Persuasive Writing P-12Persuasive Writing P-12Loddon Mallee Region
‘We want students to have opinions, to be passionate about these opinions, and to defend them with strong, well thought out and elaborated arguments’ Lane and Bernabei
IntentionsIntentions Provide overview of Persuasive Provide overview of Persuasive
writing as a genrewriting as a genre Try some activities to support Try some activities to support
student understanding of persuasive student understanding of persuasive writingwriting
Look at resources to support writingLook at resources to support writing Make links to other writing resources Make links to other writing resources
Using fiction to help students understand Using fiction to help students understand point of view.point of view.
‘‘You never really understand a You never really understand a person until you consider things from person until you consider things from his point of view... Until you climb his point of view... Until you climb into his skin and walk around it.’ into his skin and walk around it.’ Atticus to Scout in Atticus to Scout in To Kill a MockingbirdTo Kill a Mockingbird..
Using Picture books to supportUsing Picture books to support““Click Clack Moo Cows That Type” Click Clack Moo Cows That Type” Doreen Cronin Doreen Cronin
Click Clack Moo
Persuasive WritingPersuasive Writing
Writing that involves reasoning, Writing that involves reasoning, evaluation and persuasion.evaluation and persuasion.
What is Persuasive Writing?What is Persuasive Writing?
Writing to Writing to persuadepersuade is one of the 8 key is one of the 8 key purposes for writing.purposes for writing.
These include writing to:These include writing to: EntertainEntertain RecountRecount SocialiseSocialise InquireInquire DescribeDescribe PersuadePersuade ExplainExplain InstructInstruct
9 Key Text types9 Key Text types
1.1. Description (factual or literary)Description (factual or literary)** This text type is often embedded This text type is often embedded within other texts within other texts
2.2. Report (factual)Report (factual)3.3. Recount (factual or literary)Recount (factual or literary)4.4. Narrative (literary)Narrative (literary)5.5. Procedure (factual)Procedure (factual)6.6. Explanation (factual or literary)Explanation (factual or literary)7.7. Exposition - Persuasion (factual)Exposition - Persuasion (factual)8.8. Discussion (factual)Discussion (factual)9.9. Response (factualResponse (factual or literaryor literary
DefinitionsDefinitions
Persuasive:Persuasive: writing in which the writer writing in which the writer needs to convince someone of his or needs to convince someone of his or her view or opinion. It requires the use her view or opinion. It requires the use of a variety of persuasive language.of a variety of persuasive language.
The The ExpositionExposition is an example of a is an example of a persuasive text.persuasive text.
DefinitionsDefinitionsExpositoryExpository: writing that explores and : writing that explores and
explains things. It allows for the explains things. It allows for the exploration of the topic while still being exploration of the topic while still being able to express a viewpoint.able to express a viewpoint.
These may include:These may include: Explanations Explanations News ArticleNews Article DocumentaryDocumentary EditorialEditorial
DefinitionsDefinitions
Discussion:Discussion: writing where both sides of writing where both sides of a topic or issue are presented. An a topic or issue are presented. An author position may or may not be author position may or may not be stated.stated.
Q: What is Persuasive Writing?Q: What is Persuasive Writing?
A:A: Persuasive writing is writing in which Persuasive writing is writing in which the writer needs to convince the reader the writer needs to convince the reader of his or her point of view or opinion. For of his or her point of view or opinion. For example, a student may be asked example, a student may be asked whether reading books or watching TV is whether reading books or watching TV is better. The student’s answer would better. The student’s answer would present his or her opinion on this topic present his or her opinion on this topic and would include reasons for that and would include reasons for that opinion. In writing the text, the student is opinion. In writing the text, the student is attempting to persuade the reader to attempting to persuade the reader to agree with his or her opinion. agree with his or her opinion. http://www.naplan.edu.au/faqs/writing_2011_faqs.html#Whatisagenrehttp://www.naplan.edu.au/faqs/writing_2011_faqs.html#Whatisagenre
Arguing to PersuadeArguing to Persuade
Arguing to persuade another person to Arguing to persuade another person to our point of view is a fundamental our point of view is a fundamental language process throughout all the language process throughout all the years of schooling that was once years of schooling that was once delegated to secondary teachers to delegated to secondary teachers to teach.teach.
NAPLAN - HONAPLAN - HO
More details coming on 22nd November
What is a Persuasive Text?What is a Persuasive Text?
Each time a child is asked to:Each time a child is asked to:
Give an opinion of a storyGive an opinion of a story Write about a topical issue and give Write about a topical issue and give
a reason/s a reason/s Give a viewpoint...Give a viewpoint... he or she will be thinking, talking or he or she will be thinking, talking or
writing a persuasive text.writing a persuasive text.
Who can persuade?Who can persuade?
If a students can express themselves and If a students can express themselves and express their opinion they can argue in express their opinion they can argue in writing. writing.
An early years example may be -An early years example may be -““I did not like that movie because it is I did not like that movie because it is
scary”.scary”.
An initial understanding is the ability to An initial understanding is the ability to understand the concept of causality by understand the concept of causality by using words like using words like ‘because’.‘because’.
The resources used in speech are a The resources used in speech are a part of every day life. The resources part of every day life. The resources used for effective spoken persuasive used for effective spoken persuasive arguments need to be tapped and arguments need to be tapped and translated into the written word as translated into the written word as well.well.
The spoken skills therefore need to The spoken skills therefore need to be applied to the written skills.be applied to the written skills.
The Link to Speaking and The Link to Speaking and Listening Listening
Yvonne Madden - Sunraysia Network
Activities for Speaking and ListeningActivities for Speaking and Listening
Sell Yourself/ProductSell Yourself/ProductStudents given 30 seconds to sell themselves or a product to Students given 30 seconds to sell themselves or a product to
the rest of the groupthe rest of the group Leaking Boat –Leaking Boat – boat can only take 4 of 5 boat can only take 4 of 5
passengers Convince the class why you should be saved passengers Convince the class why you should be saved Gradually reduced to 1Gradually reduced to 1
Audition - Audition - a student is interviewed (hot seat) for a a student is interviewed (hot seat) for a position (Big Bad Wolf) position (Big Bad Wolf)
Class Jobs – Class Jobs – as above but for classroom or school as above but for classroom or school rolesroles
Reference: Sam Saad Reference: Sam Saad A Matter of SpeakingA Matter of Speaking H.OH.O
Speaking and ListeningSpeaking and Listening Opinion LineOpinion LineUsing a line on the floor have students take a stand or position Using a line on the floor have students take a stand or position
on a topic (on a topic (Sunglasses should be worn in the playground)Sunglasses should be worn in the playground) Use of the weekly class meetingUse of the weekly class meeting
Discuss school issues “Discuss school issues “Who has a different thought?”Who has a different thought?” Have class debatesHave class debates
Was Goldilocks an innocent child or a burglar?Was Goldilocks an innocent child or a burglar? Flip SideFlip Side
Provide one side of an issue. Have students compose a list Provide one side of an issue. Have students compose a list of opposing argumentsof opposing arguments
Writing Resource Book First Steps 2005 H.O.Writing Resource Book First Steps 2005 H.O.
Structure of a Persuasive Text Structure of a Persuasive Text (Exposition)(Exposition)
1. Point of view is stated1. Point of view is stated
2. Justification of arguments in a 2. Justification of arguments in a logical orderlogical order
3. Summing up of argument and 3. Summing up of argument and restating positionrestating position
Get Mobile Get Mobile Mobile phones have become essential and useful tools Mobile phones have become essential and useful tools for communicating and have positively improved our for communicating and have positively improved our everyday life in a number of ways.everyday life in a number of ways.
Firstly, a mobile phone is cordless and small, unlike a Firstly, a mobile phone is cordless and small, unlike a landline phone, and can be carried around easily. People landline phone, and can be carried around easily. People can receive calls or phone others at all times of the day can receive calls or phone others at all times of the day or night. And if it is not convenient to answer the phone, or night. And if it is not convenient to answer the phone, callers can leave messages, which can be accessed callers can leave messages, which can be accessed later.later.
Secondly, many people like using mobile phones Secondly, many people like using mobile phones because they can contact their friends and family because they can contact their friends and family members quickly and easily. They also feel safer members quickly and easily. They also feel safer knowing that they can communicate with someone at knowing that they can communicate with someone at the press of a button. Imagine that it is late at night and the press of a button. Imagine that it is late at night and you have missed the last bus home. A mobile phone can you have missed the last bus home. A mobile phone can be useful in making contact with someone who can help be useful in making contact with someone who can help you. you.
Mobile phones have many other convenient advantages. Mobile phones have many other convenient advantages. Unlike landlines telephones, mobile phones may be used Unlike landlines telephones, mobile phones may be used to send text messages. Some mobile phones have to send text messages. Some mobile phones have games to play and can link with the internet.games to play and can link with the internet.
Mobile phone technology is improving all the time. This Mobile phone technology is improving all the time. This makes mobile phones an exciting, popular and makes mobile phones an exciting, popular and important part of everyday lifeimportant part of everyday life..
(From Technology – Book Web)(From Technology – Book Web)
Statement of position
Point and elaboration
Point and elaboration
Point and elaboration
Reinforcement of position
Text type Text type examplesexamples
PurposePurpose General General structurestructure
General language General language featuresfeatures
advertisement, advertisement, lecture, editorial, lecture, editorial, letter to the letter to the editor, speech, editor, speech, newspaper newspaper article, article, magazine article magazine article
To persuade To persuade bybyarguing one arguing one sidesideof an issueof an issue
• • ThesisThesis• • ArgumentsArguments• • Reinforcement Reinforcement of Thesisof Thesis
words that qualify, e.g. words that qualify, e.g. usually, probablyusually, probably• • words that link words that link arguments, e.g. firstly, on arguments, e.g. firstly, on the other handthe other hand
VoiceVoice Grammar FocusGrammar Focus
ACTIVE ACTIVE VOICE:VOICE:( I, my, ( I, my, you)‘I think you)‘I think that…’that…’‘‘In my In my opinion…’opinion…’‘‘I believe...’’I believe...’’
Use general nouns, e.g. Ears, zooUse general nouns, e.g. Ears, zooUse of abstract nouns, e.g. Policy, governmentUse of abstract nouns, e.g. Policy, governmentUse of technical words, e.g. Species of animalsUse of technical words, e.g. Species of animalsRelating verbs, e.g. It is importantRelating verbs, e.g. It is importantAction verbsAction verbsThinking verbs, e.g. Many people believeThinking verbs, e.g. Many people believeModal verbs, e.g. We must preserveModal verbs, e.g. We must preserveModal adverbs, e.g. Certainly we must tryModal adverbs, e.g. Certainly we must tryConnectives, e.g. Firstly, secondly, finallyConnectives, e.g. Firstly, secondly, finallyEvaluative language, e.g. Important significantEvaluative language, e.g. Important significant
Grammatical Features of Persuasive TextGrammatical Features of Persuasive Text
Mental Verbs (Thinking Verbs)Mental Verbs (Thinking Verbs)
E.g. E.g.
I I likelike swimming. swimming.
We We believebelieve that canteens should sell that canteens should sell junk food.junk food.
Grammatical Features cont.Grammatical Features cont.
ConnectivesConnectives – used to link logical – used to link logical relationships.relationships.
Temporal Temporal – used to order prepositions in – used to order prepositions in the preview or at other stages in a the preview or at other stages in a more complex argument.more complex argument.
E.g.E.g. FirstlyFirstly many people can suffer from many people can suffer from
shortness of breath due to smoking and shortness of breath due to smoking and secondlysecondly it can aggravate asthma. it can aggravate asthma.
Grammatical Features contGrammatical Features cont
CausalCausal Connectives…Connectives… link points in link points in the argumentthe argument
The birds died The birds died becausebecause they were they were covered in oil.covered in oil.
One thing happened as a direct result of One thing happened as a direct result of something else.something else.
Grammatical Features cont.Grammatical Features cont.
ConcludingConcluding connectives that show connectives that show results to finalise the argument.results to finalise the argument.
ConsequentlyConsequently deep sea oil drilling will deep sea oil drilling will now be under enormous scrutiny across now be under enormous scrutiny across the world.the world.
ThereforeTherefore new exploration will be under new exploration will be under the watchful eye of everyday people all the watchful eye of everyday people all over the world.over the world.
Grammatical Features cont.Grammatical Features cont.Movement from Movement from PersonalPersonal toto ImpersonalImpersonal
voicevoice..
PersonalPersonal voice for a voice for a subjectivesubjective opinion. opinion.E.g.E.g. I think I think deep sea oil drilling should be banned.deep sea oil drilling should be banned.
ImpersonalImpersonal voice for an voice for an objectiveobjective opinion opinionE.g.E.g. People should People should all be very concerned. all be very concerned.
Absolute statement.Absolute statement.
It It couldcould take years for the oil spill to be cleaned take years for the oil spill to be cleaned up. up. Modalised statementModalised statement
Get Mobile Get Mobile Mobile phones have become Mobile phones have become essentialessential and useful tools for and useful tools for communicating and have positively improved our communicating and have positively improved our everyday life in a number of ways.everyday life in a number of ways.
FirstlyFirstly, a mobile phone is cordless and small, unlike a , a mobile phone is cordless and small, unlike a landline phone, and landline phone, and cancan be carried around easily. People be carried around easily. People can receive calls or phone others at all times of the day or can receive calls or phone others at all times of the day or night. And if it is not convenient to answer the phone, night. And if it is not convenient to answer the phone, callers can leave messages, which can be accessed later.callers can leave messages, which can be accessed later.
SecondlySecondly, many people , many people likelike using mobile phones using mobile phones becausebecause they can contact their friends and family members quickly they can contact their friends and family members quickly and easily. They also feel safer knowing that they can and easily. They also feel safer knowing that they can communicate with someone at the press of a button. communicate with someone at the press of a button. Imagine that it is late at night and you missed the last bus Imagine that it is late at night and you missed the last bus home. A mobile phone is home. A mobile phone is essentialessential in making contact with in making contact with someone who can help you. someone who can help you.
Mobile phones have Mobile phones have many other many other convenient advantages. convenient advantages. Unlike landlines telephones, mobile phones may be used Unlike landlines telephones, mobile phones may be used to send text messages. Some mobile phones have games to send text messages. Some mobile phones have games to play and can link with the internet.to play and can link with the internet.
Mobile phone technology is improving all the time. This Mobile phone technology is improving all the time. This makes mobile phones an makes mobile phones an excitingexciting, popular and , popular and importantimportant part of everyday life.part of everyday life.
(From Technology – Book Web)(From Technology – Book Web)
Modality ordering
Each person has a card from a setPut yourselves in order of modality
Modelling Text Types In order for students to be able to create and manipulate various texts types effectively, they must be able to deconstruct idealised and hybrid examples .
Deconstruction allows the students to familiarise themselves with the text before them and analyse its:– Purpose, – Structural / Organisational features , – Language features and – Conventions
Genre Learning and Teaching Genre Learning and Teaching cycle cycle – used for any piece of – used for any piece of writing related to any domain writing related to any domain of the VELS, having three of the VELS, having three steps: joint deconstruction, steps: joint deconstruction, joint construction and joint construction and individual constructionindividual construction
http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/keycharliteracyp6.pdf
31
GRADUAL RELEASE OF RESPONSIBILITY
MODELLINGThe teacher
demonstrates and explains the literacy
focus being taught. This is achieved by thinking
aloud the mental processes and modelling
the reading, writing, speaking and listening
The student participates by actively attending to
the demonstrations
SHARINGThe teacher continues
to demonstrate the literacy focus,
encouraging students to contribute ideas and
information
Students contribute ideas and begin to
practise the use of the literacy focus in whole
class situations
GUIDINGThe teacher provides
scaffolds for students to use the literacy focus.
Teacher provides feedback
Students work with help from the teacher and
peers to practise the use of the literacy focus
APPLYINGThe teacher offers
support and encouragement when
necessary
The student works independently to apply the use of literacy focus
Role of the teacher
Role of the student
Pearson & Gallagher
DEG
REE
OF
CON
TRO
L
Reading into writing Reading into writing
(c) 2005, Rodney Martin 32
Writing is a more complex and sophisticated Writing is a more complex and sophisticated skill than reading. There are more proficient skill than reading. There are more proficient readers in the world than there are proficient readers in the world than there are proficient writers.writers.Children find it easier to unpack the trade Children find it easier to unpack the trade secrets of writing if they can observe the secrets of writing if they can observe the techniques first in a simplified format.techniques first in a simplified format.Therefore, use text models far simpler than Therefore, use text models far simpler than children’s reading level to demonstrate the act children’s reading level to demonstrate the act and process of writing and the thinking behind and process of writing and the thinking behind it. it.
Reading into writing Reading into writing
(c) 2005, Rodney Martin 33
Big Book text models give teachers ways Big Book text models give teachers ways to show children how to write. to show children how to write.
In Shared or Modelled Writing, the teacher In Shared or Modelled Writing, the teacher demonstrates how a writer thinks and demonstrates how a writer thinks and acts in the process of writing. In this acts in the process of writing. In this sense, the teacher is a model.sense, the teacher is a model.
Invite children to join in the process – in a Invite children to join in the process – in a sense, act like their editor.sense, act like their editor.
Structures in non-fiction
Text type: Argument/exposition
We are going to see how this author has organised this text.
Think about what the author is doing on each page.
Rodney Martin
(c) 2005, Rodney Martin
(c) 2005, Rodney Martin 36
(c) 2005, Rodney Martin 37
Consider how language is used to connect with the reader.
Persuasive Essay Persuasive Essay Challenge!Challenge!
77thth Grade Language Grade Language Arts Arts
Miss KueblerMiss Kuebler
People Should RecyclePeople Should Recycle
Task 1Task 1 Prepare sheetPrepare sheet
• Fold A3 into 3 (portrait)Fold A3 into 3 (portrait)• Divide middle section into 3 boxes divided into Divide middle section into 3 boxes divided into
33 Task 2 Task 2
On back state: On back state: • what it is what it is • What it can doWhat it can do• A worldly commentA worldly comment
People should recyclePeople should recycle
Task 3 (Turn over sheet)Task 3 (Turn over sheet)
Write these three sentences in first Write these three sentences in first section. section.
44thth sentence: sentence:
There are three reasons why......There are three reasons why......
Task 4 (in middle section)Task 4 (in middle section)• Firstly recycling.....Firstly recycling.....
Add an elaboration Add an elaboration
• Secondly recycling...Secondly recycling...
Add an elaborationAdd an elaboration • Thirdly recycling...Thirdly recycling...Add an elaborationAdd an elaboration
People should recyclePeople should recycle
Task 5Task 5
Reinforce your position in the third Reinforce your position in the third sectionsection
We firmly believe......We firmly believe......
CelebrateCelebrate..
Scaffolding Persuasive Writing through the ‘Gradual Release of Responsibility’ Model
Discussion: How will you implement or strengthen the teaching and learning around ‘Persuasive Writing’ using the ‘Gradual Release of Responsibility’ model?
Familiarising students with the text – How?
Modelling – How?
Sharing – How?
Guiding – How?
Independent – How?
ReferencesReferences www.writingfun.com (2010)www.writingfun.com (2010) http://www.vcaa.vic.edu.au/prep10/naplan/schools/http://www.vcaa.vic.edu.au/prep10/naplan/schools/
persuasivewriting.htmlpersuasivewriting.html http://www.breakingnewsenglish.com/http://www.breakingnewsenglish.com/ Department of Education and Early Childhood Development Department of Education and Early Childhood Development
(DEECD), (2009) (DEECD), (2009) Key Characteristics of Effective LiteracyKey Characteristics of Effective Literacy. Pub. . Pub. Student Learning Division, MelbourneStudent Learning Division, Melbourne
Nonfiction Mentor Texts (2009) Dorfman Lynne R.Nonfiction Mentor Texts (2009) Dorfman Lynne R. Cappelli RCappelli R NSW modulesNSW modules http://www.readwritethink.org/files/resources/interactives/http://www.readwritethink.org/files/resources/interactives/
persuasion_map/persuasion_map/ WWikispaces ikispaces –– Macedon Ranges Literacy Macedon Ranges Literacy
Annandale .et al (2004) Annandale .et al (2004) First Steps Writing 2First Steps Writing 2ndnd Edition Edition, WA , WA Department of Education and training.Department of Education and training.
