriate metalanguage to discuss how language is designed to position readers and viewers;
• strategies for planning and revising for coherence of form, language, structure, audience and
context;
• conventions of small group and whole class discussion, including ways of developing constructive
interactions and building on ideas of others;
• the conventions of spelling, punctuation and syntax of Standard Australian English.
Key skills
These skills include the ability to
• identify examples of verbal and non-verbal (including visual) language used by the authors of texts
to persuade readers and viewers to share a point of view;
• use appropriate metalanguage to discuss how the use of language in a persuasive text is designed
to position readers and viewers;
• plan and revise for coherence of form, language, structure, audience and context;
• listen actively and respond constructively to others’ views during discussion;
• use the conventions of spelling, punctuation and syntax of Standard Australian English.
AUTHENTICATION
Work related to the outcomes will be accepted only if the teacher can attest that, to the best of their
knowledge, all unacknowledged work is the student’s own. Teachers refer to the current year’s VCE
and VCAL Administrative Handbook for authentication procedures.
3
Simonds Catholic College
English Unit 1, 2, 3.
Area of Study 3: Using language to persuade
Outcome
Analyse the use of language in texts that present a point of view on an issue currently debated
in the Australian media, and construct, orally or in writing, a sustained and reasoned point of
view on the selected issue.
TASK ONE
Mark Range
17-20 marks
13 – 16 marks
9 – 12 marks
5 – 8 marks
1 – 4 marks
LANGUAGE ANALYSIS
DESCRIPTOR: typical performance in each range
Sophisticated analysis and insightful comparison of the ways in which the language of selected persuasive
texts is used to position readers in particular ways. Highly expressive and coherent writing with confident
use of highly appropriate metalanguage.
Detailed analysis and careful comparison of the ways in which the language of selected persuasive texts is
used to position readers in particular ways. Expressive, coherent and fluent writing and relevant use of
appropriate metalanguage.
Analysis and some comparison of the ways in which the language of selected persuasive texts is used to
position readers in particular ways. Generally expressive, fluent and coherent writing and mostly relevant
use of appropriate metalanguage.
Some analysis and limited comparison of the ways in which the language of selected persuasive texts is
used to position readers in particular ways. Clear written expression and some use of appropriate
metalanguage.
Little analysis or comparison of the ways in which the language of selected persuasive texts is used to
position readers in particular ways. Simple written expression and limited use of appropriate
metalanguage.
Comments
TASK TWO
Mark Range
17-20 marks
13 – 16 marks
9 – 12 marks
5 – 8 marks
1 – 4 marks
ORAL PRESENTATION
DESCRIPTOR: typical performance in each range
Presentation, of complex ideas in a sustained, coherent and logical argument. In an oral response, the
skilful use of highly appropriate oral language conventions to engage an audience. Highly expressive,
coherent and fluent written response. Accurate and detailed acknowledgment of sources where
appropriate.
A sustained, coherent and logical argument. In an oral response, an ability to use appropriate oral
language conventions to engage an audience. Expressive, coherent and fluent written response.
Acknowledgment of sources where appropriate.
An argument which is generally sustained and coherent. In an oral response, an ability to use some
appropriate oral language conventions to engage an audience. Generally expressive, coherent and fluent
written response. Acknowledgment of some sources where appropriate.
A superficial argument. In an oral response, variable ability to use oral language conventions to engage an
audience. Clear expression of ideas in writing. Limited acknowledgment of sources.
Little sense of argument. In an oral response, limited use of oral language conventions to engage an
audience. Simple expression of ideas in writing. Little or no acknowledgment of sources.
Comments
4
Persuasive Techniques
Persuasive technique and
definition
Alliteration
Repetition of a consonant,
especially at the start of words
Examples
How the technique persuades
Gains attention and adds emphasis,
often used in headlines.
Draws attention to key words.
Not persuasive on its own, but can
be effective when used with other
techniques such as puns.
Sample analysis: The use of alliteration in the headline gives it an urgent, insistent tone, underscoring
the seriousness of the increase in crime at train stations.
Anecdote
Short account or story- often
entertaining; gives a human
angle that engages the reader;
can convey information
‘Rapid rise in rail station
robberies’
‘Recently my neighbor
experienced these problems
first hand.’
‘We met in 1962 when I was a
young journalist...’
Positions readers to respond
emotionally e.g. with fear or
pleasure
‘Rings true’ so positions readers to
take notice and accept information.
Sample analysis: The anecdote adds interest to the article and assures us that the writer has personally
known the subject. This helps to establish them as a credible source of information. These factors
encourage the reader to accept the writer’s view of their subject.
Appeal to authority
Uses the opinion of an expert or
authority figure to impress
audiences or prove a point
‘Professor Tran’s extensive
research in this area leaves little
doubt that...’
Reassures the reader that the
writer’s viewpoint is shared by
someone with expert knowledge.
Influences readers to respond
positively and agree.
Sample analysis: The writer’s viewpoint is endorsed by Professor Tran, who clearly has status and
expertise in this field. This positions the reader to give this viewpoint serious consideration, since
specialised knowledge reassures the reader that the information supporting this view is reliable and can
stand up to scrutiny.
Appeal to common sense
Common sense is practical,
everyday knowledge that is
accepted as obvious and
therefore ‘true’.
‘The Australian Medical
Association said it was common
sense that a ban [on advertising
junk food to children] would
work.’ (Age, 16/05/07)
Pressures the reader to agree by
implying that anyone who disagrees
lacks practical intelligence and
cannot see what is evident.
Sample analysis: The AMA appeals to common sense in order to dismiss objections to a ban on
advertising junk food during children’s television viewing times. This leads the reader to feel that a ban is
an effective approach without needing to see any further evidence, because the AMA is a reliable and
authoritative group.
Appeal to family values
Suggests that traditional family
life provides the essential values
for a healthy, stable society.
Usually takes the nuclear family
for granted.
‘The government needs to make
the well-being of families a top
priority the ensure parents have
the time and resources to care
for children so that they grow
up feeling secure and loved.’
Leads the reader to view traditional
nuclear family as the most desirable
kind of family.
Can position the reader to blame
destructive or antisocial behaviour
on separated or single parent
families.
Sample analysis: The writer positions the reader to believe that government support for people to
spend more time with families will ensure that children will be ‘loved and secure’. However, being with
children will not in itself ensure that they are ‘loved and secure’. The word ‘ensure’ positions the reader to
think that the desired goal will definitely be achieved, while the last two words play on the readers
concern for children’s safety and emotional welfare.
5
Persuasive technique and
definition
Appeal to fear and
insecurity
Suggests that people’s safety,
security or freedom is at risk;
often exaggerates a situation to
present a ‘worst case scenario’.
Examples
How the technique persuades
‘If we don’t act now we are in
mortal danger.’
‘The terrorists are amongst us
now- we must be vigilant.’
Pressures the reader to feel that
solutions are needed urgently so
they should agree with the
proposals.
Also persuades the reader to believe
that the writer has their best
interests at heart by wanting to
protect them.
Sample analysis: The writer appeals to fear of a terrorist attack in order to make the reader more
watchful and alert to the possibility of danger. The close presence of terrorists arouses fear and a sense
of vulnerability and positions the reader to agree that vigilance is indeed necessary.
Appeal to the hip-pocket
nerve
Threatens our financial wellbeing because we fear or
believe that we are being
overcharge or ‘ripped off’.
‘Who funds the ABC? That’s
Incites strong emotions, e.g. anger
right, we do. If the show’s
at being overcharged or because
creators can think of no better
money is being misused.
use for OUR money than to
Positions the reader to reject the
spend it on puerile nonsense,
views of those who want to raise
then it’s time to give it the
prices, fees etc.
chop.’
Sample analysis: The speaker appeals to the hip-pocket nerve to make us feel that public money,
which the writer identifies as ‘OUR money’, is being wasted on something entirely unworthy. The reader is
likely to feel outrages and protective of these funds, thus positioning them to think that the program
should be axed.
Appeal to tradition and
‘Generations of Australians once Encourages readers to resist change
customs
thrilled to see the circus roll into and to feel that links with the past
Appeals to a sense of security
town. And while urban sprawl is need to be retained.
based on the belief that rituals
taking its toll, a small band of
Can position readers to view
and traditions are valuable and
families keeps the magic alive...’ ‘modern’ lifestyles as inferior and
should be preserved.
damaging the social fabric.
Sample analysis: The writer expresses regret that the traditional family outing to the circus is much less
common. The contrast between the ‘thrill and magic’ of the circus and the ‘toll’ taken by the growth of
cities elicits a sense of loss. The reader is positioned to share the writer’s hope that this traditional custom
can be kept ‘alive’.
Appeal to loyalty and
‘Don’t let your community
Positions the reader to agree with
patriotism
down- you owe it a helping
(and possibly take part in) actions
Assumes commitment to our
hand so it can help you in the
that will benefit the nation or the
group, a love of our country,
future.’
group.
that old ways of doing things
Can arouse feelings of anger or fear
should be highly valued.
that position people to take action
to support a cause or a group.
Sample analysis: The writer appeals to the reader’s sense of loyalty in order to provoke them into doing
something positive for their community. The reader is positioned to feel a sense of obligation to support
the community, which is designed to generate a desire to take action.
Appeal to sense of justice
Plays on our beliefs that we all
have the right to be treated
fairly and we should strive for
just outcomes.
‘Let’s have a fair go for all.’
Positions the reader to agree that
‘The death penalty is the
the punishment should fit the crime.
ultimate form of inhuman
Arouses feelings of anger when
punishment and a violation of
somebody is punished too harshly
fundamental human rights,’
or a criminal ‘gets off’ lightly.
(Amnesty International)
Sample analysis: Amnesty appeals to a sense of justice in order to condemn the death penalty. It
clearly states that this punishment is inappropriate, regardless of the crime, and because it is inhuman, it
is fundamentally unjust. The use of emotive words such as ‘inhuman’ and ‘violation’ also position the
reader to reject the death penalty.
6
Persuasive technique and
definition
Attacks and praise
Attacks belittle or denigrate an
individual or group.
Praise presents a person or
group as outstanding,
attractive, etc.
Examples
How the technique persuades
‘...after the fires, people living
Attack: positions us to think badly of
in leaky caravans are being
the person and therefore to dismiss
asked to pay...rent. This
their ideas or viewpoint
appalling example of
Praise: makes us admire or like the
insensitivity is to recoup costs
person/group and therefore agree
for the Department of Human
with their ideas
Services. This cash grab from
the destitute, is even more
bewildering when it is realised
that many of the caravans were
given freely by the generous
public.’
Sample analysis: The writer attacks the Department of Human Services for taking rent from bushfire
victims. Victims are describes as ‘destitute’ and the caravans as ‘leaky’, which is likely to engender
sympathy in the reader. The generosity of the public is contrasted with the Department’s ‘insensitivity’,
positioning the reader to feel that the Department is behaving callously by prioritising money over people.
Clichés
‘Let’s hope he turns over a new
Reassure the reader through a
Overused phrases that a wide
leaf.’
familiar expression that can position
range of readers can quickly
‘We’ve all had one of those days the reader to accept an idea
grasp and understand.
where you get out of the wrong because they are lulled into an
side of bed, stub your toe on
uncritical mindset.
the way to the bathroom, slip in Often have a comic effect. This can
the shower then spill your
produce a light-hearted, amusing
coffee on your freshly ironed
tone, or a sarcastic, critical tone.
shirt.’
(Price, Herald Sun, 2007)
Sample analysis: Price uses a series of clichés describing things going wrong in everyday life. This
encourages all readers to identify with the situation and feeling he is evoking. The humorous tone invites
us to see these mishaps as not very important and to sympathise with the person who is experiencing
them.
Colourful language
‘To all those who are “shocked
Creates a memorable image and
Creates a strong image through and dismayed” the $240,000
catches the reader’s interest.
unusual and striking words,
was spent on a branding and
Positions the reader to take a
especially adjectives.
positioning statement that is
strongly positive or negative view of
years overdue for our city, keep the subject.
sweating the small stuff and
leave the big, bold thinking to
those who want Melbourne to
have a stylised capital M rather
that a giant B for Bogan.’
(Herald Sun, 2009)
Sample analysis: The writer uses colourful and colloquial language, such as ‘keep sweating the small
stuff’ and ‘B for Bogan’, to make his point about the success of the new Melbourne logo in a humorous
manner. Using striking language makes the writers point more memorable, and also conveys some of the
writer’s passion to the reader, making it more likely that they will agree with the writer’s contention.
Connotations and loaded
‘A recent report claims that the
Associated meanings of words
words
nose to the grindstone Aussie
arouse feelings and attitudes that
Connotations are meaning
worker is a myth. While it
position the reader to like/dislike,
associated with or implied by
stopped short of saying the
accept/reject an idea, person,
words, as opposed to heir literal Aussie bludger is back, it claims proposal, and so on.
or ‘dictionary’ meanings
data showing working hours
getting longer are a myth.’
Sample analysis: The reader is being positioned to reject the view that Australians are overworked.
Firstly, ‘the nose to the grindstone Aussie’ is a debunked myth, then the loaded term ‘Aussie bludger’
positions the reader to this that now the opposite is almost true again.
7
Persuasive technique and
Examples
How the technique persuades
definition
Emotional appeals
See examples in appeals above Provoke an emotional response,
Any appeal to the emotions that
bypassing reason and logic.
arouse hopes, fears, desires,
Position the reader through their
and so on as shown in the
emotional response to be
examples. These feelings affect
sympathetic to, or rejecting of, the
readers’ responses to issues.
writer’s viewpoint.
Sample analysis: The use of emotional appeals encourages a strong emotional reaction in the reader,
which in turn impacts significantly on their point of view on the issue.
Emotive language
‘There are plans for a national
The reader is positioned to react
Deliberate use of strong words
helpline. This should be fastemotionally and agree with the
and phrases to arouse the
tracked. In the desperate, latewriter’s viewpoint before reason
reader’s feelings and so
night hours, a prompt reply
even comes into play.
manipulate them to agree.
could make the difference
between life and death.’
(Herald Sun, 2007)
Sample analysis: The editorial uses emotive language to persuade that a national helpline should be
introduced as soon as possible. The negative connotation of ‘desperate’ contrasts with the positive
connotation of ‘prompt’, implying that the national helpline will solve problems that at present go
unheard. The emotional impact of ‘life and death’ also encourages the reader to feel that an urgent
solution is needed.
Evidence (including
‘...federal funding for private
Positions the reader to view the
statistics, graphs and
schools will increase from $5.8
writer’s argument as more
diagrams)
billion to $7.5 billion over the
convincing because it appears to be
The use of facts and figures to
next five years. Funding to
objective and reliable.
provide rational, scientific
public schools will rise from
Beware - facts and figures can be
‘proof’ as the basis for a
$3.1 billion to $3.4 billion over
used selectively, by omitting the
substantiated point of view.
the next five years. Shame on
evidence to the contrary.
us.’
Sample analysis: The use of figures supports the writers view that private schools receive excessive
government funding, and that there is a widening gap between the funding levels for private and public
schools. The argument is made to seem even more compelling by her omission of the main source of
government funding for public schools- the states.
Exaggeration,
‘With the Greens holding the
Exaggeration positions the reader to
overstatement, hyperbole
balance of power, whole
respond emotionally and so be more
Presents an extreme view of a
industries would be shut down
likely to accept or reject a
situation for dramatic impact
and workers thrown on the
viewpoint.
and to provoke strong
scrap heap.’
Can generate humour to make the
emotional responses.
reader view the writes viewpoint
Hyperbole is an extravagant
positively.
statement not meant to be
taken literally.
Sample analysis: The use of hyperbole creates a negative scenario with a strong emotional impact on
the reader. The metaphor ‘thrown on the scrap heap’ generates a powerful image of people being
discarded like rubbish. The writer exaggerates the likely situation, positioning readers to reject the Greens
as callous and economically extreme, and to consider voting for another party instead.
Generalisation
‘Today’s young royals are rich,
Powerful because appeals to
A sweeping statement that
famous and fond of partyingcommonly held beliefs, prejudices
suggests what is true for some
and the online generation can’t
and views.
is true for all.
get enough of them.’
Positions the reader to regard and
judge others in a narrow,
stereotyped way.
Sample analysis: A generalisation is made about the behaviour or young members of the English royal
family and about members of the ‘online generation’. This catches the readers interest and conveys the
writers view that something surprising is going on, since these generalisations contradict popular notions
of how ‘royals’ should behave and that young people are not interested in the monarchy.
8
Persuasive technique and
definition
Graphs and diagrams
Facts and figures presented in a
visual form
Examples
How the technique persuades
Give a quickly understood picture of
the ‘facts’ that support a viewpoint
in an article or similar - help to
persuade and position the reader to
agree.
Sample analysis: The graph presents a clear picture of people’s preference for chocolate chip, seeming
to leave no room for doubt. However, it is possible that yet another flavour might actually have the
dominant shore; and the number of people asked for their view is not referred to. Thus the graph’s
representation of people’s viewpoints appears clear cut but could in fact be entirely misleading.
Inclusive language
‘We all know that...’
The reader is positioned to agree
Uses ‘we’, ‘our’ ‘us’ etc to ‘We have to start thinking with the writer because it appeals to
include the readers in the same smarter about solving our their desire to belong to a group or
group as the writer. Assumes problems and nurturing our pays on their fears of being ‘left out’
that everyone in the group budding entrepreneurs.’
pr regarded as an outsider.
shares the writer’s viewpoint.
Sample analysis: The writer’s use of inclusive language invites the reader to share in the optimism for
the future and the belief that a new approach to problem solving is needed. The positive connotations of
‘smarter’ and ‘nurture’ also present this approach as desirable and inclusive. Both the problems and
solutions are in ‘our’ hands, creating a sense of shared involvement and ownership.
Imagery
‘The party was broken up by The creation of a visual image in the
Figurative language, that which police, but who was left to clean readers mind adds impact to the
creates a picture or image in up the alcohol bottles strewn statement and positions readers to
the readers mind
across front lawns, the smashed understand more clearly the point
glass in the gutters, the the writer is making.
cigarette butts which were
everywhere?’
Sample analysis: The writer creates an image of the aftermath of the party with the idea of the rubbish
‘strewn’ across lawn and the street. Readers can visualise the destruction left over by the party and so
sympathise with the reader’s predicament.
Irony
‘We’re running out of water and The reader is positioned to share in
A feature of language that the government wants another the writer’s ridicule (and rejection)
allows the writer to say one swimming centre- that’s just of an idea or object.
thing when their real meaning is what we need!’
The writer can influence the reader
the opposite.
to agree through a sarcastic and/or
humorous tone that is clever or
engaging.
Sample analysis: The sarcastic and indignant tone indicates that we certainly don’t need another
swimming centre in a time of water shortages. This positions the reader to see the government as
impractical and ridiculous and so to reject their proposal as preposterous.
Juxtaposition
‘Take the landing at Gallipoli. The reader is positioned to take one
The placement of two concepts This battle is remembered and idea or concept and make an
near each other in order for its heroes celebrated nearly 100 immediate comparison with the
readers to make a comparison.
years on. Do you think that we following idea or concept.
will be celebrating any battle of
the Iraq war? No. I don’t think
so.’
Sample analysis: The writer juxtaposes WW1 and the landing of Gallipoli; a battle which many
Australians know well and remember with great sadness, with the Iraq war. Readers would have a sound
knowledge and understanding of the contempt the battles of the Iraq are presented with thus far in the
media, and understand the writer’s point that this war is not one of glory like the battles fought in
yesteryears.
9
Persuasive technique and
definition
Metaphor and simile
Compare two different things,
suggesting a similarity between
them. A simile uses ‘as if’ or ‘like’;
a metaphor does not.
Examples
How the technique
persuades
‘The team was about as effective
Create a striking and memorable
as a walking corpse.’
image, often with emotional
impact that can influence the
reader’s viewpoint.
Because more witty and engaging
than dry description, can position
the reader to support the writer’s
viewpoint.
Sample analysis: By comparing the team’s effectiveness to that of a ‘walking corpse’, the writer criticises
not just their performance but their effort. He also generates a humorous tone through this unexpected
and extreme image, making the criticism seem less harsh.
Pun
‘Bombers hit target after slow
Grabs the reader’s interest and
A play on words that suggests a
start’
attention, especially through the
double meaning (e.g. ‘Bombers’
use of humour.
meaning the football team or
‘Rain, it’s enough to whet our
The ‘double’ meaning of a word
aircraft in WWII)
desire.’
usually has a positive or negative
Often plays on a word with a
connotation- this helps to
similar sound but different
influence the reader’s response to
spelling (e.g. whet/wet)
the issue.
Sample analysis: The pun on ‘wet’ gives the reader a quick idea of the articles main contention: we are
grateful for some rain but it has made us want even more. The reader is drawn into the article to find out
how much rain we have had and how much more we need. The pun establishes a light-hearted tone,
suggesting a sense of relief while not losing sight of the situation’s seriousness.
Reason and logic
‘If we had single-bench seating
Position the reader to accept the
Used to link ideas and develop an on either side of the carriage, and writer’s viewpoint as objectively
argument supporting the writer’s
installed poles and hand rails
true because it is not just
point of view.
along the middle, we could easily
personal opinion or emotional
Can take into account the
accommodate more people.’
reaction.
opposing viewpoint in order to
Persuade the reader through a
show why the writer’s argument
well argued case that can stand
is superior.
up to scrutiny.
Often used with a calm tone and/
or formal style.
Sample analysis: The writer argues in a logical and reasonable fashion that the train carriages should be
redesigned to cope with greater demand. The logic of ‘if we did X, then Y would follow’ leads the reader to
view this solution as straightforward and effective; the calm and rational tone also reassures the reader
that the idea is sensible and worth further consideration.
Repetition
‘It’s a simple choice, simple plan,
Increases the impact of a main
Using the same word or phrase
simple solution.’
point or key term and so engages
and idea several times to add
‘This is the kind of vision that the
the reader’s attention.
emphasis
Green’s bring...It’s an affordable
Can produce a more urgent or
vision and it’s a responsible
insistent tone, encouraging the
vision.’
reader to agree.
Sample analysis: The repetition of ‘vision’ reinforces a central idea promoted by the Greens- that they
have a vision for the future rather than being focused on short-term gain. It also allows different aspects of
the vision to be highlighted, suggesting the Greens are not just a single-issue party. This encourages
readers to regard the party favourably and as worthy of our vote.
Rhetorical questions
‘How can we be expected to
Suggests that the ‘answer’ is selfA question with an implied but
abandon out cars in favour of a
evident and therefore the reader
unstated answer – used purely
public transport system in such
must agree with it.
for effect.
disrepair?’
Directly addresses the reader as a
way of engaging their agreement.
Sample analysis: The rhetorical question positions the reader to agree that the public transport system
needs to be fixed. The questions internal logic – the idea that we should use our cars less by making
greater use of trains, buses and trams – implies that the need for an efficient public transport system is
obvious.
10
Tone
Most
Positive
Accepting
Admiring
Approving
Hopeful
Optimistic
Sentimental
Middle
Amicable
Comforting
Conciliatory
Friendly
Liberal
Open-minded
Placatory
Supportive
Sympathetic
Cheerful
Encouraging
Least
Contemplative
Diplomatic
Educated
Expert
Measured
Moderate
Respectful
Trustworthy
Passionate
Ardent
Enthusiastic
Evangelical
Exhilarated
Fervent
Forceful
Passionate
Jingoistic
Spirited
Visionary
Animated
Convincing
Definite
Determined
Expressive
Flamboyant
Patriotic
Volatile
Insincere
Apathetic
Blasé
Indifferent
Unmoved
Stoic
Either way
Humorous
Absurd
(In)credulous
Satirical
Ridiculing
Risqué
Facile
(deliberately)
Simple/
Simplistic
Foolish
Detached
Calculating
Controlled
Questioning
Amazed
Anxious
Astonished
Baffled
Frustrated
Incredulous
Puzzled
Querulous
Reactionary
Unreasonable
Rustic
Silly
Bantering
cavalier
Entertaining
Facetious
Humorous
Ironical
Quizzical
Businesslike
Deprecating
Earnest
Formal
Humble
Matter of fact
Reasonable
Sensible
Straightforward
Uncomplicated
Conservative
Guarded
Watchful
Sceptical
Stubborn
Radical
Credulous
Defensive
Obsequious
Pleading
Sycophantic
Amused
Frivolous
Wry
Balanced
Calm
Impartial
Detached
Understanding
Bland
Clichéd
Neutral
Traditional
Courageous
Undefeated
Convincing
Dogmatic
11
Negative
Attacking
Blaming
carping
Censuring
Complaining
Critical
Hypocritical
Vindictive
Scapegoating
Whingeing
Xenophobic
Abusive
Acrimonious
Aggressive
Antagonistic
Biting
Bitter
Confrontational
Embittered
Hostile
Outraged
Raving
Scathing
Annoyed
Demeaning
Disparaging
Grim
Insulting
Hypercritical
Scornful
Snide
Domineering
Arrogant
Boastful
Bombastic
Bullying
Chauvinistic
Self-righteous
Superior
Threatening
Of mood
Sad
Appalled
Despondent
Distressed
Grave
Sad
Tragic
Happy
Gleeful
Optimistic
Starry-eyed
Condescending
Officious
Patronising
Cynical
Insinuating
Negative
Pessimistic
Apologetic
Discouraged
Disappointed
Grumbling
Regretful
Solemn
Sombre
Happy
Pleased
Upbeat
Moral
Preaching
Schoolmasterly
Didactic
Heavy-handed
Ponderous
Self-important
Stodgy
Mawkish
Nostalgic
Cheerful
Sentence starters
The writer....
ADVERBS
Aggressively
Apparently
Authoritatively
Bitterly
Boldly
Brashly
Broadly
Calmly
Carefully
Cautiously
Clearly
Comically
Confidently
Convincingly
Critically
Cynically
Deliberately
Firmly
Generally
Generously
Genuinely
Grudgingly
Guiltlessly
Halfheartedly
Hurtfully
Importantly
Justly
Liberally
Mischievously
Neatly
Nervously
Neutrally
Objectively
Pointedly
Promptly
Rashly
Reluctantly
Remorsefully
Sarcastically
Scientifically
Seriously
Skillfully
Soundly
Specifically
Stridently
Strongly
Sympathetically
Tentatively
Timidly
Totally
Vehemently
Wildly
Worthily
VERBS
Admits that
Argues (for/against/in favour of…)
asserts
Astonishes
Boasts
Brags
Brandishes (of statistics/evidence)
Browbeats
Censors
Comments
Complains
Concentrates on
Condemns
Confronts
Considers
Criticizes
Denigrates
Describes
Develops
Elicits
Enters the arena (of debate)
Estimates
Explains
Focuses
Fuels (the debate)
Harangues
Illuminates
Jokes
Lies
Maintains
Manipulates
Observes
Opts
Pinpoints
Pleads
Promotes
Provides
Queries
Questions
Rationalizes
Reassures
Refutes
Rejects
Repels
Rewards
Seeks
Sends up
Stresses
Submits
Sympathizes
Teases
Unsettles
Urges
Verifies
12
Words to describe style
Abrupt
Abstruse
Anodyne
Assertive
Awkward
Blistering
Blithe
Bold
Brash
Brazen
Capricious
Carping
Clear
Clumsy
Course
Colourful
Complex
Confident
Confused
Contemptuous
Convoluted
Crisp
Derisive
Dictatorial
Didactic
Direct
Disingenuous
Dogmatic
Dull
Earnest
Economical
Egotistic
Elegant
Enervating
Enthusiastic
Equivocal
Exuberant
Ferocious
Fierce
Florid
Fluent
Forceful
Frivolous
Genteel
Glib
Graceful
Hackneyed
Homely
Imprecise
Incisive
Insipid
Intellectual
Jocular
Lacklustre
Laconic
Light-hearted
Limpid
Longwinded
Loud
Lucid
Moronic
Negative
Obscure
Ostentatious
Pacifying
Pedagogical
Pedantic
Plain
Polished
Pompous
Ponderous
Prolix
Querulous
Rambling
Refined
Reverent
Rough
Sensuous
Showy
Simple
Smarmy
Smooth
Sophisticated
Spare
Sparking
Suave
Succinct
Superficial
Tendentious
Timid
Turgid
Unclear
Unfussy
Unvarnished
Urbane
Vague
Verbose
Vital
Vivacious
Vociferous
Whimsical
Wordy
Zealous
Words to link
Accordingly
Although
Apparently
Arguably
Consequently
Conversely
Despite
However
Finally
Furthermore
Generally
Hence
Even more remarkable
In addition to
In conclusion
In contrast
In spite of
In summary
Inevitably
Initially
Irrefutably
It follows
It seems
Likewise
Meanwhile
Of course
On closer analysis
Thus
Otherwise
Perhaps
Similarly
So far
Superficially
Surprisingly
Therefore
On the other hand
Oddly enough
13
Unit 1
Audience and purpose
There are many different types of articles that appear in newspapers and online. Each type of article has
a different purpose, a target audience and a specific language style.
Audience
The audience refers to anyone reading, viewing or listening to a persuasive text. The creators of the text
will always have a particular audience in mind before they create their text.
Who is the audience of the following texts?
An article on smacking: _________________________________________________________________
A letter about rubbish in the local park: ____________________________________________________
A TV expose on drugs in schools: _________________________________________________________
Purpose
Writers and speakers also have a clear purpose in mind. They might wish to persuade an audience to
donate money to a cause, vote for a certain candidate in an election or simply agree with a certain point
of view being expressed.
What is the purpose of the following texts?
An article on regulation of peanut butter in primary schools: ____________________________________
_____________________________________________________________________________________
A letter to the editor regarding vicious dog laws: _____________________________________________
_____________________________________________________________________________________
An editorial on ambulance shortages: ______________________________________________________
_____________________________________________________________________________________
14
Form
In print texts such as newspapers there are many types of articles which appear.
Feature article
The main articles which appear in the front pages of the newspapers. Often informative in style.
Identifiable in style by a more measured tone than an opinion piece, as well as a lack of persuasive
language. They are sometimes accompanied by an image or photograph.

Purpose
To present
information
about current
events


Features
Length varies – small column to
nearly a whole page
Wide range of subject matter can be
covered, not necessarily on current
events – can be recurring general
interest issues



Language
Informative
Formal
Sophisticated
vocabulary
Example of a feature article
Carbon tax hits ratepayers
John Masanauskas, Anne Wright, Herald Sun, March 01, 2012
HOUSEHOLDS face big rate rises, with the federal carbon
tax and other state levies to hit local council budgets.
Ratepayers could be slugged up to 3 per cent extra because of the
carbon tax.
And councils claim the planned new fire services levy could lift some rates up to 30 per cent in coming
years.
Frankston Council is considering a rate increase of up to 9.4 per cent in 2012-13, with the carbon tax and
state landfill levy adding 3.5 per cent to the municipality's costs.
Frankston Mayor Brian Cunial said yesterday he was confident the rate rise would be smaller, but warned
the impact of higher energy prices would be felt.
"It would mean a rate increase," he said.
Glen Eira Mayor Jamie Hyams said the council aimed to cap its next rate increase at 6.5 per cent but this
could change "if there are factors beyond our control".
CARBON tax fear is about to become reality as several Victorian councils move to increase household
rates to cover their own costs.
The City of Whittlesea expected the tax to add 1.5 per cent to rates, while Manningham Council chief
executive Lydia Wilson said it could mean an extra $1.8 million on the budget.
A City of Melbourne spokeswoman confirmed the carbon tax and fire levy would be factors in setting new
rates, but the final decision would be made by councillors.
The Municipal Association of Victoria said a state government plan to replace the insurance-based fire
levy with a property-based tax collected by councils could lead to rate rises of 19-30 per cent, or an
average $294 a year.
"Councils must be informed before finalising their budgets if the Government still intends to begin a
transition period to the new levy this year," MAV president Cr Bill McArthur said.
But a spokeswoman for Treasurer Kim Wells said the MAV claims were wrong and the Government was
considering the outcome of a consultation process before introducing legislation recommended by the
Victorian Bushfires Royal Commission.
"It is disappointing that the MAV would seek to misinform the community by putting out figures that are
not based on any Government announcement," the spokeswoman said.
15
Opinion piece
Opinion pieces usually appear in the opinion pages of a newspaper. These are specific pages set aside by
the newspaper for comment by journalists and the public alike. Opinion pieces are written by journalists
or experts in particular areas and, every now and then, politicians or public figures. They comment on a
wide range of issues – usually those prevalent in the media at the time. Opinion pieces always have an
author who is clearly labelled, a clear contention and are persuasive in style.

Purpose
To present an
opinion; that is
a particular
viewpoint on an
issue


Features
Length varies – half page to almost
full page
Wide range of subject matter can be
covered, no necessarily on current
events – can be recurring general
interest issues




Language
Openly persuasive
Formal
Sophisticated
vocabulary
May use personal
pronouns such as
‘you’, ‘I’ and ‘we’
Example of an opinion piece
Grid girls have run their race
Susie O'Brien , Herald Sun , January 31, 2012
Tracey-Lee Beswick models the new official uniform for
Qantas grid girls, for this year's Grand Prix.
WHY does a taxpayer-supported event such as the
Melbourne Grand Prix need to pay half-dressed women to
parade around the racetrack?
It's time to say goodbye to the Grid Girls.
Surely we are past the time when skimpily dressed women are there solely for the visual entertainment
of men?
In recent years the Grid Girls have become more sophisticated than sleazy, but let's face it, their role
hasn't really changed.
They're just there to show lots of flesh and titillate the male racegoers -- ignoring the fact that these
days lots of women watch motor racing.
It would be also nice to see Grand Prix Ambassadors who have actually contributed something to society.
When males are chosen as brand ambassadors, they are usually sportsmen or entertainers rather than
just fashion models. So it would be great to have some real role models -- rather than just models -considered for the job this year.
16
Editorial
The editorial also appears in the opinion pages, however is written on behalf of the newspaper by the
senior editor to express the newspapers collective point of view on an issue. They are often designed to
sway public opinion and that of decision makers in society.




Purpose
To clearly state
the paper’s
official position
on an issue
To sum up
viewpoints on
complex matters
To give moral
position on
complex matters
To persuade







Features
Has a clear contention
Uses facts and evidence to support
the argument
Has a headline and sometimes a
subheading
Includes background to the debate
Usually presents the key arguments
for both sides
Often suggests what the public
‘should’ think about the issue
Often gives a moral position for the
public to consider and adopt



Language
Has an objective
and authoritative
tone
May use personal
pronouns such as
‘we’ and ‘us’ to
refer to the
collective views of
the newspaper, but
never uses ‘I’.
Generally uses
formal,
sophisticated
language
Example of an editorial
Open up Nauru to asylum seekers
Editorial, Herald Sun , February 09, 2012
AUSTRALIA'S non-existent asylum seeker policy is responsible for the cost of managing detention centres
blowing out to more than $1 billion.
This is what the latest four-year contract negotiated with Serco will cost the Australian taxpayers as
asylum seekers continue to arrive.
The Gillard Government is then forced to issue bridging visas to release them into the community rather
than send them to already overcrowded detention centres.
The Government's policy is in shreds after its failure to send asylum seekers to Malaysia after a High
Court decision and the refusal of the Opposition to support a change in the law.
The obvious answer would be to forget the failed Malaysia option and send asylum seekers to Nauru, but
the Government's refusal means boat arrivals must be processed onshore, which is drawing more to
attempt the hazardous voyage from Indonesia
17
Letter to the Editor
Letters to the Editor provide a voice for the general public. All newspapers have them, often including
emails or SMS which can be published online or in print.




Purpose
To give a clear point of view on
a current issue
To provide a forum for people to
express their views on recent
issues or events
To enable discussion between
members of the public
To generate discussion for and
against an issue over several
editions of the newspaper



Features
Deliberately
persuasive
Usually give one
viewpoint on an
issue
Usually short and
to the point



Language
Generally use more
formal language but
may use informal
language
Use personal
pronouns such as ‘I’,
‘you’, ‘we’, etc.
May use very
emotional language
Examples of letters to the editor
Why turn carers into the enemy?
WHAT has possessed Health Minister David Davis to pick a fight with nurses? These days it takes more
than just a ''special person'' to want to nurse. Along with the will, nurses need university training and
ongoing education to secure continuing professional development points. Many also have postgraduate
qualifications. These are highly skilled workers who aren't greedy but are being treated with little respect
from the government. Now that nurses have exhausted all options but industrial action, Mr Davis is
positioning them as the antagonists putting patient care at risk. This is an appalling new low from a
government voted in on the promise of making Victorian nurses the most valued in Australia.
Rob McCasker, Anglesea
A vulnerable state
SOON we'll have ''unregistered health assistants'', enthusiastically peering at us as we lie alone in our
hospital bed at night waiting and hoping the registered nurse has time to visit us and check on our ''little
concern'' because neither we, nor the unregistered health assistant, knows it's actually a ''big concern''.
Jennifer Halat, South Yarra
18
Contention and key arguments
Every persuasive article that is written will have a main contention. The author’s main contention is the
point of view on an issue that they are trying to have readers agree with. The contention will usually be
supported by a number of key arguments.
The following is an example of an Opinion piece by Susie O’Brien. Find the contention and the supporting
key arguments.
Physical discipline smacks of violence
Susie O'Brien, Herald Sun, March 06, 2012.
I KNOW Herald Sun parents feel very strongly about their right to smack
their kids.
However, as many of you know, I have been a long-term opponent of
smacking, caning and other forms of physical discipline.
I don't necessarily think a smacking ban would work in this country right
now, but I do think there are better ways for parents to discipline kids. We
should always try to avoid smacking our kids whenever possible.
And so I was interested this week to come across a new study from
Canada that assesses 20 years of research on smacking kids.
Joan Durrant, a clinical psychologist at the University of Manitoba, found
that research studies have consistently found links between common forms
of physical punishment, such as smacking, and high levels of aggression in
kids.
And no studies have been found to show a positive long-term effect from
smacking.
Now I should admit that Dr Durrant is active in the anti-smacking
movement.
However, her research is published in a reputable, peer-assessed journal,
and so should be taken seriously.
I agree wholeheartedly with Dr Durrant when she says that "it's important
for parents to understand that although physical punishment might get a
child to do something in the immediate situation, there are many sideeffects that can develop over the long term".
I know that most parents smack in a measured, considered way as part of
an overall disciplinary regimen. Most parents don't bash their kids, and
most know when to stop.
But some do not, and some take the overall acceptance of smacking in our
community as an invitation to smack too hard and too often.
Regardless of what camp you fall in, I do think it's time to look for
alternative ways to get our message across to kids, such as time-out and
the withdrawal of privileges.
We know our kids better than anyone else, and it's time to take control
without using violence.
19
Persuasive techniques
In order to persuade readers to accept the main contention, writers will also use a range of persuasive
techniques within their writing.
Now, the same article has been annotated with some of the relevant persuasive techniques. Read the
annotations and finish for the rest of the article.
Headline contains a pun – the
play is on the dual meaning
of smack (parents smacking
children) and smacks
(suggests)
Physical discipline smacks of violence
Use of first
person
Emotive
language
Repetition
Susie O'Brien, Herald Sun, March 06, 2012.
I KNOW Herald Sun parents feel very strongly about their right to smack
their kids.
However, as many of you know, I have been a long-term opponent of
smacking, caning and other forms of physical discipline.
I don't necessarily think a smacking ban would work in this country right
now, but I do think there are better ways for parents to discipline kids. We
should always try to avoid smacking our kids whenever possible.
And so I was interested this week to come across a new study from
Canada that assesses 20 years of research on smacking kids.
Joan Durrant, a clinical psychologist at the University of Manitoba, found
that research studies have consistently found links between common forms
of physical punishment, such as smacking, and high levels of aggression in
kids.
And no studies have been found to show a positive long-term effect from
smacking.
Now I should admit that Dr Durrant is active in the anti-smacking
movement.
However, her research is published in a reputable, peer-assessed journal,
and so should be taken seriously.
I agree wholeheartedly with Dr Durrant when she says that "it's important
for parents to understand that although physical punishment might get a
child to do something in the immediate situation, there are many sideeffects that can develop over the long term".
I know that most parents smack in a measured, considered way as part of
an overall disciplinary regimen. Most parents don't bash their kids, and
most know when to stop.
But some do not, and some take the overall acceptance of smacking in our
community as an invitation to smack too hard and too often.
Regardless of what camp you fall in, I do think it's time to look for
alternative ways to get our message across to kids, such as time-out and
the withdrawal of privileges.
We know our kids better than anyone else, and it's time to take control
without using violence.
20
Author states
her position on
the issue (not
her contention
though)
Contention
Inclusive language
Expert opinion
Analysing the article – WHAT, HOW, WHY?
What: What is the author saying? This is the contention and the key arguments.
How/Why: How does the author make their point? (persuasive techniques) and Why is the reader
persuaded? (effect upon reader)
For the article ‘Physical discipline smacks of violence’, fill in the following table. Pay particular attention to
the effect that the persuasive techniques have on the reader.
What
How
Why
How
Why
How
Why
How
Why
What
How
Why
How
Why
How
Why
How
Why
What
How
Why
How
Why
How
Why
How
Why
21
Planning the essay – single article analysis
All Language Analysis essays follow the TEEL. The above analysing tools are all used in the process of
understanding what is to be written about. In order to write the essay, ensure the following steps have
been taken.
PLANNING
Analysing the article
Step One: What is the article form?
Step Two: Find the contention and key arguments.
Step Three: Highlight persuasive techniques.
Step Four: Find tone.
Step Five: Plan WHAT/HOW/WHY to figure out effect upon reader.
INTRODUCTION



BODY 1
(Key argument
1)
General introduction to the issue
Referencing of the article (title, author, date, place of publish, article type,
page number)
Contention of the article
TEEL paragraph
T- WHAT is the first key argument put forward by the author to support their
contention? (This becomes your TOPIC SENTENCE)
E- HOW is the key argument persuasive? (Persuasive techniques, whole language,
tone, images)
E- WHY is the reader persuaded to accept the argument? (Effect upon the reader
and what it is about the language that makes us agree with the writer)
L- Link the paragraph to the key argument being analysed, or the overall
contention.
TEEL paragraph
BODY 2
(Key argument
2)
BODY 3
(Key argument
3)
CONCLUSION
T- WHAT is the first key argument put forward by the author to support their
contention? (This becomes your TOPIC SENTENCE)
E- HOW is the key argument persuasive? (Persuasive techniques, whole language,
tone, images)
E- WHY is the reader persuaded to accept the argument? (Effect upon the reader
and what it is about the language that makes us agree with the writer)
L- Link the paragraph to the key argument being analysed, or the overall
contention.
TEEL paragraph
T- WHAT is the first key argument put forward by the author to support their
contention? (This becomes your TOPIC SENTENCE)
E- HOW is the key argument persuasive? (Persuasive techniques, whole language,
tone, images)
E- WHY is the reader persuaded to accept the argument? (Effect upon the reader
and what it is about the language that makes us agree with the writer)
L- Link the paragraph to the key argument being analysed, or the overall
contention.


Sum up the main contention
Sum up the main ways the author chose to attempt the persuade the reader
22
Sample analysis and essay
1.
Read the following article and annotations.
Cliché
FAIRYTALE ENDING
Herald Sun, March 16, 2011, p28.
Appeal to
wellbeing
PARENTS who won't let their children read fairytales could be
preventing them from learning life's moral lessons.
Tone –
measured
and
concerned
British educational expert Sally Goddard Blythe says stories such
as Cinderella, and Snow White, have a message for children.
They contrast good and evil, rich and poor and even physical
diversity.
Expert
opinion
Appeal to
family values
In her book, The Genius of Natural Childhood, Ms Blythe argues
that fairytales tackle difficult issues and prepare kids for later
life.
Understanding these differences in an imaginative way is likely
to encourage the child to think these issues through.
Ms Blythe, who is an authority on child development, says
providing children with stereotypes of good and bad gives them
a moral base on which they can build their own lives.
Appeal to
traditions and
customs
Traditional stories are also more fun to read, which is probably
why they've been around so long.
Tone shiftadmiring/approving
23
Appeal to
authority
Expert
opinion
Praise
Appeal to
family values
Appeal to
parental values
2.
Read the plan and essay written on the editorial ‘Fairytale ending’.
INTRODUCTION
BODY 1
(Key argument
1)
Topic sentence
equates to WHAT
Explanation and
evidence are the
HOW/WHY part of
the analysis
Link sentence
links to the key
argument or
contention
BODY 2
(Key argument
2)
CONCLUSION



Debate over whether or not children should be reading fairytales
Editorial appeared in Herald Sun, 16 March, p28
Contention is that parents who won’t let their children read fairytales could
be preventing them from learning life’s moral lessons
WHAT Parents who won’t let their children read fairytales could be preventing
them from learning life’s moral lessons as the stories have these lessons contained
within them.
HOW Headline- cliché- “Fairytale Ending”
WHY The idea of a happy/ perfect ending or life.
HOW Appeal to wellbeing (of children) - “...preventing them from learning life’s
moral lessons.”
WHY Strikes fear in the reader that kids may not be being raised correctly.
HOW Tone- measured, concerned- “...preventing them from learning life’s moral
lessons.”
WHY Adds a sense of concern and feeling of worry for children who are being
deprived of fairytales.
HOW Expert opinion (Sally Goddard Blythe) - “stories...have a message for
children.”
WHY Educational experts know what is best for kids.
HOW Praise (of fairytales) - “...contrast good and evil, rich and poor and even
physical diversity.”
WHY Highlights how the books are good for kids, ties in with educational expert as
reader knows that a good understanding of basic morals and ethics is essential for
children to grow into well balanced adults.
LINK SENTENCE- link to contention or key argument.
WHAT Fairytales prepare kids for later life.
HOW Evidence/ expert opinion- “In her book The Genius of natural Childhood...”
WHY Reminds the reader that Goddard Blythe is an expert and has been
published- that she also wants to help others to raise their children correctly.
HOW Appeal to family values- “...prepare kids for later life.” and “...providing
stereotypes of good and bad gives them a moral base...”
WHY Parents want the best for their kids in the future and for them to be well
balanced adults.
HOW Appeal to parental values- “...encourage the child to think these issues
through.”
WHY Reminds the reader of the morals mentioned and ties in with the idea that
parents want the best for their kids and for them to be capable of independent
thought.
HOW Closing of the editorial- Appeal to tradition- “Traditional stories...” and
“...they have been around so long.”
WHY Reminds reader of the staying power of fairytales, perhaps of their own
childhood and how good that was/ how well they turned out
HOW Tone shift (only at the very end of the article) - admiring/ approving“...more fun...”
WHY Praises fairytales at the closure of editorial to remind reader of their worth.
LINK SENTENCE- link to contention or key argument.


The editor expresses the opinion that preventing kids from reading
fairytales prevents them from learning life’s moral lessons and that
fairytales prepare kids for later life.
Persuaded through expert opinion and appeals to tradition/family values.
24
Sample essay – ‘Fairytale ending’
Quite recently there has been a shift by parents to move away from reading their children fairytales. But
many people, including the Herald Sun editor and child education expert Sally Goddard Blythe believes
that parents who won’t let their children read fairy tales could be preventing them from learning life’s
moral lessons. This is the view expressed in the Herald Sun editorial “Fairytale Ending” which appeared
on the 16 March on page 28.
The editor believes that life’s moral lessons are contained within fairytales and that stopping children
from reading them will stop them from learning these essential lessons. The clichéd headline of the
article, “Fairytale Ending” means a happy life where everything works out perfectly for everyone- the
‘bad’ guys lose and the ‘good’ guys win. Immediately the reader sees that this is what the writer of the
article wants for children. The article opens with an appeal to the wellbeing of children by stating that
those who deny their children fairytales “could be preventing them from learning life’s moral lessons.”
This appeal strikes fear in the audience for these children and expresses the overall tone of the articleconcerned and worried that they may not be being raised correctly. The editor also uses the opinion of
educational expert Sally Goddard Blythe who believes that fairytales “have a message for children” and
praises the tales by stating that they “contrast good and evil, rich and poor and even physical diversity.”
This highlights how the books are good for children as the reader knows that a good understanding of
basic morals and ethics is essential for children to grow into well balanced adults.
The writer continues the Editorial with the idea that fairy tales are essential reading for children. The
reader is told that “child development” expert Blythe has written a book entitled “ The Genius of Natural
Childhood” which “argues that fairy tales tackle difficult issues and prepare kids for later life.”
This
reminder that there is a published expert who supports the Editor’s contention compounds the readers
belief in what is being written because it is obvious that both Blythe and the Editor want to help others
raise their children correctly. Alongside the expert evidence is an appeal to family values. The author
states that these stories provide “stereotypes of good and bad and give... [the children]...a moral base
on which they can build their own lives.” This, coupled with the appeal to parental values; “encourage
the child to think these issues through”, tie in the idea that parents want the best for their kids and want
them to grow up to have formulated their own sets of ethics and morals. This adds to the overall point
that the Editor is making that it is fairytales that will help these kids grow up as such. The editor closes
25
the article by changing the tone to a more admiring and approving voice, as fairytales are once more
praised. Appealing to tradition, it is stated that these stories are “more fun” and this is “probably why
they have been around so long.” The reader is reminded perhaps of their own childhood and of the
staying power of fairytales, and makes the association between the way they have turned out as adults
and their reading of fairytales as a kid.
Throughout the editorial, the opinion is expressed that preventing kids from reading fairytales prevents
them from learning essential moral and ethical lessons that they need in order to grow up to be well
balanced adult individuals.
Through the use of appeals to family values and traditions, the Editor
reminds readers of their childhood how essential fairytales are. Expert opinion and evidence are also
heavily relied upon to prove that the Editors opinions are well founded and supported by many
educational experts with vested interests around the world.
*Please note that due to the brief nature of the editorial analysed, this essay only contains 2
paragraphs. A well formulated essay should contain 3 or more.
26
Practice article
Annotate the following article using the above editorial, ‘Fairytale ending’ as an example. Ensure that
contention, key arguments, tone and persuasive techniques are found.
Spare us all the plea for sympathy
Sally Morell, Herald Sun, 04/03/11,
THIS week we had three celebrities craving our sympathy, and with every one of
them I wonder how they had the hide.
First up, Matthew Newton, who we read yesterday is now mentally ill and living in
"utter fear" after being king-hit on a Sydney street.
Of course, the fact that a large man king-hit Newton and knocked him to the ground
in an unprovoked attack is reprehensible. And it is very sad that Newton, according to
his lawyer, has become mentally ill and is living in fear as a result of such a vicious
attack.
But, try as I might, I just can't drag up a drop of sympathy for the man.
After all, didn't Newton do pretty much the same thing to his then girlfriend, Rachael
Taylor? And before that to his previous girlfriend, Brooke Satchwell?
Newton's unprovoked and vicious attack on Taylor left her, too, living in fear. So much
so that she took out an intervention order, telling the court Newton had assaulted her
five times in one year and she had photographs of her cuts and bruises to prove it.
Also in yesterday's paper was Tottie Goldsmith "opening up" about being caught with
a small amount of an illicit drug at a dance party in Portsea in January.
"I desperately want to tell my story but I just can't. It's been a nightmare," she said.
Come on, Tottie, what exactly is there to tell?
You, along with 34 other partygoers, got caught by police with drugs and you faced a
simple choice. You could cop the fact that you were caught, agree to a drug diversion
program and have no record or take your chances challenging the charge in court.
Yes, we all know you claim that someone put the drugs in your beach bag. And for all
I know, maybe someone did. Life is full of surprises.
But if I was accused of something I didn't do, I'd be straight in to court with tests to
prove I was drug-free, and with character witnesses swearing I never touched drugs.
But Tottie? "I was caught between a rock and a bad place," she cooed. "The hardest
thing was relinquishing control."
A 48-year-old woman decided between doing A or doing B. I think we call that being
in control. The hardest thing for me was reading all that without feeling nauseous.
But no one has had more front this week than actor Charlie Sheen.
His recent misadventures -- think porn stars, drugged-out TV rants and threesomes -have led producers of the hit show Two and a Half Men to stop production of the
show because of Sheen's "statement, conduct and condition".
Yes, his actions have now resulted in the hit show's cast and crew becoming
unemployed. He's also lost his wife and now his children. But is he sorry? No, he'll
give no apologies, but he will accept our sympathy.
"I don't understand what I did wrong except live a life that everyone is jealous of," he
said.
"I urge all my beautiful and loyal fans who embraced Two and a Half Men for almost a
decade to walk with me side by side as we march up the steps of justice to right this
unconscionable wrong."
I suspect the only ones marching with him might be Matthew Newton and Tottie
Goldsmith.
27
Unit 2
Analysing visual language
Photographs
Photographs associated with an article do more than just simply illustrate what is said in words. In
general, they often have a powerful emotive impact that underpins their persuasive effect upon the
reader. More particularly, photographs can present or support a point of view by:
 Highlighting an extreme aspect of the issue; for example, through a photograph of injured
victims in a war zone
 Showing expressions on people’s faces that convey an emotion (e.g. happiness, anger, concern,
sadness) and therefore making an impact on the reader
 Sowing people in a familiar context in a way that encourages the reader to empathise with those
people; for example, commuters standing in a crowded train carriage to reflect inadequate public
transport
 Presenting a landscape – a natural or built environment – in a way that emphasises the beauty
or ugliness of that setting
 Setting up other ways to persuade the reader to agree; for example, by using graphic techniques
and colour to show a key individual in a positive or negative light. This can position the reader to
like/ sympathise with/ believe and support the person, or to dislike / reject them.
Photographs can be manipulated to maximise their impact by:
 The use of a particular camera angle in taking the photograph
 Cropping (excluding parts of) an image
 Digitally manipulating an image
 Placing the photograph on a certain position on the page
 Directing readers attention to an issue with the use of a caption or, sometimes, an accompanying
article
Caring better for troubled teens would save us all
James Campbell, Herald Sun, November 20, 2011.
ONE of the biggest changes to the way we
live nowadays has been the increase over
the past few decades in the amount of time
it takes for people to grow up and stand on
their own two feet.
According to the boffins at the ABS, in 2009
almost a quarter of Australians aged
between 20 and 34 were living at home.
And as has been observed frequently, these
days departure from the nest does not
mean goodbye forever, with more and more
children boomeranging back into the family home.
We must take better care of troubled teens. Picture: Greg Newington
To be fair to Australian youth, they are a lot more independent than their counterparts in Italy, where nearly one in three men
aged 30 still lives with his…
28
Cartoons
Cartoons combine images and texts, and so present a clear point of view on an issue without needing
further explanation. Cartoons use many of the persuasive techniques from the table in this guide, such
as exaggeration, irony, puns, visual cliché, satire and personal attack. They make use of caricature (the
ludicrous exaggeration of the peculiarities or defects of a person or thing) and almost always use
humour. They often identify a comical or ridiculous angle to a current news story. They are an excellent
way to attack individuals and comment on issues, particularly in the political arena.
Cartoons can appear straightforward, but ate usually very complex. When analysing cartoons consider:
 Words in captions
 Words in speech balloons
 Use of colour
 Symbols
 Use of tone in grey, white and black
 Facial expressions of characters
 How a well known figure is drawn (e.g.) exaggerated facial features or body parts)
Mark Knight cartoon - 09/03/12
29
Plan – article and cartoon
Introduction
Article & Cartoon



Body Paragraph
1
Article
TEEL paragraph




Body Paragraph
2
Article






T- Address the fact that you are analysing the article (not the cartoon) in
this paragraph AND introduce the first argument of the article (WHAT)
E/E- identify/analyse a persuasive technique the author uses to persuade
the reader to adopt their contention (HOW/WHY)
E/E-repeat
L- link back to the topic sentence/article’s contention NOT the next
paragraph
TEEL paragraph




Conclusion
Article & Cartoon
T- Address the fact that you are analysing the article (not the cartoon) in
this paragraph AND introduce the first argument of the article (WHAT)
E/E- identify/analyse a persuasive technique the author uses to persuade
the reader to adopt their contention (HOW/WHY)
E/E-repeat
L- link back to the topic sentence/article’s contention NOT the next
paragraph
TEEL paragraph

Body Paragraph
4
Cartoon
T- Address the fact that you are analysing the article (not the cartoon) in
this paragraph AND introduce the first argument of the article (WHAT)
E/E- identify/analyse a persuasive technique the author uses to persuade
the reader to adopt their contention (HOW/WHY)
E/E-repeat
L- link back to the topic sentence/article’s contention NOT the next
paragraph
TEEL paragraph

Body Paragraph
3
Article
Introduce the issue
Introduce the texts (author/cartoonist, title, date, publication) and their
contentions
Do NOT include information about main ideas, persuasive techniques OR
visual techniques

T- Address that you have now moved on to analysing the cartoon AND
make reference to its contention (you may need to use 2 sentences)
E/E- identify/analyse a visual technique the author uses to persuade the
reader to adopt their contention
E/E- repeat
L- link back to the topic sentence/cartoon’s contention NOT the next
paragraph
Compare/contrast – e.g. make links between article and cartoon. Do they
both use humour to communicate their contention? Whose interests do
they serve? Which document is more effective?
30
Example paragraph on cartoon
Mark Knight’s cartoon which appeared in the Herald Sun illustrates not only the issue of live exports, but
also the fact that Australian farmers are losing their livelihood due to the cessation of exportations.
Readers are presented with an image depicting the Indonesian butchers in their abattoir. Each of the
Indonesians is carrying a menacing machete, adding to the general consensus that these people are
savages, and alluding to the horrendous slaughtering of the cattle. The ground surrounding the
Indonesians and the Indonesians themselves are bathed in blood, representing Knights point of view that
the slaughtering is a gruesome, inhumane process. The readers eye is drawn to a line of quintessentially
‘Aussie’ farmers; their ‘Akubra’ hats and work shirts allowing readers to understand that there are the
“cattle farmers [being sent] to the slaughter.” The coupling of the visual metaphor with the verbal one,
aids in Knight’s satirical presentation of his main contention.
31
Sample article and cartoon 1
Increasing child obesity rates leaving children weaker
Brigid O'Connell , Herald Sun , September 11, 2011
THEY are now taller, have better teeth, are more comfortable in social situations and have
higher chances of beating chronic disease, but Victorian experts are divided over whether
children today are healthier than they were 50 years ago.
Health experts say the increasing number of children who are overweight and less active, leaving
them physically weaker and poorer sleepers, are putting them at greater risk of developing heart
disease and cancers at an earlier age.
Monash University's head of nutrition and dietetics, Prof Helen Truby, said it was more difficult
now for parents to make the right choices for their children.
"Rather than the acute conditions that killed children in the '60s, the explosion of overweight and
obesity in young people is starting to be life-limiting," Prof Truby said.
And as waistlines expand, fitness levels are declining, with recent studies suggesting up to 30 per
cent of children have low levels of fitness and 60 per cent have poor motor skills.
Prof Truby said increased availability of convenience foods and fewer families eating meals
together meant children were often eating the wrong foods, and more of them.
"The high-fat sugary foods can be very cheap now - things that would have been rare treats in the
'60s - so it's more difficult for parents to make healthier choices."
And mentally, today's children aren't coping as well. Suicide rates in teenagers have increased
fivefold for females over the past 50 years, and more than tripled for males.
Social analyst Richard Eckersley said increasingly unhealthy lifestyles and a rise in anxiety and
depression were counterbalancing medical advances among young people.
"When you look at the overall picture you're getting a story that contradicts the notion that decade
by decade, generation by generation, health is continuing to improve," Mr Eckersley said.
Coburg grandmother Bruna Rubin, who still keeps active through a Merri Community Health
Services walking group, said the health of children was largely determined by their parents.
"My children played a lot more in the back yard, they didn't have the TV or the computer games
like my grandchildren," the 65-year-old said.
32
Mark Knight, Herald Sun, September 12, 2011.
33
Sample article and cartoon 2
Go jump: keep the horses on course
Michael Lynch, May 4, 2011, The Age, Opinion
I love jumps racing and I think there should be more of it. This week, when the Warrnambool carnival is on, would be a
good time to start.
Does that make me a horse hater? Of course not, although given the success of the anti-jumps racing protest group's
lobbying, you could be forgiven for thinking so.
In common with all those involved in steeplechasing and hurdling, I have the greatest regard for animals. And to suggest
that people in Ireland, England, France, Australia and parts of the US (where jumps racing is successfully staged) who work
with steeplechasers and hurdlers are not concerned for horses and their well-being is at best the ill-conceived view of a
partisan critic pursuing an agenda. At worst, it's insulting.
The horses involved get better care than many humans, and owners can spend more than $30,000 a year on all the related
costs that come with keeping a horse in training.
There are no million-dollar races over obstacles, so to suggest that the incentive for keeping a horse jumping against its will
is a money-making venture is drawing a rather long bow.
Of course, jumps racing is not everyone's cup of tea. Fair enough. And horses do get injured or killed. But they do so in flat
racing, too - rarely on a racecourse, but not infrequently on the gallops at home or out in paddocks when spelling. There
will always be some degree of risk in equestrian sports, both for the horse and the human involved.
Given that racing, three-day eventing, hunting, showjumping etc are still legal pursuits, the key is to ensure that risk is
minimised. In the end, you have to accept that sometimes lives will be lost - and I do.
It is inevitable when dealing with livestock.
The issue is how many and at what point the numbers become unacceptable.
The protesters believe that one death or injury is too much. I believe that, given the size of the industry, the number of
horses involved and the sporting and economic benefits it brings to many rural parts of Victoria, society should be prepared
to accept a certain degree of wastage. A zero deaths policy, while it would be lovely, is not rational or realistic.
Jumps racing provides a haven for many horses who would otherwise have met a much earlier end.
In Britain, where jumps racing is much more popular, the RSPCA and animal welfare groups are co-opted and become part
of the process. They are involved in the monitoring of races, the design of the obstacles and, in some cases; help decide on
the sitting of the fences on the track. They accept the sport's right to exist, and understand that the best way to ensure
animal welfare is to minimise risk where possible.
Racing Victoria and the jumping fraternity have spent heavily and worked hard in the past two years to improve the design
of the fences. The hurdles can now be knocked down by a horse if he doesn't measure his jump appropriately. The new
steeplechase fences are a bigger, more imposing obstacle and the horses jump them better.
Jumps racing is an easy target because it is in the public eye and television footage of spectacular falls is easy to come by.
It's an easy story for the media to run because the protest lobby is well organised.
In my view, the sport's future should be guaranteed so that owners are encouraged to buy jumping horses, extending the
pool available to race, and trainers and jockeys given a stable career option to learn and develop better skills.
The races should be made longer and the fences higher, so that speed - the big determinant in falls - is reduced and the
premium is put on jumping ability and horsemanship.
Of course it should continue to be monitored and ways found to make it safer. But there will always be a risk involved. I
believe it's a risk worth taking.
34
Mark Knight, Herald Sun, 07/05/11
35
Unit 1, 2, 3
Oral Presentations
Echo Online
Echo Online is an online database of current issues which contains the following

Search capabilities to find out which Australian newspapers contain articles about certain issues.
Current issues packages- which are packages containing background information to issues,
arguments for and arguments against, as well as a list of newspaper articles addressing the
issue.
To access Echo1. Search in Google for ‘Echo online’
2. Go to the website – it is a good idea to save this as one of your favourites
3. Click on the login link on the right hand side of the page
(User name: simonds, password: victoria)
To search through all newspapers for any issue Click on ‘Newspaper indexes’
 Click on the year you would like to search
 Enter some key words and click ‘Search’
 You will now see a list of newspaper articles, grouped under subheadings. Write down some
relevant articles and these articles can be found in room F1 in the library.
To search for a current issues package Click on ‘Issues Outlines’
 Click on the year you wish to search
 A list of issues that you can use will come up. Browse through these, and you may use one if

you wish.
If you would like to print a copy of the issues outline, there is a link on the left hand side of the
page which allows you to do this.
36
Collect 3 or more articles on the issue you would like to present. Two of the articles should
support your contention; one should be against your contention.
For each article please complete the following table. (Draw in exercise book)
Article- title and source:
What is the issue discussed?
What is the contention?
key arguments with supporting
evidence (quotes):
Evidence used within the article:
(i.e. statistics, expert opinion)
37
Once you have used Echo Online, any newspaper articles you have found as well as the
internet to research your issue, you now need to formulate some key ideas that support the
contention of your presentation.
Using your research, fill in the following table:
Contention:
Key argument
one:
(plus any
evidence used
to support)
Key argument
two:
(plus any
evidence used
to support)
Key argument
three:
(plus any
evidence used
to support)
Rebuttal:
38
Structure – persuasive speech
PLANNING
INTRODUCTION
Step One: What is your contention?
Step Two: What are your key arguments?
Step Three: How are you going to support your key arguments (tone, persuasive
techniques, evidence)



BODY 1
(Key argument
1)
Introduce yourself and the topic, including any important background
information
State your contention
Briefly introduce your key points which support your contention
TEEL paragraph
T – Topic sentence
This is your first and most important key argument
E/E – Explanation and Evidence
Explain your key point using evidence and persuasive techniques to support
L – Link sentence
Link your ideas to your overall contention
TEEL paragraph
BODY 2
(Key argument
2)
T – Topic sentence
This is your first and most important key argument
E/E – Explanation and Evidence
Explain your key point using evidence and persuasive techniques to support
L – Link sentence
Link your ideas to your overall contention
TEEL paragraph
BODY 3
(Key argument
3)
T – Topic sentence
This is your first and most important key argument
E/E – Explanation and Evidence
Explain your key point using evidence and persuasive techniques to support
L – Link sentence
Link your ideas to your overall contention
TEEL paragraph
BODY 4
(Rebuttal)
CONCLUSION
T – Topic sentence
Introduce an opposing argument and why it is wrong
E/E – Explanation and Evidence
Use evidence and persuasive techniques to disprove opposing argument
L – Link sentence
Link your ideas to your overall contention


Sum up your key points
Restate your contention
39
Effective speaking – body language
Feature
Stance
The was your stand
Importance
Stance can communicate a great
deal about your attitude –
enthusiasm, half-heartedness,
anxiety. Try to stand upright, not
slouched. Be confident!
Eye contact
Looking directly at audience
members
Eye contact helps you build a
rapport with your audience. It
allows you to create a connection
and make a good impression on
them.
Gesture
Deliberate hand movements
These can assist you in making a
point or stressing something
important.
Note
Try to avoid pacing or moving
about too much. Confident
speakers are able to do this,
however inexperience and lack of
confidence can make you appear
nervous. Do not lean on furniture
or against the whiteboard.
Avoid looking at only one person,
or worse, staring at a single spot
on the back wall. Let your eyes
wander from person to person in
different parts of the room. You
will be surprised at how much this
can tell you about how persuasive
you are being. If people appear
confused you may need to explain
something again or repeat a point.
Avoid crossing your arms or
placing your hands on your hips or
pointing at people aggressively.
Try to use friendly open gestures
that show your palms – an
audience will subconsciously feel
that you are trustworthy. Be aware
of facial gestures too! Smile!
Using your voice
FEATURE
Diction
Pronouncing words clearly and
fully
Pitch and Tone
The level of your voice- high,
medium, low.
Volume
The loudness of your voice
Pace
Talking Speed
Emphasis
Placing stress on important words
or phrases
IMPORTANCE
ACTIVITY
Clear audible speech- no
mumbling- is essential for your
message to be easily understood.
Ensure that you know how to
pronounce any unfamiliar words.
Vary the pitch of your voice to gain
and retain interest, otherwise you
will be speaking in a monotone.
Listen to newsreaders on the radio
or the television (especially SBS) to
help with proper diction and
pronunciation.
How loudly do you normally
speak? What are the acoustics of
the place in which you will be
speaking?
Many people speak too fast when
they are nervous which results in a
garbled delivery, or too slowly
because they are trying to avoid
going too fast, which sounds
monotonous! Be conscious of this
when you are speaking.
Emphasis makes words stand out
to your listeners. Imagine that a
word in a sentence is in italics- this
invites you to stress or emphasise
this particular word.
40
Practice your speech in front of
family or friends, and ask them to
give feedback about the tone and
pitch of your voice.
Practice your speech out loud to
make sure that you are not yelling
or speaking too softly.
A good idea is to make brief notes
to yourself on your cue cards, such
as: ‘Slow down’ or ‘Take a deep
breath’. It is useful to highlight
these as the colour itself often acts
as a reminder.
Read your speech out loud and
practice placing emphasis on
particular words and phrases.
Which ones sound the best and
add persuasion to your speech?
Words and phrases to link ideas
Signposting each point and linking it to the next will help the audience to follow the arguments being
presented. This is particularly important if your piece is a speech, as your listening audience need to be
able to follow and remember your line of argument. The following words and phrases can be used to
link your ideas.
To signpost ideas and indicate a sequence of ideas



Firstly, secondly, etc.
Initially
Finally


In conclusion
Lastly


Fundamentally
Obviously



Consequently
Hence
Therefore




As well as
In addition to
Not only…but also
Too




But
Conversely
Nevertheless
Whereas
To establish a priority order


Eventually
Most importantly
To suggest a cause and effect relationship




As a result
For this reason
Since
Thus
To add similar ideas




Also
Furthermore
Moreover
Similarly
To contrast ideas





Alternatively
By contrast
However
On the other hand
Yet
Please note- ‘However’ is NOT interchangeable with ‘but’ and therefore it cannot join together two
clauses. Use ‘however’ in the same way you would use ‘on the other hand’.
To rebut the opponents arguments



Admittedly
Certainly
Even if



41
Although
Despite
Granted that
Sample speech
Good afternoon students and teachers,
Thank you for listening to my important speech on a very serious topic that will affect future generations
to come if we do not act now. I am referring to the new data that shows that dramatic increase in
childhood obesity that has occurred over the past decade. By not taking action now, the incidence of
childhood obesity will continue to increase and out population will become prone to many other diseases,
an increase in early mortality, as well as an increase in the burden on out health services and tax payers.
There is obviously as need to try to curb the problem before it gets even worse, but the government’s
proposal does not offer enough to make a difference.
The government has proposed a new plan to tackle childhood obesity by measuring and weighing
students in schools and surveying children on key details about their diet and exercise levels, to chart the
factors that led to childhood obesity. About 1200 primary students will hit the scale in 35 schools. The
announcement comes after staggering figures showed that 17 percent of Australian students are
overweight and 6 percent are obese. The intentions behind this scheme are well and good, but how is
this plan going to reduce obesity levels? This proposal will only confirm what we already know: that too
many Australian children are overweight. This government plan will not help to fix childhood obesity- it
will only highlight it even further. The intentions of the government are noble, but much more needs to
be done.
Parents have become one of the most significant factors to blame for childhood obesity. Many parents
give their children sugar laden snacks and fizzy drinks, and this has contributed to the increase in obese
children over the past decade. Dr Peter Clifton believed the problem is greater than fast foods and
restaurants, and lies with what the parents are feeding their children at home. I believe that a
significant change to childhood obesity can be made by simply replacing much of this high-in-fat and
sugary food with healthy options. It is up to parents to monitor what their children eat, and to ensure
that fruit and vegetables are a regular part of their diets. Celery and carrot sticks are ideal alternatives
to chips and biscuits, while water is much better that soft drink. It does not take Einstein to work this
out, but it seems that parents are ignoring the messages that they are being given by health experts.
In addition to poor diets, the lack of physical activity and endless hours of video games and television
have also contributed to an increase in obesity. Statistics reveal that, on average, a child spends 5 hours
a day watching television, playing video games or using the computer. It is up to the parents to
encourage their children to take a more active role in physical activity. They can do this by enrolling
their child in a sporting tem or going for a half an hour walk at night with them. Parents need to be
alerted to the fact that their children’s future health can be determined by their lifestyle choices at a very
young age. Parents have the responsibility to instill health lifestyle habits from a very young age,
including a balanced diet and regular physical activity.
It seems unfair that schools always get the blame for our children getting fatter. Yes, the school canteen
has the responsibility to provide a variety of healthy food for the children, but what is the benefit of
banning all junk food? Schools across the state have been introducing healthier menus as a response to
childhood obesity. Healthier options such as salads and sushi have replaced hot chips and pies.
However, no matter what schools do, some students continue to buy junk food from shops on the way to
school or bring unhealthy foods from home. Parents need to monitor this by restricting their children’s
pocket money and educating them on healthy lifestyle choices rather than expecting the school to fix the
problem. Schools have helped in starting the decline in childhood obesity, but other factors have
restricted these plans in becoming effective.
As far as the media goes, they have played a large part in the increase of childhood obesity. Snack and
fast-food companies deliberately encourage children to eat their junk-food products by advertising them
during commonly watched children’s programs. On television, nearly a third of advertising is for
unhealthy or non-essential foods. Former Federal Health Minister, Tony Abbott, believes advertising of
junk-food is a key factor that is aiding childhood obesity rates. A new initiative is being formed to reduce
junk-food advertising during programs most commonly watched by children. This will certainly lead to
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less promoting of unhealthy food, however, more needs to be done to stop our youth from eating
unhealthy food and to encourage them to start practicing better lifestyle choices.
A survey conducted by the government on childhood obesity showed that 26 percent of boys and 23
percent of girls are now overweight or obese. This is a scary thought. Furthermore, these figures are
expected to rise by 6 percent in the next three years if we do not take immediate action. While we
continue to debate the causes of obesity, it is obvious that poor diet and lack of exercise are aspects of
the problem that cannot be ignored. Surely it is time to implement a plan now before it is too late and
out health system buckles under the strain lifestyle-related disease.
This speech is not intended to criticize the government’s attempts to address the very serious problem of
childhood obesity, but we need to look at other avenues to find a more appropriate solution. It is not
enough to focus on one aspect. We need to focus on the elements within society that all contribute to
the future health of our children.
I hope you will consider the issues that I have raised and that we can work together to reduce the
epidemic of childhood obesity. After all, it is our children and grand children that we will be helping in
the long run.
Thank you for listening.
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