Language analysis revision.ppt

8/18/2019 Language analysis revision.ppt

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How do we begin?

Read the article. This is what you should bespending most of your reading time doing.

Read the article again, and start underliningand making notes. Use an assortment ofcolours.

You’e read the article carefully, at !"#$Ttwice. %hat are you looking for?


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&ontention

How do you correctly identify the writer’scontention?


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&ontention


#sk yourself'


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&ontention


#sk yourself'

%hat are they critical of, or against?

%hat are they calling for? %hat do theywant?


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&ontention


#sk yourself'


%hat are they calling for? %hat do theywant?

(ut this in one or two sentences of your ownwords. )on’t *uote large phrases whenparaphrasing the author’s contention.


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&ontention

How do you correctly identify the writer’s contention?

#sk yourself'


%hat are they calling for? %hat do they want?

(ut this in one or two sentences of your own words.)on’t *uote large phrases when paraphrasing theauthor’s contention.

%hat makes it di+cult to identify the writer’scontention?


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ntro paragraph%hat should your intro paragraph include?


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ntro paragraph%hat should your intro paragraph include?

Title of article

#uthor-s name

$ource of piece

)ate of piece

&ontention

Tone

# one line background to the issue, particularlyif you are asked to analyse more than one piece

/orm, and #udience


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ntro paragraph

%ith sales of bottled water skyrocketing inrecent years, the enironmental impact ofthe booming industry has become an issue

of debate.


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ntro paragraph

%ith sales of bottled water skyrocketing inrecent years, the enironmental impact ofthe booming industry has become an issue

of debate. n his opinion article 0%ater,water eerywhere'1 -The Age, 2345422e678reens leader 9ob 9rown arguessoberly for tighter regulation on thee6ploitation of natural water systems for

corporate gain.


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/orm

9e aware of online forms -blogs, online :ournals, posts as well as traditional printforms


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Tone

How does it sound?

#s you are reading it to yourself,

think about what your oice wouldsound like if you were reading italoud.

!ook for clues like italics ande6clamation marks;;;;


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%hat about serious?


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%hat about serious?sober urgent

digni>ed

impassioned

heartfelt

imploring


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Your analysis

!ook at the article holistically. %hat does

this mean?


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Your analysis


this mean?

uestions marks, percentage symbols and

numbers' %hat not to do;


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Your analysis


this mean?

uestions marks, percentage symbols and

numbers' %hat not to do;

%hat is the task? %hat are we supposed to

be doing?


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# 8ood #rgument?

Research has found that people accept an

argument for one of four reasons@

2. They perceie the writer or speaker as haingcredibility

3. They are won oer by eidence

A. They are coninced by sound reasoning 7 logic

5. They are moed by emotional appeals.

-!ucas, 2BBC


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# 8ood #rgument?

9"8D$ 9Y #TT#&


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# 8ood #rgument?

9"8D$ 9Y #TT#&


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# 8ood #rgument?

"$T#9!$H"$ H$4H"R &R")9!TY'


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# 8ood #rgument?

"$T#9!$H"$ H$4H"R &R")9!TY'

Tone – authoritative,common-sense, jargon?

anecdote

evidence, experts

inclusive language

appealing to specific

audience’s concerns


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%riting aboutpersuasie techni*ues

You’e identi>ed what you think are themost

important, obious and eEectie

techni*ues.%hat now?


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dentify the techni*ue


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(roide the most obious, eEectiee6ample -or e6amples of the techni*ue


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important, obious and eEectie techni*ues.

%hat now?



"6plain how these e6amples work F whythey hae been included and are eEectie


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%hat now?




Techni*ue


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%hat now?




Techni*ue

" 6 amp l e


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%hat now?




Techni*ue

" 6 amp l e "//"& T;


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%hich of these shows the

most understanding?


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%hich of these shows themost understanding?

"//"&T.


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"//"&T;;;



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"//"&T;;;



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//"&T;%hich of these shows the

most understanding?


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n general'

#oid talking generally about how thattechni*ue can be used to persuade' i.e.

“The writer refers to ‘64%’. That is astatistic. Statistics persuade because they

sound authoritatie and are di!cult torefute."


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n general'

Try instead'

“#iting that ‘64% of Australians’ supportsa$ese& $arriage, the author addsstatistical credibility to her clai$s for national

support, whilst authoritatiely dis$issing heropponents’ references to ‘Australian alues’as being unfounded and out of touch."


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n general'

'e(nitely aoid redundant comments'i.e.

“The writer refers to ‘64%’. This supportsher contention, showing us that a lot of

people agree with her."


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)on’t forget abouttone'

Lyle Shelton's Australian Christian Lobby had thisto say in a statement following Kevin Rudd'srepositioning on the subject of same-se marriage!''"he prime minister who rightly gave an apologyto the stolen generation has sadly not thoughtthrough the fact that #$r Rudd's% new position onrede&ning marriage will create another''

(ardon) Creating another generation of stolenchildren) Are the Christians going to come in*

again* and steal our +ids) ,ello) s anyone home).reathta+ing in its stupidity* overwhelming in itstastelessness


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weeny attac!s "yle helton and the #ustralian

$hristian "obby by using rhetorical %uestions, such

as &$reating another generation of stolen children?'

and re the $hristians going to come in, again,and steal our !ids?' This ma!es helton seem

insensitive and discredits his argument(


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)n a furious, scathing barrage of sarcasticrhetorical %uestions, weeny voices her outrage

at "yle hleton’s comparison( The incredulous

&*ardon?' is followed by a pointed attac! on the

#ustralian $hristian "obby’s hypocrisy, the

emphatic gain?' reminding readers of the

$hurch’s involvement in the original tolen

+eneration( The effect is not just to completelydiscredit helton’s ideas, but to ma!e it seem

that his !ind of criticism of same-sex parenting

has no place in public discussion(


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weeny sarcastically attac!s "yle helton and the

#ustralian $hristian "obby by using an outraged series

of rhetorical %uestions, such as &$reating another

generation of stolen children?' and re the $hristiansgoing to come in, again, and steal our !ids?' This

ma!es helton seem extremely insensitive and

immediately discredits his argument(


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uoting

=ctoberGs horri>c toll prompts Thanu:a 8unatillake to ask@ How

can we sae lies on our roads?/C"0RA'S horri&c road toll for0ctober has seen 12 lives lost in 34days* leaving families and friends

grieving and many wondering whatcan be done to halt the carnage


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uoting

=ctoberGs horri>c toll prompts Thanu:a 8unatillake to ask@ How

can we sae lies on our roads?/C"0RA'S horri&c road toll for0ctober has seen 12 lives lost in 34days* leaving families and friends

grieving and many wondering whatcan be done to halt the carnage


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uoting

9ut at its elite leels, sport is an industryworth billions of dollars, for athletes andthose inoled in training, coaching,

marketing and selling.#nd when serious money is inoled, thepotential for corruption arises.

ThatGs why it is so important for sport tobe corruption7free. #nd letGs be clear@athletes who take performance7enhancingdrugs are corrupting their sport.


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uoting

9ut at its elite leels, sport is an industryworth billions of dollars, for athletes andthose inoled in training, coaching,

marketing and selling.#nd when serious money is inoled, thepotential for corruption arises.

ThatGs why it is so important for sport tobe corruption7free. #nd letGs be clear@athletes who take performance7enhancingdrugs are corrupting their sport.


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$tructure

T""! F %hat was that again?


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$tructure


t all depends on how many pieces youhae to analyse


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$tructure


t all depends on how many pieces you hae toanalyse

#ssessors like to see comparison and synthesis. Therefore you may consider the structure@ntroduction, #, 9, #9, #9, &onclusion

f an image is included you may think about@

ntroduction, #, 9, #9, #9, #9&, &onclusion

=r@ ntroduction, #, 9, &, #9&, &onclusion


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$tructure

/or long pieces see if you can mentallybreak them up into sections, in which thewriter4speaker'

-a uses diEerent types of techin*ues

-b changes tone

-c attempts to aEect the reader in diEerentways

There is nothing wrong with moing throughthe piece from start to >nish as long as youdon’t end up repeating yourself.


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$ynthesis

#fter analysing the >rst -or longest piece,you can continually compare back to itwhen analysing the other piece-s. Usephrases such as'

Unlike #UTH=R #, #UTH=R 9'

n contrast to #UTH=R #, #UTH=R 9'

uch like #UTH=R #, #UTH=R 9'

n the same way as #UTH=R #, #UTH=R 9'


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!inking %ords


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Iisuals

)etermine whether the isual accompanies a te6t oris stand alone

%ords to compare and contrast written and isual

te6ts'.


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(hotos

"erything is information. "erything in thepicture speaks to those who know thelanguage.


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&artoons

. e6plore thought7prooking perspectiesthrough imagery

... are a catalyst for dialogue

... oEer serious political and culturalcommentary with punch and humour


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&artoons

5escribe F %hat4who is depicted in thecartoon?

Analyse F %hat4who do the diEerentelements of the cartoon represent?

6plain e7ect F How do these elements worktogether to aEect us? How do they relate tothe cartoonist’s intention?


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&artoons

&onsider'

$cale -siJe

&olour

/oreground and background

(erspectie

/acial e6pressions

&lothing of the caricatures


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&artoons


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scale?


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colour?

foreground and


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foreground andbackground?

perspectie facial


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perspectie, faciale6pression?


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other details?


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n conclusion'

The conclusion brings it all together'

You may comment on how eEectie

the writer has been in their attemptsto persuade. 9e ob:ectie;

$ummarise main techni*ues used

)= D=T include your point of iew Fthis is not a piece of persuasiewriting. The task is to #D#!Y$"someone else’s writing


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# %=R) =/ #)I&"

/rom the e6aminers'

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Language analysis revision.ppt