• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

How effective is the Bhopal text as a piece of persuasive writing? What is your personal response to its key message?

Extracts from this document...


Unit 3: Language Coursework: Response to a text The Bhopal Disaster First Draft: 11/06/08 "How effective is the Bhopal text as a piece of persuasive writing? What is your personal response to its key message?" First of all I have to note that this Bhopal text is not an article, it is actually an advertisement and appeal to raise money for a cause. As seen on the bottom of the page there is a little box for people to donate some money for this cause and the text explains what it is for, which of course is the Bhopal disaster. When reading the Bhopal Text the first thing everyone notices is that image. The majority of people that text would draw are adults with children or just adults in general. This is due to; number one, its size, and two it is in the center of the page; but most importantly, it is an image of a dead child buried in the dirt, in which the head is only visible. Giving us the literal idea that this image is commanding to be heard by everyone, that this child, this fragile, defenseless child died in the most horrifying way and "the world ignored it". ...read more.


But when "no" is used repeatedly in front of the list of things. There is like a deeper meaning, a bigger impact "no help of any kind, no money, no proper medical care..." making the statement stick out, because is a negative statement; it is short but strong. Paragraph 7, "Even if you decided not to help us we want you to know about what's been happening..." This sentence is probably miss leading us, making us feel guilty for not helping, so we would end up donating something to this cause out of the guilt. "...the gas was pouring out over the stricken districts" the word pouring suggests continues spread of gas; like something never ending or something being poured by a container; in this case the factory was the container pouring out the toxic gasses into a sea of people. Paragraph 13 gives an imagery of their situation during the devastating event. "People lost control of their bodies... urine and faeces ran down their legs... vomiting uncontrollably... seizures... falling dead... drowned in their blood" It gives us the imagery of chaos and distress. ...read more.


The repetition of words, the imagery of what took place during the gas leak when one by one people dropped death for the gasses taking over their body, proves to be effective. The later event when people were having deformed children, cancer aroused from the toxic gas, was also persuasive because of the thought of the future children of these people would be effected, not just a one hit nightmare. There were even nightmares from the event ran through their minds, making them scared to sleep. Making it all more believable, the author included living victims of the Bhopal disaster. They gave their own experience of the event. This is more believable because they were actually there when it happened and they have the emotional & physical scaring to prove it. This is a good thing because it is primary source of evidence. Making the text more effective the author made expect criticism on the people who cause this calamity, who were the Union Carbide. The Author criticized their unlawful behavior, of not warning the people about the gas leak and than denying people help. How their cowardly behavior causes these people their live and other to live a normal healthy life. ?? ?? ?? ?? Kelly de Souza 009133 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Writing to Inform, Explain and Describe section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE Writing to Inform, Explain and Describe essays

  1. Imagine you survived the Titanic disaster - write a descriptive piece about your experiences

    Suddenly, there was a great lurch as the ship jolted once again. Considering that we had hit yet another iceberg, I seriously began to worry, as did some of the other passengers on board. With very little knowledge of the ship's engineering levels, I did not recognize that this abrupt

  2. The Catcher in the Rye Journal Personal responses to the text

    Pg.18 I like to read but when a book is totally boring and there is nothing interesting or funny I don't like reading it. "I can be quite sarcastic when I'm in the mood." Pg.21 Usually I am pretty serious but when I'm in a good mood then I can be the funniest person you'll ever meet.

  1. Creative Writing Coursework : Guilt

    I grabbed my clothes and rushed to the window. Sophie stirred, but remained asleep. I heard footsteps on the stairs. Closer. Closer. The fall from the window was too high to jump down. There was no choice but to try and hide. I made a bolt for the wardrobe, but the door was already opening, and before I knew

  2. Air Disaster

    I called Tom and asked him if he could find out about the plane for me. I wanted to know everything. If I got to the bottom of this story it could be huge. We got to the hospital in a matter of minutes, and she was rushed straight into an inspection room.

  1. Tavern Disaster

    "Could I get a whiskey...." He said in a fairly deep but non-violent voice, but before he could finish his sentence the barmaid had already poured a tankard of ale and placed it down in front of where he was standing. The guy glanced down at the ale and then returned his view quickly to the beautiful woman.

  2. Autobiographical Piece

    I looked outside my window and I saw the train station gleaming, the driver stopped us off near the entrance. We paid the driver and made our way towards the counter. Inside the station was small it was different to the train station in Britain.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work