Analysing a media non-fiction text

Sarah Holmes
Quiz by Sarah Holmes, updated more than 1 year ago
Sarah Holmes
Created by Sarah Holmes over 5 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.

Resource summary

Question 1

Look at the text opposite. Identify the FAP (form, audience and purpose) of this text from the list below.
  • Webpage
  • Argue and persuade
  • People interested in environmental issues
  • Magazine article
  • Advise and persuade
  • Adults with a social conscience

Question 2

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.
  • 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

Question 3

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 [blank_start]short sentence[blank_end], written as a [blank_start]statement[blank_end]. They then develop the point made in this opening sentence by presenting the reader with a series of shocking statistics to make the [blank_start]opinions stated as facts[blank_end] 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 [blank_start]first person collective pronoun[blank_end] 'we' helps to make the reader feel involved and empowered to make a real difference. The writer also uses the [blank_start]second person[blank_end] '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 [blank_start]emotively[blank_end] with the term 'catastrophe' being repeated several times. Although this is [blank_start]an exaggeration[blank_end], 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 [blank_start]sentences[blank_end] throughout the text using [blank_start]short[blank_end] sentences for impact. These short sentences tend to be [blank_start]opinions stated as fact[blank_end] and often contain [blank_start]emotive, exaggerated[blank_end] language. Throughout the text [blank_start]modal[blank_end] 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 [blank_start]emotive language and hyperbole[blank_end]. In addition to modal verbs, [blank_start]imperative[blank_end] verbs are used in the links to encourage the readers to take positive action. These tend to appear towards the [blank_start]end[blank_end] of the texts once the reader has had a chance to take on board the information they have been presented with.
  • short sentence
  • compound sentence
  • complex sentence
  • statement
  • question
  • exclamation
  • opinions stated as facts
  • facts stated as opinions
  • false facts
  • first person collective pronoun
  • second person singular pronoun
  • third person generic pronoun
  • second person
  • first person
  • third person
  • emotively
  • emphatically
  • descriptively
  • an exaggeration
  • untrue
  • a lie
  • sentences
  • words
  • paragraphs
  • short
  • long
  • medium
  • opinions stated as fact
  • facts stated as opinions
  • facts and figures
  • emotive, exaggerated
  • emphatic, descriptive
  • factual, balanced
  • modal
  • imperative
  • active
  • emotive language and hyperbole
  • emphatic language and description
  • facts, opinions and false-facts
  • imperative
  • active
  • passive
  • end
  • beginning
  • middle

Question 4

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.
  • 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

Question 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.
  • True
  • False
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