The Sun Says BOW

• Engels
• Middelbare school
• vwo
• Leerjaar 5

Study the two newspaper articles 

How do different newspapers target different audiences through their use of language? 

Analyse the article given to you, Annotate and make notes on the use of language. Do not analyse other techniques. Do not share with your table. 

Use of descriptive language 

1. Highlight and note the language used to describe the boy. 

2. Highlight and note the language used to describe the event. 

The Sun 

Boy of 14 

5ft 4in 

teenager 

youngest 

brainwashed

bullied

celebrity 

wearing glasses 

grey shirt and striped tie

The Guardian 

14-year-old British boy 

youngster

degenerative eye condition 

"quickly became a celebrity"

thought to be UK's youngest terrorist

Descriptions of the boy

The Sun 

plotted massacre 

terrorist atrocity 

twisted behaviour

threatening /threatened 

pressing 

behaviour deteriorated 

warned 

shoved 

behead /beheading list 

breaking into the house of  a "proper lonely person"

wired into 

dangerously radicalised 

The Guardian 

"massacre"

plotted an attack 

bid to behead

targeting 

break into someone's house 

expressed 

extremist behaviour 

"days from success"

Descriptions of his actions/behaviour

How do different newspapers target divergent audiences through their use of language? 

T.S: Tabloid and broadsheet newspapers use differing language choices and techniques to target, entertain and inform their readership. 

1.................................................................................

2...............................................................................

3..............................................................................

4..............................................................................

C.S. The language techniques used in tabloid and broadsheet articles are distinctly different and reflect the social status, political interests, level of education and financial security of their readerships. 

As a group

Complete this single-paragraph outline (SPO) using notes for 1 - 4. Cite evidence from your articles. 

Goals today: 8th Dec 

Silent reading => 13th December end of chpt 9 (finished the novel) 

Homework check 

You will consider you own opinions and where they come from

You will consider how language choices effect meaning

You will analyse chapter 7 in The Great Gatsby (also for homework) 

How do writers communicate and use creativity to represent the world in a variety of ways?

www.thesun.co.uk

Source: https://www.hurstmediacompany.co.uk/the-sun-profile/

Agree 

Disagree

Strongly agree 

Strongly disagree

Listen to the statement.

Move to the corner that accords with your opinion. 

We will discuss it. You may change your opinion after the discussion. 

Statements 

It is a concern that in many countries very wealthy individuals own newspapers.

Newspapers should write about the world objectively. They should not present an opinion.

Newspapers stories (articles) aim to be objective. Newspaper editorials are deliberately subjective.

Using language, it is possible to speak or write about the world with objectivity.

People with their differences may also be right. If others hold views different to my own that is not my problem.

It does not make sense to place limits on immigration. Allow people to move to and live in any country they choose to.

It is the right of countries to defend their people, and to deter other countries from attacking them. This includes the right to possess nuclear weapons.

In many countries prison populations have increased in the last few years. I’m fine with that. It’s important that criminals are punished appropriately.

We should be concerned about the environment. However, going on strike from school is not the best way to address environmental concerns.

Mental health issues are important. They need to be taken seriously and more resources should be given to support those with mental health issues. At the same time, people need to develop more resilience.

Read each of the editorials and identify as many global issues as possible. Record your initial ideas in your Learner Portfolio. Tag your document to the IO. 

Global issues are, by definition, global but occur and are experienced in local contexts. Global issues need not be problematic. In the editorials from The Sun, however, the global issues are problematic or construed as such. 

What the Sun says & What the Sun does not say

How does the change alter meaning and effect? Can language really describe the world with neutrality and objectivity?

 Example: Editorial 1

 What the Sun says:

 But, with the referendum now here, we say this to Sun readers: Cut through all the guff.

 What the Sun doesn’t say:

 But, with the referendum now here, we say this to Sun readers: Aim to separate fact from opinion.

 

Explain the difference:

The idiomatic phrase  “cut through all the guff” has changed. The expression is idiomatic. The idiom is familiar and colloquial. It suggests that the newspaper – actually an authoritative, institutional voice – is ‘speaking’ to readers in a ‘cosy’ and colloquial voice – an imitation of the everyday language of the reader. Both expressions “cut through all the guff” and “aim to separate fact from opinion” are imperative constructions, but the first suggests familiarity with the reader, while the second seems more impersonal and commanding.

What the Sun says & What the Sun does not say. Editorial 2 

What the Sun says:

We are appalled at reported racist abuse following the EU referendum

 

 What the Sun doesn’t say:

Following the EU referendum we are appalled at reported racist abuse.

Explain the difference: 

 

 

What the Sun says & What the Sun does not say. Editorial 3 

What the Sun says:

We mustn’t allow fears over immigration to make us lose ‘a common sense of what it is to be British’ 

 

 What the Sun doesn’t say:

We must not allow fears over immigration to make us lose ‘a common sense of what it is to be British’ 

Explain the difference: 

 

 

What the Sun says & What the Sun does not say. Editorial 4 

What the Sun says:

WELCOME to the era of President Trump. 

 

 What the Sun doesn’t say:

Welcome to the era of President Trump.

Explain the difference: 

 

 

What the Sun says & What the Sun does not say. Editorial 5

What the Sun says:

Heir and share 

 

 What the Sun doesn’t say:

Prince Harry shares

Explain the difference: 

 

 

Explain and give an example of these terms: 

Syntax

Colloquial

sensationalism

contraction

Modality/modal verbs

Capitalization

(personal) inclusive pronoun  

Pun /wordplay 

What the Sun says & What the Sun does not say. Editorial 6

What the Sun says:

North Korea could level London and he would still bleat about a “political solution”, of the sort he seems to want negotiated with the savages of IS. 

 What the Sun doesn’t say:

North Korea could level London and he would still bleat about a political solution, of the sort he seems to want negotiated with the savages of IS.

Explain the difference: 

 

 

What the Sun says & What the Sun does not say. Editorial 7

What the Sun says:

Bullies thrive on success . . . and Brussels has smacked members around for decades

What the Sun doesn’t say:

Bullies thrive on success… and the EU has ordered members around for decades

Explain the difference: 

 

 

What the Sun says & What the Sun does not say. Editorial 8

What the Sun says:

Everyone knows we have a proud tradition of welcoming migrants of all races into our country but we've got to learn when enough is enough 

What the Sun doesn’t say:

Everyone knows the British have a proud tradition of welcoming migrants of all races into our country but politicians have got to learn when enough is enough

Explain the difference: 

 

 

What the Sun says & What the Sun does not say. Editorial 9

What the Sun says:

Everyone knows we have a proud tradition of welcoming migrants of all races into our country but we've got to learn when enough is enough 

What the Sun doesn’t say:

Everyone knows the British have a proud tradition of welcoming migrants of all races into our country but politicians have got to learn when enough is enough

Explain the difference: 

 

 

What the Sun says & What the Sun does not say. Editorial 10

What the Sun says:

But this weekend is not only a time to reflect on those who lost their lives in World War One. It is a time, too, to consider others who have died on duty. 

What the Sun doesn’t say:

But this weekend is not only a time to reflect on those who lost their lives in World War One. It may be a time, too, to consider others who have died on duty. 

Explain the difference: 

 

 

What the Sun says & What the Sun does not say. Editorial 11

What the Sun says:

FOR years The Sun warned Labour, coalition and Tory Governments of the folly of leaving our energy supply at the mercy of flaky foreign powers. 

What the Sun doesn’t say:

FOR years The Sun counselled Labour, coalition and Tory Governments of the stupidity of leaving our energy supply at the mercy of foreign powers. 

Explain the difference: 

 

 

What the Sun says & What the Sun does not say. Editorial 12

What the Sun says:

The PM refused to budge on the UK’s red lines, and she’s absolutely right to do so. This lot are more Bugsy Malone than Al Capone. 

What the Sun doesn’t say:

The PM refused to budge on the UK’s red lines, and she’s absolutely right to do so.

Explain the difference: 

 

 

What the Sun says & What the Sun does not say. Editorial 13

What the Sun says:

The Sun on Sunday Says UK’s cushy prisons are giving convicts luxuries that many law-abiding folk struggle to afford 

What the Sun doesn’t say:

The Sun on Sunday Says UK’s comfortable prisons are giving convicts luxuries that many law-abiding citizens struggle to afford

 Explain the difference: 

 

 

What the Sun says & What the Sun does not say. Editorial 14

What the Sun says:

It is madness. 

What the Sun doesn’t say:

The Government’s policy is noteworthy.

 Explain the difference: 

 

 

What the Sun says & What the Sun does not say. Editorial 15

What the Sun says:

The Sun Says Shamima Begum’s hatred of Britain is clear for all to see - keep her out 

What the Sun doesn’t say:

The Sun Says exploited youngster Shamima Begum’s dislike of Britain is clear for all to see 

 Explain the difference: 

 

 

What the Sun says & What the Sun does not say. Editorial 16

What the Sun says:

Climate cult 

What the Sun doesn’t say:

Concerned citizens for our common environment 

 Explain the difference: 

 

 

The editorials in "The Sun Says" are formulaic. That is not to say that they are easy to write! Notice that the voice in every instance is an institutional one. We do not know the name of the journalist or journalists who write this daily editorial, which does not matter very much. The writers always write in the same style.  The Sun is widely read. On a Saturday alone 2,622,000 print copies are sold in the UK

 Its opinion matters in shaping personal and public opinion whether or not you agree with its views.  

adapted: https://www.thinkib.net/media/ib/englishalanglit/files/a-few-linguistic-moves.pdf

Goals today: 15th Dec 

Checking your vocabulary understanding 

"The Sun Says" language and content choices 

Assignment - write your own editorial 

Chapter 7 The Great Gatsby quote analysis - homework check 

Investigation of chapter 7 

Explain and give an example of these terms: 

Scare quotes (inverted commas/quotation marks) 

Loaded/emotive language 

Logos 

 

alliteration

allusion 

Assignment

You will write an editorial in the same style as "The Sun Says". You may choose your own (current) news event, but it should be something that the Sun would pay attention to. Your editorial is approximately 400 words and uses the techniques we have learnt in class. You hand in your editorial on paper in class on 22nd December. 

 Brevity

Brevity is a hallmark of "The Sun Says". All editorials are relatively brief and most readers can read an entire editorial in no more than a few minutes. 

And your decision is yours alone. (editorial 1) 

Many sentences are simple (i.e. have only one clause) or are fragments of sentences. Also, most paragraphs include only one sentence. This is not to suggest that readers of The Sun are boneheaded simpletons, but it does promote easy fast reading and skimming. 

adapted: https://www.thinkib.net/media/ib/englishalanglit/files/a-few-linguistic-moves.pdf

Find another example of a simple sentence or a sentence fragment. 

 Graphology is the use of a variety of fonts and bold text types. This can make certain parts of the text stand apart and texts in bold may assume greater significance. There is an effect that signals a ‘shouting aloud’ to its reader. This then lends a graphical or visual quality to text, and it contributes to or lends weight to meaning. 

Newspapers like The Sun utilise this visual quality of graphology all the time. 

adapted: https://www.thinkib.net/media/ib/englishalanglit/files/a-few-linguistic-moves.pdf

Find an example of the use of graphology to add meaning to the text. What is the added meaning? 

Flying the flag daily (content rather than a language technique) 

 

 'We mustn’t allow fears over immigration to make us lose a common sense of what it is to be British’ (editorial 3) 

There is a relentless emphasis on Britain, British life, and British politics. Even when critical, the editorial foregrounds and claims to champion the interests of British citizens. Notice that this frequently involves the construction of a discourse of ‘them’ and ‘us’ – good British people and hostile, threatening others. 

 

adapted: https://www.thinkib.net/media/ib/englishalanglit/files/a-few-linguistic-moves.pdf

Pronouns and repetition

'But more widely that means, as Louise Casey puts it, “a common sense of what it is to be British and what our common values, rights and responsibilities are”.

 Because if we lose that, we lose everything.' (editorial 3)

 Notice the repetition of ‘common’, to suggest British unity and a system of values that British people share. As before, the editorial claims to speak on behalf of the British people. 

 Additionally,  the use of (inclusive) personal pronouns. Notably, the repetition of ‘we’ and ‘our’. These pronouns suggest a form of manufactured inclusivity. 

adapted: https://www.thinkib.net/media/ib/englishalanglit/files/a-few-linguistic-moves.pdf

Find an example of the use of inclusive pronouns to manufacture a feeling of inclusivity and that the newspaper is speaking on the reader's behalf. 

 Metaphors

 The Sun Says uses metaphor a lot. 

 

'THERESA May spoke for millions and millions of us yesterday as she took aim at the EU’s infantile bullies and fired both barrels.' (editorial 7) 

 The metaphors The Sun uses do not require profound, prior knowledge to understand them, but they are dramatic and vivid. Metaphors used in The Sun can make the writing entertaining. 

adapted: https://www.thinkib.net/media/ib/englishalanglit/files/a-few-linguistic-moves.pdf

Find an example of a metaphor in an editorial. How does it add to the vividness of the writing and to the entertainment value of the text? 

Declaratives/ statements and High Modality

Declaratives/statements are sentences that make claims to stating facts or the truth (and are, in fact, the most common type of sentence in the English language).

FOR too long politicians have allowed immigration to become a burning issue by not controlling our borders.

By expressing the idea as a declarative, "The Sun Says" makes a claim to express the truth, and the readership is unlikely to contest it. 

‘modality’ refers to truth, probability, or possibility. This is shown through modal verbs - must, have to, will/would, can/could, may/might, shall/should. These can 'lower' certainty and thus the modality of a declarative sentence. 

adapted: https://www.thinkib.net/media/ib/englishalanglit/files/a-few-linguistic-moves.pdf

Find an example of a metaphor in an editorial. How does it add to the vividness of the writing and to the entertainment value of the text?