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How To Write A Language Analysis

how to write a language analysis

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Christopher Liu
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271 views

How To Write A Language Analysis

how to write a language analysis

Uploaded by

Christopher Liu
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

HOW TO WRITE A LANGUAGE ANALYSISTHE MODEL

Introduction

1. Outline what the issue is, giving background information.


2. Outline the ways the media has presented it (if available).
3. Outline the title, type of article, date of publication and author of the
article. (if available)
You can mix step 3, 4 and 6 together (see example)
4. Identify the group/s affected by the issue (stakeholders) and whether or
not the author may be bias in their opinion due to a vested interest in the
issue. (mix this step in with step 3 if possible)
5. Identify the tone.
6. State the authors main contention. (write this in your own words)

Body paragraphs
1. Analysis will be in chronological order.
2. Topic sentence identifies what aspect of the article you are talking about
and if you know the name the language device being used.
3. Analyse the ways in which language is used to persuade the reader.
Explain HOW choices of language have been used to position the
reader.
4. Provide evidence to support the point made. (mix this step with step 2 and
3)
Repeat this 4 step process every time you see a new language technique. Go
through the entire article and do this. However, if the article is large, choose the
most important language techniques to analyse. Start a new body paragraph
when each paragraph in the article is finished being analysed or when your
paragraph youve written gets too long. Use linking words between techniques.

Conclusion (at most 5 sentences long!)


1. Start your conclusion with how the writer concludes their article.
Because the writer usually changes how they write in the
conclusion, it itself is a language device.
2. Summarise the most important language techniques and how the author
has used them.
3. If there is an overall style of persuasion used, identify it and say how it
has compelled the reader to agree with the writers arguments. (Can blend
in with step 2)

Things to remember
You are not being asked to LIST the language devices. You are being
assessed on how well you are able to ANALYSE the ways in which language
is used to PERSUADE the reader.
Your essay must be written as a coherently structured piece of prose
meaning that your essay must be formal, have an introduction, body
paragraphs and a conclusion.
Costa Vasili
No part of this document may be reproduced or photocopied without written
permission. The material contained in these notes remains the property of the
author.

DONT just give a general explanation of how a language technique affects


the reader (eg. Statistics are used by the writer to make their argument
more credible). THIS IS TOO SIMPLISTIC! You must relate your analysis to
the actual article in question. (eg. These statistics are implemented by Mr
Smith to further reaffirm the credibility of his argument, no doubt
compelling the reader to feel as though his argument that too many
chickens die in captivity is irrefutable.)
Use LINKING words to link paragraphs (eg. furthermore, conversely,
alternatively, moreover)
If there has been a tonal shift (a change in the tone of the writer as the
article progressed), identify it and explain WHY it was used and how the
change in tone affects the reader.
Always call the author by their formal name (eg. Mr. Barille)

EXAMPLE OF LANGUAGE ANALYSIS


USING THE MODEL
Introduction
1. The contentious issue of a national curriculum surfaced in the media
after the National Labour Party proposed its implementation last
November.
2. Initially many observers praised the Labour Partys initiative, however
recently there has been a backlash in the media against the proposal.
3. An opinion piece published in The Age (21/12/07) by Mr Steve Barille, an
expert on education systems, contends that the implementation of such a
policy would no doubt be time consuming, inefficient and lead to a lower
standard of education across Australia.
4. (see step 3)
5. Designed to bring fear into the readers mind, Mr Barille utilises a forceful
and intimidating tone, compelling the reader to fear the proposed
change.
6. (see step 3)

Body paragraphs
1. This means you start at the start of the article and make your way down
the article.
2. Mr Barille commences his article by labelling the politics of Australian
education pathetically predictable
3. The use of the loaded term pathetically positions the reader to consider
the proposal as a public stunt or gimmick and not as the solution to the
problems that the educational system faces.
4. This has been incorporated through step 2 and 3.
Repeat this 4 step process every time you see a new language technique. Go
through the entire article and do this. However, if the article is large, choose the
most important language techniques to analyse. Start a new body paragraph
when each paragraph in the article is finished being analysed or when your
paragraph youve written gets too long. Use linking words between techniques.

Conclusion (at most 5 sentences long!)


Costa Vasili
No part of this document may be reproduced or photocopied without written
permission. The material contained in these notes remains the property of the
author.

1. Finally, Mr Barrile pleads with the readership to condemn the proposal by


saying that to support this proposal would be to support failure. The use
of such a definite statement compels the reader to feel as though the
issue is quite simple, thereby forcing the reader to bypass any opposing
logical arguments.
2. By playing on the readers sense of self-interest, financial insecurity and
suspicion of authority, Mr Barrile prompts the reader to consider that a
national curriculum is not in the interest of Australian students.
3. Can blend in with step 2.

Costa Vasili
No part of this document may be reproduced or photocopied without written
permission. The material contained in these notes remains the property of the
author.

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