The Workbook Series on The Language of Persuasion has a corresponding set of "Suggested Responses". This file provides a sample of the responses for each workbook.

1. Language analysis
pathway program
Suggested Responses
Each workbook has a corresponding “Suggested
Responses” booklet for 20-40 exercises.
The Responses are an ideal correction resource
for teachers.
They are also ideal as an independent selfdirected learning program for students.
www.englishworks.com.au

2. Language Analysis pathway program
Series 1: Techniques of Persuasion
(978-0-9808397-2-2)
Suggested Responses for teachers and students
Series 2: Language of Persuasion:
Become an expert (978-0-9808397-6-0)
Suggested Responses for teachers and students
Series 3: Language of Persuasion:
an essay-writing guide (978-0-9808397-6-0)
Suggested Responses for teachers and students
with sample student essays

3. Suggested Responses
The
answers to the exercises in each
workbook model appropriate words and
phrases.
“Taking
it Further”: there are Extension
Activities for most exercises. Their aim is
to help students:
 identify a range of techniques
 write sophisticated sentences
 write paragraphs and short essays

4. “Suggested responses”
Series 1: Techniques of Persuasion
(978-0-9808397-2-2)
This step-by-step introduction to persuasive
techniques provides the perfect foundation for
students in Years 7 to 8.
The “Suggested Responses” to the Exercises
help students identify and explain the author’s
views, tone, style and choice of words; their
evidence and appeals.
“Taking it Further” activities and responses:
•explore a wider range of techniques and
their impact; and
•practice writing paragraphs.
(Refer
Exercises
Persuasion.)
in
Techniques
of

5. “Sample response: Exercise 7, p. 11
Drugs in sport
The MFL must be tough on drugs. In light of the David
Hones’ and other West Island players’ drug-abuse cases
the MFL must send a message that drug users will not be
tolerated. If players use drugs and get caught they should
be expelled from the MFL.
As soon as Hones took illicit drugs and abused his
influence, he should have been suspended. After all, he is
a championship player and a poster boy for the younger
generation.
Illicit drugs have fatal consequences for the user. They
ruin the lives of addicts and family members.
Most importantly, the MFL must ensure that players
provide an appropriate example to children when it comes
to drugs.
These players get paid more than the Prime Minister and
with their power and status, it is important they act
responsibly.
Janie Haughton, Box Hill
(Refer
Exercises
Persuasion.)
in
Techniques
of

6. “Drugs in sport”, by Ms Janie Haughton
Exercise 7, p. 11.
Identify the author’s view(s) and tone
View:
Ms Haughton discredits the MFL because of its casual approach to the
players’ drug offences.
Tone:
The author adopts an indignant tone to convey her dismay at the fact that
David Hones was not suspended.
In a righteous and blunt manner, Ms Haughton states that the footballers
should be harshly punished.
Other relevant tone words: assertive, dogmatic, stern, forthright.
(Refer
Exercises
Persuasion.)
in
Techniques
of

7. “Drugs in sport”, by Ms Janie Haughton p. 11
Taking it Further: extension activities
View: Ms Haughton criticises the MFL’s policy and believes it must suspend
players who use drugs.
Tone: The author adopts an indignant tone to convey her dismay at the fact that
David Hones was not suspended. She adopts a righteous and blunt tone to state
that they should be harshly punished.
Evidence: As the basis for her discussion, Ms Haughton refers to the anecdotal
references regarding the MFL players who took illicit drugs.
Attack: (appeal to leadership) Ms Haughton discredits the MFL because of its
casual approach to the players’ drug offences. Purpose: Ms Haughton seeks to
shame and isolate those who do not take a firm stance against drugs.
Appeals: The author appeals to leadership and moral standards when she states
that the MFL and its players must provide an example to the younger generation.
Currently, she states that they are not showing sufficient responsibility. “He
(David Hones) should have been suspended”, but was not. (She shames those
players who are disappointing their fans and parents.)
Purpose: These comments are likely to provoke the reader’s anger towards the
MFL, especially given the size of the footballer’s pay-packet. They are also bound
to stimulate hostile feelings among the public.
(Refer
Exercises
Persuasion.)
in
Techniques
of

8. “Suggested Responses”
Series 2: Language of Persuasion: Become an expert
(978-0-9808397-6-0)
This workbook equips Middle Year students with skills to
analyse more insightfully an author’s opinion and their
persuasive tactics.
Suggested Responses to the exercises focus on technique
identification and evaluation.
“Taking it Further” activities and responses help
students explore a wider range of techniques and their
impact, explore connections and practice writing paragraphs
and essays.
Chapter 2 : suggested responses to a comparative
approach to technique identification.
Chapter 3 : suggested responses to essay plans to help
students structure their essays.
(Refer Exercises in The Language of Persuasion: become an expert

9. (Refer Exercises in The Language of Persuasion: become an expert
Exercise 18, p. 30

10. Sample response
Exercise 18: Remember her? Don’t let it be you! (p. 31)
1. What is the purpose of the advertorial (advertising editorial) and who is the audience? Comment on
the author’s degree of bias.
This is an advertising feature which means that the company has a vested interest in making sure
that consumers use their product. Its purpose is to persuade parents to buy a Toddler Tag so that
they can monitor their children constantly. As a result, this reduces the author’s credibility and parents
are less likely to trust the company. Presumably, they are using experts such as Professor Warwick
to support their point of view.
2. What is the purpose of the photograph, the headline and the slogans?
The photograph aims for an emotional impact and reminds parents that children often “disappear” in
ways that can be tragic. Captions such as “gone forever” remind parents of the loss, while the
headline, “remember her, don’t let it be you!”, suggests that the Tag can prevent such kidnappings. It
refers to a previous experience of loss to insinuate that these events can be prevented.
3. List three ways Mr Toffler author seeks to convince parents to use the Toddler Tag. What
reasoning tactics are evident?
(i) The author states parents can better protect their children from the cruel forces of the “evil world” if
they use the Tag. Firstly, he reinforces a negative image of insecurity and helplessness to
exacerbate parents’ sense of anxiety. He encourages them to see themselves helpless in a “cruel
world”, where “perverts and kidnappers lurk”. This helps to predispose parents towards the new Tag.
The anecdote of Madeline McCann’s disappearance also reinforces the fact that the world is “cruel”
and unfair. Then he seeks to provide options and reassure us that there are options available.
(Refer Exercises in The Language of Persuasion: become an expert

11. “Taking it further”: response
How does the author stimulate a climate of fear? Which
techniques are used to arouse parents’ sense of fear?
•The author uses the anecdote in order to present a cruel and dangerous world.
The recount of Madeleine McCann provokes parents’ anxieties.
•The colloquial reference to the child being “snatched from under her parents’ nose”
implies that the parents may be reckless. This phrase also highlights the
difficulties associated with, and the impossibility of, trying to provide constant
supervision.
•The author asks rhetorically, “Do you really want this to happen to you?”, to focus
our attention on the consequences of the child’s disappearance.
•The author uses negative words to describe a “cruel world where perverts and
kidnappers lurk.” The threat of kidnappers is designed to alarm parents.
•The generalisation about mischievous children also creates fear. The suggestion
is that children naturally attract harm and need maximum protection.
(Refer Exercises in The Language of Persuasion: become an expert

12. Sample paragraph response
Paragraph practice: (Mr Albin Toffler, Chief, CloseConnect)
(Tone and view) In a tone that ranges from solicitous and assertive to
upstanding, Mr Toffler commends the Toddler Tag to parents, whilst
simultaneously attempting to deflect criticisms of bias. (purpose) Evidently, he
seeks to gain financially from parents’ support and he uses a range of
persuasive devices that pander to parents’ desire to protecting their children in
the best possible manner. (technique and purpose) For example, the real-life
example of Madeline McCann is designed to evoke parents’ worst nightmare –
the kidnapping of their children and thus reinforce the Tag as the “ultimate safety
weapon”. (technique and purpose) Mr Toffler also uses a generalisation to infer
that “all children are mischievous” and disobedient in order to allay parents’
concerns about the tag as being intrusive. (tone and purpose) Then a highminded tone enables the author to adopt the high moral ground in order to
reassure parents and encourage them to see the Toddler Tag as affording
parents both “peace of mind” whilst exercising the requisite duty of care – the
subtext is that parents should feel guilty should they not rely on such a Tag. This
is a clever ploy to conceal notions of self-interest that are connected with their
attempt to coerce parents.
(Refer Exercises in The Language of Persuasion: become an expert

13. “Suggested Responses”
Series 3: The Language of Persuasion: an essay-writing guide
(978-0-9808397-9-1)
This essay-writing guide consolidates the skills
acquired in Series 1 and 2. It helps students identify,
and concisely explain, the author’s point of view, the
progression of the argument and relevant contextual
features.
“Suggested responses” include:
•paragraph maps, explanations and tips.
•tips to build coherent paragraphs by prioritising
the key persuasive tactics;
•sample student responses with annotations and
suggestions for improvement.
(Refer Essay plans in The Language of Persuasion: an essay-writing guide

14. (Refer Essay plans in The Language of Persuasion: an essay-writing guide

15. “Exercise 6:
No place for offensive comments, p. 24
Identify the main contention – be specific and concise:
The author believes that Mr Sandiland’s comments were reprehensible and contribute to the
exclusion of minority groups. (See “Assessor’s Comments” on p. 4: “practise identifying points of
view.” It is important to be specific and concise; i.e. pinpoint as accurately as possible the author’s
main point.)
Step 1.
Investigate the author’s evidence: the mother’s real life experience: i.e. sympathetic portrayal of
daughter; candid and confessional tone; shaming tactics. (See “reasoning strategies” on p. 10: if an
author relies on her real-life experience think about how she presents her situation. See
“characterisation” and “victims”, on p. 12.)
Step 2:
Show the connection to her point of view: The evidence/experience is used as a platform from which
to censure/discredit opponents or offenders. Sandiland’s reprehensible comments; “cheap jibes”
imply that he is opportunistically (taking advantage of) exploiting the vulnerable. Purpose: to arouse
anger, disappointment and frustration at public figures. (See “portrayal of opponents”, p. 13 and
“Become an Expert”, p. 35.)
Other comments:
Final appeal to tolerance and respect with use of inclusive language. (See “appeals”, explicit and
implicit on p. 14.) If I criticise someone’s exclusive or discriminatory attitudes then I am appealing
to tolerance.
(Refer Essay plans in The Language of Persuasion: an essay-writing guide

16. “Exercise 6:
No place for offensive comments, p. 24
(Paragraph 1: launch the discussion with a comment on the author’s perspective and
their “voice”, especially as Ms Waring relies on personal experience to convey her
message.)
Adopting an aggrieved tone (see No. 12/p. 66), Ms Waring condemns Kyle
Sandiland’s comments as inappropriate and discriminatory. Whilst the author is
motivated to voice her concern because of Mr Sandiland’s recent comments
regarding a “baby with limb malformation”, she relies on her own personal first-hand
experience – “I witness daily the effects of bullying” - to convey the depth of her
daughter’s humiliation. The fact that her daughter suffers constant ridicule and is
labelled a “retard” and “blockhead” endows her views with authenticity. Her candour
(honesty, see No. 6, p. 65) is bound to win readers’ respect and monopolise their
sympathy.
(Paragraph 2: Show a connection between Ms Waring’s personal experience and her
attack on Mr Sandilands. Explain how these depictions reinforce her message. For
example, note her reasoning: the more vulnerable the victim, the more vicious is the
attacker. See p. 12.) Read “Portrayal of opponents”, on p. 13 and try to be as specific
as possible with regards to the implied description of Mr Sandiland’s personality. (In
other words, “get under the skin” of the author’s words.) (Continued in “Responses”)
(Refer Essay plans in The Language of Persuasion: an essay-writing guide