i

Persuasive
Language
Appendix
In the Persuasive Language Appendix you will find additional information that will help you
to analyse the ways in which language is used to persuade. The topics covered are:

 More on Metalanguage

 Appeals Again

 Sentence Salvation – including sentence starters

 A handy analysis framework

And
in
 A VCE English addi glossary of key terms used in the course –
see page xiii
tion
:
 ii

More on Metalanguage
Metalanguage is the term given to the words and phrases we use to discuss language conventions and
usage. The following list of persuasive techniques is metalanguage that can help to describe how
language is used to present a point of view.
*Note: The right-hand column lists generalised examples. Be sure to consider the specific purpose and
effect of each technique in the context of the point of view being presented.

Persuasive Techniques
Technique Examples Possible purposes and effects
active and passive voice active: They released the report  active: direct, clear
provides subjective or  passive: indirect, detached
passive: The reports was released
objective tone
adjectives a stirring speech  adds detail to make the text more
Describing words interesting
her diamond-studded tiara
 can imply something positive or
negative
alliteration and Sydney’s slippery side  adds emphasis, reinforces meaning
assonance  draws attention to key words or ideas
The elite meet-and-greet
Repetition of initial  can elicit emotive response
consonants and  memorable
repetition of vowel
sounds
allusion Rusty the Clown (compares Russell  makes a comparison between two
Crowe and Krusty the Clown from The situations to illustrate parallels, in the hope
Simpsons) that audience will draw conclusions
 adds humour
Lord of the Pies (reference to
overweight English lord by comparing
to the William Golding novel Lord of
the Flies)
attack Her comments are little more that  Belittles an opponent’s arguments or
Means of criticising an adolescent gibberish. (Ridicule, actions and may lend weight to those of the
individual or idea mudslinging) writer
 Disparagement of subject may sway
Teachers must be held accountable for
audience’s opinion
students’ appalling literacy levels.
 Can offend and alienate audience if
overdone
bias An advertisement for the Federal  Can strengthen an argument if the bias
overt preference or Liberal Party announcing the benefits of seems reasonable and within context, and if
sympathy for a changes to Australia’ s workplace the author has some authority
particular point of view legislation  Can undermine an argument if
disproportionate to the context
cliché In the final analysis  Can sway an audience by appealing to
An overused phrase or something with which they are familiar
World-class city
argument  May make an audience feel informed
 May alienate more sophisticated
audience
colourful language They are certainly up the creek now!  Can provide humour
vulgar or rude;  May offend some of the intended
Who gives a toss about the Queen
particularly unusual or audience
anyway?
distinctive expression  Establishes an informal register
The policy is a dog’s breakfast! (friendly, one-of-us)
 iii

connotative language The children were slaughtered as they  Encourages (either subtly or overtly)
loaded language that slept. audience to accept a particular implication
evokes an idea or  Seeks to persuade audience to accept a
Her reckless behaviour was
feeling, either positive particular viewpoint of a person or event
questioned.
or negative
The ANZAC legend
emotional appeal Long-range nuclear weapons do not  Triggers an emotional response in
attempt to persuade discriminate: we are all a target. audience
through emotional (appeal to sense of insecurity)  Evokes feelings of guilt, shame, horror,
manipulation satisfaction, honour, etc
Sadly, Aboriginal health and education
are responsibilities we still have to
address. (appeal to sense of social
justice)
emotive imagery This barbaric practice has been  Targets an audience’s emotional
language that paints a extended to the children, and the pain response (horror, excitement, disgust
picture to arouse a they suffer is evident on their faces. outrage, etc)
particular emotional  Can alienate or offend some audiences
Bodies were piled up like trash in
response
makeshift roadside graves.  (sensitive people, or those with different
political views from the writer)
euphemism Collateral damage (unintended victims  Avoids offending or disturbing some
a mild, less direct word of war) readers
or phrase used to  Can provide subtlety in an otherwise
Unplanned landing (crash)
replace something difficult situation
offensive or unpleasant In the family way (pregnant)  Can undermine the argument if used
inappropriately or overused

evidence According to Melbourne Water, 1.5  Can lend an argument considerable

material in support of an million households used over 500 weight, lends credibility
argument: statistics, billion litres of water in the year to 30  Appeal to authority
fact, expert opinions, June.  Can undermine an argument if used to
anecdotes confuse or flood with too much information.
Wind poser generates fewer pollutants
than the burning of fossil fuel.
figurative language The fabric of Australia is multi-hued.  Paints a vivid and easily understood
Imagery through the use picture for the audience
Social and racial difference are the
of visuals, metaphors,  Implies comparison to support a
fault lines in our communities.
similes position
formal language It is our firm belief that student  Creates a sophisticated, often
Use of more elaborate, success can be facilitated through the authoritative style that can lend weight to an
precise or sophisticated employment of sound educational argument
language principles in a supportive learning  Commands respect
environment.  Can alienate in a situation when
informal language is more appropriate
generalisation This poor behaviour was modelled by  Seeks to validate a theory or contention,
broad statements the parents, and it is therefore sometimes dubiously
implied from specific ultimately a parental responsibility.  Can be inferred to be evidence by naïve
cases audience
It is clear from the evidence at this
school that all girls befit from single-  Can detract from or undermine if
sex classes at VCE level. examples are unrealistic or illogical

humour George Dubbya Bush and his weapons  Often denigrates the subject
use of puns, irony, of mass distraction  Can provide a more engaging and
satire, sarcasm friendly tone
Gillard and Rudd came out of the
conference licking their lips like a  Audience can be swayed by having them
couple of lovestruck Cheshire cats. enter into the joke.
 iv

hyperbole Every weekend the city is overrun by  Creates dramatic effects through
exaggeration or beggars and buskers. dramatic imagery
overstatement used to  Argues through the employment of
Our parks are little more than toxic
imply something is more shock tactics and appeals to fear
rubbish dumps.
important, worse, better  Argument can be less effective if
etc. overused or exaggerated
hidden agenda Claiming that a golf course is being  Is dependent on audience believing the
an undisclosed plan, closed due to lack of use when the cover story
especially one with an true reason is the value of the land in
ulterior motive the real estate market.
inclusive language and We all have a role to play.  Targets or accuses particular groups
exclusive language  Creates a sense of solidarity
They bring their problems to Australia.
the effective use of us  Can encourage a sense of responsibility
and we to include, them It is up to us to solve the problem they  Can create an ‘us and them’ mentality.
and they to exclude. have created.
informal language How do you like them apples, Senator?  Creates a conversational mood
colloquial, everyday  Engenders support by establishing a
She’ll be right mate.
language, slang. rapport with the audience
 Appeals to audience’s sense of humour,
cultural identity
 Can alienate those not part of the group
irony The war on terror has produced a  Can engender support through the
Humour found in volatile environment more susceptible use of humour
contradictory situations, to terrorist forces.  Can evoke strong emotional
often through the use of responses
In order to ensure our freedoms, more
sarcasm.  Encourages audience to see flimsy
control is required.
logic in a statement or event
jargon Within the given parameters, the  In correct context, allows professionals to
Words and phrases used incorporation of cultural constraints communicate easily by using familiar words
by a specific group of adds explicit performance contours. and terms
people.  Often used to confuse or impress
Early adapters are our chief indicators
of the viability of the product.  Used to confer authority (sometimes
underserved) on the speaker or writer
 Can alienate those not part of the group
logic Research has shown that a prison term  Appeal to reason rather than emotion lends
reason: the use of fro minor offences hampers credibility to the argument
argument to assess a rehabilitation: we must therefore,  Offers proof and possible solutions
situation and sway an adopt a new approach to punishment,  Author’s viewpoint supported by facts and
audience as locking up people who have common sense
committed such offences has not
worked.
omissions An opinion piece that condemns a  Seeks to present a particular point of view
the deliberate or group without considering causes  Can be either persuasive or offensive
accidental leaving out of
information.
pictorial support Photograph of drunken teenager  Provides audience with visual text, which
images to accompany within an article about teen binge may aid understanding
written text and drinking  Can provide emotional response in reader
illustrate an issue or
Graph indicating rising levels of  Can provide quick factual reference for
point. reader
childhood obesity
 Statistical presentations can be misleading
Diagram illustrating flow of
information
 v

praise Her efforts are to be commended.  Evokes positive sentiments that can sway an
expression of approval audience
We should feel proud of our
or admiration.  Helps to paint the subject in a positive light.
commitment to cultural diversity.
pun Water chief damned by local critics.  Humour used to engage audience
play on words:  Can be used to create a sense of irony
PM feels the heat over climate change.
humorous use of
synonyms or homonyms Public transport: designing a fare
system.

repetition We cannot imagine the horrors they  Is memorable

reuse of words or faced: we cannot imagine the strength  Highlights important or main points
phrases of their spirit. And we cannot allow it  Creates a rhythm that can have a hypnotic
to happen again. effect.
rhetorical question Must we wait for years before this  Encourages audience to critically consider
a question that does not man leaves office? the issue and perhaps accept the author’s
require an answer answer
And why do we do this? Because we
 Can imply that the answer is obvious and
are fair and honest.
that anyone who disagrees is foolish
 Can evoke emotional response

sarcasm We can now look forward to loner  Can provide humour to make a point
the use of irony to mock ticket queues, sweatier rides and more  Provides political commentary in an amusing
or show contempt, by train rage. format
implying the opposite of  Can engender hostility in audience
Why stop at 30 students to a
what is actually said
classroom when we can cram at least
15 more in?
satire Television programs such as Real  Provides humour to make a point
the use of humour or Stories, The Chaser’s War on  Provides political commentary in an amusing
exaggeration to expose Everything and Frontline format
or criticise  Can engender hostility in audience
Political cartoons
sensationalism Overseas fee-paying students are  Appeals to audience’s curiosity, prejudices
stealing our university places!  Can reinforce stereotypes
 Can offend or alienate
Juvenile joyriders terrorise
community!
sound effects The sound of a cash register in an  Appeal through association
sounds added to or advertisement to suggest a bargain  Create a mood
enhanced in a text
subtext A news article implying that Aboriginal  Can send a covert message to the audience
an underlying theme or health problems are of their unmaking  Can be seen as underhanded or manipulative
message in a text, with by those who do not agree
An analysis of an election campaign
an unstated meaning  Very persuasive if audience is unaware of the
that implies a flawed, cynical approach
subtext
by the party
vested interest An article written by a real estate  View may be biased
a personal interest in a agent about the property market in a  Cannot be considered an objective opinion
decision particular area
A letter written by a family member
supporting the actions of a high profile
member of the community.
vocabulary choice A news article about a health crisis or a  Seeks to support a point of view
the deliberate selection heath concern.  Can paint a subject in either a positive or
of words negative light.
 vi

Extract from Using Language to Persuade: Points of View in the Australian Media, Oxford 2007

Appeals Again
If you want to persuade someone of something, then it often helps if you can “tap into” their values and
beliefs, into their fears and wishes and hopes for the future.
Every time we look at advertisements for popular products – for example chocolate bars, soft drinks,
magazines and cigarettes – the advertiser is trying to persuade us that if we buy this product we will be
more beautiful, sexy, rich, fun-loving or have a range of other desirable qualities!
When you read persuasive writing, the writer uses some of the same techniques and a whole new range
of new tricks and devices to convince you!
We say that the writer is trying to appeal to our wish for a desirable quality (e.g. beauty) or to be seen
in a particular way (e.g. as a good citizen) or to support a particular belief (e.g. the need for justice). You
will learn to identify some of the persuasive appeals of writers and you will also learn how to explain in
a correct English sentence the effect that the writer has on us!
Emotional appeals are often subtle; they target readers’ morality and sense of justice, play on emotions
such as fear, insecurity, hopes, desires and things that are valued.
Here are some examples of this language device at work.

Appeals to authority
If a writer wants to strengthen an argument, he or she will often make use of an appeal to authority. For
example:
 ‘Doctors have frequently commented on…’
 ‘The famous philosopher Jeremy Bentham once said…’
 ‘As Nelson Mandela once said…’
These appeals can add a level of respectability and expertise to a case. They make use of the implied
expertise or credibility of a well known figure or profession to make it hard for the reader to disagree
with an argument.

Appeals to tradition or nostalgia (the ‘good old days’).

If a writer or speaker wants to argue against a proposed change, he or she will often use an appeal to
tradition. For example:
 ‘We’ve always done it like this…’
 This practice has a long and noble history.’
 ‘Our forefathers fought for this.’ ‘
The readers or listeners are meant to feel that if they do not support the writer’s point of view, they are
undervaluing the importance of tradition.

Appeals to fear (being alarmist).

There are many kinds of fear to which a writer or speaker can appeal. There is the fear of change, the
fear of loss and the fear of violence. For example:
 ‘If this happens, then we will see a vast increase in crime.’
 ‘If we allow the government to do this, individual rights will be
severely eroded.’
 ‘This could lead to social unrest.’
 ‘People will lose their jobs if this goes ahead.’
 vii

Because of the possibility of these fears being realized, the readers or listeners are more likely to be
persuaded to agree with the point of view being put forward.

Appeals to ‘family values’

‘Family values’ are based on the importance of the family as a ‘unit’. Families are thought to value such
things as security, belonging, caring and nurturing. For example, the following claims might appeal to or
be of interest to people who value the family.

 ‘Working mothers are unable to give sufficient attention to their children.’

 ‘Corporate businessmen working long hours are alienated from their families.’
 ‘Insecurity in employment is preventing couples from starting families.’
 ‘Unemployed parents cannot afford to buy Christmas presents for their children.’
 ‘The breakdown of the family in our society is leading to increasing drug-taking among
adolescents.’

Special concerns for the vulnerable (the children and the aged) are central to these family values. If it
can be demonstrated that a proposal benefits or threatens families, readers and listeners may be
persuaded accordingly. Appeals to compassion
A description of the plight of the underprivileged is an appeal to the readers’ or listeners’ sense of
compassion. Sometimes this might also be designed to elicit outrage and a desire to take some action to
rectify the situation. For example, a description of the condition of those living in a war-afflicted zone
might result in a donation to a special fund.

Appeals to self-interest
Appeals to self-interest can take many forms. For example, if a writer or speaker shows readers or
listeners that they will be better off in some way as a result of a particular proposal, they may be more
likely to agree with the proposal. Statements such as those below are appealing to self-interest.

 ‘Residents of the City of Kingsville should realize that if the government’s proposal goes ahead,
there will be an increase in tourism to the area.’
 ‘If you vote for my government, I promise to reduce taxes.’

Appeals to group loyalty

With this sort of appeal, the readers or listeners are positioned so that they feel they should support
the point of view out of loyalty to a particular group. For example:

 ‘If this proposal goes ahead, then many of your fellow workmates will lose their jobs.’
 ‘Students should stand together on this issue.’

Appeals to patriotism
The term ‘un-Australian’ is an example of an appeal to patriotism. When a politician or commentator
uses this term, the reader or listener is made to feel that supporting a particular point of view or action
is not a patriotic thing to do. References to national interest, Australia’s position in the world and its
economic well-being are other examples of this sort of appeal. For example:

 ‘We must take this action if Australia is to be a credible force in our region.’
 ‘We must not change the flag because Australian soldiers fought under it in past wars.’
 ‘Australian performers are capable of great things.’
 viii

Appeal to the desire to be modern

Advertisers make extensive use of this appeal, urging customers to buy the latest in technology, the
most up to date in fashion or the most recent model car. But there are fashions in ideas, too, and
writers and speakers can position readers and listeners to agree with them by indicating that opposing
ideas are old-fashioned.

For example:
 ‘The dinosaurs who resist change must not be allowed to stand in the way of progress.’
 ‘We have to change with the times; we cannot become embedded in the past, embracing old-
fashioned ideas.’

Appeals to guilt
A feeling of guilt is a powerful emotion, and writers and speakers who make their readers and listeners
feel guilty about an issue exercise considerable appeal. For example:

 ‘If we sit back and do nothing, this building proposal will go ahead and the surrounding
environment will be destroyed.’
 ‘If shareholders continue to insist on bigger dividends, companies will improve their efficiency
by sacking workers.’

Appeals to sense of justice

An appeal to a sense of justice or fairness is often used when the rights of two opposing sides come into
conflict. The following arguments are examples:
 ‘It’s all very well to talk about the rights of non-smokers, but what
about smokers? Don’t they have any rights?’
 ‘So Crown is getting more concessions from the government, are
they? Why aren’t other struggling businesses being helped too?’

(Extract from English at Eleven by Toni Glasson, Jacaranda, 1999,

pp. 74 – 76)

63 Tone Words
apologeti
admiring amused annoyed approving ardent arrogant
c
assertive baffled bemused biting calm casual caustic
demandin diplomati disappointe
critical cynical didactic* diplomatic
g c d
disillusione
disgusted dismissive dogmatic emotive fervent formal
d
frank frustrated furious guarded hectoring hostile humble

irritated jingoistic knowing laid-back lecturing measured melancholic

messianic nostalgic optimistic outraged passionate patriotic patronising

pessimisti
pleading reflective ridiculing sarcastic scathing scornful
c
sympatheti
sensible serious solemn superior worried zealous
c
* Intended to instruct or teach but also to moralize excessively.
 ix

Sentence Salvation
Sometimes you know what you want to say but you just can’t get started. The words escape you. Other
times you feel like you are using the same phrases over and over and that your writing is becoming
boring. This is often the case when you are writing a language analysis essay because so often you are
explaining what a writer is saying in a persuasive text. Here is a bank of phrases that you can use to get
yourself going.

Please bear in mind that you would need to adapt the phrase to suit your purpose. For example you
would need to begin with;

 The writer ….
 James Brown …
 The speaker …

Accepts that Explains that

Advances the argument Expresses the view/idea that

Advocates that Highlights that

Argues that Hints at/ that

Asserts that Is critical/sceptical of

Attempts to show that Maintains that

Believes that Observes that

Concludes that Outlines the idea that

Condemns the idea that Points out that

Considers that Proposes that

Contends that Puts forward the view that

Counters that Reasons that

Decries the suggestion that Refutes the idea that

Discloses that Rejects the idea of

Emphasises that Urges the audience to

And some useful linking words and phrases …

On the one hand Meanwhile

On the other hand Admittedly
In a similar fashion At the same time
In contrast Despite this
In direct opposition
Yet
to
First/firstly/ first of
Furthermore
all
On the whole However
 x

Although nevertheless

Language analysis checklist

Make several copies of this very useful checklist. You can use it to check over any of your language
analysis essays in Units 3 & 4.

Language analysis task High, Medium, Low or Nil?

1. How well have you avoided simply summarising the article? (Some
summary is allowed but only if it is a part of the analysis process.)
2. Your writing is supposed to be analysis of the way someone else
presents their opinion. How well have you managed to keep your
own opinion out?
3. You must analyse the use of persuasive language. This means sticking
to the task of:
a. Have you identified the type of text?
b. Have you identified the main contention and stated it as clearly
as possible.
c. Have you identified the tone of the article? (by naming and
describing it in a full sentence)
d. Have you identified evidence about tone? (by quoting at least
two words or phrases from the text and describing how they help
to set the tone?)
e. Have you identified and described the intended effect of the tone
of the article in a sentence?
f. Have you named and described a number of persuasive
techniques?
 Have you written separate sentences about approximately 3
different techniques?
 Have you named each technique (using the correct language
from the unit 3 Persuasive Language appendix)?
 Have you provided evidence of the use of a particular type of
appeal? –have you named the appeal?
g. Have you provided clear evidence of each of the persuasive
techniques you named?
 Do the sentences about the techniques include short quotes
from the text which are evidence of the technique being
used?
h. Have you described in as much detail as possible, the intended
effect of each of the persuasive techniques on the reader?
 It may help if you use the phrase: “the intended effect of this
is..”
 xi

Analysis Framework
The paragraphs below offer one possible framework for language analysis. Only consider using it if you
are still unsure about how an analysis should be constructed. Even then, you should adapt the
framework to suit the individual texts you are analysing. Remember also to consider how any non-
verbal language is used to support the author’s point of view. You would be well advised to use a fresh
piece of paper when you use this framework as the spaces probably won’t be big enough for you to
simply fill in the gaps.

Following ________________________________(event), debate resurfaced regarding

_________________________(issue). In a ____________________________(text type) for

_____________________________(publication) on __________________________(date)

____________________________________(author) argues in a______ _____________(tone word)

and _________________________________(different tone word) fashion, that ___________

_________________________________________________(contention). ________________

___________________________________________________(sentence about overall

style/structure).

The (structural feature or first persuasive technique) highlights the writer’s contention with it

message of____________________________________________________________.

This is heightened by his/her references to________________________________________,

which urges our support for the contention by __________________________________.

__________________________________________(technique) in the phrase

“___________________________________________________________________”

serves to __________________________________(effect). The writer is primarily seeking to

______________________________________ in this part of the text.

In the following (paragraph, sentence etc) the author speaks of “_______________________”,

which encourages readers to ____________________________________________(effect) by

________________________________________________________.This is cemented with a

reference to “ __________________________________________________”, which seeks to

engender support by___________________________________________________________.

 xii

The _______________________________________________

phrase “ _____________________________________________________” recalls the idea

that _____________________________________________________. The overall effect

here is______________________________________________________________.

(Write another body paragraph if necessary)

The ______________________________________________(text type) is ______________

(description of style and purpose), and would most likely appeal predominantly to _________

________________________________________________________(specific audience).

However, anyone who ___________________________________________(specific vested

interest or opinion) might be inclined to feel____________________________________

(alienated/offended/etc.)

Overall, ________________________________________________(sum up the structure,

style and/ effectiveness of the piece).

Adapted from Using Language to Persuade: Points of View in the Australian Media, Oxford 2007
 xiii

Glossary
Item What it means and why it is useful to know about Page
Anecdote A short and amusing or interesting story about a real incident or
person experience which is relevant to the topic and can be used as
illustrate a point more effectively than general discussion alone
Aphorisms A pithy observation that contains a general truth, such as, “if it ain't
broke, don't fix it.” An important part of expository and persuasive
writing for outcome two.
Appeal See ‘persuasive appeals’ in the Persuasive Language Appendix Page vi
Argumentative Writing that is intended to put a certain position to the reader in a way
writing that will persuade them to agree with it.
Authorial choices The choices an author makes about style and content when creating a
text.
Contention The central point behind an article expressed in its simplest and
clearest form. The main point behind the arguments and techniques
used. All combine to support the contention. It makes undertaking
Language analysis easier if you can identify it clearly.
Context One of four options chosen as a focus for discussion and writing for
outcome 2. At DECV the context is “Identity and Belonging”
Creative writing Writing that is fiction. That has been created by an author. Poems,
stories, novels, pieces of reflective personal or imaginative writing.
Explanation A piece of writing designed to explain the purpose of something – in
this case a piece of writing so that the reader understands something
about the choices the writer has made and what their intentions were.
Expository writing Writing that is designed to expose and explore an issue or subject.
Feature Article A long developed piece of writing from a newspaper or magazine that
is usually written in an expository style to expose or explore a
particular subject or topic.
First person The ‘I’ voice as used by authors. Eg. ‘I went to the shop today’
Formal Language Language that uses the correct conventions. Formal writing is used in
business letters, many newspaper articles, academic or scholastic
writing, essays.
Informal Language Language used in a variety of forms, that is informal, casual,
conversational, colloquial.
Interior monologue The thoughts of a character, usually in fiction, expressed to the reader
by the author or narrator.
Language Analysis VCE essay task that requires students to analyse, by way of examining
persuasive techniques, a media text or texts.
Metaphor A literary figure of speech that uses an image, story or tangible thing to
represent a less tangible thing or some intangible quality or idea.
Multi-modal text A text that contains different forms. A number of different modes,are
integrated to form a composite ‘whole’. This includes words in
headings and headlines, images, and written texts that are made up of
different modes of writing.
Narrator The person telling the story in any piece of fiction or drama.
Opinion Piece A piece of writing intended to express the opinion of the author on a
particular topic.
Personal reflective Writing that draws on the author’s personal experience and includes
writing reflection and ideas that have developed as a result of this experience.
Persuasive writing Writing that is written with the purpose of persuading a reader (or
audience)
 xiv

Prompt The statement (about an aspect of the Context) that VCE students in
Area of study Two will respond to in writing of their own.
Retelling the story Recounting the story of a text that is being studied rather than
analysing it.
Similes A simile is a figure of speech that directly compares two different
things, usually by employing the words "like" or "as".
Target Audience The audience intended as the most interested recipient(s) of a piece of
writing
Third person Writing that is using the ‘he/she’ voice. He/she went to the shop.
Topic sentence The sentence that outlines what the paragraph or piece of writing is
going to be about.
Unreliable Narrator A narrator who the reader feels is not necessarily trustworthy or
truthful in their recounting of events and descriptions.
Visual Language Images or graphics used to communicate or help communicate a point
of view.
 xv

Language Lab Quiz 1

1. The phrase ‘language analysis’ means:

a) A list of the language devices/techniques used in a text

b) A type of therapy based on how a person speaks
c) A discussion of the ways in which an author positions an audience
to adopt a point of view.

2. A ‘target audience’ is:

a) A group of people who are the intended spectators, listeners or

readers of a performance, text or program
b) An audience who have agreed to provide feedback on the
effectiveness of a text
c) People who shop at Target

3. To ‘position an audience’ means

a) To arrange an audience’s seating

b) To influence an audience to adopt a point of view through the
use of persuasive language devices/techniques
c) To present an objective account of an incident

4. An anecdote is:

a) A treatment given after a poisonous snake or spider bite

b) A short story which is told to demonstrate a point of view
c) The repetition of a particular vowel or consonant to add
emphasis to a point of view.

5. The connotation of a word is the meaning:

a) That is suggested or implied by the word

b) The strictest and most literal meaning of the word
c) The shape of the letters which make up the word

6. Language that ensures that the audience feels like they are being
addressed explicitly is known as:

a) Intrusive language
b) Inclusive language
c) Intensive language
 xvi

7. Irony is the use of language:

a) That tries to convey the literal truth

b) Popularised by Alanis Morrisette in the 1990s
c) That tries to convey the opposite meaning of what is actually
being said

8. The statement “I’ve been studying 24/7” contains an example of:

a) A cliché
b) A clique
c) A metaphor

9. A question which is asked for effect and emphasis and doesn’t

necessarily require a response is known as:

a) A responsible question
b) A rhetorical question
c) A reasonable question

10. Denigrating opponents refers to the practice of:

a) Suggesting that he or she is untrustworthy or unreliable in this

matter
b) Covering opponents in graffiti
c) Strategically annoying opponents

11. A contention is the main argument or stance that is being presented

on an issue
True [ ] or False [ ]?

12. Bias is a statement of fact that can be proven and used as evidence
for a point of view
True [ ] or False [ ]?

13. A feature article gives detailed background information on the

broader implications of an issue.
True [ ] or False [ ]?

14. When writing a piece of language analysis it is acceptable to refer to

the author by their first name.
True [ ] or False [ ]?

15. A cartoon is not a serious text and does not have the power to
persuade an audience to adopt a point of view on an issue.
True [ ] or False [ ]?
 xvii

16. The words that appear outside the frame of a visual text are
irrelevant and should not be included in a piece of language analysis.
True [ ] or False [ ]?

Multiple Choices - There may be more than one correct answer.

17. An editorial:

a) Uses formal language

b) Contains an authoritative tone
c) Uses ‘I’ but not ‘we’
d) Explains how other events raised the issue
e) Represents the views of an individual

18. A speech:

a) Is a piece of writing which is read aloud to an audience

b) Is best delivered in a monotone
c) Opens with a formal introduction or greeting
d) May use props or visuals such as a PowerPoint presentation to
provide a focal point for the audience
e) Concludes strongly with a reference to the audience.
 xviii

Language Lab Quiz 2

Consider the information about Outcome 3 provided in the interview and
your general knowledge about how media texts seek to influence
audiences to answer the following questions.

1. What is the main skill you need to develop in outcome 3?

a) The ability to read different types of texts

b) The ability to discuss different ideas on an issue
c) The ability to analyse how texts use persuasive language

2. Who would be the most likely target audience for the Tecoma
Primary School monthly newsletter?

a) Box Hill Philatelic Society members

b) The Glenroy Choristers
c) The Tecoma Primary School community

3. You will need to complete two different types of tasks in your work
for outcome 3. What are they?

a) Oral presentation and opinion piece

b) Analytical essay and oral presentation
c) Analytical essay and creative writing

4. Which of the following best describes the most important features of

your writing for this outcome?

a) Identifying persuasive techniques in texts and discussing how

they have been used to affect an audience
b) Identifying the issues texts and explaining what an author has
said about the issues
c) Identifying the persuasive techniques in texts and giving your
opinion on the issues

5. Who would be the most likely target audience for a speech about
ethics in the media

a) Journalists
b) People who buy newspapers and watch TV
c) Tibetan monks

6. What does Susan Turner say is the role of the media in modern
society?

a) To inform and report on current events

b) To influence the opinion of their audience
c) Both a and b
 xix

7. The following words can be used to describe the tone of someone’s

voice. Pick the list of three words that best describe the tone of this
interview.

a) hostile, convincing, matter-of-fact

b) forthright, ridiculing, supportive
c) moderate, formal, authoritative

8. Who would be the target audience for an opinion piece written by an

environmentalist about Walk to Work day

a) Cyclists
b) People who drive to work
c) Unemployed people

9. What is the best way to describe what ‘issue’ means in the specific
context of VCE English?

a) A topic or debate that people are concerned about

b) Ideas discussed by authors when they write texts
c) A current news story, situation or particular event

10. Who would be the target audience for an editorial about the political
situation in Burma

a) Politicians
b) The voting public
c) Both a and b

11. Which of the below examples best describes what you need look at
when analysing a media text for outcome 3?

a) The main ideas about the issue and where the text comes from
b) The way the main ideas about the issue are expressed, the
location of the text and who the target audience might be
c) The persuasive devices the author is using and the main ideas
about the text

12. Who would be the target audience for an advertising catalogue

placed into a mailbox

a) People who shop at supermarkets

b) Mothers
c) Travellers