LANGUAGE ANALYSIS

Part 1: The Basics

When you first approach the language analysis texts, skim through them looking for
the following things:
1. Contention(s)
Definition: A statement communicating the author’s main point of view: what the
writer or writers want you to agree with. The contention is the broadest possible
argument, and should be present throughout the whole of the text. All of the
arguments presented in the text will support the overall contention.
Be aware: If there is more than one article there might be more than one main
contention. This allows you to establish a contrast.
Look to determine if the contention in a single article is consistent.
Establish if the supporting graphics or headlines support or compete with the
contention being put forward.
2. Supporting arguments
Definition: Supporting arguments are the two or three main reasons used to justify the
overall contention. These supporting points do not permeate the entire text, but are the
main reasons given for the overall argument.
Example: If the article is about allowing girls to play in the local football team,
supporting arguments might be:
The girls (how they are depicted; brave or reckless and irresponsible)
The parents of the teenagers (how they are depicted - supportive)
The football club (how they are depicted – out of date or forward thinking)
Be aware: The friction between the points of view will generate the possibility of
establishing who has the better argument and where it is most effective.
3. Writer’s position
Definition: You need to identify who the writer or writers are and how this influences
their views in the debate. This involves their job and political orientation. It may also
involve their race, gender, religion, sexuality etc, although you should be careful to
refer to these characteristics only if the author makes it clear it has had an influence
on the argument.

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Example: Devout Catholics would oppose legalizing abortion. Their faith is

influencing their views. By way of contrast, a feminist might be expected to support a
woman’s right to choose. The orientation of these individuals is influencing the stance
taken.
Be aware: Your task is not to say if the writer’s point of view is correct or
incorrect. You are there to establish how effectively the writer has communicated
a point of view. Have the techniques employed been effective and appropriate given
the topic and nature of the discussion.
4. Tone
Definition: Tone refers to the voice or attitude of the writer. When determining tone,
look not at what is stated, but how it is stated. To identify the tone of a piece, think
about how the piece made you feel as a reader and what impressions are generated
about the author.
Sample list of tone words:
1. angry 27. desperate 53. enthusiastic
2. sarcastic 28. superficial 54. snooty
3. sweet 29. sad 55. dreamy
4. harsh 30. artificial 56. lighthearted
5. cheerful 31. authoritative 57. humble
6. pleasant 32. surprised 58. instructive
7. sharp 33. ironic 59. disinterested
8. disgusted 34. content 60. uninterested
9. haughty 35. hurt 61. cheery
10. soothing 36. confused 62. manipulative
11. melancholic 37. questioning 63. contradictory
12. depressed 38. inquisitive 64. aggravated
13. ecstatic 39. arrogant 65. serious
14. agitated 40. condescending 66. calm
15. sympathetic 41. coarse 67. proud
16. seductive 42. romantic 68. apathetic

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17. hollow 43. upset 69. encouraging

18. humorous 44. paranoid 70. consoling
19. passive 45. pleading 71. friendly
20. persuasive 46. numb 72. loud
21. afraid 47. cynical 73. brash
22. tired 48. facetious 74. apologetic
23. happy 49. hating 75. appreciative
24. disappointed 50. nervous 76. joyful
25. dejected 51. loving 77. miserable
26. excited 52. scornful 78. Vibrant

Examples:
a) Outraged, angry: This is the most ridiculous proposal I have ever heard! Why
should my tax-payer dollars go towards supporting this scheme?
b) Sarcastic: I’m sure that you didn’t mean to hurt him, after all, you did hit him over
the head with a bottle while he wasn’t looking. Everyone can see how that would be
deemed an accident.
c) Hurt, surprised, dejected: How could you even think I would suggest that? You
know I love the Richmond Football Team. I would never ridicule their performance.

Be aware: Establishing the tone provides the general umbrella under which ideas can
be grouped. It’s a way of structuring your response. A single writer may transition
between several tones or we can contrast the different tones of multiple writers.

5. Audience
Definition: The intended audience of a text is the people the author is targeting.
Think about who the author is trying to reach with their message. To identify the
audience, think about:
- Whether anyone is being directly targeted: For instance, is the text written or
presented to a particular person or persons? Does the text appear in a publication for a

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specific group of people (such as retirees, movie goers, or fashion devotees)?

-The content: Who is influenced by the content of the article? Whose interests are
represented, or whose opinion does the author seek to challenge?
- The tone and techniques used: Who would react to the tone? Are the techniques
markers of a particular group – “gnarly dude”? What sort of people would respond to
them? Who would be alienated?
Be aware: The audience may well determine the approach and style taken by the
writer/speaker. A large public audience will require different techniques and
approaches to an individual reading a paper over a morning cup of coffee.

Part 2: Persuasive Techniques

The next step is to think about the persuasive techniques that the authors have used
to support their contentions. There are three broad types of persuasive techniques
that you should be aware of; logos, pathos, ethos.
Be aware: Do not fall into the trap of focusing only on techniques you can name. If
something feels persuasive to you, this is because it is persuasive, whether it has a
“name” or not.
Logos – ‘Logic or Reason’
Definition: Logos (Greek for “word‟) is an appeal based on logic or reason. It refers
to the internal consistency of a message the clarity of the claim, the logic of its
reasons and the effectiveness of its supporting evidence.
SAMPLE
The following discussion between Constable O’Laughlin, Anna Ferral of the
Environment Protection Society and the Arts Centre’s Hugh Riddington-Smythe was
aired on 3AW after members of LEO, Liberation Of Environment group, scaled the
tower of the arts centre this morning and unfurled banners in an attempt to highlight
the current government’s appalling record on environmental protection.
Host: And how does the police force feel about the actions of LEO? Was there any
harm caused by their actions?
Constable: Whenever someone breaks the law there is some harm done. The
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perpetrators scaled the tower at approximately 5.30 this morning. I had to deploy my
constables to redirect traffic as the spectacle caused traffic chaos and thereby
endangered the public. We could not retrieve the perpetrators for fear of risking the
lives of those on duty. When you speak of harm, you need to define it in terms of
potential community danger and our need to minimize the chances of harm occurring.
Anna: Really constable, you’re being far too serious. Think what a magnificent act
this was. Like lions in the night, the LEO group stalked upon their prey and mauled
the sitting government in the week before the election. You must applaud their daring
escapade as they have highlighted one of the most overlooked aspects and issues in
our society today – the environment.
Constable: Don’t be ridiculous. We have a violation of property, potential traffic chaos
and others will have to go up there and repair all the damage that has been made all
the riskier by those vandals disabling all the backup security so that no one can bring
them down. The RACV data on these sorts of incidents reveal there is a 20% increase
in traffic congestion and a 5% increase in traffic accidents that can be attributed
directly to protests like this.
Hugh: I’m trying to look at the positives. If the sign had been better painted we could
have excused the cost of repairing damage as an offset against a performance work of
art – the unfurling of the piece, and it has brought attention to the Arts Centre but I’m
afraid the board of trustees will not look at it in that light. There is a definite cost
involved here to the center.
Anna: People seem to ignore the damage to the environment; the seals throttled by
getting their necks caught in discarded plastic can holders, the chipping of ancient
timbers and clear felling of forests. And what has this government done about it?
They’ve extended the licenses of some of the major criminal companies.
Host: Well, I’m afraid that’s all we have time for now. Obviously this issue will
continue to reverberate in the community with action pending in the courts. 3AW will
keep you informed.

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Analysis:-
Cause and effect I had to deploy my constables to redirect traffic as the spectacle
caused traffic chaos and thereby endangered the public. We could not retrieve the
perpetrators for fear of risking the lives of those on duty.
Support assertions with reputable data The RACV data on these sorts of incidents
reveal there is a 20% increase in traffic congestion and a 5% increase in traffic
accidents that can be attributed directly to protests like this.
Appeal to an authority The RACV data . . .
Appeal to reason There is a definite cost involved here to the center.
Formulaic summation Well, I’m afraid that’s all we have time for now. Obviously
this issue will continue to reverberate in the community with action pending in the
courts. 3AW will keep you informed.
“Logos” techniques
Expert opinion
Expert opinion is when highly-regarded academics or organizations considered
experts on an issue give their opinion on it.
Eg: According to Professor John Stapleton of Melville University, drivers who speed
are more likely to be killed.
Research
Eg: According to the Transport Board, 13 862 people were caught speeding last year,
3576 more than in the previous year. Therefore, despite the operation of speed
cameras, speeding is increasing
Eg: A recent study conducted by the University of Shacksville has confirmed that
people who drink too much alcohol have a higher risk of developing liver disease.
Anecdotes
A short, personal story told by an everyday person. Anecdotal evidence connects with
people’s experiences and feelings and can be more interesting to readers, capturing
their attention and leaving them receptive to the authors„ arguments. Personalized,

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first-hand experience can also have a strong emotional impact on readers, arousing
their sympathy.
Eg: Two large, long-haired dogs were allowed to roam the streets on Friday
afternoon. They came into our yard and killed our pet rabbits. This is why dog owners
should obey their local council’s rules.
Reputable sources
If statistics are given, are the sources cited? The Australian Bureau of Statistics, for
instance, is reputable because it is independent and has a reputation for gathering
statistics in a reliable way. If, however, a survey is conducted by a pharmaceutical
company suggests that a particular drug should be marketed Australia wide as a cure
for a particular disease, we can question the validity of this source and raise the
possibility of it being biased.
Appeals to common sense and rationality:
Does what the author is saying make sense? Is it a sensible solution to a complex or
emotive problem?
Cause and effect statements and logical conclusions:
Does the author show a clear link between the cause of a problem and the solution he
or she is proposing?
Recognition of opposing viewpoints
Does the author acknowledge alternative views and their merits? These alternatives
can be dismissed, but this shouldn’t be done off-hand or for no reason – the author
should present clear, cogent arguments to rebut any opposing viewpoints.
Pathos – ‘Emotion’
Definition: Pathos (Greek for “suffering” or “experience”) is an appeal based on
emotion (often found in advertisements, for example.) Language choice affects the
audience’s emotional (as opposed to “logical” or “reason-based”) response. An appeal
to pathos causes an audience not just to respond emotionally but to identify with the
writer’s point of view.
Example:
- Peter Wilson struggles to drag himself out of bed each day. If he manages to rise
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before noon he will consume a cocktail of medication for breakfast and then spend the
rest of the day sitting in front of the television. He will stare at the screen until it’s
time to go back to bed. This is his life ever since the car crash that crippled his once
muscular frame and that took the joy from life.
Peter’s wife, Melissa, was killed by a drunk driver almost four years ago. “Every
day’s a living hell,” he says. “I can’t go anywhere or do anything without thinking
about Melissa. In the end, I just stopped leaving the house.”
The monster responsible for Melissa’s death is now living in the lap of luxury. He was
sentenced to three years at the new Wilmott Centre, a minimum security
“rehabilitation facility” based on human rights principles. Apparently, human rights
entails living in self-contained cottages, full access to education, sport and
entertainment facilities, even your own TV. What happened to the days when
criminals were treated like the scum they are? What price a life? Now, kill a young
woman in the prime of her life, get a slap on the wrist and, to add insult to injury,
grant them a lifestyle fit for a king!
“It makes my life unbearable, knowing he’s living it up in Wilmott. He’s been
rewarded for taking my wife’s life,” Peter says.

Imagery (Metaphors & Similes) cocktail of medication, the monster

First names Peter, Melissa – humanizes them as opposed to ‘the monster’
Contrast Peter’s ‘hell’ as opposed to ‘lap of luxury’
Quotation marks “rehabilitation centre” suggests it is the opposite
Exaggeration education, TV, sport, entertainment = lack of accountability
Rhetorical question What happened . . .? What price . . .? emphasizes the disparity
The driver a monster, drunk and no name
Anecdote everyone has to get out of bed – we can all identify with this.
Appeal appeal for justice in the rhetorical questions.
Peter is characterized as caring and suffering –
“I can’t go anywhere without thinking about Melissa”

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Pathos techniques
1. Connotations
Definition: A connotation is the emotional meaning associated with the word.
Connotations can be historical, biblical or current social references. For example:
If a man is killed we imagine that he has died.
If a man is ‘slaughtered’, we understand that he was violently and brutally killed.
If a man is ‘euthanised’, then we understand his life has been compassionately and
gently ended. Thus the connotations or ‘suggestions’ behind each word differ.
Effect: Connotations have the effect of positioning the reader to feel a certain way
about a topic. Readers usually respond to them on an emotional level because of the
images they tap into when they hear a particular word or phrase.
Attacks/praise is also a very common technique – where the writer:
• Denigrates or humiliates another • Discredits opponents
• Attacks a person or their credibility, rather than an idea
• Discredits another idea
2. The sound of language
a) Alliteration: Alliteration is the repetition of a sound, often at the beginning of a
word, that plays on the same constant or syllable. For alliteration to occur, a sound
must be repeated several times in a short space e.g. “Dirty deeds done dirt cheap!”
Be aware of alliteration. Only make note of alliteration that has a purpose i.e. supports
an argument.

b) Repetition: Repetition is the repeating of words and phrases throughout a text.

Repetition doesn’t necessarily make a statement true but it makes sure that a reader
remembers the statement.
c) Colloquial language and idioms: Colloquial language, or slang, is language that is
used in every day conversation. It is persuasive because it is friendly and invites the
audience to see the writer as being “one of us”, someone who is on the same

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wavelength. There appears to be no pretension about someone who uses such

language, making their message more palatable to readers, e.g. “G’day mate!”

d) Clichés: Clichés are overused expressions, e.g. “There’s a time and a place for
everything.” Clichés can be used because they often carry an array of connotations.
They can also help readers to feel familiar with the material presented and thus attract
their attention. On the other hand, however, the overuse of clichés in intellectual
writing can detract from the quality of the writing
3. Generalizations
Definition: A generalization is a phrase that is said to be true for all because it is
true for some. Generalizations are also known as stereotypes e.g. “All teenagers are
fat and lazy.”
Effect: They can be persuasive because they appeal to our general sense of what
seems true and they also appeal to social stereotypes and racial prejudices which are
familiar. This familiarity can lull the reader into accepting the claim.
4. Hyperbole or exaggeration
Definition: Hyperbole is the use of language to denigrate an opposition to make them
appear ridiculous, e.g. “Those who support this ridiculous idea would have us
believe that it will dramatically improve the quality of modern living. Of course it
will! And it will probably cure cancer, eradicate pollution, improve traffic flow and
make the kids go to bed when we tell them!”
They may also emphasize the author’s point e.g. if someone were to describe the
damage caused by a storm as “pretty bad”, the reader won’t be likely to think much
of it. However, if they were to describe the aftermath as a storm as being “like a
warzone” the effect is to emphasize the severity of the situation (even if the only
damage was a few broken windows).
5. Inclusive language
Definition: Inclusive language refers to the use of pronouns such as “you and me”,
“we” and “our”. Through these words, the writer seeks to identify with the readers.
Effect: The writer is identifying as one of us, implying that we are equally affected by

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the issue and that he or she speaks for our concerns. For instance, “people like you
and me don’t want to see this happen. We know how socially destructive it will be,
and we don’t want our kids growing up in that sort of society.”
6. Rhetorical questions
Definition: A rhetorical question is a question posed for persuasive effect without the
expectation of a reply, e.g. “How much longer must we suffer in silence?”
Effect: The effect of a rhetorical question is to encourage the reader to think about
what the (often obvious) answer to the question must be. Make sure you are very
specific with your explanation of the effect, however: what is the obvious answer?
What does the author want you to think and how does the question he or she posed
lead to that conclusion?
7. Appeals to emotion and to values
Definition: Writers often appeal to values that they think that the reader will hold.
Here is a list of appeals to values:
a) Family values: Appeals to family values evoke ideas of belonging, security,
caring/nurturing, togetherness, safety, love and comfort.
b) Justice/fairness: An appeal to a sense of justice or fairness is often used when the
rights of two opposing sides come into conflict, especially when one side appears to
be being treated unfairly
c) Modernity: Advertisers tend to use this type of appeal most often they urge
consumers to buy the latest in technology or fashion, and do so by hinting that those
who do not consume the latest products are old-fashioned and outdated.
d) Generosity: An appeal to generosity makes the reader feel like they would be
acting greedily or selfishly in their own interests, rather than the greater good, if they
do not agree with a certain proposition.
e) Humanitarianism: Appeals to humanitarianism play on people’s desire to promote
general human welfare it evokes notions of kindness, sympathy and benevolence.
f) Hip pocket nerve (money) and self-interest: Appeals to self-interest are designed
to make the reader feel that something they personally value is being threatened, or
that they will be better off as a result of a particular proposal.
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g) Belonging: An appeal to belonging makes the reader feel as though they will be
excluded if they do not agree with a certain proposition.
h) Patriotism: The term “un-Australian” is an example of an appeal to patriotism.
References to the national interest, Australia’s interest in the world and its economic
wellbeing, international reputation, and safety, and the respect that other nations feel
for it are examples of appeals to patriotism
i) Tradition: An appeal to tradition suggests that because “we’ve always done it like
this ‟ or “our ancestors fought for this”, an idea is inherently good. Going against it
would mean going against everything we (as a culture, a nation etc.) stand for.
Here is a short list of appeals to emotion:
a) Nostalgia: Nostalgia is the feeling one gets when they look back on the past
fondly. Often, appeals to nostalgia are used to justify a return to older, simpler times.
b) Guilt: Guilt is a powerful emotion and writers who make their audience feel guilty
about an issue (and, in particular, about not acting upon an issue) can be very
persuasive
c) Sympathy/empathy: Encouraging people to feel sympathy for someone (sorry for
them) or empathy (put themselves in another’s shoes)
d) Fear: Appeals to fear may rely on fear of physical violence or death; of loss of
security, family, stability, money, safety; of change; of a specified negative event.
e) Compassion: A description of the plight of the underprivileged is designed to
appeal to the reader’s sense of compassion it aims to make them feel outraged, sorry,
or upset. Whatever the emotion elicited, the aim is to cause the reader to feel like they
want to take some action in response to the situation
Effect: Once you have identified the emotional appeal, you should be able to identify
its effect, as the author is trying to position you to feel a particular way about their
topic.
Example (appeal to humanitarianism): Philip Craig positions the reader to feel
sorry for the people affected by the tsunami and, more importantly, encourages them
to feel altruistic, when he describes the Samoans as “poor, downtrodden people who
continue to suffer due to the lack of Western aid.”
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Ethos – ‘Anecdotal/Expert Opinion’

Definition: Ethos (Greek for “character”) or an ethical appeal means convincing
based on the character of the author. We tend to believe those people we respect not
only those who are an authority on the subject, but also those who are likeable and
worthy of our respect.
Example:
I am a refugee rights advocate with over 20 years’ experience. My efforts have been
decried as everything from foolish to disgusting to un-Australian. However, since
Australians are at heart sincere, honest people, I know that you can understand the
principles of basic human rights that everyone should have. I, like every other
Australian, am a woman concerned about injustice.
Ever since my family resettled here many, many years ago, I have known Australia is
a just and reasonable country. My family came here to escape the war in their own
country, and was given sanctuary by a kind and generous population. So, when I was
old enough to make a difference, I decided to focus my energies towards helping
some of the most disenfranchised of our population: refugees.
I am not foolish, nor un-Australian. I am deeply committed to the principles upon
which Australia stands proud: justice, equality, a fair go for all. This is why I support
the extension of basic human rights to all refugees, and that is why I have serious
questions about the current political attitude of stopping the boats.

Personal credibility authority as a spokesperson – 20 years’ experience, a refugee

Praise of audience sincere, honest, generous, kind, proud, just

Personal concerns making a difference
Australian what is being Australian? Are you just?
Australia’s future direction serious questions

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“Ethos” techniques
Ethical appeals are used to establish the writer as fair, open- minded, honest, and
knowledgeable about the subject matter. The writer creates a sense of him or herself
as trustworthy and credible. When used correctly, the writer is seen as...
Well-informed about the topic
Confident in his or her position
Sincere, honest, respectable and trustworthy
Understanding of the reader's concerns and possible objections
On the reader’s side
Reasonable and rational
Humane and considerate
When used incorrectly, the writer can be viewed as...
•Unfair or dishonest
•Distorting or misrepresenting information (biased)
• Insulting or dismissive of other viewpoints

Part 3: Visuals
The second ‘text’ could well be a visual and needs to be seen in conjunction with
the written text.
Pictures
How does this image support the author’s contention?
Cartoons are sometimes difficult to analyse, as they present a contention just as an
editorial or opinion piece would. Other images, such as pictures or graphics
accompanying an opinion piece, are easier to analyse as they do not have a
contention per-se rather, they merely support the contention of the author. You can
still refer to the same things as you do for a cartoon. However, not all of these things
will be relevant, and your analysis will be much shorter.

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Take a look at the following examples:

1. What can you see in the image?

2. What persuasive techniques are used?
3. How does the image support the author’s contention?
A graphic/ conference logo/ integration of people with nature/ flora and fauna/ date/
adult and child.

1. What is suggested here?

2. What is the tone?

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3. How does it fit the overall tone?

Think about other types of visuals
The formatting:- dot points, letter, report
The framing:- computer blog
Part 4: Effect
Once you have identified any persuasive techniques used, you should think about
the effect of the techniques – how do they persuade the reader?
NOTE: Explaining the effect should be the bulk of your analysis.
1. Language (WHAT)
Throughout your body paragraphs, you will need language sentences to introduce the
quote that you will be examining. These sentences will:
Include a quote that you think is persuasive from the text (e.g. “stringed puppets”)
Use a verb such as: describes, depicts, purports, debunks, illustrates, suggests, labels
Use a tone word before the verb to add more detail to your analysis (e.g. comically)
Example: Columnist Phillip Craig comically labels the politicians as “stringed
puppets.”
2. Intended Effect (WHY AND HOW)
Throughout your body paragraphs, you will need an intended effect sentence/s
AFTER your language sentence. These sentences will:
Include consideration of both the wider and narrow intended effects:-
Narrow: How does this quote make the reader feel about the thing being described?
Wider: How does this quote position the reader to feel about the issue generally?
Be specific! Do not say, “this technique makes the reader think about whether they
agree with the author or not”, or, “this technique persuades the reader to agree with
the author.”
Example 1: “stringed puppets”
This label is designed to make the reader see the politicians as controlled and
unthinking (narrow), thus positioning the reader to condemn the politicians actions as
merely the opinion of the party machine. (wider).
Example 2: “The fruit bats have taken over and destroyed our treasured botanical

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gardens”
The writer depicts the fruit bats as far-from-harmless, vindictive and violent creatures
which are deliberately destroying the natural beauty of the state’s prized and adored
Botanical gardens (narrow). The phrase “taken over” suggests a collaborated, militant
and sinister usurpation of the gardens which are, in turn, suggested to be
unsuspecting, innocent and defenceless (narrow). When followed by the word
“destroyed” an image is created of a torn battle-ground of irreplaceable and
irretrievable beauty and value (narrow). The word “treasured” appeals to our sense of
community and culture. It suggests that the gardens possess a priceless value and are a
source of community spirit that transcends time and transcends and consequently,
must be protected at all costs (wider).
3. Using Quotations
Generally keep quotations short and focus on key words that capture the point.
Eliminate unnecessary sections or words by replacing them with ellipsis dots.
Example: About her performance, a critic once said, “her Medea was . . . without
feeling and form.”

Part 5: Structure
Now you’re ready to write. In the exam, students will be required to analyze the
use of language in unseen persuasive text/s.
Note: The last three exams have had a single text passage. There could be more than one.
Introduction
The introduction introduces the persuasive piece you are analyzing and gives a brief
overview on what you will be focusing on in your essay.
• Introduce the issue: What is the issue? How was it sparked? What has happened? Be
specific as to who, what, where and when in regards to the issue (1-2 sentences)
A speaker Chris Lee at the 2010 international Biodiversity Conference speaks with
conviction to his audience, attendees involved in the area of nature conservation,
contending that action must be taken to safeguard the variety of life, or, biodiversity.
At times an accusatory and disapproving tone is adopted, however alternates with an
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alarmist tone, the two complementing each other and utilised to successfully persuade
the speaker’s powerful and influential audience to take action to preserve
biodiversity. The use of a visual aid in the form of a slide presentation assists the
speaker, presenting the argument through a different medium.
Introduce the text’s title and author. Chris Lee/speaker
Identify the publication, date and text type Biodiversity Conference/2010
Restate the author’s contention in your own words. Action must be taken
Identify the writer’s tone. Disapproving, alarmist, accusatory
List the themes (body paragraph headings) you will be exploring.
Form speech/visual aids

Body paragraphs
Each body paragraph should deal with a different IDEA or GROUP that you
identified. Completely deal with one text, then use a connective word (in contrast,
similarly etc.) and deal with the second text. The body paragraphs should be
structured according to TEEL.
Topic sentence: Re-introduce the author, tone word and the first argument you will
be examining. Rephrase the sentence that you used in your introduction
Lee begins by introducing his contention, an issue of ‘vital significance.’
Evidence and explanation: State what the language used was using a language
sentence, then explain the narrow and broad effect using an intended effect sentence.
Repeat this pattern until you have analysed all the relevant language.
This alarmist tone is further continued, Lee speaking of what has been lost in the past
tense, implying that the problem is already here, and the effects are evident. ‘Sadly’,
hundreds of species are ‘already extinct’ the speaker taking on a more nostalgic tone
full of longing for what has been lost.
Linking sentence: Your final sentence should sum up the overall effect. How is the
reader left feeling about the idea or group presented?
The short, blunt statement, ‘It is too late for them,’ the extinct species, once again
raises alarm in the audience members, . . .

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An appeal to social responsibility adds to Lee’s persuasive power.

Conclusion
Your conclusion should include an assessment of the relative merits of the piece/s.
The effectiveness of the text/s be they written or visual. You could make a
comparison between the visual and written or comment on the appropriateness of the
progression of the piece.
End with an overall statement that sums up the contrast between the authors in terms
of their style and contention. Have they been effective?
A comparison from last year

Introduction
Average response
In 2010, a conference was held introducing International Biodiversity year, focusing
on the needs of biodiversity in the world today. Through this presentation, the writer
uses many language uses to get their point across to the audience. An informative and
serious tone is used throughout the presentation to help have an effect on readers.

Complex response
A speaker Chris Lee at the 2010 international Biodiversity Conference speaks with
conviction to his audience, attendees involved in the area of nature conservation,
contending that action must be taken to safeguard the variety of life, or, biodiversity.
At times an accusatory and disapproving tone is adopted, however alternates with an
alarmist tone, the two complementing each other and utilised to successfully persuade
the speaker’s powerful and influential audience to take action to preserve
biodiversity. The use of a visual aid in the form of a slide presentation assists the
speaker, presenting the argument through a different medium.

Body Paragraph
Average paragraph

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 LANGUAGE ANALYSIS

The tone of the writer is given in the first few words of their speech. By introducing
the speech with ‘ladies and gentlemen’. This gives a serious and professional tone to
readers. This serious and professional tone is used consistently throughout the
speech, which confirms and reassures readers of the seriousness of the topic, ‘vital
significance to our world’. By using the words ‘vital significance’ tells readers that
this speech is important. Giving facts and figures also tells readers the seriousness of
the matter as when given facts, they can really believe what is being said is true,
instead of just listening to and opinion, ‘38% are today threatened and 804 already
extinct’. By finishing this figure with ‘it is too late for them’ tells readers that
something should have been done before now, but because nothing was done, and the
species could not help themselves, it is too late.’

Average Conclusion
Through the many uses of language, tone and effectiveness on the reader, the writer
successfully convinces the audience of the seriousness and the desperate need of
action on the issue of biodiversity today.

Complex conclusion
The speech uses a range of different tones to appeal to the different emotions of the
conference audience. The addition of visuals allows the audience to ‘see’ the
argument Lee is presenting, and each slide complements his words. In doing so, the
audience is able to be persuaded of Lee’s conviction that the safeguarding of
biodiversity is vital, and also convinces the conference attendees to take action.

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