AREA OF STUDY 3
Using language to persuade
The focus of this area of study is on the use of language in the presentation of a point of view. Students
study a range of texts whose main purpose is to persuade readers and viewers to share a particular
point of view. Texts could be print, non-print and multimodal, for example, editorials, letters to the
editor, opinion columns, essays, reviews, speeches, segments from radio programs, talkback radio
programs, CD-ROMs, television, newspaper or magazine advertisements, cartoons, documentaries,
e-zines and websites. Students identify and discuss how language, verbal and non-verbal (including
visual), is used in the chosen texts to position readers and viewers in particular ways. For example,
students identify the use in these texts of persuasive techniques such as use of repetition, sound effects
(including music), association, colour, symbols, gestures, emotive appeals, logical appeals, active and
passive voice, and omission and vocabulary choice, and discuss and analyse their intended effect on
the reader or viewer. Students further explore the use of persuasive language in the construction of
a reasoned point of view on an issue of social or personal relevance and interest. This point of view
may be presented in an oral, a written or a multimodal form.
Outcome 3
On completion of this unit the student should be able to identify and analyse how language is used in
a persuasive text and to present a reasoned point of view in an oral or a written form.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 3.
Key knowledge
This knowledge includes
• an understanding of the points of view presented in texts whose purpose is to persuade;
• structures, features and conventions of a range of persuasive texts constructed for different purposes
and audiences;
• an understanding of the use of language in the presentation of ideas, arguments and evidence;
• strategies and appropriate metalanguage for identifying and analysing the ways in which verbal
and non-verbal (including visual) language is used in a persuasive text to infl uence readers and
viewers in particular ways;
• ways of planning and constructing a coherent and logical point of view in written, oral or multimodal
form on a selected issue;
• the conventions of small group and whole class discussion, including ways of developing
constructive interactions and building on ideas of others;
• the conventions of spelling, punctuation and syntax of Standard Australian English.
Key skills
These skills include the ability to
• critically analyse the use of language in the presentation of ideas, arguments and evidence;
• use appropriate metalanguage to identify and analyse how verbal and non-verbal (including visual)
language is used by the authors of texts to persuade readers and viewers in particular ways;
• plan and construct a point of view in written, oral or multimodal form on a selected issue;
• listen actively and respond constructively to others’ views during discussion;
• use the conventions of spelling, punctuation and syntax of Standard Australian English.
Using language to persuade
The focus of this area of study is on the use of language in the presentation of a point of view. Students
study a range of texts whose main purpose is to persuade readers and viewers to share a particular
point of view. Texts could be print, non-print and multimodal, for example, editorials, letters to the
editor, opinion columns, essays, reviews, speeches, segments from radio programs, talkback radio
programs, CD-ROMs, television, newspaper or magazine advertisements, cartoons, documentaries,
e-zines and websites. Students identify and discuss how language, verbal and non-verbal (including
visual), is used in the chosen texts to position readers and viewers in particular ways. For example,
students identify the use in these texts of persuasive techniques such as use of repetition, sound effects
(including music), association, colour, symbols, gestures, emotive appeals, logical appeals, active and
passive voice, and omission and vocabulary choice, and discuss and analyse their intended effect on
the reader or viewer. Students further explore the use of persuasive language in the construction of
a reasoned point of view on an issue of social or personal relevance and interest. This point of view
may be presented in an oral, a written or a multimodal form.
Outcome 3
On completion of this unit the student should be able to identify and analyse how language is used in
a persuasive text and to present a reasoned point of view in an oral or a written form.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of
study 3.
Key knowledge
This knowledge includes
• an understanding of the points of view presented in texts whose purpose is to persuade;
• structures, features and conventions of a range of persuasive texts constructed for different purposes
and audiences;
• an understanding of the use of language in the presentation of ideas, arguments and evidence;
• strategies and appropriate metalanguage for identifying and analysing the ways in which verbal
and non-verbal (including visual) language is used in a persuasive text to infl uence readers and
viewers in particular ways;
• ways of planning and constructing a coherent and logical point of view in written, oral or multimodal
form on a selected issue;
• the conventions of small group and whole class discussion, including ways of developing
constructive interactions and building on ideas of others;
• the conventions of spelling, punctuation and syntax of Standard Australian English.
Key skills
These skills include the ability to
• critically analyse the use of language in the presentation of ideas, arguments and evidence;
• use appropriate metalanguage to identify and analyse how verbal and non-verbal (including visual)
language is used by the authors of texts to persuade readers and viewers in particular ways;
• plan and construct a point of view in written, oral or multimodal form on a selected issue;
• listen actively and respond constructively to others’ views during discussion;
• use the conventions of spelling, punctuation and syntax of Standard Australian English.