English persuasive Flashcards
Evidence
EVIDENCE IS VERY PERSUAISIVE AS IT MAKES THE READER SEE THE AUTHOR AS KNOWLEDGEABLE AND THE ARGUMENT AS MORE LOGICAL OR RELIABLE.
EXAMPLE: STATISTICS, EXPERT OPINIONS, RESEARCH FINDINGS, AND ANECDOTAL EVIDENCE
Attacks
ATTACKS ON OPPOSING VIEWS, OR THE PEOPLE WHO HOLD THEM CAN PERSUADE THE AUDIENCE BY PORTRAYING VIEWS AND BELIEFS WHICH ARE CONTRARY TO THE AUTHOR’S CONTENTION AS FOOLISH, DANGEROUS, UNCARING, OR DECEITFUL. USING HUMOUR TO MAKE FUN OF THESE VIEWS CAN BE PARTICULARLY PERSUASIVE.
EXAMPLE: TOWN HALL? M0RE LIKE CLOWN HALL IF WE CONSIDER THE MAYOR’S LATEST COMMENTS!
Inclusive and Exclusive langauege
INCLUSIVE LANGUAGE SUCH AS “WE”, “OUR”, “US” AND EXCLUSIVE LANGUAGE SUCH AS “THEM” CAN PERSUADE BY INCLUDING THE READER, OR BY CREATING A SENSE OF SOLIDARITY OR A SESNE OF RESPONSIBILITY.
EXAMPLE: PEOPLE LIKE YOU AND ME DON’T WANT TO SEE THIS HAPPEN.
Rhetorical question
ENGAGE THE AUDIENCE AND ENCOURAGE THEM TO CONSIDER THE ISSUE AND ACCEPT THE AUTHOR’S ANSWER, OR IMPLY THAT THE ANSWER IS SO OBVIOUS THAT ANYONE WHO DISAGREES IS FOOLISH.
EXAMPLE: DO WE WANT OUR CHILDREN GROWING UP IN A WORLD WHERE THEY ARE THREATENED WITH VIOLENCE ON EVERY STREET CORNER?
Cause and effect
ENGAGE THE AUDIENCE AND ENCOURAGE THEM TO CONSIDER THE ISSUE AND ACCEPT THE AUTHOR’S ANSWER, OR IMPLY THAT THE ANSWER IS SO OBVIOUS THAT ANYONE WHO DISAGREES IS FOOLISH.
EXAMPLE: DO WE WANT OUR CHILDREN GROWING UP IN A WORLD WHERE THEY ARE THREATENED WITH VIOLENCE ON EVERY STREET CORNER?
Connotations
THE EMOTIONAL MEANING ASSOCIATED WITH THE WORD. PERSUASIVE AUTHORS OFTEN CHOOSE THEIR WORDS CAREFULLY SO THAT THE CONNOTATION SUITS THEIR PURPOSE.
EXAMPLE: “KILL” AND “SLAUGHTER” BOTH MEAN THE SAME THING, BUT THE WORD “SLAUGHTER” HAS A DIFFERENT CONNOTATION TO “KILL”, AS IT CAUSES THE AUDIENCE TO IMAGINE THAT THE ACT WAS PARTICULARLY HORRIFIC.
Analogy
A FORM OF REASONING WHICH COMPARES ONE THING WITH ANOTHER IN ORDER TO MAKE A PARTICULAR POINT.
EXAMPLE: SCHOOL IS LIKE A PRISON AND STUDENTS ARE LIKE PRISONERS.
Generalisations
STATEMENTS ABOUT A WHOLE GROUP, BASED ON ONLY ONE OR TO MEMBERS OF THAT GROUP. THESE CAN BE PERSUASIVE IF THE AUDIENCE BELIEVES THE GENERALISATION IS APPROPRIATE, BUT CAN UNDERMINE ARGUMENT IF THEY DO NOT.
EXAMPLE: A STORE MANAGER MIGHT SEE ONE OR TWO TEENAGERS SHOPLIFTING, AND WRITE A LETTER TO THE EDITOR CLAIMING ALL TEENAGERS STEAL AND CAN’T BE TRUSTED
Humour
HUMOUR, SUCH AS PUNS, IRONY, SARCASM, SATIRE, AND JOKES CAN BE PERSUASIVE BY DISMISSING OPPOSING VIEWS, PROVIDING A MORE ENGAGING AND FRIENDLY TONE, AND SWAY AN AUDIENCE BY HAVING THEM ENTER INTO THE JOKE.
EXAMPLE: TOTALLY ARTRAGED AS A PUN ON TOTALLY OUTRAGED WHEN TALKING ABOUT CONTROVERSIAL ART
Jargon
BY USING SPECIALISED TERMS, THE AUTHOR CAN PERSUADE THE AUDIENCE THAT THEY ARE AN EXPERT.
EXAMPLE: WHEN ANNOUNCING A RECESSION WHILST TRYING TO SAVE FACE POLITICAN MAY CALL IT “PERIOD OF ECONOMIC ADJUSTMENT” OR “INTERRUPTION OF ECONOMIC EXPANSION
Formal langauge
FORMAL LANGUAGE CAN MAKE THE AUTHOR SOUND KNOWLEDGEABLE WHILE REMOVING EMOTION FROM THE ISSUE. THIS CAN MAKE THE ARGUMENT SOUND REASONABLE AND RATIONAL, AND THE CONTENTION SEEM BALANCED.
EXAMPLE: IF WE CONSIDER THE SITUATION IN EMERGENCY WARDS, WITH INCREASINGLY LOW STAFF RETENTION RATES, THERE ARE CONCERNS ABOUT THE CAPACITY OF HOSPITALS TO MAINTAIN ADEQUATE DOCTOR TO PATIENT RATIOS.
Colloquial question
COLLOQUIAL LANGUAGE IS INFORMAL, EVERYDAY, CONVERSATIONAL LANGUAGE THAT INCLUDES DOWN TO EARTH VIEWS AND IS SEDUCTIVE BECAUSE IT APPEARS FRIENDLY, AND CAN MAKE THE AUDIENCE FEEL THAT THE AUTHOR IS ON THE SAME WAVELENGTH AS THEM
EXAMPLE: THAT TOTALLY GROSSED ME OUT.
Repetition
Writing / saying the same word or phrase multiple times. E.g. ‘I am disgusted by the treatment I have been shown. I am disgusted by your attitude towards me. I am disgusted by your lack of understanding.’
Polysyndeton
The repetition of a conjunction (FANBOYS = For / And / Nor / But / Or / Yet / So) E.g. ‘Kids today are so spoilt. They have iPods and iPads and iMacs and Airpods!’
Anaphora
Repetition of the start of a clause. E.g. ‘Alexandra will do well because she works so hard. Alexandra will do well because she does all her homework. Alexandra will do well because she is always on time to class.’
