How can I analyse…

Instead of explaining!
• Many students receive feedback from
teachers to ‘avoid retelling the story’ along
with red scribbles across their essay that state,
‘paragraph needs further development’ or
‘develop your contention further’.
• For many people Language Analysis is their
downfall. Here is the main reason why. Many
students don't think about how language is
used to persuade, instead they rely on lists of
language techniques to tell them the answer.
• The following comes from VCAA 2009 English
Assessment Report: '…some students
presented a simple summary [when analysing]
…with little development. These responses did
not score well as they did not fulfil the task as
required.‘
• Read the following examples and decide which
student presents a simple summary and which
student presents analysis.
• Student 1:  Emotive language such as
"abominably cruel" and "dire plight" is
intended to stimulate strong emotional
reactions that manipulate readers' responses.
• Student 2: The use of emotive language such
as "abominably cruel" and "dire plight"
intends to appeal to people's instinctive
compassion for the chickens by describing
their dreadful treatment, hence causing
readers to agree with Smith that urgent action
is required to save these animals.
It should be clear that student 2’s analysis is
best. Why?
Student 1 has determined the correct language
technique and found suitable evidence from the
article. This is a good start. However, Student 1
goes on to merely reiterate the explanations
provided by language technique learnings and as
a result, their analysis is too broad and non-
specific to the article
Student 2 conversely, understands that this last step – the
analysing part – is the most important and vital component
that will distinguish themselves from others. Instead of merely
quoting that the article 'manipulates the reader response' like
student 1, they provide an in-depth analysis of how and
why reader feelings are manipulated because of this
technique. Student 2 was able to use the information to
illustrate the author's contention that we should feel sorry for
these caged chickens – and we do because of our 'instinctive
compassion.' They explain that the sympathy expressed from
readers encourages them to agree that some action needs to
be taken to help the chickens. As you can see, Student 2 has
gone beyond identifying that 'strong emotional reactions' will
be displayed by readers, toestablishing what emotions are
involved, and the consequences of those emotions.
How to write a good language analysis essay.
• Introduction
• Text details – author, source, type of text, date, in response to another article?
Audience? Tone shifts (eg shifts from sarcastic to empathetic) how does this
change the overall mood of the article? Does the shift in tone keep the reader on
their toes? Does it make them more likely to acknowledge the writer’s words?
Does the tone attempt to make the reader hate a certain person or situation?
• What is the issue?
• How/Why has the issue been brought to light?
• Contention - point of view/key argument, what does the writer want the reader
to think?
• Intention  - what does the writer want to achieve with his/her article? Eg to
create awareness, to stop people from littering, to stop people beating up little
kids on the street etc
• DON’T list any techniques in the introduction, make it brief. Also, you don’t have
to mention tone in the introduction but it’s a good idea to get it out of the way
quickly
• Paragraphs
• Argument/Mini-intention  - what does the writer employ to position the reader
towards his/her contention?
• Feature – persuasive language, structure, punctuation (eg abrupt sentences quickly
and effectively assert a point of view, as though no elaboration is needed and
therefore the point is considered to be stronger eg “Alcohol and study simply don’t
mix.”), visuals, change in tone etc.
• When picking out a persuasive feature, make sure you quote it.
• Discuss the effect the persuasive feature has on the reader eg the writer makes
heavy use of hyperbole to create feelings of distress and uneasiness in the readers
mind. By using exaggerated phrases such as ‘spun dangerously out of control’ and
‘youth crime explosion’ strong emotional responses such as panic and anxiety are
aroused in the reader and they are more likely to accept the writer’s contention
• The articles used in the exam are usually written specifically for language analysis so
they are therefore loaded with language techniques, some sentences may even
contain 3 or 4 different features: eg: ‘a wage in the hand of a kid, is like sand through
a sieve’ – this sentence is a strong generalisation, makes use of a simile, uses imagery
which paints a picture and sticks in the readers mind (picture paints a thousand
words) and is also a huge exaggeration (hyperbole.)
• The whole point of language analysis is to analyse how the writer positions the
reader to believe his/her contention, so that’s all you have to do, keep it short and
sweet.
Conclusion
• Reinstate intention
• Don’t ever express your own opinion, even if
the article is written by someone whose
opinions you don’t agree with, it is never ok to
judge a writer’s opinion when writing
language analysis essays.
 Plan
Consider and plan an answer to the following
exam style question:
Compare and contrast the ways in which adults
and children are presented in the extract. In your
answer you should comment on:
• The presentation of the children
• The presentation of the adult detainees
• The presentation of the other adults in the
extract
• The use of language