Analysing a media non-fiction text

Question 1 of 5

1

Look at the text opposite. Identify the FAP (form, audience and purpose) of this text from the list below.

Select one or more of the following:

Webpage
Argue and persuade
People interested in environmental issues
Magazine article
Advise and persuade
Adults with a social conscience

Explanation

Question 2 of 5

1

Drag and drop the annotations to the correct place to show how the language features of writing to argue and persuade are being used in this webpage.

{"32.7157_21.9243":[{"id":5233150,"answer":"Short sentence for impact","x":32.7157,"y":21.9243},{"id":5233151,"answer":"Rhetorical question for impact","x":32.7157,"y":21.9243}],"27.2112_30.1262":[{"id":5233194,"answer":"Emotive, alliterative exaggeration","x":27.2112,"y":30.1262},{"id":5233195,"answer":"Emphatic imperative","x":27.2112,"y":30.1262}],"24.6882_37.0662":[{"id":5233206,"answer":"Modal verb to suggest hope","x":24.6882,"y":37.0662},{"id":5233207,"answer":"Imperative verb to suggest hope","x":24.6882,"y":37.0662}],"27.8992_41.6404":[{"id":5233218,"answer":"Group of three to show solution","x":27.8992,"y":41.6404},{"id":5233219,"answer":"Group of three to show problem","x":27.8992,"y":41.6404}],"53.1286_3.15457":[{"id":5233561,"answer":"Links as imperatives","x":53.1286,"y":3.15457},{"id":5233562,"answer":"Links as passive verbs","x":53.1286,"y":3.15457}],"49.2295_22.082":[{"id":5233166,"answer":"Opinion stated as fact","x":49.2295,"y":22.082},{"id":5233167,"answer":"Fact stated as opinion","x":49.2295,"y":22.082}],"24.9176_60.7256":[{"id":5233419,"answer":"1st person + emotive lang = emphatic","x":24.9176,"y":60.7256},{"id":5233420,"answer":"3rd person + factual lang = emphatic","x":24.9176,"y":60.7256}],"37.991_55.6782":[{"id":5233402,"answer":"Facts add authority","x":37.991,"y":55.6782},{"id":5233403,"answer":"Opinions add authority","x":37.991,"y":55.6782}],"63.4497_23.5016":[{"id":5233184,"answer":"Statistics used for emphasis","x":63.4497,"y":23.5016},{"id":5233185,"answer":"Statistics used incorrectly","x":63.4497,"y":23.5016}],"46.0185_52.5237":[{"id":5233395,"answer":"Emphatic language","x":46.0185,"y":52.5237},{"id":5233396,"answer":"Descriptive language","x":46.0185,"y":52.5237}],"31.569_64.1956":[{"id":5233434,"answer":"Subheading = 2nd person direct address","x":31.569,"y":64.1956},{"id":5233435,"answer":"Subheading = 1st person direct address","x":31.569,"y":64.1956}],"26.2937_67.1924":[{"id":5233476,"answer":"Modal verb to convey certainty","x":26.2937,"y":67.1924},{"id":5233477,"answer":"Modal verb to convey fear","x":26.2937,"y":67.1924}],"55.6515_47.6341":[{"id":5233238,"answer":"Repetition of emotive language","x":55.6515,"y":47.6341},{"id":5233239,"answer":"Repetition of emphatic language","x":55.6515,"y":47.6341}],"36.8442_72.3975":[{"id":5233497,"answer":"Short sentence gives impact","x":36.8442,"y":72.3975},{"id":5233498,"answer":"Compound sentence for imapct","x":36.8442,"y":72.3975}],"69.413_44.3218":[{"id":5233229,"answer":"First person to involve reader","x":69.413,"y":44.3218},{"id":5233231,"answer":"Third person to distance reader","x":69.413,"y":44.3218}],"32.4864_80.4416":[{"id":5233528,"answer":"Imperative verb commands","x":32.4864,"y":80.4416},{"id":5233529,"answer":"Imperative verb suggests","x":32.4864,"y":80.4416}],"47.8534_77.1293":[{"id":5233508,"answer":"1st person involves reader","x":47.8534,"y":77.1293},{"id":5233509,"answer":"3rd person involves reader","x":47.8534,"y":77.1293}],"87.991_25.552":[{"id":5233547,"answer":"Group of 3 imperatives to prompt action","x":87.991,"y":25.552},{"id":5233548,"answer":"Group of 3 modal verbs to prompt action","x":87.991,"y":25.552}],"51.7524_82.4921":[{"id":5233683,"answer":"Group of three links summarizes text","x":51.7524,"y":82.4921},{"id":5233684,"answer":"Two blue links summarize text","x":51.7524,"y":82.4921}],"72.8534_74.2902":[{"id":5233501,"answer":"Repeated emphatic language","x":72.8534,"y":74.2902},{"id":5233502,"answer":"Repeated descriptive language","x":72.8534,"y":74.2902}]}

Drag an answer into the correct orange point.

Short sentence for impact

Rhetorical question for impact

Opinion stated as fact

Fact stated as opinion

Statistics used for emphasis

Statistics used incorrectly

Emotive, alliterative exaggeration

Emphatic imperative

Modal verb to suggest hope

Imperative verb to suggest hope

Group of three to show solution

Group of three to show problem

First person to involve reader

Third person to distance reader

Repetition of emotive language

Repetition of emphatic language

Emphatic language

Descriptive language

Facts add authority

Opinions add authority

1st person + emotive lang = emphatic

3rd person + factual lang = emphatic

Subheading = 2nd person direct address

Subheading = 1st person direct address

Modal verb to convey certainty

Modal verb to convey fear

Short sentence gives impact

Compound sentence for imapct

Repeated emphatic language

Repeated descriptive language

1st person involves reader

3rd person involves reader

Imperative verb commands

Imperative verb suggests

Group of 3 imperatives to prompt action

Group of 3 modal verbs to prompt action

Links as imperatives

Links as passive verbs

Group of three links summarizes text

Two blue links summarize text

Explanation

Question 3 of 5

1

Select from the dropdown lists to complete the text.

Choose from the drop-down menus to complete this evaluation of the ways in which language is being used in the Greenpeace webpage.

The writer starts by using a ( short sentence, compound sentence, complex sentence ), written as a ( statement, question, exclamation ). They then develop the point made in this opening sentence by presenting the reader with a series of shocking statistics to make the ( opinions stated as facts, facts stated as opinions, false facts ) appear to be true.

The intended audience for this text would be people who have an existing interest ion climate change and other environmental issues so the use of the ( first person collective pronoun, second person singular pronoun, third person generic pronoun ) 'we' helps to make the reader feel involved and empowered to make a real difference. The writer also uses the ( second person, first person, third person ) 'you' to challenge the reader to take some decisive action in relation to climate change and make them feel responsible for bringing about the changes that are needed.

Throughout the text language is used ( emotively, emphatically, descriptively ) with the term 'catastrophe' being repeated several times. Although this is ( an exaggeration, untrue, a lie ), it is done to emphasise the seriousness of the problem and would probably appeal to the intended audience who are already aware of the issue.

To maintain the readers' interest the writer varies the length of ( sentences, words, paragraphs ) throughout the text using ( short, long, medium ) sentences for impact. These short sentences tend to be ( opinions stated as fact, facts stated as opinions, facts and figures ) and often contain ( emotive, exaggerated, emphatic, descriptive, factual, balanced ) language.

Throughout the text ( modal, imperative, active ) verbs are used to suggest that there is a solution and the possibility of change. This serves to balance out the scare tactics employed through the use of ( emotive language and hyperbole, emphatic language and description, facts, opinions and false-facts ). In addition to modal verbs, ( imperative, active, passive ) verbs are used in the links to encourage the readers to take positive action. These tend to appear towards the ( end, beginning, middle ) of the texts once the reader has had a chance to take on board the information they have been presented with.

Explanation

Question 4 of 5

1

Which of the following presentational devices have been used to help aid the meaning of the Greenpeace webpage?

Think carefully about this! Whilst all of the presentational devices listed do feature on the webpage only some of them are actually contributing to the meaning of the text.

Select one or more of the following:

The logo
The use of the colour green
The picture banner at the top of The Rainbow Warrior
The picture of the melting iceberg
Contrasting colour + underlining for three part list
Capitalisation and bold font for 'TAKE ACTION'
Use of orange as contrasting colour for the TAKE ACTION text box/hyperlink box
Site menu in green and grey
Stop Heathrow expansion text box in orange

Explanation

Question 5 of 5

1

The combination of key language features used to argue and persuade and carefully chosen presentational devices makes this webpage and effective text for its intended audience of environmentally aware adults.

Select one of the following:

True
False

	Created by Sarah Holmes about 9 years ago

A series of questions and annotation tasks to help learners understand the use of language, structure and presentational devices in media non-fiction texts.

Analysing a media non-fiction text

Analysing a media non-fiction text

Question 1 of 5

Look at the text opposite. Identify the FAP (form, audience and purpose) of this text from the list below.

Select one or more of the following:

Explanation

Question 2 of 5

Drag and drop the annotations to the correct place to show how the language features of writing to argue and persuade are being used in this webpage.

Drag an answer into the correct orange point.

Explanation

Question 3 of 5

Select from the dropdown lists to complete the text.

Explanation

Question 4 of 5

Which of the following presentational devices have been used to help aid the meaning of the Greenpeace webpage? Think carefully about this! Whilst all of the presentational devices listed do feature on the webpage only some of them are actually contributing to the meaning of the text.

Select one or more of the following:

Explanation

Question 5 of 5

The combination of key language features used to argue and persuade and carefully chosen presentational devices makes this webpage and effective text for its intended audience of environmentally aware adults.

Select one of the following:

Explanation

Which of the following presentational devices have been used to help aid the meaning of the Greenpeace webpage?

Think carefully about this! Whilst all of the presentational devices listed do feature on the webpage only some of them are actually contributing to the meaning of the text.