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C.A.P.I.T.A.L.S Page 102

Context  when was it created and how does this affect what they say, more emotional build-up or not? Argument  overarching point of view, overuse of specific words or language to support the argument, any shift in tone or argument, do they finish with an appeal for action? Purpose and positioning  author’s purpose, how does the author want to influence the audience Issue and implications  more in depth about what you will discuss, its implications, the two sides, not an issue if there is no argument Text type  what and why has this type been chosen Author and audience  does the author have a vested interest and why? Language features  what and why persuasive languages have been chosen ***always show comprehension ***anecdote shows you are speaking from a place of experience

AUDIENCE The way the author says things reveals most likely who the audience is Age: shows the demographic you are writing to Gender: Ethnic background Religion: comes through in what the author says and what they assume about the audience Social values and habits Personality traits or characteristics

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Syntax  sentence structure. 4 different types: exclamatory, declarative, imperative, interrogative Exclamatory – exclamation mark Declarative – full stop Imperative – command Interrogative - ?

TONE - Irrational/ hysterical (no logic, only passion)

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Sad Angry Happy Fear Anxious Confused Objective/ measured (e.g. David Attenborough) Outraged/ disgusted Critical Impatient Aggressive Outraged Antagonistic Angry Disgusted Admonishing Denigrating accusatory Calm Detached Reasonable Respectful Conciliatory Measured/objective

Inviting Encouraging Charming Warm Earnest Satirical Mocking Flippant Ironic Sarcastic Sardonic

Alarmist Hysterical Excitable Hyperbolic exaggerated

Didactic Preachy Assertive Forthright Authoritative Belligerent Acerbic

Arrogant Conceited Patronising Condescending Dismissive Confident Self-assured Assertive

Concerned Anxious Worried Threatened Defensive Bleak Pessimistic Sympathetic Stressed Bemused Confused Uncertain Hesitant Despondent

Disappointed Saddened Miserable Appalled Solemn Sardonic

Passionate Invested Vehement Ardent

Pleading Begging Insistent Desperate Needy biting Satisfied Smug Selfcongratulatory Pleased

Optimistic Cheerful Hopeful Happy

Guarded Reluctant Restrained Measured Controlled

APPEALS: - Appeal to logic - Appeal to emotions - Appeal to the speak (ethos)

Cynical Scornful Bitter Resentful Hateful Derisive Mocking

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Appeal to family values Appeal to the hip-pocket nerve (financial wellbeing) Appeal to tradition/custom

Finding contention - Headline - Graphics - Captions - First sentence/paragraph - Last sentence/ paragraph

Page 4 exercise 1.4 a) Context b) Purpose c) Audience d) Text type e) Language

PAGE 103

TEXT TYPES Letter to the editor/ online comment - To give a clear point of view on a current issue - To contribute to public debate - Usually fewer than 200 words and informal language - Often written in response to material previously published - Writers sign off with their full name and suburb - Overuse of persuasive language strategies - Use of first person - More emotional Opinion piece - To present an opinion on an issue - A headline indicating the subject of the article

- May have a subheading giving more information about the article’s content - Has a clear focus on a specific issue - Name and background about the author at the end of the piece - Much longer (800 words) - Uses personal pronouns - Uses reason and logic LETTERS TO THE EDITOR: CLIMATE CHANGE STRIKE Students demanding a better and fairer world Contention: that educating kids on climate change is important Intention: refute Robinson’s suggestion that professionals are “mentally seducing children” Audience: The Age readership Tone: critical tone, attacking tone Moran seeks to refute Robinson’s suggestion that professionals are “mentally seducing” children and instead asserts that educating children about climate change is essential. - Not brainwashing - Demanding a better world Genuine fear about where our planet is heading Contention: that climate change is real, and we should be worried about it, the government needs to act decisively Intention: to refute Robinson’s argument Audience: The Age readership Tone: reasoned, forthright Our young people can think for themselves Contention: previous writers on this issue are clueless Intention: to express support Audience: Jill and Peter Tone: proud Too young to know Contention: children are too young and stupid to have a voice Intention: to dismiss children’s viewpoints or diminish the validity of their opinion Audience: Tone: dismissive, satirical, condescending (talking down to someone/belittling someone) Committed and caring Contention: the students are committed to working towards a better future, unlike politicians Intention: to express support for the students’ motives Audience: government is a less direct, broader audience Tone: moderate and balanced (acknowledges the other side, discussion going on)

BIAS -

Influencing someone of a particular choice Stakeholders often provide bias Media reports usually are objective and don’t have bias, while newspaper articles usually contain bias Bias: noun and biased: adjective

Page 66-67, activities 4.9 and 4.11 4.9: a) F b) O c) F d) O e) O f) f 4.11: a) bias b) biased c) bias d) biased e) bias

VOCABULARY/LANGUAGE CHOICE Page 26-28 activities 3.3-3.5 3.3: a) Big b) Smart c) Ancient d) Enchanting e) Tremendously 3.4: Radiant  suggests beauty, happiness (P) Preposterous  implies stupidity, irrelevance (N) Never-ending  implies that the situation had been ongoing (N) Bold  implies strength, fortitude (P) Unforgettable  suggests intelligence (P) Typical  suggests that the mistake has been made before (N) Salient  suggests importance, historical significance (P) Irrefutable  implies that the ideas are undeniable, valid (P)

3.5: - ferocious: negative - fatuous: negative - deliberate: neutral - staggering: both positive and negative depending on the situation - illuminating: positive

Page 29 activities 3.7 and 3.8 Connotation: hidden and implied meaning of words Euphemism: used to ‘soften’ confronting examples 3.7: - death by firing squad  more negative - fashion tragic  more negative - hoon  more negative - cunning  more positive - cocksure  more strong - rampant  more negative and strong - groped  more strong - slash  more strong - cackled  stronger

3.8: - generously proportioned  overweight - let go  fire an employee - be economical with the truth  lie - lively  disruptive - pass away  die - put down  kill an animal

Page 42 activity 3.33 a) Many. He opens with this list to prove his point and provide relevant examples of how this is taking place in our society. b) That those who are under suspicion of terrorism involvement, should be entitled to the presumption of innocence c) That these groups of people all contribute to the stigma around those involved in terrorism

TOPIC SENTENCE STARTERS

Comparison phrases - Unlike .. - Similarly - In stark contrast/ in contrast - Just as… so too does - In the same way as…writer 1 relies upon, whilst writer 2… - Like ___, ___ also… - In a similar manner - In comparison - Creates an image which contrasts with 2 - Seeks to redirect the readers’ attention from… whilst 1 focuses upon… - Whilst both 1 and 2 employ… they do have contrasting purposes - It is 1’s emphasis on, whilst 2’s …

WHAT ? (argument/strategy) HOW ? (zoom in – language) WHY ? (what is the desired impact or effect)

STRUCTURE 3 articles  1 article, 2 smaller comments - Article 1 - Article 1 - Article 2 with comparison to 1 - Article 3 with comparison to both

2 articles  2 the same size - Intro - Text 1 - Text 1 - Text 2, comparison to 1 - Text 2, comparison to 1  -

2 articles, and an image Text 1 Text 1 Text 2, comparison to 1 Image, text 2, text 1

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Article with image, and a smaller text/comment Text 1 with reference to image OR text 1 with reference to image Text 2, comparison to 1 Text 2, comparison to 1

Words which allow you to compare articles - Clarifies - Encourages - Juxtaposes - Illustrates - Implies - Insinuates - Exposes - Contrasts - Criticises - Denotes - Emphasises - Conjures

*always think of intended audience and the effect on them *using rebuttal shows an understanding of the consequences, using the rebuttal helps create a measured tone, shows they are an understanding person *attacks = embeds criticism *credibility *hook *statistics – logical

SAC structure: - Intro - Text 1 – include image - Text 1 - Text 2, comparison to 1 - Text 2, comparison to 1 - Conclusion: comparing ending strategies OR -

Intro Text 1 Text 1 Text 1 Text 2, comparison to 1 Conclusion: comparing ending strategies...