Analysing Argument YEAR 12 REFRESHER, 2019 M . M O S S A M M A PA R A S T, S T L E O N A R D ’ S C O L L E G E

1. Approaching the Comparative SAC

 WhatYouNeedToUnderstand

Preparation 1.  Thisisnotnewlearningforyou.Gatheralltheresourcesyoualreadyhave:

o  Vocabulary/phrasebanks–includinganalyticalverbs,linking/comparativeterms,tonewordso  Frameworkseg.structureo  Samplesandmodelso  Draftsandteacherfeedbacko  VisitVCAAwebsite:ReadExaminersReportsandsamplesresponses(

http://www.vcaa.vic.edu.au/Pages/vce/studies/english/englishexams.aspx)o  Textbookresources

2.  Ensureyouhaveaclearandaccurateunderstandingofthetask(nextfewslides).

3.  Startpracticingnow!o  Youwillhave10minsreadingtimeand70minswritingtimefortheSAC–allpracticeneedstokeepthisinmindo  Startyourpreparationsbywritingthesepiecesin80minandgraduallyreducingthetimedownto60min(5minplan/

annotationatstart,5minproofreadatend).Giveyourself10minofreadingtime(withnowriting).o  Workthroughsampletasks/practicearticles/pastSACs(yourteacherwillbegivingyoumanyofthese!)o  Tunein– analysewhateverisaroundyou(ads,billboards,radiointerviewsetc.)–thisisacrucialcriticalliteracyskillyouare

developingsoyouareabletointelligentlyandcarefullynavigateyourwaythroughtheworldofcommunicationandideas

The Task: Understand What It Is  Task:Analyseandcomparetheuseofargumentandpersuasivelanguageintextsthatpresentapointofviewonanissuecurrentlydebatedinthemedia.Textsmustincludewrittenandvisualmaterial.

 Notetoself:◦  Analysis–notsummaryordescriptionorevaluationorparaphrasing◦  Compare–needtoconsidersimilarities/differencesbetweentext–whattheysayandhowtheysayit,whotheauthorsareandwhattheirexperiences/valuesareetc.

◦  Argument–claim/premise,supportedbyevidence,engagingwithrebuttals,usinglogicandsequencingtobuildtowardsaconclusion–tightlystructuredanddeveloped,multi-dimensional,basedondeduction,induction,causeandeffect,generalisation,rationalisation– necessitatesunderstandingofthepieceasawhole

◦  Persuasivelanguage–howislanguagebeingusedtopresentapointofview?Devices?Strategies?Usemetalanguagewhereyoucan!Languageischosendeliberatelytohaveaneffectonaparticulargroup–mustidentifytargetaudience(s)

◦  Texts–whatarethey?Form!◦  Writtenandvisual–mustworkwithimages/symbols/layoutandlookforrelationships/alignment

The Task: Understand What Writers Do

Author/Speaker

The Task: Understand What It Is NOT #1 NOTpersuasivetechniquesbingolist– wherearethearguments?

InheropinionpieceBonnieNortonusespersonalanecdotes,attacksandloadedlanguagetoconvincethereaderofheropinion.ThepersonalanecdoteusestheexampleofhergrandsonandhispetBustertoshowhowlovingpitbullscanbe.Theattackisonpeoplewhoarenear-sightedandwanttoimposequicksolutionsto“isolatedincidents”ofdogbitesinthecommunity.Anexampleofloadedlanguageis“irresponsible”,referringtoownerswhodon’tlookaftertheirdogs.Attheoutset,Nortonseekstooverturntheperceptionthatpitbullsareadangerousbreedofdog,invitingareluctantreadershipintoherpiecebydepictinghowloyalandgentletheycanactuallybeaspets.DrawingonaverypersonalanecdoteofhergrandsonJaydenandhis“bestmate,Buster”,Nortoncloselydetailsthenatureoftheirrelationship,inwhichBusterservesas“friend…companion…andplaymate”.Thisaffectionatewrittenportrayalisaccompaniedbythephotoofthetwo,whereinJayden–despitetheimposingfigureofthedog–evidentlyshowsnofearandisinsteadpettingthelargeranimal.Busterappearsinaprotectivestance,highlightinghowthisbreedcanbelookoutforvulnerablechildren.

The Task: Understand What It Is NOT #2 NOTparrotingemptytextbookphrases– what’stheissueandthecontention?Whoisthe“reader”/“audience”?

Nortonusesapersonalanecdotetoinitiallyengagetheinterestoftheaudienceintheissue.Appealstologicareusedtogettheaudiencetothinkclearlyabouttheissueandnotbeemotionalaboutit.Herownexpertpositionisusedtoshowshehasfirst-handexperienceintheissue.Nortonnotonlyreliesonherfirst-handexperienceasanownerwhohas“bred,judgedandrescued”pitbullsforovertwodecades,butalsousesherpositionatthe”secretaryoftheAmericanPitBullTerrierClubofAustralia”torenderheropinionmorepowerfulandcredible.HerpersonalandprofessionalbackgroundserveasareminderthattherearemanyterrierownersinAustraliawhohaveadeep-seatedloveforthebreed,andwhowillriseuptoresistanymovestowardsaban.Despitethisclearbias,herinvolvementataclublevelwouldpresumablyalsoexposeNortontoanyrealdangersthatthebreedposes–andthushercontinuedalignmentwiththebreedreassuresanyreluctantreadersthatperhapstheseconcernsare,intruth,unjustified.

The Task: Understand What It Is NOT #3 NOTsummarisingtheauthor– whatistheintendedeffectofallthisonaparticulartargetaudience?

Nortonarguesthatpitbullsshouldnotbebanned.Sheclaimsthattheyarefriendlycompanions,thatbansareineffective,thattheissueofdogbitesisnotrestrictedtopitbullsandthatweneedtoaddresstheproblemthrougheducation.Havingestablishedthattheissueofdogbitesinthecommunityisnotmerelyrestrictedtopitbullbreeds–andthushavingmadeanattempttoquelltheanxietiesoffearfulreaders–Nortonmovestooutlinethe“problematic”natureofdogidentificationingeneral.Shedescribesthistaskas“simplynotpossible”,giventhe“absenceofdocumentedbreedinghistory.”Theflatanddeclarativenatureofthisclaim–conveyedthroughtheuseoftheadjective“simply”–impliesthatthereisnoalternativereality,andindeed,manyownersthemselveswouldlikelyatthispointattesttothisdifficulty,whichiswhatNortonisimplicitlyrelyingon.Havingthendismissedany“certainty”and“reliability”associatedwithdogidentification,Nortonisabletodiscredittheideaofabanandreinforcehercontentionthattheyarenotaviablesolution.Evenreadersinsupportofabanareforced,perhapswithsomealarm,toconcedeahintofdoubt,destabilizingtheirpositionandrenderingthemmoreopentoNorton’sargument.

The Task: Understand What It Is NOT #4 NOTanopportunitytogetinvolvedintheissue– focusisallontheauthorandwhattheyintendfortheiraudience,notwhatyouthinkabouttheissue.

Clearly,pitbullsshouldnotbebannedasabreedbecausetheproblemextendstoalldogbreeds.Further,ownersneedtotakemoreresponsibilityfortheirdogsandensuretheydon’tharmothersinthecommunity.

Nortonisclearlyopposedtotheproposedbanonpitbullterriers,andseekstohighlighttothosewhodonotknowmuchaboutthisbreedthattheycanindeedbeloyalandfaithfulcompanions.Furthermore,sheclaimsthatanyattempttoimposesuchabanwillbeineffectiveineliminatingtheharmcausedbydogbitesinthecommunity.

The Task: Understand What It Is NOT #5 NOTanopportunitytoevaluatehowwelltheauthorachievestheiraims– Focusisonwhattheauthorintendstodo,nothowsuccessfultheyare.

Nortonissuccessfulinconvincingherreadersthatpitbullbreedbansarenotaviableoptioninthisdebate.Herargumentshavebeeneffectiveandconveyedwithastrengththatisabletoswayreaderstoadoptherpointofview.

Nortonisforthrightyetsensitiveinherattemptstoconvinceskepticalreadersthatpitbullbreedbansarenotaviableoptioninthisdebate.HerargumentssystematicallyproblematizethesolutionofferedbytheBrumbygovernment,seekingtohighlightsomeoftheissuesthathavenotbeentakenintoconsiderationbywhatshedeemstobea“reactive,emotionalandextreme”measure.

2. Training For The SAC

 TheEye-Reading TheMind–Probing TheHand-Writing

Eyes Wide Open  What’shappeningoverall?Who–what–why–how?Flow/structure?Keyarguments?

 What’shappeninginthedetails?Language!

 Theprocessofzoomingout(contextualisation)andzoomingin(analysis)

 Inacomparativeanalysis–whatsimilaritiesanddifferencesareimmediatelyevidentbetweentexts?Inthiscase–differences:authors!Tones!Positioninregardstothesolution,personalvsdetached…Inthiscase–similarities:advocateforasolution,flat,declarative,simplesentencing,relyongeneralisationsnotsupportedbytangibleproofs…

SeuratvsMonet

Reading Time – Questions To Ask:

TheBasics:

1.  What’stheissue?

2.  Whyistheissuebeingdebated/broughtupnow?Hassomethinghappened?

3.  Whoaretheauthors/speakers/illustratorsofthetexts?Howaretheyaffectedbytheissue?Howaretheybiased?Anythinginteresting/noteworthyaboutthem/theirposition?

4.  Wheredoeseachauthorstandonthisissue/debate?Whatistheirperspective?Hasanythingpersonalbroughtthemtothispointofview?WhatdotheyWANT/hopefor?

5.  Whoareisbeingdirectlyaddressed?Whoisbeingimplicated?

6.  Relationshipbetweentexts?

Reading Time – Questions To Ask: Arguments:

1.  Whatareeachauthor’smainarguments?Identifytherangeofanglestheycomeatthisissuefrom.Whatvaluesdotheybasetheirargumentson?Howdotheytrytoconsidertheissuefromapersonal/social/globalperspective?Whathumanincentives/motivatorsdotheyappealtoeg.financial/economic,humanitarian,ethical/moral,progressive/traditionaletc.?

2.  Considerstructureoftheargumentasitunfoldsanddevelops–anypatternsortrends?Hookatthestart/end?Sequencingofmainpoints–whythisorder?Rebuttal/counter-arguments?Establishingproblemandbuildingtowardssolutions/alternatives?

3.  Pointsofcomparisoninarguments(betweentexts)?Supporting/reinforcing?Opposing/attacking?

Reading Time – Questions To Ask: Language(WrittenandVisual):

1.  Whatlanguagefeaturesreallystandoutuponyourfirstreadingofeachtext?Useofquestions?Repeatedphrases?Speakingdirectlytoaudiencethrough“you”?Evidenceandharddata?Anecdotes?Imaginativescenarios?Imageryofaparticularkindthatissustainedthroughout?Howdoesthisalllinkwithwhattheauthoristryingtoachieve?HowdoestheauthorSOUND?Doesthischange?Whenandwhy?Anyimportantwordsyoudon’tknow(mustlookup)?

2.  Wherearetheimages?Whatkinds?WhyhavetheybeenplacedINTHISSPOT?Whichpartoftheargumentdotheyconnectwith?Whatpartofthetextdotheycorrespondto?Whatarethemostnoticeablefeaturesofthevisuals?IsthereanythingyouareNOTSEEING?WhatdotheyADD,overall?

3.  Anythinginterestingaboutlayout/formatting?Dotpoints?Bold?Relativesize?Watermarks?Logos?

The Big Picture  Approachingyourreadingofthematerial,askyourself:o Howdoesthisissueaffect:Ø theindividual(me)–andbyextension,thosewithwhomIwouldimmediatelyidentify?Ø thelocalcommunity?Ø widersociety?Ø thenation?Ø theglobalcommunity?Ø futuregenerations(intergenerationalresponsibilities)?Ø pastgenerations–history?Ø people,places,otherlivingentities,nature–anddreams,ideals,possibilities(concreteworldvsabstractworld)?

o Considerwherethematerialispublished,delivered,beingrespondedto–whichpublication,platform,occasionetc.?

Hottip:Leadwithvalues–isitasenseofjustice,cohesion,patriotism,self-gain,economicwellbeingthatisbeingpromoted/appealedto?

Stakeholders  Approachingyourreadingofthematerial,askyourself:

o  Alongwhatlinesarestakeholdergroupscomprised?Ø gender/sexualityØ ReligiousØ specialinterest/expertgroupsØ AgeØ Ethnicity/nationalityØ minoritygroupsØ  individualsvsgroupsØ PoliticalØ CulturesØ class–economics,education,postcodeetc.Ø career/vocation/industry/specialisationØ particularcharacteristics?

DON’Ttrytoimposeanarbitraryagebracketonthereadershipeg.Readersagedbetween17–53.Hottip:Thinkaboutcharacteristicsofthereadereg.Theskeptical/compassionate/critical/doubtful/outragedreader…

Pit Bulls - Some Initial Thoughts….  HeraldSun-whatweknow:generalpublicintereststories,emotionally-charged,playingonfearsratherthanappealingtohigherintellect……………

 Dogbites-danger!Health!Safety!Wellbeing!Punishment!

 Who-owners,victims,public,government–whatdotheywant?Whataretheyresponsiblefor?Whatpowerdotheyhave?

 Fear–lossofindividualrights!Pets! Fear–forsafety!

 Fear–punishment!Death!Beingsued!Lawenforcement

 Problem….whatisbestsolution?Whowillthusadvocateforwhat,givenrangeofinterests?

Background Information  Extremelyimportant:READTHE‘BACKGROUNDINFORMATION’.Thiswillgiveyouimportantinformationaboutaudience,purpose,contextandform.

Biodiversity  Purposeofspeakercrucialtounderstandinghowargumentisconstructedandlanguageisused–keynotepresenter(professor)atinternationalconference:

1. Stimulatingdeepandhonestreflection2. Seekingrenewed,collectivecommitment3. Urgingactionfromleadersintheirowncountries

 Howislanguageusedtoconveyargumentandachieveaims?§  questioningandstringsofwords(”intruth”,“honestly”,“justly”,“truly”)stimulatereflection…§  emotiveandcognitiveappeals,includinguseofimaginativescenario,evocativedescriptions/imagery,reasoning,causeandeffectandstatistics/examplesaudiencewouldbefamiliarwithareusedtoestablishstarkrealityandthereforegarnercommitmentfromthembothashumansandasleadersinthefield…

§  visualsbuildsenseofcollective,sharedresponsibility…§  rhetoricalandsonicdevices(repetition,ruleofthrees,shortdeclarativesentences,alliterationetc.)renderargumentemphaticandcompelling…

§  useofimperatives,collectivepronounsanddirectreferencingcallaudiencetoimmediateaction…

Argument  Focusonstructureofargumentforaparticularaudience–introductions(claim/contention),majorpoints(premises/ideas),reasoning(tosupportclaims),acknowledgmentofandengagementwithopposition,conclusions(claimproven)etc.

 Focusonorganisationandconstructionofargumentforaparticularaudience-ordering,sequencing,developmentandflow,shiftsetc.

 Focusoncoreelementsofargumentsuchascauseandeffect,generalising,rationalising,induction/deductionetc.

 Focusonrhetoric–howitisconveyed(marriageofargumentandlanguage)

Hottip:Structurethebodyofyouranalysisaccordingtosequenceofmajorargumentsbeingmadebytheauthor–trackthemainarguments/phasesthroughyourbodyparagraphs.

Dimensions of the Argument  Approachingyourreadingofthematerial,askyourself:◦  Fromwhichangledoestheauthor/speaker/illustratorapproachtheirarguments?

ByappealingtoeconomicconcernstheauthorattemptstogainthesupportoftheAustralianpublic,especiallythosewhoarestakeholdersinthetourismindustry,andcreateasenseofinstabilityineconomicwellbeing,warningthatuncheckedsharkattacksmaypersonallyaffectthem.ThusForsythetriestocementhiscontentionthatthecullingsharksisnecessary,buildinguponthemoraldimensionofhisfirstargumentthatitisourdutytoprotecthumanlifefirstandforemost.

Pitbulls:•  Individualrights!•  Personal/emotional•  Publicsafety•  Civicresponsibilities•  Law&enforcementConflict:personalvscivic

Appeal To Values  Approachingyourreadingofthematerial,askyourself:

o  Whatarethevaluesthatdistinguishbetweentargetaudienceandspeakdirectlytothetargetaudience?o  Howdotheytalkaboutthosewithinthesamegroup?o  Howdotheytalkaboutthoseoutsidethegroup?Considerinclusion,exclusion,fear,categorisation,stereotyping,latentassumptions,support,rejectionetc.

o  Australianvs“un-Australian”values?Ø beliefinegalitarianismØ everyonedeservesafairgo”Ø neverdobØ “she’llberight”Ø theimportanceofmateshipandloyaltyaboveotherqualitiesØ tallpoppysyndromeØ suspicionandnaturalaversiontowardsbigbusinessØ suspicionandnaturalaversiontowardsgovernmentØ thelittleAussiebattler/theunderdogØ thequarteracreblockØ prideasasportingnation

Pitbullbreedbans-appealtovaluesof:•  afairgofortheunderdog•  anti-authoritariannature–freedomtodowhatwe

likeandsuspicionofanythingcoercive•  loveofanimals/nature•  beingoutdoorswithoutconcerns/fears•  governmentgettingonwiththejob

Notehowoftenvaluescan1)comeintoconflictOR2)samevaluecanservetwodifferentpurposes

Analysis of Visuals Donottakevisualsoutofcontext–lookforthedistinctlinkbetweenthewrittenmaterialandthevisualmaterial,whichmayalsoincludeelementsofformatting/layout

Questionstoask:

1.Whyhasthisvisualbeenincludedinthispiece?

2.Whyhasitbeenincludedatthispoint?

3.Whichoftheauthor’sargumentsdoesitlinkinwith?

4.WhatcanIsee(description)?Whatdoesitmean(analysis)?

5.Doesitlinkwithanyotheraspectsofthetexteg.headline?

SectionC,Exam2017

Comparative Analysis - Structure Introduction(BACT)Introducethebackgroundtotheissue,thecontextandkeyplayers.Whyhasthisissuebecomeprominentatthistime?Introducethe2-3text:◦  Article/texttypeandsource◦  Headline◦  Author(representativeofwhichstakeholdergroup?Bias?)◦  Mentiontheintendedaudienceofeacharticle

 Comparethecontentionofeachofthearticles(uselinkingwordstocontrast) Comparetoneofeachofthethreearticles(uselinkingwordstocontrast)

Sample Intro – Short, Sharp and Clear  Theattackontwopeoplebyapitbullterrierhassparkedcontroversyinthecommunityastowhetherornotthisbreedofdogshouldberestricted.AwarningbyPremierJohnBrumbythat“dangerousdogswillbeputdownwithoutarightofappealbyowners”ledtopassionateresponsesintheHeraldSunon20October2009.Inanopinionpiece(“Pitbullbansarenotthewaytogo”)BonnieNorton,secretaryoftheAmericanPitBullTerrierClubofAustralia,adoptsapersonalstancewhencontendingthat”bansare,quitesimply,ineffectiveasameansofreducingdogattacks”,yetbalancesthisapproachbyattemptingtosubstantiateherargumentsthroughherlong-standingexpertise.Theunequivocaleditorial“Putthemdown”,however,isclearlyinsupportof“keep[ing]thiskillerbreedoffthestreets”–thoughultimatelyquiteskepticalthatthegovernment’seffortswillactuallyyieldanytangibleresults.

comparisonofcontention

Comparative Analysis - Structure BodyParagraphs(ALEE)[Bodyparagraphsarebuiltuponargumentsadvancedbyeachtext.Longertextmightrequire2-3bodyparagraphs,shortertextmightrequire1-2bodyparagraphs.]

Considertheargumentspresentedaswellasthelanguageused,examplesoflanguageuseandtheintendedeffectofthelanguageontheaudience.Uselinkingwordsbetweenyourbodyparagraphs–moreover,similarly,likewise,incontrastto,conflictinglyetc.Thisisessentialforhighlightinghowargumentsunfoldanddevelop,aswellasthecomparativeelementbetweentexts.

Introduction–issueandcontext,article/textdetails,comparisonofcontentionsandtone

Text1–argument3,rebuttal

Text2–Argument1&2analysis

Text1–hook,argument1(includingimage),argument2

Comparison–arguments,languageandaudienceintext1and2

Comparison Analysis - Structure  ComparativeParagraph

 Comparetheoverallsimilaritiesanddifferencesinthetypesofargumentandlanguagethateachtextutilises/predominantlyreliesuponetc.

 Compareaudience–howdoeseachpieceworkontheirintendedaudience?Howiseachpiecedifferintheirtargetaudience?

 Considerthe“biggerpicture”here–comparetheperspectivesoftheauthors,whatmayhavemotivatedthemtowriteetc.Arethereanycontextualfactorswhichimpactonanarticle?Whatvaluesdoeseacharticleespouseandhowaretheydifferent?

Sample Comparative Paragraph  Itisclearthatbotharticleschampiontherightsofindividualsinthecommunity,withNortonsupportingtherightsofdogownersandtheeditorialupholdingtherightofthepublictosecurity.Bothacknowledgethatpartoftheresolutiontothisissueresidesinthelaw,thoughtheyclearlyhavedifferentnotionsofwhatthelawshouldbe.ItisnotsurprisingthatNorton–akeenloverofthebreed–advocatesforthelongviewwithherreferenceto“education”asthe“better”solution,aimingtherebytoavoidmorepunitiveand“extremetactics”whichwouldseepitbullsputdown.Incontrast,theeditorialteamseekmoreimmediateredressthrough”stronglaws”,attemptingtocurryfavourwithareadershipthatprimarilyvaluespersonalsafety.Muchoftheresponsibility,theeditorialimplies,lieswithowners–andsoitfollowsthattheyshouldbeartheconsequences.Thisaccountsfortheratherunsympathetictoneofthisarticle,especiallywhencomparedtothemorereasonedandnuancedresponsetothebanintheopinionpiece.

Succinct Sentencing  Descriptive/Summative

 Inthephotothereisayoungboyandadog.Therearesittingclosetogetherandtheboyhashisarmaroundthedog.Theylookliketheyareinapark.Thedogisbiggerthantheboyandappearsveryalertandprotective.

 

 Analytical–thisiswhatyouneedtoaimfor!

 ThephotoofJaydenandBusterhighlightstheircloseandprotectiverelationshipbypositioningthelargerpitbullbesidetheyoungboywho,withhisarmaroundhis“companion”,isclearlynotfearfuloftheanimal.Nortonisclearlydemonstratinghowsheiscomfortableleavingthisduoaloneinapark,trustingthatthealertdogwillprovideasafeenvironmentforthechildtothrive.

Veryimportant!Quickwin!

The Benefits of Polishing - Audience  Original:

 Inherlettertotheeditor,Burkeattemptstopersuadeherreadersthatarecentwomen’sfootballmatchwasorganisedandexecutedbyAFLofficialsinasexistmanner.

 

 Polished:

 Inherlettertotheeditor(TheAge,6/217),BelindaBurkevehementlyarguesthattherecentwomen’sfootballmatchwasorganisedandexecutedbyAFLofficialsinasexistmanner,attackingthemanagementandseekingtogarnersupportfromfansandfeministsalike.

The Benefits of Polishing – Argument & Language Use  Original: InclusivelanguageisusedbyBurkewiththepronoun“we”,inordertoconnectwithfemalereadersandenforceasenseofcommunalresponsibilityanddisgustwiththematch,andfighttoimprovetheupcomingwomen’sAFLmatches.Burkeadoptsanalmost“Itoldyouso”attitude,wheresheintendstoappealtothosewhowerecynicalaboutthesuccessofwomen’sfootball,andbelievethismatchwouldnotattracta“bigcrowd”.

  Polished:

 Burkeimpliesthatitistheresponsibilityofallwomentobecomeinvolvedinthiscausebyestablishingadirectconnectionwithherfemalereadershipthroughtheuseofthecollectivepronoun“we”.Thiscreatesasenseofsolidarityandenforcesasenseofcommunaldisgustatthetreatmentofthisgroup.Further,sheisderisiveinherattitudetowardsthosewhowerecynicalaboutthesuccessofwomen’sfootballanddidn’tthinkthematchwouldattracta“bigcrowd”,refutingsuchassumptionswithherfirst-handaccountwhichprovidesampleevidencethatthe“trams…werefull”.Assuch,shecementsherargumentthatbetterplanningisrequiredwhenitcomestotheAFLWleague.

The Benefits of Polishing – Intended Effect  Original:

 Thishard-hittinglanguageisintendedtorallyherreadersintodisgustattheAFLwhosheclaims“poorlyplanned”thefirstroundoftheAFLWomen’sLeague.

 

 Polished:

 Thehard-hittingidiom“toaddinsulttoinjury”tointendedtorallysupportersintoastateofdisgustattheAFLmanagementwhonotonly“poor[ly]plan[ned]”thefirstroundoftheAFLWomen’sLeaguebutadditionallymadenoprovisionforcommentarytobeprovidedbyfemalereporters.ThisisintendedbyBurketounderscorethecompletelackoftrust,faithandcredibilitythatthemaleestablishmentplaceinwomen,furtherincitingangerandagitatinghersupportbase.

3. Important Reminders

 KeepingItTogether

Practical Elements 1.  TimingisEVERYTHING.Useyourfull70minsandyour10minsreadingtime.

2.  Writeaslegiblyandasclearlyasyoucan.

3.  Useasmuchoftheprovidedmaterialaspossible.Donotreferenceonlytwoorthreeexamples.

4.  But-cannotcovereverything!Mustbejudicious-provide”meaningfulinsights”onalltexts.

What About Techniques?  Well,usethemwhenyoucan!

 Buildingyourmetalanguageisimportant!

 Insteadofwriting“sheusesapersonalstory”,write“sheutilizesananecdote”. Insteadofwriting“theword‘slaughter’bringstomindbloodandguts”,write“theimageryofbloodandgutsthatisevokedthroughtheverb‘slaughter’ishorrificandboundupwithconnotationsofbrutalityandbestialbehavior”.

 Yourtextbooksarefullofthesetables–andyourteacherswillprovideyouwiththeseresources.

Don’t Forget: 1.  Readthepiecesholisticallyandanalysetheirintentionasawhole.

2.  Avoidtechniqueidentification;insteadexplorehowlanguageisbeingusedtopersuade.

3.  Focusonthetone–whyitisbeingusedandhowitmaychangethroughoutapiece.

4.  Workonincorporatingvisualsintotheresponse.

5.  Considertheeffectofspecificconnotativewordsatkeypointsofanargument.

6.  WHAT?–HOW?–WHY?

7.  LOGOS–PATHOS–ETHOS–whatdoestheauthorleadwithand/orrelyonpredominantly?

8.  Mustconsiderhowargumentandlanguageworktogether-donotsplitanalysis

Checklist – Analysis ✅ FocusmoreonWHAT–HOW–WHY(orALEE)✅ Trackthemajorarguments✅ Linkanalysistospecificaudience–differentiate(evenifgroupingaccordingtocharacteristicsofthereadereg.thecompassionatereader✅ Giveexamplesoflanguage–“quotes”✅ Labeltechniquesifyoucan✅ Considerarticleasawholeandhowitallfitstogether✅ Useanalyticalverbs✅ Usecomparativephrasesbetweenarticles✅ Usecomparativephrasesinintroandconclusion

Checklist – Expression ✅ Knowwhattheweaknessesinyourexpressionareeg.fragmented/runons/convolutedsentences✅ Avoidtoomanysimple(short)sentences–noflow✅ Avoidtoomanysummativesentences–needtowriteanalyticalsentences✅ Avoidrepeatingkeywords/phrases✅ Avoidslang/informalexpressions✅ Donotphrasesentencesasquestions!✅ Don’tuse“you”or“I”statements✅ Don’tuseauthor’sfirstname✅ Avoidcontractions✅ Proofread-doesmakesense??Clarityabovebeauty!

Checklist - Structure ✅ Paragraphs✅ Logicaldevelopmentofanalysis✅ Clearintroductionandaconclusion✅ Paragraphslinkedtogetherthroughuseofconnectives(comparing,contrasting,furtheringetc.)

Banned Vocabulary ❌ States❌ Informs❌ Shows❌ Says❌ Talksabout❌ Writes❌ Expresses❌ Good/bad/nice❌ Issuccessful❌ Doesagreatjob❌ Inconclusion

Some Useful Analytical Phrases  directsourattentionto… positionsherselftoappear… generatesafeelingof… evokesasenseof… provokes/inspires/incites…

 attacks/undermineshiscredibility…

 dispelsthepreconceivednotionthat… embeddedwithinthearticleis…

 attemptstoinstillfearintothereader

 conjuresafeelingof….withimagessuchas…

 usingherpersonalordeal,thewriterattemptsto…

 suchsentimentsareboundto… andpredisposethemtosupporttheattackon…

 thesuggestionthat…isboundtochallengereaders,especially…by…

 theuseof…strategicallyremindsthereadersthatweareallatrisk…

 urgesreaderstodirecttheirsympathytowardsthevictimsof…

 readersaremorelikelytofeelempoweredbythe…commentsandpressure…formoreaction

 thesuggestionof…islikelytoinstillasenseof…

 theword….haspositiveconnotationsof…whichsuggestthat…

 thesecommentsarelikelytobewellreceivedby….

Get Writing! 1.  Shortintroductions–orienttheexaminer2.  Trackflowofargumentthroughtext,shiftsintone,registerandaudience3.  Incorporateanalysisofvisualinappropriateplace4.  Sentencing–summativevsanalytical;useofaccurateanalytical(plumber)verbs5.  Coherentstructure–constructedaroundarguments/mainpoints6.  Useofcomparativephrasesandlinkingphrases7.  Develophabitofself-audit–testyoursentencing!Knowyourownweaknesses8.  Drafting–targetweakspots–micro-improvementgoalsandquickwins9.  Writeundertimeconstraints–especiallyinleaduptoSAC10.  Createlistofbannedvocabulary!

All the best!