Your first essay:Your first essay:analysis of persuasive analysis of persuasive language techniqueslanguage techniques

“Give the puppies a chance” by Ms Claire Snare

(Also published on pp. 60-64, Techniques of Persuasion by Dr Jennifer Minter for students in Years 7 – 9. )www.englishworks.com.au

Letter to the Editor: Meredith NewsLetter to the Editor: Meredith NewsGive puppies a chance, Claire Give puppies a chance, Claire

SnareSnare

The past few nights I have noticed a forlorn puppy wandering the streets like a drunkard tramp. On several occasions, he was nearly run over. The dog catcher eventually caught him – and he disappeared in the paddy wagon, probably to join the other abandoned pets on “death row”. How many more stray puppies and kittens are to be killed before the profiteering puppy factories are banned?

4th July 2013

Ban puppy factories, Claire Ban puppy factories, Claire SnareSnare

Some hard-hearted people are churning out puppies for profit – many of which end up in like this straggler – waiting to die. The RSDA president Mr Jeff Tomlinson states that up to 300,000 dogs and cats are discarded. Some find a home, but the rest - up to 250,000 cats and dogs - are killed nationally. This is a disgrace! Sadly, young children become obsessed with cute puppies and kittens but lack the maturity to properly care for them.

Ban puppy Ban puppy

factoriesfactoriesLike disposable commodities the puppies are abandoned; like homeless tramps they wander the streets. It’s only thanks to the tireless work of many volunteers that a favoured few find another home. With the right controls and political will, such an animal scandal can be prevented.

(See Techniques of Persuasion: pp. 61-61)

Be clear about Be clear about the author’s the author’s views and views and purposepurposeIdentify Ms Snare’s main contention: what is her

point of view? (See pp. 3-6.)Think about Ms Snare’s tone: how does her tone

complement and reinforce her views? (See pp. 9-14 and pp. 66-67)

What evidence does Ms Snare rely on?(Facts, figures, “people” stories: see pp. 28-34.)

Underline four words that stand out and reflect Ms Snare’s views. (See words, pp. 15-20)

Summary of techniquesSummary of techniquesevident in Letter to Editorevident in Letter to EditorAnecdotal evidence pp. 28-30Rhetorical question (style) p. 16Attack on opponents p. 39Use of expert opinion and statistics pp. 28-34Tone pp. 9-14Attack on children: appeal to duty of care p.

39/51.Alliteration (figurative words) p. 23Emotive language, p. 18, 44.Similes, (figurative words), p. 23Appeal to law and order, (main appeals) p. 51

The essay: The essay: writing an introduction:writing an introduction:

Introduce the context of the issueIntroduce the article; its title and

date of publicationState the author’s views and toneWhat is their purpose?

Paragraph 1: opening the Paragraph 1: opening the paragraph:paragraph:Topic sentence: identify the

author’s views and tone◦Adopting an indignant tone, Ms

Snare contends that there should be stricter controls placed on puppy factories.

The author maintains /contends/ advocates ... that …

The author condemns …; discredits/ criticises/ disapproves of ; is sceptical of …(Gain an analytical vocabulary. Useful words and phrases are

modelled in Techniques of Persuasion.)

How would you describe How would you describe Ms Snare’s tone? Ms Snare’s tone?

outraged; disgusted; assertive; forthright; indignantmoralistic, concerned, self-righteous;

Ms Snare adopts an indignant tone to …

Ms Snare bluntly condemns puppy factories because .....

In an ……………. tone, the author states that …

(See Techniques of Persuasion: Tone Descriptors and definitions on pp. 66-67 and p. 68); Also CD-ROM Tone Word Games. Please learn!

Paragraph 1: continueParagraph 1: continueFind a common threadFind a common thread

Sentences 2 - 7: find a common purpose. ◦ Group together key word choices and

tactics that have a similar purpose. For example, explain how the author seeks to engage our emotions: eg. sympathy. Who is the victim? How do they suffer?

Use of anecdotal evidence, figurative language, and authority figures/statistics to depict the sad plight of many neglected puppies. (See Techniques of Persuasion pp. 44-48 and p. 68.)

Which persuasive language Which persuasive language techniques does the author techniques does the author use to arouse sympathy for use to arouse sympathy for the puppies? the puppies?

“The other day I noticed …” (Ms Snare)

adds a personal dimension to which we can relate and elicits our sympathy and interest.

Use of authority figures and statistics to draw attention to the extent of the animal welfare problem.

(See Techniques of Persuasion pp. 18-24 and p. 28)

How does Ms How does Ms Snare Snare describedescribethe puppies?the puppies?

What words does the author use to describe the puppies?

What emotive and figurative terms are evident?

What is their purpose?

(See Techniques of Persuasion p. 15-17)

Paragraph 2: Paragraph 2: attack and attack and angerangerFind a common thread: the author

stimulates our anger towards the “hard hearted” factory owners and shames those who abandon the puppies.◦ Characterisation of owners: What words does

Ms Snare use to describe the puppy factory owners? What are their motives?

◦ Children/parents and government are also to blame: how are they criticised? “With the right controls and political will….” What does this statement imply?

Paragraph 2: Paragraph 2: attack and attack and angeranger

Finding a common thread: ◦the author channels our anger towards

the “hard hearted” factory owners who are depicted us ruthless.

◦Purpose: to shame and isolate those who abandon the puppies.

(See Techniques of Persuasion: Attack, pp. 39-40, Impact and sentence models p. 54-55 and 68.)

ConclusioConclusionn

Sum up the author’s purpose for writing and the impact of her most important persuasive technique(s).

Suggested responseSuggested response

(See Techniques of Persuasion pp. 60-61.)

Published in the Meredith News as a letter to the Editor on 4 July 2013, Ms Claire Snare stridently believes that the Government must implement harsher penalties for puppy factory owners who are creating an animal welfare scandal. Adopting an upstanding tone throughout her letter, the author creates sympathy for the discarded animals and hopes that concerned members of the public will agitate for change.

Indignantly, Ms Snare contends that there should be stricter controls placed on puppy factories. Using a combination of evidence, the author seeks to arouse our sympathy for the “forlorn” puppies while directing our anger towards the “profiteering puppy factories.” Specifically, Ms Snare’s reference to her own first-hand experience used as anecdotal evidence depicts the sorry plight of the animals who are abandoned and wandering the streets. Figurative terms such as “like homeless tramps” and “like disposable commodities” reinforce her view that they are treated shamefully by their new owners who “lack maturity” and the author thereby encourages members of the public to think about their own treatment of animals. The statistics as quoted by the RSDA present Mr Jeff Tomlinson also help to depict the extent of the animal welfare problem and prove a need for regulation.

On the other hand, Ms Snare agitates for change and the “right” controls by directing our anger towards the “profiteering puppy factory” owners. She characterises them as “hard hearted” and shames them for their apparent disregard of the plight of the puppies. She also suggests that families are also irresponsible because they fail to provide appropriate care and the children’s “obsession” fuels the problem. Governments, too, she implies lack “political will” which is bound to further inflame our frustration.

Through her word choice and emotional appeals, Ms Snare expects concerned members of the public to agitate and pressure the authorities to implement greater control. Those who are concerned about abandoned animals and who do have a heart are bound to share her views about the need for tighter controls.

Language Analysis pathway Language Analysis pathway programprogram

Series 1: Techniques of Persuasion (978-0-9808397-2-2)

This step-by-step introduction to persuasive techniques provides the perfect foundation for students in Years 7 to 8. This workbook focuses on:•the author’s views, tone, style and choice of words; •the author’s evidence and reasons and •the author’s appeals and values.

The “Why” boxes help students think about the impact of these techniques.

Students will build an analytical vocabulary and start to write essays.

Language Analysis pathway Language Analysis pathway programprogram

Series 2: Language of Persuasion: Become an expert (978-0-9808397-6-0)

This workbook equips Middle Year students with skills to analyse more insightfully an author’s opinion and their persuasive tactics. In-depth discussion and targetted extension activities focus on:

•the author’s views and credentials, their credibility and degree of bias; •the author’s evidence and reasoning tactics;

and•the author’s choice of words and variations

in tone and style.

Chapter 2 introduces students to a range of media texts and encourages them to identify, and compare, their most important features.

Chapter 3 provides an essay plan and paragraph maps to help students structure their essays.

Language Analysis pathway Language Analysis pathway programprogram

Series 3: The Language of Persuasion: an essay-writing guide (978-0-9808397-9-1)

This essay-writing guide consolidates the skills acquired in Series 1 and 2. It helps students identify, and concisely explain, the author’s point of view, the progression of the argument and relevant contextual features.

Essay plans, paragraph maps and explanations:

•help students prioritise the key persuasive tactics;

•encourage insightful responses by focusing on anauthor’s strategic words and their

implications; •help students write fluent and cohesive essays;

and •show students how to write comparative essays.