Transcript Audience, arguments and Literary language Text 30, 22

Audience, arguments and Literary
language
Text 30, 22, 9
Lesson Objectives:
Examine a themed group of texts from the Anthology
Examine how an effective argument is constructed
Explore changes in language, culture and attitudes over time
Consider contrasts between literary and non-literary language
Compare the language used texts for different audiences and
purposes
Key Terms
• Dynamic Verbs – verbs which describe physical action
• Intensifiers – a word that is placed before an adjective or
adverb to give it more impact (eg, very)
• Monosyllabic words – words with one syllable
• Polysyllabic words – words with more than one syllable
• Discursive writing – exploring and discussing a topic or issue
• Argument – a connected series of ideas, backed up by
relevant facts, that tries to make a case and convince us if its
truth and validity
• Satire – a literary device to highlight human folly through
sarcasm /ridicule or irony
Children’s literature – Text 30
• Little grey rabbit’s Pancake Day by Alison Uttley
• Written in 1967
• Protagonist is a female rabbit so audience would be
predominantly young girls
• Through the actions of Grey Rabbit young girls will
learn that cooking brings people together, makes
people happy and can be used to celebrate – in this
case pancake day!
Critical response activity
1.
This is clearly a text for a much younger audience.
a. How does it accommodate the needs of its young readers in terms of
its graphology/typography and lexical choices?
b. Can you find any examples of repetition – highlight them and
comment on their use
2. Note any evidence from the text that suggests whether the text is to be
read by or to the child. You might consider:
the visual appeal
how easy the vocabulary is to recognise
whether the text addresses the implied reader
3. Studying the pragmatics of texts means looking a little beneath the
surface.
a. What sort of values does the text imply, for example in terms of
gender stereotypes or ‘good’ behaviour?
Analysis
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Blue font and capitalisation of the first three words in each section – creates a
pattern that will become familiar to the child.
And drawn illustrations which depict the characters which are involved in the story
and events specific to the story – the child could identify the event in the picture
as the parent reads it to them
Vocabulary is simple, although formal (lack of any personal pronouns directed
towards the reader) – as is typical of 1960s children’s literature – to help teach
them standard English
Repetition throughout – again to help the child learn words and to learn the
names of the characters
Rhyme used to make it memorable and to help the reader / listener learn
Lots of dynamic verbs and intensifiers used to create enthusiasm within the reader
and listener
Values being instilled: waste is not acceptable ‘the last pancake with the last egg
and the last scraping...’ Grey Rabbit demonstrates to young girls the perfect
Mother figure – running a tight ship, with all the animals catered for and helping
with the tidying up!
Discursive Writing – Text 22
• Today we have many different types of food
from all over the world readily available in
restaurants and supermarkets....
• But there was a time, in Britain, when food
wasn’t quite so readily available.
• There was a time when people in the UK
would not have heard of bananas or hummus
or ..... Kebabs!
Contextual Factors – Context of Production
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Jonathan Swift – an Irish writer in the 18th Century (wrote this piece in 1729)
18th Century Ireland was ruled by Protestants from England and Ireland.
Religious beliefs between Catholics and Protestants differed to an extent to which
the Protestant rulers inflicted starvation upon their Catholic-Irish counterparts.
Under the Protestant English/Irish rule, Irish Catholics were forbidden to practise
law or to buy property – and in 1627 they were denied the right to vote.
Much of the Irish economy was built upon exporting livestock, wool and food to
England and other countries, however this was put to an end when the English
restricted the Irish exportation laws. This led to thousands of Irish people
emigrating or simply being put out of work and starving.
Put this together with three years of bad harvest and you have famine on a
massive scale.
There had been documented cases of Catholic – Irish people turning to
cannibalism
A Modest Proposal
• A satirical essay which criticises the political policies of 18th
Century English government
• A mature, educated readership
• Politically minded readership
Critical Response Activity:
Which of the following options do you consider to be the main purpose
of the essay?
1. To inform the readers about the political and religious disputes
happening
2. To persuade the readers to get involved in political reform
3. To inform the government about how to deal with famine
4. To entertain the readers by mocking the government
Commentary
• The essay is essentially a satire – but as with all satires it
addresses a serious issue and not only informs the reader of
the political situation but additionally persuades them to be
active in changing the way things are.
• Swift’s model of satire is used by modern writers today.
• The piece is discursive and follows the conventions of
discursive non-fiction writing.
Glossary:
Papists: Supporters of the Pope, an insulting name for Catholics.
Repine: be low-spirited
Solar year: A year in the ordinary sense (as measured by the earth's going once
round the sun).
Constructing an Argument
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One of the most important parts of constructing an argument is presenting evidence to
beck up your points and presenting your points in a cohesive manner. Listed in the
table are the main points that the writer makes in the order that they are presented
and some of the supporting evidence used, but not necessarily in the right order.
Allocate each piece of evidence to the point:
Statement
Evidence
1. There are plentiful reserves of women who can a. I have been assured by a very knowing
bear children in the Kingdom
American of my acquaintance in London that a
healthy child well nursed is at a year old a most
delicious nourishing and wholesome food.
2. There is no use for the children that are born in b. Because the number of Popish infants is at
the Kingdom
least three to one in this kingdom, and therefore
it will have one other collateral advantage, by
lessening the number of Papists among us.
3. Children can be used in more productive ways.
c. For we can neither employ them in handicraft
or agriculture; we neither build houses nor
cultivate land.
4. The practise of eating children will reduce the
numbers of Catholics
d. I calculate that there may be about two
hundred thousand couples whose wives are
breeders.
Analysis
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The table below gives a list of all the secondary sources that the writer relies upon
for a strong argument. Write a comment about how this use of ‘expert’ advice
strengthens the argument.
Example
I have been informed by a principle
gentleman in the County of Cavan... (line
16)
I am assured by our merchants... (line 19)
I have been assured by a very knowing
American of my acquaintance in London...
(line 26)
For we are told by a grave author, an
eminent French Physician... (line 46)
Comment
The language of authority
• In discursive writing (an even more so in a satirical context)
the author needs to make the reader take notice; the reader
needs to truly believe that the author knows what they are
talking about – that they have authority. As we have already
seen this has been done by Swift by the way he structures the
argument, the supporting evidence he provides, and the
additional ‘expert’ opinion.
• Now we will look at the LANGUAGE he uses to create an
authoritative and sophisticated argument
• Take note – there may be some tips for how you can become
convincing, authoritative essay writers in your exam to show
the examiner that you know what you are talking about!
Critical Response Activity:
1. How personal or impersonal is the style?
a. How often does the writer use the first person singular (I, me) ?
b. What about the first person plural (we, our) – who does this include?
c. The third person plural is used (they, them) – who does this refer to?
2. What use does the author make of strong declaratives? For much of the text, the
writer provides direct, assertive statements that imply he is making judgements on
the basis of considerable knowledge. Here are a couple of examples:
• I do therefore humbly offer it to public consideration
• I must confess...
• I am assured...
Find other examples of such sentences that have the same effect.
3. The writer uses a formal register throughout – and makes use of Standard
English grammar. Sentence types and lexical choices adds to the formal register
and enforces the argument.
Find examples of where the writer has used sentences and language to
create a strong, assertive argument:
a. Complex sentences
b. Repetition of phrases
c. Discourse markers to make the argument ‘flow’
Changes in attitudes over time
• Look again at the discursive text 9
• Much more modern – no ‘satire’
• Look at the main differences in the concerns that people
have:
– 18th Century = how to rid the world of famine
– 21st Century = how to make sure you eat a balanced diet
– Write an imitation essay in the style of Jonathan Swift but
on the same subject as John Torode ‘the myths of eating
babies and how to eat a balanced diet’ ‘We all need to eat
babies!’
Compare the two texts intended for different audiences /
purpose and style
Questions for discussion
Who is the intended
audience and how do we
know (Quotes)? (Language
and grammar, presentation
and layout)
Is the text literary or non
literary – find features and
quotes which support your
answer.
How formal or informal is
the register of the text?
What is the primary purpose
of the text and how do you
know (QUOTES/ Techniques
used by the writer)
TEXT 30
TEXT 22