Analysing and Presenting Argument

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1 Analysing and Presenting Argument
Revision for the VCE English exam 2017 M.Mossammaparast, st leonard’s college

2 What You Need To Understand
1. Approaching The Exam What You Need To Understand

3 Preparation Gather all your resources in the lead-up:
Vocabulary/phrase banks – including analytical verbs, linking/comparative terms, tone words Frameworks eg. structure Samples and models Drafts and teacher feedback Visit VCAA website: Read Examiners Reports and samples responses ( Textbook resources Ensure you have a clear and accurate understanding of the task (next slide) Practice – NOW Remember: this will be the first piece you write in the exam – 60-65mins (with 10mins reading time) Start your preparations by writing these pieces in 75min and gradually reducing the time down to 60min (5min plan/annotation at start, 5min proofread at end). Give yourself 10min of reading time (with no writing). Work through past exam papers Tune in – analyse whatever is around you (ads, billboards, radio interviews etc.) – this is a crucial critical literacy skill you are developing so you are able to intelligently and carefully navigate your way through the world of communication and ideas: Heineken beer ad: Mercedez-Benz ad:

4 The Task: Understand What It Is
Task: Write an analysis of the ways in which argument and written and visual language are used in the material on pages x and y to try to persuade others to share the point of view presented. Note to self: Analysis – not summary or description or evaluation or paraphrasing Argument – claim/premise, supported by evidence, engaging with rebuttals, using logic and sequencing to build towards a conclusion – tightly structured and developed, multi-dimensional, based on deduction, induction, cause and effect, generalisation, rationalisation – necessitates understanding of the piece as a whole Written and visual language – must work with images/symbols/layout and look for relationships/alignment Material – what is it? Not necessarily one text – potential for comparative element? Try to persuade others – language of persuasion that is chosen deliberatively to have an effect on a particular group – must identify target audience(s)

5 The Task: Understand What It Is NOT
Persuasive Techniques Bingo List – Where are the arguments?? In her letter to the editor, Scheller uses a number of language techniques to argue that Cup Day should not be abolished, including loaded terms, veiled threats and appeals. Her loaded terms include describing the Melbourne Cup as a “spectacle unequalled in the racing world”. Scheller uses a veiled threat by using the adjective “brave” to describe a government that would “deny” its citizens “such a special day”, making the government feel worried. Scheller also uses a number of appeals to the reader’s sense of pride in this event by describing it as “quintessentially Australian”, emphasising this day as an opportunity not only to have fun. Parroting Empty Textbook Phrases – What’s the issue and the contention?? Who is the “reader”? Scheller uses inclusive language in her letter to the editor to make the reader feel part of the issue and think that it affects them. She uses an attack to make the reader feel guilty. This combines with emotional appeals to make the reader feel strongly about the issue. Using rhetorical questions forces the reader to ask themselves whether this is actually true and what they should be doing about it. Summarising The Author – What is the intended effect of all this on a particular target audience? In her letter to the editor, Scheller argues that Cup Day is a “special day” and should not be abolished. She highlights how important it is for Victorians, full of “excitement and sheer enjoyment”, and what a great day it is for bringing the community together as “winners and losers” can both take part in the “glorious spectacle”. Scheller states that only a “brave government” would stop Victorians for celebrating this “occasion for a holiday”. Opportunity To Get Involved – Focus is all on the author and what they intend, not what they achieve It is clear that Cup Day should not be abolished because it is a special day on our calendar and brings everyone together. Scheller is right in arguing this and she is successful in making the reader agree with her. Horse racing has a long history in our nation that should be preserved.

6 Understanding What Writers Do

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10 The Mind – Asking (the right questions)
2. Training For The Exam The Eye - Reading The Mind – Asking (the right questions) The Hand - Writing

11 The Big Picture Approaching your reading of the material, ask yourself: How does this issue affect the rights/responsibilities/autonomy/sovereignty/wellbeing of: the individual (me) – and by extension, those with whom I would immediately identify? the local community? wider society? the nation? the global community (networks/relationships/peoples/partnerships)? future generations (intergenerational responsibilities)? past generations – history? people, places, other living entities, nature – and dreams, ideals, possibilities (concrete world vs abstract world)? Consider where the material is published, delivered, being responded to – which publication, platform, occasion etc.?

12 Background Information
Extremely important: READ THE ‘BACKGROUND INFORMATION’. This will give you important information about audience, purpose, context and form.

13 Biodiversity Purpose of speaker crucial to understanding how argument is constructed and language is used – keynote presenter (professor) at international conference stimulating deep and honest reflection seeking renewed, collective commitment urging action from leaders in their own countries How is language used to convey argument and achieve aims? questioning and strings of words (”in truth”, “honestly”, “justly”, “truly”) stimulate reflection… emotive and cognitive appeals, including use of imaginative scenario, evocative descriptions/imagery, reasoning, cause and effect and statistics/examples audience would be familiar with are used to establish stark reality and therefore garner commitment from them both as humans and as leaders in the field… visuals build sense of collective, shared responsibility… rhetorical and sonic devices (repetition, rule of threes, short declarative sentences, alliteration etc.) render argument emphatic and compelling… use of imperatives, collective pronouns and direct referencing call audience to immediate action…

14 Dimensions of the Argument
Approaching your reading of the material, ask yourself: From which angle does the author/speaker/illustrator approach their arguments? moral / ethical environmental social / cultural personal / psychological political economic/financial religious / spiritual physical/material/technological academic / philosophical

15 Stakeholders Approaching your reading of the material, ask yourself:
Along what lines are stakeholder groups comprised? gender/sexuality Religious special interest/expert groups Age Ethnicity / nationality minority groups individuals vs groups Political Cultures class – economics, education, postcode etc. career/vocation/industry/specialisation particular characteristics?

16 Appeal To Values Approaching your reading of the material, ask yourself: What are the values that distinguish between target audience and speak directly to the target audience? How do they talk about those within the same group? How do they talk about those outside the group? Consider inclusion, exclusion, fear, categorisation, stereotyping, latent assumptions, support, rejection etc. Australian vs “un-Australian” values? belief in egalitarianism everyone deserves a fair go” never dob “she’ll be right” the importance of mateship and loyalty above other qualities tall poppy syndrome suspicion and natural aversion towards big business suspicion and natural aversion towards government the little Aussie battler / the underdog the quarter acre block pride as a sporting nation

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19 Introduction: Keep It Brief
Introduce the background to the issue, the context and key players. Why has this issue become prominent at this time? Has something happened? HINT: Much of this should be provided in the Background Information box – read carefully and gauge. Introduce the material before you – one text? Multiple texts? Relationships between them? text type(s) and sources headline(s) author(s) (representative of which stakeholder group? Bias?) Intended target audience? Contention(s) – and comparison if required (use linking words to contrast) Identify overall tone - and comparison if required (use linking words to contrast) The recent influx of small, unmanned aircraft, or drones, has become a cause for concern for Australians, raising questions as to whether these vehicles are a breach of privacy. In his opinion piece, “We have surrendered to the drones that invade our airspace and our privacy” (Sydney Morning Herald, 21 April 2017), Gary Linell argues furiously that these drones threaten the personal privacy of all Australians, calling for government intervention, and pinning the blame for intrusion on “geeky remote control enthusiasts”.

20 Body Paragraphs Analyse the first/main text (consider dates – which article was written first) – longer text might need 2-3 paragraphs – shorter article 1-2 paragraph Use WHAT (is being said – argument) – HOW (it is being said – language and example) – WHY (intended effect on audience) to track the arguments in logical order and analyse language use Consider the arguments presented as well as the language used, examples of language use and the intended effect of the language on the reader/viewer/audience When considering the arguments, language, examples and effect always consider the “bigger picture”: What values are being implied? How does it sit with the contextual/background information – why is this argument relevant? Does the author’s background influence certain arguments? Where can I find an opportunity to link an analysis of the visual into an analysis of the text? What argument does the image support? What does it appeal to? Does it add a new perspective to the issue? Use linking words between your body paragraphs – moreover, similarly, likewise, in contrast to, conflictingly etc. This creates a sense of flow and coherence. Start paragraphs with argument/point being made, not with a language technique

21 Biodiversity: Sample Body Analysis
Appealing to leaders’ sense of social justice, Lee reminds his audience why biological diversity is ‘so important’ in protecting the living standards of the ‘poor’. Establishing through cause and effect how reduced genetic variation and increased biological similarity within ecosystems will impinge upon ‘food security’, ‘nutrition’ and the health of the ‘rural poor’ in exacerbating ‘extreme poverty’, Lee asserts that it is the international community’s humanitarian duty to ensure that such injustice is not inflicted upon our fellow human beings. Metaphorically presenting ‘us’ Westerners as the ‘powerful economic giant’ and callous ‘affluent hunters’ ‘subordinating’ the interests of the poor to pursue personal wealth and ravish the environment, Lee urges those at the forefront of decision-making to ‘hunt less, gather less and preserve more before it is too late’, summarizing the crux of his argument into a useful repetition of metaphor. By evoking the collective imagery of ‘us’ as the affluent, greedy giant, insatiably destroying habitats and marginalising the livelihood of the third world, the participants’ sense of justice is inflamed to urge compliance with Lee’s contention – that the time to act to preserve biodiversity, both individually and together, is now.

22 Conclusion: Keep It Even More Brief
If single text - make an overall comment on nature of argument (eg. logical, rational, multi- dimensioned, evidence-based, deductive reasoning) and language features relied upon (eg. appeals, use of data vs anecdotal approach etc.) and link to target audience. If multiple texts - compare the overall similarities and differences in the types of language that each section of the material utilises/predominantly relies upon to position a range of audiences (different stakeholders targeted by each article??) Compare the overall nature of the arguments advanced – eg. is one article more focused on cause and effect? Is one more solutions-focused that the other? Are opposing arguments engaged with and negated? Consider the “bigger picture” here – compare the perspectives of the authors, what may have motivated them to write? Are there any contextual factors which impact on an article? What values does each article espouse and how are they different? DO NOT under any circumstance state which article you think it more effective/successful DO NOT list/compare main points and contentions again

23 Succinct Sentencing Descriptive/Summative
In the cartoon there are two cars – one of them is an older vehicle splashed with mud and the other is a shiny red racing car. The artist shows that government schools (the older vehicle) are not as well-resourced as private schools (the race car). Analytical – this is what you need to aim for! The artist’s representation of government schools as an older vehicle splayed with mud is contrasted with that of private schools, depicted in the cartoon as a shiny red racing car. Not only is the artist satirically reminding parents that government schools are not as well-resourced as private schools, but through the use of this juxtaposition he is symbolically highlighting the injustice of these two different types of schools competing in the same educational race.

24 Sample: Cartoons Tanberg’s satirical cartoon (‘The Age’, 31/January 2017) depicts the ongoing political debate that has ensued since President Donald Trump vowed to build a wall between the United States and Mexico, preventing immigration by this group that he categorises as criminal. Through dark humour that mocks Australia’s hypocritical outcry, “How could America do that?”, Tanberg exposes the irony of the political situation between the two countries, both of which he accuses are exactly the same. Tanberg’s matching orange walls symbolise the segregation of refugees by America and Australia alike, and attack the Australian government for creating immigration policies which detain and reject asylum seekers. Tanberg also implicates the blithely foolish Australian public, represented by the two figures, for supporting such a discriminatory position. At its heart, the cartoonist is urging naïve Australians to question the attitudes and values that are shaping their own national character, rather than being so quick to condemn other countries when their own actions are contemptible.

25 Sample: Image Analysis
Issue: Drones and privacy Before the article even begins, readers are faced with the image of a man controlling a drone. The man is pictured as a silhouette, visually displaying the anonymity of drone users, attempting to evoke an emotion of fear in the hearts of the Australian public. Using the rule of thirds, the photographer has placed the man in the far left corner and the drone on the far right, leaving the empty space between them as the focus for readers, emphasising not only the ability of the drone to be controlled remotely, but also to symbolise the gap between the government’s policies and the reality of drones. Linell beings his article with inclusive language, using the pronoun “you” to encompass the individual reading. This use of pronoun also highlights the notion that it affects every single Australian citizen and to evoke a sense of inclusiveness, that this is an issue where the community and nation must ban together to fight.

26 Sample: Analysing Syntax
Issue: Drones and privacy Linell begins his opinion piece with a personal anecdote, using this to support his first argument that drones affect everyone. His story generates a sense of mystery for the typical homeowner reading the article, capturing their interest from the outset through withholding key information. Tension is built up by Linell through long sentences contrasted with short, staccato sentences that in their speed mimic an action movie. This in turn builds up adrenaline in the reader as they come to fear the source of the mysterious “buzzing”. Climaxing to reveal the source of fear to be a drone causes the general public to associate fear with drones. Their fear is turned to anger by Linell in the resolution of his story as he riles them up with the idea that they too could be “violated”, whilst seemingly in the privacy of their backyard, in such a way. This highly specific introductory hook paves the way for a wider exposition of the dangers of drones as Linell argument unfolds.

27 Sample: Analysing Connotations
The term “nanny state” has many negative connotations in that it is used to accuse countries of too closely policing their citizens. In this way, when Groundwater uses it to describe Australia, he is able to associate the actions of “idiots” with a strong Australian dislike for the restriction of citizens’ freedoms. * “Soulless suburbs” makes the reader picture dead, non-lively neighbourhoods, making the reader feel like Australia is a mundane and lifeless place. The word “weasel” has connotations of being criminally sneaky and avoiding consequences, as well as representing an animal with a reputation for ugliness. Ford uses this word to instil in readers a sense that men’s behaviour is ugly and furtive, and that they are escaping the seriousness of their actions as well as any consequences.

28 Sample: Dimensions of the issue
Issue: Driverless cars The Editorial believes that the issues surrounding the car are more ethical than technological, which is supported by a formal tone which gives the article a sense of authority. They repeat this common phrase, ‘The big questions are less technological than societal” to reinforce to drivers that there comes a great sense of moral responsibility when given power on the road.

29 Sample: Comparing approaches
Issue: Driverless cars Kitman’s formal yet practical approach to the debate attracts a more serious and mature audience as his expertise enhances the strength of his argument. In contrast, Sandra Dulap adopts an upbeat, cheerful direction to persuade her audience, specifically those in her upper- end demographic of Toorak, of the benefits of driverless cars. Her appeals to luxury and expensive tastes can be connected with her locale and encourage the reader to indulge in their self-interest, foregoing the moral and social considerations that Kitman draws attention to.

30 The Benefits of Polishing - Audience
Original: In her letter to the editor, Burke attempts to persuade her readers that a recent women’s football match was organised and executed by AFL officials in a sexist manner. Polished: In her letter to the editor (The Age, 6/217), Belinda Burke vehemently argues that the recent women’s football match was organised and executed by AFL officials in a sexist manner, attacking the management and seeking to garner support from fans and feminists alike.

31 The Benefits of Polishing - Audience
Original: She uses language like “patronising to the end” to rouse the people who are in her camp, so to speak. Polished: She utilises an acerbic tone to accuse organisers of being “patronising to the end” and rouse the ire of supporters, especially females, who are invited to share her anger at being treated so dismissively by the male establishment.

32 The Benefits of Polishing – Argument & Language Use
Original: Inclusive language is used by Burke with the pronoun “we”, in order to connect with female readers and enforce a sense of communal responsibility to be disgusted with the match and fight to improve the upcoming women’s AFL matches. Burke adopts an almost “I told you so” attitude, where she intends to appeal to those who were cynical about the success of women’s football, and believe this match would not attract a “big crowd”. Polished: Burke implies that it is the responsibility of all women to become involved in this cause by establishing a direct connection with her female readership through the use of the collective pronoun “we”. This creates a sense of solidarity and enforces a sense of communal disgust at the treatment of this group. Further, she is derisive in her attitude towards those who were cynical about the success of women’s football and didn’t think the match would attract a “big crowd”, refuting such assumptions with her first-hand account which provides ample evidence that the “trams…were full”. As such, she cements her argument that better planning is required when it comes to the AFLW league.

33 The Benefits of Polishing – Intended Effect
Original: This hard-hitting language is intended to rally her readers into disgust at the AFL who she claims “poorly planned” the first round of the AFL Women’s League. Polished: The hard-hitting idiom “to add insult to injury” to intended to rally supporters into a state of disgust at the AFL management who not only “poor[ly] plan[ned]” the first round of the AFL Women’s League but additionally made no provision for commentary to be provided by female reporters. This is intended by Burke to underscore the complete lack of trust, faith and credibility that the male establishment place in women, further inciting anger and agitating her support base.

34 Checklist – Analysis Focus more on WHAT – HOW – WHY
Track the major arguments Link analysis to specific audience – differentiate (even if grouping according to characteristics of the reader eg. the compassionate reader Give examples of language – “quotes” Label techniques if you can Consider article as a whole and how it all fits together Use analytical verbs Use comparative phrases between articles Use comparative phrases in intro and conclusion

35 Checklist – Expression
Know what the weaknesses in your expression are eg. fragmented/run ons/convoluted sentences Avoid too many simple (short) sentences – no flow Avoid too many summative sentences – need to write analytical sentences Avoid repeating key words/phrases Avoid slang/informal expressions Do not phrase sentences as questions! Don’t use “you” or “I” statements Don’t use author’s first name Avoid contractions Proofread - does make sense?? Clarity above beauty!

36 Checklist - Structure Paragraphs Logical development of analysis
Clear introduction and a conclusion Paragraphs linked together through use of connectives (comparing, contrasting, furthering etc.)

37 Banned Vocabulary States Informs Shows Says Talks about Writes
Expresses Good / bad / nice Is successful Does a great job In conclusion

38 Some Useful Analytical Phrases
directs our attention to… positions herself to appear… the suggestion that… is bound to challenge readers, especially…by… generates a feeling of… the use of… strategically reminds the readers that we are all at risk… evokes a sense of… provokes / inspires / incites… urges readers to direct their sympathy towards the victims of… attacks/undermines his credibility… readers are more likely to feel empowered by the …comments and pressure…for more action dispels the preconceived notion that… embedded within the article is… the suggestion of… is likely to instill a sense of… attempts to instill fear into the reader the word …. has positive connotations of…which suggest that … conjures a feeling of…. with images such as… these comments are likely to be well received by …. using her personal ordeal, the writer attempts to… such sentiments are bound to … and predispose them to support the attack on…

39 3. Important Reminders Keeping It Together

40 Practical Elements Write in black pen.
Write substantially – target words on each Section. Timing is EVERYTHING. Use your full 3 hours & 15 minutes. Write as legibly and as clearly as you can. Use as much of the provided material as possible. Do not reference only two or three examples. But - cannot cover everything! Must be judicious - provide ”meaningful insights” on all texts.

41 Don’t Forget: Read the piece holistically and analyse its whole intention. Avoid technique identification; instead explore how language is being used to persuade. Focus on the tone – why it is being used and how it may change throughout a piece. Work on incorporating visuals into the response. Consider the effect of specific connotative words at key points of an argument. WHAT? – HOW? – WHY? LOGOS – PATHOS – ETHOS – what does the author lead with and/or rely on predominantly? Must consider how argument and language work together - do not split analysis

42 Assessment Criteria Understanding of the argument(s) presented and point(s) of view expressed. Analysis of ways in which language and visual features are used to present an argument and to persuade. Control and effectiveness of language use, as appropriate to the task.

43 All the best!