PERSUASIVE LANGUAGE - Weebly
PERSUASIVELANGUAGETeaching ResourceA guide to understanding persuasive language.Includes assessment tasks and marking criteria a useful tool for teachers of students preparingfor NAPLAN testing in Years 3, 5, 7 & 9.
Contents Why study persuasive language? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Persuasive Language4 Persuasive techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Identifying persuasive techniques. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Appealing to emotions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Analysing persuasive language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Planning your analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 What is tone?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Identifying tone. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Writing your analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Quoting an article. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Useful phrases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Linking words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Proofreading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Things to remember. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Things to avoid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Visual texts18 Analysing visual texts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Analysing photographs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Analysing cartoons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Cartoon analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Case study24 Background information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Sample annotation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Sample analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Persuasive writing activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Assessment: 45mins35 Internet Piracy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Arguments about piracy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Photo credits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42IP Awareness Persuasive LanguagePage 2www.ipawareness.com.au
Why study persuasive language?If you care about an issue, understanding persuasivelanguage can help you engage in the debate.The mass media is where important issues are debatedand discussed. Election campaigns are fought and wonover issues. Everyone has an opinion. But who should youbelieve? What are the facts? Who should you vote for? If youhave an understanding of how persuasive language works,you’ll be able to see through persuasion and rhetoric toanswer these questions.If you understand how language is used to persuade, you aremuch more likely to have a sophisticated understanding ofissues in society. You’ll be able to see through rhetoric, focuson the facts and confidently address the important issuesfacing our society.What’s more, if you care deeply about an issue, you can alsoengage in this sort of important discussion. Write to yourlocal newspaper, comment on blogs, engage in discussionson social networking.If you care about an issue, understanding how language worksmeans you’ll be able to successfully engage in the debate.What is an issue?An issue is an important topic causing disagreement anddebate. Daily newspapers are full of issues that face oursociety, including climate change, drug addiction, sexism,health care, crime, asylum seekers, gambling and racism.There is often disagreement over how we should addressimportant issues. Possible solutions to these issues arediscussed and debated in the news media. Newspapers,television and blogs all feature arguments from differentperspectives.People contribute to the debate and discussion, too writing letters, commenting on articles, calling talkbackradio, tweeting and emailing.This debate and discussion also informs how politiciansrespond to the issue and, ultimately, the types of policiesthey create to deal with such issues.Understanding persuasive language, however, doesn’tjust involve complex social issues. The modern world issaturated with advertising - newspapers, television, socialnetworking, bus shelters and billboards. Understanding howpersuasive language works will help you navigate the worldof advertising.IP Awareness Persuasive LanguagePage 3www.ipawareness.com.au
PERSUASIVELANGUAGEIP Awareness Persuasive LanguagePage 4www.ipawareness.com.au
Persuasive techniquesWhen you are confronted with a piece of persuasive writing, it is useful to thinkabout how the writer is using language to persuade. Writers can use numerousstrategies to convince you of their point-of-view.AdjectivesBiasWriters often use describing words to characterisesomething in a particular way. When you see an adjective,think carefully about its connotations and the effect itmight have on the reader.Most persuasive writing is subjective, taking a particularstance on an issue. Nevertheless, there are some writerswho put forward a deliberately one-sided case for theirpoint of view, ignoring the counter arguments that morelogical articles might consider. When analysing the use ofpersuasive language, don’t simply label an article ‘biased’,take the time to explain how this one-sidedness helps topersuade the audience.AdverbsAdverbs are words that give further information abouta verb. For example, someone might ‘disagree strongly’.In this example, the word ‘strongly’ is an adverb becauseit tells us how the person disagreed. Adverbs can be usedto describe actions in a particular way. Always think aboutthe connotations of adverbs and how they make the readerfeel. If a writer, for example, suggests that we have to ‘dealwith a problem immediately’, this adverb makes the needfor action seem particularly urgent.Colloquial languageEveryday language is used by writers to make them seemdown-to-earth, practical and realistic. In australia, writersoften use colloquial language in this way. We’re constantlytold to give people a ‘fair go’ or that taking the easy way outis a ‘cop out’. If you see an example of everyday, colloquiallanguage, think carefully about why the writer has used thatparticular phrase.AlliterationAlliteration is the use of words beginning with the sameletter or sound. Alliteration is often used in advertisingbecause it helps to create memorable phrases. In persuasivewriting, alliteration is used to create emphasis.ConnotationAnalogyAn analogy is a comparison between two things to illustratea point. For example, a writer might emphasise the importanceof having an economy in surplus by comparing it to balancingyour home finances. Analogies are an effective way to simplifycomplex issues in a way that persuades the audience toagree with a particular point of view.AnecdoteAn anecdote is a short, personal story which is often usedto illustrate a point. Writers often use anecdotes becauseit helps to personalise the issue for a reader. Anecdotesare often an effective way to simplify complex issues ina way that appeals to the audience’s emotions. A pieceof persuasive writing about the economy, for example,might start with an anecdote about someone the writerknows losing their job.ClichéA cliché is a trite, overused phrase. Writers are oftendiscouraged from using clichés but they can be aneffective and simple way to convey ideas to an audience.DescriptionDescriptive writing can be used to create an image in themind of a reader. Providing the audience with a vivid imagecan help them to think about an issue in a particular way.Emotive languageAttacksWriters often attack and criticise those who disagree withthem. These sort of attacks often take on a deeply critical tone.IP Awareness Persuasive LanguageWords have two types of meanings. The denotative meaningof a word is its literal meaning. It’s what you’re likely to findif you look up the word in a dictionary. The connotations ofa word are the ideas or feelings associated with a particularword. Writers think carefully about the words and phrasesthey use. They consider the connotations of words and howthese might be used to persuade.Emotive language is a phrase used to describe any wordsthat have an emotional effect on an audience. Alwaysconsider how language makes you feel. Does it provoke asense of sympathy or fear? What emotions does it play on?Page 5www.ipawareness.com.au
Persuasive techniquesEuphemismMetaphorA euphemism is a mild phrase used instead of another wordthat might be too harsh. When speaking of someone whohas died, people often say they ‘passed away’, which ismilder than simply using the word ‘died’. Governments oftenuse the phrase ‘collateral damage’ to describe civilian deathsduring war. Euphemisms can be used to soften the impact ofan idea or suggestion.A metaphor is a figure of speech which creates a comparisonbetween two different things by describing one thing asanother. Metaphors are easy to identify because they cannotbe literally true. If someone says, for example, “the salesmanwas a rat”, they don’t mean that this person was actually asmall rodent. What they mean is that they were dishonestor cunning.EvidencePunStatistics and other forms of data are often used to persuade.An argument is much more convincing if it is supported bysome kind of evidence. Evidence often forms the backboneof very logical and rational arguments.A pun is a joke that relies on the different meanings of aword or words that sound similar. Puns can be used to makelight of an issue or ridicule a point of view. They are a wittyway for writers to criticise their opponents.Expert opinionSarcasmWriters often quote or refer to experts who agree with theirpoint of view. This use of expert opinion can help to makearguments more persuasive and credible. The use of expertopinion can be a powerful way to persuade, convincing theaudience that the writer’s contention must be true becausenotable people agree with them.Sarcasm is the use of a mocking tone to convey contempt.GeneralisationA generalisation is any statement that draws a conclusionfrom specific examples. Generalisations are often used tosimplify an issue and make something seem like the logicalcourse of action.HyperboleHyperbole is exaggeration. Writers use exaggeration toheighten the implications of an issue, making the situationappear far worse and mobilising the reader to agree withtheir point of view.Inclusive languageInclusive language is the use of words such as ‘we’ or ‘our’to create the impression that the writer and the reader areon the same side of the issue.SimileA simile is a comparison between two things which oftenuses the words ‘like’ or ‘as’. Similes can be used to createa vivid picture in the minds of the audience or characterisesomething in either a positive or negative way.Rhetorical questionA question that doesn’t need to be answered because theanswer is made obvious. Rhetorical questions are often usedto lead the audience to a particular conclusion. Because ofthe nature of rhetorical questions, they make this conclusionseem natural and logical.RepetitionWriters often repeat words and phrases to emphasiseparticular ideas. Throughout a piece of writing, writers mightalso repeat ideas in the hope this will persuade the audienceto agree with them.LogicLogically constructed arguments put forward a series ofwell-ordered ideas supported by evidence. Logic can beused to persuade an audience because it presents anargument in a very structured and coherent way.IP Awareness Persuasive LanguagePage 6www.ipawareness.com.au
Identifying persuasive techniques According to a recent survey, 67% of Australians agree. Professor Andrew Horner once described the proposal as a ‘disgrace’. Surely, we all agree that this is the right course of action. The money is a drop in the bucket compared to whatthe government spends on other services. It’s a more humane, more sensible option. Can’t you do anything right? The government’s decision is nothing short of disgracefuland will cause untold trauma and anguish for those involved. It will be the end of civilisation as we know it. There’s a million reasons the proposal won’t work. The decision was a kick in the guts for workers everywhere. He was as fit as a fiddle. The slaughter of sheep in overseas abattoirs is hideously brutal. It’s a problem that we can’t turn away from. The government has been working like dogs to achieve this change. Why should I have to put up with foul-mouthed language on public transport? Experts agree that treating drug addiction like a disease is the right thing to do.0ACTIVITYWith a partner, read over the items above and decide which persuasive technique would best describe them.In some cases, there might be more than one!IP Awareness Persuasive LanguagePage 7www.ipawareness.com.au
Appealing to emotionsWriters will often appeal to different emotions to convince you of a particularpoint of view. When you’re reading a piece of persuasive writing, think carefullyabout how the writer is trying to make you feel. Here is a list of emotions thatpersuasive writers commonly appeal to.CompassionMoneyWriters often make arguments that rely on exploiting thereader’s sense of compassion. This type of argument makesthe reader feel sorry for a particular group of people whohave endured some kind of hardship.Money is important and we don’t like to feel that we’ve beenripped off. Writers often exploit this to convince readers of aparticular point of view, pointing out that they will be worseoff financially or might benefit from a particular decision.This is often called appealing to the ‘hip pocket nerve’.FairnessNo one likes being treated unfairly. Persuasive writersfrequently play on their readers’ sense of fairness topersuade. If a writer attempts to convince you thatsomething is unfair or that people have been treatedpoorly, they may be exploiting your sense of fairness.PatriotismFamilyOf course, this isn’t an exhaustive list of emotions. Wheneveryou’re reading a piece of persuasive writing, think about theemotions and attitudes that the writer might be playing onto persuade the audience of a particular point of view!Everyone believes that family is important. As such,persuasive writers often appeal to a sense of family andfamily values. These arguments often build support fora particular point of view by claiming that the issue willhave a damaging effect on family life.Belief in your country is a powerful emotion. Writers oftenstir up patriotic feelings to persuade. If a writer points outhow great your home country is, they might be playing onyour sense of patriotism.FearFear is a strong motivator and writers often use it to rallysupport for their point of view. An argument in support oflaw and order, might create a sense of fear that the readerwill be a victim of crime.IP Awareness Persuasive LanguagePage 8www.ipawareness.com.au
Analysing persuasive languageWhen you are asked to analyse persuasive language, you are simply being askedto identify and discuss the techniques a writer is using to persuade.Start by reading through the article several times. As you’rereading, think about the words and phrases that help topersuade you. Are there particular words or phrases thatmake you reconsider your position on the issue or agreewith the writer’s contention? Is there any languageobviously trying to provoke an emotional response?to influence the audience. What do they make the readerthink? What do they make the reader feel?Highlight or underline these words and phrases. Identifywhich persuasive techniques are being used. In the marginof the article, jot down how these techniques are being usedWhen you’ve read through the article several times andyou’ve identified some of the persuasive techniques beingused by the writer, consider the tone of the article. It’s usuallybest to identify a word that can be used to describe the tone- such as concerned, emotional or negative - then use yourdictionary and a thesaurus to identify a range of words thatbest describe the tone of the piece.When you are asked to analyse persuasive language,you are simply being asked to identify and discuss thetechniques a writer is using to persuade.Planning your analysisOnce you’ve read the article several times and identified a range of persuasivetechniques, it’s time to start planning your response.There are two approaches you can take to planning atask like this. The first involves addressing techniques andpersuasive language in the order they appear in the article.This approach is effective in exam situations when you don’thave a lot of time to carefully plan your response. It’s alsovery straightforward and a good way for students who areunfamiliar with this type of writing. The weakness of thisapproach is that students can fall into the trap of retellingthe article.article. It would be appropriate to discuss these togetherand provide an explanation for how they make the readerfeel by the end of the article. Although it is time-consuming,structuring your response in this way show
PERSUASIVE LANGUAGE Teaching Resource A guide to understanding persuasive language. Includes assessment tasks and marking criteria - a useful tool for teachers of students preparing for NAPLAN testing in Years 3, 5, 7 & 9.
PERSUASIVE TEXTS: LANGUAGE AND DEVICES Persuasive texts use formal, clear and persuasive language. This helps the author to convince the reader, viewer or listener to agree with their view. Here are some examples of the language and grammatical features you might find in persuasive texts: thinking and feeling verbs (to express an opinion)
Students' drafts of persuasive letters Class set of the Checklist for Persuasive Letters worksheet Class set of Sentence Frames for Persuasive Letters worksheet Projector Highlighters Attachments Checklist for Persuasive Letters (PDF) Sentence Frames for Persuasive Writing (PDF) Introduction (10 minutes) S
What Is Persuasive Speech? Persuasive vs. Informative The goal of the persuasive speech is to influence audience choices These choices may range from slight shifts in opinion to wholesale changes in behavior Persuasive speeches seek a response As with informative speeches, persuasive speeches respect audience choices*
speech is. 2. Describe the functions of persuasive speeches. 3. List the different types of persuasive speeches. 4. Identify persuasive strategies that make a speech more effective. Topic 5. Apply the appropriate organizational pattern based on your persuasive goals. 6. Distingu
PERSUASIVE LANGUAGE 11 www.ipawareness.com.au APPEALING TO EMOTIONS Writers will often appeal to different emotions to convince you of a particular point of view. When you're reading a piece of persuasive writing, think carefully about how the writer is trying to make you feel. Here is a list of emotions that persuasive writers commonly .
Persuasive Text Example Read this example of a persuasive text. Underline the title, the point of view, arguments, reasons and persuasive language. Children Should Stop Watching Television! I strongly believe that watching television is bad for children. It is not educational, it creates laziness and it increases bad behaviour.
Argumentative writing relies solely on facts and logic to convince the reader, while persuasive writing, which also uses facts and logic, employ rhetorical devices/persuasive strategies to convince the reader. While rhetorical devices/persuasive strategies enhance a persuasive essay, they are consid-ered fallacies in an argumentative essay.
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