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General Guide to Language Analysis

Most students have the wrong impression that Section Three Language Analysis is the easiest
essay to tackle. After all, you have probably been studying how to analyse language since Year 9 or
10. However, many students still do not understand the main concept behind this essay. It asks for
the student to analyse language, not just identify techniques. It is easy to miss the distinction
between the two, and students often have the idea ingrained in them that they are one and the
same. Furthermore, this essay is the most demanding in terms of time management. You have one
hour to write an essay in the exam. In section three, you must have read the article, analysed the
attached visual and write the two to three page long essay in that time.
This guide is designed to give you a general outline of how to tackle a language analysis essay. It also
covers some key concepts and exercises that will be helpful in your understanding of what is
required and desirable in this section. Students should use the guide in conjunction with the
content taught in tutorials as they will cover the details of how to apply the principles outlined in
this guide.

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General Essay Outline

Intro:
1
st
sentence general overview; e.g. Whaling is a current issue that has been high on the agenda of
both the Australian and international stage.
2
nd
sentence state the two sides of the argument; e.g. Whilst some claim that whaling is done for
scientific and traditional reasons, others see whaling as an irresponsible and despicable blood
sport.
3
rd
sentence to 5
th
sentence Author, publication, format, contention etc.; e.g. In the opinion piece
Whales are Not for Eating by John Brown, published in The Age on the 2
nd
of September 2009,
Brown articulates the need to protect our whales from being hunted to extinction.
4
th
/5
th
/6
th
sentence Identify the writers general tone and attitude. (And, if time allows, the target
audience/reader)
N.B. ESL students should disregard the guide to the introduction. A tutorial will cover how to create
an effective mind-map, which is the requirement in lieu of the introduction for ESL students.

Body Paragraphs:
a) Follow the passage chronologically (top to bottom)
b) There are two things you have to do on every observation that you make:
You identify what the writer is trying to do.
You identify the effect of the writing on the reader/audience.

E.g. (part of a paragraph) The writer begins by drawing similarities between the minke whale and
the Australian kangaroo, distinguishing their large population of 760000 by describing them as
kangaroos of the sea. Such dismissive comments position the reader to feel that some may be
overreacting to a minor issue, whilst at the same time using an Australian symbol, the kangaroo, to
target his Australian audience.

Conclusion:
It is an assessment of the writers effectiveness in his/her persuasion, and to discuss whether such
form(s) of argument may be more effective for one demographic than another.
E.g. Browns reasoned and logical tone is substantially effective, backed with sufficient evidence.
Such a manner of persuasion is especially effective to the educated, reasonable and informed reader.
However, for readers who are more easily persuaded by manner rather than matter, the piece may
be deemed dull and uninteresting, and thus becomes less persuasive. Ultimately, as an expert of the
field, Brown reminds us with fact and logic that the whale, without urgent action, will become
history.

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Important Knowledge

Issue:
An issue is an important topic or problem for debate or discussion. It is important to be able to
identify what the issue is, what the two sides are, and which side the writer is on. Please do not
confuse the issue with the contention.
Example (in your plan/head, not your essay):
The issue is whether it should be mandatory for students to wear school uniforms at school. The two
sides are 1) yes, it should be mandatory and 2) no, it should not be mandatory. The writer is of the
opinion that it should be mandatory.
Contention:
A contention is an assertion made by a party in relation to an issue. It is not the issue itself, or one
side of the issue. There may be multiple contentions even for people who stand on the same side of
the issue. Make sure you know the writers main contention, because all the arguments and appeals
presented in their writing will point to this contention.
Example (in your plan, not your essay):
The writer contends that students should wear school uniforms to promote a sense of belonging. He
mainly uses logical appeals and alludes to the importance of belonging in education and statistical
evidence to make his point.
Arguments and Appeals:
Arguments and appeals are both used to back a contention. They are the main substance of what
you will be analysing in the essay.
Arguments are assertions made by the writer in his or her endeavour to prove the contention. They
are not themselves the contention, but work together to try and prove it.
Example:
By referring to the importance of nurturing identities in our children, and pointing to its overtly
positive correlation with wearing uniforms, the writer appeals to parents who want the best for
their childs development.
Appeals are remarks made by the writer to induce an emotional response from the reader/audience.
These appeals often contain techniques suited for the job, such as emotive language, rhetorical
questions or inclusive language.
Example:
The writer appeals to the readers hip-pocket nerve by using emotive and colourful words such as
soaring gas prices and disastrously overpriced.