All page numbers refer to: The Language of Persuasion: an essay writing guide
TIP: To be able to write a cohesive essay you must write fluent paragraphs that do not simply consist of a list of annotations and generic statements (i.e. statements that can be allowed to any media text). You must clearly identity the author’s views and supporting reasons and then choose those techniques that best support their views and which words best reflect the author’s tone and style. It is important to identify a common thread/purpose running through the techniques; think about how the techniques overlap and reinforce each other. See pp 28-29. See also “Tackling an essay on a persuasive text” for a student sample and comments for improvement.
(For a quick snapshot of what we are aiming for, you may wish to look at this latest post on the difference between A+ and average essays.)
Step 1:
Identify the author’s views, values (appeals) and supporting reasons. See pp. 5 – 15.
Which words best reveal:
- the author’s evidence and purpose for writing
- the depiction of the main stakeholders
- the author’s values, appeals and priorities.
Which emotions are targeted?
Step 2:
Complementary (overlapping) techniques See p. 28.
It is important to recognise how persuasive techniques overlap and reinforce each other. Look for a common thread or focus.
- Authors often criticise opponents; they use a critical, harsh or mocking tone; they use negative words and descriptions; they may appeal to fear or anger. (In this case, authors may contrast the villains and the victims). See pp. 12-13.
- Authors might cite a range of evidence such as real-life examples and statistics/research; authors may present the statistics comparatively; this evidence might depict the victims of a scheme in a sympathetic light; it might also evoke other emotions; authors may use a candid, sincere or practical tone. See pp. 10-12, 14.
Getting started:
Let’s start with the author’s evidence and motivation for writing.
If authors draw upon first-hand experience of personal observations, how are they presenting themselves? What is the author’s persona? What is their background, their views and their status?
If the author uses real-life examples, or anecdotes, how are the people as characters portrayed? What words are used to paint a certain image? How does this image influence our emotional response?
See Exercise 1.
In “Straight and narrow not so hallowed”, the Age writer, Mic Looby defends the rights of same sex people to get married. Specifically, he depicts the anti-gay marriage campaigner as a spoilt and jealous child who spitefully seeks to protect their territorial rights. The author derides such people by mimicking their typical dialogue, “ooh yuk” , which is designed to tap into their childish mindset. He thereby seeks to shame such campaigners who are intolerant, spiteful and exclusive.
Or: Mr Looby discredits the anti-gay campaigners by mocking them and depicts them as children. Mr Looby discredits the anti-gay campaigners by mockingly (derisorily) depicting them as spoilt, selfish and intolerant children. He uses this extensive analogy to depict the unreasonable and childish indiscriminate nature of their campaign and to foreground their injustice.
See Lesson 1b: interrelated strategies.
Exercises: read the articles on p. 13 (hate-filled websites) and p. 20 (anti-social children).
Task: Identify a cluster of words used by the author to describe the opponents so as to give an accurate and concise portrayal. What do the descriptions imply? What are the opponent’s values? What evidence does the author use to criticise stakeholders? See pp. 14 and 37.
(Also refer to our Quick Tips for Responses. These tips ensure that you apply the Assessor’s comments, see p. 4.)