Task 1, p. 4. Mr Nick Puck (Arguments for)
(Identify viewpoints: include a tone/manner – learn tone words at the end of the workbook)
(Adopting a … tone), Mr Puck advocates for the installation (the implementation) of underground power lines.
(In a … manner), Mr Puck promotes a “major infrastructure upgrade” which involves the reconstruction of the power lines.
(Given the degree of disruption), Mr Puck recommends that the government improves the infrastructure in fire-affected rural areas.
(Owing to the constant disruptions), Mr Puck recommends that the government remove the current powerlines and rebuild them underground.
Mr Puck uses quotation marks — “once in a lifetime” – to reflect his scepticism. His point is that these storms are occurring frequently and policy makers must implement solutions.
Task 2, p. 6 Parents must engage: Doug Jamie
(Identify viewpoints and techniques/background; what is the tone – learn the tone words at the end of the workbook. Include quotes/examples.)
Evidence and perspective: Adopting a …………. tone, Doug Jamie uses his own professional background as a secondary school teacher to criticise parents who are not actively engaged with their children.
Criticism/attack: Mr Jamie discredits/condemns parents who he believes are “immersed in social media distractions” to the detriment of their children’s social engagement. (See emotive language and fear.)
Quotation marks/to attack: Mr Jamie uses quotation marks to challenge educators’ views of “problem” children. He also uses quotation marks to query parenting styles because children do nothing “with” their parents which he believes is not appropriate “parenting”.
Purpose/impact/quotes: By using quotation marks – ‘the children did nothing “with” their parents’ – Mr Jamie focuses parents’ attention on their inadequate level of engagement. He hopes that they will reflect upon the way they are “offloading parenting to schools and sporting groups”. In doing so, he seeks to shame/isolate those who fail to “engage, chat and interact with their children on a personal level” implying that this is one reason why they may be “problem” children. Not only does he expect unsuspecting parents to feel ashamed but he also amplifies fears about the child’s poor ability to socialise, community and interact. By presenting this as a by-product of disengaged parents he makes it hard for parents to dismiss or excuse the problems.
Task 3 : Voting Rights for Under 18s; p 9. Judith Besant
What is the author’s viewpoint and tone? Comment on her credibility/integrity and degree of bias.
Embed the metalanguage. Include tone/manner of speaking – learn words at the end of the workbook.
(tone) Ms Besant advocates for the rights of 16 year olds to have a vote.
In an …………. tone, she contends that their involvement in the civic process will encourage a “plurality of views”.
As a dispassionate expert in “global” studies, Ms Besant makes comparisons with other jurisdictions to show that a more inclusive and diverse inclusive system would enhance Australia’s “democratic culture”.
Ms Besant’s inclusive standpoint – she favours a “plurality of views” – as well as her international references, increase her credibility and her professional status.
Task 4, p. 11. Juliet Alsen (Evidence)
You must link the viewpoint/attitude to the evidence. Weave tone/manner of speaking throughout.
Study these sentences below. Use these sentence models/metalanguage for evidence and apply to the previous tasks/exercises.
To exemplify her criticisms, Ms Alsen refers to statistics released by the UN Food and Agriculture Organisation.
To validate her concerns about food wastage, she uses the statistics in a comparative manner – if “food waste were a country” it would be “third” in size after the United States and China.
Ms Alsen also refers to problematic eating habits that leave a “carbon mouthprint” to substantiate her criticisms of our modern-day lifestyle. The pun on “footprint” – consumers are leaving a “carbon mouthprint” if they waste food – reinforces her views that consumers are just as profligate as motorists.
Ms Alsen’s uses real-life examples to refer to the consumer’s specific waste – the half a hamburger leaves a “carbon mouth-print”. She corroborates this specific piece of evidence with the global reference to food waste as a country – it rates third after the United States and China in terms of its impact on global warming.
Ms Alsen includes credible references to reports – … – to corroborate her view that people need to reduce their waste and their carbon footprint.
Task 5, p. 12. Dr Scott Furphy (Evidence and connections)
Note the connection between the viewpoint and the evidence. (In other words, always link the “what” and the “how”). Weave tone words throughout. Apply the metalanguage to the previous tasks and to other letters and opinion pieces that we’ve studied in class. (Note: this is a practical way of applying “logos” – be careful of jargon if it is used in a meaningless way.)
Mr Furphy refers to the Medical Journal of Australia to elucidate his concerns about the effect of “tough laws”.
Mr Furphy bases his views on the “evidence” that shows a “health-based solution” is preferable to a “tough” law and order approach to drug possession.
Mr Furphy uses the evidence to criticise politicians who are not following the “science” or the “evidence”.
Contrastingly, Mr Furphy criticises the politicians who follow the “blathering” minority. His point is that some politicians are taking a populist path and ignoring the science and an evidenced-based approach. Specifically, the politicians are ignoring the evidence that a “more human response” and rehabilitation facilities are more effective in combatting drug possession.
He impugns their motives and suggests that they are more interested in protecting their power base than solving a difficult problem. In doing so, he implores members of the public to ..
Task 6, p. 13. Dr Alexander (comparisons)
(Also note the comparisons (similarities and differences) in any text that you study in English. Again, this is a practical way of applying “logos”.) An evaluation of comparisons helps you bring out key ideas and an author’s message. By analysing comparisons, you have to think about the connections and links so do not add extra techniques in the one sentence.)
Dr Alexander compares politicians who defend fossil fuels with “flat earthers”.
Dr Alexander draws an analogy between the ignorant and stubborn mindset of the fossil-fuel defenders with the “flat earthers”. By isolating such people as foolish, she anticipates that most people will support necessary changes …
Task 7, p. 14. Janey Smith (Comparisons); e-scooters
Apply the metalanguage relating to comparisons to previous tasks/exercises.
Ms Smith correlates the regulations associated with driving with those connected with vaccinations.
In both instances, there is an emphasis on public safety and the common good.
Ms Smith likens the need to pass a driving test with the requirement to have a vaccination.
Ms Smith differentiates between personal freedom and public safety.
Her comparisons highlight the difference between personal freedom and public safety. In doing so, she expects members of the public to prioritise public obligations.
She compares the certification of a COVID jab with a driver’s licence – neither is completely foolproof but both are a “good start”.
Task 8, p. 15 Jon Faine (Techniques and comparisons)
(Pay particular attention to the sentence models. Using language such as “juxtapose” can be awkward – you have to think about what is being juxtaposed with what.)
Faine compares the conventions and etiquette in the real world, in print-based media with the lack of conventions in online environment.
Faine shows a dichotomy between online principles and netiquette and those in the real-world.
Faine draws a correlation between online anonymity and disrespectful behaviour, hate speech and scams.
Contrastingly, Faine also draws a correlation between online identity verification and an absence of hate speech and scamming.
Faine equates/juxtaposes online anonymity with hate speech. Contrastingly, he juxtaposes verification of identity with respectful communication.
He juxtaposes the online anonymity with a prevalence/increase in hate speech.
Through the juxtaposition of online and real-life communication principles, he exposes the problems of the former.
Faine suggests that the online world of anonymity is the antithesis of the real-life world of verified or declared identities.
He uses the rhetorical question and inclusive language to compare and contrast real and virtual worlds. The purpose of the rhetorical is to suggest that both worlds should follow the same protocols. The use of inclusive language is to question the difference in ethical standards between the two worlds. It is also to suggest that the online world should be governed by the same codes and conventions relating to respect and civility.
Task 9, p. 16. Jeff Orsen (The author’s appeals)
Be careful with appeals as they can be generic/meaningless. You must always contextualise the appeal and connect it to the author’s viewpoint. Which appeal best complements/reinforces their viewpoint?
Orsen appeals to supermarkets to “ditch the plastic” and to adopt environmentally-friendly and sustainable packaging options.
He also appeals to supermarket chiefs to show greater leadership and stick to their principles. He hopes that they will show greater honesty and abide by their ethics.
He compares the supermarket with the café stores to suggest that both are “awash with plastic” despite their principles.
Orsen contrasts the executive leaders’ principles with their actions.
He compares their environmentally sustainable theories with their poor shelf practices.
In doing so, Orsen exposes the hypocritical tendency among the supermarket chiefs as, in real-life, they favour “convenience”.
Task 10, p. 17. Des Cameron (appeals and values)
(Note the use of nominals (noun phrases). These add polish and enable you to be precise. Practice your “language of comparison”. To evaluate further, include a sentence relating to the purpose / impact/ effect of the comparison. What does the author wish to emphasise and why? What does the link prove and what is the purpose?
Mr Cameron advocates for the elimination of battery-style cages.
Cameron employs a series of repetitive phrases – “gone against the advice of” – to foreground the problematic decisions taken by the Nationals Minister as he persistently protects battery-style egg production. The fact that he is flouting consistent rules and advice suggests that he is acting out of self-interested (ulterior) motives.
Appealing to a “level playing field” and notions of equality, Mr Cameron advocates for uniform rules among all chicken farmers.
The author uses an idiomatic expression – a level playing field – to show the importance of consistent rules for all farmers.
Dr Jones appeals to the health and wellbeing of animals when she highlights their suffering in unnatural environments.
Appealing to uniform animal welfare rules among the states, Mr Cameron recommends that the NSW Nationals Minister implement appropriate reforms.
Mr Cameron makes an unfavourable comparison between the NSW Nationals Minister and the official advice of Ministers from other states and territories.
Dr Jones contrasts Australian chicken farmers’ outdated obsession with “battery cages” with the more progressive welfare rules adopted by other countries.
Bidda Jones starkly condemns the decision because it is “lagging behind” international best practice models.
She uses emotive language and alliteration – they cannot move in a “barren battery cage” – to elicit sympathy for the hens which are suffering in abnormal and dismal living conditions.
Task 11, p. 18 Hong Chun (attack)
Taking it further: Include an impact statement. “In doing so, Ms Chun ……directs our attention towards…”
There are three pieces of evidence – the imagery, the depiction of Mr Burke’s status within the business and political communities; the comparison with international regulations regarding the welfare of chickens.
Embed appeals: Appealing to animal welfare standards, Ms Chun directs our sense of dismay/outrage towards Mr Burke’s conflicted interests. The fact that he is opposing regulations to suit his business interests is designed to alarm/unsettle/antagonise consumers who are concerned about the welfare of animals.
The evidence/imagery exposes Mr Burke’s duplicitous (two-faced) and unscrupulous (unethical) behaviour – unpack and explain the juxtapositions and the link to the author’s views and values.
Ms Chun juxtaposes the image of the “benevolent smile” with that of the thousands of suffocating chickens in cages. In doing so, she casts aspersions on Mr Burke’s public image.
Ms Chun juxtaposes the image of the “benevolent smile” with that of the thousands of suffocating chickens in cages. In doing so, she casts aspersions on Mr Burke’s public image.
She draws a distinction between his public versus his business image.
The juxtaposition of his public with his business image shines a spotlight on his double-standards (his hypocrisy and his duplicity).
Ms Chun compares national legislation to NSW-state rules.
Ms Chun correlates the national laws with international best practice to expose the outdated nature of Mr Burke’s opposition.
The purpose of the comparison is to impugn Mr Burke’s business motives. She queries his position of power – he wields political power in the NSW party – in order to protect his business interests.
The comparisons also highlight his excessive control and his opposition to welfare and international best practice laws.
She reproaches Mr Bede for his abuse of power which, she suggests, he does in a surreptitious and hypocritical manner.
Ms Chun casts reproach upon NSW National Party leaders suggesting their opposition to the phase out of battery hens is unconscionable (unscrupulous/unprincipled).
Ms Chun impugns the integrity of Mr Burke, as he has a financial stake in the battery-farming industry and is voting out of self-interest.
Task 12, p. 19 Anna File (call to action)
Note the paragraph below. See the “paragraph plan” on page 53 (or thereabouts!). Always try to have control in your paragraph ie. don’t merge everything together. Analyse the viewpoint, the technique that reinforces the viewpoint, and the (emotive/figurative) language/phrases that reinforce the technique/viewpoint. Analyse the impact of words – see emotive language and a variety of impacts on various audiences.
Using the sentences from previous tasks, write a similar paragraph.
As an impassioned and patriotic Australian, Ms Anna File advocates for a ban on the commercialization of kangaroo products. Her recommendation to the European Union in the first instance is premised on the depiction of kangaroos as “tourist” icons, which should be treasured — not denigrated. (“We need to acknowledge that they are worth much more to Australia alive than dead”.). Most significantly, File implores industry stakeholders to “get serious about their welfare” and shames those who are exploiting the kangaroos for their own commercial gain. The fact that they are undervalued, she believes, is cause for concern. In doing she predisposes concerned and like-minded Australians to agitate for wider bans a “dead” kangaroo is harming Australia’s interests and will result in a loss to the tourism industry.
PAGE 24 Task 15, p. 24 Amy Hill, Theo George, Joe Williams
Page 24 : Tonal nuances and tonal shifts
Ms Amy Hill: The reference to the “tacky little fish pond” is ironic/sarcastic. It implies that the Environment Minister does not value the significance of the Great Barrier Reef. It insinuates that she is unaware of UNESCO’s threatening action.
Theo George: Mr George makes an ironic comment – Australia would be a better country if we were run by “second rate people”. The implication is that our current politicians are not even “second rate” – a point that is designed to frustrate level-headed members of the community.
This allusion/reference connotes that the politicians lack vision and creativity.
Joe Williams: Mr Williams uses a rhetorical question to reflect his cynical attitude towards “copious amounts of alcohol”. The question insinuates that corporate sponsorship (“advertising dollars”) is more important than mental health prevention..
Task 16, p. 25 Janie Shott
Always weave “call to action” terminology throughout your paragraph – at least two references.
Shott implores the tech giants to stop users’ ability to post anonymously.
Shott exhorts users to place greater pressure on the tech giants to monitor online behaviour/posts.
Shott exposes the dangers of online anonymous posts.
Shott compares the various harmful activities that flourish because of anonymous posting – cyberbullying, identity theft, scams, bombs and kidnappings. (These are the consequences of anonymity.).
Shott compares Australia’s to the European Union’s efforts undertaken to stop anonymous posts.
She juxtaposes their progressive and enlightened mindset – they have “woken up to this nonsense” – with our ignorant and indifferent mindset — “we’re years behind as usual”.
Task 15, p. 27 Hank Futon (Emotive language: anger)
Note two different articles: Emotive language is connected to the evidence/comparisons that an author makes. Always link the words to the evidence to the viewpoint. And then explore direct and indirect impacts on various audience segments. Be specific with regards to the impact on a specific audience.
Drawing upon the exercise/ sentences below write some sentences for the task re protest.
Article 1: On many occasions, peaceful protest has been the catalyst for social change. However, often the means become counter-productive and undermine the goal. This happens when protesters disrupt the daily lives of ordinary citizens which tends to alienate the public and draw the ire of magistrates hearing their cases. It would be preferable for genuine activists to disrupt the equanimity of policy-makers and blockade the car park at Parliament House.
Mr Futon recommends that activists target policymakers and politicians at Parliament House, rather than disrupt the lives of citizens.
He juxtaposes two different types of protests – one that targets members of the public and the other that targets policymakers.
Through this juxtaposition, he hopes that protestors will shift their attention to policymakers rather than “draw the ire” of magistrates.
He implores protestors to refrain from drawing the “ire of magistrates” and from alienating members of the public.
Adopting a logical and prosaic tone, he criticises activists by showing that their means undermines their goals.
Article 2: Below: “Due to the recent mouse plague, there is still huge volumes of poison being spread in crop fields. Apart from the collateral poisoning – slow painful deaths of native animals and birds – the poison gets into the food chain. It is beyond belief that we do not have a safe, effective, less toxic, more humane method to control pests and plagues. We have the research capability but no will.” Hank Futon
Mr Futon’s reference to the poisonous chemicals is designed to rankle with those who care about the environment.
By juxtaposing the use of safe and toxic chemicals, Futon seeks to discredit officials who seem to have ulterior motives – they lack the “will” to develop a safer variety.
Adopting an incredulous tone, Futon suggests that it is “beyond belief” that “we do not have a safe” and “humane method” to control pests and plagues.
The use of alliteration draws attention to the use of chemicals that are not fit for purpose – the “poison gets into the food chain”.
This conclusion is designed to provoke indignation among those citizens who are dealing on a daily basis with the impact of the mouse plague.
Task 19, p. 30, Luke Johns (emotive language and hope)
Note the useful terminology for “reassurance” and hope. It complements the language for “fear” – either of these is prevalent in just about every opinion text.
Viewpoint: Johns recommends that consumers actively compost food waste as a means of reducing emissions.; Mr Luke Johns implores the public to compost their food waste.
Technique: Evidence: He uses facts and figures/research findings from the Project Drawdown’s modelling to show that composting can make practical differences.
The problematic link between food waste and methane – which is 28 times more potent than carbon dioxide – is designed to alarm consumers who are ignorant of the impact of food waste.
Mr Johns reassures consumers about the positive impacts of composting – so happy composting – because it can reduce emissions and help solve poverty.
By presenting a positive ‘win win’ solution, Mr Johns quells concerns about the detrimental release of …
The solution — redirecting food waste to poverty-stricken areas – is a “win win solution – designed to alleviate concerns about wastage.
The dutiful appeals to feeding the worlds’ “hungry people” which will be a “win-win” for composters seeks to allay people’s fears about food shortages.
Mr Johns quells people’s concern about food waste by suggesting that they can make a difference by food composting.
Mr Johns assuages the public’s sense of unease about environmental damage by proving that food composting can make a very real difference – indirectly leading to the reduction of 2.3 billion tonnes of methane.
Mr Johns also mitigates concerns about a rapidly warming climate by proving that composting would indirectly lead to a 2.3 billion tonne reduction in methane over the next 30 years.
Task 18, p. 29: Dr Keith Ablow (Emotive language: a climate of fear)
The fact that the Yik Yak app can turn the school into a virtual chat room is unsettling for anyone who has experienced online harassment.
The depiction of Yik Yak as a “virtual chat room” is unnerving/unsettling for students and teachers who have to deal with the consequences of online bullying.
Dr Ablow seeks to augment /amplify people’s fears by drawing attention to the unsettling innovation of an anonymous “virtual chat room”.
Parents are likely to find it disconcerting that online bullies can use the school’s “virtual chat room” to post anonymous comments.
The depiction of the app is perturbing for all those who have suffered the consequences of online harassment.
Task 20, p. 31 Peta Cross (emotive language) Chat GPT
(Viewpoint/share) Adopting a dismayed, sceptical tone, Peta Cross advocates for a ban of a ban of Chapt GPT in all Victorian schools.
(Argument building blocks) Couched as a problem, Ms Cross evaluates the potential for widespread cheating. To corroborate her viewpoint, she uses statistical evidence relating to the high rates of plagiarism in University. She also substantiates her endorsement with reference to other similar educational jurisdictions who she believes have set “the lead”. The fact that “plagiarism detection devices” are being undermined, “dodged”, she hopes, will perturb those who care about integrity and transparency. It will particularly alarm students who are trying to work independently, given the scoring regime of universities. contrastingly, the ban is presented as a current solution. Ms Cross allays concerns about the ban by showing that it is widespread – used in Queensland, NSW and New York.
You must evaluate “how written language complements the argument”
Ms Cross uses quotations from Nick Cave who is concerned about the mimicking capabilities of AI.
To alarm all those who have reservations about AI, she uses Cave’s idea that it is a “grotesque mockery”. The suggestion that AI undermines people’s (particularly creative artists’) individuality and creativity is bound to alarm and perturb those who fear the long-term consequences of AI.
She thereby exhorts the educational officials to be resolute in their opposition to AI.
Task 20, p 31 AI generated essays, Mr Josh Jinter
Adopting a prosaic /measured, pragmatic tone, Mr Jinter endorses the integration of AI technology into the school curriculum.
Building blocks of argument: To substantiate his argument, he refers to the increasing adaptation of the technology by search engines such as Microsoft. He also validates his common-sense approach through reference to credible educators such as Ali Kadri.
Written language and purpose: The historical reference to “pen and paper” and “bow and arrows” is presented as a historical contrast with technological “innovative solutions”. Through this juxtaposition he shows the inevitability of progress; he also seeks to marginalise and isolate those who he believes are clinging to outdated modes of education and will not be able to provide their students with a superior education.
In a provocative tone, he rhetorically accuses teachers and administrators who are reluctant to integrate Ai of being old-fashioned and antiquated — “why put obstacles in its place”. He thereby implies that they seem to be finding “obstacles” rather than opportunities. The implied juxtaposition functions as a criticism and a warning of all those who he believes do not have Ali Kadri’s mindset – that the technology can “unlock student creativity”.
Mr Jinter thereby seeks to allay any concerns teachers might have about the obstacles and believes, like Mr Kadri, that it can “offer personalised tutoring” as well as other opportunities.
The clichéd reference — “fill the glass; don’t empty it” – serves as a rallying cry to all those who might be sceptical or reluctant. It seeks to mitigate concerns and encourages / challenges them to embrace the potential benefits.
He thereby dissuades officials from banning the new platform – rather he exhorts them to find innovative ways to integrate it into students’ learning programs.
Alarmed by the potential for “widespread” cheating, Peta Cross advocates for a ban on Chat GPT in all state schools. In doing so, she urges Victorian Education Department to follow the lead taken by the other states as well as the ban in New York. Unsettling members of the school fraternity with the specific reference to the program’s “human-like” ability to “dodge” plagiarism detectors, Cross exhorts policy makers to realise that an urgent ban is necessary. Further, the fact that cheating occurs in “one-fifth of all assessments at university” is disconcerting for all those who are trying to ensure that assessments are fair, honest and equitable. By showing the widespread nature of cheating, she thereby implores relevant stakeholders in the tertiary sector to devise more rigorous assessment methods. Likewise the fact that such programs dehumanise human activity to the extent that they become a “grotesque mockery”, is, according to Cave an urgent wake up call for all those in the creative industry.
Adopting a solicitous tone Peta Cross urges education officials to ban AI tools like Chat GPT. Cross uses emotive language to argue that ChatGPT needs to be stopped as it has helped students cheat in “one-fifth of all assessments” and that using AI technology is “a grotesque mockery” of being human. Cross implores schools and education officials to ban Chat GPT in order to arrest the “staggering” amount of cheating.
If Ms Cross is alarmed at the capacity for “cheating” and advocates for a ban, Mr Jinter believes that C has the potential to aid teachers. Describing it as an “exciting teaching aid” reflects his buoyant tone, which differs from Cross’s more alarming disposition. he is particularly critical of her view, believe that she is typical of those who are putting “obstacles” in place that are will end up harming rather than hindering the inevitable move. he places his support in a context – Microsoft intends to integrate Ai into its search engine – thus showing all concerned educators who might be considering a ban, that it is counterproductive. Once it’s “out of the bottle”, his point is that one cannot go backwards, and he puts such critics on notice. The relatable reference to Ali Kadri also suggests that it is possible to “fill the glass” – further exhorting teachers to see it as a means to “unlock student creativity”. he marginalises those who are trying to ‘empty” the glass, believing that they are inevitably harming a students’ ability to “work along side systems as adults”.
Peta Cross attempts to unsettle readers by personifying this program with its “human-like” ability to “dodge” plagiarism detectors.
Ms Cross stimulates a climate of fear by referencing the opportunity for “widespread cheating”.
The fact that cheating occurs in “one-fifth of all assessments at university” is likely to instil fear in most lecturers who are trying to ensure that assessments are fair and honest.
Further, it is likely to be disconcerting to all those who are trying to ensure a fair and honest assessment system that the bots can “dodge plagiarism detection devices”. By showing the widespread nature of cheating, she thereby implores relevant stakeholders in the tertiary sector to devise more rigorous assessment methods..
Task 19, p. 34, Melanie Brown, Stylistic features
See Assessors comment on page 21 – avoid labelling such as “rhetorical questions, inclusive language). VCAA pieces often include inclusive language, but you must contextualise and evaluate the use of “we”.
Viewpoint: In an upstanding manner, Ms Brown advocates for greater accountability for social media platforms and for greater civility on online spaces.
What is the technique?: appeals must be closely connected with the meaning/viewpoint: Ms Brown appeals to values such as respect and civility (polite and respectful discourse) attack/comparisons; she advocates for respect and civility and criticises or sets up a comparison with those who lack respect and who indulge in harmful and offensive discourse online
Ms Brown uses “we” to refer to all citizens who use social media ; and she provides a reminder to be respectful; she exhorts citizens to be respectful because otherwise some voices will be silenced …
Contextualise the inclusive language – do not label:
Ms Brown uses a series of repetitive phrases that begin with an inclusive appeal to all members of society – “we all have …” – to emphasise the importance of responsible and respectful discourse.
One effect and purpose of inclusive language is to foster respect and a community spirit, but also to shame those who do not value community needs.
Adopting the high moral ground, Ms Brown inclusively appeals to our wellbeing needs – “we owe this to ourselves because rage and hatred are not good for our well-being”. In doing so, she shames those who would indulge in harmful discourse, because this not only affects people’s wellbeing but also silences a diversity of voices.
(She seeks to expose / and identify those who are disrespectful of others – because they are irresponsible)
Ultimately she exhorts online communities to use respectful discourse – she seeks to marginalise those who vilify others, because “we will have no decent people to speak for us in the public arena”.
Costa Sith, p. 35 Task 20
(Tone) Mr Sith prevails upon parents to become more actively engaged with their children and to choose healthy eating options.
To contextualise his concerns about unhealthy and inactive lifestyles, he begins with an analogy to smoking and drinking. He rhetorically provokes parents into conceding that they would not allow children to “smoke cigarettes” or have a “shot of whisky”. By reinforcing the “risks” which are “well-known” he is confirming a parents’ bias towards sensible options.
(Through the comparisons with smoking and drinking, he encourages parents to realise that eating “bad food” is just as harmful to their health – this is designed to make them feel guilty about parenting styles and decisions.)
Mr Sith furthers this line of comparison by asking whether one would “let them sit around and play computer games” rather than “swinging in the playground”. The purpose of these connections is to make parents uneasy about easy options and “uncomfortable truths”. By shaming parents – and making them feel as if they are giving in to their demands – he hopes that parents will make a bigger effect to adopt “healthier options”.
Task 21, p. 36. Holly Rider and Vikki Stewart (quoted speech)
Ms Rider uses quoted speech – vaccination is a “private matter” – to criticise the mindset that public health is a concern for an individual.
The use of quotes highlights Ms Rider’s sceptical stance towards the stars who have a convenient excuse – vaccination is their “private” matter.
Ms Rider thereby hopes that members of the public will share her scepticism towards those who see vaccination as a “private” rather than a “public” matter.
In doing so, she invites members of the audience to question their regard for “public” health.
Anticipating a frustrated response among members of the public, Ms Rider suggests that the attitude of “privacy” grants them certain privileges.
Task 25 Ms Holly Rider, p. 36.
Using emotive language, Ms Rider provides an image of suffering whereby “tens of thousands” of ducks are stranded in landscapes strewn with blood. They have “shattered bones, pierced eyes and blood-splattered wounds”.
What is the purpose? See pp 26 (sympathy) and p 27 (anger)
She uses a rhetorical question coupled with a dismayed tone – “in what sort of society does the infliction of pain qualify as “recreation” – to impugn the principles and moral compass of duck shooters. By using quotation marks – “recreation” – she (call to action)
Ms Rider upbraids the duck shooters who rationalise their “cruel” actions by categorising them as “sport”.
(See p 36 and p 45). By using quotation marks coupled with a sarcastic tone — it is “sport” and often passes as “recreation” – Reilly seeks to shame whom and why? (p. 28)
In doing so, she implores taxpayers to realise that their taxes are subsidising this “sport” … What is in the intended effect and call to action? (P 19)
Implied in this criticism of duck shooters is also an attack on the political class who, she believes, is not transparent. (She impugns the government’s decision and principles; p. 18).
Finally, she also uses a comparative analysis with other states who have “outlawed” duck shooting to show that there is only one possible course of action. (purpose and appeal: pp. 14-15).
In doing so, she exhorts taxpayers and voters to make this an election issue if the government fails to implement a ban. (Call to action: p 19)
Work on layers of meaning and purpose
Ms Rider asks rhetorically – in what sort of a … recreation ? – Her question functions as an indictment on the shooters who inflict pain, condemning thousands of ducks to suffering. Further, she also shames the authority figures who condone it and who even admit that ducks are suffering.
By shaming the authority figures and questioning the mindset of shooters who would misrepresent the sport as “recreation” she hopes to build a climate of skepticism around their activities.
Task 19, p. 36, Vikki Stewart
Viewpoints: Ms Stewart recommends that people show more sensitivity and care towards learners.
Argument base: Ms Stewart uses her own personal experience to present a problem which she contrasts with her own professional experience to
Ms Stewart quotes her conversation with the salesperson to highlight the problems many elderly people have with technology.
Using reported speech and colloquial terms – “just try to fiddle around and work things out” – Ms Stewart foregrounds the salesperson’s disrespectful response.
(Call to action) Ms Stewart thereby implores people, particularly those who are involved with senior citizens, to show greater tolerance and patience towards elderly people who find technology confusing and difficult.
Ms Stewart’s use of reported speech reveals the salesperson’s dismissive attitude towards senior citizens. She thereby seeks to shame those who appear either indifferent or unwilling to help.
She hopes people will realise that such an attitude which tends to find fault with the learner can inhibit their desire to learn something new; it can also be humiliating.
Ms Stewart draws a comparison between the salesperson’s advice and her advice as a clarinet teacher. Her analogous comment – “Just take it away and work things out” – highlights the insensitive nature of the instructions.
The use of parallel reported quotes, which compares the clarinet with an iPhone, foregrounds the potentially difficult traits of the latter.
In doing so, she also implores people who are interacting with senior citizens to take heed. By satirically remarking, “I know what response I’d get,” Stewart sets the salesperson up for ridicule.
The utilisation of colloquial language – “just fiddle around with it” – also suggests that the technology is easy to navigate. According to Ms Stewart, this attitude can be very frustrating for senior citizens. Not only does the salesperson lack people skills but the response reinforces their ignorance.
She uses her own professional experience as a clarinet teacher to show a different instructional style. She compares the advice from the salesperson with her own teaching style. She seeks to show how irritating and frustrating and personally demeaning such advice from the tech assistant can be – especially to the elderly.
She seeks to shame and marginalise … call her out.
Task 22, p. 38, Sally Humphry
(p38) Ms Humphry’s exasperated tone which is evident in the exclamation mark — “I’m not the only one who would prefer my son to play with a helmet!” – reveals her widespread support for the use of helmets in junior football..
(p38) Humphry’s censorious (admonishing/accusatory) statement – “Needless to say, with such an attitude, the kids who wear helmets are shunned” – connotes that the coach’s leadership is unacceptable.
Task 23, p. 39. Joss Farrend (Quotes: zoom in on words with extra meanings).
In a scathing tone, Farrend depicts the billionaires as self-interested as they pursue their “pointless and polluting ego-driven space cowboy dream”.
unpacking quotes – range of emotive impacts
- This depiction seeks to shame and isolate them because they are cavalier and ignore the needs of the “screwed” planet.
- This functions as an indictment on those who are indifferent towards the needs of the planet and who are perhaps peddling role modelling mixed messages.
- The suggestion that they are indifferently pursuing their own needs at the expsense of the thousands who will suffer… towards the plants seeks to amplify fears about the problems of rising sea levels and the problems of “resettling the millions of people who will lose their homeland.
(Call to action) Through this unsettling depiction, he thereby implores billionaires to focus their attention on the immediate needs of the “screwed up planet”
Mr Farrend uses quotation marks to highlight the “screwed up” nature of the planet. His censorious tone complements his flippant attitude evident in the bracketed remarks (“or full, I might add”).
His purpose is to encourage all well-meaning members of the public to recognise their arrogance and their ego-driven pursuits. He also hopes that people will see them as reckless.
The rhetorical remark –“ “ — foregrounds the self-centred nature of their exploits.
Coupled with the image of the “ego-driven space cowboy dream”, the author depicts a group of self-seeking billionaires who are not exploring space for the benefit of humankind.
Mr Farrend thereby expects the public to recognise their self-evident pursuit of fame, influence and wealth.
He hopes that the public will desist from finding them inspirational.
Rather, they are presented as heartless and different to the plight of all those “who will lose their homeland and islands because of rising sea waters”.
Task 24, p. 42. David Leyonhjelm; The Editor and Petra Cannister
Example 1, p. 42, Task 24
Viewpoint: Mr L. disapproves of (condemns) the sugar tax.
The metaphoric reference to the “fat police” reflects Mr L’s view that the tax is intrusive. The image insinuates that lawmakers are interfering with people’s dietary habits.
The author conjures an image of a “rummaging” nanny to elucidate the intrusive nature of the tax.
The imagery of the nanny “rummaging through the fridge” with “wagging finger” also reflects Mr L’s view that the government is meddlesome and is using the tax as a means of controlling people’s eating habits.
The connotations associated with the image of a nanny “wagging a finger” challenges/contradicts the picture of a benign and well-intentioned tax.
Mr L employs a metaphoric image of a nanny rummaging through the fridge to foreground the hypocrisy of the government’s proposed tax.
This image further connotes a government that has overstepped its role to monitor people’s health.
The author’s negative depiction of the intrusive “nanny” reflects his opposition to the sugar tax.
The image of the nanny is designed to rankle with those who oppose the government’s interference.
Exercise 24, Normalisation of violence, p. 42 (Patricia Hark)
Evidence: Adopting an accusatory (disturbing/disconcerting) tone, Ms Hark uses personal experience to document her disturbing reaction to the film “Civil War”.
Attack: To exemplify her criticisms, Ms Hark specifically condemns the trailers which featured graphic violence as a means of attracting people’s attention.
Emotive language and purpose: To reinforce the level of violence, she uses emotive descriptions/emotive language to highlight shocking content – people are “being blown apart” and they are “dying gruesomely”. She hopes that the public share her concern at the way the violence is downplayed and trivialised with “laughter and supposedly witty dialogue”.
Attack: While she is “shrinking in embarrassment”, she contrastingly condemns women who “find this entertaining”.
Attack: Likewise, she also decries men and boys who are “hard-wired to want to watch it”.
Her rhetorical question – “can it be good for society?” – focuses our attention on the way movies tend to normalise violence which is harmful for public safety.
Ms Hark implores policy makers, educators and parents to reconsider the way we consume violence as normal entertainment.
Example 3, Task 24, p. 42 Petra Cannister
Petra uses inverted commas and a sceptical tone — the “bottom line” and “lower taxes” – to criticise the government’s plan to close the nursing home. Her sceptical tone implies that the government is focused on finance at the expense of people’s care.
Exercise 24, p. 42 (Students’ response)
(p 42) By utilising a rhetorical question at the conclusion of the paragraph – “Is it really so necessary?” – Ms Cannister encourages politicians to care more about the elderly.
(p 42)– The Spencer Editorial uses the colloquial phrase “old hat” — “they seem to think that road safety is so old hat” — to criticise a mindset that regards road safety as outdated.
(p 42) Mr Leyonhjelm incorporates personification — “nanny rummages through our fridges and shopping trolleys” – to show the intrusive nature of the government’s “nanny-state” policy.
Task 29, p. 44, Reg Hunt (challenging mindsets)
Adopting a confronting tone, Mr Hunt condemns the live animal trade.
He frames his opening argument by reference to the “recent photos” that he suggests reveal unethical ways of killing the cattle.
By presenting graphic imagery, coupled with the parallel response by New Zealand, Mr Hunt urges policy makers to implement a more humane scheme.
Through the barbaric image of animal cruelty, Mr Hunt seeks to jolt unsuspecting members of the community out of a sense of complacency.
The gruesome images of cattle being “struck twice or more with a stun gun” and their throats being barbarically “cut” makes it difficult for members of the public to condone the savagery.
Mr Hunt inclines fair-minded members of the community to agitate for a change to the opprobrious behaviour of many farmers in the live animal export trade.
He uses emotive language and graphic imagery that “continues to shock” unsuspecting members of the community.
The explicit description of the “cattle being struck with a stun gun” is designed to disarm unsuspecting members of the community. Further, the image of their throats cut while “hind legs are dangling in mid-air” foregrounds the cruel nature of the industry.
Appealing to a moral compass, Mr Hunt expects members of the public to agitate for a more humane and compassionate /principled and ethical response to the live export rules.
In a bid to encourage Australia to stop the live animal export, Mr Hunt offers a favourable comparison with New Zealand: “New Zealand is making the transition to a more humane industry”.
The suggestion that New Zealand industry maintains more “control” over its animals than the Australian farmers is cause for concern. Mr Hunt expects Australians to agitate for change… and implement welfare laws than enable greater control….
The favourable comparison with the New Zealand business model makes it difficult for farmers and politicians to justify (rationalise) their gruesome business practices.
The juxtaposition of the two business models – one more “humane” than the other – seeks to shame those who would continue with unscrupulous practices.
The juxtaposition of these models seeks to alarm unsuspecting members of the community.
PAGE 45 Task 26, p. 45, Jody Vescot (challenging mindsets)
Ms Vescot recommends that girls explore their physical potential in “blokey” type sports
Ms Vescot endorses women’s football and other “tough” activities. She suggests that women should not be constricted by public opinion; nor should they be limited by stereotypical views about women’s physical capabilities.
Ms Vescot draws key comparisons. She notes that people can get injured in many different ways and therefore women’s football is unfairly targeted.
Note the paragraph below:
Viewpoint: Adopting a challenging tone, Ms Vescot condemns her hairdresser’s attitude towards girls who are seemingly playing a “rough” and “blokey” sport. (She promotes female football players because it can lead to opportunities for girls.)
Argument base: (basis and frame) To enhance her credibility, Ms Vescot recounts her own personal experience and conversation with her hairdresser to challenge misconceptions about girls playing a stereotypical “rough” and “blokey” sport.
Evaluate the emotive words using analytical sentences: Using emotive language and a matter-of-fact tone, Ms Vescot suggests that this conversation is “typical” of parents’ scepticisms — a focus on “wear and tear” unfairly implements obstacles and perpetuates the bias that “girls should be girls”
Emotive words, comparisons and purpose: A key to Ms Vescot’s criticisms is her depiction of other common injuries – she suggests anyone “can get hurt lifting a table” or “running on an oval with potholes”.
Purpose – note the analytical sentences:
She provides these comparative examples to exemplify her view that anyone can get hurt doing a range of activities. (to exhort parents to realise that ….)
In doing so, she subtly shames those who use football as a scapegoat for injuries.
By extension, she also seeks to isolate people who hold similar values/attitudes (expose such attitudes) and implies that these objections are a convenient way to justify one’s biased and antagonistic attitude towards female footballers – thus prevailing upon like-minded opponents to reflect upon their biases and their irrational obstacles.
She further exposes/sidelines such an attitude by drawing attention to a “constant state of fear”.
(Embed rhetorical questions with a focus on purpose/impact) The rhetorical retort – “where would it lead?” – reinforces her criticisms of an unfair and unjustifiable attitude. She alarms such people by exposing obstacles that may prevent children from exploring challenging sports.
Note: call to action: Ultimately, Ms Vescot implores parents to encourage girls to play football or cricket because these sports “open up a whole new world of fun, fitness and opportunity”.
Author and evidence and purpose
First analyse the identity/spokesperson/author’s evidence (how does it support the argument/ the viewpoint? and what is its purpose – (link to call to action/viewpoints) how is the evidence being used? to compare to attack; and then do the emotive language etc. and purpose/ call to action
Task 27.1 Vaping, p 47. Ms Jan Kent:
To support her criticisms about the online advertisements of vaping, Ms Kent refers to typical images on Instagram, Twitter and TikTok.
To sharpen her attack, she uses emotive language – the advertisements feature “scantily dressed women with e-cigarettes”. These alluring details are designed to shock and alarm policymakers who are not doing enough to curb the rise of vapes.
She condemns the influencers who seems to have morals – they are promoting tempting vape juice flavours and discount offers.
She uses a comparison – “this blatant promotion is not tolerated offline” – to highlight the need for consistent regulations.
Her indictment – that regulators have failed in their duty of care — is designed to shame law makers and administrators.
Viewpoint – argument – language – analytical sentences – emotive and several purposes.
The author juxtaposes the relationship between the offline and online, as it is “not tolerated offline” but “widely promoted” on social media. In doing so, Ms Kent directs our attention towards the difference in the rules and the promotion of risk-laden behaviour via social media.
Task 27.1 p. 47: Christine Sock
Ms Sock includes a personal recount of her involvement with a group of “teenage boys” and their parents.
She advocates for greater discipline and respect by contextualising the problem, which she sees as a lack of accountability among parents.
She draws a direct correlation between an increase in “gendered violence” and the failure of parents to cultivate a climate of respect. She further condemns the parents for their failure to recognise their filming activities as a “precursor to aggression, violence and abuse”.
She provides a series of quotes (reported speech) from the parents to foreground their dismissive and cavalier attitude towards gendered violence.
The fact that one mother said “boys will be boys” she believes is an attitude that downplay a very serious social problem.
She condemns the parents of a group of suspended boys who tacitly and covertly almost facilitate such behaviour.
In doing so, she implores the parents to show greater respect and responsibility. She urges them to take the situation with the gravity it deserves and to not “scoff” and “excuse”.
She seeks to clarify the misconception/ challenge the parent’s mindset that their dismissive attitude to the “filming of inappropriate behaviour” is harmless/innocuous. Specifically, she isolates their indifference to a possible escalation of violence.
Anecdotally, Cis Sock refers to a conversation between parents and the principal. She relays specific comments from the parents to reinforce their sexist attitudes which were on display on public transport.
She upbraids/reproves of/ rebukes/ the parents’ attitude by suggesting that they are downplaying the severity of the boys’ misdemeanours.
By showing how the parents downplay the incident, Ms Sock hopes to raise awareness about respectful relationships and appropriate behaviour.
She seeks to shame those parents who dismiss or trivialise disrespectful behaviour. (make lightweight of)
She also relays the conservation to clarify the misconception that “boys will be boys” – that the behaviour is harmless and not worthy of censure.
She establishes a link between disrespectful behaviour and abuse — she thereby not only makes parents aware of their behaviour but seeks to alarm them about the severe consequences of disrespectful behaviour.
Exercise 27, 3; p 47; Gregory Peck
Adopting an urgent tone, Mr Peck implores administrators to mandate the publication of an image of a “scared” chicken on all eggs sold from battery-style farms. (exhorts policymakers; prevails upon government officials)
To support this recommendation he makes a comparison between the cigarette and the chicken industries. (He correlates compulsory imagery on plain-packaged cigarettes with the photo of a “scared and helpless chicken” on battery-style farming eggs.) The point of this comparison is to justify government intervention and to reassure consumers that it can help modify harmful behaviours or conditions.
He also uses emotive depictions – a “scared and helpless chicken in a cramped cage” and an image of “diseased lungs” – which are likely to unsettle consumers and smokers. These images also elicit sympathy for victims (animals or people) of harmful behaviours.
Adopting the high moral ground, Mr Peck provides a final comparison to justify his opposition to battery-style farming. He asks individuals to treat hens in the same way as one would a dog or a cat even though we may not be able to see the conditions of the hens – those “who mistreat(s) a dog or cat will be rightly criticised “ The point of this comparison is to shame and isolate those who do not have consistent attitudes towards animal welfare. He implies they are being hypocritical.
Task 41 a, p. 50 : Enforce Balloon ban Chock Smythe
Tone/viewpoint: Mr Smythe condemns/discredits the use of balloons for outdoor funerals and memorials.
Evidence: He substantiates his criticisms through the reference to personal observations – last week I saw a bunch of popped balloons” – on the beach. (Attack – in a sarcastic tone, he criticises those who are completely unaware/ ignorant or irresponsible.) 0
Comparisons/connections: Mr Smythe draws a connection between the loss of wildlife and the mistaken use of plastic balloon. The connection to the “dead turtles” which have digested plastic reinforces the criticisms and the destruction. He compares the dead turtles with the dead sheep to highlight a destructive pattern of behaviour and death.
Emotive Language:
Comparisons: He implores the government to implement the ban as they do in Europe.
Attack and Call to action: He exhorts the media to refrain from showing the “spectacles” and to abide by the bans. He also prevails upon unsuspecting members of the public to show sincerity and responsibility when it comes to the protection of marine wildlife.
Mr Smythe uses emotionally-charged descriptions of the “marine creatures” which are dying from starvation because of the balloons. He anticipates that the public will feel sympathetic towards their plight and will then refrain from using balloons as a memorial. He also seeks to direct our frustration towards this continued practice which is not enforced properly. By shaming those who appear careless, hypocritical or foolish – “we pretend to care about our wildlife” – he hopes to change people’s attitude to the superfluous use of plastic waste.
Task 41 b. pg 50, Ms Jody Sprints : Gambling
Jody Sprints condemns the gambling industry which prioritises profits over people’s welfare
Ms Sprints establishes a connection/ comparison between the guns and the gambling industries.
The author prevails upon Anthony Albanese to remain “steadfast” as J Howard did when he faced pressure from the industry.
Ms Sprints uses the metaphor of a “national cancer” to describe the emotive consequences of gambling related addictions/disorders.
Task 28, Tax on big cars, p 51, Mr Jeff Scott, a government adviser
Viewpoint (tone)
What technique best supports the viewpoint? (evidence/comparison/attack)
Which words are best linked to evidence/comparison/attack?
Always link to tone to viewpoints: (Adopting a peremptory tone) Mr Scott advocates for the introduction of fuel efficiency standards to achieve targets by 2030.
Through the comparison with Russia – one of the few countries that don’t have a target – Mr Scott seeks to alarm policy makers and motorists about the lack of real action. (impact = fear)
He juxtaposes the impact of larger versus smaller cars to impress upon motorists that a “rapid shift” is vital. Not only are smaller cars “cheaper to run” – thus reinforcing the hip pocket nerve – but he also assures members of the community that this move will help to “rapidly reduce” greenhouse gas emissions. (impact = reassurance)
Purpose: position/audience: The fact that this transition will “save people a lot of money” is designed to encourage consumers to agitate for a more rapid shift.
Purpose: position/audience: This appeal to hip-pocket is also designed to motivate policy-makers and administrators to accelerate the laws..
Technique: The comparison is critical to his viewpoint: Mr Scott compares the emissions of big versus smaller cars to show the disproportionate emissions of the former.
Techniques: Appeals are important but often not critical to viewpoints.
He makes an appeal to environmental regulations/concerns.
Appealing to environmental regulations, Mr Scott advocates for a swifter transition to smaller cars.
Quotes – How-what-why sentences (p 21): embed metalanguage and evaluate purpose – p. 30 with quotes.
- In doing so, he exhorts policy makers and administrators to facilitate a more “rapid shift” from bigger to smaller cars.
- Choose a quote, examine its purpose and embed metalanguage.
- Appealing to hip-pocket nerve concerns (cost of living pressures), Mr Scott reassures consumers that efficiency standards will end up “saving people a lot of money”.
- Mr Scott mitigates fears about cost of living pressures by reassuring consumers that a reduction in greenhouse gas emissions will end up “saving people a lot of money”
Shaun (p 51, task 28 Tax on Big cars?)
Viewpoint: Adopting an accusatory (dismayed, outraged, indignant) tone, Shaun opposes fuel-efficiency standards because he claims they will disadvantage motorists with bigger cars.
Technique: (attacking techniques and tone/evidence is the introduction of new policies) Shaun condemns the policy because he believes it unfairly targets motorists with a “bigger vehicle”. Appealing to considerations of fairness – an additional cost of $12,000 is “not fair” – he directs people’s outrage towards the extra cost of a larger vehicle. He also compares the impact of the additional costs on different cars – his point is that motorists with an EV are being favoured.
Words: ‘that’s not fair /audience – motorists with a larger vehicle: Shaun expects that motorists like himself will be outraged because the “bigger the vehicle, the bigger the tax”. He hopes that like-minded motorists will feel that they are being discriminated against while the EV owners are being favoured.
Words: By comparing the current cost of such cars with a future price rise — “anywhere from $12,000 to $18,000” (some of the most “common vehicles”) — he expects motorists to be outraged/ dismayed by the unfair price hike.
Hasan Jimrad: Inner City Councillor, p. 52, Task, 28 Tax on Big Cars
Mr Jimrad opposes proposals to increase the size of a standard car park. He also supports a proposal to charge larger vehicles to park in the city centre.
Comparisons: Mr Jimrad compares initiatives with Paris to show that all cities are dealing with similar problems and that restrictions are fair and justifiable.
Words: The fact that the “owners should be paying” for any upsizing requirements is designed to place the onus on the car owners – not the councillors. He justifies their resistance to change by claiming that Melbourne already has the “most convenient parking for free”. In doing so, Mr Jimrad also prevails upon councillors to refrain from disadvantaging owners of small cars by restricting the number of parking places. Any changes to “accommodate” larger cars, will impact upon the “overall number of car parks”.
Call to action: He exhorts councillors to adopt the Parisian move to “charge large vehicles three times more to park in the city” – a move that he believes will weight the cost of the cars in real terms.
Vivienne Pearson (journalist): p. 52, Task, 28 Tax on Big Cars
Adopting a derisory tone, Ms Pearson advocates for higher insurance premiums for bigger cars to counteract increased levels of danger.
Techniques: Appealing to general safety concerns, she criticises a shift in values from the community (“we”) to self (“me”).
Ms Pearson also makes a comparison between traditional road safety initiatives – “seatbelts and airbags” – and a transition to size.
Comparisons and emotive language: She uses an extended adjective compound – “the car most likely to crush everything in its path” – to capture the extent of the damage. This focuses the public’s concern on the damage caused by “mac-sized cars”.
Samantha : use adverbials to embed metalanguage (how/what/why – intuitively) and keep breaking down sentences — one key technique in each sentence. Place emphasis on purpose/position.
(Samantha has an upset and annoyed tone as she condemns big car users: use adverbials for tone.)
Use adverbials for tone: Adopting an upset and annoyed tone, Samantha condemns the trend towards bigger cars because they are “resource expensive” (have a bigger impact upon the environment.)
(Separate the two key techniques: attacks and comparisons;) Samantha attacks the big car users who are damaging the environment and compares the fuel consumption of her little car to advocates for a “big car tax”.)
(Separate the two key techniques: attacks and comparisons:) Through a negative depiction of these “monster ute drivers”, Samantha directs her outrage towards the “extra damage” they cause. She uses figurative terms to describe the cars – they are “bloated cars” which are “enormously resource-expensive”. In doing so, she challenges motorists to consider the extra damage they are causing. (to make motorists feel uneasy/perturbed; to make smaller car drivers agitate for change)
Samantha also compares fuel consumption concluding that generally the bigger car uses “three to four times” more fuel than a smaller car. This comparison is designed to shame big car drivers as well as question their claims to disadvantage and extra concessions.
Jodie MacLean: A Melbourne teacher: Quite frankly, schools need to block WhatsApp groups as they can’t be regulated or moderated problem. They are a recipe for rumours, gripes and misinformation.
I know of one school that intervened after a chat group blew up over a request for parents and students to sign a respectful relationships policy. The school shut down the discussion and asked parents to make direct contact with the school instead. Now that I’m a parent of a primary schooler, I can see how easily things can turn. When my son’s prep teacher left the school suddenly, the WhatsApp group lit up with the unsubstantiated rumour that the prep teacher had been bullied from their job by a parent.
When the school introduced a bring-your-own-device-to-school policy, the chat sessions got overloaded. Some parents felt that others were bullying them into buying a device. Those who were opposed to the policy tried to dissuade others from buying a device. In the end you didn’t know which way to turn and the school community got very divided. I overhead one parent at a mums’ brunch say, “Why did you buy one? We weren’t buying them, remember?” And got really quite aggressive. I know of another parent, who spoke English as a second language, go to the office to demand her money back because some rumours on WhatsApp made her think that the policy had changed when it hadn’t. We had to go into mega-crisis mode to try to calm families down. It was very toxic. It can definitely become a breeding ground of misinformation. Sometimes, if kids have been disciplined, the parents will malign the teacher saying things like, ‘they’re a crap maths teacher’. Other times, they will single out children and say that that child shouldn’t be in the class because they are a bad influence. They are like mean girls – it is nasty, bitchy stuff. It becomes like an online mob mentality. In most cases the sessions need to be regulated or shut down.
Fear p 29-30 Ms Maclean seeks to amplify teachers’ and parents’ fears by suggesting that “unsubstantiated rumours” circulate on the WhatsApp groups.
She seeks to unnerve parents by giving examples of misinformation. She also perturbs parents with the suggestion that these groups are a “recipe for rumours, gripes and misinformation”.
She seeks to assuage parents’ and teachers’ concerns by presenting a solution – shutting down the App
Adopting a concerned, disconcerted tone, MacLean implores educational policy makers and school administrators to block parents WhatsApp groups. (Call to action p 19) She reproaches (condemns, denounces, rebukes) parents who spread misinformation which leads to toxic relationships within the school community.)
She draws upon her professional observations as a teacher and her own parental experience to alarm parents about the possible escalation of rumours and misinformation, especially if the group is “moderated”. (Evidence p 10)
The fact that the school had to take the extreme action of shutting down the site is designed to unsettle all those parents who are concerned about the unmoderated nature of the Groups.
Fear p 29-30 Ms Maclean seeks to amplify teachers’ and parents’ fears by suggesting that “unsubstantiated rumours” circulate on the WhatsApp groups.
She seeks to unnerve parents by giving examples of misinformation. She also perturbs parents with the suggestion that these groups are a “recipe for rumours, gripes and misinformation”.
She seeks to assuage parents’ and teachers’ concerns by presenting a solution – shutting down the App
See p. 46: Evidence, context and link to call to action: To foreground the toxic nature of these groups, Ms Maclean provides the personal example of a prep teacher who left “suddenly” and who was the target of a rumour that she had been “bullied” from her job by a parent.
Evidence and Emotive Language: Specific quotes and purpose: This disturbing example is designed to strike fear into all members of the school community about the impact of toxic rumours, while eliciting sympathy for this particular prep teacher who seems to be have been maligned. Additionally, MacLean also stimulates feelings of anger among well-meaning parents owing to the fact that such rumours might embolden certain parents who wish to vent their “gripes” and dissatisfaction. Many parents would also be perturbed by the fact that this teacher may not have been well supported.
Comparisons: (13) Specifically to substantiate the spread of misinformation, Maclean provides two examples of policies that created a nightmare for the school. The juxtaposition of these examples reveals a pattern of behaviour that she believes, needs to be counteracted. Further, the fact that they had to go into “mega-crisis mode to try to calm families down” reveals just how inflammatory these examples can be – hence reinforcing the need to shut them down.
By describing the consequences as a “mega crisis”, Mclean seeks to amplify fears about the extra work required by teachers. She also equates the parents to a group of “mean girls” which reinforces the childishness of some of the behaviour which she alliteratively refers to as a sign of “mob mentality”—a description that highlights the threatening nature of the parents’ behaviour.
Reduce salmon stocks
In all that is being written about salmon farming in Tasmania, the one point seemingly missed is that, since it began back in the 1980s, the industry has been supplying fresh fish to Australian consumers and now contributes 75,000 tonnes of our annual marine protein. High in Omega-3 fatty acids, and important vitamins and minerals, salmon has become an integral part of the nutritional intake (“Something distinctly fishy about the way Labor romped home in Tasmania”, 8/5).
There is no doubting the fish in the pens are becoming stressed by warming water temperatures.
To save the industry for Australian consumers and to protect the Tasmanian environment, surely regulated stocking densities must be reduced to the safe numbers of earlier times. It may reduce output and increase costs, but the option is to lose a vital part of our fresh food supply. John Mosig, Kew
Adopting a reassuring tone, Mr Mosig promotes modifications to the salmon industry, rather than closure, because it plays an integral role in Australia’s food supply chain. To contextualise his defence of the industry, he provides facts and figures – it contributes up to “75,000 tonnes of our annual marine protein”—which, he anticipates, would make it difficult for opponents to call for a complete shut-down. To present himself as fair and reasonable, Mr Mosig concedes that the fish are “stressed by warming temperatures”. The use of emotive language to capture the fishes’ declining (problematic) welfare is designed to unnerve consumers and validate claims made by environmental and animal activists who believe that the industry is unsustainable. He therefore presents a qualified solution – to regulate and reduce stock density – which, he opines, is a means of allaying concerns that regulators and consumers might have about the loss of the food chain. (the loss of these vital fatty acids which are critical to our diet) This alternative – reduction in stocks and a corresponding increase in price – seeks to quell activists concerns about inflated stock and assuage their claims about environmental damage.
Net gains and losses
Labor’s landslide victory in Tasmania certainly does not endorse its questionable support for the fishy business of the commercial salmon industry.
Recent polling shows that 59 per cent of Tasmanians are concerned about the environmental and health harms of corporate salmon farming. And, as The Age reports, anti-salmon MP Andrew Wilkie romped to victory in the Clark electorate, while fellow independent and salmon critic Peter George pushed Labor’s Fisheries Minister Julie Collins in Franklin. Most Tasmanians like myself care deeply about the environment. The swing to Labor is, arguably, more of a rejection of the Coalition’s complete irresponsibility on climate change and the environment than an endorsement of Labor’s murky environmental plans. Sharee McCammon, Pelverata, Tas
Adopting a censorious tone, Ms McCammon criticises the Government’s unqualified support for the corporate salmon industry. By characterising their environmental response as “murky” she seeks to expose their lack of principles and integrity when it comes to environmental policies. To reinforce her criticisms she reminds the government that they only won because the opposition was more irresponsible – a point that seeks to question their lack of true commitment to environmental concerns. In doing so, , she appeals to policy makers and regulators to recognise that 59 percent of Tasmanians are (like the writer “myself”) “concerned about the environment”; her emotive plea to consider the “health harms of corporate salmon farming” is designed to alarm those who might be ignorant or indifferent of the impacts.