The School of Life initiates their piece by using the anaphora of ‘they’ to generalise the good child and their monotonous righteousness. The visual provided contributes to establishing context by supplying an image of a docile-faced young girl who seemed to be …show more content…
Other uses of pejorative language are ‘violently’ and the strong adjective ‘catastrophically’ suggesting that the situations some good children are in are atrocious and positions the audience to feel sympathy toward these children. The author utilises the juxtaposition of ‘exaggerated politeness’ to evoke pejorative emotions toward the attributes of the good child. The hyperbole of ‘treat them as the danger they are’ emphasises the severity of the issue. The metaphoric phrase of ‘real thoughts and feelings stay buried,’ furthers the needs to uncover the emotions and reasons the concept of the good child is what it is. Comparatively, the author of the response uses an anecdote to once again establish her experience and credibility. She applies the anaphora of ‘I think about’, to repeatedly wonder of the noises at her previous school and alludes to the fact that they are missed, both the ‘loud laughter’ and the ‘detention-riddled students.’ The alliteration and anaphora evoke positive emotions toward the students of her previous school. The word ‘riddled’ relates back to the analogy of sickness in the School of Life article, as riddled is used often times in the company of a disease. Here, it is the bad or ‘healthy’ child who is labelled as