Unit 2
Analysing visual language
Photographs
Photographs associated with an article do more than just simply illustrate what is said in words. In general, they often have a powerful emotive impact that underpins their persuasive effect upon the reader. More particularly, photographs can present or support a point of view by:
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Highlighting an extreme aspect of the issue; for example, through a photograph of injured victims in a war zone
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Showing expressions on people’s faces that convey an emotion (e.g. happiness, anger, concern, sadness) and therefore making an impact on the reader
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Sowing people in a familiar context in a way that encourages the reader to empathise with those people; for example, commuters standing in a crowded train carriage to reflect inadequate public transport
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Presenting a landscape – a natural or built environment – in a way that emphasises the beauty or ugliness of that setting
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Setting up other ways to persuade the reader to agree; for example, by using graphic techniques and colour to show a key individual in a positive or negative light. This can position the reader to like/ sympathise with/ believe and support the person, or to dislike / reject them.
Photographs can be manipulated to maximise their impact by:
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The use of a particular camera angle in taking the photograph
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Cropping (excluding parts of) an image
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Digitally manipulating an image
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Placing the photograph on a certain position on the page
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Directing readers attention to an issue with the use of a caption or, sometimes, an accompanying article
Caring better for troubled teens would save us all
James Campbell, Herald Sun, November 20, 2011.
ONE of the biggest changes to the way we live nowadays has been the increase over the past few decades in the amount of time it takes for people to grow up and stand on their own two feet.
According to the boffins at the ABS, in 2009 almost a quarter of Australians aged between 20 and 34 were living at home.
We must take better care of troubled teens. Picture: Greg Newington
And as has been observed frequently, these days departure from the nest does not mean goodbye forever, with more and more children boomeranging back into the family home.
To be fair to Australian youth, they are a lot more independent than their counterparts in Italy, where nearly one in three men aged 30 still lives with his…
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Cartoons
Cartoons combine images and texts, and so present a clear point of view on an issue without needing further explanation. Cartoons use many of the persuasive techniques from the table in this guide, such as exaggeration, irony, puns, visual cliché, satire and personal attack. They make use of caricature (the ludicrous exaggeration of the peculiarities or defects of a person or thing) and almost always use humour. They often identify a comical or ridiculous angle to a current news story. They are an excellent way to attack individuals and comment on issues, particularly in the political arena.
Cartoons can appear straightforward, but ate usually very complex. When analysing cartoons consider:
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Words in captions
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Words in speech balloons
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Use of colour
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Symbols
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Use of tone in grey, white and black
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Facial expressions of characters
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How a well known figure is drawn (e.g.) exaggerated facial features or body parts)
Mark Knight cartoon - 09/03/12
Plan – article and cartoon
Introduction
Article & Cartoon
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Introduce the texts (author/cartoonist, title, date, publication) and their contentions
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Do NOT include information about main ideas, persuasive techniques OR visual techniques
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Body Paragraph 1
Article
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TEEL paragraph
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T- Address the fact that you are analysing the article (not the cartoon) in this paragraph AND introduce the first argument of the article (WHAT)
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E/E- identify/analyse a persuasive technique the author uses to persuade the reader to adopt their contention (HOW/WHY)
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E/E-repeat
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L- link back to the topic sentence/article’s contention NOT the next paragraph
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Body Paragraph 2
Article
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TEEL paragraph
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T- Address the fact that you are analysing the article (not the cartoon) in this paragraph AND introduce the first argument of the article (WHAT)
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E/E- identify/analyse a persuasive technique the author uses to persuade the reader to adopt their contention (HOW/WHY)
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E/E-repeat
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L- link back to the topic sentence/article’s contention NOT the next paragraph
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Body Paragraph 3
Article
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TEEL paragraph
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T- Address the fact that you are analysing the article (not the cartoon) in this paragraph AND introduce the first argument of the article (WHAT)
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E/E- identify/analyse a persuasive technique the author uses to persuade the reader to adopt their contention (HOW/WHY)
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E/E-repeat
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L- link back to the topic sentence/article’s contention NOT the next paragraph
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Body Paragraph 4
Cartoon
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TEEL paragraph
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T- Address that you have now moved on to analysing the cartoon AND make reference to its contention (you may need to use 2 sentences)
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E/E- identify/analyse a visual technique the author uses to persuade the reader to adopt their contention
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E/E- repeat
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L- link back to the topic sentence/cartoon’s contention NOT the next paragraph
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Conclusion
Article & Cartoon
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Compare/contrast – e.g. make links between article and cartoon. Do they both use humour to communicate their contention? Whose interests do they serve? Which document is more effective?
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