This document introduces persuasive techniques that are covered in a workbook for students in Years 7 to 8. It focuses on analyzing an author's views, tone, style, choice of words, evidence, reasons, appeals and values. The workbook helps students build an analytical vocabulary and learn how to write essays. It provides exercises and "Why" boxes to help students think about the impact of persuasive techniques. The goal is for students to accurately analyze what an author says, how they say it, and how they seek to gain support while avoiding offering their own views.

1. Techniques of Persuasion
Series 1: Techniques of Persuasion
(978-0-9808397-2-2)
This step-by-step introduction to persuasive
techniques provides the perfect foundation for
students in Years 7 to 8. This workbook focuses on:
•the author’s views, tone, style and choice
of words;
•the author’s evidence and reasons and
•the author’s appeals and values.
The “Why” boxes help students think about the
impact of these techniques.
Students will build an analytical vocabulary and start
to write essays.

2. The task of analysis
Focus on the author’s
views and values.
Do not offer your own
views on the issue.
Ask yourself:
◦ What does the author say, how and why.
◦ How do they seek your support?

3. The task of analysis
• Focus on:
– What the author says (views)
– How the author says it
(their tone and style).
– The author’s choice of words.
– The author’s evidence and reasons.
– The author’s appeals and values.
– The author’s purpose and impact: see the “why”
comments for each technique.
The Techniques of Persuasion

4. The author’s views
Clearly and concisely identify
the author’s viewpoint on
the issue.
Do they use the first or the third person? (voice: “I’,
“we”, “he/she/they”)
On whose behalf do they speak?
What is their personal and/or professional experience
and background?
The author’s voice, their status and position in an
organisation influence their views and values. Can we
trust them?
The Techniques of Persuasion: pp. 3-8, Ex. 1-4

5. The author’s tone
How the author speaks is
often just as important
as what they say.
• An author’s tone reflects their attitude, their
passion and their personality and influences their
relationship with the audience.
• Think about their choice of words (modality: they
must put an end to whaling;) and their sentence
style (statements and questions).
• Learn a bank of tone words. (See tone descriptors)
The Techniques of Persuasion: pp. 9-17, Ex. 9-17

6. As an adjective:
• Ms Snare adopts an indignant tone to …
• In an exasperated tone, the author condemns
parents who fail to provide adequate supervision.
As an adverb:
• Ms Snare states dogmatically that …
• Mr Smith assertively supports the rights of all ..
(see Language of Persuasion: become an expert p. 59 and 60)
Use tone words to accurately
identify an author’s attitude

7. Tone descriptors: See tone descriptors and definitions on pp.
74-75.
See tone clues: imperative, modal, rhetorical sentences (p. 10.)
Tone words are modelled in the “Suggested Responses”.
See CD-Rom and website:
– word games
– tone test matchups.
– extended tone list and definitions.
(See Language of Persuasion: pp. 74-75 and CD-Rom word games)
Extending your
tone word vocabulary

8. The author’s style
The author’s style
complements their
message and their tone.
Is the text formal or
informal or a
combination
of both?
The Techniques of Persuasion: pp. 9-17, Ex. 9-17

9. The author’s style
Look for:
Colloquial language: closely imitates spoken
language. (He doesn’t give a stuff!)
Questions: interrogative sentences
(What is the government’s response to
the whaling crisis?) and rhetorical questions
(Why does he listen so loudly to the music?)
Repetition: the author often repeats words or
phrases for an effect. (Tripling, use of three (“the
system lacks rigour, repetition and routine”), and
listing (so obese is the child that he snacks on mars
bars, chips, smarties and roll-ups every 20 minutes)
are often used for effect.)
The Techniques of Persuasion: pp. 9-17, Ex. 9-17

10. The author’s words
Words mean different
things to different
people.
Some words are “neutral”;
others are loaded or
colourful and reveal a
person’s approval or
disapproval.
The Techniques of Persuasion: pp. 18-27, Ex. 11-18
A fat cat

11. The author’s words
• Words have connotations:
that is, extra meanings
apart from the literal,
dictionary meaning.
• Words may be inclusive or
exclusive.
• Words may be figurative:
similes, clichés, metaphors,
idioms. Such words
have connotations.
The Techniques of Persuasion: pp. 18-27, Ex. 11-18
Barking up the wrong tree

12. The author’s evidence
What evidence does the
author rely on?
Facts and figures: statistics, survey,
expert opinion, quotes, research
People stories: anecdotes, human
interest stories, personal and first-
hand experience and observations;
eye-witness accounts.
The Techniques of Persuasion: pp. 28-34, Ex. 30-34

13. The author’s evidence
TheTechniquesofPersuasion:pp.28-34,Ex.30-34

14. The author’s evidence: exercises
TheTechniquesofPersuasion:p.31,Ex.20

15. The author’s evidence: see “responses”
Exercise 20: P-plate extensions overdue (Mr Jonathon Sprinter (p. 31)
 The author refers to an expert, the commissioner of traffic, who asserts that a
seven year probationary period that includes zero-alcohol readings, would
reduce traffic accidents. He is credible because he has professional
experience with regards to traffic control.
 Statistics: the statistics prove that there are too many young adults involved
in tragic car accidents. The young adults are disproportionately represented in
car accidents which suggests that there is a problem with drinking, speed and
young adults.
 Expert opinion: the reference to the surgeon proves that young people’s
brains are underdeveloped. They cannot be trusted to measure their alcohol
intake and therefore are potentially endangering their lives and that of other
road users.
 The author refers to the real-life anecdotal story of Emma Richardson to show
the devastating consequences of one fatal mistake. Emma is cited as a typical
example of teenagers who are killed because they seem to underestimate the
dangers on the road. They also jeopardize the safety of other drivers. The
quotes from her mother also reinforce the tragic consequences and
devastating impact to the family. The author includes this story to show both
parents and young adults that mistakes can have tragic consequences, and to
encourage them to be keen about tighter regulations.
TheTechniquesofPersuasion:p.31,Ex.20

16. The author’s reasons
What links does the author make, and what
conclusions does the author draw from
the evidence?
Authors often appeal to logic
and common sense.
Authors often make
comparisons or analogies with
other situations, issues,
schemes and proposals.
Look for generalisations and stereotypes.
The Techniques of Persuasion: pp. 35-38, Ex. 24-27

17. The author’s
attack
Authors often attack or criticise opponents in
order to show the superiority of their views.
How does the author criticise opponents?
What words do they use?
The Techniques of Persuasion: pp. 39-43, Ex. 28-32

18. The author’s
appeals
The author’s appeals reflect
their values and priorities.
An author’s appeals are a clue to how they
seek to influence our thoughts and
emotions.
The Techniques of Persuasion: pp. 39-43, Ex. 28-32
“appeal to the nanny state”

19. Common appeals
Appeal to common sense
Appeal to emotions
Appeal to morals and guilt
Appeal to duty of care
and leadership
Appeal to civil liberties
and freedom
Appeal to fear
Appeal to family values
Appeal to health and wellbeing
The Techniques of Persuasion: pp. 44-55, Ex.33-40

20. Impact and purpose
Sympathy
Fear and uncertainty
Guilt and shame
Anger
Hope and reassurance
The Techniques of Persuasion: pp. 54-55, Ex.34
Think about how the author seeks to
influence our thoughts and emotions.

21. Purpose and impact

22. Outcomes
You will:
 learn to accurately identify the author’s views:
 Ms Johnson criticises the installation of CCTV cameras
because they invade people’s privacy
 identify an author’s persuasive techniques and their
purpose
 write sentences relating to the author’s tone and techniques:
 Adopting an authoritative tone, Mr Jon comments that “its use is shaming their religion and is of no
benefit to anyone.”
Build an analytical vocabulary: In order to accurately identify the author’s attitude and values, you
will need an extensive vocabulary relating to tone.
 Tone descriptors: The workbook encourages you to become familiar with the extensive list of tone
words on pp. 63-64. Tone words are modelled in the responses. There are also tone tests and
match-up exercises to constantly test and reinforce the tone words.
The Techniques of Persuasion: pp. 54-55, Ex.34

23. Outcomes:
analytical precision
• Students will recognise the difference between
generic and analytically-precise sentences.
• Generic sentences:
– The speech is in a forthright tone, getting straight to the point to
show you how serious he is.
– He uses his first-hand experience to build credibility and to show an
unbiased and reasonable perspective.
– He uses an expert who can be trusted because he has experience in
the field.

24. Outcomes: aim for
analytical precision
• Students will rewrite their sentences:
• “Sharing the fat load”
Evidence/technique; The expert, Mr Webber who is a
trusted economist with experience in the airline industry,
states that obese jetsetters must contribute fairly to the
cost of airline travel. He adopts a logical tone to suggest
that the heavier a person is, the heavier the aircraft and
therefore the cost of fuel increases.

25. Ready for the next step:
• You are now ready to work through
The Language of Persuasion:
become an expert (2015)
• This workbook consists of practical tips and
guidelines to help you sharpen your analysis,
perfect your analytical awareness and
vocabulary.
• See englishworks.com.au for an outline and
for the next slideshow.

26. Language Analysis
pathway program
(Yr 7-12)
Series 1. Techniques of
Persuasion
Series 2. Language analysis:
become an expert
Series 3. Language analysis:
an essay-writing guide
www.englishworks.com.au

27. Language analysis
pathway program
Suggested Responses
Each workbook has a corresponding “Suggested Responses” booklet
for 20-40 exercises.
The Responses and “Taking it Further” extension activities are an
ideal correction resource for teachers.
They are also ideal as an independent self-directed learning program
for students.
www.englishworks.com.au