Language Analysis

Question 1

What are the different language strategies starting with b-f?

Answer 1

. Bias
. Cliche
. Colourful language
. Connotation
. Design/structure
. Evidence
. Formal or informal language

Question 2

What are the different language strategies starting with g-n?

Answer 2

. Generalisation
. Gesture
. Humour
. Hyperbole/exaggeration
. Imagery, figurative language
. Irony
. Logic 
. Nouns

Question 3

What are the different language strategies starting with r-v?

Answer 3

. Repetition
. Rhetorical questions
. Sarcasm
. Satire
. Sensationalism
. Sound and sound effects
. Verbs 
. Vocabulary choice

Question 4

Explain the following language strategy: Active and passive voice

Answer 4

This provides either a subjective or objective tone.

Examples:
Active (direct, clear): they released the report
Passive (indirect, detached): the report was released

Question 5

Explain the following language strategy: Adjectives

Answer 5

This refers to describing words or phrases. It adds detail to make the text more interesting (provides description). It can also imply that something is positive or negative.

Examples:
. ‘A STIRRING speech’
. ‘Her PERPLEXING approach’

Question 6

Explain the following language strategy: Alliteration and assonance

Answer 6

This is the repetition of initial consonant sounds (alliteration) and vowel sounds (assonance). It adds emphasis and reinforces the meaning. It also draws attention to key words or ideas. Furthermore it can creat and emotive image and be memorable for the reader/listener.

Examples:
. ‘Sydney’s Slippery Slide’ (alliteration)
. ‘ThE elIte mEEt-and-grEEt’ (assonance)

Question 7

Explain the following language strategy: Appeals

Answer 7

These are used in an attempt to persuade an audience through emotional manipulation, targeting of particular interests or concerns. It is done to trigger an emotional response and usually evokes feelings of:
. Guilt
. Shame
. Concern 
. Fear
. Pride
. Honour
. Satisfaction etc.

Examples:
. ‘Long-range weapons don’t discriminate; we’re all a target’ (appeals to sense of insecurity)
. ‘Sadly, Aboriginal health and education are responsibilities we still have to address’ (appeals to sense of social justice)

Question 8

Explain the following language strategy: Attack

Answer 8

This is a means of criticising or opposing and individual or idea. It belittles the opponent’s arguments and may lend weight to those of the author. It can help the author argue from a position of authority, but it can also offend or alienate the audience of overdone.

Examples:
. ‘Her comments are little more than ADOLESCENT GIBBERISH’ (mudslinging, ridicule)
. ‘Teachers MUST BE HELD ACCOUNTABLE for these appalling literacy levels’ (scapegoating)

Question 9

Explain the following language strategy: Bias

Answer 9

This is an overt preference or sympathy for a particular point of view. It can strengthen an argument if bias is seems relevant and within context. However, it can undermine the argument if it is disproportionate to context.

Examples:
. An advertisement for the Federal Liberal Party announcing benefits of its changes to Australia’s workplace legislation
. An opinion piece criticising Australia’s involvement in Iraq written by an aid volunteer

Question 10

Explain the following language strategy: Cliché

Answer 10

This is an overused or ‘hackneyed’ phrase or opinion that shows a lack of original thought. This can sway the audience by appealing to something with which they are familiar. It can also make the audience feel informed, but may alienate a sophisticated audience.

Examples:
. ‘A gold medal performance by the athletes’
. ‘Take a bow, West Coast Eagles’
. ‘World-class city’

Question 11

Explain the following language strategy: Colourful language

Answer 11

This can include vulgar or rude language; particularly unusual or distinctive expressions. Whilst it can provide humour it may offend a conservative audience. It establishes informal register (friendly, on of us, on the level).

Examples:
. ‘They are certainly UP THE CREEK now’
. ‘Who GIVES A TOSS about the Queen anyway’
. ‘The whole policy is a DOG’S BREAKFAST’

Question 12

Explain the following language strategy: Connotation

Answer 12

These are positive/negative implications which evoke ideas or feelings (either positive or negative). They encourage an audience to accept an implication (either subtly or overtly). They therefore seek to persuade the audience to share a particular view of a person or event.

Examples:
. ‘The children were SLAUGHTERED as they slept’
. ‘Her RECKLESS behaviour was questioned’
. ‘The Anzac LEGEND’

Question 13

Explain the following language strategy: Design, structure

Answer 13

This refers to the appearance and layout of a text, including colour, font selection and page presentation. It persuades through association and establishes the genre and context. It can also manipulate the audience emotions. (Pictures?)

Examples:
. A letter from the principle on a formal school letterhead
. A websites appearance; consideration of how presentation appeals to certain demographics

Question 14

Explain the following language strategy: Evidence

Answer 14

This is material used to support an argument. It can lend weight to an argument as well as credibility to an author. However, it can undermine and argument if used inappropriately or excessively. Evidence includes:
. Facts and statistics
. Expert testimony
. Research findings
. Anecdotal evidence  

Examples:
. ‘The city’s 1.5 million households used over 500 billion litres of water’ (statistics)
. ‘Wind power generates fewer pollutants than the burning of fossil fuels’ (fact)

Question 15

Explain the following language strategy: Formal or informal langauge

Answer 15

Formal language is more elaborate, precise, sophisticated and adhering to Standard Australian English. It creates a sophisticates and often authoritative style which can pend weight to an argument and command respect.

Whilst informal language is colloquial, everyday or slang terms. It is conversational, establishes a rapport with audience and can also be humorous. Furthermore, it can also appeal to sense of identity, but can alienate the audience if overused or out if context.

Examples:
. ‘Success can be facilitated only through the employment of sound educational principles in a supportive learning environment’ (formal)
. ‘How do you like them apples?’ (informal)
. ‘She’ll be right, mate’ (informal)

Question 16

Explain the following language strategy: Generalisation

Answer 16

This refers to broad statements inferred from specific cases. It can involve taking one idea/judgment and applying it to one group without qualification (sort of like stereotyping). It seeks to validate a theory or contention, sometimes dubiously. It can be seen as evidence by a naive audience. It can also detract from lr undermine an argument if it is unrealistic or illogical.

Examples:
. ‘This poor behaviour was modelled by the parents, and it is therefore ultimately a parental responsibility’
. ‘It is clear from the evidence at this school that all girls benefit from single-sex VCE classes’

Question 17

Explain the following language strategy: Gesture

Answer 17

This is the use of the body and face to communicate meaning and positive or negative sentiments. It helps convey arguments and moods and can influence a subject by making them feel either welcome or intimidated.

Examples:
. An interviewee folding his arms and crossing his legs to indicate dissatisfaction
. A speaker pointing to an idea on a slide

Question 18

Explain the following language strategy: Humour

Answer 18

This is the quality of being amusing, through the use of puns, irony, sarcasm, satire, wit, etc. It can provide a more engaging and friendly tone and can sway an audience by having them enter into the joke.

Examples:
. ‘George Dubya Bush and his weapons of mass distraction’
. ‘Gillard and Rudd came out of the conference room licking their lips like a couple of lovestruck Cheshire cats’

Question 19

What are the different language strategies starting with a?

Answer 19

. Active and passive voice
. Adjectives
. Alliteration and assonance
. Appeals
. Attack

Question 20

Explain the following language strategy: Hyperbole/exaggeration

Answer 20

This refers to exaggeration or overstatements used to imply something is better or worse than it is (or more/less important etc.) It creates dramatic effect, often through imagery. It argues through employment of ‘shock tactics’ (appeals to fear). It can also undermine and argument if taken too far.

Examples:
. ‘Every weekend the city’s overrun by beggars’
. ‘We’re all being brainwashed by mind-numbing reality TV shows’

Question 21

Explain the following language strategy: Imagery/figurative language

Answer 21

This is the use of images and metaphorical (non-literal) language to illustrate points and make comparisons (similes, metaphors etc.) It paints ‘word pictures’ for the audience and helps to illustrate points visually and by comparison. It can have an emotional impact.

Examples:
. ‘Australia is a fabric woven of many colours’ (metaphor)
. ‘Citizenship was tossed around like confetti’ (simile)
. ‘Bodies were pilled up in a makeshift roadside grave and in gutters’ (imagery)

Question 22

Explain the following language strategy: Inclusive and exclusive language

Answer 22

This is the use of personal pronouns (I, you, we, they, their, our, etc.) to either involve (inclusive) or distinguish/alienate (exclusive). It targets or accused particular groups and can create a sense of solidarity. Furthermore it can create an ‘us’ and ‘them’ mentality and can also encourage a sense of responsibility.

Examples:
. ‘WE all have a role to play in the conservation of OUR precious resources’ (inclusive-positive)
. ‘WE are destroying this planet all by OURSELVES’ (inclusive-negative)
. ‘THEIR poor policies’ (exclusive-alienating)
. ‘THEY had THEIR own laws, THEIR own beliefs’ (exclusive-distinguishing)

Question 23

Explain the following language strategy: Irony

Answer 23

This refers to humour found in contradictory situations, it is often highlighted through the use of sarcasm. It can engender support through the use of humour, but can also evoke an emotional response. Furthermore, it can encourage an audience to see flimsy logic in a situation or statement.

Examples:
. ‘The war on terror has produced a volatile environment more susceptible to terrorist forces’
. ‘In order to ensure our freedoms, more control is required’

Question 24

Explain the following language strategy: Logic

Answer 24

This is the use of justifiable and valid arguments to sway an audience. It appeals to reason rather than emotions and therefore lends credibility. Sound logic is also hard to refute.

Examples:
. ‘Research has proven that a prison term for a minor offence only hampers rehabilitation, therefore we must adopt a new approach, as locking people up simply does not work’

Question 25

Explain the following language strategy: Nouns

Answer 25

These are naming words or phrases. They add detail to make text more specific (provides a label/name). It can also imply something is positive/negative.

Examples:
. ‘An Australian LEGEND’
. ‘TERRORIST’ versus ‘FREEDOM FIGHTER’

Question 26

Explain the following language strategy: Repetition

Answer 26

This is the reuse of words or phrase for effect. It makes a piece memorable and enables a word or phrase to be held and recalled. It also highlights the main ideas and creates a hypnotic rhythm.

Examples:
. ‘We CANNOT imagine the horrors they faced; CANNOT imagine the strength of their spirit. And CANNOT allow it to happen again’
. Martin Luther King’s famous repetition of ‘I have a dream’ in his 1963 address

Question 27

Explain the following language strategy: Rhetorical question

Answer 27

This is question which does not require an answer. It encourages an audience to consider an issue and accept an author’s answer. It can imply that an answer is obvious and that anyone who disagrees is foolish. It can also evoke an emotional response.

Examples:
. ‘Did anyone listen to the garbage he was spouting? Was anyone awake? And do I really have to wait another four years for this baboon to leave office?’
. ‘And why do we do this? Because we are fair’

Question 28

Explain the following language strategy: Sarcasm

Answer 28

This is the use of irony to mock or to show contempt, by implying the opposite of what is actually said. It can provide humour and serves to mock or question the logic of a
situation. However, it can backfire if used excessively or in the wrong context.

Examples:
. 'Great—we can now look forward to longer ticket queues, sweatier rides and more train rage. I for one am excited beyond belief'
. 'Why stop at 30 students to a class when we can cram at least 15 more in?'

Question 29

Explain the following language strategy: Satire

Answer 29

This is the use of either exaggeration or caricature to expose, criticise or ridicule. It is able to make a point in a humorous fashion and serves to mock or question a situation. It can also engender hostility in a sensitive audience.

Examples:
. television programs such as Real Stories, The Chaser’s War on Everything and Summer Heights High are satirical in nature
. political cartoons

Question 30

Explain the following language strategy: Sensationalism

Answer 30

This is the use of provocative language, images and exaggeration. It appeals to an audience’s curiosity and prejudices and reinforces stereotypes. However, as a result it can offend or alienate critical audiences.

Examples:
. ‘Overseas fee-paying students stealing our university places!’
. ‘Juvenile joyriders terrorise community!’
. ‘Paris Hilton “exposed” again!’

Question 31

Explain the following language strategy: Sound and sound effects

Answer 31

This includes the use of music, effects and other audio to enhance a multimodal text. It manipulates audience’s emotions. It also persuades through association (e.g. classical
music = ‘sophisticated’). Furthermore, sound effects can make a text seem either more ‘realistic’ or more exciting.

Examples:
. background music during a current affairs report to create a particular mood
. song playing on a website to associate a product with a particular mood or demographic

Question 32

Explain the following language strategy: Verbs

Answer 32

These refers to ‘doing’ words or phrases. They add detail to make text more specific— provides the action. They can also imply that something is positive/negative.

Examples:
. ‘She SPRAYED her response at the audience’
. ‘As he STAGGERED down the aisle it became clear—here was a man who had lost all control’

Question 33

Explain the following language strategy: Vocabulary choice

Answer 33

This refers to the careful selection of particular words—nouns, verbs and adjectives—with a positive or negative connotation. It paints a subject in a flattering or unflattering light. It also subtly or overtly supports a particular point of view.

Examples:
. ‘terrorist’ versus ‘freedom fighter’
. ‘health issue’ versus ‘health crisis’

Question 34

What is tone?

Answer 34

It is often described as the voice of a written text, meaning it refers to how the text would sound if read aloud. Therefore the tone can often be used to describe the mood of the text.

Question 35

What are some tone words?

Answer 35

. Calm
. Authoritative
. Formal
. Cautious
. Dull
. Apathetic
. Sarcastic
. Passionate
. Unequivocal 
. Sympathetic
. Humble
. Sentimental 
. Arrogant
. Moralising 
. Vindictive
. Alarmed
. Disappointed
. Aggressive
. Critical

Question 36

Introduction framework.

Answer 36

. Identify the issue and context (what is the issue and its implications)
. Identify the source: author, form (eg. opinion piece, speech, etc.) and origin (eg. Newspaper)
. Brief statement of the author’s contention and the overall purpose (how are they positioning you)
. Who is the audience?

Question 37

Body paragraphs framework.

Answer 37

. Write a topic sentence that identifies the main idea or purpose of a key section of the text
. Then draw on specific evidence in the text in support of your discussion
. How does do the techniques sway the audience

Question 38

Questions to answer before an analysis essay.

Answer 38

1. What is the issue and what are its implications?
2. Who are the stakeholders and parties involved? What do they have to gain or lose?
3. What type of text is it and why has this text type been chosen?
4. When was the text created? Is any background knowledge required?
5. What is the author’s overall main purpose? What point of view is put forth? What are the ideas/arguments put forth in support of this view?
6. Who is the author? Do they have a vested interest? Is their identity impacting on the viewpoint?
7. Who are the target audiences? How is ts made apparent?
8. How does the author want to position the audience on the issue?
9. What persuasive language strategies are predominant? Why have these strategies been chosen?
10. How do the persuasive strategies reflect the author’s intentions?