Chapter 5

Aurnon's PuRposEWhen you read any text, remember that the words did not just appear on the page. A real personwrote them. You can detect personal details about the author in the way in which he or shewrites a text, and this can further help you to understand the writing. As you read, consider theauthor's purpose for writing the text, and pay attention to the ways in which the author useswords and phrases to communicate.

Every time you write, you have a purpose or reason for doing so. The same is true for allauthors. An author's purpose for writing may be to inform, to entertain, to motivate, topersuade, and so on.

Below are some of the different reasons that authors write.

Author's PurposePurpose Definition Sample Title

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To inform

To entertain

To persuade

To instruct

To create suspense

To motivate

To cause doubt

To describe anevent

To teach a lesson

To introduce acharacter

To create a mood

To relate anadventure

To share a personalexperience

To describe feelings

To present facts

To offer enjoyment

To encourage action

To teach about a subject

To convey uncertainty

To encourage to act

To question the accepted

To narrate

To relate knowledge

To describe a person's traits

To set up an atmosphere

To tell an exciting story

To tell about an event in yourlife

To show emotion throughwords

"Life Cycle of theArmadillo"

"My Baby-Sitting Disasters"

"The Importance of OutdoorPlay"

"How to Groom Your Dog""Spats, the Ferret, Disappears"

"Join the Environment Club!"

"Are Student Lunches Health-v?"

"My First Day in High School''

"Mastering Verb Phrases"

"Sue Clue, Private Eye"

"Terror in the AbandonedHouse"

"Lost on a Theme Park FieldTrip""The Day My Sister Became \f .,

Friend"

"My Brother Left for CollegeToday"

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Structure of Informational Texts

You can identify an author's purpose, perspective, or motivation from the way the author

rvrites. Word choice, for instance, reveals a grealdeal about the author's point of view or

position on a topic. Look at your newspaper. The main part of it carries factual, objective

articles about world events and issues. Its purpose is to inform. To remain unbiased, journalists

try to avoid words loaded with positive or negative connotations and instead use neutral words.

For example, the word regime paints a different picture in the reader's mind than the word

government.

The newspaper also has a part called the op-ed (short for opinion/editorial) section. Editorials

are written not necessarilyto inform readers but to attempt to sway their opinions on certain

topics. The words chosen are charged with positive or negative connotations that give a

particular subtext to the writing. Studying the differences between the articles and the editorials'in

the ne*spaper will help you see how the writer's purpose can change the form that the

s'riting takes.

Just as fiction writers use literary devices to make their writing more interesting and to give itmeaning, so do writers of informational texts. Just like fiction, nonfiction can contain

figurative meanings, allusions, analogies, and so on. Often these devices are used to advance

ihe author's perspective or purpose. Think of the editorial section of the newspaper in which

columnists and readers offei ttreir opinions about various subjects. Because these editorials are

meant to persuade, you're likely to find several examples of loaded terms and emotional words'

-\ppealing to emotion is a form of rhetoric that writers use to sway their audiences. Rhetoric is

fie'ability to use language effectively to achieve a purpose. Writers may also appeal to reason,

authority, and the uudi.n..'r sense of right and wrong. Whenever they use rhetoric' howevef,

n'nters should also back up their arguments with facts and evidence.

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Chapter 5Rhetorical devices are the stylistic techniques authors use to make their writing stand out ancbe more effective. Some examples of rhetorical strategies include the following:

Rhetorical DevicesAllusion a reference to a well-known place, work of aft, famous person, historical

event, or famous statement

Example: "Plan ahead. It wasn't raining when Noah built the ark."

-Richard Cushins

Analogy a comparison between two things or ideas

Example: comparing life to a journey

Anaphora a series of sentences or phrases begun with the same word or group ofwords to build tension or emphasize a point

Example: "It was the best of times, it was the worst of times, it was theage of wisdom, it was the age of foolishness, it was the epoch ofbelief, it was the epoch of incredulity, it was the season of Light" itwas the season of Darkness, it was the spring of hope, it was thewinter of despair, we had everything before us, we had nothingbefore us, we were all going direct to Heaven, we were all goingdirect the other way...."

-from I Thle of 'I n*o Cities by Charles Dickens

Euphemism using mild words, instead of possibly offensive words, to describesomething

Examples: usingpassed away instead of died,usingpersplrc instead ofsweat

Hyperbole exaggeration to create an effect

Example: "I'm so fast that last night I turned off the light switch in m1hotel room and was in bed before the room was dark." -Muhammad Ai

Repetition repeating words and phrases to emphasize a point or to add dramaticeffect

Example: "So let us begin anew ... remembering on both sides thatcivility is not a sign of weakness, and sincerity is always subject toproof. Let us never negotiate out offear, but let us never fear tonegotiate. Let both sides explore what problems unite us instead ofbelaboring those problems which divide us. Let both sides, for thefirst time, formulate serious and precise proposals for the inspectionand control of ams." - John F. Kennedy

Rhetoricalquestion

question asked to make a point, not to receive an answer

Example: "Is life so dear, or peace so sweet, as to be purchased at theprice of chains and slavery?"

- Patrick Henr'

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Structure of lnformational Texts

Here is an example of two different purposes in writing: Two students have written articles

about water conservation for the schoofnewsletter' See if you can detect the author's purpose

in writing each of the iotto*ing two articles. Remember to look at the words and phrases the

authors have chosen to give you clues about their intent'

1 There are numerous ways to conserve water at home' The three main places in the

house where p.opl. usJwater are the kitchen, the laundry room, and the bathroom'

Here are some tips to cut down on water use' In the kitchen' don't leave the tap run-

ning as yor, *urlidishes by hand. lnstead, fillup one half of the sink with soapy water

for soaking, and the otheihalf with freslt*atei for rinsing' Use the garbage disposal

as little as possible-or better yet, turn food waste into compost! When you wash

fruits and vegetables, do it in a tray filled- with water rather than running tap water

over them. Wh;;;; Jo tn.laundrry, make sure you only run full loads' Gallons of

water are wasted on less-than-fullrouat. If your washing machine allows it' choose a

lighter cycle if you have just a |ew lt.*' to *ush. In the bathroom, turn off the sink

while you brush your teeth. Make t"t. yo"t showerhead and toilet are water-efficient

models, and fix leaky faucets. Also, reiucing your :l?*"t time by just a minute or

fwo can save up to 150 gallons of water eaclimonth! Not only does conservation help

the environment, it also saves your family money on the water bill'

2Cananyonesay,inallhonesty,thatprotecting-ourwatersupplyisn,tanimportantissue? who could claim that as long as water-shortages don't lffect.ystwe

don't have

to worry about having water in the"future? Anyoneivho could say that needs a wake-

up call. conserving water is critical if we want to maintain this' the most valuable

resource on oul planet. Water stro,tages don,t just happen to people in other nations-

they can happen here in our hometoin. Right now, our town is experiencing a severe

drought. You have probably noticed that th-e levels of our rivers and reservoirs are

dangerously 1; i'hacity has institu-tJJwater restrictions to protect our dwindling

supply. Households can water ttrelr iawns only for short periods and at certain times

of the day. It,s a brutally hot summer, and many l_awns are drying up' our natural

inclination is to turn on the hoses anj sprinkleis, but we all have to do our part to use

\\.ater responsibly. otherwise, we,11 all be in serious trouble. So be smart about

conserving! pu1 lut a barrel to collect rainwater for your yard' Use water-efficient

appliances.Youcan'tsaythatyoudon'tcareaboutwaterconservation.EveryoneOrlnts water' Everyone needs to protect it'

r-: i !-.\u can See, both passages discuss water conservation, but they do so in different ways' In

*-,: :-'sr article, the student ivrites about ways to conserve^water at home' This author's putpose

..ilformreadersabouthowtosavewater'Thetoneofthearticleisfact-based,withneutrali' -:js and general instructions. The student names some benefits accruing from water

::.-::l.ation-it helps the environln.n*na ruves money-but doesn't argue forcefully that

:=.:.: should or wili follow these water-saving tips'

-' : -.::iast, the second article is an opinion-based piece about the importance of conserving

r,, ,:::. Because this author's purpose for writing is to persuade readers to accept the author's

:,, :-i Jf r.iew on water .orrr.ruuiion, h. ur., eirotionally charged language (critical' most

_ :.::,e resource, severe drought, aor'guroutty low, dwindling suppty,and so on)' The author

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Chapter 5begins with a rhetorical question and then appeals to the audience's sense of duty ("we ail :; :to do our part to use water responsibly"). By using persuasive language and rhetorical der .: r,,,this author reveals a specific purpose: to urge fellow students to take water conservationseriously.

Practice 2: Author's PurposeRI4,6

Franklin D. Roosevelt's Presidential Address toCongress, Dec. 8, 1941

Yesterday, December 7,1941-a date which will live in infamy-the United States of, America was suddenly and deliberately attacked by naval and air forces of the Empire ofJapan.

The United States was at peace with that nation, and, at the solicitation of Japan, wasstill in conversation with its government and its emperor looking toward the maintenanceof peace in the Pacific.

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N It will be recorded that the distance of Hawaii from Japan makes it obvious that the

$} attack was deliberately planned many days or even weeks ago. During the intervening time

ffithe lapanese government has deliberately sought to deceive the United States by false

*ffi statements and expressions of hope for continued peace.

'r,ltn The attack yesterday on the Hawaiian Islands has caused severe damage to American$ naval and military forces. I regret to tell you that very many American lives have been lost.

ffi In addition, American ships have been reported torpedoed on the high seas between San

*) Francisco and Honolulu.

?_ Yesterday the Japanese government also launched an attack against Malaya.

.F" Last night Japanese forces attacked Hong Kong.tj

ffi Last night Japanese forces attacked Guam.

Read the passages below. Then answer the questions that follos.

"'ffi Indeed, one hour after Japanese air squadrons had commenced bombing in the American'p;island of Oahu, the Japanese ambassador to the United States and his colleague delivered

ffito our secretary of state a formal reply to a recent American message. While this reply

ffi:Tl?d]T1it,:....T:d l*1:r-11:,"1:li:,h. existing diplomatic negotiations, it containedffino threat or hint of war or armed attack.

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Structure of lnformational Texts

Last night Japanese forces attacked the Philippine Islands'

Last night Japanese forces attacked Wake Island.

And this morning the Japanese attacked Midway Island'

Which statement from the passage best supports the author's purpose?

A Japan has...undertaken a surprise offensive extending throughout the Pacificarea.

B ...American ships have been reported torpedoed on the high seas. ' '

C But always will our whole nation remember the character of the onslaught againstus.

D The facts of yesterday and today speak for themselves'

What rhetorical device does the president use that starts in the sentence "Last nightJapanese forces attacked Hong Kong" and continuing for the next three sentences?

A Anaphora

B HyperboleC EuphemismD Rhetorical question

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Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific

area. The facts of yesterday and today speak for themselves. The people of the UnitedStates have already formed their opinions and well understand the implications to the very

g J!4Lvo ^ ffiffi life and safety of our nation.

Wg* As commander in chief of the Army andNavy I have directed that all measures betaken ffiff fo, ou, defense. But always will our whole nation remember the character of the onslau9ht ffiffi againstus. No matter how long it may take us to overcome this premeditated invasion' the ffi

ffi-i^"rt""^;;;; their righleous might will win through to absolute victory. ffi

ffi I believe I interpret the will of the Congress and of the people when I assert that we will ffifl not only defend ourselues to the uttermoit but will make very certain that this form of .*,

$ treachery shall never endangerus again. *e Hostilities exist. There is no blinking at the fact that our people, our tenitory and our ,*

ffi interests are in grave danger. T;tvt"Yl-L"W With confidence in our armed forces-with the unbounded determination of our 'ffi,

ffiV"oVt"-*e will gain the inevitable triumph-so help us God.

W,

W I ask that the Congress declare that since the unprovoked and dastardly attack by Japan fu,

$ on Sunday, DecembJr seventh, a state of war has existed between the United States andthe ffig Japanes. Empire. Wwffi

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Chapter 5

3 How does the president use specific words and phrases to characterize the Japanes:and the Americans? Give examples.

This presidential address is also known as the "Infamy Speech." Originally the fir::line read, "a date which will live in world history." How does changing wirld hisrc -to infamy affect the tone of the speech and reveal the speaker', pr,rtoo?

lruronuATtoN tN DTFFERENT MeonYou can find a wealth of information about a subject in many different media, be it print, onli:.:visual, or audio' For instance, if you were researching an American president, youcould reac :biography of his 1ife, hnd audio or film clips of him giuing a speech, and watch a documenm:,about his presidency. Some historical figures' lives are .u.n dru.utized in movies or TVspecials. All of these sources provide information about a subject. Just remember that differe:.:media may emphasize different aspects of a topic or have different purposes. A journal artrc.cwhich is meant to inform, won'tbe the same as a dramatized film, which is created to enterra:

People who rely on the media to share information have to choose the most appropriate mediui:3:i*:ftlYT{ Y"t 1111.n and ror the purpose of their message. Material that require.explanation is often best suited for print media or certain online media. Information #;ffi::,shared visually, such as the impact of war or natural disasters, is often communicated mosreffectively through photos or video. Information or events that are best shared through audicinclude interuiews, press conferences, political debates, and so on.Writers will often use visual images to reinforce their message. Sometimes an image will be i:the form of a photograph. other times it might be an illustratiln, map, chart, or logo. presenter.use visual images when they show videos or slides to complement lheir speech. iuch visualimages may lead viewers to draw certain inferences-thatls, people mayunderstand aparticular message from an image alone. For exampl., irugin. an ad with very good-lookinspeople all drinking a certain brand of soft drink. The viewerls meant to infer that-good-lookin:people prefer that beverage' By the same measure, if a vieu,er sees a picture of an r,rrr.i. r."i..

ExamplesNewspapers, magazines, joumals, bookiBlogs, websites

Films, advertisements, pictures

Radio broadcasts, podcasts

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