Ms. Claire Snare writes a letter to the editor advocating for stricter controls on puppy factories. She adopts an indignant tone and uses emotive language and anecdotal evidence to depict the plight of abandoned puppies. Specifically, she references seeing a "forlorn puppy" wandering streets at risk of being hit by cars or killed in a shelter. Statistics from an animal welfare group also highlight the scale of the problem. However, Ms. Snare directs anger at "profiteering puppy factories" and irresponsible owners who treat the puppies "like disposable commodities." She argues for political action to prevent such "animal scandals" in the future.

1. Your first essay:Your first essay:
analysis of persuasiveanalysis of persuasive
language techniqueslanguage techniques
“Give the puppies a chance”
by Ms Claire Snare
(See Better Essay and Persuasive
Techniques, p 84, and
Techniques of Persuasion, pp. 60-64.
by Dr Jennifer Minter for
students in Years 7 – 9. )
www.englishworks.com.au

2. Letter to the Editor: Meredith NewsLetter to the Editor: Meredith News
Give puppies a chance, Claire SnareGive puppies a chance, Claire Snare
The past few nights I have noticed
a forlorn puppy wandering the
streets like a drunkard tramp. On
several occasions, he was nearly
run over.The dog catcher
eventually caught him – and he
disappeared in the paddy wagon,
probably to join the other
abandoned pets on “death row”.
How many more stray puppies
and kittens are to be killed before
the profiteering puppy factories
are banned?4th
July 2013

3. Ban puppy factories, Claire SnareBan puppy factories, Claire Snare
Some hard-hearted people are churning out
puppies for profit – many of which end up in like
this straggler – waiting to die.
The RSDA president Mr JeffTomlinson states
that up to 300,000 dogs and cats are discarded.
Some find a home, but the rest - up to 250,000
cats and dogs - are killed nationally.
This is a disgrace!
Sadly, young children become
obsessed with cute puppies and
kittens but lack the maturity to
properly care for them.

4. Ban puppyBan puppy
factoriesfactories
Like disposable commodities the puppies
are abandoned; like homeless tramps they
wander the streets.
It’s only thanks to the tireless work of
many volunteers that a favoured few find
another home.
With the right controls and political will,
such an animal scandal can be prevented.

5. Be clear about theBe clear about the
author’s views andauthor’s views and
purposepurpose
Identify Ms Snare’s main contention:
what is her point of view? (See pp. 3-6.)
Think about Ms Snare’s tone: how does
her tone complement and reinforce her
views? (See pp. 9-14 and pp. 66-67)
What evidence does Ms Snare rely on?
(Facts, figures, “people” stories: see pp. 28-34.)
Underline four words that stand out and
reflect Ms Snare’s views. (See words, pp. 15-20)

6. Summary of techniques:Summary of techniques:
Letter to EditorLetter to Editor
Anecdotal evidence
Rhetorical question (style)
Attack on opponents
Use of expert opinion and statistics
Tone
Attack on children: appeal to duty of care
Alliteration (figurative words)
Emotive language
Similes, (figurative words)
Appeal to law and order, (main appeals)

7. The essay:The essay:
writing anwriting an
introduction:introduction:
Introduce the context of the issue
Introduce the article; its title and
date of publication
State the author’s views and tone
What is their purpose?

8. Paragraph 1: opening theParagraph 1: opening the
paragraph:paragraph:
Topic sentence: identify the author’s
views and tone
◦ Adopting an indignant tone, Ms Snare contends
that there should be stricter controls placed on
puppy factories.
 The author maintains /contends/ advocates ... that …
 The author condemns …; discredits/ criticises/
disapproves of; is sceptical of …
(Gain an analytical vocabulary. See Tone Words.

9. How would you describeHow would you describe
Ms Snare’s tone?Ms Snare’s tone?
outraged; disgusted;
assertive; forthright; indignant
moralistic, concerned, self-righteous;
Ms Snare adopts an indignant tone to …
Ms Snare bluntly condemns puppy factories
because .....
In an ……………. tone, the author states
that …

10. Paragraph 1: continueParagraph 1: continue
Sentences 2 - 7:
find a common purpose.
◦ Group together key word choices and tactics that
have a similar purpose. For example, explain how
the author seeks to engage our emotions: eg.
sympathy. Who is the victim? How do they
suffer?
 Use of anecdotal evidence, figurative language,
and authority figures/statistics to depict the sad
plight of many neglected puppies.

11. Which persuasive language techniquesWhich persuasive language techniques
does the author use to arousedoes the author use to arouse
sympathy for the puppies?sympathy for the puppies?
“The other day I noticed …”
adds a personal dimension to which we can
relate and elicits our sympathy
and interest.
Use of authority figures and
statistics to draw attention
to the extent of the animal
welfare problem.
(See Evidence and reasoning strategies)

12. How does MsHow does Ms
Snare describeSnare describe
the puppies?the puppies?
What words does the author
use to describe the puppies?
What emotive and figurative
terms are evident?
What is their purpose?
(See Techniques of Persuasion p. 15-17)

13. Paragraph 2:Paragraph 2:
attack and angerattack and anger
Find a common thread:
◦ Use of shaming tactics to depict
those who abandon the puppies.
 Description of the main offenders: What words does Ms Snare
use to describe the puppy factory owners? What are their
motives?
 Children/parents and government are also to blame: how are
they criticised? “With the right controls and political will….”
What does this statement imply?

14. Paragraph 2:Paragraph 2:
attack and angerattack and anger
Finding a common thread:
◦ the author channels our anger towards the
“hard hearted” factory owners who are
depicted us ruthless.
◦ Give examples
Purpose: to shame and isolate those
who abandon the puppies.
(See Attacking strategies

15. ConclusionConclusion
Sum up the author’s
purpose for writing
and the impact of
her most important
persuasive
technique(s).

16. Suggested responseSuggested response
Published in the Meredith News as a letter to the Editor on 4 July 2013, Ms Claire Snare
stridently believes that the Government must implement harsher penalties for puppy
factory owners who are creating an animal welfare scandal. Adopting an upstanding tone
throughout her letter, the author evokes sympathy for the discarded animals and hopes
that concerned members of the public will agitate for change.
Indignantly, Ms Snare contends that there should be stricter controls placed on puppy
factories. Using a combination of evidence, the author seeks to arouse our sympathy for
the “forlorn” puppies while directing our anger towards the “profiteering puppy factories.”
Specifically, Ms Snare’s reference to her own first-hand experience used as anecdotal
evidence depicts the sorry plight of the animals who are abandoned and wandering the
streets. Figurative terms such as “like homeless tramps” and “like disposable
commodities” reinforce her view that they are treated shamefully by their new owners
who “lack maturity”. The author thereby encourages members of the public to think about
their own treatment of animals. The statistics as quoted by the RSDA present Mr Jeff
Tomlinson also help to depict the extent of the animal welfare problem and prove a need
for regulation.
On the other hand, Ms Snare agitates for change and the “right” controls by directing our
anger towards the “profiteering puppy factory” owners. She characterises them as “hard
hearted” and shames them for their apparent disregard of the plight of the puppies. She
also suggests that families are also irresponsible because they fail to provide appropriate
care and the children’s “obsession” fuels the problem. Governments, too, she implies lack
“political will” which is bound to further inflame our frustration.
Through her word choice and emotional appeals, Ms Snare expects concerned members
of the public to agitate and pressure the authorities to implement greater control. Those
who are concerned about abandoned animals and who do have a heart are bound to
share her views about the need for tighter controls.

17. Language Analysis pathway programLanguage Analysis pathway program
Language of Persuasion: Become an expert
(978-0-9924942-0-9)
This workbook equips Middle Year students with skills to
analyse more insightfully an author’s opinion and their
persuasive tactics. In-depth discussion and extension
activities focus on:
• the author’s views and credentials, their
credibility and degree of bias;
• the author’s evidence and reasoning tactics; and
• the author’s choice of words and variations in tone
and style.
Chapter 2 introduces students to a range of media texts
and encourages them to identify, and compare, their
most important features.
Chapter 3 provides an essay plan and paragraph maps
to help students structure their essays.

18. Language Analysis pathway programLanguage Analysis pathway program
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.
Essay plans, paragraph maps and explanations:
• help students prioritise the key persuasive
tactics;
• encourage insightful responses by focusing on
an author’s strategic words and their implications;
• help students write fluent and cohesive essays;
and
• show students how to write comparative essays.