Language Analysis

Salis Five-Point-Plan
1 Analysing the Piece

In next weeks SAC, we will be presented with an opinion piece on the issue of Same-Sex Marriage. So you get a good grasp of the issue, itd be a great idea for you to have a look at some of the for and against arguments as well as read some opinion pieces. I suggest you start your brief research on Wikipedia, then a google search of Same Sex Marriage Australia will bring you a myriad of opinion pieces. When analysing any given piece, your best bet is to read it once through, without a pen in your hand. Once you have a general gist of the piece, including a vague idea of the contention, have two highlighters ready. One to highlight the technique (and evidence... a quote, etc), and one to highlight the tone/tones, audience and contention. Annotate thoughts and ideas as you wish- it will help keep you on track when you are writing the essay. CONTENTION: The authors position in regard to the issue. Look for buzzwords like I realised/I believe/I understand/I feel, etc. TONE: The general feel and style of the piece. Be aware that most great pieces use varying tones, so, make sure you dont overgeneralise if you cant nd one denite tone. EASY WAY TO LOOK FOR AND UNDERSTAND TECHNIQUES 1. WHAT is being done?! (The technique) 2. HOW is it being done?! (The evidence) 3. WHY is it being done?! (The intended effect) ! At this stage, if unfamiliar with any vocabulary, use the dictionary to clarify- those unfamiliar words could be essential to identifying and understanding techniques, tones and contentions.

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Example of an annotated piece. Notice that yellow highlights a few (not all) techniques Blue highlights the audience (As well as orange underline) Pink highlights the tone.

Planning your essay + Introduction

It seems that most people, no matter how many Language Analysis theyve done, get agitated and nervous when theyve nitpicked and gone through the stimuli piece. First thing. DONT STRESS. You are merely identifying a technique that the author has used to get the audience to share their position. Second thing. Unlike a text response, there is a clear and denite model that you can easily follow to help structure your introduction, main body paragraphs and conclusion. Lets start with the introduction. Ill structure an introduction per step. The piece is attached to this document Step 1. What is the background of the issue? ! This is where your research of context comes in. Doesnt have to be have to be so detailed ! that it takes half your introduction- one line at most! EXAMPLE: With the constant questioning of the amount of inuence electronics have on children. Step 2. What is it called, who is the article by, where did it come from, and when? What is the form ! of the piece? ! Simple analysis and introduction of elements so easily attainable by reading the piece. I suggest ! you scribble it on the side of the piece so you dont get confused. The form of the piece is what it ! is- e.g. Opinion, Editorial, Article, Review, etc. EXAMPLE: Susie OBrien, a columnist from the Herald Sun.............. OBriens opinion piece, Roughhouse play could rescue children from their screen-habit (Herald Sun, Friday, 24th June, 2011). Step 3. What does the author contend? What is the tone of the piece? Who is ! When one contends, they are sharing their point-of-view (position, in appropriate metalanguage)! their contention. The tone is how it stylistically feels. Better analysis integrate the two points in ! one or so sentences. Also, if stuck, you can embed part of the direct contention in the opinion ! piece directly into your analysis. EXAMPLE: Albeit the presence of various tones throughout the piece, OBrien, in a concerned, yet slightly light-hearted tone, contends that children are so switched onto screens, advocating to her audience, parents her age, that a rough-housing approach to beating their screen-habit. FULL EXAMPLE OF INTRODUCTION: With the constant questioning of the amount of inuence electronics have on children (Context/ Background), Susie OBrien (Author), a columnist from Melbournes Herald Sun contends that children are so switched onto screens (Contention), implying an addiction through the use of a metaphor. OBriens opinion piece (Form) Rough-house play could rescue children from their screen habit (Herald Sun, Friday, 24th June, 2011), in an overall concerned, yet slightly light-hearted tone, advocating to her audience, parents (Audience), that a rough-housing approach is the best way to beat the alluded screen habit.

N.B. You may have noticed that my introduction does not follow the conformities of the suggested structure. You can puzzle your introduction in any way you wish!
Unlike a text response, you dont need to have reference to the points youll make in the main-body paragraph at the end of the conclusion!

Main Body Paragraphs

With the amount of time we are allocated, the marking scheme expects us to write three main body paragraphs, plus an introduction and conclusion. Provided we have 65 minutes (I think!I), I suggest you spend 10 minutes on the introduction, 10 minutes on the conclusion and 15 minutes on each body paragraph. Generally speaking, youll be able to write these 5 paragraphs in less time, whichll allow you to edit and change things if they dont seem right. Your main body paragraphs is where your teacher will get most of your mark from. It needs to be to the point, beefy, yet lean and honest at the same time. KEY POINTS WHEN WRITING YOUR M.B. PARAGRAPHS: ! !
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Never, EVER, give your opinion.

Youre opinion on the issue, success/failure of the technique or intention is totally unwarranted and counts for ABSOLUTELY NOTHING in a Language Analysis. Your job is to identify techniques, tones and contentions, and explain the intended effect.

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Do not offer general denitions of the technique.

It is safe to say that the marker is well aware of the technique, and its suggested effect.

Focus on the technique, not the argument.

You can highlight the arguments when explaining the contention, however, this is not an Argument Analysis, this is a Language Analysis!

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Use the metalanguage- not only does it make you sound smart, but it assists in pushing your point!! Use various conjunctions/phrases. Look at P109 + P137 of ULTP (3rd Edition)!
Teachers get bored when they read stuff like the effect is......, which then....... or the author intends to...... because...... You can use these, but only once per phrase.

Your body paragraphs not only keep focus in how language strategies are being used to support the POV, but divulge deeper into the rationale. EXAMPLE BODY PARAGRAPH: (These paragraphs would most likely be M.B. Paragraphs 2+3) OBrien makes use of inclusive language, intending to appeal to the audience through anecdotal recollection. Spread throughout the editorial, she refers to her readership and her as one, through the lexemes many of us and we . This technique is generally paired with a sympathetic tone, suggesting that the issue of how much screen-time is a conundrum for many parents. Furthermore, such phrases also contribute to a mutual understanding and respect for not only the situation, but, the position and overall solution to the problem- Rough-Housing. Appeals to the authority are also included in OBriens column. The author, through direct referencing of a book, The Art of Roughhousing is causing parents of children habit[ually] switched onto screens to reconsider their parenting and screen-time control. With a slightly patronising, yet concerned tone, the columnist continues to advocate for rescue by inviting and encouraging parents to live with a little more spontaneity, improvisation and joy. CHECKLIST: (You could print this out when doing your own at home) Have I identied what is being done?! ! Have I identied how it is being done?! ! Have I identied why it is being done?! ! ! ! ! ! ! ! ! ! ! Yes or No Yes or No Yes or No

N.B. If you claim the use of a tone or technique, you must prove it through evidence!! (If done smartly, this can really boost your mark)

Conclusion

So, youve written about 500 words of analytical commentary on a piece thats probably half of that, but full of techniques from clichs, assonance, alliteration, hyperbole, exclusive language and connotations. But, for someone that is totally oblivious to the devices used when reading the column, what does it all mean? Youre conclusion ties everything up, wraps everything together and can really up your overall grade. This section of the essay gets you to consider how the persuasive strategies reect and support the authors intentions. That is how all the strategies youve written about work together to persuade the reader to take up the authors position. The conclusion is best lled with conclusive words and phrases like: ! ! - All of these...... - Together, the techniques......

Your intention, through the conclusion, is to leave no doubt that your analysis is undoubtedly accurate. Good conclusions start off with a catch-up of the overall/most-common techniques, for example: In conclusion, technical elements of the piece like inclusive language, rhetorical questions and appeals to authority (to name a few)...... Then go to the overall effect, whilst referencing the tone and the authors contention. for example: ...... work in lieu to position the intended demographic, parents, into following OBriens general postulation suggesting that children are too switched on to screens. Here, you continue to place emphasis on the effects, while bringing in the nal, punchy line. By appealing to these parents through references to their childhood, and growing up, OBrien is causing the alluded placement of parents into a state of spontaneity, joy and improvisation- not only roughhousing their addicted children, but themselves as well. EXAMPLE CONCLUSION: (Please note that this is shorter than what is expected) In conclusion, technical elements of the piece like inclusive language, rhetorical questions and appeals to authority work in lieu to position the intended demographic, parents, into following OBriens general postulation suggesting that children are too switched on to screens. By appealing to these parents through references to their childhood, and growing up, OBrien is causing the alluded placement of parents into a state of spontaneity, joy and improvisation- not only rough-housing their addicted children, but themselves as well.

N.B. Do not introduce new techniques, ideas or analysis- just summarise what you have done, keeping what you wrote in the introduction in mind!

Final Notes + Your Turn!

Youve made it! Done, and ready to go. Before you sprint, take these into account:

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SERIOUSLY, DONT MAKE ANY MENTION OF YOUR OPINION!

This, perhaps, is one of the most difcult things to do- you may even being doing it without knowing. Not only is using I a form of sharing your opinion, but, saying words like successfully, positively, negatively also makes clear what you think.

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5 PARAGRAPHS= 65 Minutes ! - Introduction! (10 Minutes) ! - M.B. 1 ! ! (15 Minutes) ! - M.B. 2! ! (15 Minutes) ! - M.B. 3! ! (15 Minutes) ! - Conclusion! ! (10 Minutes) ! - Reading Time ! (10 Minutes) ! ! - Use this to make note of techniques, tone, contention- NO WRITING!!! YOUR ABILITY TO READ, ANNOTATE AND HIGHLIGHT IS WHAT WILL GET YOU AN A+. PRACTICE ANALYSING PIECES!!
You cannot write a full-blown, professional and coherent language analysis without deep understanding of the piece. Its like starting a BBQ without coal.

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DONT JUST POP QUOTES IN. WARM THEM UP BY EMBEDDING THEM!! HAVE FUN DOING IT! WHEN CAN YOU CRITIQUE A PUBLISHED AUTHOR?!?!

Your Turn 1. Find two pieces, for and against, on the issue of Same-Sex Marriage. Annotate and highlight them, and then identify the contention and tone. 2. Either use the piece Rough-house play could rescue children from their screen habit or this piece: http://blogs.news.com.au/dailytelegraph/mirandadevine/ index.php/dailytelegraph/comments/its_a_myth_conception, and write a full-blown A+ Language Analysis with this, or any other structure you prefer. Use the simple checklist in Step 3, and evaluate your work. Good Luck! The Rough-house play could rescue children from their screen habit is on the next page.