Tips for language analysis

[abcat]

just some encouragement, don't stress if you are a slow writer like me. i didn't finish a conclusion for one of my essays, ending mid-sentence, yet it didn't seem to affect my score much at all.

[brendan]

can someone please give me a link to a comparing 2 pieces task, id really like to have a look. I don't think I did it well in yr 11.

I can get you one. I'll have to type it up. I got given a "high scoring" example from a lecture I went to in Melbourne with the Chief examiner.

should check out the assessment reports, might be one in there.

[humph]

just some encouragement, don't stress if you are a slow writer like me. i didn't finish a conclusion for one of my essays, ending mid-sentence, yet it didn't seem to affect my score much at all.

people always seem to panic about this, without good reason.

there was a student in the year above me (2005er) who thought he'd underachieved greatly in the english exam, and was cut off in the middle of his conclusion, mid-sentence, when the exam ended. for literature, however, he thought he'd blitzed it.

he got 50 for english and 40 for lit.

just goes to show that you never really know...

[Nick]

can someone please give me a link to a comparing 2 pieces task, id really like to have a look. I don't think I did it well in yr 11.

I can get you one. I'll have to type it up. I got given a "high scoring" example from a lecture I went to in Melbourne with the Chief examiner.

Actually I'll get you a link to the assessors reports. The supposedly "high scoring response" in my lecture booklet isn't what I'd call satisfactory.

[Pencil]

people always seem to panic about this, without good reason.

there was a student in the year above me (2005er) who thought he'd underachieved greatly in the english exam, and was cut off in the middle of his conclusion, mid-sentence, when the exam ended. for literature, however, he thought he'd blitzed it.

he got 50 for english and 40 for lit.

just goes to show that you never really know...

Yeah that's so true I thought i screwed up my english exam massively because I wrote alot worse than I usually do, and I could not believe it when I got my score haha. I think everyone forgets that most people don't write as well as they usually do under exam conditions, and they stress for no reason
edit: haha but then again, I also thought i screwed up my lit exam and i was right. I guess in lit you don't have that safety net of the poorer students because most people who do it are reasonably good at english

[Nick]

Andy, visit the 2006 assessment report- page 8- excellent response.

http://www.vcaa.vic.edu.au/vce/studies/english/englishassess/2006/english_assessrep_06.pdf

[humph]

people always seem to panic about this, without good reason.

there was a student in the year above me (2005er) who thought he'd underachieved greatly in the english exam, and was cut off in the middle of his conclusion, mid-sentence, when the exam ended. for literature, however, he thought he'd blitzed it.

he got 50 for english and 40 for lit.

just goes to show that you never really know...

Yeah that's so true I thought i screwed up my english exam massively because I wrote alot worse than I usually do, and I could not believe it when I got my score haha. I think everyone forgets that most people don't write as well as they usually do under exam conditions, and they stress for no reason
edit: haha but then again, I also thought i screwed up my lit exam and i was right. I guess in lit you don't have that safety net of the poorer students because most people who do it are reasonably good at english

i came out of english absolutely exhausted... god i hate 3 hour exams. well, except for 3 hour maths exams, they're fine.
but yeah, i had no idea what to expect coming out of the exam... knew i'd done reasonably well in both text responses, though i didn't think particularly outstanding in one of them. and my issues analysis was, in my opinion, rather ordinary. luckily the examiners didn't think so

[Mao]

I can do the basics, but not to any "excellent" standard, and i really like to improve....

can someone please show me what it takes to write a good persuasive language/news article analysis?? thanks heaps in advance

truly appreciated

[Nick]

I included a step-by-step guide on the structuring of issues analysis in my essential writing tips. The link can be found here.

http://freestudynotes.com/VCEforum/index.php/topic,1392.0.html

I've mentioned what to include in each of the paragraphs and the key components of each stage of the essay.

Here is a few additional tips:
Introduction
*Cite the source, the date of the source and the author
*Give a brief introduction to the issue. Who are the relevant stakeholders? Who does the issue directly impact upon/concern?
*Recent developments in regards to the issue
*A brief run down on the tone utilised by writer/s and the stance/contention taken by each writer

Body paragraphs
*If you are conducting an analysis of two sources, I recommend writing two paragraphs for each piece.
In the exam situation, I would recommend doing ONE substantial paragraph for each author (due to time constraints)
*Directly call upon and refer to the language techniques used in the article
*In every 1-2 sentences there MUST be the following:
a) The persuasive technique utilised by the author (example taken directly from the piece)
b)An indication that you are aware of the tonality of the statement/technique
c)The EFFECT that this statement technique has on the reader, or how it forces them to think or feel a certain way (how it directly manipulates the reader, how it modifies their beliefs etc)

An example of a sentence in your analysis might be:
The author directly appeals to the readership's emotional conciousness when he passionately claims, "the treatment of these animals is sure to a bring tear to the eyes of many", forcing the readership to realise the extent to which such actions are barbaric and in some cases, difficult to comprehend.

In the example provided, this sentence includes all three key components. That is:
a) the tone
b) the example/ technique
c) the effect/ how it manipulates the reader

Key point: If you are aiming for a score of 9 or 10, PLEASE do not NAME the technique.
E.g. "The writer uses a hyperbole when..."
"The writer uses emotive language when..."
"A generalisation is shown when..."

This is an extremely basic way to write and it is not necessary under any circumstances. Simply quoting the example is sufficient.

CONCLUSION
*Provide a summary of the views expressed and how the reader is positioned to feel when confronted with the most effective language techniques
*Compare the impact/effectiveness of both pieces (this is not compulsory but it lifts the quality of the piece

I hope this helps.  Was this what you were after? Feel free to ask specific questions.

[Mao]

asking for the sky here:

how do i identify a persuasive technique? and how do I exactly put a word to tones and appeals? is there a list somewhere?

and i would karma you nick, but i already done so too recently

EDIT (in prevention of double posting )
also, does every article have to have a main contention and appeals?? is it crucial that i write about them??

[Nick]

asking for the sky here:

how do i identify a persuasive technique? and how do I exactly put a word to tones and appeals? is there a list somewhere?

and i would karma you nick, except i already done so too recently

Identifying persuasive language devices will become second nature to you with practice. A persuasive technique can be ANY statement or piece of evidence that has some kind of EFFECT on the reader. You therefore don't actually necessarily have to know the exact NAME of a device, as long as you can quote the statement and explain intelligently how the device seeks to persuade/have an effect on the reader. Does this make sense? So in essence, you basically need to understand WHY the language is being used by the author, explain this and quite obviously, identify the statement or piece of language being utilised.

I will put up a list of tone words ASAP.

[Nick]

also, does every article have to have a main contention and appeals?? is it crucial that i write about them??

Every article MUST have a contention, otherwise it is not persuasive If it didn't, the article would be an informative piece. Some articles can have a number of stances, some may be more subtle than others. You would definately be required to identify the main contention in your introduction, which would demonstrate to the assessor that you are perceptive and understand the AIM of the writer in using language devices.

[Mao]

man, now i understand why they made u english mod, you fkn CHAMPION!!!!

i love you man xD

EDIT: no, not in THAT way... lol

[Nick]

WORDS TO DESCRIBE THE TONE THAT AN AUTHOR IS UTILISING

animated
ardent
convincing
definite
determined
elated
enthusiastic
evangelical
fervent
forceful
passionate
rapturous
spirited
visionary
zestful
insincere

arrogant
boastful
bombastic
bullying
chauvinistic
condescending
officious
ominous
patronizing
self-righteous
superior
threatening
cynical
insinuating
negative
pessimistic
snide
satirical
hopeful
optimistic

courageous
undefeated

jingoistic
patriotic
xenophobic

abusive
acrimonious
aggressive
annoyed
antagonistic
apoplectic
appalled
biting
bitter
confrontational
embittered
grim
hostile
jeering
scathing
scornful
wrathful

carping
censuring
complaining
critical
insensitive
sententious
cheerful
encouraging

amazed
anxious
astonished
baffled
frustrated
incredulous
puzzled

moralizing
preaching
didactic

foolish
hypocritical
rustic
silly

absurd
amused
bantering
entertaining
facetious
frivolous
humorous
ironical
quizzical
ridiculing
risqué
seditious
vulgar
wry
whimsical

brooding
despondent
disappointed
discouraged
distressed
exhausted
grumbling
regretful
sad
tragic
whingeing

caustic
sacrilegious
sarcastic
scathing
venomous
vicious
vindictive

guarded
watchful

heavy-handed
ponderous
self-important

mawkish
nostalgic
sentimental
soppy

amicable
admiring
appreciative
approving
benevolent
comforting
conciliatory
friendly
liberal
open minded
supportive
sympathetic
understanding

convincing
dogmatic
forthright
frank
rhetorical
strident
unequivocal
evasive

apologetic
defensive
deprecating
humble
obsequious
pleading
subservient
sycophantic

apathetic
indifferent
unmoved
stoic

facile
straight forward
uncomplicated

businesslike
calculating
controlled
earnest
formal
grave
matter of fact
reasonable
sensible
solemn
technical

calm
contemplative
detached
diplomatic
educated
expert
measured
moderate
respectful
trustworthy

bland
clichéd
neutral
volatile
flamboyant

conservative
reactionary
stubborn
traditional

demeaning
disparaging
insulting

blaming
scapegoating

These words are grouped according to similarity of meaning.

A majority of these tone words came from "The English Book 2007" which is worth purchasing from the bookshops.

[joshuamorgan]

Have you got a link to the publisher's page for the book? ISBN? Thanks. What shop did you buy it from?