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PERSUASIVE LANGUAGE TECHNIQUES
AN INTRODUCTION TO SOCIOLINGUISTICS – SESSION 4

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THE STRUCTURE OF EACH TECHNIQUE
1.DEFINITION
2.“EXAMPLE”
3.THE EFFECT THIS HAS ON THE READER

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ALLITERATION
1.REPETITIONS OF SOUNDS
2.“BIG. BEEFY. BLISS.”
3.DRAWS ATTENTION.
NICE TO READ AND LISTEN TO.
4.

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ANECDOTE
1.PERSONAL, EMOTIONAL, STORY
2.“HE’S GIVEN ME THE CONFIDENCE TO DO
ANYTHING I SET MY MIND TO DO!” (IVANKA)
3.IT ENCOURAGES THE READER TO SHOW EMOTION
AND SEE THE TOPIC AS MORE RELATED TO THEM
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APPEAL TO AUTHORITY
1.WORDS FROM EXPERTS
2.“#1 BRAND RECOMMENDED BY DENTISTS”
3.POSITIONS THE AUDIENCE AS A LEARNER, WITH
SOMEONE KNOWLEDGEABLE EXPLAINING THINGS
4.

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APPEAL TO COMMON SENSE
1.REFERS TO THINGS EVERYBODY WOULD AGREE TO
2.“TERRORISM IS LIKE AN ANGRY DOG, IF YOU POKE A DOG IT WILL BITE.”
3.MAKES A COMPLEX ARGUMENT SEEM SIMPLE AND EASY TO DECIDE ON, USUALLY BY COMPARING IT TO SOMETHING
MORE SIMPLE

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ALLUSIONS TO TIME
1.CREATES A SENSE OF URGENCY
2.“DONATE BLOOD NOW”
3.ENCOURAGING THE READER TO PRIORITIZE THAT
ISSUE OVER OTHER ISSUES, IT REQUIRES IMMEDIATE
ACTION
4.
4.
4.

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CALL TO ACTION
1.A REQUEST OR DEMAND FOR THE READER TO TAKE ACTION
2.“CALL TO DONATE“
3.ALTERING THE READER’S BEHAVIOUR –
THE READER FEELS EMPOWERED

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COLLOQUIAL LANGUAGE
1.INFORMAL LANGUAGE – IT CREATES A CASUAL TONE
2.“O.M.G.!”
3.CREATES A BOND BETWEEN THE READER AND WRITER,
WRITER BRINGS HIM/HERSELF DOWN TO THE SAME
LEVEL AS THE READER
4.

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EMOTIVE LANGUAGE
1.WORDS/PHRASES THAT CHANGE THE FEEL OF A SENTENCE
2.“MY MOM REALLY IS GOING TO KILL ME.”
3.DECREASES THE READER’S RATIONAL RESPONSE,
ENCOURAGES READERS TO REACT INSTINCTIVELY
4.

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EUPHEMISMS
1.POLITE OR SOFTENING PHRASES USED IN REPLACEMENT OF
UNPLEASANT/HARSH WORDS
2.“GENTLEMEN’S CLUB”
3.TO MAKE AN IDEA SEEM KINDER THAN IT ACTUALLY
IS, E.G. DIE = PASS AWAY
4.
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1.

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GRAPHS
1.DEMONSTRATES WRITER CREDIBILITY
2.“US UNEMPLOYMENT RATE”
3.CAN PERSUADE READERS OF THE
WRITER’S POINT OF VIEW
4.

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LISTING
1.A LIST OF THE BENEFITS OR DETRIMENTS
2.“RIDING YOUR BIKE TO WORK HAS MANY BENEFITS FOR THE INDIVIDUAL AND THE COMMUNITY: IT REDUCES
TRAFFIC, IMPROVES YOUR HEALTH AND PROTECTS THE ENVIRONMENT.”
3.THE WRITER PROVIDES MULTIPLE ARGUMENTS TO SWAY THE READER

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COMPARISON
1.SIMILE – SENTENCES WITH “LIKE” OR “AS…AS”
2.“…SKIN CREAM…FOR SKIN AS SMOOTH AS A PEACH”
3.GIVES THE READER A SENSE OF WHAT SOMETHING IS LIKE,
EVEN IF IT IS FOREIGN TO THEM
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REPETITION
1.REPETITION OF WORDS OR PHRASES AND IDEAS
2.“SALE, SALE, SALE”
“IT HURTS THE INDIVIDUAL, IT HURTHS THE ECONOMY AND IT
HURTS THE COUNTRY AS A WHOLE”
3.CREATES EMPHASIS AND IS MEMORABLE

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RHETORICAL QUESTION
1.STATEMENTS WITH QUESTION MARKS – THE ANSWER IS IMPLIED BY WHAT IS BEING ASKED
2.“WHY LOVE ONE BUT EAT THE OTHER?”
3.MAKES THE READER VIEW AN ALTERNATIVE
ANSWER TO THE ISSUE APPEAR ILLOGICAL OR
AGAINST COMMON SENSE

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SENTENCE STRUCTURE
1.SHORT, SHARP SENTENCES
2.“WHEN THE FACTORIES CLOSE DOWN, WHEN THE WORKERS GO BACK HOME TO THEIR FAMILIES WITHOUT A PAYSLIP
IN THEIR POCKETS, WHEN THE PRICE OF LIVING GOES UP AND THE QUALITY OF LIFE GOES DOWN, WHERE WILL
THE GOVERNMENT BE TO HELP? NOWHERE. JUST LIKE ALWAYS.”
3. PARTICULARLY SHORT SENTENCES CAN BE USED BY THE WRITER TO DRAW EMPHASIS TO WHAT IS BEING SAID
BECAUSE OF THE CHANGE IN RHYTHM THAT THEY CREATE

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SIGNPOSTING
1.SIGNPOSTING IS A WAY THAT A WRITER OR SPEAKER OUTLINES THEIR ARGUMENTS.
2.“THE THREE MAIN ARGUMENTS FOR VEGETARIANISM ARE THE HUMAN HEALTH BENEFITS,
ENVIRONMENTAL SUSTAINABILITY, AND MORAL STANDARDS IN RELATION TO HOW WE TREAT ANIMALS.”
3.THIS CAN MAKE THE STYLE OF A PIECE APPEAR MORE LOGICAL AND ASSIST THE READER IN FOLLOWING THE
LINE OF ARGUMENTATION.

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QUOTES
1.QUOTES AND REFERENCES TO AUTHORITIES ARE OFTEN USED IN CONJUNCTION WITH STATISTICS, BECAUSE THEY
HAVE THE SAME OVERALL EFFECTS.
2.“THE MINISTER FOR TERTIARY EDUCATION WAS EARLIER QUOTED SAYING “INVESTMENT IN OUR UNIVERSITIES
AND TAFES SHOULD BE IN THE TOP THREE CURRENT NATIONAL PRIORITIES”. ”
3.THE SOURCE OF THE QUOTE IS PARTICULARLY IMPORTANT  - AS A READER IS LESS LIKELY TO BE PERSUADED
BY A QUOTE WHEN THE SPEAKER IS NOT AN EXPERT

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METAPHOR
1.A COMPARISON THAT DESCRIBES ONE THING IN TERMS OF ANOTHER
2.“LIGHT BEER”
3.THIS TECHNIQUE CAN BE USED TO REINFORCE A POINT WITHOUT
REPETITION AND THE IMAGERY CREATED CAN OFTEN REALLY STICK
IN A READER’S HEAD.

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INCLUSIVE LANGUAGE
1.TERMS SUCH AS ‘OUR’, ‘US’, AND ‘WE’ ARE USED
2.“WE ALL HAVE TO PITCH IN TO HELP OUR BROTHERS IN QUEENSLAND RECOVER FROM THIS HORRIFIC TRAGEDY.”
3.MAKES THE READER FEEL LIKE PART OF A GROUP OR INSPIRED TO TAKE COLLECTIVE ACTION
4.

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PERSUASIVE TECHNIQUES
•HTTP://WIKI.ENGAGEEDUCATION.ORG.AU/ENGLISH/LANGUAGE-ANALYSIS/PERSUASIVE-TECHNIQUES-2/
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