ImageryImagery

Higher AnalysisHigher Analysis

Learning Intention: I will understand how to Learning Intention: I will understand how to write a comment on a writer’s use of write a comment on a writer’s use of imagery. imagery.

What is Imagery?What is Imagery?

Imagery allows an experience to be Imagery allows an experience to be transferred from the imagination of the transferred from the imagination of the writer to the imagination of the reader. writer to the imagination of the reader.

The right image can suggest a number of The right image can suggest a number of things using only a few words. things using only a few words.

Imagery is a general term for a language Imagery is a general term for a language technique which makes comparisons and technique which makes comparisons and covers specific figures of speech such as covers specific figures of speech such as simile, metaphor and personification. simile, metaphor and personification.

Try to convey the following Try to convey the following individuals or situations using individuals or situations using

imagery….imagery…. JJB Sports during the current closing JJB Sports during the current closing

down sale. down sale. Deans Community High School at Deans Community High School at

midnight. midnight. A lone tree swaying in the wind. A lone tree swaying in the wind. A man angry at having missed the bus. A man angry at having missed the bus. The moment you step off a plane in a The moment you step off a plane in a

hot country. hot country.

SimileSimile A simile is a comparison in which one thing is said A simile is a comparison in which one thing is said

to be like something else. to be like something else. ‘‘Like’ or ‘as’ can be used to make the comparison. Like’ or ‘as’ can be used to make the comparison.

‘‘It was as though the note of the fiddle touched some It was as though the note of the fiddle touched some sub-conscious nerve that had to be answered- like a sub-conscious nerve that had to be answered- like a baby’s cry.’ baby’s cry.’

The sound of the “note of the fiddle” is the real The sound of the “note of the fiddle” is the real subject; the “baby’s cry” is not actually heard but subject; the “baby’s cry” is not actually heard but is brought in as a comparison to give the reader is brought in as a comparison to give the reader the impression of impact of the noise made. the impression of impact of the noise made.

What is suggested about the “note of the fiddle”?What is suggested about the “note of the fiddle”?

MetaphorMetaphor With metaphors the words ‘like’ or ‘as’ are With metaphors the words ‘like’ or ‘as’ are

missed out in the comparison. The subject missed out in the comparison. The subject is said to be the same as the comparison. is said to be the same as the comparison.

““Her lovely voice was a megaphone”Her lovely voice was a megaphone” Her ‘voice’ is the real subject and the Her ‘voice’ is the real subject and the

‘megaphone’ is only brought in as a ‘megaphone’ is only brought in as a comparison to emphasise the way in which comparison to emphasise the way in which she speaks. she speaks.

What is suggested about they way she What is suggested about they way she speaks?speaks?

PersonificationPersonification

This is a special type of metaphor in This is a special type of metaphor in which an inanimate object is given which an inanimate object is given human characteristics, moods, human characteristics, moods, reactions etc. reactions etc.

‘‘The tree danced as the breeze moved The tree danced as the breeze moved through its branches’through its branches’

A tree cannot really ‘dance’ therefore A tree cannot really ‘dance’ therefore the personification is used to indicate the personification is used to indicate that the tree moved in rhythmic, that the tree moved in rhythmic, happy way and that the breeze was a happy way and that the breeze was a pleasant, welcome wind rather than pleasant, welcome wind rather than a gusty and violent wind. a gusty and violent wind.

FormulaFormula

1.1. Identify what is being compared to Identify what is being compared to what.what.

2.2. Explain what is shared between the Explain what is shared between the subject and the image. subject and the image.

3.3. Show how the image conveys the Show how the image conveys the writer’s thoughts/ feelings/ point. writer’s thoughts/ feelings/ point.

Let’s practise…Let’s practise…

An ex-pupil once said that Mr An ex-pupil once said that Mr Anderson was like a bear.Anderson was like a bear.

Show how this image effectively Show how this image effectively conveys the pupil’s thoughts about conveys the pupil’s thoughts about Mr Anderson.Mr Anderson.

Let’s practise…Let’s practise…Mr Anderson is being compared to a Mr Anderson is being compared to a

bear using a simile.bear using a simile.A bear is fierce and predatory and A bear is fierce and predatory and

frightening as is Mr Anderson (at frightening as is Mr Anderson (at times!). times!).

This suggests that the writer is This suggests that the writer is scared of Mr Anderson. scared of Mr Anderson.

Let’s practise…Let’s practise…

Romeo says: ‘But, soft! what light Romeo says: ‘But, soft! what light through yonder window breaks?through yonder window breaks?It is the east, and Juliet is the sun.It is the east, and Juliet is the sun.’ ’

Show how the image Show how the image

effectively conveys effectively conveys

Romeo’s feelings for Juliet. Romeo’s feelings for Juliet.

Let’s practise…Let’s practise…

Juliet is compared to the sun using a Juliet is compared to the sun using a metaphor.metaphor.

The sun is warm, beautiful and bright The sun is warm, beautiful and bright which are qualities belonging to which are qualities belonging to Juliet.Juliet.

The writer feels affection and The writer feels affection and emotions of love and passion emotions of love and passion towards Juliet, believing her to be towards Juliet, believing her to be kind, happy and attractive. kind, happy and attractive.

Incidentally, as well as raising the upper Incidentally, as well as raising the upper limit to 80mph, he is also increasing the limit to 80mph, he is also increasing the number of 20mph zones. So you'll be number of 20mph zones. So you'll be hearing far more screeching brakes in hearing far more screeching brakes in future. Don't worry, eventually it'll blend future. Don't worry, eventually it'll blend unnoticed into the background, like unnoticed into the background, like gunfire. 2 marksgunfire. 2 marks

Q: How does the writer use imagery to Q: How does the writer use imagery to convey his feelings about introducing convey his feelings about introducing more 20mph zones? more 20mph zones?

Incidentally, as well as raising the upper limit to Incidentally, as well as raising the upper limit to 80mph, he is also increasing the number of 20mph 80mph, he is also increasing the number of 20mph zones. So you'll be hearing far more screeching zones. So you'll be hearing far more screeching brakes in future. Don't worry, eventually it'll blend brakes in future. Don't worry, eventually it'll blend unnoticed into the background, like gunfire.unnoticed into the background, like gunfire.

Q: How does the writer use imagery to convey his Q: How does the writer use imagery to convey his feelings about introducing more 20mph zones?feelings about introducing more 20mph zones?

A: The writer uses a simile to compare the sound of A: The writer uses a simile to compare the sound of the screeching brakes to gunfire. These noises the screeching brakes to gunfire. These noises are loud, sharp and shocking. (1) This creates are loud, sharp and shocking. (1) This creates irony as they will not ‘blend unnoticed into the irony as they will not ‘blend unnoticed into the background’ and will instead, frighten and alarm background’ and will instead, frighten and alarm people. This conveys that the increase of 20mph people. This conveys that the increase of 20mph zones will be problematic and troublesome as it zones will be problematic and troublesome as it will cause cars to brake urgently and cause undue will cause cars to brake urgently and cause undue distress. (1) distress. (1)

The most powerful example of this trend is found in the world of video games. And the first and last thing that should be said about the experience of playing today’s video games, the thing you almost never hear, is that games are fiendishly, sometimes maddeningly, hard. The dirty little secret of gaming is how much time you spend not having fun. You may be frustrated; you may be confused or disorientated; you may be stuck. But when you put the game down and move back into the real world, you may find yourself mentally working through the problem you have been wrestling with, as though you were worrying a loose tooth.

2 marks2011 Higher Show how the writer conveys the difficulty of playing

video games by his use of imagery.

Possible answers: 1 “stuck” to be stuck is to be fixed immovably;

it suggests being trapped in a situation which offers no escape

2 “wrestling” wrestling involves close, physical combat with a single opponent; it suggests a demanding, exhausting battle with an unforgiving enemy

3 “worrying a loose tooth” involves the constant working away at a persistent physical annoyance; it suggests that the difficulties presented by video games are nagging frustrations that constantly prey on one’s mind

Having invented the modern city, 19th century Britain promptly reeled back in horror at what it had done. To the Victorians exploring the cholera-ridden back alleys of London’s East End, the city was a hideous tumour sucking the life out of the countryside and creating in its place a vast polluted landscape of squalor, disease and crime. In their eyes, the city was a place to be feared, controlled and, if possible, eliminated.

Show how the writer’s use of imagery conveys the Victorians’ disgust at the city they had created.

“reeled back”: “to reel” is to stagger, sway or recoil, from the impact of a blow or in shock or disbelief. This suggests a deep-seated, almost physical revulsion, a desire to step back from what they found, a sense of them losing control and being shaken to their very foundations

“(hideous) tumour” a tumour is a growth or a mass of diseased cells which can lead to serious illness or death. This suggests the Victorians felt that London was unhealthy, evil, increasingly invasive, destructive to the country as a whole

“sucking the life out of” the comparison here is with a bloodsucking creature (or even a vampire). This suggests the Victorians felt that London was essentially parasitic, feeding off and likely to damage or destroy the countryside, while having no positive value of its own

This is a city with pull, buzz, excitement, and a sense of style and its own importance. It has a potent international reach and influence. Glasgow’s story continually weaves in and out of a global urban tapestry: following the trade threads of Empire, there are nearly two dozen towns and cities around the world named after Glasgow—from Jamaica to Montana to Nova Scotia. And there is even a Glasgow on the moon.

Show how the writer’s use of imagery emphasises Glasgow’s importance.

“reach”: the sphere of Glasgow’s influence is like a human arm stretching to affect things far away

“weaves … threads… tapestry”:extended image from the making of decorative cloth suggesting the complex connections between Glasgow and other parts/aspects of the Empire

Glasgow’s constant proclamation of its present success story is justified on the basis that it benefits the city: confidence will breed confidence, tourists will visit, businesses will relocate and students will enrol. But, despite the gains this approach has brought for Glasgow and cities like it, there are signs that the wind is starting to come out of the sails. What felt radical when Dublin, Barcelona and Glasgow embarked on the city makeover path in the late 1980s and early 1990s, now feels derivative and is delivering diminishing returns. When every city has commissioned a celebrity architect and pedestrianised a cultural quarter, distinctiveness is reduced to a formula.

Show how the writer’s use of imagery suggests his doubts about the alleged “success story” of Glasgow.

“wind coming out of the sails”: just as a sailing vessel’s progress is halted by its losing the wind which propels it, so Glasgow’s supposed progress as a new and changed city is coming to a halt

“makeover path”:just as the instant changes wrought on people and houses are often striking but not lasting or of any real worth, the attempts to change the city have been too artificial and possibly too speedy to be really satisfying/the end of a natural or organic process

The politicians and the Establishment talk the language of “opportunity”, “choice” and “diversity” for the people of the city, but do not really believe in or practise them. They impose a set menu, rather than the choice offered “à la carte”, confident that they know best. For all the rhetoric about new ways of working, partnership and collaboration, there can still be a very old-fashioned top-down approach in parts of institutional Glasgow that retains a faith that experts and professionals must hold all the answers. There is an implicit belief that people are poor because of low aspirations and Glaswegians are unhealthy because they won’t accept responsibility, make the right choices and eat healthily.

Show how the writer’s use of imagery creates a tone of disapproval.

“set menu … à la carte”the reference to the choice or lack of

choice offered in a restaurantillustrates the writer’s disapproval ofthe establishment not offering anychoice to the people of Glasgowdespite their statements that there is tobe “choice”

ToneToneHigher English Higher English

Analysis SkillsAnalysis Skills

Learning IntentionLearning Intention

I will be able to identify language I will be able to identify language features which convey tone and features which convey tone and explain their effects. explain their effects.

What is Tone?What is Tone?

Tone refers to the way an attitude or Tone refers to the way an attitude or feeling is conveyed by the writer. feeling is conveyed by the writer.

Think about the way in which Think about the way in which something is said.something is said.

Imagine you are reading the paper Imagine you are reading the paper aloud in order to determine the tone.aloud in order to determine the tone.

Consider this…Consider this…

Take a simple question such as Take a simple question such as ‘‘Where have you been?’ Where have you been?’

These words could be spoken in various These words could be spoken in various situations:situations: By someone talking to a friend who has By someone talking to a friend who has

recently been on holiday. recently been on holiday. By someone talking to a friend who has not By someone talking to a friend who has not

been seen in a while. been seen in a while. By a teacher talking to a student entering a By a teacher talking to a student entering a

classroom late. classroom late. Exactly the same words might be used but Exactly the same words might be used but

they would be said in quite different ways. they would be said in quite different ways. This is what is meant by tone. This is what is meant by tone.

Speech Vs. WritingSpeech Vs. Writing

In speech the tone of voice used would In speech the tone of voice used would make the writer’s feelings clear. make the writer’s feelings clear.

When speaking, we hear the volume, pace When speaking, we hear the volume, pace and pitch which help to determine the and pitch which help to determine the tone.tone.

In writing, however, you must look at the In writing, however, you must look at the language to find clues to the feelings or language to find clues to the feelings or attitude of the author, e.g. word choice, attitude of the author, e.g. word choice, sentence structure, imagery, sentence structure, imagery, exaggeration, etcexaggeration, etc

Answering on ToneAnswering on Tone

The first necessity when dealing with tone The first necessity when dealing with tone is to work out what tone is being used. is to work out what tone is being used.

But you must go further and identify the But you must go further and identify the words, sounds or structure that alerted words, sounds or structure that alerted you to the tone and then explain how they you to the tone and then explain how they are linked. are linked. Identify toneIdentify tone Identify techniques used to create that tone.Identify techniques used to create that tone. Explain how these techniques created that Explain how these techniques created that

effect. effect.

What tones are there?What tones are there?It would be impossible to list every tone, however they It would be impossible to list every tone, however they can be broadly categorised into the following: can be broadly categorised into the following:

HumorousHumorous- the author finds the subject funny and hopes - the author finds the subject funny and hopes the reader will too. the reader will too.

FlippantFlippant- the author shows a disrespectful or critical - the author shows a disrespectful or critical attitude to something which should be taken seriously.attitude to something which should be taken seriously.

Conversational-Conversational- the author is being chatty and friendly. the author is being chatty and friendly. EffusiveEffusive- excessive or unrestrained emotion. - excessive or unrestrained emotion. IronyIrony- the author says the opposite of what they really - the author says the opposite of what they really

mean for humour or to emphasise the seriousness of a mean for humour or to emphasise the seriousness of a point. point.

Tongue-in-cheekTongue-in-cheek – a form of irony in which the writer – a form of irony in which the writer will sound serious but there will be a sense of ridicule will sound serious but there will be a sense of ridicule behind it.behind it.

EmotiveEmotive- the author stirs emotions in the reader - the author stirs emotions in the reader IncredulousIncredulous- the author is unbelieving of a situation or - the author is unbelieving of a situation or

event. event. SeriousSerious- the author is trying to convey information for a - the author is trying to convey information for a

serious purpose serious purpose NostalgicNostalgic – reflects on the past with fondness – reflects on the past with fondness

Consider the writer’s feelings and attitudes towards their what they are writing, e.g. do they feel………….

happy excited frustrated confusedangry sad surprised anxiousscared unhappy nervous relievedrelaxed reassured passionate embarrassedirritated disappointed uncertain skepticaloptimistic restless threatened offendedheartbroken mournful bored guilty

How can we identify these How can we identify these tones?tones?

Let’s look at a passage with an emotive Let’s look at a passage with an emotive tone… what techniques create this effect? tone… what techniques create this effect?

There are millions of people walking There are millions of people walking barefoot amid the bright green barefoot amid the bright green undergrowth, fleeing to safety. The undergrowth, fleeing to safety. The panicked evacuation of foreign aid panicked evacuation of foreign aid workers. Waves of displaced people workers. Waves of displaced people crashing into refugee camps in their crashing into refugee camps in their droves. Why aren’t western governments droves. Why aren’t western governments doing more to help? People reading this doing more to help? People reading this and doing nothing should be ashamed! and doing nothing should be ashamed!

‘‘millions’ – hyperbole to emphasise that this is happening millions’ – hyperbole to emphasise that this is happening to a vast amount of people, therefore something needs to to a vast amount of people, therefore something needs to be donebe done

‘‘barefoot’ – implies that these people are so unfortunate, barefoot’ – implies that these people are so unfortunate, they have no belongings they have no belongings

‘‘fleeing to safety’ – suggests panic and distress, an urgent fleeing to safety’ – suggests panic and distress, an urgent need to be looked after and protectedneed to be looked after and protected

‘‘panicked evacuation’ – suggests urgency, chaos, distresspanicked evacuation’ – suggests urgency, chaos, distress ‘‘Waves of displaced people crashing into refugee camps’ – Waves of displaced people crashing into refugee camps’ –

imagery comparing the refugees’ arrival to waves imagery comparing the refugees’ arrival to waves crashing, suggesting that there are vast amounts of crashing, suggesting that there are vast amounts of refugees and they are arriving quickly and in a panic, refugees and they are arriving quickly and in a panic, almost as if they get there before they have had time to almost as if they get there before they have had time to digest their situationdigest their situation

Rhetorical question - Rhetorical question - Why aren’t western governments Why aren’t western governments doing more to help? Questioning us as a western, inflicting doing more to help? Questioning us as a western, inflicting guilt onto the reader but also turning out thoughts of guilt onto the reader but also turning out thoughts of disappointment onto the governments and making the disappointment onto the governments and making the reader feel like we should be doing morereader feel like we should be doing more

Exclamation - Exclamation - People reading this and doing nothing People reading this and doing nothing should be ashamed! Conveys extreme shame and disgust should be ashamed! Conveys extreme shame and disgust onto the reader, making us feel guilty and inspiring us to onto the reader, making us feel guilty and inspiring us to do more.do more.

In the following examples, identify In the following examples, identify the tone, pick out the words and the tone, pick out the words and phrases which create the tone and phrases which create the tone and explain how these features convey explain how these features convey the tone. the tone.

For practise…For practise…

Nowhere else on the planet do Nowhere else on the planet do footballers perform in front of vast footballers perform in front of vast crowds so full of bile, hatred and crowds so full of bile, hatred and bigotry. I have yet to find another bigotry. I have yet to find another place on the planet where a sporting place on the planet where a sporting occasion includes a ritual singing of occasion includes a ritual singing of some song celebrating a distant some song celebrating a distant battle which took place 307 years battle which took place 307 years ago. ago.

ExampleExample The tone created is an The tone created is an incredulousincredulous one one

conveying feelings of disbelief and disgust conveying feelings of disbelief and disgust about the behaviour of football fans. The about the behaviour of football fans. The hyperbole of ‘on the planet’ exaggerates hyperbole of ‘on the planet’ exaggerates the disgust felt as it suggests that the the disgust felt as it suggests that the behaviour is so poor you’d have to go a behaviour is so poor you’d have to go a long way to find worse. The word choice of long way to find worse. The word choice of ‘ritual’ suggests that it is performed ‘ritual’ suggests that it is performed religiously or mindlessly, perhaps without religiously or mindlessly, perhaps without thought for the consequences, effectively thought for the consequences, effectively conveying the writer’s disdain for these conveying the writer’s disdain for these actions. actions.

Example Example

And besides: zooming petrolheads already have And besides: zooming petrolheads already have it their own way on the roads: aggressively it their own way on the roads: aggressively driving up other peoples' behinds, bleating driving up other peoples' behinds, bleating away with their horns, flashing their lights … away with their horns, flashing their lights … seriously, what's wrong with you people? The seriously, what's wrong with you people? The anger and the obvious raging inadequacy anger and the obvious raging inadequacy seems so … raw. Do you need a cuddle, is that seems so … raw. Do you need a cuddle, is that it? Should we designate special laybys to be it? Should we designate special laybys to be used for cuddle-breaks, just to calm you down? used for cuddle-breaks, just to calm you down? Fair enough. If that's what it takes to get people Fair enough. If that's what it takes to get people to slow down, it's fine by me.to slow down, it's fine by me.

In the game world, reward is everywhere. The In the game world, reward is everywhere. The gaming universe is literally teeming with objects gaming universe is literally teeming with objects that deliver very clearly articulated rewards: more that deliver very clearly articulated rewards: more life, access to new levels, new equipment, new life, access to new levels, new equipment, new spells. Most of the crucial work in game design spells. Most of the crucial work in game design focuses on keeping players notified of potential focuses on keeping players notified of potential rewards available to them, and how much these rewards available to them, and how much these rewards are currently needed. Most games offer a rewards are currently needed. Most games offer a fictional world where rewards are larger, and more fictional world where rewards are larger, and more vivid, and more clearly defined than life.vivid, and more clearly defined than life.

Show how the writer’s use of language conveys Show how the writer’s use of language conveys the excitement generated by rewards in the world the excitement generated by rewards in the world of video games.of video games.

Word ChoiceWord Choice

““everywhere” everywhere” suggests rewards are all around, suggests rewards are all around, presenting an infinite set of possible attractionpresenting an infinite set of possible attraction

““(gaming) universe” (gaming) universe” a vast, multi-faceted a vast, multi-faceted environment of infinite possibilities environment of infinite possibilities

““teeming” teeming” suggests a vibrant superabundance; suggests a vibrant superabundance; brimful of lively attractions brimful of lively attractions

““deliver” deliver” suggests video games are productive, suggests video games are productive, make good their promises, fulfil expectations make good their promises, fulfil expectations

““spells” spells” something magical, enchanting, something magical, enchanting, wondrous wondrous

““vivid” vivid” colourful, intense, attractive, striking colourful, intense, attractive, striking

use of list (“more life …new spells.”) suggests variety, use of list (“more life …new spells.”) suggests variety, large number of rewards large number of rewards

brevity of each example in the list (“more life … new brevity of each example in the list (“more life … new spells.”) spells.”) heightens the “teeming” idea: no time for heightens the “teeming” idea: no time for a detailed description, there are so many aspects they a detailed description, there are so many aspects they come tumbling out at a rapid, almost breathless rate come tumbling out at a rapid, almost breathless rate

repetition of “new” repetition of “new” stresses the fresh challenges stresses the fresh challenges that abound, never-ending novelties on offer that abound, never-ending novelties on offer

(repeated) use of comparatives in final sentence (repeated) use of comparatives in final sentence stresses idea that video games are superior to life stresses idea that video games are superior to life itself in a variety of ways itself in a variety of ways

repetitive, rhythmic build-up in final sentence (“and repetitive, rhythmic build-up in final sentence (“and more … and more”) more … and more”) heightens the sense of the heightens the sense of the writer having an ever-expanding range of positive writer having an ever-expanding range of positive points to make about rewards in video games points to make about rewards in video games

You may just want to win the game, of course, or You may just want to win the game, of course, or perhaps you want to see the game’s narrative perhaps you want to see the game’s narrative completed, or in the initial stages of play, you may completed, or in the initial stages of play, you may just be dazzled by the game’s graphics. But most of just be dazzled by the game’s graphics. But most of the time, when you’re hooked on a game, what draws the time, when you’re hooked on a game, what draws you in is an elemental form of desire: the desire to see you in is an elemental form of desire: the desire to see the Next Thing. After all, with the occasional the Next Thing. After all, with the occasional exception, the actual content of the game is often exception, the actual content of the game is often childish or gratuitously menacing. Much of the role childish or gratuitously menacing. Much of the role play inside the gaming world alternates between play inside the gaming world alternates between drive-by shooting and princess-rescuing. It is not the drive-by shooting and princess-rescuing. It is not the subject matter that attracts; it is the reward system subject matter that attracts; it is the reward system that draws those players in, and keeps their famously that draws those players in, and keeps their famously short attention spans locked on the screen.short attention spans locked on the screen.

Show how the writer’s use of language in these lines Show how the writer’s use of language in these lines conveys a dismissive attitude towards the content of conveys a dismissive attitude towards the content of video games.video games.

(repeated) use of “just” in opening sentence (plus the (repeated) use of “just” in opening sentence (plus the “perhaps”) “perhaps”) the effect of these words is to diminish, downplay, the effect of these words is to diminish, downplay, minimise the importance of what might appear to be absolute minimise the importance of what might appear to be absolute fundamentals: winning the game, completing the story or being fundamentals: winning the game, completing the story or being wowed by the graphics wowed by the graphics

structure of the first sentence structure of the first sentence sense of lumping together sense of lumping together three apparently vital elements of the game so they can be three apparently vital elements of the game so they can be somewhat undermined somewhat undermined

““dazzled” dazzled” suggests one’s vision being impaired, being over-suggests one’s vision being impaired, being over-impressed by superficial details, being blinded to the truth impressed by superficial details, being blinded to the truth

““draws you in” draws you in” suggests a rather devious, deceptive suggests a rather devious, deceptive processprocess

capitalisation of “Next Thing” capitalisation of “Next Thing” could suggest something could suggest something rather childishly overblown about people’s curiosity, mockery of rather childishly overblown about people’s curiosity, mockery of exaggerated importance exaggerated importance

““childish” childish” suggests simple, undemanding, infantile, puerile suggests simple, undemanding, infantile, puerile ““gratuitously” gratuitously” suggests pointless, unnecessary, suggests pointless, unnecessary,

unjustifiable unjustifiable

““drive-by shooting and princess-rescuing” drive-by shooting and princess-rescuing” deliberately polarised, reductive, black and white deliberately polarised, reductive, black and white view of the content of video games view of the content of video games

““drive-by shooting” drive-by shooting” particularly cowardly, particularly cowardly, unpleasant, unheroic, random form of violence unpleasant, unheroic, random form of violence

““princess-rescuing” princess-rescuing” very simplistic, fantastical, very simplistic, fantastical, childish, fairy tale-esque childish, fairy tale-esque

(balanced) structure of final sentence (balanced) structure of final sentence importance of actual content rejected with brisk, importance of actual content rejected with brisk, unarguable certainty, followed by developed unarguable certainty, followed by developed endorsement of the reward system (this contrast endorsement of the reward system (this contrast heightened by the “It is not…it is” balance around heightened by the “It is not…it is” balance around

semi-colon) semi-colon)

The politicians and the Establishment talk the language of The politicians and the Establishment talk the language of “opportunity”, “choice” and “diversity” for the people of the “opportunity”, “choice” and “diversity” for the people of the city, but do not really believe in or practise them. They impose city, but do not really believe in or practise them. They impose a set menu, rather than the choice offered “à la carte”, a set menu, rather than the choice offered “à la carte”, confident that they know best. For all the rhetoric about new confident that they know best. For all the rhetoric about new ways of working, partnership and collaboration, there can still ways of working, partnership and collaboration, there can still be a very old-fashioned top-down approach in parts of be a very old-fashioned top-down approach in parts of institutional Glasgow that retains a faith that experts and institutional Glasgow that retains a faith that experts and professionals must hold all the answers. There is an implicit professionals must hold all the answers. There is an implicit belief that people are poor because of low aspirations and belief that people are poor because of low aspirations and Glaswegians are unhealthy because they won’t accept Glaswegians are unhealthy because they won’t accept responsibility, make the right choices and eat healthily.responsibility, make the right choices and eat healthily.

Show how the writer’s use of language in this paragraph Show how the writer’s use of language in this paragraph creates a tone of disapproval.creates a tone of disapproval.

Word choice:Word choice: ““talk the language”talk the language”

suggests that there is something artificial or pretended about suggests that there is something artificial or pretended about what these people say – they are using “jargon” rather than what these people say – they are using “jargon” rather than sincere languagesincere language

“ “(do not) really (believe)”(do not) really (believe)”

suggests that in their heart of hearts they do not mean what they suggests that in their heart of hearts they do not mean what they actually sayactually say

“ “impose”impose”

suggests an opposition to “choice” etc rather than the flexibility suggests an opposition to “choice” etc rather than the flexibility which their “language” suggestswhich their “language” suggests

“ “set menu”set menu”

suggests a lack of choice, contrary to their declared intentionssuggests a lack of choice, contrary to their declared intentions ““confident (that they know best)” suggests an overweening adult confident (that they know best)” suggests an overweening adult

superiority over those who they have said should be allowed to superiority over those who they have said should be allowed to make choicesmake choices

““rhetoric”rhetoric”

suggests overblown, artificial and exaggerated suggests overblown, artificial and exaggerated language intended to persuade or browbeatlanguage intended to persuade or browbeat

““old-fashioned” suggests they are out of touch with old-fashioned” suggests they are out of touch with the ideals of modern democracythe ideals of modern democracy

“ “top-down (approach)”top-down (approach)”

suggests that they are “on top” in matters of decision suggests that they are “on top” in matters of decision making and such things should not be left to those making and such things should not be left to those lower down in the heaplower down in the heap

“ “institutional”institutional”

suggests the rigid, authoritarian, hidebound views suggests the rigid, authoritarian, hidebound views which permeate an organisation despite individual which permeate an organisation despite individual attempts to change itattempts to change it

“ “experts and professionals” suggests that ordinary experts and professionals” suggests that ordinary citizens are too ignorant to know what is best because citizens are too ignorant to know what is best because they are not professionally qualifiedthey are not professionally qualified

Imagery:Imagery: “ “set menu … à la carte”set menu … à la carte”

the reference to the choice or lack of choice offered in the reference to the choice or lack of choice offered in a restaurant illustrates the writer’s disapproval of the a restaurant illustrates the writer’s disapproval of the establishment not offering any choice to the people of establishment not offering any choice to the people of Glasgow despite their statements that there is to be Glasgow despite their statements that there is to be “choice”“choice”

Punctuation:Punctuation: the use of invertedthe use of inverted commas round “opportunity”, commas round “opportunity”,

“choice” or “diversity”“choice” or “diversity”

shows that the writer does not believe that these shows that the writer does not believe that these concepts are on offer, or are really meant and that he concepts are on offer, or are really meant and that he disapproves of the people who are misleading the disapproves of the people who are misleading the publicpublic

RevisionRevision

Imagery: pages 40-41Imagery: pages 40-41

Tone: pages 46-48Tone: pages 46-48