Ulp Course Structure

Topics: Writing, The Reader, Reader Pages: 2 (455 words) Published: April 14, 2013
* Text details – author, source, type of text, date, in response to another article? Audience? Tone shifts (eg shifts from sarcastic to empathetic) how does this change the overall mood of the article? Does the shift in tone keep the reader on their toes? Does it make them more likely to acknowledge the writer’s words? Does the tone attempt to make the reader hate a certain person or situation? * What is the issue?

* How/Why has the issue been brought to light?
* Contention - point of view/key argument, what does the writer want the reader to think? * Intention  - what does the writer want to achieve with his/her article? Eg to create awareness, to stop people from littering, to stop people beating up little kids on the street etc * DON’T list any techniques in the introduction, make it brief. Also, you don’t have to mention tone in the introduction but it’s a good idea to get it out of the way quickly. Body Paragraphs

* Argument/Mini-intention  - what does the writer employ to position the reader towards his/her contention? * Feature – persuasive language, structure, punctuation (eg abrupt sentences quickly and effectively assert a point of view, as though no elaboration is needed and therefore the point is considered to be stronger eg “Alcohol and study simply don’t mix.”), visuals, change in tone etc. * When picking out a persuasive feature, make sure you quote it. * Discuss the effect the persuasive feature has on the reader eg the writer makes heavy use of hyperbole to create feelings of distress and uneasiness in the readers mind. By using exaggerated phrases such as ‘spun dangerously out of control’ and ‘youth crime explosion’ strong emotional responses such as panic and anxiety are aroused in the reader and they are more likely to accept the writer’s contention * The articles used in the exam are usually written specifically for language analysis so they are therefore loaded with language techniques, some...
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