Analysis of Language

Use
EXAM REVISION
The exam is 6 weeks away
42 days from today
How it looked last year…
Past exams
2016 ???
2015 Volunteering – written info = 2 x speeches; visual info = lectern banner + image on slide
2014 Space Exploration - written info = opinion piece + letter to editor; visual info = drawing +
visual representation of outcomes
2013 Use of community land - written info = 1 x newsletter; visual info = old fashioned ad +
graph
2012 Future of reading - written info = 1 x speech; visual info = photo + cartoon
2016???
speech editorial blog Opinion
piece
transcript Letter to the cartoon photo
editor
advertisement Hybrid comments graph
piece
Newsletter ??? ??? ???
This year it could be…
One written Two evenly One main ???
piece and sized pieces piece and
one visual + visual several
smaller
pieces
Section C
Section A- Text response
Section B- Writing in Context
Section C- Analysis of language use

Do this section FIRST!!!

WHY?
 Reading time
15 minutes

5 minutes reading the exam, carefully reading the questions for Section A (text) and Section B (context)

10 minutes reading Section C…this should be enough to read the information twice
look at all the information as a whole (contention, arguments)
think about how the information connects (visual & written)
What does it make you feel, think, do?
Think about tone (and tonal shifts)

When writing time starts BEGIN with LANGUAGE ANALYSIS... SECTION C and
start by annotating the material
X Annotating X
✓Annotations✓
Examination Assessment Criteria
•Understanding of the ideas and points of view presented
•Analysis of ways in which language and visual features are used to present a point of view and to
persuade readers
•Controlled and effective use of language appropriate to the task
What’s the secret?
Know what to do
Understand the material
Write concisely, precisely and construct a balanced response
Common traps
X Analysis focuses on listing techniques
X Empty analysis (textbook phrases/definitions to describe the effects rather that considering
the material in light on this particular issue, argument and audience)
X Summarises what the author is saying rather than analysing what the author is doing, how
his/her language is being used and why (for what outcome)
How to fix?
Understand that each language analysis task is different…you must adopt your own FLEXIBLE
and CRITICAL approach to the individual task (be SPECIFIC not GENERIC)
Understand the interplay of text, context and author
Differentiate
ZOOM IN and OUT
ZOOM IN and analyse the what, how, why (feel, think, do).

ZOOM OUT and consider the contextualisation…why is the issue relelevant at this time? What
has precipatated this debate?
How does the issue affect (the rights, responsibilities, wellbeing...) of:
Me (the individual) + those closest to me
Local community > wider society > nation > global community
Future (or past) generations
People, places, nature, possibilities (concrete vs abstract)
What are the tensions?
What are the dimensions of the issues? (moral/ethical; environmental; religious…)
Who are the stakeholders? What values distinguish these groups?
Who has a vested interest? What are the motivations of the author? How does this affect how
they might approach the issue? What do they stand to gain? Self interest (egotistic) or altruistic?

BRING TOGETHER THE CONTEXT TO UNDERSTAND THE INTERPLAY BETWEEN ISSUE, AUTHOR,
AUDIENCE & LANGUAGE.
Choices shape meaning
Analyse the language (visual and written) used and how this shapes meaning and guides the
reader to feel and think in a particular way (for a particular reason) and consider how specific
choices shape meaning.
WORDS, WORDS, WORDS
Specific word choices infer meaning.
 word

connotation connotation
connotation
 word

feel do/act
think
Example:

“The school was invaded with the

crackpot idea to ban end of year
celebrations for year 12 students. ”
Which two words have connotations?
“The school was invaded with the
crackpot idea to ban end of year celebrations
for year 12 students. ”
Which two words have connotations?
“The school was invaded with the
crackpot idea to ban end of year celebrations
for year 12 students. ”
 word

connotation connotation
connotation
 invaded

Invaded means quick and Militaristic language Implies a tough

with much force which which has connotations of environment, not a free
could be suggesting that a strict environment thinking place. Uniformity
the ideas has been forced where people are is celebrated rather than
upon us and has not been conditioned to think one individuality
thought through properly. way.
 crackpot

Informal/colloquial style Slang for an eccentric Schools should be rational

is used to try to appeal to person, especially places not prone to such
the readers’ common someone with bizarre ideas/thinking.
sense – trying to relate to ideas.
the readers/ audience
VISUALS
Do not take them out of context, look for the specific LINK between the written material and the
visual material (don’t forget, VISUAL could also include formatting and layout)

What can you see + what does it mean?

Don’t just describe…analyse (What does it suggest?

What does it represent? What is it symbolic of? How does it connect to the
written material?)
Comment on the effect of…
Contrasts, juxtaposing and links
Size/scale
Background/foreground
Light/dark
Caricature (body language)
Symbolism
Text in the visual
Links between visual and written text
Tone

X Informative tone X
NO!
authoritative, contemplative, balanced, confident, erudite, matter-of-fact, objective…
Consider these samples? What are the differences?
Student A
In her letter to the editor, Brown states that Muck Up Day is a
“special day” and should not be lost. She states how important
it is for students who are full of “excitement and fun”, and
what a great day it is for bringing the school together as
“teachers and students” can both take part in the “light
hearted spectacle”. Brown says that only a “brave principal”
would stop VCE students celebrating this “student milestone.”
Student B
In her letter to the editor, Brown argues that Muck Up Day is a
“special day” and should not be abolished. Stressing its
importance on the school calendar as a day full of “excitement
and fun”, Brown appeals to the fun-loving nature of people,
reminding them of the rigors of VCE and positioning them to
reject any calls that would interfere with these celebrations.
Further, by describing Muck Up Day as an opportunity to bring
“teachers and students” together Brown seeks to evoke a
shared spirit that overlooks usual divisions within schools and
instead celebrates the value of togetherness. Implicit in the
article is a warning that only “a brave principal” would “deny”
students this “occasion for celebration and reflection” – a
threat through which Brown attempts to create a feeling of
apprehension among those who hold power at schools and
force them to abandon any thought of taking action against
this “glorious spectacle”.
 What the examiners say
Pay careful attention to the ‘Background Information’ box, which should ensure a good understanding of the context of the piece presented.
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. Be careful about how you describe the tone, you should not simply
pluck words from a memorised list.
Work on incorporating visuals into the response.
Respond to the pieces with authenticity.
Use as much of the provided material as possible. Some students referred to very little material, referencing only two or three examples.
Analyse visuals instead of simply describing them.
Ensure that you consider the effect of specific connotative words at key points of an argument, such as ‘wizardry’, ‘revolution’, ‘global cyber
disaster’.
Read the piece holistically and analyse its whole intention.
Descriptions such as ‘appealing to bandwagon jumping’, ‘appeal to parents’ or ‘appeal to authority’ are generalised comments and, without more
detailed exploration, add little to a complex understanding of the piece
Successful responses were able to show the inherent connection between the general ideas of each piece and the language used to present those
views.
Weaker responses showed an understanding of the task but tended to be generalised and lacked depth. For example, a weaker response might use
phrases such as ‘makes the reader think’ or ‘inclusive language is used to make the reader feel included’. Demonstrating an understanding of
subtle, persuasive approaches and the nuance of language used were characteristics of the more successful responses.
 Consider these samples
Student A
The speech on the future of books titled ‘Reading: The future’
by Mrs Elliot tries to persuade the audience that adapting to
new technology is ok but not so to go too far.
-low range response
Student B
The growing prevalence of e-books in today’s society has been
met with both admiration but also concern. During her
presentation at the forum on reading and literacy-related
activities (‘Reading: the future’), Mrs Elliot attempts to sway
the audience into making sure the positive elements of hard
copy books are not forgotten and a world where only e-books
thrive does not eventuate. In her speech, Mrs Elliot uses her
prior position of expertise (retired librarian) in an incredibly
personal and direct approach to persuade her audience of
teachers, librarians and senior school students to convey to
her style of thinking.
-Upper range response
Use precise, nuanced VOCABULARY
The writer says suggests, indicates, implies, inspires, reveals,
represents, argues, contends, expresses, articulates, shows, creates a
sense of, intends, makes the reader feel, is designed to, provokes,
leads the reader to believe, asserts, impugns, denigrates, criticizes,
belittles, lampoons, rejects, promotes, derides, praises, denies, puts
forward, attacks, downplays, trivialises, questions, refutes,
condemns, undermines, reveals, mocks, exposes, dismisses, disputes,
casts doubt on, advocates, condones, proposes, emphasises,
highlights, repeats, supports, appeals, establishes, evokes, generates,
includes, seeks, urges, alludes to, fosters a sense of…
The text attempts to mobilise support by…
The language is designed to provoke..
The writer’s purpose emerges…
The writer intends to fuel debate on…
The writer stresses…
The text reveals the writer’s stance on…
Poses the idea that… Advocates the view that…
Establishes the view that… Provides an appraisal of…
Highlights aspects of… Champions the issue that…
Endorses the position that…
Raises questions about …
Is sympathetic towards…
Refutes the notion that…
Rebuts allegations that…
Presents a critique of …
Casts doubt on…
Disputes the validity of…
Dismisses as irrelevant
Dismisses as untrue…
Vigorously condemns…
Is diametrically opposed to…
Quick wins
Track the flow of the argument throughout the text and notice the shifts in tone (*annotate)
Incorporate analysis of visual material in the appropriate place (not in isolation at the end)
Write analytical sentences using strong, analytical verbs (the writer forces, pinpoints, builds,
validates…)
Use linking phrases and comparative phrases (especially when you have two or more texts to
analyse)
Write timed responses (after 10 minutes reading time, you will have 58 minutes to construct
your response
Submit these to your teacher and tell them the aspects you are trying to improve…ask them to
comment on these aspects specifically
 References:

Victorian Curriculum and Assessment Authority

Marjan Mossammaparast (VATE English Day 2016)

Nathan Armstrong