Year 9 Language A (English) Unit – The Art of Persuasion

Persuasive Language Devices and Techniques

Active and Passive Voice:Active Voice – Subject is doing the action. E.g. ‘John ate the bread.’Passive Voice – Sentence focus changes – the target of the action is moved to become the subject. E.g. ‘The bread was eaten by John.’*See ‘Active and Passive Voice’ handout for a more detailed explanation and additional examples.

Connotations (Positive, Neutral and Negative):Some of the words used in a persuasive piece may have positive, neutral or negative connotations. This means that the word will invoke certain feelings or it will suggest a certain idea or meaning. By selecting words with these connotations, the writer intends on directing their reader or audience’s thoughts and emotions by making clear associations. (e.g. ‘little one’, ‘child’, ‘brat’ – all of these words can be used to describe a young person).

Language Technique/Device

Definition/Explanation Example

Alliteration The repetition of the first consonant sound in a group of two or more words to draw attention to that specific phrase.

‘A shocking, sickening sound’

Analogy A comparison between two things that are similar in some way, often used to help explain something or make it easier to understand.

‘We expect to pay for products and services such as food and healthcare, people must consider music and films in the same manner.’

Anaphora The repetition of a word or phrase at the beginning of successive phrases, clauses or lines.

It is designed to achieve a strong, emotional effect.

1. ‘I have… I have… I have…’2. “We shall fight on the

beaches, we shall fight on the landing-grounds, we shall fight in the fields and in the streets, we shall fight in the hills.” (Winston Churchill)

Anecdote A short, interesting or amusing story about a particular person or event. The inclusion of these stories can be used by a writer make connections with their readers.

These insights can act as evidence and make a piece feel more personal.

‘I watched my son’s football grand final and witnessed the mature attitude and good sportsmanship demonstrated by the children. We must ask ourselves, why can’t the professional players approach the game in the same way?’

Appeals A writer may appeal to various beliefs, thoughts or emotions and, therefore, influence their reader or audience to view the issue in a

1. ‘If this policy is approved, it will be the average Australian who will be burdened with higher costs.’

Year 9 Language A (English) Unit – The Art of Persuasionspecific way.

This might include appeals to the hip-pocket, fairness, a sense of justice, community values, etc.

2. ‘We must make a change if we are to improve children’s lives.’

Attacks/invective

Speech or writing that attacks, insults, or denounces a person, topic or institution (usually involving negative emotional language).

Intention is to position the reader by discrediting those who support the opposing view.

‘If Mr. Smith thinks that ignoring the people’s wishes is ok then he is more removed from the real world than previously thought.’

Commands To direct with authority. Hidden commands – a command

made in a more subtle manner.*Consider how commands compare to suggestions and the different effect each of these may have on the audience.

‘As a member of this organization, you must make a stand.’

Comparatives and Superlatives

Adjectives – describe thingsComparatives – compare thingsSuperlatives – states/implies that something is the highest or lowest quality*Both of these can be used to direct/influence choices made by the reader/audience.

1. ‘A strong person’ (A)2. ‘A stronger person’ or ‘more worried’ (C)3. ‘The strongest person’ or ‘the most nervous’ (S)

Emotive language

Words and phrases to make the reader feel something.

1. ‘The fox was torn viciously apart by savage dogs.’

Exaggeration / Hyperbole

An extravagant statement or figure of speech that is not meant to be taken literally but is used for emphasis and effect.

1. ‘They had enough food to feed an entire army.’

2. ‘He has got tons of money.’

Flattery Saying nice things about the reader to get them on your side.

1. ‘As you are the sort of customer that appreciates quality…”

2. ‘The readers of this newspaper are loyal and unlikely to be so easily won over.’

Generalisation A statement made about everyone or everything based on limited evidence.

‘His actions show that all workers at the plant are not satisfied with the current situation.’

Hyperphora Raising a question (or more) and then proceeding to answer it; the effect is to maintain audience interest and curiosity.

Why is it better to love than be loved? It is surer. (Sarah Guitry)

Year 9 Language A (English) Unit – The Art of Persuasion

Imagery/Descriptive Language

A picture painted with words. Use of this language provides the

reader/audience with clear, vivid images that may help them relate to an issue or point of view.

“The torch has been passed to a new generation of Americans.” (John F Kennedy)

Irony A contrast between what is expected and what actually exists or happens.

1. ‘The firehouse burned down.’

2. ‘One must question how the Health Minister feels now that he is relying on a service offered only by the hospital that he cut funding to just three months ago.’

Metaphors and Similes

Metaphor – a figure of speech in which a term or phrase is applied to something to which it is not literally applicable in order to suggest a resemblance. An extended metaphor is one that continues into the following sentences.Simile – a figure of speech involving the comparison of one thing with another of a different kind to illustrate something (using the words ‘like’ or ‘as’).

1. ‘The assignment was a breeze.’ (M)

2. ‘As brave as a lion.’ (S)

Modality The degree of certainty expressed by an author: High modality – high certainty Low modality – low certainty

1. Reading books might be better than watching TV. (low modality)

2. It is obvious that reading books is better than watching TV. (high modality)

Opinion as Fact/Assertion

A declaration/forthright statement.

To present beliefs as if they are factual truths.

1. This is an excellent school.2. Obviously, hunting is cruel.

Oxymoron Apparently contradictory words placed near each other.

1. ‘Larger half’2. ‘Plastic glasses’

Personification To give an object or idea human attributes.

‘The stars danced playfully in the moonlit sky.’

Problem-Solution Format

Uses language to clearly identify a problem and then quickly follows it with a solution.

This is intended to give the reader/audience confidence in the author and provides further support for the case being made.

‘The problem is simple; these animals are dangerous and people are dying. The proposed laws will change this and must be approved immediately.’

Year 9 Language A (English) Unit – The Art of PersuasionPronouns (Collective/Individual -Inclusive/Exclusive language)

Refers to people to identify the reader/writer relationship.

Inclusive Language – the use of collective pronouns can make the reader feel involved.

Exclusive Language – the use of individual pronouns can reinforce important boundaries between people (groups and individuals)

1. ‘We all feel that…’2. ‘Surely you can see’

Puns A play on words, either on different senses of the same word or on the similar sense or sound of different words.

The effect is humorous.

1. ‘Carlton has got the Blues’2. ‘My job at the concrete

plant seems to get harder and harder.’

Refuting/rebutting

To prove to be false/to disprove. Acknowledging and arguing against

the opposing view can make an author appear more reasonable and informed. They demonstrate to the reader that they are aware of the opposing arguments and have found valid ways of refuting them.

‘While some people may have you believe that this issue has been solved, it has not. Recent studies found that one in five people living in the area are still concerned about the impact the new station will have on house prices in their suburb.’

Repetition The act/occurrence of repeating/being repeated.

The same word or statement may be said numerous times (in a row or throughout a text) to ensure that it is noted and remembered by the audience. It is used to highlight importance, emphasise or develop word associations.

Julia Gillard (Australian PM) used the slogan ‘moving forward’ more than 20 times in one speech.

Rhetorical Question

A question that does not require (and is not expected to receive) an answer.

They are used to make the reader/audience think and might assist in guiding their point of view/opinion on the issue being discussed.

1. ‘Isn’t the solution obvious?’2. ‘Can we forge against these

enemies a grand and global alliance, North and South, East and West, that can assure a more fruitful life for all mankind?’ (JFK – www.jfklibrary.org)

Statistics/Evidence

The inclusion of specific facts, findings or statistics as evidence to support an argument.

The use of such information is intended to reflect the knowledge of the author and the strength of their case.

‘Scientists from the university have proven that one in every five of the people affected by this illness goes undiagnosed until it is too late for treatment to be effective.’

Technical Vocabulary/Jargon

The use of vocabulary that is specific to a trade, group or organization.

Indicates that the author is part of the specific group and, therefore, the audience is encouraged to view them as an ‘expert’ in their field. (Used to impress!)

‘As the accused man’s lawyer entered the court he stated that his client was not liable and that, furthermore, the court had limited jurisdiction in this area.’

Tricolon A three part series with units of equal length. This device is dramatic and popular. While it can be effective make

1. “I came, I saw, I conquered.” (Julius Caesar)

Year 9 Language A (English) Unit – The Art of Persuasionsure that it is not overused! 2. “…and that government

of the people, by the people, for the people, shall not perish from the earth.” (Abraham Lincoln)

Triples / rule of threes

To repeat an idea or image three times, usually in a slightly different way.

1. ‘Hunting is evil, cruel and outdated.’

2. ‘Do it well, do it fast and do it now.’

Understatement A figure of speech in which a writer or speaker deliberately makes a situation seem less important or serious than it is.

‘Hitting that pole certainly didn’t do your car any good.’

*Note – the information in this table has been compiled using a range of handouts from the ‘Teach It’ Website (www.teachit.co.uk) and handouts created by teachers from The Australian International School.