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Persuasive Writing
A practical guide for classroom teachers
What is persuasive writing?
This resource paper has been designed to assist classroom teachers to review and refine the teaching of persuasive writing.
Persuasive writing intends to convince the reader of a stated opinion or belief. Persuasive writing has two main genres: Argument/Exposition Arguments attempt to persuade the reader to agree with a certain viewpoint and sometimes they also want action to be taken they exhort people to take action. Discussion Discussions present two or more perspectives on an issue and can conclude with a recommendation or prediction. NB. NAPLaN uses Persuasive to cover both Argument and Discussion.
A
Key terms: Genre refers to any staged, purposeful social activity which is accomplished through language. Genres may also be referred to as text types. Genres are used for specific purposes with each genre having specific language features and schematic structure.
Title Position statement The position the writer is taking, background information and a preview of the reasons is presented Arguments - Reasons are given and elaborated on to strengthen the argument. The elaboration may include statistics, quotes, evidence and examples to support each reason.
Conclusion - Summarises the position presented and may give a concluding recommendation or a prediction. Usually includes a recommendation for action.
DISCUSSIONS present more than one side of an issue before coming to a position
The language creating the structure of the text is italicized. The language features of exposition texts are detailed on P3.
Title Position statement Introduces the issue and previews both sides of the issue. Background information may also be included. Arguments for and against Give reasons for each side. Each reason to be covered is presented and then strengthened by elaboration.
Conclusion Summarises arguments presented and may give a concluding recommendation or a prediction. Usually includes a recommendation for action.
What do writers need to know to make appropriate choices for persuasive texts?
The language in a persuasive text is influenced by: Purpose What do I want my writing to do/achieve? eg persuade Audience Who am I writing to? eg teacher, other students, the principal Identity Who am I writing as? eg a scientist, a biased voice, an upset parent Attitude How do I want/need to make them feel? eg concerned
A Teaching and Learning Cycle: a systematic and explicit approach to teaching writing
A teaching/learning cycle for topic:
Brainstorm and discuss the purposes of homework and after 2. Deconstruction and modelling school activities examine the structure of Work with students to group ideas and modelled texts and opinions model text production Work with students to extend topic related vocabulary and background knowledge 3. Joint construction Prioritise reasons to create a powerful and ordered argument work with students to Assessment for learning- observe learners jointly produce a text engagement and provide explicit feedback as a scaffold
1. Setting the context find out what students already know, engage students and establish a purpose
Lets Stop Homework! Setting the context Modelling/ deconstructing Examine sample arguments to
identify the text structure and language features Discuss purpose and audience of sample arguments Use cloze activities to teach these, cut up texts to sequence ideas, build persuasive language lists Assessment as learning- teacher and students collaboratively develop a persuasive texts rubric Rehearse and present arguments orally
4. Independent construction Independent construction Students independently plan, draft, redraft support students to Argument, Lets Stop Homework! produce their own text Assessment of learning- teachers and provide explicit make judgements of student feedback on how to improve.
achievement over time
Joint construction Jointly construct an introduction, sequential Teach elaboration of sequential arguments Assessment as learning- teacher and
students collaboratively assess progress against criteria eg statistics, quotes and evidence arguments and a conclusion
INTRODUCTION Topic can be introduced with a definition. Position statement follows. 1st argument Topic sentence must be an argument. The paragraph is expanded with specific details 2nd argument
Many primary schools give their students homework at least two nights a week. Homework is supposed to help students with their learning but does it? There are some good arguments why primary schools should not give their students homework Firstly, homework takes away from family time. Students already spend thousands of hours in school and they need to be able to do things with their families such as meal preparation. Also they may have responsibilities to other members of the family such as looking after younger siblings. Secondly, homework time stops students being involved in sporting activities or other interests like music. Children need time to practice these interests and build their teamwork skills. Furthermore, homework does not help students with social skills. Children need time outside of school to meet with their friends either face to face or through networking sites. Here they can have rich experiences, learn to be part of social groups and better prepare themselves for society Finally, there is no convincing evidence that homework improves learning. Experts agree that real learning occurs in an interactive classroom where students are engaged happily and work together. It is clear that homework does not result in further learning and imposes on students personal and family lives. Time would be better spent building other skills and knowledge outside of school work, and socialising more. Parents of primary school students need to discuss this issue with the schools and recommend to them that homework be stopped.
Present Tense: give Rhetorical question tag: but does it? Modality: should not Conjunctions to organise- text: Firstly, Secondly, Furthermore, Finally Foregrounding: homework is put at the beginning of topic sentences Evaluative language: thousands of hours Nominalisation: responsibilities Nominalisation: activities, interests
3rd argument In this paragraph the argument is extended by bringing in a related idea 4th argument In this paragraph the argument is expanded with an Expert voice CONCLUSION Summary of body of text. NB No new ideas Restate belief/position Recommendation
Evaluative language: rich experiences, better Evaluative language: no convincing evidence, real learning, engaged happily
Modality: It is clear that , would be better NB Consistent use of simple present (timeless present) tense through out text.
Examples
Sample learning areas and topics
Years R-3
Simple argument related to personal or classroom routine or interest: Kittens are the best pets Lollies should not be brought to school Paper should be recycled Children should not watch TV on school days Firstly..finally so good, bad clever will I like weather
Years 4-6
Argument/discussion related to a concern to the local or school community: Public transport should completely replace cars All children should learn to swim Everyone must save energy at school Students in this school should all have a laptop In this way because harasses, rude annoying noise, beautiful landscape should, have to, can, might I believe, I know climate, audit, energy
Years 7-9
Argument/discussion related to an issue of concern requiring a broader community or technical knowledge: Smoking should not be allowed in the street Sport should be compulsory in the school curriculum The impact of domestic waste on our country The technology used at school is out of date Moreover, On the one hand leads to important hazardous landfill perhaps, definitely the community believe safe injection rooms, a number of reasons
Years 10-12
Argument/discussion dealing with National and International concerns requiring technical, political, and social science knowledge: Australia would be better off as a Republic Governments should not set up safe injection rooms A reduction in energy use will reduce our impact on climate change Is Face book a dangerous innovation?
Studies of Society and environment Health and PE Science Media, Communication, Technology
Language features
Conjunctions to
organise text
Causal language
to show cause and effect between ideas Attitude judgement, appreciation, emotion
One of the principle issues, On the other hand resulting in essential, critical contaminating the soil, rubbish that is an eyesore, pristine beaches, environmental catastrophe can be achieved scientists have discovered catastrophic consequences, climate change, carbon-dioxide
Evaluative language - to
express opinions Modality to express certainty and obligation Mental verbs to reveal opinion or belief
Some useful resources: http://thewritingsite.org http://teacher.scholastic.com www.orangeusd.k12.ca. www.writingfun.com Examples of Persuasive Literature: http://www.librarything.com/