EN8 Q2W3D1: Diction and style in persuasive texts

By the end of the lesson, learners will be able to:

1. Identify diction and style used in persuasive texts and explain how word choice affects meaning and tone.
2. Analyze how diction and style reflect the author’s purpose and intended audience in persuasive communication.
3. Apply appropriate diction and style in short writing tasks to suit a specific target audience.

• Style - the way something is written, affecting how the message is received.
• Diction - the author’s word choice that establishes meaning, tone, and voice.
• Slang - very informal words or expressions used by particular groups.
• Rank-and-file - regular members or workers in an organization.
• Transition - words or phrases that connect ideas and create flow in a text.

Let’s Recall!
Directions: Identify the terms being referred to in each item. Write your answers in the space provided.

1. It takes advantage of the human desire to be a part of the majority group or the winning team.
2. It is a form of communication that attempts to achieve a response that furthers the desired intent.
3. It involves associating a person, product, or idea with something positive or negative to influence perception.
4. It manipulates perception by presenting selectively accurate information while deliberately omitting crucial details.
5. Without context or specific definitions, it serves only to evoke emotions.

Show Answer

1. Bandwagon
2. Propaganda
3. Transfer
4. Half-truths
5. Glittering Generalities

1. Why Diction and Style Matter

Words are more than just symbols on a page. They are powerful tools that shape how readers think, feel, and respond to a message. In persuasive texts, diction and style play a vital role in influencing readers’ beliefs and actions.

• Diction refers to the deliberate choice of words to convey a specific meaning. Two words may share a dictionary definition, yet they differ in connotation - the emotional or cultural association carried by a word. For example, “childlike” suggests innocence, while “childish” implies immaturity. Both have the same denotation but evoke different reactions.
• Style refers to the overall manner of writing, including sentence structure, tone, and level of formality. It acts as the “package” that delivers the writer’s intended meaning. A legal document, for instance, employs a formal, precise style, while a casual blog may use humor and conversational tone.

Through diction and style, authors reveal their purpose - whether to inform, persuade, entertain, or inspire - and connect with their audience effectively.

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2. Types of Diction

To analyze persuasive texts, it is important to distinguish between different types of diction:

• Formal Diction: Uses sophisticated vocabulary, complex syntax, and avoids slang. Found in speeches, academic writing, and professional documents.
  Example: “It is imperative to adhere to the established regulations.”
• Informal Diction: Conversational, closer to everyday speech. Found in stories, personal essays, or casual articles.
  Example: “We should stick to the rules so things go smoothly.”
• Slang (Very Informal): Uses cultural or group-specific expressions. Often found in advertising or targeting younger audiences.
  Example: “We gotta follow the playbook if we don’t want this project to crash.”

Understanding these distinctions helps learners evaluate whether an author is targeting experts, professionals, or lay audiences.

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3. Diction and Audience

Every persuasive text is directed toward an audience. Identifying who the message is meant for is crucial to analyzing effectiveness.

• Experts expect specialized vocabulary, detailed explanations, and technical precision.
• Laypeople require simple, clear explanations without jargon.
• Managerial audiences look for strategic language, focusing on goals, outcomes, and efficiency.
• Rank-and-file workers prefer practical, relatable terms tied to daily experiences.
• Hypothetical audiences are imagined groups created for practice or conceptualization.

For example, a campaign speech to “the people” may use broad, emotional appeals. A report to a board of directors, however, requires precise data, technical terms, and logical reasoning.

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4. How Style Shapes Meaning

Style is not only about the words chosen but also how sentences are structured. Short, direct sentences convey urgency and clarity. Longer, descriptive sentences may create elegance or emphasize detail. Tone - whether serious, humorous, optimistic, or critical - also contributes to style.

Consider these variations:

• “She walked into the room.” (neutral)
• “She strolled into the room.” (casual, relaxed)
• “She marched into the room.” (determined, forceful)
• “She tiptoed into the room.” (quiet, secretive)

The change of a single verb alters the entire impression. Writers strategically select such words to guide the reader’s emotions and interpretations.

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5. Purpose and Meaning in Persuasion

A persuasive text must answer three questions:

1. Purpose - What does the author want to achieve? (for example, to convince, to inspire action, to inform persuasively)
2. Audience - Who is being targeted? What do they value or need?
3. Message - How is the information structured to reach that audience effectively?

For instance, an environmental activist writing for scientists may focus on data and statistics. The same activist addressing the general public may use storytelling and emotional appeals. Both serve the same overall cause but adjust diction and style depending on audience.

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6. Cultural and Historical Perspectives

The lesson connects with African-Asian postcolonial struggles, cultural identity, and values. Language has long been a powerful tool in shaping identity and challenging inequality. Postcolonial authors often use persuasive diction and unique styles to reclaim narratives and inspire unity.

For example, leaders like Thabo Mbeki (South Africa) and Jose Rizal (Philippines) used powerful diction and deliberate style to awaken national identity and resist oppression. Their writings reveal how persuasion in language is not only about selling products or winning debates but also about defending cultural pride and inspiring justice.

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7. Practical Application

Learners must be conscious of their own diction and style in writing.

• A text meant for peers may use relatable language and a friendly tone.
• A text meant for teachers or officials should employ formal diction and organized style.
• Social media posts may allow for creativity, but word choice still carries consequences.

Practicing flexible use of diction and style ensures that learners can adapt their communication to any situation, whether in school, the workplace, or society.

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References

• Burg, B. (2011). The art of persuasion: Winning without intimidation. Tremendous Life Books.
• Frederick, P. (2011). Persuasive writing: How to harness the power of words. Pearson Education.
• Malek, C. (2014). Language acts: Rhetoric and writing I: Academic reading and analytical writing. Fountainhead Press.
• McGuigan, B. (2007). Rhetorical devices: Handbook and activities for student writers. Prestwick House, Inc.
• Quinley, E. (2005). Persuasive writing. Saddleback Educational Publishing.
• Peters, M. (2014). Grammar and style. Penguin Group Publishing.
• Harvard University Writing Center (2024). Transitions. Retrieved from https://writingcenter.fas.harvard.edu/transitions

Worked Example
Let’s see how diction changes meaning:

Sentence: “She entered the room.”

• She strolled into the room. - relaxed, casual
• She marched into the room. - determined, forceful
• She tiptoed into the room. - quiet, secretive
• She stormed into the room. - angry, aggressive

Notice how a single verb alters tone and the impression of the character.

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Now You Try!
Directions: For each sentence, replace the highlighted verb with three alternatives. Then, explain how each change shifts the tone, meaning, or style.

1. The dog barked loudly.
2. He looked at the painting.
3. The teacher spoke to the class.
4. She smiled at her friend.
5. The manager wrote a memo.
6. The students walked out of the hall.
7. The soldier stood at the gate.
8. The politician said his promise.
9. The child ate the apple.
10. The singer sang the song.

Show Answer

• 1. barked → growled (threatening), howled (sad, lonely), yelped (afraid).
• 2. looked → stared (intense), glanced (quick), admired (respectful).
• 3. spoke → lectured (serious), whispered (secretive), shouted (angry).
• 4. smiled → grinned (playful), smirked (mocking), beamed (happy).
• 5. wrote → drafted (formal), scribbled (careless), composed (thoughtful).
• 6. walked → marched (disciplined), strolled (relaxed), rushed (urgent).
• 7. stood → slouched (lazy), posed (confident), guarded (alert).
• 8. said → declared (formal), promised (emotional), muttered (doubtful).
• 9. ate → gobbled (hungry), nibbled (gentle), devoured (greedy).
• 10. sang → hummed (soft), belted (loud, powerful), crooned (romantic).

Directions: Read each sentence. Replace the highlighted word with a more suitable synonym (or alternative diction) that changes the tone or style of the sentence. Write your answer and explain the effect.

1. The speech was good.
2. She wore a beautiful dress.
3. The boy was sad after the game.
4. The teacher gave a hard test.
5. He lived in a big house.
6. The story was interesting to read.
7. The athlete was fast on the track.
8. The food tasted bad at the party.
9. The workers were tired after the shift.
10. The leader gave a strong message.

Show Answer

• 1. good → powerful, inspiring, convincing.
• 2. beautiful → elegant, stunning, glamorous.
• 3. sad → devastated, gloomy, heartbroken.
• 4. hard → challenging, rigorous, demanding.
• 5. big → enormous, spacious, grand.
• 6. interesting → captivating, engaging, thought-provoking.
• 7. fast → swift, rapid, lightning-quick.
• 8. bad → spoiled, disgusting, unpleasant.
• 9. tired → exhausted, drained, fatigued.
• 10. strong → firm, commanding, persuasive.

Directions: Answer the following questions. Use your notebook.

Multiple Choice (Items 1-5)

1. Which of the following best defines diction?
   1. The order of events in a story
   2. The writer’s choice of words
   3. The length of sentences
   4. The use of dialogue
2. Which type of diction is MOST appropriate for a business report?
   1. Slang
   2. Informal
   3. Formal
   4. Casual
3. The sentence “Yo, that game was fire!” is an example of:
   1. Formal diction
   2. Slang
   3. Informal diction
   4. Rank-and-file vocabulary
4. When addressing a board of directors, a speaker should use:
   1. Simple and casual words
   2. Jargon and technical vocabulary
   3. Slang and metaphors
   4. Random storytelling
5. Which sentence shows informal diction?
   1. “It is imperative that we comply with the guidelines.”
   2. “We gotta follow the rules if we don’t want problems.”
   3. “The project must adhere to standards.”
   4. “Compliance with regulations is required.”

True or False (Items 6-10)

6. Style only refers to the writer’s tone, not their choice of words.
7. Formal diction avoids slang and colloquial expressions.
8. Audience analysis is important in persuasive writing.
9. Laypeople prefer highly technical terms in persuasive texts.
10. A single word choice can change the entire tone of a sentence.

Short Answer (Items 11-15)

11. Give an example of a word pair that shares the same denotation but has different connotations.
12. Rewrite: “He walked into the room” using diction that makes him appear angry.
13. What type of diction would be best for a motivational speech to students? Why?
14. Identify the audience: “Our quarterly profits increased by 20% this year due to strategic planning.”
15. Explain why consistency in style is important in persuasive writing.

Show Answer

Answer Key

1. b) The writer’s choice of words
2. c) Formal
3. b) Slang
4. b) Jargon and technical vocabulary
5. b) “We gotta follow the rules if we don’t want problems.”
6. False
7. True
8. True
9. False
10. True
11. childlike (positive innocence) vs. childish (negative immaturity)
12. “He stormed into the room.”
13. Informal diction - it is relatable, inspiring, and accessible to students.
14. Managerial or business executives (real audience).
15. Consistency ensures credibility and prevents distracting the audience.

Activity 1: Word Swap Challenge

Take any 5 sentences from today’s lesson and replace one key word in each with a synonym that changes the tone. Explain the new effect.

Show Answer

Varied responses; for example, The speech was good → The speech was inspiring (shifts tone from general to powerful).

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Activity 2: Audience Detective

Choose an excerpt from a news article or advertisement. Identify the diction used and explain which audience it is targeting (experts, laypeople, managerial, or rank-and-file).

Show Answer

Sample: Technical jargon in medical news → Audience = experts.

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Activity 3: Rewrite for Style

Rewrite this sentence in three styles: formal, informal, and slang.
“We should follow the rules.”

Show Answer

Formal: “It is imperative that we adhere to the established guidelines.”
Informal: “We should stick to the rules so things go well.”
Slang: “We gotta play by the book if we don’t wanna mess up.”

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Activity 4: Persuade Me!

Write 3-5 sentences convincing your classmates to join a school club. Use diction that would appeal specifically to students.

Show Answer

Sample: “Joining the club is a chance to meet new friends, learn cool skills, and have fun after class.”

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Activity 5: Mini-Speech

Prepare a short persuasive speech (4-5 sentences) about recycling. Deliver it in a tone that fits a managerial audience.

Show Answer

Sample: “Implementing a recycling program will reduce waste disposal costs, improve efficiency, and demonstrate our commitment to sustainability.”

Option 1: Write 3-5 Sentences

In your notebook, write 3-5 sentences explaining what you learned today about diction and style. Reflect on how word choice can affect meaning and audience interpretation.

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Option 2: Guiding Questions

1. How does diction affect the tone of a text?
2. Why is it important to consider the target audience in persuasive writing?
3. Which type of diction (formal, informal, slang) do you find easiest to use, and why?

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Option 3: Self-Checklist

• [ ] I can define diction and style.
• [ ] I can give examples of formal, informal, and slang diction.
• [ ] I can identify the intended audience of a persuasive text.
• [ ] I can explain how style reflects the author’s purpose.
• [ ] I can apply appropriate diction in my own writing.