I'll add my analysis, I'm more so focussing on how I've analysed/structured my piece, as well as the depth of my analysis. I appreciate the marking
As of late, discussions have been underway regarding the nature of gap years and whether or not they will benefit young Australians who have completed school. In the webpage posted on the website of
All Abroad, published in 2011, the writer contends that taking a gap year following the completion of high school, not only alleviates the stress of employment and burdens of work, but also opens up a multitude of opportunities for both young Australians and others to avail themselves. Adopting an encouraging tone, the writer intends to appeal to a readership of Australian youth exploring the possibilities of taking a gap year. Accompanying the webpage are two photographs which depict the rewarding experiences that gap years yield for those who decide to take them.
Incorporating a personal excerpt at the start of the webpage provides readers with the opportunity to learn how exactly a gap year is of benefit. The listing of activities, such as 'navigating remote magical jungles', reads like a plethora of adventurous activities that one can partake in through taking a gap year. Lavishing readers with tasks as intriguing as 'camping under the stars' evokes interest in the readership, positioning them to recognise that it is the 'smartest decision [they will] ever make' from the outset on the piece. Complementing the excerpt is a photograph of the subject of the anecdote, Hayley, which enunciates the pleasure that taking a gap year creates. Additionally, praising the audience by mentioning that 'all abroad would like to congratulate' them for their endeavour to take a gap year, is intended to ingratiate within readers' minds that this 'premier gap provider' holds their interests at heart. In doing so, the audience betcomes more likely to credit the writer's proposals 'towards achieving the dream of a lifetime'. 'Exhilirating', 'edifying', 'powerful' and 'rewarding' - words which connote uplifting and transforming experiences, are employed by the writer in describing gap years and the endless opportunities that arise from them, underpinning the crux of the writer's main contention. Having most likely lured readers into crediting the argument, the writer attempts to coerce the readership of young Australians to see 'all the world has to offer' through the gap year program.
Modulating from a less opportunistic to a more alarmist tone, the writer introduces how it is becoming increasingly difficult for 'school leavers to secure employment'. Employing a testimony by Mark Wooden, whose position as a Melbourne Institute Employment Specialist renders him an expert in the field, the writer highlights how the employment of teenagers falls during recession. Introducing the rate of unemployment increase from 15.8% to 16.5% further capitalises on the magnitude of the problem at hand, whilst simultaneously enhancing the credibility of what has been aforementioned. Through this approach, the writer intends to amplify the alarm of the readers to a point where they implore for a solution to this problem from the writer. Therefore, they are more likely to accept the writer's main contention. Immediately insinuating that a gap year will add the 'details to their CV that will make them more employable', young Australians are inclined to acknowledge the proposition that not only will taking gap years transform them as indiviudals in a personal respect, but also in the respect of their financial situation.
The writer continues to repudiate the validity of returning to studying following the completing of school, through the use of terms such as 'slaving' and 'lumping'. Connotative of strenuous and laborious activities, the writer unveils the drawbacks of not taking a gap year, accentuating the benefits that come with taking such a break. Such an approach is likey to cause readers to dismiss all thoughts of pursuing studies as of yet, echoing Hayley's statement to 'put all of those uni plans on hold and get out there'. Moreover, presenting the audience with the prospect of newfound friendships through the gap year program reinstates what has been aforementioned in the sub-heading, 'real social networking'. In putting forth this idea, readers' likelihood of adopting the writer's style of thinking is increased, as they accept that taking gap years even possess the power to create friendships abroad that given an excuse to 'keep travelling the world in years to come'.
Appealing to the readers' generosity and sympathy for others, the writer presents the audience with the idea that both they and those less fortunate than them, will be satistifed by young Australians opting to take a gap year. Repetition of the word 'good' in terms of the choices made and contributions to humanity, is intended to sway readers to affirm that their decision to take a gap year extends far beyond the realm of dismissing the stress of school. By taking readers on a journey through how heartwarming hearing 'thank-you' from relieved farmers or overwhelmed teachers will be, the audience of young Australians are conditioned to believe that they can significantly contribute to society, and even further, to humanity. Furthermore, the writer calls upon moments of pride during tragedies such as natural disasters, where Australians worked in unison, to draw a parallel between this and the difference a young Australian can make to the world 'for a whole year'. Concluding the piece with the photograph of village children smiling, with a gap year tourist beside them, epitomises the sheer elation that taking a gap year creates through charity work they can partake in. Thus, readers are reminded of the rewards of taking a gap year on both themselves and those being assisted.
Through the medium of the webpage and the complementary visuals, the writer entertains the notion that gap years effectively yield a multitude of benefits for the young Australians taking them, as well as the humanity that will become enhanced from it.
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