Using Language to Persuade

Using Language to PersuadeSession 3 sA presentation for the 2013 VATE Englishes DayPrepared and presented by Leonie Harding

All resources, handouts and presentations available at www.wordsgirlaus.wikispaces.com

Please go to this address, and read The sun is your frenemy in preparation for the session The premise

ConfirmationInformationInspiration

How to approach the study:Focus on how language is used to persuade

Dont focus on labelling techniques in a list, or any sort of formulaic response.

Develop INTUITIVE understanding with a holistic framework.Key knowledge of the AOS:Structures, features and conventions of textsConcepts of defined audiences and contextsCritical analysis of ideas, arguments and evidenceMetalanguage for critical analysisStrategies for constructing sustained, coherent and logical argumentGroup discussion strategiesSpelling, punctuation and syntaxExpectation that verbal and non-verbal language (including visuals and images) is analysed appropriately

Assessment: Writing which analysis the use of language in three or more persuasive texts that debate a current issue in the Australian media

A sustained and reasoned point of view on the selected issue in written or oral form

Source: VCAA English and EAL Study Design

Tasks in the study (suggested)Unit 1: Oral in group discussion

Unit 2: Written analyses - folio

Unit 3: Comparative analysis AND Oral

Unit 4: Examined responseDeconstructing the study.Analysis and comparison of textsTopical issue- since 1 September of 2012Media types should be widely varied:Feature articlesOpinion columnsCartoonsEditorialsLetters to the editorInterviews on current affairs programsWebsitesCD-ROMsSpeechesExcerpts from online focus and discussion groupsAdvertisements

Overlooked persuasive formsExam: 2012: speech2011: blog2010: speech2009: online journal opinion piece 2008: newsletter.

So why are we persisting with the Herald Sun opinion pages?

Because we assume that its easier.But is it the best approach? Wordsgirlaus

The critical problemStudents baffled and confronted by persuasive text.Labelling then attributing meaning is far too common.Students do not understand the background of a piece the INTENTION.Intuitive response is based on understanding the context, purpose, audience, form and language of the piece

Developing a holistic understanding Begin with the notions from the Statement of Intention

Encourage students to think more deeply than just the words on the paper.

Authors contention, audience and purpose are as important as the text.

So consider the SOIAspect: CONTEXT

The world surrounding the authorCultural and political landscapeEnvironmental surroundings TimeframeInfluential historical events

If you changed any of these specifics, would the issue have the same resonance?

Aspect:PURPOSE

Why did the author feel the need to write this piece?

All written material has a deep purpose, a reason for development. What did the author wish to GIVE to the world, by writing this piece?Aspect:AUDIENCE

Very specific, measurable audience

Several separate audiences, or audiences that share a common characteristic?

Can students draw a profile? (great SAC prep!)

Aspect:FORM

Physical representation of a piece of language/text.

Persuasive/expository/imaginative; but can be a hybrid.

Also tends to discuss the distribution/publication specifics of the material.

Consider:

The form of a piece is selected in direct response to the context, purpose and audience.

For example: Vietnam War protest songs Context?Purpose?Audience?Form?Language?

Aspect:LANGUAGE

Specific communication choices: represent the contention.

Usually (but not always) selected to fit with the particular form.

Less familiar language concepts such as colour, sound, images, tone, layout, emotion, cultural cues, timing, parody and branding. Glossary of Language Techniques

The language used in literature is a product of the time and place, as there will be jargon, cultural cues and vocabulary that can effectively place a piece.The purpose that the author identifies as being behind the creation of the piece will affect the strength of the language, as their place on the continuum of totally agree to totally disagree will colour what they believe about the topic.Language is always selected (whether consciously or subconsciously) to have the greatest impact on the specific audience (as they are the ones who need to know this information). Forms dictate not only the sort of language used (newspapers, for example, have a very specific syntax) but also the strength of the language tabloid language is simpler; language within an industry is highly jargonistic; compare political satire on the ABC with that of commercial networksIt is IMPOSSIBLE to understand how to analyse language without knowing this first

Delivery.Begin the AOS with discussions of PCALF

Encourage students to identify aspects from a variety of material

Be careful that students dont INFER just remain aware of context.

PURPOSE of this approach is to CONNECT with the intent of the author.

What should the audience think/feel/say/do?

Please visit

www.wordsgirlaus.wikispaces.org

for resources.

Thank you, and enjoy your year