Drawing upon first-hand evidence: personal and professional observations; See pp. 10 and 34.
Authors often rely on personal or professional experience to advocate or condemn a proposal or scheme.
We must ask: what is the purpose of the author’s evidence, what links do they draw and how does it support their views?
Firstly, how does such evidence impact upon the author’s trustworthiness? If they are honest, sincere and trustworthy, we are likely to support their views. Accordingly, professional observations as well as logical use of evidence can enhance the author’s credibility. Also, the calibre of the real life examples also helps to reinforce the author’s sincerity. Consider what type of examples are offered, how they reinforce the author’s views. Evidently, the author assumes that by understanding real-life stories and being exposed to first-hand evidence (the extent of the pain, hardship, suffering etc. of others) will enable readers to identify more easily, and hence support or change their views.
See Exercise 3, p. 34: Stop further TAFE cuts
- the author’s voice and perspective (p. 34); how does Mr Harding gain our trust? (be specific): Mr Jack Harding presents himself as well-credentialed, having earned 30 years’ experience as a teacher and administrator. This enables him to speak with an air of authority which is reinforced by the values of care extended to those whom he represents – those at the lower-socio economic status.
- The Age, Editorial, 24 May 2012The editor builds credibility through the use of sophisticated language and an upstanding and authoritative tone. (Give examples.) They also encourage members of the public to recognise that Victoria Police are following correct safety procedures. The authors of The Age also increase their credibility by referring to their previous critical attitude towards the police, particularly with regards to the “vehicle pursuit” which shows the authors as fair and impartial. Most importantly, the editor bolsters their status by prioritising public safety and expects readers to recognise the police’s praiseworthy actions in this instance wherein their “judgement and patience were exemplary”.
See Exercise 5: “No place for offensive comments”, p.40
Write an essay analysing Ms Waring’s comments based on the following plan:
Step 1:
Identify the main contention – be specific and concise:
- The author believes that Mr Sandiland’s comments were reprehensible and contribute to the exclusion of minority groups. (See “Assessor’s Comments” on p. 4: “practise identifying points of view.” It is important to be specific and concise; i.e. pinpoint as accurately as possible the author’s main point.)
Step 2:
Identify the related techniques
- Investigate the author’s evidence and its purpose: the mother’s real life experience: i.e. sympathetic portrayal of daughter; candid and confessional tone; shaming tactics. (See “reasoning strategies” on p. 10: if an author relies on her real-life experience think about how she presents her situation. See “characterisation” and “victims”, on p. 12.)
- Show the connection to her point of view: The evidence/experience is used as a platform from which to censure/discredit opponents or offenders. Sandiland’s reprehensible comments; “cheap jibes” imply that he is opportunistically (taking advantage of) exploiting the vulnerable. Purpose: to arouse anger, disappointment and frustration at public figures. (See “portrayal of opponents”, p. 13 )
Step 3:
How do the contrasting depictions reflect Ms Waring’s values and priorities? (See p. 14.)
- Final appeal to tolerance and respect with use of inclusive language. (See “appeals”, explicit and implicit on p. 14.) If I criticise someone’s exclusive or discriminatory attitudes then I am appealing to tolerance.
Exercise 8, pp. 46-47 Write a paragraph taking into account the following points: Note: Ms Sally Humphries: The basis of her argument is her real-life experience. Firstly explain the importance and significance of her real-life experience and then unpack/ analyse its implications for her message. The evidence includes: an appeal to safety; emotive language, depiction of coach; rhetorical question and assertive tone. Show how these techniques are related. What is the common purpose? (Study the diagram on p. 47.)
- Personal experience: as a mother of a young boy, Ms Humphries refers to her own incident with the coach to imply that such reckless attitudes to safety make it difficult for young children to wear helmets. She censures the coach’s attitude towards the son — that he should “toughen up” and avoid “lame excuses” — which creates an atmosphere that is hostile to protective headgear. Such an apparently indifferent attitude is bound to antagonise many parents who are concerned for their children’s safety. (Note: if an author uses personal experience or anecdotal evidence, analyse its significance. How does she present herself or other people and why? What are the implications?) (See Tone words, pp. 80-82, “sincere and courteous”.)
- Likewise, Mr Costas refers to his personal experience as a “run of the mill” footballer who suffered a series of injuries to inform young footballers that wearing protective gear can minimise the severity of head injuries. The reference to his bruising past involving several incidents of concussions ensure that his audience does not downplay the risk of head injuries.
See Lesson 2b: evidence and observations.