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Note: This page has been put together using David McClean's revision notes on VCE English, with Victoria University. All credit goes to his work.

P E R S U A S I V E // D E V I C E S

Persuasive devices generally fit into one of three categories.

LOGOS: LOGIC OR REASON
ETHOS: ANECDOTAL/EXPERT OPINION OF THE AUTHOR
Expert opinion

Research

Anecdotes

Reputable sources

Appeals to common sense and rationality

Cause and effect statements

Recognition of opposing viewpoints


Ethical appeals are used to establish the writer as fair, open-minded, honest and knowledgeable about a subject matter. They want to be seen as:
  • Well-informed
  • Confident
  • Sincere, honest, respectable and trustworthy
  • Understanding of the reader's concerns
  • On the reader's side
  • Considerate
PATHOS: EMOTION
Connotation

Attacks/praise

Alliteration

Repetition

Colloquial language and idioms

Cloches

Generalisations

Hyperbole/exaggeration

Inclusive language

Rhetorical questions
Appeals to emotion and values
  • family
  • justice/fairness
  • modernity
  • generosity
  • humanitarianism
  • hip pocket nerve and self interest
  • belonging
  • patriotism
  • tradition
  • nostalgia
  • guilt
  • sympathy/empathy
  • fear
  • compassion

E F F E C T

How do they persuade the reader?

1. LANGUAGE (WHAT)
  • Introduce the persuasive quote
  • Use verbs: describes, depicts, debunks, illustrates, labels, suggests
e.g. 
Columnist Phillip Craig comically labels the politicians as “stringed puppets.” 


2. INTENDED EFFECT (WHY AND HOW)


  • Intended effect
  • Considerations of the narrow effects (how does the quote make the reader feel about the thing being described?) and the wider effects (how does this quote position the reader to feel about the issue generally?)
e.g
This label is designed to make the reader see the politicians as controlled and unthinking (narrow), thus positioning the reader to condemn the politicians actions as merely the opinion of the party machine. (wider). 





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  • Home
  • VCE PSYCHOLOGY
    • PSYCHOLOGY UNITS 1/2 >
      • EXAMS/ASSESSMENTS
      • CLASSES WITHOUT MRS JEFFRIES
      • COURSE INFORMATION >
        • TERM ONE
        • TERM TWO
        • TERM THREE
      • SCIENTIFIC RESEARCH METHODS
      • THE BRAIN
      • PSYCHOLOGICAL DEVELOPMENT
      • NORMALITY
      • SENSATION & PERCEPTION
      • SOCIAL COGNITION
      • SOCIAL INFLUENCES
    • PSYCHOLOGY UNITS 3/4 >
      • COURSE INFORMATION >
        • TIMELINE >
          • TERM ONE
          • TERM TWO
          • TERM THREE
      • KICKSTART
      • RESEARCH METHODS
      • NERVOUS SYSTEM
      • STRESS
      • NEURAL BASIS OF LEARNING AND MEMORY
      • MEMORY
      • LEARNING
      • SLEEP & CONSCIOUSNESS
      • MENTAL HEALTH
      • REVISION >
        • PRACTICE EXAMS
        • VCAA EXAMS
  • ENGLISH (7-10)
    • GENERAL >
      • THE BLIND SIDE
      • ESSAY HELP
      • EXTENSION
    • YEAR EIGHT >
      • THE BLIND SIDE
      • THE RUNNING MAN >
        • ACTIVITIES
      • THE GIVER
      • THE HELP
      • INDIGENOUS WORK
    • YEAR NINE >
      • WAR POETRY >
        • Dulce Et Decorum Est
      • THE BLIND SIDE
      • ROMEO + JULIET
      • THE CHRYSALIDS
      • THE HUNGER GAMES >
        • MONOLOGUES
      • POETRY
  • VCE ENGLISH
    • YEAR TWELVE >
      • CLASSES I AM AWAY FOR
      • ORAL PRESENTATION
      • LANGUAGE ANALYSIS >
        • GENERAL
        • STRUCTURE
        • TECHNIQUES USED BY THE AUTHOR >
          • TONE
          • VISUALS
          • PERSUASIVE DEVICES
      • TEXT RESPONSE >
        • BURIAL RITES
        • BEHIND THE BEAUTIFUL FOREVERS
        • STRUCTURE
        • QUOTATIONS
        • VOCABULARY AND EXPRESSION
        • EXAM PREPARATION >
          • LITERATURE TERMS
        • MAUS
      • CONTEXT >
        • WHOSE REALITY
        • DEATH OF A SALESMAN
      • COMPARATIVE ESSAY >
        • THE PENELOPIAD/BOMBSHELLS
  • VIEW SAMPLE PAGES
    • MEMORY
    • TEXT RESPONSE
    • BURIAL RITES BOOKLET EXAMPLE
    • STUDENT FEEDBACK