Teaching Persuasive Text

Knox Network November 30th 2010

Knowledge Chart

• Write down what you already know about persuasive text.

• At the end of the session you will be asked

to write again about what you know.

NAPLAN 2011Change to text type• In the 2011 NAPLAN Writing test, students will write a

persuasive text. • The same task is used for students in Years 3, 5, 7 and 9.

However, the lines in the response booklet for Year 3 students are more widely spaced than for Years 5, 7 and 9.

Why?• Narrative writing is just one area of the curriculum.

Persuasive writing and other non-narrative forms of writing are used increasingly as students progress through school. Testing non-narrative writing means that NAPLAN is testing a broader range of what is taught in the curriculum. It also means that there is not a disproportionate focus given to one area.

What is persuasive writing?

• Persuasive writing is writing in which the writer needs to convince the reader of his or her point of view or opinion.

• For example, a student may be asked whether reading books or watching TV is better. The student’s answer would present his or her opinion on this topic and would include reasons for that opinion. In writing the text, the student is attempting to persuade the reader to agree with his or her opinion.

“But Mum .....”

WHAT AN IDIOT What is Dr Michael Carr-Gregg thinking? No

homework! What an idiot!! How are we going to do year ten homework if we

don’t know anything and how are we going to do two hours of homework each night if we’ve never done it before?

COME ON PEOPLE vote for homework. It’s your kid’s future.

Andy 

Unpacking Persuasive Texts

• Persuasive texts:– have a specific structure– employ specific techniques– have specific language features

• These language features occur at the text level, sentence level and word level.

• These all need to be explicitly taught.

Paragraph OneIntroduction

• Start with something to grab the reader’s attention:

– An unusual detail– A strong statement– A quotation– An anecdote– A statistic or fact– A rhetorical question– An exaggeration or outrageous statement

• Include a focus statement to tell the reader what the topic is and give your opinion.

Paragraphs Two, Three, Four

• Use a connective to begin each paragraph

• Main point should be stated in the first sentence of each paragraph

• Add some supporting details for each main point

• Vary sentence structure and word choice

Paragraph FiveConclusion

• Begin paragraph five with a summary connective.

• Sum up the three main points of your essay.

• Finish with a personal comment or a call to action.

• The conclusion should be the result of the argument, not a mere repetition of earlier statements

Supporting details• Quote: The words of an expert or authority on the

subject. State the name of the person and their qualifications if possible. Example: “The number of grizzlies surviving in the wild is rapidly dwindling,” reported the spokesperson for the Save the Wildlife Fund, Mr. Ted E. Bear.

• Statistic: Information presented as a number, percentage, fraction, or ratio. Example: Studies show that over 50% of people/9 out of 10 people/on average one million people every day …

• Interesting Fact: A little-known fact that readers may not be aware of. Example: It’s hard to believe, but a baby kangaroo is only the size of a jellybean when it is born.

Supporting details

• Anecdote: A short story that illustrates the main idea. Example: I remember the time a hockey puck hit my facemask. This event certainly proved the importance of using the right sports equipment.

• Description: Words and phrases that convey an idea, impression, or image to the reader. Example: People rush by on the sidewalk. Cars and buses go by in an endless flow of traffic. The air is filled with horns, sirens, and construction. The city never sleeps!

• Rhetorical question: A question which makes the reader think. Example:

Opposing viewpoint

• Since almost all issues have sound arguments on both sides of the question, a good persuasive writer tries to anticipate opposing viewpoints and provide counter-arguments along with the main points in the essay. One of the paragraphs should be used to discuss opposing viewpoints and your counter-argument.

Language Features and Techniques

Use mainly the present tense.Use logical and cause and effect connectives.Use emotive language.Use technical language.Use rhetorical questions.Use powerful verbs and strong adjectives. Use formal voice to make opinions sound like

facts.Dare the reader to disagree.

Task

• Look at the sheet in your handouts titled “Persuasive Techniques”.

• See if you can match the persuasive techniques to the definitions and examples.

• Discuss with the person next to you how you might use this activity with a class.

Annotating text

As we read the following text, we are looking for the elements of persuasive writing which have

been outlined.

Calling All Sleepyheads

Sleep is important. Nobody fully understands why we need it, but

scientists think that the body uses the time to recover and to

repair damage. When we fall asleep our heart and

breathing rates slow down, muscles relax and our senses rest. If this is the case, are you giving your body enough rest?

Calling All Sleepyheads

Introduction Sleep is important. Point of view Nobody fully understands why we need it, but

scientists quote authority think that the body uses the time to recover and to repair

damage. Argument 1 When we fall asleep our heart and

breathing rates slow down, muscles relax and our senses rest. factual information If this

is the case, are you giving your body enough rest? Rhetorical question to audience

Lack of sleep means that the body and brain do not work properly. If you don’t go to bed at a reasonable time, you will be sleepy in

class and not learn so much.

Tiredness means you may not be able to think clearly, and you may also be a

danger to other people. Accidents can happen. You will lack energy, and even

playing becomes too much of an effort. Is staying up late really worth it?

Argument 2 Lack of sleep means that the body and brain do not work properly. If you don’t go to bed at a reasonable time, you will be sleepy in class and not learn so much.

Argument 3 Tiredness means you may not be able to think clearly, and you may also be a danger to other people. Accidents can

happen. You will lack energy, and even playing becomes too much of an effort. Is

staying up late really worth it? Rhetorical question

There is some truth in the old saying “Early to bed and early to rise, makes us

healthy, wealthy and wise.”

Next time you start to argue about your bedtime, remember your body needs a

break.

From: Have Your Say by Karavis and Matthews

There is some truth in the old saying “Early to bed and early to rise, makes us

healthy, wealthy and wise.” Quotation

Next time you start to argue about your bedtime, remember your body needs a

break. Summing up

From: Have Your Say by Karavis and Matthews

Task

Look at the text:

“No More Playtimes for Primary School Children”

See how many elements of persuasive writing you can

identify in it?

Teaching the text type

The specific techniques should be presented in a scaffolded format, with the teacher first modelling the skill, then guiding the students in practising the skill, and finally providing opportunity for independent application.

“The Genre Teaching and Learning Cycle”

1. A short example of the type of writing is selected and projected so that the teacher can work with the students to identify its structure and language features through reading aloud and discussing. These should be clearly annotated on the margins of the example. Ensure that clear explanations are provided and that new vocabulary is understood.

Explicitly teaching a Text Type: The process

Step One

Step Two

2. The students work together with the teacher, using the features identified, to write in the style of the selected text type, including the appropriate language and structure. The teacher writes while the students contribute orally. The teacher continues to shape and modify the students’ input, resulting in a shared piece of writing which is a good model of the text type.

Step Three

3. Students individually write, using the structure and language features to produce an example of the text type. They continue to use the guidelines until they are familiar with the requirements of the text type. Then the scaffolding should be removed to give true independence.

Aspects to consider• Text Structure - one opinion/contrasting opinions

• Audience - from own perspective

• Ideas - brainstorm, clear opinion

• Vocabulary - emotive/precise

• Cohesion – conjunctions, adverbs, connectives

• Paragraphing – gives structure

• Sentence Structure – shows logic and reasoning

• Punctuation - marks boundaries

• Spelling - mostly correct

Summary

• As a general guideline, when writing a persuasive essay:

• Have a firm opinion that you want your reader to accept.

• Begin with a grabber or hook to get the reader's attention.

• Offer evidence to support your opinion. • Conclude with a restatement of what you

want the reader to do or believe.

Knowledge Chart

• Write down what you now know about persuasive text.

• You may like to add a few questions you still want to find out about.