Language analysis
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Language analysis. Big problem # 1. Students don’t analyse the articles, they simply summarise them. . Simple solution. By using the right sort of words, you will often move from summary to analysis. Good words to use include . Contends Reader Tone Appeals Suggests Encourages

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Language analysis

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Language analysis

Language analysis


Big problem 1

Big problem # 1

Students dont analyse the articles, they simply summarise them.


Simple solution

Simple solution

By using the right sort of words, you will often move from summary to analysis.


Good words to use include

Good words to use include ...

ContendsReader

ToneAppeals

SuggestsEncourages

ImpliesEffect


Big problem 2

Big problem # 2

Students dont understand the contention of the article or cartoon


Solution

Solution

Read the headline (it often summarises the contention or at least gives you a hint)

Read the article all the way through (twice if you can)

Read the beginning and the end of the article carefully. The concluding remarks of an article often sum up or reiterate the writers contention.


Big problem 3

Big problem # 3

Students run out of time and dont write on all three articles


Solution1

Solution

Write two or three practice SACs under timed conditions. Give yourself 15 minutes for reading time and 70 minutes for writing.

Work out how much you can write in the time available and plan accordingly.

How much time will you spend on each article?


Little tip

Little tip ...

Dont bite off more than you can chew!

Choose carefully when deciding what to write about

Be realistic and disciplined ... when time is up, move on to the next article.


Big problem 4

Big problem # 4

Students arent sure how to structure their response


Introduction

Introduction

In the first paragraph of your essay, identify the issue or event that is being discussed in all three texts.

The background information will help

Keep it short ... most of your marks will come from the analysis of the articles, so get into it quickly


The body of the essay

The body of the essay

Start with the longest article. It stands to reason that you should deal with it in depth.

Move on to the shorter article, but dont spend quite as much time on it.

Finish with the cartoon / graphic. Make sure that you write a detailed analysis of the image.


Conclusion

Conclusion

Discuss what the articles had in common and how they differed.

You could talk about the following things:

  • Contention

  • Tone

  • Style of language

  • Main persuasive devices employed


Biggest problem

Biggest problem

Vocabulary

I just know what to say about the article!


Reason and logic

Reason and logic

That makes sense

If I do A, B will logically follow

Dont touch the fire.

Why?

Because you will get burnt.


Language analysis

Writers often employ a measured, calm, reasonable tone of voice (suggests that they are in control and confident)

They support their arguments with compelling evidence (statistics, survey results, facts)

They often mention the opposing viewpoint, but go on to show that it is flawed or simplistic


Language analysis

If the Japanese have a serious interest in whales as a unique and highly intelligent creature of the sea, they should organise research vessels equipped with cameras and other sophisticated monitoring devices rather than harpoons

Letter to the editor, The Australian (19/01/08)


Language analysis

The writer begins with the Japanese claim that their whaling is for research, and suggests that the logical equipment for this would be cameras and monitoring devices. Since they carry weapons instead, the implication is that their purpose cannot be scientific. This use of reason and logic positions the reader to be sceptical about the Japanese justification for whaling.


Language analysis

The writer begins with the Japanese claim that their whaling is for research, and suggests that the logical equipment for this would be cameras and monitoring devices. Since they carry weapons instead, the implication is that their purpose cannot be scientific. This use of reason and logic positions the reader to be sceptical about the Japanese justification for whaling.


Emotive language

Emotive language

That makes me feel sad

That makes me feel angry

That makes me feel disgusted

... Im going to do something about this!


Language analysis

These are words and phrases that play on peoples feelings. They trigger a strong emotional response in the reader.

The words often have strong connotations (they bring certain images to mind).

Im sick of seeing grotty teenagers scurrying through the streets of our town when they should be home in bed.


Language analysis

I am absolutely disgusted at the travesty of justice apparent in the pathetic sentence given to such a vicious killer


Language analysis

The writer uses highly emotive words such as absolutely disgusted, pathetic sentence and vicious killer. These words encourage the reader to share the writers outrage about the leniency of the sentence and contribute to the bitter and scathing tone of the piece.


Language analysis

The writer uses highly emotive words such as absolutely disgusted, pathetic sentence and vicious killer. These words encourage the reader to share the writers outrage about the leniency of the sentence and contribute to the bitter and scathing tone of the piece.


Being part of the majority

Being part of the majority

We all know that ...

We all feel that ...

Most forward thinking countries have already ...

Any rational human being would have to admit that ...

Its obvious to most of us that ...


Language analysis

This feeling is often generated through the use of inclusive language (we, our, us) and the use of rhetorical questions:

Time and time again the Minister has lied to us and broken his promises. Are we supposed to trust and believe him now?


Language analysis

The local council have been going to clean up the reserve for three years and nothing has been done. How many more broken promises are we supposed to put up with before we say enoughs enough?


Language analysis

The writer uses a rhetorical question to suggest that the local council can no longer be trusted: How many more broken promises are we supposed to put up with before we say enoughs enough? The use of the word we makes the reader feel personally involved in the issue and encourages them to think that the council has betrayed the community as a whole.


Language analysis

The writer uses a rhetorical question to suggest that the local council can no longer be trusted: How many more broken promises are we supposed to put up with before we say enoughs enough? The use of the word we makes the reader feel personally involved in the issue and encourages them to think that the council has betrayed the community as a whole.


Appeals

Appeals

This is by far the most important thing to keep in mind.

Use the following phrase on a regular basis:

This appeals to the readers _______________


Language analysis

Appeals to our sense of patriotism

national pride, loyalty to their nation

Appeals to our sense of justice

everyone deserves fair treatment

Appeals to our desire to protect the innocent

animals, children, the poor often cant defend themselves, so we must look out for them


Language analysis

Appeals to our desire to save money

People worry about their financial situation (or the financial situation of the country)

Appeals to our desire to uphold tradition

  • People are often proud of their heritage, traditions and customs. They worry that losing these traditions will harm their society

    Appeals to our desire to save the environment

    - We want to preserve the environment for future generations (our children). We sense that something precious is lost when pristine environments are destroyed or species become extinct.


What now

What now?

Dont forget about language analysis after the SAC.

Language analysis is worth 1/3 of your exam mark

Read the newspapers and reputable on-line opinions regularly


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