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The issue of abortion is one which is controversial and liable to create deep divisions of opinion between groups and/or individuals in society. In the course of my research I discovered a whole spectrum of views on abortion, ranging from the extreme views at both ends of the spectrum to the more moderate view in the centre. The groups with a moderate view, however, tended to utilise language which was not rich in features worthy of study. My study, therefore focussed on groups who could be defined as having "extremist" opinions. Their statements of intent and belief offered a context with the potential for a rich use of language which is intended to manipulate.
How have opinions on abortion changed over time and how is this reflected in our use of language?
According to a 'Listener' survey done first in 1989 and then again in 1996, New Zealanders' opinions on abortion have liberalised over time. For example, in 1989, only 30% of those surveyed believed that abortion was acceptable for any reason other than the mother's health, while in 1996 this figure increased to almost 50%. I believe that NZ's increasingly liberal attitudes are reflected in our use of language. Consider, for example, this opinion from a newspaper article on the subject of abortion in 1988. A government consultant is quoted as saying: "There is no reason why a fit 18 or 20 year old woman cannot have a child." In 2003, however, it is likely that a government official would use language which is more circumspect and less likely to raise the ire of those who may consider the previous comment sexist and demeaning to women. An article in the 'Press' newspaper in 2000 demonstrates a more liberal and accepting view. In the article, a doctor is quoted as saying : "My position as a doctor is to say : if you feel you have made the right decision, let's help you to do it safely." While these two examples are isolated cases, I believe that they do help to demonstrate that general attitudes to abortion have changed, showing less focus on value judgements and greater sympathy for the situation of the individual.
How do 'extremist' groups use language to convince others to change their beliefs about abortion?
My research demonstrates that 'extremist' groups on both sides of the issue are capable of using violent, simplistic and emotive language in order to condemn those who do not share their views. Those who maintain a 'pro-life' stance were more likely to justify their position with references to God and the bible. For example, a religious group, "The Assemblies of God" put forward the view that "....abortion is still immoral and sinful.....This is founded on the biblical truth that all human life is created in the image of God. From that truth issues the .....view that aborting the life of a child is evil." This quote uses highly emotively charged vocabulary to attempt to convince the audience of the 'sinfulness' of abortion. The reference to 'biblical truth" implies that their belief is not only morally right but it also has God's approval. This type of language doesn't allow for a discussion of the surrounding issues, tending to disallow any other opinion and it has the effect of demonising those who may choose to seek an abortion. Some "pro-life' groups also use graphically violent language to condemn abortion as demonstrated in the following example:" Abortionists and their staff....daily dismember children and consider themselves heroes to women everywhere." Here we see the semantic field of war and a hunting metaphor introduced and these are continued in "The killing and shredding of a baby in the womb by abortion...." Such vocabulary is designed to shock and intimidate its audience into adopting a similar view of abortion. A vastly contrasting language technique adopted by some 'pro-life' groups is the use of abstract nouns with positive connotations to give a spiritual quality to the fight against abortion. This is seen in: "the sacredness of human life", "we must show compassion". It is difficult to reconcile such contrasting uses of language from groups who are on the same side! In contrast, the 'pro-choice' groups use language to make abortion seem less intimidating. Their position is that every woman has the right to choose to have an abortion, regardless of her social or financial situation, and this is reflected in the repeated use of abstract nouns: "Reproductive freedom – the fundamental right of every individual to decide freely.........is a reaffirmation of the principle of individual liberty ..." Euphemism is also used here: abortion becomes "reproductive freedom". The combined effect of these features is to glorify women's choice, thus making abortion seem a noble and acceptable course of action for any woman. Collocations of emotive words with positive connotations are also used by 'pro-choice' groups: " It (abortion) helps ensure that children will be wanted and loved, that families will be strong and secure..." (sic) By using these collocations the 'pro-choice' group is attempting to manipulate the audience to a view that abortion is a 'wholesome' and 'family-friendly' option. Hyperbole was evident in the writings of a 'pro-choice' group called "Refuse and Resist". This group referred to 'pro-lifers' as "Christian fascists" and "sanctimonious charlatans" The intent of this group is undoubtedly to discredit the 'enemy'. This group used strongly emotive and metaphorical language to inspire its audience to action: it calls on its readers to " thunder our outrage...and go on a new footing against misogyny." The imperative form of the verb is employed to create a strong sense of the need for urgent action: "Defend abortion providers by any means necessary!" Allusion to pre-war Germany occurs in : "..the whole scene (the pro-life movement) is hauntingly reminiscent of Germany in 1932, just before the Nazis came to power." The purpose of this type of language is undoubtedly to create fear in the audience. This type of attack may, in fact, be counter-productive, as such exaggerated and emotively charged language may be unlikely to manipulate a moderate audience into changing its stance on the issue.
Clearly, many interest and lobby groups use language as a weapon. An awareness of the linguistic tricks which are used to manipulate undoubtedly empowers us and makes us less susceptible to such manipulation. Similarly, we must be accountable for our own words lest we become the manipulators!
Bibliography
The English Language Learning Progressions are a set of progressions explaining what teachers need to know about English language learners, so that they can maximise learning and participation in classrooms.
Further information can be found in the ESOL Online Impact section.
Primary
Tools for assessment in a primary school context:
ELLP module about reporting give guidance for reporting on English language learners at primary school.
Secondary:
The ELLP Professional Support Modules provide guidance on best practice for assessing English language learners. Schools will also report on progress, and Module 5 - Reporting - Secondary in the ELLP professional support modules will guide schools through this process
Year: 12-13
NCEA Level: 2
Unit Standard being assessed
English Unit Standard Level 2: 8825 (Version 4)
Language/learning outcomes
Students will develop pieces of transactional writing arguing either for or against New Zealand producing genetically modified crops.
The same conditions for assessment apply when assessing 8825 and the internally assessed writing achievement standard 90376 Produce crafted and developed formal transactional writing [2.2] - or any internally assessed unit or achievement writing standard at any level. Teachers must be satisfied that the work is the students'. Students should complete internally assessed writing work in class. If the pieces are to be assessed for summative assessment, teachers should ensure that the extent of teacher input does not compromise assessment validity; in other words, the writing is the students', not the teachers'.
This is an internal assessment and as such should be worked on only in the classroom under teacher supervision. To ensure authenticity, students work should be held by the teacher between periods.
Teachers may guide students actively through the initial tasks helping them to identify techniques mentioned. Teachers may show how the techniques used in the exemplars can be applied to students' own writing.
As they develop drafts, teachers can advise students that their writing may need further work on ideas, language, structure; or on accuracy in spelling, punctuation or paragraphing but they may not correct errors. Students should have access to dictionaries to check their writing. Word processing is acceptable providing it is done under teacher supervision.
Consultation should occur with each student prior to the final submission. Students should have several opportunities during the year to develop their transactional writing skills.
Students may use English language dictionaries, but not a foreign language or electronic dictionaries.
Note: Teachers using this unit will need to check that it accords with their school assessment policy.
The main text used for US 8825 may also be used, in conjunction with other articles, for a personal response to a newspaper article, for Unit Standard 12905.
Note: All vocabulary tasks are based on words from the academic word list.
Learning task 1
Learning task 2
This activity assesses one of the three pieces required for the transactional writing unit standard 8825.
Unit standard 8825 assesses similar outcomes to achievement standard 90376 Produce crafted and developed formal transactional writing [2.2]. Both standards require the same overall standard of writing to gain achievement [2.2] and credit [8825]. Even though the two standards assess similar outcomes, there are some differences in terminology. The term "conventions" is used in performance criteria 1.3 [8825] to mean style and structure. "Conventions" in the formal writing achievement standard refers to grammar, spelling, grammar, and punctuation.
The standard of technical accuracy required in 8825's pc 1.4: " Final product is crafted to publication standard" is identical to achievement level for the 2.2 conventions criterion: "use writing conventions accurately."
Fat Tax Exemplar A Achieved (Word 13KB)
Fat Tax Exemplar B Credit (Word 14KB)
Fat Tax Exemplar C No Credit (Word 15KB)
FormativeAssessmentSchedule (Word 52KB)
Visual Art Learning Intentions:
We are learning to:
We will know we can do this when we can:
Language Learning Intentions:
Note: it may be possible to complete this task at any other stage of the unit.
Share learning goals/ intentions and success criteria.
Equipment & Resources Needed:
Step 1: Thinking About Why Siapo is Valued & What it is Used For
Get students in groups of four to discuss why siapo is valued so highly and what it is used for. Students can record their ideas on ‘Before and After’ web.
Step 2:
View the following video clips and ask students to think about reasons why siapo (or tapa) is valued and what it is used for as they are watching.
Step 3:
Ask students to discuss what they have learned from watching the video clips and add any new learning to the outside parts of the ‘Before and After’ web.
Step 4: Introduction to Siapo-Making Process
Siapo-Making Picture Sequencing Activity. The students in groups of three, work together to sequence pictures showing the siapo-making process.
Step 5:
View ‘ Siapo-Making’ video clip (‘Turning Bark Into Fine Cloth’) and get students to check their pictures are sequenced in the correct order.
Discuss the actions and their purposes that are used in the video clip (e.g. scraping, peeling, beating etc) and get students to identify the action-verb in each step. Record action-verbs on chart and display.
Step 6:
The teacher explains the task (to create a flow-chart showing the steps in making siapo). Remind students to use action-verbs at the beginning of each step. Students draw pictures/ diagrams for each step (or use the sequence pictures from step 4) and write instructions under each picture.
For example: Cut down a paper mulberry tree. Peel the white inner-bark away from the brown outer-bark. Roll up the white inner-bark. Lay out bark on a wooden log. Scrape the bark with different shells. Beat the bark with a wooden mallet.etc.
Note: ELL may write simple instructions using a writing frame.
For example: Cut down the tree. Peel the bark away. Lay the bark on a log. Scrape the bark with shells. Beat the bark with a wooden mallet.etc.
Step 7:
In groups of four, students share their flow-charts and read out each step they have written and reflect on what they have learned.
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