Download Language Devices and Their Effects: Facts, Opinions, and Statistics in Writing and more Exercises Voice in PDF only on Docsity! Language Devices and their Effects Device Description Effect(s) Model response Writer’s use of evidence and support Facts A fact is a piece of information that can be demonstrated or proven to be true. ‐ Facts are used to demonstrate or emphasise a writer's point by providing evidence to support claims ‐ For example: 'As well as nicotine, each cigarette contains more than 4,000 different chemicals, many of which are harmful to the body'. The facts used in this article provide medical evidence that cigarettes are dangerous. The reference to’4,000 different chemicals’ is a fact that is designed to shock the reader; this makes the text more powerful. Opinions An opinion is an individual's own thoughts or beliefs ‐ Like facts, opinions emphasise the point of a writer but make the message more personal rather than completely factual ‐ For example: 'Smoking is an awful habit and anyone who smokes stinks'. By expressing the strong opinion that smoking is an ‘awful habit’ and that ‘anyone who smokes stinks,’ the writer makes the message more personal, emphasises the negative points of smoking, and makes the reader feel almost obliged to have a response. Statistics A statistic is numerical data ‐ Numerical data can be used like facts to emphasise and demonstrate the point of the writer ‐ For example: '9 out of 10 people voted against the proposal The statistic ‘9 out of 10 people’ emphasises the significant numbers opposing the development and lends weight to the argument that the building programme should not go ahead. anecdotes A mini‐story from personal experience about a person or incident ‐ Enhances the argument. It makes the text more personal and connects to the reader’s experiences ‐For example: ‘Just yesterday I was walking home from school when …’ When the writer describes her experience with an anecdote ‘Just yesterday I …’ she gives the text a very personal edge and many of us can connect here with similar experiences of our own which adds immediacy to her text. Quotations Evidence from source – and in non‐fiction writing often an expert source ‐It can create added authority to make the text more convincing. Adds credibility to an argument. ‐For example: ‘Animal research expert Martin Davis said’ All the evidence from our studies point to the fact that elephants could be extinct in 20 years if nothing is done to prevent tusk‐ hunting.’ The study stating that ‘elephants could be extinct in 20 years’ is convincing because we know it is given by an ‘animal research expert’ and this helps the article persuade us that something needs to be done since the evidence is being provided by an expert in the field. Writer’s text design ‐ devices across a text Formal voice We use formal language in situations that are serious or that involve people we don’t know well. Formal language is more common when we write; There are also examples where spoken English can be very formal, for example, in a speech or a lecture. ‐This makes a text seem more authoritative, with more power of persuasion ‐For example: ‘After reading an article about the frightening increase in truancy rates in Britain, I feel compelled to offer my views on the subject. I was shocked and surprised at the astoundingly high numbers of students who truant every day.’ The use of formal voice in this letter gives it an authoritative tone. The word ’compelled’ makes the reader aware of the seriousness of the writer’s intention. The phrase ‘astoundingly high’ is a formal expression which maintains the serious tone. Informal voice Informal language is more commonly used in situations that are more relaxed and involve people we know well. Although more common when we speak, there are times where writing can be very informal eg, letters to friends, emails or texts. ‐This Involves the reader at a more personal level. ‐It engages and makes the text more accessible. ‐For example: The problem with being a parent is kids! I know I am sounding like something out a TV sitcom, but that’s the way I see it. Now don’t get me wrong, I love my kids, but come on – I’ve got a life, they’ve got a life, we all have. So let’s try to meet half way. The use of informal voice helps engage the reader as it seems more familiar and relaxed, and it helps to form a clear picture of the writer and his attitudes. It makes for lively, entertaining reading. In fact you could almost imagine him sitting in front of you saying these words. It certainly stimulates a response from the reader. Writer’s text design ‐ devices within a text Rhetorical questions A question that does not require an answer ‐ Rhetorical questions are used to engage and involve the reader by making them think. These are typically used to make a text more persuasive. ‐ For example: 'How many roads must a man walk down before you call him a man?' (Bob Dylan) The use of the rhetorical question in the first line of this song engages the reader from the start and makes them think about the metaphor. The rest of the song regularly uses rhetorical questions and so increases the persuasiveness of the text. Rhetorical questions make demands of the listener; their response is required, even subconsciously, and they are no longer a passive listener. List of three Three words or reasons put together in a list ‐ This technique helps emphasise the point of the text and helps cement the words in the mind of the reader. ‐ For example: To get to the top of their sport, footballers need to be talented, skilful and focused. Presenting three key core skills ‘talented, skilful and focused’ as a list is effective as it helps fix the words in the reader’s mind. List of three is a powerful tool for making words memorable; the human brain likes patterns and structure, and rhythm. By using groups of three, the brain recognises the pattern and stores it more easily in the memory. Assertive language Writing which presents information in a powerfully worded way It often uses imperatives eg must / have to ‐It gives the text an authoritative edge –makes it sound indisputable ‐For example: ‘Everybody knows that …’ ‘It is undeniable that …. ‘ ‘Everybody knows that…’ is a powerful opening phrase to the sentence. The writer is writing with a sense of authority and it leads the reader to accept his word on this subject without question. Indirect involvement A technique which requests the reader to be involved the in a particular through a key word This technique engages the audience ‐For example: ‘Imagine …’ ‘Think of …’ ‘Picture, if you will …. ‘Imagine’ is a powerful opening word as it asks the reader to use their imagination to picture the scenario that follows. This is effective in making the reader feel more a part of the text. It is a direct appeal to ethos, and is extremely effective at the start or end of a speech, in particular. Alliteration The repetition of initial consonant sounds at the start of two or more words ‐ Alliteration gives variation in sentences, which interests the reader. It can also be used to make a particular point 'stand out'. ‐ For example: The surging snow buffeted over and around me The alliteration used for the phrase ‘surging snow’ is effective as it gives the idea of the snow always moving and helps convey the struggle the writer experienced climbing Everest the hard way. Alliteration is used for effect within the context of the words on the page, but it always offers the mirroring and pattern that the human brain recognises and stores more easily in the memory. Repetition Repetition is the repeated use of the same word or phrases ‐ Repetition is used to emphasise a certain point and usually makes a text more powerful ‐ For example: I still have a dream. It is a dream deeply rooted in the American Dream. I have a dream that one day this nation will … I have a dream that one day on the red hills of Georgia… I have a dream that one day eve n… I have a dream that my four little children one day will … I have a dream today. Martin Luther King’s speech is given added power by the use of repetition. His five developed dreams stem from his introductory reference to the American Dream. The repetiton is given added weight by being use as the starting phrase for each of his dream examples. The use of of a single short sentence at the end ‘I have a dream today.’ Is very powerful because the listening can connect with each of the ideas he has embedded in listeners’ minds. Punctuation The use of certain marks to clarify meaning of written material by grouping words grammatically into sentences and clauses and phrases There are three examples here: Long sentences, short sentences and ellipsis. But there are many more uses of punctuation. ‐ Punctuation helps structure sentences as well as intonation clues. These variations keep the reader interested and engaged. Example 1 ‐ Long sentences There is in the Midlands a single tramway system which boldly leaves the county town and plunges off into the black industrial countryside, up ‐hill and down dale, through the long ugly villages of workmen’s houses, The description is written in one long sentence to give a sense of the continued onward movement of the tram car. The changing pace of the tram is dictated by the commas. The overall effect is create a visual impression for the reader of the relentless Be aware of the different uses and the reasons for the uses. Long sentences or short sentences are chosen for a purpose by a writer as part of the crafting process. Long sentences can be effective when trying to build a picture or idea in a reader’s mind. Short sentences make information snappy and quick, which can make certain points 'stand out' more or give variation within the text to keep the reader interested Short sentences are also effective in building tension and to make a dramatic point. Ellipsis can demonstrate a more relaxed register and an informal way of writing making the text more personal. Contractions are examples of ellipsis,('I'm hungry' is less formal than 'I am hungry'.) over canals and railways, past churches perched high and nobly over the smoke and shadows, through stark, grimy cold little market places, tilting away in a rush past cinemas And shops down to the hollow where the collieries are, then up again past s little rural church, under the ash trees, on in a rush to the terminus, the last little ugly place of industry, the cold little town that shivers on the edge of the wild, gloomy country beyond. Example 2 – Short sentences A decision was needed. I pointed at my watch. ‘Ten minutes’ I said. Pertemba agreed. That helped us – it shifted some responsibility to the watch. I fumbled in my sack and pulled out our stove to leave behind. The time was up. We had to continue the climb. Example 3 – Ellipsis (When elements have been omitted from a sentence, phrase or word (they're 'missing'). ‘Forget the X Factor . . . Mongolia’s got talons’ (Headline for an article about the annual Eagle Festival in Mongolia ) speed and distance of the journey emphasised by words such as ‘plunges’ and ‘rush’ The upward and downward movement makes it feels like a rollercoaster ride. ‘A decision was needed.’ Is presented as a short sentence to convey its meaning – that there is no time for discussion, only action. The subsequent short sentences help embed the idea that they have to act quickly. They are experiencing minus centigrade temperatures so they do not want to linger in the cold discussing the matter. They need to move on and this is effective conveyed through the use of short sentences. The ellipsis is effective because it gives a pause for effect allowing the reader to connect the X Factor and ‘talons/talent’ . The pun for ‘got talons’ ( Got Talent’ ) works better with ellipsis because it prepares you for the joke which follows