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 JOHNSTONE ULP3 9780195522433 format: 280 x 210 Spine: 10mm 4 colour Spine
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Third Edition
Using Language to Persuade Third Edition is a blended print and digital
resource for English students in years 10 and 11. This comprehensive
text will prepare students for success in Area of Study 3: Using
Language to Persuade in VCE English. There are 7 parts:
Part 1: Introduction
Part 2: Issues and events, points of view and contentions
Part 3: Persuasive language
Part 4: Persuasive texts
Part 5: Language analysis
Part 6: Expressing your own point of view
Part 7: Toolkit
The third edition updates this best-selling text to provide the most up-
to-date and stimulating source material, with fresh new articles, images
and issues. It also has an accompanying digital obook for the first time.

Third Edition
Features include:
• up-to-date media texts on issues that will engage students, with a
focus on digital and multimodal texts
• the full-colour, write-in print workbook is accompanied by a digital
obook, offering online and offline access to core student content as
well as a note-taking study tool and dynamic question blocks
• comprehensive coverage of persuasive language and techniques,
with annotated sample responses of language analysis tasks

Ryan Johnstone
• student-centred content with activities designed to allow students
to put into practice what they have learned, and to respond in
different formats appropriate to the tasks
• toolkit containing practice SACs and exams, and a glossary of key
metalanguage.

ISBN 978-0-19-552243-3
4

9 780195 522433
Ryan Johnstone Third Edition
visit us at: oup.com.au or
contact customer service: [email protected]

JOH_ULP3_2433_CVR_SI.indd 1 11/09/12 1:26 PM

Untitled-1 1 2/01/13 10:54 AM
Using
Language
to Persuade
Ryan Johnstone Third Edition
1
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship, and education by
publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK
and in certain other countries.
Published in Australia by Oxford University Press
253 Normanby Road, South Melbourne, Victoria 3205, Australia
© Oxford University Press 2013
The moral rights of the author have been asserted
First published 2013
Reprinted 2013
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, without the prior permission in writing of
Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed
with the appropriate reprographics rights organisation. Enquiries concerning reproduction
outside the scope of the above should be sent to the Rights Department, Oxford University
Press, at the address above.
You must not circulate this work in any other form and you must impose this same condition
on any acquirer.
ISBN 978 0 19 552243 3
Reproduction and communication for educational purposes
The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the
pages of this work, whichever is the greater, to be reproduced and/or communicated by any
educational institution for its educational purposes provided that the educational institution
(or the body that administers it) has given a remuneration notice to Copyright Agency Limited
(CAL) under the Act.
For details of the CAL licence for educational institutions contact:
Copyright Agency Limited
Level 15, 233 Castlereagh Street
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Telephone: (02) 9394 7600
Facsimile: (02) 9394 7601
Email: [email protected]

National Library of Australia

Cataloguing-in-Publication entry:

Johnstone, Ryan.
Using language to persuade / Ryan Johnstone.
3rd ed.
9780195522433 (pbk.)
For secondary students.
English language--Rhetoric.
Mass media--Australia.
808.042

Text design by Watershed Design

Typeset by diacriTech, Chennai, India
Proofread by Ian Sibley
Printed in China by Golden Cup Printing Co. Ltd
Links to third party websites are provided by Oxford in good faith and for information only.
Oxford disclaims any responsibility for the materials contained in any third party website referenced in this
work
Contents
Part 1: Introduction 1
■ What is this book about? 1
■ Information for VCE students 3
■ Being ‘positioned’—considering context, purpose,
audience, language, form 4
■ Helpful habits to form 12

Part 2: Issues and events, points of view and contentions 13

■ Issues and events 13
■ Points of view 14
■ Contentions 16

Part 3: Persuasive language 21

■ Metalanguage and persuasive strategies 21
■ Verbal language 26
■ Non-verbal language 51
■ Visual language 53
■ Putting it all together 54

Part 4: Persuasive texts 59

■ Media text types 59
■ Print media sources 60
■ Media texts online 61
■ Finding reliable evidence online 61
■ Newspapers 62
■ Print texts in newspapers 71
■ Other print texts 86
■ Non-print texts 89
■ Visual and multimodal texts 90
■ Analysing visual and multimodal texts—note-taking 104
Part 5: Language analysis 107
■ What is language analysis? 107
■ Critical questions of language analysis 108
■ Useful language 109
■ Style 111
■ Tone 114
■ How to construct an analysis 121
■ Writing your analysis: language focus 135
■ Language focus: avoid ‘says that’ 137

Part 6: Expressing your own point of view 138

■ Overview 138
■ Tips 139
■ Planning a point-of-view response 141
■ Oral presentation of a point of view 142

Part 7: Toolkit 151

■ Warm-ups 151
■ Practice SAC and examination tasks 155
■ Templates 166
■ Referencing 170

Glossary of key terms/metalanguage 172

Acknowledgements 180
PART 1: Introduction
What is this book about?
Every day of your life you are confronted with language designed to persuade you to either share ideas and information,
or to accept products and services. Parents, teachers and friends encourage you to believe certain things and behave
in particular ways; politicians strive to convince you of the validity of their arguments; media texts of seemingly infinite
variety bombard you with words and images deemed persuasive enough to tell you (or sell you) something …
As a result, it’s a good idea for you to critically evaluate what you are being told or sold for yourself, rather than simply
accept things at face value. One way to do this is through the study of media texts and issues, as it is common to find very
persuasive viewpoints expressed in these contexts. This book has been designed primarily to help you engage with, and
critically evaluate, a broad range of such texts and issues.

What exactly is meant by ‘media’?

The Australian Concise Oxford Dictionary, Fourth Edition, defines media as ‘the main means of mass communication (especially
newspapers and broadcasting) regarded collectively’. The word is the plural form of medium, which means ‘the means by
which something is communicated’. So really we are talking about public sources of information, products and services,
and some examples of such sources include television advertisements, news and current affairs programs, radio talkback
programs, websites and newspapers.

What exactly is a ‘text’? Isn’t it just a book?

When you type ‘text’ into oxforddictionaries.com, this is what you get:
text

• noun 1 a written or printed work regarded in terms of content rather than form. 2 the main body of a book or a work
as distinct from appendices, illustrations, etc. 3 a written work chosen as a subject of study. 4 a text message. 5 fine,
large handwriting, used especially for manuscripts.
• ORIGIN Latin textus ‘tissue, literary style’, from texere ‘weave’.
Did you notice that most of the above definitions contain the word ‘written’? Whilst it’s
true that we have traditionally associated the word ‘text’ with words written down in
one form or another, to say that a text is only something containing written or printed
words is, in the context of this area of study, too narrow a definition. For a start, some
texts are spoken, not written; others contain visual language, but no actual words. So
when we watch TV, read a newspaper or magazine, surf the internet, look at any form
of advertisement, listen to the radio or a podcast of a speech, we are still receiving
information from a text. Furthermore, as we are interested in the art of persuasion, a
‘persuasive text’ could be defined as:

any print, non-print or multimodal source of information which aims to

position an audience to share a point of view, or to accept a product or service.

1
 The three words in bold could then be defined as follows:

Print texts
Texts that comprise print only or print and visual images, such as novels, plays, TV/film/radio scripts, magazines, transcripts
of programs.

Non-print texts
PART 1

Texts that have no print or visual images, such as speeches, radio talkback programs.

Multimodal texts
In English, the ‘modes’ of language are reading, writing, speaking and listening. A ‘multimodal’ text, therefore, combines
two or more of these, such as a web page offering visuals, written text, music and video footage, or a film incorporating
voiceover, a soundtrack and subtitles.

The truth, the whole truth … ?

Consider the viewpoints expressed in the speech bubbles below—what is your opinion? Discuss your views with a partner,
if possible.

There are multiple Current affairs and Journalists are obliged to tell the Some lies are worse
sides to every story. advertising do not mix. truth and report objectively. than others.

Television current affairs shows The internet is an amazing source

are objective and factual. of factual information.

It is important to remember that the texts we are presented with in the media are usually ‘constructions’—that is, they
are representations, recreations or recounts of reality. For example, news stories and editorials are drafted, polished and
edited, advertisements are carefully designed and formatted to appeal to particular groups and seemingly spontaneous
talkback radio segments are often scripted in advance. All media texts are created by subjective individuals (or groups of
individuals) with particular points of view and particular purposes in mind, and sometimes those purposes include the desire
to persuade, in addition to (or in place of) the desire to inform, entertain, etc.
Therefore, to evaluate a media text critically, you need to think very carefully about the concept of ‘the truth’ and how
this concept is being handled by the text’s author/s. This may seem obvious, but when a text claims to be offering us the
truth it becomes important to ask:
• Who has constructed it?
• How has it been constructed?
• Why has it been constructed?
• For whom has it been constructed?
The exercises in this book are designed to help you establish answers to these challenging questions. Important terms
for you to know are included in the Glossary at the back of the book.

2 USING LANGUAGE TO PERSUADE

 YOUR TURN
1.1 Before you read on, try answering the following questions in relation to the media.

a How truthful is the media? To what extent should we expect truth from the media?

b What media sources do you engage with regularly? How truthful/reliable are these sources?
How can you tell?

PART 1
c How effectively do you think you question (i.e. critically evaluate) what is presented by the media?
How important do you think it is to do this?

YOUR TURN
1.2 With a partner, discuss exactly how you think language can be used to persuade. Reflect on how you
go about persuading someone (for example, persuading your teacher to let you text message in class,
persuading a parent to drive you to a friend’s party on a Friday night). Identify some language strategies
you might use, thinking carefully about the context, purpose and audience. Share your ideas as a class.

Information for VCE students

Area of Study 3: Using Language to Persuade
All areas of English ask you to explore how language is used in different texts. In Area of Study 3, the focus is on how
language is used in ‘texts the main purpose of which is to persuade readers and viewers to share a point of view’
(Study Design).
One way to do this is through the study of media texts and issues, although in Units 1 and 2 there is no requirement
that your study be limited to only media texts; other texts, such as famous speeches and class debates, are also interesting
sources of persuasive language. You should endeavour to consider a broad range of text types.

Outcome 3: Using Language to Persuade

This book will help you improve your analytical and persuasive language skills, specifically those required to:
• achieve Outcome 3 in Units 1 to 3 of the 2006 VCE Study Design for English/ESL
• successfully complete the ‘Analysis of language use’ section of the end-of-year examination.
The Study Design states the following in relation to ‘Area of Study 3: Using Language to Persuade’:
Unit 1, Outcome 3
On completion of this unit the student should be able to identify and discuss, either in writing and/or orally, how language
can be used to persuade readers and/or viewers.
Unit 2, Outcome 3
On completion of this unit the student should be able to identify and analyse how language is used in a persuasive text and
to present a reasoned point of view in an oral or a written form.
Unit 3, Outcome 3
On completion of this unit the student should be able to analyse the use of language in texts that present a point of view on
an issue currently debated in the Australian media, and to construct, orally or in writing, a sustained and reasoned point
of view on the selected issue.

PA RT 1 : I N T R O D U C T I O N 3
 End-of-year English examination
There is no Outcome 3 requirement in Unit 4, but there is a task in the end-of-year examination. In Section C of the exam,
students will be required to ‘analyse the ways in which language and visual features are used to present a point of view in
unseen persuasive texts’.

Outcomes: what am I being asked to do?

PART 1

Effectively, you are being asked to produce two distinct skills:

• language analysis: discussion of how language is used in a persuasive text or texts to position audiences to share the
author’s point of view (can be done orally in Unit 1)
• point-of-view response: presentation of your own reasoned point of view on a specified issue (can be done orally in
Units 2 and 3).
With any written or oral task requiring an analysis of how language is used to persuade, you must be able to:
• identify the point/s of view and contention/s being expressed
• understand and analyse the structural features and conventions of specific media texts
• identify and analyse how persuasive techniques position readers and viewers to share the point/s of view presented.
With any written or oral point-of-view task, you should aim to demonstrate your knowledge and creative control of the
bullet points listed above by producing your own persuasive perspective on an issue.

Being ‘positioned’—considering context, purpose,

audience, language, form
When we talk about being ‘positioned’, we are referring to how or from what perspective people are being encouraged to
‘see’ the topic or issue at hand. Persuasive texts are created for specific contexts, purposes and audiences, and a great
deal of thought goes into what language and form (shape and/or style) will best accommodate these factors. As previously
mentioned, to effectively analyse a persuasive text it becomes important to bear its constructed nature in mind; to consider
exactly how a text’s language and form has been manipulated to best convince an audience of a particular point of view or
the ‘worthiness’ of a particular product or service.
Common questions to ask when considering positioning include:
• How is the audience being encouraged to think/feel?
• How is the author/language encouraging the audience to view … (a person/product/idea, etc.)?
We must also remember to consider ‘the whole package’; how all aspects of the text work together in a particular context
to achieve particular purposes, and the overall impact of the text. To establish exactly how an audience is being positioned,
you can start by asking:
• Why has this text been constructed? (context, purpose)
• For whom has this text been constructed? (audience)
• What type of text is this? What types of language does it employ? (form, language)
Ask these questions when you read or view a media text and you are already conducting effective analysis.

4 USING LANGUAGE TO PERSUADE

 YOUR TURN
1.3 a Match the terms purpose, context, audience,
language and form to their definitions and
explanations below.

i _________________________: The time, place and

political, social or cultural circumstances in which a

PART 1
text is produced. Nothing exists in a vacuum—all
texts are constructed in response to events and/
or issues and with an audience in mind. If you
can pinpoint exactly when, where and why a text
first appeared, it will help to inform your overall
analysis.

ii _________________________: The reason a text

is produced. Whilst the primary aim might be to
convince an audience to share the point of view,
the author may also want to shock, condemn, etc.
If you can identify these aims you can explain
how the language is positioning an audience
to accept them.

iii ________________________: The group/s a text

is designed for classified according to a range
of criteria such as age, gender, ethnicity, religion, social values or interests;
sometimes referred to as a ‘demographic’. Your purpose is to identify (1) the specific group/s for
whom the text was intended, (2) the group/s that the text might particularly appeal to, or offend/
alienate and (3) how the author of the text has made language choices to appeal to the group/s.

iv _________________________: The text genre (classification or type), as well as the structure, shape or
style of the text. If you can identify the type of text you are dealing with, you will automatically
be able to make certain assumptions about the viewpoint being expressed and how it is being
communicated.

v _________________________: The various forms of verbal, non-verbal and visual communication at work;
the words, phrases, symbols, gestures, etc. used to transmit the information. Identifying significant
strategies or devices being employed by authors and explaining precisely how they are being used
to position audiences is the key to producing a sophisticated analysis.

b Working with a partner, take it in turns to explain the important information in bold—from memory!

c Study the text from The Age on the following page. Would you say the primary purpose of this text is to
persuade or inform? Why? Now, answer these ‘warm up’ analysis questions from the previous page:

i Why has this text been constructed? (context, purpose)

ii For whom has this text been constructed? (audience)

iii What type of text is this? What types of language does it employ? (form, language)

iv Overall, how is the target audience being positioned? (i.e. how is the audience encouraged to think and
feel about the issue?)

PA RT 1 : I N T R O D U C T I O N 5
 Time management the key to perfect VCE
Thomas Hunter, The Age, 13 December 2010

W
HEN Farzana Zaman says
good ‘time management’
underpinned her perfect score
of 99.95 in this year’s VCE, the 18-year-old
PART 1

means it.
On top of her five school subjects this
year, the aspiring doctor did a semester of
university maths, played four instruments
and was a member of a school symphony
orchestra, a string orchestra and band for
wind instruments.
‘I had to plan out what I needed to do
and when it needed to be done,’ she told
The Age this morning after learning she
was one of a handful of students to top the
state’s VCE results.
‘I also tried to have a good balance in
life—not just studying. I had other
extracurricular activities as well.’
Despite devoting hours to her music
every week, it was not one of her subjects.
Ms Zaman, a student at Presbyterian
Ladies’ College, used the violin, clarinet, Some of the VCE high achievers from Melbourne’s Presbyterian Ladies’ College:
piano and saxophone as a release from the from left, Natalie Kieleithner (98.25), Laura Marshall (99.25), Parisa Naser (99.35)
pressures of study. and Melanie Wong (99.25). Photo: Tim Young
But when she turned to her books, the
daughter of Bangladeshi immigrants who
came to Australia 24 years ago for a better
quality of life focused on maths, science
and French with a view to becoming a
doctor.
While she said she expected a good
mark, she didn’t expect perfection.
‘When I first saw the number I was
stunned and speechless. Then it sunk in.
Then I got pretty excited,’ she said.
‘I was hoping for something high, but
not this high, so it was a pretty amazing
feeling when it was a perfect score.’
Indeed, her philosophy of time
management was not only relevant for her
final year of school.
Her advice for anyone hoping to
emulate her feat is brief: ‘Make sure you’ve
got a strong foundation from early on’.
‘Start working from Year 7 or 8,’ she
said. ‘Make sure you understand what
you’re being taught.’
Ms Zaman was one of 32 Victorian
students to receive the top mark.
(Excerpt only) VCE perfect score: PLC student Farzana Zaman. Photo: Tim Young

6 USING LANGUAGE TO PERSUADE

 YOUR TURN
1.4 Consider the following examples of how context, purpose and audience work together to affect an
author’s choices in terms of form and language. Complete the last row with suitable details.

Issue; context Purpose Audience Form; language

Teenage parties, after official To alert the broader school • Parents Formal letter from principal using

PART 1
school functions; in the wake community to risks and • Teachers school letterhead, mailed to parents;
of media reports detailing repercussions associated with formal, clear language employing a
• Students
unsupervised parties in organising or hosting student polite but insistent tone
neighbouring Melbourne parties after official school
suburbs functions

Public versus private To offer a newspaper’s opinion • National Editorial in daily national broadsheet
education; following comments on the importance of avoiding • Educators newspaper, The Australian; formal,
from the federal Education simplistic divisions between sophisticated language, detailed
• Parents
Minister about a need for more the two systems, and to spark paragraph structure, measured,
accountability in schools further public debate • Policy makers cautionary tone, reasoned, evidence-
based arguments etc.

To educate teachers and

students at a particular school
about the importance of waste
recycling and water saving

Purpose
All texts are written for at least one purpose, but more often than not a single text will have multiple purposes. Part of your
job is to establish exactly what these purposes are. In many cases, a text (particularly text types such as persuasive letters
and opinion pieces) will express a specific point of view; with this type of text, one of the primary purposes is to persuade
you to share the point of view.

YOUR TURN
1.5 a With a partner or as whole class, come up with a list of as many purposes of texts as you can think of (such
as to warn, rebuke, anger or inspire). Can you think of 50 purposes?

b Match the following text types on the left with the appropriate purpose on the right.

political cartoon to voice a personal opinion on an issue in a public forum

letter to the editor to distribute specific details on a particular topic to a local community

editorial to formally critique or analyse a specific text in writing

submission to satirise or comment on the behaviour of politicians

local council brochure to present the publication’s point of view to the general public

analytical essay to recommend specific actions to a government body or company on behalf of a

lobby (or other) group

PA RT 1 : I N T R O D U C T I O N 7
 c Explain one possible purpose of the following text types, as specifically as possible, in one sentence.

i A television advertisement organised and funded by the Federal Government outlining the benefits
of changes to Australia’s industrial relations laws.

ii A letter from a private health care fund to its members detailing an increase in fees.

iii A letter to parents from a high school principal outlining the school’s position regarding ‘after
parties’.
PART 1

iv A speech by an Australian celebrity at a fundraising dinner for a children’s charity.

v A regularly updated internet blog by an Iraqi resident during the US-led war in Iraq.

Audience
The audience for any given text can be
simply defined as the people for whom
the text is intended. This is why you will
often hear people refer to this group as
the intended audience. Other common
phrases include target audience, readership
and demographic. It is possible to classify
audiences in a number of ways, which
naturally means that one person can fit into
a number of demographics, depending upon
how the audience is being categorised.
It is important that you identify the
audience of a text as specifically as possible
in your analysis. This helps to show that you
have a sound awareness of the various groups for whom texts are produced, as well as the groups a text may offend or
alienate. It will also help you to analyse more accurately how an author has made language choices that will appeal to
members of their target audience, and how they have positioned this audience to share the point of view being presented.

YOUR TURN
1.6 a Listed below are some common ‘demographic variables’, as they are sometimes known. How many others
can you think of?

• age

• gender

• ethnic background (cultural heritage)

• religion

• social values and habits (such as political beliefs, hobbies, pastimes)

• personality traits or characteristics

8 USING LANGUAGE TO PERSUADE

 b Try to identify the intended audience of the following texts as specifically as possible. Refer to multiple
groups if you feel you need to.

Text Audience
editorial in The Age on illicit drug use

feature article on virginity in Dolly magazine

PART 1
television advertisement for Lee jeans

finance update on ABC News

monthly school newsletter from Laurel College

c Visit the opinion page of The Age’s website (http://www.theage.com.au/opinion).

Choose an opinion piece that you feel is appealing to a specific audience or demographic.
Explain to a partner or the class how you can tell this is the case and how the language is tailored to appeal
to this group.

Form
When we talk about the form of a text, we are usually
talking about either the text type (e.g. editorial,
speech, cartoon), the structural features of the
text or the language used within the text itself. The
phrase ‘structural features’ simply refers to the shape
of a text: that is, the way it looks and any significant
aspects of its composition (e.g. the use of bold font,
logos, layout). Naturally, the form a text takes is
highly dependent upon the purposes it is designed to
serve, and the audience for whom it is intended.

YOUR TURN
1.7 a Working with a partner, study the homepage of the website on the next page and identify as many
different structural and design features as you can.

b At whom is this website primarily aimed? How can you tell?

c How have the creators of this site sought to attract the audience you identified in b through the use of the
features you outlined in a? Write a paragraph to explain your response.

PA RT 1 : I N T R O D U C T I O N 9
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272 ram

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1864

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36

holy buttercup

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