The inclusion of “arguments” plus persuasive language gives rise to a broader approach; if

used well, it can provide a firmer foundation for a structured discussion.

Once again, in English, when writing essays, follow the simple and the logical path first and
build from there! Do not make a complete “meal” of the “argument” side, which may lead to
too much summarising of main points.

You must be able to “identify and analyse the intent and logical development of an
argument”. You must show a knowledge of “the ways authors construct arguments to
position audiences”.

Please use the following points to focus on the “most important” aspects of “arguments”.
You must begin with the most obvious starting point.

Introduction:

1. Clearly state the author’s main contention (for/against), the style of argument and the
author’s intentions. (Development of argument) Where is the main contention: does
the author begin with lengthy background material to place the issue in a
(moral/political/social) context? Or to increase credentials of trustworthiness?

First body paragraph:

1. Topic sentence: identify the author’s first supporting reason (for/against a scheme
(on what grounds?); be clear and explicit); include a tonal reference. How does the
author defend or criticise; condemn or support a scheme or policy?
2. Upon what (types of ) evidence does the author base his/her viewpoint? (What
points does s/he make?) What is their perspective? (first-hand/professional
commentator.) Group together two types, or a combination of, evidence in order to
interpret the author’s intentions. (where appropriate).
3. What does the author do with the evidence? How does he or she use the evidence
(to sharpen the attack, or to defend/justify/rationalise a scheme: this helps you think
about “logical development” and use of “reason/logic”.) What complementary
persuasive words does the author use?

Second body paragraph:

 1. Another Key idea: author’s rebuttal-style attack?

Use metalanguage for “arguments”: comparative depictions; rebuttal-style attack; cause-

and-effect reasoning strategies; assumptions; compare-and-contrast style of argument;
problem-solution style of argument; cause-and-effect reasoning strategies.

Use metalanguage for persuasive language: tone; persuasive techniques (comparisons;

appeals etc; word connotations etc.)

Sample paragraph: start with “bare bones” and add persuasive words and impacts

Exercise 25, “Race hate laws” by Ms Holly Winter, p. 67

Ms Holly Winter draws upon her professional experience as a counsellor at the Social Unity
Office to defend the current laws relating to 18C. She presents a solution-style contention
at the end of her article that clearly sums up her view that the current system provides the
best protection from racial and ethnic abuse. In this regard, she includes throughout her
argument both hypothetical and real life examples that encourage readers to foreground
social justice principles. The failure to do so, she would suggest, shows a failure to care,
and such an attitude is designed to shame thoughtless individuals. Specifically, the
anecdotal example relating to Mitsy Jenkins invites readers to imagine the victim’s
humiliation and the pain of discriminatory and intolerant comments. Contrastingly, she
encourages fair-minded members of the audience to recognise that the changes proposed
by Senator Brandis would lead to social division and make it almost impossible for cases to
proceed. As a result, using cause-and-effect reasoning strategies, her professional advice
to clients would be “not to proceed” and this option, she hopes concerned readers would
recognise, will compound their sense of desperation and hopelessness.

● See “The emotional need behind a place to call home” by Claire Thurstans
● Miss Universe Australia 2017: Pageant may do good but the bikini section
must go, Melissa Singer, The Age
● Turban ban school should be more flexible, Editor, The Age
● My boiling frog moment, Tim Winton, The Age, (Great Barrier Reef)
● Proper debate on sugar tax far from “bonkers”, The Editor, The Age
● John Silvester: another violent loser enthralled by cult of infamy, The Age
● Michael Leunig: A new Land still learning: Citizenship test , The Age
● I stopped buying clothes and it has changed my life, by Jayne Christensen,
The Age
 ● Enough gloom, let some light into VCE reading list, by Melinda Houston, The
Age
● Admit it, mums and dads, you are addicted, by Allison Pearson, The Age
● Mabo has not been the panacea many visualised, by George Williams The
Age (good for those studying Mabo)
● Australian’s gun laws: are we going backwards? The Conversation
1. Examples : Welfare drug test plan is on the nose; Judith’s
Ireland’s “Based on love“;
2. Note the comparative structure of this argument: “Both
harming plenty: but only one tax is hurting” by Peter Martin
3. Example 1: Stop the Adani Coalmine and another Example:
Coalmine is good for Queensland economy (Good topic for
speech)
4. Example 2: The Age: Rule of Law (an ideas-based editorial)
5. Example 3: The Age: Revolt against revolting web content
6. Example 4: ABC: Chris Berg, If you’re worried about privacy
7. Examples 5: Benjamin Law: The race question and If the face
fits …
8. Example 6: Spirit and Culture: Michael Leunig
9. Example 7: Making our children future ready by Sonia Orchard
10. Example : Michelle Grattan: re the facebook Anzac Day post by
Abdel-Magied

Weekly Written Task

● At the start: a plan of the core paragraph.

● Identify, and explain, the editor’s main contention and key ideas (1-3). Do this in
your own words – avoid lengthy quotes when identifying key ideas. (Use nominals
and appropriate metalanguage!)
● Discuss the persuasive/reasoning tactics that are connected with, that support, this
key idea. (See example: Revolt against revolting web content)
● What is the author’s key evidence; what points are they proving with the evidence;
what are the links; what comparisons are evident and what do they prove?
● Identify the editor’s cause-and-effect reasoning strategies (A leads to/causes B) and
attacking strategies.
● Explain the editor’s purpose and positioning strategies: what
appeals/values/principles do they expect us to foreground/prioritise/respect?
Outcomes/Benefits

● You will clearly stand out if you can analyse the author’s key points. (Many students
are losing this knack.)
● The key idea must shape the paragraph. You must group together at least 2 similar
points/phrases/purposes. Your paragraphs become too much of an isolated
list/isolated purpose, if you cannot analyse the main points and group together the
complementary/associated key persuasive/reasoning tactics.
● You must clearly identify key ideas/arguments in order to do a polished comparison.
Conversely, if you can clearly pinpoint the key ideas, a comparative discussion
becomes murky.