MSC+VCE+ULTP+Vocabulary+Development

=PERSUASIVE TECHNIQUES GLOSSARY:=

To develop our vocabulary for this area of study and our understanding of persuasive techniques, we are going to collaboratively create a glossary.


===The aim is to put together a list of persuasive techniques with definitions, examples and explanations of 'how and why readers feelings are manipulated'in the examples. As you are the creators of the glossary you will be forced to seek out techniques at work in the media and think through how they work for yourselves. This activity is about building your vocabulary but, more importantly, it is about practising your analysis skills. The student who can deliver in-depth analysis of how a writer is using persuasive techniques to influence their audience will impress the examiners.===

Language Analysis SAC: Descriptor for top mark range
 * 17–20 marks || Sophisticated analysis and insightful comparison of the ways in which the language of selected persuasive texts is used to position readers in particular ways. Highly expressive and coherent writing with confident use of highly appropriate metalanguage. ||
 * NB: When you initially add a definition, example and/or explanation present its heading in red font. When we have reviewed them and decided they are accurate we will change the font to black. Reference the sources of your examples by hyperlinking to the articles you collect them from. Use visuals to accompany the examples and explanations to make this a visual glossary as well. Ensure you maintain thestructure of presentation that has been organised.**

media type="custom" key="14961590" =ALLITERATION:=
 * = TERMS = || = DEFINITIONS = || = EXAMPLES = || = EXPLANATIONS = ||
 * Definition:** Repetition of a consonant, especially at the start of words
 * //Example 1://**'To rip people off so blatantly shows Mr. __Craven__ to be __cruel__, __calculating__ and __crooked__'
 * Explanation of effect of the technique on the reader:**
 * Example 2:**
 * Explanation of effect of the technique on the reader:**
 * Example 3:**
 * Explanation of effect of the technique on the reader:**

=CLICHE:= **//Definition://** Worn-out, over used expressions. Are familiar to the reader therefore can offer a shortcut to the meaning. **//Example 1://** If it ain't broke, don't fix it **Explanation of effect of the technique on the reader:**
 * Example 2: **** Explanation of effect of the technique on the reader:  **

=IRONY:= **Definition:** A feature of language that allows the writer to say one thing when their real meaning is the opposite **//Example 1://**"We're running out of water and the government wants another swimming centre - that's just what we need"
 * Explanation of effect of the technique on the reader:**
 * Example 2: **
 * Explanation of effect of the technique on the reader: **

=COLOURFUL LANGUAGE:=
 * Definition:** Creates a strong image through unusual and striking words, especially adjectives


 * Example** 1:'To all those who are "shocked and dismayed" that $240,000 was spent on a branding and #|positioning statement that is years overdue for our city, keep sweating the small stuff and leave the big, bold thinking to those who want Melbourne to have a stylised capital M rather than a giant B for bogan
 * Explanation of effect of the technique on the reader:**
 * Example 2: **
 * Explanation of effect of the technique on the reader: **

=PUN:=
 * Definition:** A play on a word that suggests a double meaning (e.g. 'Bombers' meaning the football team or aircraft in WW1) Often plays on a word with a similar sound but different spelling (e.g. whet/wet)

=REPETITION:=
 * Example 1:**'Bombers hit target after slow start'
 * Explanation of effect of the technique on the reader:**
 * Example 2: **[[image:http://puntenialtimes.com/images/largepunpics/Fanta-Sea-Pun.jpg]]
 * Explanation of effect of the technique on the reader: This is funny hits on a clssica song to make you laugh **
 * Definition:** Using the same word or phrase and idea several times adds emphasis


 * Example 1:** We will all suffer for years to come unless we stop this government, stop them in the workplace, stop them in the polls, and stop them on election day
 * Explanation of effect of the technique on the reader:**
 * Example 2: **
 * Explanation of effect of the technique on the reader: **

=ANECDOTE:=
 * Definition:** Short #|account or - often entertaining; gives a #|human angle that engages the reader; can convey information
 * Example 1:**'Recently my neighbour experienced these problems first-hand'
 * Explanation of effect of the technique on the reader:**

[|I’ve watched Caitlin Stasey’s Herself.com project, and her loud Twitter activism, for some time, and while I don’t agree with all of her enthusiastically espoused opinions on feminism and the world, I love what she’s doing.]
 * Example 2: **


 * Explanation of effect of the technique on the reader: This anecdote shows the reader that the author has done some background research on the topic and has found her own point of view. **

=EMOTIVE LANGUAGE:=
 * Definition:** Deliberate use of strong words and phrases to arouse the reader's feelings and so manipulate them to agree
 * Example 1:**'There are plans for a national helpline. This should be fast-tracked. In the desperate, late-night hours, a prompt reply could make the difference between life and death'
 * Explanation of effect of the technique on the reader:** The emotive words used create an urgency to get the national helpline up and running. It makes the readers fear for them and their loved ones life in the late-night hours.The fact that the writer highlights it is a 'life and death' issue creates concern for the readers
 * Example 2:** '

=GENERALISATION:=
 * Definition:** A sweeping statement that suggests what is true for some is true for most or all
 * //Example://** 'Today's young royals are rich, famous and fond of partying - and the online generation can't get enough of them'
 * Explanation of effect of the technique on the reader:**

=INCLUSIVE LANGUAGE:=
 * Definition:** Uses 'we', 'our', 'us', etc. to include the readers in the same group as the writer. Assumes that everyone in the group #|shares the writer's viewpoint
 * //Example://** 'We all know that...'
 * Explanation of effect of the technique on the reader:**

=RHETORICAL QUESTION:=
 * Definition:** A question with an implied but unstated answer - used purely for effect
 * //Example://** 'How can we...be expected to abandon our #|cars in favour of public #|transport when the system is in such disrepair?'
 * Explanation of effect of the technique on the reader:**

=Emotional Appeals:=
 * Definition: Are often subtle, they play on peoples emotions such as fears, desires, insecurities, hopes and things that are valued**
 * Example: [|Australian Flag ("New Flag" for a "New Era")]**
 * Explanation of effect: the writer uses emotional appeal in the form of patriotism this helps persuade the view of the reader to their contention by relating to the readers nationality or race or birthplace**