Examples of letters to the editor
Why turn carers into the enemy?
WHAT has possessed Health Minister David Davis to pick a fight with nurses? These days it takes more than just a ''special person'' to want to nurse. Along with the will, nurses need university training and ongoing education to secure continuing professional development points. Many also have postgraduate qualifications. These are highly skilled workers who aren't greedy but are being treated with little respect from the government. Now that nurses have exhausted all options but industrial action, Mr Davis is positioning them as the antagonists putting patient care at risk. This is an appalling new low from a government voted in on the promise of making Victorian nurses the most valued in Australia.
Rob McCasker, Anglesea
A vulnerable state
SOON we'll have ''unregistered health assistants'', enthusiastically peering at us as we lie alone in our hospital bed at night waiting and hoping the registered nurse has time to visit us and check on our ''little concern'' because neither we, nor the unregistered health assistant, knows it's actually a ''big concern''.
Jennifer Halat, South Yarra
Contention and key arguments
Every persuasive article that is written will have a main contention. The author’s main contention is the point of view on an issue that they are trying to have readers agree with. The contention will usually be supported by a number of key arguments.
The following is an example of an Opinion piece by Susie O’Brien. Find the contention and the supporting key arguments.
Physical discipline smacks of violence
Susie O'Brien, Herald Sun, March 06, 2012.
I KNOW Herald Sun parents feel very strongly about their right to smack their kids.
However, as many of you know, I have been a long-term opponent of smacking, caning and other forms of physical discipline.
I don't necessarily think a smacking ban would work in this country right now, but I do think there are better ways for parents to discipline kids. We should always try to avoid smacking our kids whenever possible.
And so I was interested this week to come across a new study from Canada that assesses 20 years of research on smacking kids.
Joan Durrant, a clinical psychologist at the University of Manitoba, found that research studies have consistently found links between common forms of physical punishment, such as smacking, and high levels of aggression in kids.
And no studies have been found to show a positive long-term effect from smacking.
Now I should admit that Dr Durrant is active in the anti-smacking movement.
However, her research is published in a reputable, peer-assessed journal, and so should be taken seriously.
I agree wholeheartedly with Dr Durrant when she says that "it's important for parents to understand that although physical punishment might get a child to do something in the immediate situation, there are many side-effects that can develop over the long term".
I know that most parents smack in a measured, considered way as part of an overall disciplinary regimen. Most parents don't bash their kids, and most know when to stop.
But some do not, and some take the overall acceptance of smacking in our community as an invitation to smack too hard and too often.
Regardless of what camp you fall in, I do think it's time to look for alternative ways to get our message across to kids, such as time-out and the withdrawal of privileges.
We know our kids better than anyone else, and it's time to take control without using violence.
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Persuasive techniques
In order to persuade readers to accept the main contention, writers will also use a range of persuasive techniques within their writing.
Headline contains a pun – the play is on the dual meaning of smack (parents smacking children) and smacks (suggests)
Now, the same article has been annotated with some of the relevant persuasive techniques. Read the annotations and finish for the rest of the article.
Physical discipline smacks of violence
Susie O'Brien, Herald Sun, March 06, 2012.
I KNOW Herald Sun parents feel very strongly about their right to smack their kids.
However, as many of you know, I have been a long-term opponent of smacking, caning and other forms of physical discipline.
I don't necessarily think a smacking ban would work in this country right now, but I do think there are better ways for parents to discipline kids. We should always try to avoid smacking our kids whenever possible.
And so I was interested this week to come across a new study from Canada that assesses 20 years of research on smacking kids.
Joan Durrant, a clinical psychologist at the University of Manitoba, found that research studies have consistently found links between common forms of physical punishment, such as smacking, and high levels of aggression in kids.
And no studies have been found to show a positive long-term effect from smacking.
Now I should admit that Dr Durrant is active in the anti-smacking movement.
However, her research is published in a reputable, peer-assessed journal, and so should be taken seriously.
I agree wholeheartedly with Dr Durrant when she says that "it's important for parents to understand that although physical punishment might get a child to do something in the immediate situation, there are many side-effects that can develop over the long term".
I know that most parents smack in a measured, considered way as part of an overall disciplinary regimen. Most parents don't bash their kids, and most know when to stop.
But some do not, and some take the overall acceptance of smacking in our community as an invitation to smack too hard and too often.
Regardless of what camp you fall in, I do think it's time to look for alternative ways to get our message across to kids, such as time-out and the withdrawal of privileges.
We know our kids better than anyone else, and it's time to take control without using violence.
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Author states her position on the issue (not her contention though)
Use of first person
Contention
Emotive language
Inclusive language
Repetition
Expert opinion
Analysing the article – WHAT, HOW, WHY?
What: What is the author saying? This is the contention and the key arguments.
How/Why: How does the author make their point? (persuasive techniques) and Why is the reader persuaded? (effect upon reader)
For the article ‘Physical discipline smacks of violence’, fill in the following table. Pay particular attention to the effect that the persuasive techniques have on the reader.
What
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How
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Why
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How
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Why
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How
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Why
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How
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Why
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What
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How
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Why
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How
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Why
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How
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Why
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How
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Why
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What
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How
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Why
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How
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Why
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How
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Why
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How
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Why
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Planning the essay – single article analysis
All Language Analysis essays follow the TEEL. The above analysing tools are all used in the process of understanding what is to be written about. In order to write the essay, ensure the following steps have been taken.
PLANNING
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Analysing the article
Step One: What is the article form?
Step Two: Find the contention and key arguments.
Step Three: Highlight persuasive techniques.
Step Four: Find tone.
Step Five: Plan WHAT/HOW/WHY to figure out effect upon reader.
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INTRODUCTION
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General introduction to the issue
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Referencing of the article (title, author, date, place of publish, article type, page number)
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Contention of the article
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BODY 1
(Key argument 1)
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TEEL paragraph
T- WHAT is the first key argument put forward by the author to support their contention? (This becomes your TOPIC SENTENCE)
E- HOW is the key argument persuasive? (Persuasive techniques, whole language, tone, images)
E- WHY is the reader persuaded to accept the argument? (Effect upon the reader and what it is about the language that makes us agree with the writer)
L- Link the paragraph to the key argument being analysed, or the overall contention.
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BODY 2
(Key argument 2)
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TEEL paragraph
T- WHAT is the first key argument put forward by the author to support their contention? (This becomes your TOPIC SENTENCE)
E- HOW is the key argument persuasive? (Persuasive techniques, whole language, tone, images)
E- WHY is the reader persuaded to accept the argument? (Effect upon the reader and what it is about the language that makes us agree with the writer)
L- Link the paragraph to the key argument being analysed, or the overall contention.
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BODY 3
(Key argument 3)
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TEEL paragraph
T- WHAT is the first key argument put forward by the author to support their contention? (This becomes your TOPIC SENTENCE)
E- HOW is the key argument persuasive? (Persuasive techniques, whole language, tone, images)
E- WHY is the reader persuaded to accept the argument? (Effect upon the reader and what it is about the language that makes us agree with the writer)
L- Link the paragraph to the key argument being analysed, or the overall contention.
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CONCLUSION
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Sum up the main contention
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Sum up the main ways the author chose to attempt the persuade the reader
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Sample analysis and essay
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Read the following article and annotations.
FAIRYTALE ENDING
Herald Sun, March 16, 2011, p28.
PARENTS who won't let their children read fairytales could be preventing them from learning life's moral lessons.
British educational expert Sally Goddard Blythe says stories such as Cinderella, and Snow White, have a message for children. They contrast good and evil, rich and poor and even physical diversity.
In her book, The Genius of Natural Childhood, Ms Blythe argues that fairytales tackle difficult issues and prepare kids for later life.
Understanding these differences in an imaginative way is likely to encourage the child to think these issues through.
Ms Blythe, who is an authority on child development, says providing children with stereotypes of good and bad gives them a moral base on which they can build their own lives.
Traditional stories are also more fun to read, which is probably why they've been around so long.
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Appeal to wellbeing
Appeal to authority
Tone – measured and concerned
Expert opinion
Expert opinion
Praise
Appeal to family values
Appeal to family values
Cliché
Appeal to parental values
Appeal to traditions and customs
Tone shift- admiring/approving
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Read the plan and essay written on the editorial ‘Fairytale ending’.
INTRODUCTION
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Debate over whether or not children should be reading fairytales
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Editorial appeared in Herald Sun, 16 March, p28
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Contention is that parents who won’t let their children read fairytales could be preventing them from learning life’s moral lessons
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BODY 1
(Key argument 1)
Topic sentence equates to WHAT
Explanation and evidence are the HOW/WHY part of the analysis
Link sentence links to the key argument or contention
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WHAT Parents who won’t let their children read fairytales could be preventing them from learning life’s moral lessons as the stories have these lessons contained within them.
HOW Headline- cliché- “Fairytale Ending”
WHY The idea of a happy/ perfect ending or life.
HOW Appeal to wellbeing (of children) - “...preventing them from learning life’s moral lessons.”
WHY Strikes fear in the reader that kids may not be being raised correctly.
HOW Tone- measured, concerned- “...preventing them from learning life’s moral lessons.”
WHY Adds a sense of concern and feeling of worry for children who are being deprived of fairytales.
HOW Expert opinion (Sally Goddard Blythe) - “stories...have a message for children.”
WHY Educational experts know what is best for kids.
HOW Praise (of fairytales) - “...contrast good and evil, rich and poor and even physical diversity.”
WHY Highlights how the books are good for kids, ties in with educational expert as reader knows that a good understanding of basic morals and ethics is essential for children to grow into well balanced adults.
LINK SENTENCE- link to contention or key argument.
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BODY 2
(Key argument 2)
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WHAT Fairytales prepare kids for later life.
HOW Evidence/ expert opinion- “In her book The Genius of natural Childhood...”
WHY Reminds the reader that Goddard Blythe is an expert and has been published- that she also wants to help others to raise their children correctly.
HOW Appeal to family values- “...prepare kids for later life.” and “...providing stereotypes of good and bad gives them a moral base...”
WHY Parents want the best for their kids in the future and for them to be well balanced adults.
HOW Appeal to parental values- “...encourage the child to think these issues through.”
WHY Reminds the reader of the morals mentioned and ties in with the idea that parents want the best for their kids and for them to be capable of independent thought.
HOW Closing of the editorial- Appeal to tradition- “Traditional stories...” and “...they have been around so long.”
WHY Reminds reader of the staying power of fairytales, perhaps of their own childhood and how good that was/ how well they turned out
HOW Tone shift (only at the very end of the article) - admiring/ approving- “...more fun...”
WHY Praises fairytales at the closure of editorial to remind reader of their worth.
LINK SENTENCE- link to contention or key argument.
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CONCLUSION
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The editor expresses the opinion that preventing kids from reading fairytales prevents them from learning life’s moral lessons and that fairytales prepare kids for later life.
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Persuaded through expert opinion and appeals to tradition/family values.
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Sample essay – ‘Fairytale ending’
Quite recently there has been a shift by parents to move away from reading their children fairytales. But many people, including the Herald Sun editor and child education expert Sally Goddard Blythe believes that parents who won’t let their children read fairy tales could be preventing them from learning life’s moral lessons. This is the view expressed in the Herald Sun editorial “Fairytale Ending” which appeared on the 16 March on page 28.
The editor believes that life’s moral lessons are contained within fairytales and that stopping children from reading them will stop them from learning these essential lessons. The clichéd headline of the article, “Fairytale Ending” means a happy life where everything works out perfectly for everyone- the ‘bad’ guys lose and the ‘good’ guys win. Immediately the reader sees that this is what the writer of the article wants for children. The article opens with an appeal to the wellbeing of children by stating that those who deny their children fairytales “could be preventing them from learning life’s moral lessons.” This appeal strikes fear in the audience for these children and expresses the overall tone of the article- concerned and worried that they may not be being raised correctly. The editor also uses the opinion of educational expert Sally Goddard Blythe who believes that fairytales “have a message for children” and praises the tales by stating that they “contrast good and evil, rich and poor and even physical diversity.” This highlights how the books are good for children as the reader knows that a good understanding of basic morals and ethics is essential for children to grow into well balanced adults.
The writer continues the Editorial with the idea that fairy tales are essential reading for children. The reader is told that “child development” expert Blythe has written a book entitled “The Genius of Natural Childhood” which “argues that fairy tales tackle difficult issues and prepare kids for later life.” This reminder that there is a published expert who supports the Editor’s contention compounds the readers belief in what is being written because it is obvious that both Blythe and the Editor want to help others raise their children correctly. Alongside the expert evidence is an appeal to family values. The author states that these stories provide “stereotypes of good and bad and give... [the children]...a moral base on which they can build their own lives.” This, coupled with the appeal to parental values; “encourage the child to think these issues through”, tie in the idea that parents want the best for their kids and want them to grow up to have formulated their own sets of ethics and morals. This adds to the overall point that the Editor is making that it is fairytales that will help these kids grow up as such. The editor closes the article by changing the tone to a more admiring and approving voice, as fairytales are once more praised. Appealing to tradition, it is stated that these stories are “more fun” and this is “probably why they have been around so long.” The reader is reminded perhaps of their own childhood and of the staying power of fairytales, and makes the association between the way they have turned out as adults and their reading of fairytales as a kid.
Throughout the editorial, the opinion is expressed that preventing kids from reading fairytales prevents them from learning essential moral and ethical lessons that they need in order to grow up to be well balanced adult individuals. Through the use of appeals to family values and traditions, the Editor reminds readers of their childhood how essential fairytales are. Expert opinion and evidence are also heavily relied upon to prove that the Editors opinions are well founded and supported by many educational experts with vested interests around the world.
*Please note that due to the brief nature of the editorial analysed, this essay only contains 2 paragraphs. A well formulated essay should contain 3 or more.
Practice article
Annotate the following article using the above editorial, ‘Fairytale ending’ as an example. Ensure that contention, key arguments, tone and persuasive techniques are found.
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Spare us all the plea for sympathy
Sally Morell, Herald Sun, 04/03/11,
THIS week we had three celebrities craving our sympathy, and with every one of them I wonder how they had the hide.
First up, Matthew Newton, who we read yesterday is now mentally ill and living in "utter fear" after being king-hit on a Sydney street.
Of course, the fact that a large man king-hit Newton and knocked him to the ground in an unprovoked attack is reprehensible. And it is very sad that Newton, according to his lawyer, has become mentally ill and is living in fear as a result of such a vicious attack.
But, try as I might, I just can't drag up a drop of sympathy for the man.
After all, didn't Newton do pretty much the same thing to his then girlfriend, Rachael Taylor? And before that to his previous girlfriend, Brooke Satchwell?
Newton's unprovoked and vicious attack on Taylor left her, too, living in fear. So much so that she took out an intervention order, telling the court Newton had assaulted her five times in one year and she had photographs of her cuts and bruises to prove it.
Also in yesterday's paper was Tottie Goldsmith "opening up" about being caught with a small amount of an illicit drug at a dance party in Portsea in January.
"I desperately want to tell my story but I just can't. It's been a nightmare," she said.
Come on, Tottie, what exactly is there to tell?
You, along with 34 other partygoers, got caught by police with drugs and you faced a simple choice. You could cop the fact that you were caught, agree to a drug diversion program and have no record or take your chances challenging the charge in court.
Yes, we all know you claim that someone put the drugs in your beach bag. And for all I know, maybe someone did. Life is full of surprises.
But if I was accused of something I didn't do, I'd be straight in to court with tests to prove I was drug-free, and with character witnesses swearing I never touched drugs.
But Tottie? "I was caught between a rock and a bad place," she cooed. "The hardest thing was relinquishing control."
A 48-year-old woman decided between doing A or doing B. I think we call that being in control. The hardest thing for me was reading all that without feeling nauseous.
But no one has had more front this week than actor Charlie Sheen.
His recent misadventures -- think porn stars, drugged-out TV rants and threesomes -- have led producers of the hit show Two and a Half Men to stop production of the show because of Sheen's "statement, conduct and condition".
Yes, his actions have now resulted in the hit show's cast and crew becoming unemployed. He's also lost his wife and now his children. But is he sorry? No, he'll give no apologies, but he will accept our sympathy.
"I don't understand what I did wrong except live a life that everyone is jealous of," he said.
"I urge all my beautiful and loyal fans who embraced Two and a Half Men for almost a decade to walk with me side by side as we march up the steps of justice to right this unconscionable wrong."
I suspect the only ones marching with him might be Matthew Newton and Tottie Goldsmith.
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