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25 Cards in this Set
- Front
- Back
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Alliteration |
Captures attention. Adds emphasis. Draws attention to key words. |
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Analogy |
Explains complex point in an easy to understand way. Makes contention forward and obvious. |
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Anecdotes |
Personal angle engages the reader. As 'true stories' they carry weight with reader. Often entertaining. |
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Appeal to sense of justice |
Positions the reader to agree that the punishment should fit the crime. Creates anger at a perceived unjustice. |
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Appeal to being modern and up to date |
Positions the reader to feel that they would be left behind and less informed than those around them in they dont embrace new technology. Makes people want to acquire the products, information or attitudes being discussed. |
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Appeal to family values |
Leads reader to view tradition families as most desirable arrangement. Positions reader to feel that other arrangements threaten the 'moral fabric' of society. |
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Appeal to fear |
Causes the reader to respond emotionally, especially with feelings of anxiety an unease. Leads to reader wanting to take action to protect themselves and loved ones. |
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Appeal to group loyalty |
Can play on peoples guilt, sense of obligation, fear and sentimentality. Convinces people that they should act to support the group. |
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Appeal to patrotism |
Positions reader to feel that they would be disloyal to their country to disagree with reader. Arouses stron emotion of pride, guilt, loyalty; sometimes anger and fear.
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Appeal to self-intrest |
Often divides people into 'them' and 'us'. Suggests that the interests of others are in competition with and threaten our own. |
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Appeal to hip-pocket |
Provokes strong emotions such as outrage at being taken advantage of. Positions reader to feel threatened by those who want price rises. |
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Appeal to tradition and custom |
Encourages reader to resist change and to feel that links with the past should be kept. Sometimes romanticises the past and reject modern ways of doing things. |
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Attacks |
Draw attention away from reasoned argument. Positions the reader to feel if the individual is flawed, their message must be too. |
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Cliches |
Convey meaning in an economical way. Can help reader feel more comfortable with an idea. |
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Connotations |
Arouses feelings and attitudes that position the reader to like/dislike, accept/reject a group, idea of viewpoint. |
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Emotive Language |
Positions the reader to react emotionally rather than rationally. Leads the reader to share the writers feelings on the subject. |
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Evidence |
Gives the writers argument more credibility as it is apparently supported/objective by experts. |
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Generalisation |
Appeals to commonly held prejudice and attitudes. Positions the reader to judge others according to stereotype. |
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Inclusive Language |
Makes the reader feel included and that their view counts. Encourages the reader to agree since this view is apparently held by the group as a whole. |
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Metaphors |
Capitalises an association with a vivid image. Evokes emotion in the reader which matches that of the writer. |
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Hyperbole |
Arouses emotion in the reader. Can be humorous. 'Worst case scenarios' play on readers fears. |
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Puns |
Often humorous. Gains the readers attention and emphasises the writers point. Uses connotations of words to convey writes point of view. |
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Reason and logic |
Gives the writers view point credibility for being apparently objective. Can consider opposing viewpoints and argue logically against them. |
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Repetition |
Emphasises the writers view point and captures attention. Makes the point more memorable.
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Rhetorical Question |
Positions the reader to agree by assuming their answer will be the same as the writers. Engages the reader by addressing them directly. |
