Language Analysis Flashcards
What are the different language strategies starting with b-f?
. Bias . Cliche . Colourful language . Connotation . Design/structure . Evidence . Formal or informal language
What are the different language strategies starting with g-n?
. Generalisation . Gesture . Humour . Hyperbole/exaggeration . Imagery, figurative language . Irony . Logic . Nouns
What are the different language strategies starting with r-v?
. Repetition . Rhetorical questions . Sarcasm . Satire . Sensationalism . Sound and sound effects . Verbs . Vocabulary choice
Explain the following language strategy: Active and passive voice
This provides either a subjective or objective tone.
Examples:
Active (direct, clear): they released the report
Passive (indirect, detached): the report was released
Explain the following language strategy: Adjectives
This refers to describing words or phrases. It adds detail to make the text more interesting (provides description). It can also imply that something is positive or negative.
Examples:
. ‘A STIRRING speech’
. ‘Her PERPLEXING approach’
Explain the following language strategy: Alliteration and assonance
This is the repetition of initial consonant sounds (alliteration) and vowel sounds (assonance). It adds emphasis and reinforces the meaning. It also draws attention to key words or ideas. Furthermore it can creat and emotive image and be memorable for the reader/listener.
Examples:
. ‘Sydney’s Slippery Slide’ (alliteration)
. ‘ThE elIte mEEt-and-grEEt’ (assonance)
Explain the following language strategy: Appeals
These are used in an attempt to persuade an audience through emotional manipulation, targeting of particular interests or concerns. It is done to trigger an emotional response and usually evokes feelings of: . Guilt . Shame . Concern . Fear . Pride . Honour . Satisfaction etc.
Examples:
. ‘Long-range weapons don’t discriminate; we’re all a target’ (appeals to sense of insecurity)
. ‘Sadly, Aboriginal health and education are responsibilities we still have to address’ (appeals to sense of social justice)
Explain the following language strategy: Attack
This is a means of criticising or opposing and individual or idea. It belittles the opponent’s arguments and may lend weight to those of the author. It can help the author argue from a position of authority, but it can also offend or alienate the audience of overdone.
Examples:
. ‘Her comments are little more than ADOLESCENT GIBBERISH’ (mudslinging, ridicule)
. ‘Teachers MUST BE HELD ACCOUNTABLE for these appalling literacy levels’ (scapegoating)
Explain the following language strategy: Bias
This is an overt preference or sympathy for a particular point of view. It can strengthen an argument if bias is seems relevant and within context. However, it can undermine the argument if it is disproportionate to context.
Examples:
. An advertisement for the Federal Liberal Party announcing benefits of its changes to Australia’s workplace legislation
. An opinion piece criticising Australia’s involvement in Iraq written by an aid volunteer
Explain the following language strategy: Cliché
This is an overused or ‘hackneyed’ phrase or opinion that shows a lack of original thought. This can sway the audience by appealing to something with which they are familiar. It can also make the audience feel informed, but may alienate a sophisticated audience.
Examples:
. ‘A gold medal performance by the athletes’
. ‘Take a bow, West Coast Eagles’
. ‘World-class city’
Explain the following language strategy: Colourful language
This can include vulgar or rude language; particularly unusual or distinctive expressions. Whilst it can provide humour it may offend a conservative audience. It establishes informal register (friendly, on of us, on the level).
Examples:
. ‘They are certainly UP THE CREEK now’
. ‘Who GIVES A TOSS about the Queen anyway’
. ‘The whole policy is a DOG’S BREAKFAST’
Explain the following language strategy: Connotation
These are positive/negative implications which evoke ideas or feelings (either positive or negative). They encourage an audience to accept an implication (either subtly or overtly). They therefore seek to persuade the audience to share a particular view of a person or event.
Examples:
. ‘The children were SLAUGHTERED as they slept’
. ‘Her RECKLESS behaviour was questioned’
. ‘The Anzac LEGEND’
Explain the following language strategy: Design, structure
This refers to the appearance and layout of a text, including colour, font selection and page presentation. It persuades through association and establishes the genre and context. It can also manipulate the audience emotions. (Pictures?)
Examples:
. A letter from the principle on a formal school letterhead
. A websites appearance; consideration of how presentation appeals to certain demographics
Explain the following language strategy: Evidence
This is material used to support an argument. It can lend weight to an argument as well as credibility to an author. However, it can undermine and argument if used inappropriately or excessively. Evidence includes: . Facts and statistics . Expert testimony . Research findings . Anecdotal evidence
Examples:
. ‘The city’s 1.5 million households used over 500 billion litres of water’ (statistics)
. ‘Wind power generates fewer pollutants than the burning of fossil fuels’ (fact)
Explain the following language strategy: Formal or informal langauge
Formal language is more elaborate, precise, sophisticated and adhering to Standard Australian English. It creates a sophisticates and often authoritative style which can pend weight to an argument and command respect.
Whilst informal language is colloquial, everyday or slang terms. It is conversational, establishes a rapport with audience and can also be humorous. Furthermore, it can also appeal to sense of identity, but can alienate the audience if overused or out if context.
Examples:
. ‘Success can be facilitated only through the employment of sound educational principles in a supportive learning environment’ (formal)
. ‘How do you like them apples?’ (informal)
. ‘She’ll be right, mate’ (informal)
Explain the following language strategy: Generalisation
This refers to broad statements inferred from specific cases. It can involve taking one idea/judgment and applying it to one group without qualification (sort of like stereotyping). It seeks to validate a theory or contention, sometimes dubiously. It can be seen as evidence by a naive audience. It can also detract from lr undermine an argument if it is unrealistic or illogical.
Examples:
. ‘This poor behaviour was modelled by the parents, and it is therefore ultimately a parental responsibility’
. ‘It is clear from the evidence at this school that all girls benefit from single-sex VCE classes’
Explain the following language strategy: Gesture
This is the use of the body and face to communicate meaning and positive or negative sentiments. It helps convey arguments and moods and can influence a subject by making them feel either welcome or intimidated.
Examples:
. An interviewee folding his arms and crossing his legs to indicate dissatisfaction
. A speaker pointing to an idea on a slide
Explain the following language strategy: Humour
This is the quality of being amusing, through the use of puns, irony, sarcasm, satire, wit, etc. It can provide a more engaging and friendly tone and can sway an audience by having them enter into the joke.
Examples:
. ‘George Dubya Bush and his weapons of mass distraction’
. ‘Gillard and Rudd came out of the conference room licking their lips like a couple of lovestruck Cheshire cats’
What are the different language strategies starting with a?
. Active and passive voice . Adjectives . Alliteration and assonance . Appeals . Attack
Explain the following language strategy: Hyperbole/exaggeration
This refers to exaggeration or overstatements used to imply something is better or worse than it is (or more/less important etc.) It creates dramatic effect, often through imagery. It argues through employment of ‘shock tactics’ (appeals to fear). It can also undermine and argument if taken too far.
Examples:
. ‘Every weekend the city’s overrun by beggars’
. ‘We’re all being brainwashed by mind-numbing reality TV shows’
Explain the following language strategy: Imagery/figurative language
This is the use of images and metaphorical (non-literal) language to illustrate points and make comparisons (similes, metaphors etc.) It paints ‘word pictures’ for the audience and helps to illustrate points visually and by comparison. It can have an emotional impact.
Examples:
. ‘Australia is a fabric woven of many colours’ (metaphor)
. ‘Citizenship was tossed around like confetti’ (simile)
. ‘Bodies were pilled up in a makeshift roadside grave and in gutters’ (imagery)
Explain the following language strategy: Inclusive and exclusive language
This is the use of personal pronouns (I, you, we, they, their, our, etc.) to either involve (inclusive) or distinguish/alienate (exclusive). It targets or accused particular groups and can create a sense of solidarity. Furthermore it can create an ‘us’ and ‘them’ mentality and can also encourage a sense of responsibility.
Examples:
. ‘WE all have a role to play in the conservation of OUR precious resources’ (inclusive-positive)
. ‘WE are destroying this planet all by OURSELVES’ (inclusive-negative)
. ‘THEIR poor policies’ (exclusive-alienating)
. ‘THEY had THEIR own laws, THEIR own beliefs’ (exclusive-distinguishing)
Explain the following language strategy: Irony
This refers to humour found in contradictory situations, it is often highlighted through the use of sarcasm. It can engender support through the use of humour, but can also evoke an emotional response. Furthermore, it can encourage an audience to see flimsy logic in a situation or statement.
Examples:
. ‘The war on terror has produced a volatile environment more susceptible to terrorist forces’
. ‘In order to ensure our freedoms, more control is required’
Explain the following language strategy: Logic
This is the use of justifiable and valid arguments to sway an audience. It appeals to reason rather than emotions and therefore lends credibility. Sound logic is also hard to refute.
Examples:
. ‘Research has proven that a prison term for a minor offence only hampers rehabilitation, therefore we must adopt a new approach, as locking people up simply does not work’
