12+Analysis+Creating+a+response

**Opening Paragraph** Identify the main issue. //That the government is considering giving sixteen year olds the right to drive.//
 * Constructing the piece of writing.**

What is the position of the writer of the article under review? //The AALLA is opposed to this proposal//

What is the tone of their article?: //The AALLA is “outraged”//

What sort of article is it?: //It is a letter to the editor?//

//What was the name and date of the paper this article was published in?// The Victorian Clarion (date not listed)

//Who do you think is the audience for this piece (there may be ore than one):// There are many different audiences for this letter: parents and other adults; young people who are aware of the poor behaviour of some of their peers; the police; road safety authorities.

Put these observations into a simple introduction.

//“The AALLA (Against A Lower Licence Age) is “outraged” at the Victorian Minister for Transport’s proposal to lower the age of driving licences to sixteen. In a letter to the Editor printed in The Victorian Clarion (date not listed), the authors of this letter clearly aim to persuade road safety authorities, parents and other adults, as well as young people who are conscious of the potentially dangerous behaviour of their peers, to join with the AALLA in opposing this proposal.”//

Second paragraph//.//

Identify the strongest technique or strategy used by the writer and explain how and why it would work on the nominated audience. Always give examples. In the case of this article, each dot point can be discussed independently.

Third Paragraph etc.

Identify another strong technique or strategy used by the writer and explain how and why it would work on the nominated audience. Always give examples.

Continue this way until the article has been satisfactorily analysed.

**Variations and other features.**

If the task requires analysis of more than one article, then the approach is slightly different.

The opening paragraph should cover the same sorts of comments, acknowledging the two different responses, tones or approaches to the issue. This paragraph may need to be split into two in order to cover this clearly

It is still best to treat both articles separately. The first article can open the ground and the subsequent article can then be commented on in light of the first. Statements showing common, contrasting or comparable approaches should be made regularly.

“ Unlike Mr George, who is quite sympathetic to the new legislation, Mrs Breatrix is actively and vehemently hostile to it.” “ Similarly, young Madison also argues that the legislation has not been well thought out, however, her reasons for opposing it are completely different. ...... Where Mrs Breatrix accuses young drivers of rudeness and lack of control on the road, Madison is persuaded that it is the age limit that is too low and at odds with other demands on the lives of young people.”

The use of this type of language will indicate that the writer is able to recognise how different approaches may still be equally valid.

There is no need to add a formal conclusion. These tend to dribble away to platitudinous statements about the relative values of each article, or bland comments about their effectiveness. This should be avoided.

It is important to remember that as the analyst of the pieces the student is not permitted an opinion, or any personal interest in the subject under discussion. In essence, the analytical piece on persuasive language should be forensic. Students should look at what is there and how it is used, but not try to draw any conclusions about the topic. Any comments which might be construed as taking sides in the discussion will be considered negative features of the task and marks may be deducted.