Language analysis scoping overview
- 1. Language Analysis pathway program by Dr Jennifer Minter (Yr 7-12) Series 1. Techniques of Persuasion/Better Essays Series 2. Language analysis: become an expert Series 3. Language analysis: an essay-writing guide www.englishworks.com.a u
- 2. Stage 1: Years 7-8 Outcomes Students will: learn to accurately identify the author’s views: Ms Johnson criticises the installation of CCTV cameras because they invade people’s privacy identify a range of persuasive and reasoning techniques write sentences relating to the author’s tone and techniques: Adopting an authoritative tone, Mr Jon comments that “its use is shaming their religion and is of no benefit to anyone.” Build an analytical vocabulary: In order to accurately identify the author’s attitude and values, you will need an extensive vocabulary relating to tone. Tone descriptors: The workbooks encourage you to become familiar with an extensive list of tone words. Tone words are modelled in the responses. There are also tone tests and match-up exercises to constantly test and reinforce the tone words. The Techniques of Persuasion: pp. 54-55, Ex.34
- 3. Outcomes: analytical precision • Students will recognise the difference between generic and analytically-precise sentences. • Generic sentences: – The speech is in a forthright tone, getting straight to the point to show you how serious he is. – He uses his first-hand experience to build credibility and to show an unbiased and reasonable perspective. – He uses an expert who can be trusted because he has experience in the field.
- 4. Outcomes: aim for analytical precision • Students will rewrite their sentences: • “Sharing the fat load” Evidence/technique; The expert, Mr Webber who is a trusted economist with experience in the airline industry, states that obese jetsetters must contribute fairly to the cost of airline travel. He adopts a logical tone to suggest that the heavier a person is, the heavier the aircraft and therefore the cost of fuel increases.
- 5. Part 2: Year 9-10 goals • Students will sharpen their analytical and written skills. • Write sentences using sophisticated analytical vocabulary. • Work through small mini- articles/exercises to learn tone words (See pp. 116-117).
- 6. Part 2: Student’s typical response (Year 8-9), p. 13 Better Essays and Persuasive Techniques: pp. 43-70. See “Flash of frustration”, p. 13: Tracey writes: Pete Crun believes that there must be more done to stop reckless truck drivers. Adopting an exasperated and dogmatic tone, he condemns the government for not doing more to stop the careless motorists, and the drivers for travelling at such ‘speeds that they can’t stop’. He compares European highway rules to the ones of Australia, asking why we can’t implement rules that minimise the chance of truck accidents. He uses colloquial language – “carked it”, “it’s a hoot”, and “give a stuff”, and alliteration – “metal monsters”, and “right up your rear”. He uses the anecdote of the Hedway Tunnel accident to show how contemptuous trucks can be. “When will these freeway bullies realise,” Crun says “they have to follow the same road rules as everyone else?”
- 7. Improvements: “Flash of frustration”, p. 13 • Tracey uses a series of sentence models and metalanguage to improve analytical accuracy. • For example: – (Tone)Dogmatically,MrCruncondemnstherecklessdrivinghabitsoftruckdriversthatcausechaosanddeathonourroads. – (Bigpicture)ThecomparisonbetweentheEuropeanandtheAustralianroadruleshighlightstheneedforapreferablesolutiononour freeways.
- 8. Year 9: outcomes, p. 13. • TheauthorjuxtaposesthecourteousdrivinghabitsofEuropeantruckdriverswiththeinconsideratehabitsofAustraliantruckdrivers tohighlighttheneedforgreaterrespect. • (wordchoice/attack)Thecolloquialreferencetothefactthatdrivers“don’tgiveastuff”drawsattentiontotheirirresponsible attitude. Accordingly,MrCrunexpectsallconcernedmotoriststofeelindignantatthemannerinwhichthetruckdriversundermine roadsafety. • (wordchoice/attack)Thealliterativereferencetothe“metalmonsters”highlightsthethreateningbehaviour ofthetruckdrivers. Its usereflectsMrCrun’sattempttoshameorisolatetruckdriversandencouragemoreconsiderateattitudes.
- 9. Year 10: outcomes, p. 63 Students will write a cohesive paragraph: • A model paragraph p. 63. • (Viewpoint) Sam Trimbone gives a speech to students at Forest Bank College and urges them to stop using social media and devote more time to their studies. (Tone) In a conversational and confessional tone, Sam presents himself as former school student who was obsessed with technology in order to gain the trust of his student-audience and show that he could have missed out on his dream. (Techniques) His first-hand experience is a clever tactic to win their support and prepare them for his criticisms of students’ obsession. (Purpose)
- 10. Essay-writing skills: Year 11-12 goals • Students will write a series of cohesive paragraphs by: – Grouping together common strategies/ideas, such as an author’s appeals and/or criticisms. – Identifying a common purpose, such as fear or shaming tactics.
- 11. An Overview: year 11-12 (ReferTheLanguageofPersuasion:anessaywritingguide.)
- 12. Paragraph flow: Year 11-12, p. 41.
- 13. Essay-writing skills: Year 11-12 goals. See p. 36. • The paragraph moves from the big picture to specific examples: • The student groups together common techniques/purpose • The student uses sophisticated tone words and metalanguage • The student uses sentence model that also cleverly embed persuasive techniques so that she is not simply identifying techniques. • The student incorporates quotes into sentence • The student also makes insightful references to purpose/ positioning of audience
- 14. Essay-writing skills: Year 12 goals, p. 36 • Reproachfully,(Censoriously)DrKrisanskidrawsuponhisprofessionalbackgroundasapsychologistandnumerousconsultationstosupporthisviewthatthedemise of“oldfashioned”parentingstyleisharmingchildren’ssocialdevelopment.DrKrisanskidecriesthemodern-styleofparenting,thathebelieves,isleadingtoalackof interpersonalskillsinchildrenandbreedingself-indulgentchildren.Certainly,parentswouldbeashamedatthealliterativereferencestotheir“flipflopping”andtheir tameeffortsto“squashthesquabbles”whichimplythattheyareirresponsibleandcareless.Theywouldalsobealarmedatthefactthatsuchineffectualleadershipis alsolikelytodisadvantagetheirteenagechildren.Thereferencetochildrenas“narcissistic”whoare“usedtogettingtheirownwaywitheverything”andwholack importantlifeskillssuggeststhattheyarepoorlyequippedtocopewiththeworkplaceandarelikelytobeemotionallydisadvantaged.Thecomparisonsbetweenthe presentandpastparentingstylesremindsthoseparents,tologically,foregroundwhatthepsychologistidentifiesas,old-fashionedco-operativeinterpersonalskills thatarelikelytobetterprepareteenagersforfutureroles.
- 15. Resources include: Suggested responses E-books with exercises (downloadable and writable) An e-licence (and class sets) Better Essays and Persuasive Techniques: pp. 77-94.
Editor's Notes
- #9: 4. Typical example of words/depiction/tactics that reinforce main point: emotive words / phrases / labels such as .................... capture the extent of his pain and encourage readers to ............................ 5. (Depiction)/ By presenting himself as someone who ........... he shows that he deserves the reader’s sympathy .. He provocatively asks “what of all the other ....” / he .......................... insinuates
- #10: 4. Typical example of words/depiction/tactics that reinforce main point: emotive words / phrases / labels such as .................... capture the extent of his pain and encourage readers to ............................ 5. (Depiction)/ By presenting himself as someone who ........... he shows that he deserves the reader’s sympathy .. He provocatively asks “what of all the other ....” / he .......................... insinuates
- #11: 4. Typical example of words/depiction/tactics that reinforce main point: emotive words / phrases / labels such as .................... capture the extent of his pain and encourage readers to ............................ 5. (Depiction)/ By presenting himself as someone who ........... he shows that he deserves the reader’s sympathy .. He provocatively asks “what of all the other ....” / he .......................... insinuates
- #13: 4. Typical example of words/depiction/tactics that reinforce main point: emotive words / phrases / labels such as .................... capture the extent of his pain and encourage readers to ............................ 5. (Depiction)/ By presenting himself as someone who ........... he shows that he deserves the reader’s sympathy .. He provocatively asks “what of all the other ....” / he .......................... insinuates
- #14: 4. Typical example of words/depiction/tactics that reinforce main point: emotive words / phrases / labels such as .................... capture the extent of his pain and encourage readers to ............................ 5. (Depiction)/ By presenting himself as someone who ........... he shows that he deserves the reader’s sympathy .. He provocatively asks “what of all the other ....” / he .......................... insinuates
- #15: 4. Typical example of words/depiction/tactics that reinforce main point: emotive words / phrases / labels such as .................... capture the extent of his pain and encourage readers to ............................ 5. (Depiction)/ By presenting himself as someone who ........... he shows that he deserves the reader’s sympathy .. He provocatively asks “what of all the other ....” / he .......................... insinuates