Repetition of a consonant, especially at the start of words
‘Rapid rise in rail station robberies’
Gains attention and adds emphasis, often used in headlines.
Draws attention to key words.
Not persuasive on its own, but can be effective when used with other techniques such as puns.
Sample analysis: The use of alliteration in the headline gives it an urgent, insistent tone, underscoring the seriousness of the increase in crime at train stations.
Anecdote
Short account or story- often entertaining; gives a human angle that engages the reader; can convey information
‘Recently my neighbor experienced these problems first hand.’
‘We met in 1962 when I was a young journalist...’
Positions readers to respond emotionally e.g. with fear or pleasure
‘Rings true’ so positions readers to take notice and accept information.
Sample analysis: The anecdote adds interest to the article and assures us that the writer has personally known the subject. This helps to establish them as a credible source of information. These factors encourage the reader to accept the writer’s view of their subject.
Appeal to authority
Uses the opinion of an expert or authority figure to impress audiences or prove a point
‘Professor Tran’s extensive research in this area leaves little doubt that...’
Reassures the reader that the writer’s viewpoint is shared by someone with expert knowledge.
Influences readers to respond positively and agree.
Sample analysis: The writer’s viewpoint is endorsed by Professor Tran, who clearly has status and expertise in this field. This positions the reader to give this viewpoint serious consideration, since specialised knowledge reassures the reader that the information supporting this view is reliable and can stand up to scrutiny.
Appeal to common sense
Common sense is practical, everyday knowledge that is accepted as obvious and therefore ‘true’.
‘The Australian Medical Association said it was common sense that a ban [on advertising junk food to children] would work.’ (Age, 16/05/07)
Pressures the reader to agree by implying that anyone who disagrees lacks practical intelligence and cannot see what is evident.
Sample analysis: The AMA appeals to common sense in order to dismiss objections to a ban on advertising junk food during children’s television viewing times. This leads the reader to feel that a ban is an effective approach without needing to see any further evidence, because the AMA is a reliable and authoritative group.
Appeal to family values
Suggests that traditional family life provides the essential values for a healthy, stable society. Usually takes the nuclear family for granted.
‘The government needs to make the well-being of families a top priority the ensure parents have the time and resources to care for children so that they grow up feeling secure and loved.’
Leads the reader to view traditional nuclear family as the most desirable kind of family.
Can position the reader to blame destructive or antisocial behaviour on separated or single parent families.
Sample analysis: The writer positions the reader to believe that government support for people to spend more time with families will ensure that children will be ‘loved and secure’. However, being with children will not in itself ensure that they are ‘loved and secure’. The word ‘ensure’ positions the reader to think that the desired goal will definitely be achieved, while the last two words play on the readers concern for children’s safety and emotional welfare.
Persuasive technique and definition
Examples
How the technique persuades
Appeal to fear and insecurity
Suggests that people’s safety, security or freedom is at risk; often exaggerates a situation to present a ‘worst case scenario’.
‘If we don’t act now we are in mortal danger.’
‘The terrorists are amongst us now- we must be vigilant.’
Pressures the reader to feel that solutions are needed urgently so they should agree with the proposals.
Also persuades the reader to believe that the writer has their best interests at heart by wanting to protect them.
Sample analysis: The writer appeals to fear of a terrorist attack in order to make the reader more watchful and alert to the possibility of danger. The close presence of terrorists arouses fear and a sense of vulnerability and positions the reader to agree that vigilance is indeed necessary.
Appeal to the hip-pocket nerve
Threatens our financial well-being because we fear or believe that we are being overcharge or ‘ripped off’.
‘Who funds the ABC? That’s right, we do. If the show’s creators can think of no better use for OUR money than to spend it on puerile nonsense, then it’s time to give it the chop.’
Incites strong emotions, e.g. anger at being overcharged or because money is being misused.
Positions the reader to reject the views of those who want to raise prices, fees etc.
Sample analysis: The speaker appeals to the hip-pocket nerve to make us feel that public money, which the writer identifies as ‘OUR money’, is being wasted on something entirely unworthy. The reader is likely to feel outrages and protective of these funds, thus positioning them to think that the program should be axed.
Appeal to tradition and customs
Appeals to a sense of security based on the belief that rituals and traditions are valuable and should be preserved.
‘Generations of Australians once thrilled to see the circus roll into town. And while urban sprawl is taking its toll, a small band of families keeps the magic alive...’
Encourages readers to resist change and to feel that links with the past need to be retained.
Can position readers to view ‘modern’ lifestyles as inferior and damaging the social fabric.
Sample analysis: The writer expresses regret that the traditional family outing to the circus is much less common. The contrast between the ‘thrill and magic’ of the circus and the ‘toll’ taken by the growth of cities elicits a sense of loss. The reader is positioned to share the writer’s hope that this traditional custom can be kept ‘alive’.
Appeal to loyalty and patriotism
Assumes commitment to our group, a love of our country, that old ways of doing things should be highly valued.
‘Don’t let your community down- you owe it a helping hand so it can help you in the future.’
Positions the reader to agree with (and possibly take part in) actions that will benefit the nation or the group.
Can arouse feelings of anger or fear that position people to take action to support a cause or a group.
Sample analysis: The writer appeals to the reader’s sense of loyalty in order to provoke them into doing something positive for their community. The reader is positioned to feel a sense of obligation to support the community, which is designed to generate a desire to take action.
Appeal to sense of justice
Plays on our beliefs that we all have the right to be treated fairly and we should strive for just outcomes.
‘Let’s have a fair go for all.’
‘The death penalty is the ultimate form of inhuman punishment and a violation of fundamental human rights,’
(Amnesty International)
Positions the reader to agree that the punishment should fit the crime.
Arouses feelings of anger when somebody is punished too harshly or a criminal ‘gets off’ lightly.
Sample analysis: Amnesty appeals to a sense of justice in order to condemn the death penalty. It clearly states that this punishment is inappropriate, regardless of the crime, and because it is inhuman, it is fundamentally unjust. The use of emotive words such as ‘inhuman’ and ‘violation’ also position the reader to reject the death penalty.
Persuasive technique and definition
Examples
How the technique persuades
Attacks and praise
Attacks belittle or denigrate an individual or group.
Praise presents a person or group as outstanding, attractive, etc.
‘...after the fires, people living in leaky caravans are being asked to pay...rent. This appalling example of insensitivity is to recoup costs for the Department of Human Services. This cash grab from the destitute, is even more bewildering when it is realised that many of the caravans were given freely by the generous public.’
Attack: positions us to think badly of the person and therefore to dismiss their ideas or viewpoint
Praise: makes us admire or like the person/group and therefore agree with their ideas
Sample analysis: The writer attacks the Department of Human Services for taking rent from bushfire victims. Victims are describes as ‘destitute’ and the caravans as ‘leaky’, which is likely to engender sympathy in the reader. The generosity of the public is contrasted with the Department’s ‘insensitivity’, positioning the reader to feel that the Department is behaving callously by prioritising money over people.
Clichés
Overused phrases that a wide range of readers can quickly grasp and understand.
‘Let’s hope he turns over a new leaf.’
‘We’ve all had one of those days where you get out of the wrong side of bed, stub your toe on the way to the bathroom, slip in the shower then spill your coffee on your freshly ironed shirt.’
(Price, Herald Sun, 2007)
Reassure the reader through a familiar expression that can position the reader to accept an idea because they are lulled into an uncritical mindset.
Often have a comic effect. This can produce a light-hearted, amusing tone, or a sarcastic, critical tone.
Sample analysis: Price uses a series of clichés describing things going wrong in everyday life. This encourages all readers to identify with the situation and feeling he is evoking. The humorous tone invites us to see these mishaps as not very important and to sympathise with the person who is experiencing them.
Creates a strong image through unusual and striking words, especially adjectives.
‘To all those who are “shocked and dismayed” the $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 that a giant B for Bogan.’
(Herald Sun, 2009)
Creates a memorable image and catches the reader’s interest.
Positions the reader to take a strongly positive or negative view of the subject.
Sample analysis: The writer uses colourful and colloquial language, such as ‘keep sweating the small stuff’ and ‘B for Bogan’, to make his point about the success of the new Melbourne logo in a humorous manner. Using striking language makes the writers point more memorable, and also conveys some of the writer’s passion to the reader, making it more likely that they will agree with the writer’s contention.
Connotations and loaded words
Connotations are meaning associated with or implied by words, as opposed to heir literal or ‘dictionary’ meanings
‘A recent report claims that the nose to the grindstone Aussie worker is a myth. While it stopped short of saying the Aussie bludger is back, it claims data showing working hours getting longer are a myth.’
Associated meanings of words arouse feelings and attitudes that position the reader to like/dislike, accept/reject an idea, person, proposal, and so on.
Sample analysis: The reader is being positioned to reject the view that Australians are overworked. Firstly, ‘the nose to the grindstone Aussie’ is a debunked myth, then the loaded term ‘Aussie bludger’ positions the reader to this that now the opposite is almost true again.
Persuasive technique and definition
Examples
How the technique persuades
Emotional appeals
Any appeal to the emotions that arouse hopes, fears, desires, and so on as shown in the examples. These feelings affect readers’ responses to issues.
See examples in appeals above
Provoke an emotional response, bypassing reason and logic.
Position the reader through their emotional response to be sympathetic to, or rejecting of, the writer’s viewpoint.
Sample analysis: The use of emotional appeals encourages a strong emotional reaction in the reader, which in turn impacts significantly on their point of view on the issue.
Emotive language
Deliberate use of strong words and phrases to arouse the reader’s feelings and so manipulate them to agree.
‘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.’
(Herald Sun, 2007)
The reader is positioned to react emotionally and agree with the writer’s viewpoint before reason even comes into play.
Sample analysis: The editorial uses emotive language to persuade that a national helpline should be introduced as soon as possible. The negative connotation of ‘desperate’ contrasts with the positive connotation of ‘prompt’, implying that the national helpline will solve problems that at present go unheard. The emotional impact of ‘life and death’ also encourages the reader to feel that an urgent solution is needed.
Evidence (including statistics, graphs and diagrams)
The use of facts and figures to provide rational, scientific ‘proof’ as the basis for a substantiated point of view.
‘...federal funding for private schools will increase from $5.8 billion to $7.5 billion over the next five years. Funding to public schools will rise from $3.1 billion to $3.4 billion over the next five years. Shame on us.’
Positions the reader to view the writer’s argument as more convincing because it appears to be objective and reliable.
Beware - facts and figures can be used selectively, by omitting the evidence to the contrary.
Sample analysis: The use of figures supports the writers view that private schools receive excessive government funding, and that there is a widening gap between the funding levels for private and public schools. The argument is made to seem even more compelling by her omission of the main source of government funding for public schools- the states.
Exaggeration, overstatement, hyperbole
Presents an extreme view of a situation for dramatic impact and to provoke strong emotional responses.
Hyperbole is an extravagant statement not meant to be taken literally.
‘With the Greens holding the balance of power, whole industries would be shut down and workers thrown on the scrap heap.’
Exaggeration positions the reader to respond emotionally and so be more likely to accept or reject a viewpoint.
Can generate humour to make the reader view the writes viewpoint positively.
Sample analysis: The use of hyperbole creates a negative scenario with a strong emotional impact on the reader. The metaphor ‘thrown on the scrap heap’ generates a powerful image of people being discarded like rubbish. The writer exaggerates the likely situation, positioning readers to reject the Greens as callous and economically extreme, and to consider voting for another party instead.
Generalisation
A sweeping statement that suggests what is true for some is true for all.
‘Today’s young royals are rich, famous and fond of partying- and the online generation can’t get enough of them.’
Powerful because appeals to commonly held beliefs, prejudices and views.
Positions the reader to regard and judge others in a narrow, stereotyped way.
Sample analysis: A generalisation is made about the behaviour or young members of the English royal family and about members of the ‘online generation’. This catches the readers interest and conveys the writers view that something surprising is going on, since these generalisations contradict popular notions of how ‘royals’ should behave and that young people are not interested in the monarchy.
Persuasive technique and definition
Examples
How the technique persuades
Graphs and diagrams
Facts and figures presented in a visual form
Give a quickly understood picture of the ‘facts’ that support a viewpoint in an article or similar - help to persuade and position the reader to agree.
Sample analysis: The graph presents a clear picture of people’s preference for chocolate chip, seeming to leave no room for doubt. However, it is possible that yet another flavour might actually have the dominant shore; and the number of people asked for their view is not referred to. Thus the graph’s representation of people’s viewpoints appears clear cut but could in fact be entirely misleading.
Inclusive language
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.
‘We all know that...’
‘We have to start thinking smarter about solving our problems and nurturing our budding entrepreneurs.’
The reader is positioned to agree with the writer because it appeals to their desire to belong to a group or pays on their fears of being ‘left out’ pr regarded as an outsider.
Sample analysis: The writer’s use of inclusive language invites the reader to share in the optimism for the future and the belief that a new approach to problem solving is needed. The positive connotations of ‘smarter’ and ‘nurture’ also present this approach as desirable and inclusive. Both the problems and solutions are in ‘our’ hands, creating a sense of shared involvement and ownership.
Imagery
Figurative language, that which creates a picture or image in the readers mind
‘The party was broken up by police, but who was left to clean up the alcohol bottles strewn across front lawns, the smashed glass in the gutters, the cigarette butts which were everywhere?’
The creation of a visual image in the readers mind adds impact to the statement and positions readers to understand more clearly the point the writer is making.
Sample analysis: The writer creates an image of the aftermath of the party with the idea of the rubbish ‘strewn’ across lawn and the street. Readers can visualise the destruction left over by the party and so sympathise with the reader’s predicament.
Irony
A feature of language that allows the writer to say one thing when their real meaning is the opposite.
‘We’re running out of water and the government wants another swimming centre- that’s just what we need!’
The reader is positioned to share in the writer’s ridicule (and rejection) of an idea or object.
The writer can influence the reader to agree through a sarcastic and/or humorous tone that is clever or engaging.
Sample analysis: The sarcastic and indignant tone indicates that we certainly don’t need another swimming centre in a time of water shortages. This positions the reader to see the government as impractical and ridiculous and so to reject their proposal as preposterous.
Juxtaposition
The placement of two concepts near each other in order for readers to make a comparison.
‘Take the landing at Gallipoli. This battle is remembered and its heroes celebrated nearly 100 years on. Do you think that we will be celebrating any battle of the Iraq war? No. I don’t think so.’
The reader is positioned to take one idea or concept and make an immediate comparison with the following idea or concept.
Sample analysis: The writer juxtaposes WW1 and the landing of Gallipoli; a battle which many Australians know well and remember with great sadness, with the Iraq war. Readers would have a sound knowledge and understanding of the contempt the battles of the Iraq are presented with thus far in the media, and understand the writer’s point that this war is not one of glory like the battles fought in yesteryears.
Persuasive technique and definition
Examples
How the technique persuades
Metaphor and simile
Compare two different things, suggesting a similarity between them. A simile uses ‘as if’ or ‘like’; a metaphor does not.
‘The team was about as effective as a walking corpse.’
Create a striking and memorable image, often with emotional impact that can influence the reader’s viewpoint.
Because more witty and engaging than dry description, can position the reader to support the writer’s viewpoint.
Sample analysis: By comparing the team’s effectiveness to that of a ‘walking corpse’, the writer criticises not just their performance but their effort. He also generates a humorous tone through this unexpected and extreme image, making the criticism seem less harsh.
Pun
A play on words that suggests a double meaning (e.g. ‘Bombers’ meaning the football team or aircraft in WWII)
Often plays on a word with a similar sound but different spelling (e.g. whet/wet)
‘Bombers hit target after slow start’
‘Rain, it’s enough to whet our desire.’
Grabs the reader’s interest and attention, especially through the use of humour.
The ‘double’ meaning of a word usually has a positive or negative connotation- this helps to influence the reader’s response to the issue.
Sample analysis: The pun on ‘wet’ gives the reader a quick idea of the articles main contention: we are grateful for some rain but it has made us want even more. The reader is drawn into the article to find out how much rain we have had and how much more we need. The pun establishes a light-hearted tone, suggesting a sense of relief while not losing sight of the situation’s seriousness.
Reason and logic
Used to link ideas and develop an argument supporting the writer’s point of view.
Can take into account the opposing viewpoint in order to show why the writer’s argument is superior.
‘If we had single-bench seating on either side of the carriage, and installed poles and hand rails along the middle, we could easily accommodate more people.’
Position the reader to accept the writer’s viewpoint as objectively true because it is not just personal opinion or emotional reaction.
Persuade the reader through a well argued case that can stand up to scrutiny.
Often used with a calm tone and/ or formal style.
Sample analysis: The writer argues in a logical and reasonable fashion that the train carriages should be redesigned to cope with greater demand. The logic of ‘if we did X, then Y would follow’ leads the reader to view this solution as straightforward and effective; the calm and rational tone also reassures the reader that the idea is sensible and worth further consideration.
Repetition
Using the same word or phrase and idea several times to add emphasis
‘It’s a simple choice, simple plan, simple solution.’
‘This is the kind of vision that the Green’s bring...It’s an affordable vision and it’s a responsible vision.’
Increases the impact of a main point or key term and so engages the reader’s attention.
Sample analysis: The repetition of ‘vision’ reinforces a central idea promoted by the Greens- that they have a vision for the future rather than being focused on short-term gain. It also allows different aspects of the vision to be highlighted, suggesting the Greens are not just a single-issue party. This encourages readers to regard the party favourably and as worthy of our vote.
Rhetorical questions
A question with an implied but unstated answer – used purely for effect.
‘How can we be expected to abandon out cars in favour of a public transport system in such disrepair?’
Suggests that the ‘answer’ is self-evident and therefore the reader must agree with it.
Directly addresses the reader as a way of engaging their agreement.
Sample analysis: The rhetorical question positions the reader to agree that the public transport system needs to be fixed. The questions internal logic – the idea that we should use our cars less by making greater use of trains, buses and trams – implies that the need for an efficient public transport system is obvious.
Tone
Positive
Either way
Negative
Of mood
Accepting
Passionate
Humorous
Detached
Questioning
Attacking
Domineering
Sad
Happy
Most
Admiring
Ardent
Absurd
Calculating
Amazed
Blaming
Arrogant
Appalled
Gleeful
Approving
Enthusiastic
(In)credulous
Controlled
Anxious
carping
Boastful
Despondent
Optimistic
Hopeful
Evangelical
Satirical
Astonished
Censuring
Bombastic
Distressed
Starry-eyed
Optimistic
Exhilarated
Ridiculing
Baffled
Complaining
Bullying
Grave
Sentimental
Fervent
Risqué
Frustrated
Critical
Chauvinistic
Sad
Facile
Incredulous
Hypocritical
Self-righteous
Tragic
Forceful
(deliberately)
Puzzled
Vindictive
Superior
Passionate
Simple/
Querulous
Scapegoating
Threatening
Jingoistic
Simplistic
Reactionary
Whingeing
Spirited
Foolish
Unreasonable
Xenophobic
Visionary
Middle
Amicable
Animated
Rustic
Businesslike
Conservative
Abusive
Condescending
Apologetic
Happy
Comforting
Convincing
Silly
Deprecating
Guarded
Acrimonious
Officious
Discouraged
Pleased
Conciliatory
Definite
Bantering
Earnest
Watchful
Aggressive
Patronising
Disappointed
Upbeat
Friendly
Determined
cavalier
Formal
Sceptical
Antagonistic
Cynical
Grumbling
Liberal
Expressive
Entertaining
Humble
Stubborn
Biting
Insinuating
Regretful
Open-minded
Flamboyant
Facetious
Matter of fact
Radical
Bitter
Negative
Solemn
Placatory
Patriotic
Humorous
Reasonable
Credulous
Confrontational
Pessimistic
Sombre
Supportive
Volatile
Ironical
Sensible
Defensive
Embittered
Sympathetic
Insincere
Quizzical
Straightforward
Obsequious
Hostile
Cheerful
Uncomplicated
Pleading
Outraged
Encouraging
Sycophantic
Raving
Scathing
Least
Contemplative
Apathetic
Amused
Balanced
Traditional
Annoyed
Moral
Mawkish
Cheerful
Diplomatic
Blasé
Frivolous
Calm
Courageous
Demeaning
Preaching
Nostalgic
Educated
Indifferent
Wry
Impartial
Undefeated
Disparaging
Schoolmasterly
Expert
Unmoved
Detached
Convincing
Grim
Didactic
Measured
Stoic
Understanding
Dogmatic
Insulting
Heavy-handed
Moderate
Bland
Hypercritical
Ponderous
Respectful
Clichéd
Scornful
Self-important
Trustworthy
Neutral
Snide
Stodgy
Sentence starters The writer....
ADVERBS
VERBS
Aggressively
Admits that
Apparently
Argues (for/against/in favour of…)
Authoritatively
asserts
Bitterly
Astonishes
Boldly
Boasts
Brashly
Brags
Broadly
Brandishes (of statistics/evidence)
Calmly
Browbeats
Carefully
Censors
Cautiously
Comments
Clearly
Complains
Comically
Concentrates on
Confidently
Condemns
Convincingly
Confronts
Critically
Considers
Cynically
Criticizes
Deliberately
Denigrates
Firmly
Describes
Generally
Develops
Generously
Elicits
Genuinely
Enters the arena (of debate)
Grudgingly
Estimates
Guiltlessly
Explains
Halfheartedly
Focuses
Hurtfully
Fuels (the debate)
Importantly
Harangues
Justly
Illuminates
Liberally
Jokes
Mischievously
Lies
Neatly
Maintains
Nervously
Manipulates
Neutrally
Observes
Objectively
Opts
Pointedly
Pinpoints
Promptly
Pleads
Rashly
Promotes
Reluctantly
Provides
Remorsefully
Queries
Sarcastically
Questions
Scientifically
Rationalizes
Seriously
Reassures
Skillfully
Refutes
Soundly
Rejects
Specifically
Repels
Stridently
Rewards
Strongly
Seeks
Sympathetically
Sends up
Tentatively
Stresses
Timidly
Submits
Totally
Sympathizes
Vehemently
Teases
Wildly
Unsettles
Worthily
Urges
Verifies
Words to describe style
Abrupt
Abstruse
Anodyne
Assertive
Awkward
Blistering
Blithe
Bold
Brash
Brazen
Capricious
Carping
Clear
Clumsy
Course
Colourful
Complex
Confident
Confused
Contemptuous
Convoluted
Crisp
Derisive
Dictatorial
Didactic
Direct
Disingenuous
Dogmatic
Dull
Earnest
Economical
Egotistic
Elegant
Enervating
Enthusiastic
Equivocal
Exuberant
Ferocious
Fierce
Florid
Fluent
Forceful
Frivolous
Genteel
Glib
Graceful
Hackneyed
Homely
Imprecise
Incisive
Insipid
Intellectual
Jocular
Lacklustre
Laconic
Light-hearted
Limpid
Longwinded
Loud
Lucid
Moronic
Negative
Obscure
Ostentatious
Pacifying
Pedagogical
Pedantic
Plain
Polished
Pompous
Ponderous
Prolix
Querulous
Rambling
Refined
Reverent
Rough
Sensuous
Showy
Simple
Smarmy
Smooth
Sophisticated
Spare
Sparking
Suave
Succinct
Superficial
Tendentious
Timid
Turgid
Unclear
Unfussy
Unvarnished
Urbane
Vague
Verbose
Vital
Vivacious
Vociferous
Whimsical
Wordy
Zealous
Words to link
Accordingly
Although
Apparently
Arguably
Consequently
Conversely
Despite
However
Finally
Furthermore
Generally
Hence
Even more remarkable
In addition to
In conclusion
In contrast
In spite of
In summary
Inevitably
Initially
Irrefutably
It follows
It seems
Likewise
Meanwhile
Of course
On closer analysis
Thus
Otherwise
Perhaps
Similarly
So far
Superficially
Surprisingly
Therefore
On the other hand
Oddly enough
Unit 1 Audience and purpose There are many different types of articles that appear in newspapers and online. Each type of article has a different purpose, a target audience and a specific language style. Audience The audience refers to anyone reading, viewing or listening to a persuasive text. The creators of the text will always have a particular audience in mind before they create their text.
Who is the audience of the following texts?
An article on smacking: _________________________________________________________________
A letter about rubbish in the local park: ____________________________________________________
A TV expose on drugs in schools: _________________________________________________________
Purpose Writers and speakers also have a clear purpose in mind. They might wish to persuade an audience to donate money to a cause, vote for a certain candidate in an election or simply agree with a certain point of view being expressed.
What is the purpose of the following texts?
An article on regulation of peanut butter in primary schools: ____________________________________
In print texts such as newspapers there are many types of articles which appear.
Feature article The main articles which appear in the front pages of the newspapers. Often informative in style. Identifiable in style by a more measured tone than an opinion piece, as well as a lack of persuasive language. They are sometimes accompanied by an image or photograph.
Purpose
Features
Language
To present information about current events
Length varies – small column to nearly a whole page
Wide range of subject matter can be covered, not necessarily on current events – can be recurring general interest issues
