1A: The main message of the text is that voting is a civic duty and a powerful right that should not be taken for granted.
Faglig kvalitetssikret av lærere og toppstudenter · Følger læreplanen (LK20) · Sist oppdatert 2026-10-03
Read the text and write your response to both tasks 1A and 1B below.
Recommended length for tasks 1A and 1B combined is approximately 200–300 words. Remember to read the entire text. You may have to scroll.
The text below is an opinion piece written by Stella Morris, a student at Rollins College, University of Central Florida.
Explain how text structure and/or language features are used to enhance the message in the text below. Use relevant terminology and refer to examples from the text in your answer.
It is my greatest privilege, and one I do not recognize enough, to be born in the United States. I am the daughter of immigrants, probably like many of you reading this. Many of you may be the only people in your family who can vote, like me.
I was raised by my mother. She, although not being American, has always taught me to take pride in my country and to take responsibility for civic duty. She was never out to persuade me to take one action over another or to choose one party instead of another. She only wanted me to harness my right—because that is what it is, not a privilege—and to use it for what I felt was just: to take responsibility for my community.
Growing up, my mother would tell me the adage “if you do nothing, nothing will change.” She didn’t mean it in a political sense, but I think in today’s climate it is important to consider the statement under those terms.
It may seem insignificant to you that a tiny filled-in bubble on a piece of cardstock can create tidal waves in our political system. You may be so overwhelmed with the current culture war that you are uncomfortable with voting. You may look at all politicians and believe they are all narcissists peddling lies to get you to vote for them. You may be right on one or all of those statements. I’m not here to correct you on any of those.
I am not telling you who to vote for. I am simply telling you to vote. Millions of people around the world do not have the luxury that we do: coming together every two years to cast a ballot that can set our nation on a completely different course. That is within your power, your reach.
[S]o I implore you: get out there and vote for your local representatives. They are the ones who do the most basic things around your town or city, including the boring but incredibly important task of fixing potholes in the road. Did you ever think pesky potholes were political? Now they are.
People don’t take our generation seriously, but they should—because when we show up to vote, we show up to change history.
Reference:
Morris, S. (2022, 7 November). The Importance of a Vote. The Sandspur. https://www.thesandspur.org/opinion-the-importance-of-a-vote/
1A: The main message of the text is that voting is a civic duty and a powerful right that should not be taken for granted. The author, Stella Morris, encourages readers to vote, emphasizing that even small actions, like filling in a ballot, can have a significant impact on society. She stresses the importance of voting for local representatives and highlights how voting can lead to meaningful change, regardless of the current political climate.
1B: The text structure and language features used in this opinion piece enhance its message by engaging readers emotionally and logically. The text begins with a personal reflection, allowing the writer to connect with the audience and establish credibility. By sharing her experience as the daughter of immigrants, Morris appeals to the reader’s sense of identity and shared values, helping them relate to her perspective.
The text also uses direct address ("I implore you") and rhetorical questions ("Did you ever think pesky potholes were political?") to encourage readers to actively engage with the idea of voting and to reflect on its significance. This approach makes the message more compelling and personal, fostering a sense of responsibility among the readers. Additionally, Morris's use of simple yet impactful language, like "nothing will change" and "that is within your power," reinforces the notion that voting is a practical and attainable way to bring about change. The repetition of the phrase "vote" further emphasizes the call to action and creates a sense of urgency. These language choices and the structure of the text help reinforce the message that voting is both a privilege and a responsibility.
Understanding how to analyse an opinion piece claiming that voting is a civic duty and a powerful right is a core skill for your English exam. This guide will take you beyond a simple summary, showing you precisely how to dissect text structure and language features to produce a top-grade analysis of persuasive writing.
Task 1 in the Norwegian upper secondary English exam almost always follows this format: a short text (an opinion piece, a blog post, a short speech) followed by two questions. 1A asks for the "main message," and 1B asks you to analyse "how text structure and/or language features" are used to support that message. This task type directly tests your ability to read critically and understand the mechanics of persuasion, a key competence aim in the LK20 curriculum. Mastering this skill is not just for this specific text; it's a template you can apply to any persuasive text you encounter, from political speeches to advertisements. For example, similar tasks have asked students to analyse the message in a speech by Labour leader Keir Starmer or to evaluate arguments concerning freedom of speech.
To analyse how a message is enhanced, you need a toolbox of precise terms. Listing devices is not enough; you must explain their function. Here are the key tools for analysing Stella Morris’s text.
| Device | Definition | Example from the text | Effect on the reader |
|---|---|---|---|
| Ethos (Appeal to credibility) | Persuading by establishing the author's character, credibility, or shared values with the audience. | "I am the daughter of immigrants, probably like many of you reading this. Many of you may be the only people in your family who can vote, like me." | This creates a bond of trust and shared identity. The reader sees Morris not as a distant authority, but as a peer with relatable experiences, making her argument more authentic. |
| Pathos (Appeal to emotion) | Persuading by evoking an emotional response in the reader. | "Millions of people around the world do not have the luxury that we do: coming together every two years to cast a ballot that can set our nation on a completely different course." | This line evokes feelings of gratitude, guilt, and responsibility. It frames voting not just as a choice but as a "luxury" denied to others, urging the reader not to waste it. |
| Direct Address | Speaking directly to the reader using pronouns like "you." | "[S]o I implore you: get out there and vote for your local representatives." | This breaks the fourth wall, making the text feel like a personal conversation. The command "I implore you" adds urgency and makes the call to action impossible to ignore. |
| Rhetorical Question | A question asked not to receive an answer, but to make a point or encourage reflection. | "Did you ever think pesky potholes were political? Now they are." | This device takes a mundane, everyday annoyance and connects it directly to political action. It simplifies the abstract concept of politics, making the reader realize that their vote has tangible, local consequences. |
| Anecdote | A short, personal story used to illustrate a point. | "Growing up, my mother would tell me the adage 'if you do nothing, nothing will change.'" | The anecdote about her mother adds a layer of warmth and homespun wisdom. It grounds the political argument in a universal family value, making the message more relatable and memorable. |
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