Karen Graham

VATE Language Conference

May 2017
 The 2017 examination

Choice of two topics
Section A Analytical interpretation of text on each text

Choice of two topics

Section B Comparative analysis of texts on each pairing

Passage/s with some

Section C Argument and persuasive language form of visual
components/s

The examination is three hours with 15 minutes reading time

Each section is weighted equally
The examination is worth 50% of the final score
KGrh VATE 21/04/2017
 Examination assessment

The examination samples as holistically as possible, appropriate
and balanced elements of the English Study Design.
Assessment is global and norm-referenced. It is based upon criteria
that is applied holistically.
Scores are awarded that reflect the assessors judgement of the
whole answer in balance, and students are ranked over the full
range of available marks.
Examination assessment criteria for English are available at the end
of the sample paper (and on VCAA website).
The Expected Qualities for the Mark Range are descriptors based
on the criteria and are general indicators of what might reasonably
be expected for the specified mark ranges in each section of the
examination. Assessors use the descriptors to make specific
judgements about the characteristics of responses in the
examination.
KGrh VATE 21/04/2017
 Section C

Argument and
persuasive
language

KGrh VATE 21/04/2017

 Section C
Argument and persuasive language

The important wording in the new Study Design under Key
Knowledge:
an understanding of arguments presented in texts.
the ways authors construct arguments to position audiences,
including through reason and logic, and written, spoken and
visual language.
the features of written and multimodal texts used by
authors to position audiences
the features of analytical and comparative responses to texts
that position audiences: structure, conventions and language,
including relevant metalanguage.

KGrh VATE 21/04/2017

 Section C
Argument and persuasive language

The important wording in the new Study Design under Key Skills:
identify and analyse
the intent and logical development of an argument
language used by the writers and creators of texts to position
or persuade an audience to share a point of view
the impact of texts on audiences by considering the
similarities and differences between texts
the way in which language and argument complement one
another and interact to position the reader
use textual evidence appropriately to support analytical responses
clarify and critique ideas presented in the arguments of others
using discussion and writing
KGrh VATE 21/04/2017
 Section C
Argument and persuasive language

VCAA Examination specifications 2017-2020 says:

The VCE English and English as an Additional Language Study Design

20172020 (Units 3 and 4) is the document for the development of the
examination. Outcomes 1 and 2 in Units 3 and 4 will be examined.

All of the key knowledge and skills that underpin Outcomes 1 and
2 in Units 3 and 4 are examinable.

Students will not be required to evaluate the relative merits of

arguments or the effectiveness of the use of persuasive language in
any text(s).
KGrh VATE 21/04/2017
 Section C
Argument and persuasive language

Instructions for Section C

to write an analysis of the ways in which argument and

language are used to persuade others to share a point of view

write an analytical response

For the purposes of this task, the term language refers to

written, spoken and visual language.

KGrh VATE 21/04/2017

 Comparison of instructions
Instructions for Section C Instructions for Section C

Section C requires students to write an

analysis of the ways in which argument Section C requires students to
and language are used to persuade analyse the use of written and
others to share a point(s) of view. visual language.
Read the background information on this Read the material on pages .. and ..
page and the material on pages .. and .., and then complete the task below.
and write an analytical response the task
below. Write your analysis as a coherently
For the purposes of this task, the term structured piece of prose.
language refers to written, spoken and Your response will be assessed
visual language. according to the criteria set out on
Your response will be assessed according page .. of this book.
to the assessment criteria set out on page
.. of this book. Section C is worth one-third of the
Section C is worth one-third of the total total assessment for the
examination.
assessment for the examination. KGrh VATE 21/04/2017
The instructions you wont see!

Summarise this article in your own words

Identify and correctly name all the

language techniques you can see in this
article

Argue your own case against the writer

Focus on the graphic and ignore

everything else on the paper!

Write whatever the hell you want!

KGrh VATE 21/04/2017
 Section C
Argument and persuasive language

The response will be assessed according to the assessment
criteria specified below.

understanding of the argument(s) presented and point(s) of

view expressed

analysis of ways in which language and visual features are

used to present an argument and to persuade

control and effectiveness of language use, as appropriate to the

task
KGrh VATE 21/04/2017
 Comparison of criteria
Section C Analysis of
language use
understanding of the
argument(s) presented and
points of view expressed
analysis of ways in which
language and visual features
are used to present an
argument and to persuade
control and effectiveness of
language use, as appropriate to
the task
KGrh VATE 21/04/2017
Section C Analysis of
language use
understanding of the ideas
and points of view presented
analysis of ways in which
language and visual features
are used to present a point of
view and to persuade readers
controlled and effective use
of language appropriate to the
task
 Section C: the task

Task
Write an analysis of the ways in which argument and
written and visual language are used in the material on
pages and to try to persuade others to share the
point of view presented.

KGrh VATE 21/04/2017

 What has changed?

So what has changed in Section C?
More explicit focus on the argument of the text which is really an
acknowledgement of what many students are already doing
Recognition that it was almost impossible to separate the language
usage from the argument it supported
A much more accessible framework for students to work within
Students need to show a clear understanding of contention,
supporting arguments, how an argument is shaped and supported by
tone, deliberate language choices, various conventions and techniques
Maintains the consistent emphasis on analysis, as opposed to
identification and description, that is characteristic of this new study
design
KGrh VATE 21/04/2017
 Argument

An argument is a set of connected reasons that support
and justify a particular view

Good arguments use strong reasoning and logic

Analysing an argument will distinguish what is being said

from how it is being said.

The Issue
The Contention
Supporting Evidence
KGrh VATE 21/04/2017
 Language

Every argument is expressed in language specially
chosen language that seeks to impact on the reader.

Language choices establish the tone of the argument.

Analysing language will focus on how the argument is

being presented and why it is being presented in that
way.

Persuasive Language/Technique
Tone
Intended Reader Impact
KGrh VATE 21/04/2017
 Argument techniques

Anecdotes Evidence
Ad hominem attacks Generalisations
[attack the man] Reason and logic
Appeals.fear, family Straw man argument
values, justice,
tradition,
Cause and effect
Deductive reasoning

KGrh VATE 21/04/2017

 Language techniques

Connotation and
Alliteration
euphemism Formal and informal
Imagery and figurative language
language
Emotive language Humour
Appeals Inclusive and exclusive
Cliches language
Exaggeration and Tone
hyperbole
Verbal attacks and ridicule
Metaphor and simile
Rhetoric Rhetorical question
Bias Satire
Irony Puns
KGrh VATE 21/04/2017
 The language of analysis

Adverbs to describe how the writer argues his point of view:
strongly, weakly, emotionally, rationally, logically, subjectively,
objectively, compassionately
Verbs that discuss how a writer argues:
challenges, argues, concedes, raises points, seeks to dissuade or
persuade, condemns
Verbs that discuss how particular persuasive language is used:
demonstrates, indicates, reflects, suggests, provides, represents,
signifies, exemplifies
Adjectives to describe language:
biased, assertive, evocative, simplistic, ambiguous, difficult,
emotive, precise
KGrh VATE 21/04/2017
 The language of analysis

Verbs that describe the impact on audience:
evokes, provokes, inspires, is designed to, gives rise to,
encourages, generates, creates
Adjectives to describe the writers arguments:
repetitive, persuasive, emotional, biased, devious, colourful,
rational
Adjectives to describe the writers tone:
sarcastic, humorous, serious, angry, patronising, self-serving,
matter-of-fact, surprised
Adjectives to describe the writers style:
sophisticated, satirical, formal, informal, colloquial, technical,
humorous, succinct
KGrh VATE 21/04/2017
What about the graphic?
books are the backbone of

knowledge
all the weighty knowledge in those
books will fit into the slim, efficient e-
reader
students no longer have to bear the
weight of all these physical books in
their backpacks
the student needs the support of
book-learned information before the
e-reader becomes useful
the e-reader is so light and easy it
fits easily into a small backpack, yet it
holds all this information
the student looks really happy to be
using modern technology has
turned his back on books
KGrh VATE 21/04/2017
Comparative visual language

KGrh VATE 21/04/2017

 Visual Analysis

How does this image impact on its target audience?
How is this image designed to impact on its audience?
How does this image support or challenge the argument?
Core images/graphics/brands/logos
What is the tone of the image?
Juxtaposition with other images or within the whole text
What is the size/scale of the image
What is the contention of the image?

KGrh VATE 21/04/2017

Visual analysis
The cartoon image supports the coachs concern
that toxic parents are poisoning our club by
mocking parents who display bad
sportsmanship. The cartoonist is very critical
these people as visually puns on the word ass
by comparing them to the outraged, offensive
donkey-figure, that he implies they are as dumb
as. The dominant image of the toxic parent
overshadows the expressions of horror and
disgust on the faces of the other people who are
significantly smaller in proportion, as though
they are being overwhelmed and bullied. These
are likely to be the volunteers that the coach
emotively argued left our club disgusted. The
humiliated and distraught look on the childs
face reinforces his anecdote about Emily who
cared desperately that her father yelled at her
in front of all her team-mates. Finally, the
speech box introduces a new angle on the issue
of the ugly parent as it confronts the audience
with the possibility that they might be unaware
of how vile they appear to the others.
KGrh VATE 21/04/2017
 In summary
What? How? Why?

What
type of arguments are being presented?
How
has language been used to construct and present
these arguments?
Why
does the author deliberately utilise this language
and argument - and how is it intended to impact
on the audience?

KGrh VATE 21/04/2017

 The sample paper

International Biodiversity Conference themed Taking Stock
was the language analysis task on 2010 paper
There are changes:
a very emotive opening
some necessary adjustment of time since we are now seven
years past the Conference date
a more emphatic sense of urgency
a simplification of paragraphing to more clearly highlight
supporting arguments and ideas
increase in challenging and confronting questions
use of caps for forceful emphasis
oddly dropped the reference to the epidemic of affluenza
more urgent, demanding conclusion accompanied by slightly
different final slide and omission of Eisers quote
KGrh VATE 21/04/2017
 Mid-range introduction

In 2010, a conference was held introducing International
Biodiversity Year, focusing on the needs of biodiversity in the
world today. Through this presentation, the writer uses many
language uses to get their point across to the audience. An
informative and serious tone is used throughout the presentation
to help have an effect on readers. They are automatically driven
to focus on the visual images provided. One image has a globe
sitting in someones hands. This would indicate to readers what
this speech is about and that the message that the image is giving
is that the world is in your hands. This would have a great affect
on readers as they would feel responsible and needed to help in
the world. The other image is 2010 imprinted with images to
tell readers what makes up biodiversity. With these images
printed over 2010, readers would presume that something to do
with biodiversity is going to be done over this year.
KGrh VATE 21/04/2017
 High-range introduction

Speaking with conviction at the International Biodiversity Conference
2010, Professor Chris Lee contends that there is little to celebrate about
world biodiversity, with species being driven to extinction by the
destruction of natural habitats. Employing an alarmist and
disappointed tone, Lee argues clearly and rationally that despite
mouthing platitudes, little has been done by the countries
represented at the Conference to reduce rates of biodiversity loss over
the previous decade. He visually reinforces his argument with the
simple yet powerful imagery in the accompanying slides, particularly
his use of the metaphor of holding the world in our own hands. His
audience of international delegates are invited to see themselves as the
powerful hands and are challenged by Lees inspiring call to action to
take control and reduce what damage our lifestyle is doing to our
world. KGrh VATE 21/04/2017
 One way of framing a response

Argument is the framework of the piece the skeleton, so to
speak
Language is the cosmetic process by which the argument
develops depth, direction, texture, momentum, tone, etc.
One way of marrying the two assuredly, is to open the
paragraph with an argument, or an argument technique, and
then examine closely how the language was used to present this
idea and with what intended effect on the reader.
Authors first argument tone analysis
Authors second argument tone change analysis
The graphic its argument tone connection to author
Author third argument tone - analysis
KGrh VATE 21/04/2017
 Sample paper

In 2010, the International Biodiversity Conference was held in
Nagoya, Japan, to review the progress being made on the
international commitment to achieve a significant reduction in
the rate of biodiversity loss. Professor Chris Lee delivered the
keynote speech contending that there has been a massive failure
over the past decade in reducing biodiversity loss and time is
running out. He opens his argument very emotively by
reflecting on the devastating impacts of environmental
destruction (1), overviews the failures of the past ten years in a
rational and logical manner (2), building to a highly rhetorical
voice that confronts the international delegates with the human
costs of their inaction (3), and challenges them to urgently renew
their commitment to environmental protection (4). His purpose
is to evoke fear and guilt within his audience so that they will be
open to the necessary policy changes that will save the world.
KGrh VATE 21/04/2017
 Assessment Descriptors
Marks Expected qualities
9/10 Shows a perceptive understanding of the arguments presented and the points of view expressed.
Demonstrate sophisticated insight into the ways in which written and visual language is used to

8
persuade. Uses language fluently and effectively.
Shows a thoughtful understanding of the arguments presented and the points of view expressed.
Demonstrates sound insight into the ways in which written and visual language is used to persuade.
Uses language confidently.
7 Shows a clear understanding of the arguments presented and the points of view expressed. Demonstrates
insight into the ways in which written and visual language is used to persuade. Uses language
competently.
6 Shows a clear understanding of the arguments presented and the points of view expressed. Demonstrates
some awareness of the ways in which written and visual language is used to persuade. Uses language
with clarity.
5 Shows some understanding of the arguments presented and the points of view expressed. Demonstrates
basic awareness of the ways in which written and visual language is used to persuade. Uses language
with clarity.
4 Shows a limited understanding of the arguments presented and the points of view expressed. Describes
the ways in which written and visual language is used. Uses basic language and vocabulary.
3 Shows a limited knowledge of the arguments presented and the points of view expressed. Shows a
limited knowledge of the ways in which written and visual language is used. Uses basic language and
vocabulary.
1/2 Shows little understanding of the material. Demonstrates only minimal knowledge of the task. Language
is not always clear.
KGrh VATE 21/04/2017
0 Shows no understanding of the requirements
 Pattern of issues and forms
2013 - Go Slow Garden Group
newsletter
World War 1 poster
2016 - Lawton tourist attraction
graph
opinion piece
letter to editor 2012 - Reading: the future
large cartoon
speech
two PowerPoint slides
2015 - bigsplash/volunteerism
two speeches 2011 - The Power of Ink
photograph and graphic blog
two photographs
four posted responses
2014 - Space travel
opinion piece 2010 - Biodiversity Conference
letter to editor speech
five mixed graphics two PowerPoint slides
KGrh VATE 21/04/2017
 Possibilities

Social media Facebook, Strip cartoon of
Twitter, blogs (2011), drawings and voices
online forums, etc
Dialogue a public Contrasting
debate between two photographs or
people, an interview cartoons
(1997), a question/answer
scenario
What else???
Advertising materials
(1974?) words and
graphics

KGrh VATE 21/04/2017

 Some nagging questions

Will there only be one article for analysis in 2017?
If there are two, how should they be tackled?
Does the student have to compare and contrast two
articles?
Does the student have to critique the argument or
language choices?
Is evaluation of the argument and language choices
necessary?
What if the word compare appears in the task
instruction?
KGrh VATE 21/04/2017
 In summary

Section C is a tweaking of the
current practice with a more overt
focus on argument
Analysis is the key word (in each
section) which demands a closer,
more specific examination of the
various texts
Examination criteria statements
and descriptors are most useful for
helping students to shape their
responses

KGrh VATE 21/04/2017

Good Luck!
 References

VCE English and English as an Additional Language
Study Design 20172020
VCE English sample paper - Version 2 February 2017
VCE English 2017-2020 Written Examination
Specifications
2010 VCE Examination report
Leigh Abercromby, George Maratous

KGrh VATE 21/04/2017