Language Analysis

[Dejan]

Hey guys, I lost my three pages where each persuasive technique is defined and how it persuades the reader from the text book English For Year 12. So my friends don't have these pages meaning  I can't get a hard copy of it so if anyone could please please write me up all the techniques and how it persuades the reader from this textbook. I know this will be a drainer to do but if everyone could contribute by writing a few techniques each then it would make much easier. It would be so appreciated if someone can help me out  

[werdna]

No need to rely on that table - it leads to a generalised and superficial analysis. Probably a good thing that you lost it haha.

I wouldn't place emphasis on the naming/listing of the techniques anyway, unless it's a glaringly obvious technique like a RQ, then you don't have to name the 'technique'. Just say stuff like 'The writer argues that...' or 'The fact that...' or 'In highlighting...' - focus on the LANGUAGE rather than the TECHNIQUE as such, so never say 'agrees with the contention' or 'makes the answer seem obvious (for a RQ)' as it is way too superficial.

[Dejan]

No need to rely on that table - it leads to a generalised and superficial analysis. Probably a good thing that you lost it haha.

I wouldn't place emphasis on the naming/listing of the techniques anyway, unless it's a glaringly obvious technique like a RQ, then you don't have to name the 'technique'. Just say stuff like 'The writer argues that...' or 'The fact that...' or 'In highlighting...' - focus on the LANGUAGE rather than the TECHNIQUE as such, so never say 'agrees with the contention' or 'makes the answer seem obvious (for a RQ)' as it is way too superficial.

Hmm I only need it because I forgot how techniques persuade...

[werdna]

No need to rely on that table - it leads to a generalised and superficial analysis. Probably a good thing that you lost it haha.

I wouldn't place emphasis on the naming/listing of the techniques anyway, unless it's a glaringly obvious technique like a RQ, then you don't have to name the 'technique'. Just say stuff like 'The writer argues that...' or 'The fact that...' or 'In highlighting...' - focus on the LANGUAGE rather than the TECHNIQUE as such, so never say 'agrees with the contention' or 'makes the answer seem obvious (for a RQ)' as it is way too superficial.

Hmm I only need it because I forgot how techniques persuade...

Nope, just have a look at what the author is trying to do (emphasise, accentuate, highlight etc...) and then what the reader is positioned to THINK what ideas and FEEL what emotions. Just think about the effect SPECIFIC to the language you are analysing, not every RQ has the same effect for example. Look at the connotations, the implications etc.

[Dejan]

No need to rely on that table - it leads to a generalised and superficial analysis. Probably a good thing that you lost it haha.

I wouldn't place emphasis on the naming/listing of the techniques anyway, unless it's a glaringly obvious technique like a RQ, then you don't have to name the 'technique'. Just say stuff like 'The writer argues that...' or 'The fact that...' or 'In highlighting...' - focus on the LANGUAGE rather than the TECHNIQUE as such, so never say 'agrees with the contention' or 'makes the answer seem obvious (for a RQ)' as it is way too superficial.

Hmm I only need it because I forgot how techniques persuade...

Nope, just have a look at what the author is trying to do (emphasise, accentuate, highlight etc...) and then what the reader is positioned to THINK what ideas and FEEL what emotions. Just think about the effect SPECIFIC to the language you are analysing, not every RQ has the same effect for example. Look at the connotations, the implications etc.

Hmm okay thanks

[Dejan]

I don't understand techniques like connotations, annotations, similes and metaphors do you mind explain what these are?

[werdna]

I don't understand techniques like connotations, annotations, similes and metaphors do you mind explain what these are?

Connotations - the implications and underlying ideas behind a word/phrase
Annotations - the side notes that you write on the article
Similes - when something is likened to something else, just look out for the word 'like'
Metaphor - figure of speech applied to an object/action, sorta tricky to describe

[Dejan]

I don't understand techniques like connotations, annotations, similes and metaphors do you mind explain what these are?

Connotations - the implications and underlying ideas behind a word/phrase
Annotations - the side notes that you write on the article
Similes - when something is likened to something else, just look out for the word 'like'
Metaphor - figure of speech applied to an object/action, sorta tricky to describe

Do you know any examples of these because I still don't understand :S

[werdna]

Another way to explain it is to say that something IS another thing, whereas a simile says it is LIKE another thing. For example, 'my school is a prison' etc.

[Dejan]

Another way to explain it is to say that something IS another thing, whereas a simile says it is LIKE another thing. For example, 'my school is a prison' etc.

Ohh okay I understand now, thanks mate

[Dejan]

Just another quick question (in advance, I am sorry for asking lots of questions) but once you are done writing up about the techniques + how it persuades.. What do you write about next Restate the contention and techniques? or something else?

[werdna]

Just another quick question (in advance, I am sorry for asking lots of questions) but once you are done writing up about the techniques + how it persuades.. What do you write about next Restate the contention and techniques? or something else?

The structure that I've been teaching is TEPE - TECHNIQUE (if there's no technique name, don't stress trying to find one), EXAMPLE (direct quoting), PURPOSE (what the author intends and attempts to do) and EFFECT (what ideas readers are positioned to THINK and what feelings and sentiments they are encouraged to FEEL - also discuss how they are drawn to perceive a particular person/group targeted in the piece). Remember to use appropriate linking words in between each unit of analysis and alternate the order of TEPE. Everyone uses a formula in English but the excellent students are able to hide their structure or make it subtle.

[Dejan]

Ohh okay, that's a great structure, how many lines should be included in each paragraph because I don't have a rough idea of how much is ideal?

[werdna]

Ohh okay, that's a great structure, how many lines should be included in each paragraph because I don't have a rough idea of how much is ideal?

Entirely dependant on how long or how many articles you have, but as a general guide your paragraphs should be around 1/2 to 3/4 of a page?

[morantz]

Ohh okay, that's a great structure, how many lines should be included in each paragraph because I don't have a rough idea of how much is ideal?

Entirely dependant on how long or how many articles you have, but as a general guide your paragraphs should be around 1/2 to 3/4 of a page?

My teacher suggests creating around 5 sentences within a paragraph. This should include a general topic sentence, an idea, example, justification and explaining. When I follow this I usually achieve 1/2 of a page to 2/3 page, depending on sentence length and font size that I fancy on the day of writing. My teacher reckons writing more than that may be pushing it, howver it all depends down to font size as well.