Using Language to
Persuade
Task 1 and 2
Language Analysis
What is an issue?
Genres
Contention
Arguments
Tone
Persuasive Techniques
What is an issue?
An issue causes debate
A reasonable person could argue for either side
EG: People can’t argue that chopping off innocent
babies heads is an issue because no reasonable
person could argue that chopping off a baby’s head
is a good thing X
EG: People could argue that same-sex marriage
should be legal
√
Genres
Editorial
Opinion Piece
Letter to the editor
Feature and News Article
Web Pages
Blogs
Speeches
As you can see,
Persuasive Writing
can occur
anywhere...
Audience
• Who is the audience?
• How is the article/speech specifically targeting the
audience?
Contention
What is the writer’s main point in the piece of
writing?
Arguments
• What arguments are being made by the
writer/speaker to support their contention?
Tone
The way that the article sounds
EG: The enthusiastic tone creates a sense of energy
and progress, in phrases such as, “Let’s be excitedkeep being excited.”
Tone Words
Persuasive Techniques
Are used by writers to persuade audience to
convince them to agree with their contention.
Emotional Appeals
Emotional Appeals
•
Like many persuasive techniques, emotive appeals aim to engage people’s feelings, not logic or
reason. If a writer can manipulate a reader to feel a certain way, that reader should be more likely to
agree with the writer’s overall contention. Often writers will use other forms of persuasive language
techniques in order to appeal to people’s emotions.
•
There is a huge variety of emotive responses that can be aimed at by writers, such as:
•
Example 1: “…a discovery that is already revolutionizing human experience…”
•
This appeals to the reader’s desire to be up to date with modern trends.
•
Example 2: “feeding the teeming multitudes…to lead happy, safe and fulfilling lives…”
•
This appeals to our desire to feel generous towards people less fortunate than ourselves.
Inclusive Language
Inclusive Language
•
Inclusive language aims to directly address the reader, either personally or as a member of a shared
group. This involves using such words as us, we, you, our.
•
Examples:
•
“It is time for us to show our belief in the value of mateship and a fair go, and give generously to the
Good Friday Appeal. ”
•
“In our lifetime… the way we live our lives together in the world…”
Rhetorical Questions
Rhetorical Question
•
A rhetorical question is one in which the answer is so obvious it is not required. The idea here is not
to receive an answer, merely to reinforce a point.
•
Example text:
•
“Should footballers be treated as above the law?”
•
“Why wouldn’t you want it in your life?”
Exaggeration
Exaggeration
•
A writer may describe a situation in forceful, overblown language in order to
make the issue seem more important or urgent than it may otherwise be
considered. Exaggerating the scale of an issue can draw an emotional
response from a reader. Also known as hyperbole.
•
•
•
Example:
“Councils are losing the war against vandals.”
“We’d still be swinging in the trees…”
Repetition
Repetition
•
Repeating a single word a number of times over is repetition.
•
Example text:
•
“We will all suffer for years to come unless we stop this government, stop them in the workplace,
stop them in the polls, and stop them on election day.”
•
“They’re the ones who ask questions, who tinker away in the garage, who turn up on ‘The
Inventors.”
Alliteration
Alliteration
•
Repetition of the first sound in consecutive words is alliteration.
•
Example text:
•
“To rip people off so blatantly shows Mr. Craven to be cruel, calculating and crooked.”
•
“polarise people”
Anecdotal Evidence
Anecdotal evidence
•
An anecdote is a tale involving real life events, a true story. Such stories can be used by writers as
evidence to back their claims. To support a contention, and to make themselves appear more
credible, writers often use personal anecdotes.
•
Example:
•
“I can tell you that, as a single mother of two, I received very little in the way of financial support
during my attempts to return to fulltime work.”
Expert Opinion
Expert opinion
•
To make a writer’s position seem more credible, they may quote the opinions of experts that
correspond with their own. As in a court case, experts are often called on to make one side seem
stronger and more believable.
•
Example text:
•
“My stand on the issue of exposed underwear is supported by fashion designer Ruby Reed, who
recently stated: “Anyone whose underwear is exposed due to low slung jeans should be punished as
forcefully as possible.”
Statistics
Statistical evidence
•
Like any form of evidence, statistics can be used to make an argument seem more conclusive, a
writer’s opinion more valid. Often statistics are used that are out of context, or from unreliable
sources. As the saying goes, “There are lies, damned lies, and statistics.”
•
Example text:
•
“A recent survey found that 90% of students favoured no school uniforms at all.”
Colloquial Language
Colloquial Language
•
Colloquial (slang) language can be used in different ways. It can set the writer up as
knowledgeable, on the inside of a social group. A writer may also use slang in a sarcastic
manner, to attack an opponent or mock an argument. It may also be used to appeal to a
reader’s own sense of cultural identity, or reinforce a writer’s overall tone.
•
Example text:
•
“She’s a top sheila that Jessica Rowe. Channel Nine are stark raving to give her the boot.”
•
“…other people want to chill… I pretty much like the look of it.”
•
“…but what a loser you’d be.”
Attacks
Attacks
•
Attacks are a version of playing the man, not the ball. If you can make your opposition seem less
credible, you may be more likely to get a reader to agree with your side of the argument. At the least,
attention can be taken away from the issue itself and put on to the personality. Attacks can attempt
to belittle or embarrass or just plain insult an opponent. The idea is that the weaker you can make
your opposition appear, the stronger you and your contention will appear.
•
Example text:
•
“That’s the sort of suggestion I’d expect from a nose-in-the-air toff like Turnbull.”
•
“It’s older people who are less familiar with it…”
Simile
a figure of speech involving the comparison of one thing with another thing of a
different kind, used to make a description more forceful or vivid
e.g., “as brave as a lion, crazy like a fox.”
“..we now zip along the surface like jet skiers.”
Metaphor
Definition: Metaphor is when you use two nouns and compare or contrast them to one another.
Metaphors are comparisons that show how two things that are not alike in most ways are similar in one
important way. Metaphors are a way to describe something. Authors use them to make their writing more
interesting or entertaining.
•
Unlike similes that use the words “as” or “like” to make a comparison, metaphors state that something is
something else.
•
EG: We would have had more pizza to eat if Tammy hadn’t been such a hog.
•
EG: The poor rat didn’t have a chance. Our old cat, a bolt of lightning, caught his prey.
Essay structure of a
Language Analysis
Introduction
Body
Conclusion
Introduction
A general statement about the issue and the breadth of the issue
Title
Author
Source
Text Type
Date
Contention
Audience
Tone
Compare and contrast when there is more than one article
Breadth of issue
Local, National and International
How long has this issue been discussed?
Author
Who wrote the piece of writing?
What is their background?
Are they an expert in the field they are discussing?
Sample Introduction
There is constant ongoing debate regarding the
rights of young people to have input into making
decisions that affect their future. In Australia this
debate is centred around whether the voting age
should be lowered to 16. Melissa Young in her
opinion piece “Lower the Voting age to 16...NOW!”
(May 5th 2010) contends that Australian youth are
capable of and should have the right to vote. The
article appears on the website Young People Unite
which was specifically created for the Australian
youth voting initiative. Young varies her tone
throughout the piece to target her audience of young
people.
For each of the
arguments you must...
Find and discuss the language that is used to
support the arguments
Discuss the effect the language has on the audience
EG: The writer uses statistics to substantiate his
point of view. By doing this the writer is proving to
the audience that his arguments are supported with
factual evidence.
Argument
Persuasive
techniques/
language
used.
Example
Intended
Effect
.
Argument
• What is the writer is doing?
• Consider the contention/arguments
• The argument is not always explicit but may be a
general feel or stance within the piece.
Note: Often the argument will relate to the overall
intended effect of the paragraph.
Persuasive
Techniques
or
Language
used
•How is the writer is doing it?
Consider: The language/techniques the
writer is using to present this point to the
reader and group them according to each
idea/stance/argument.
.
Example
• Where or which specific parts of the article?
i.e. Provide the examples of the techniques/language
• If using quotes make them short and integrate them
into your sentences
• Don’t use lengthy quotes.
.
Intended
Effect
• Why do we respond?
• Consider who is the audience/reader
• The intended purpose is questioning how we are
likely to respond and why?
• Think about the feeling/emotions the
language/technique might be eliciting.
• Step 1: Read the article
.
• Step 2: Identify the writers contention
• Step 3: Read the article again and then identify the
arguments/stance (3-4 year 10 and 4-5 year 11)
• Step 4: Find the techniques/language that support
the argument/stance. (3-4 per paragraph)
• Step 5: Identify the intended effect.
Ordering paragraphs and
planning the essay
“Lower the Voting Age to 16...NOW!” Melissa Young
Reference to current powerlessness of young people to make their own
decision
Tone - Sarcasm
Spot the pattern here?” •To gather support
•Create an exclusion
“you guessed it”
between youth and adults.
Inclusive language
“you” “you’re” “we’ve” •Personal involvement
which inspires youth to
want to take action
Listing
recent parliamentary
debates
•Desire to take action
•Be in control
Young emphasises the powerlessness of young people to make
their own decisions. She lists the recent parliamentary debates
which play a significant role in young peoples future. This evokes
outrage amongst the youth as they can clearly identify the breadth
of decisions being made about youth without youth input. This
aims to encourage them to want the right to vote. Young uses a
sarcastic and conversational tone, using terms such as “Spot the
pattern here?” and “you guessed it” to highlight the inability of
young people to control issues that directly affect them. Young
people are more likely to swayed by conversational language
because the writer appears genuine to readers. This further
prompts readers to take control and change the current system.
The sarcasm is directed against adults who make these decisions
without youth input. This tends to gather support from the
audience of young interested youth, creating a cohesive mentality
against the law makers. The inclusive language such as “you”
“you’re” “we’ve” encourages readers to support Young’s
argument as they feel a personal involvement in the issue and are
therefore more likely to take action.
YOU TRY
“Lower the Voting Age to 16...NOW!” Melissa Young
Presents young people as ‘politically engaged’
Image
Statistics
Data
website
.
“Lower the Voting Age to 16...NOW!” Melissa Young
Attacking the government
Appeals to logic
Presents adults as
out of touch
Hip pocket
Emotional language
“Lower the Voting Age to 16...NOW!” Melissa Young
Calling for action
Petition
Heading
Scenario
links
“Lower the Voting Age to 16...NOW!” Melissa Young
Decision was based on inaccurate information
Appeals to logic
Evidence to support
her argument
Rebuttal
Conversational
language
Conclusion
• Sum up the author’s/speaker’s intention of the
article/speech etc. (consider the issue)
• Comment on tone
• Consider how the writer/speaker/author finishes the
piece – the effect of the finish
• Comment on the global effect of the issue
• NOTE: Advise students to avoid reviewing the article
e.g. evaluate the piece or say which technique was
the best.
Young finishes by asking readers to sign the petition
for the voting age to be lowered. She creates a
sense of togetherness when referring to the ‘5000
young people’ who have already signed the petition.
Young further stresses the importance of the petition
when reminding readers of the political involvement
further highlighting to youth their power to make a
difference. Her frustrated tone supports the urgency
in the title “NOW!” further forcing readers to act.
Overall the united front presented by Young,
contributes to the persuasion and this is further
signified through her audience, ‘Young People
Unite’. For this reason the issue is quite narrow,
it ultimately effects one target audience and
those who already have the right to vote would
not feel compelled to take action.