1. What are Persuasive techniques? Eight Persuasive Techniques Appeal to Authority. Important people or experts can make your argument seem more convincing; Using reliable research can help your argument seem convincing… Appeal to Reason. ... Appeal to Emotion. ... Appeal to Trust. ... Plain Folks. ... Bandwagon. ... Rhetorical Question. ... Repetition… 2. How do you start a Persuasive paragraph? A persuasive paragraph starts with a topic sentence, which states an opinion about something. The body sentences give reasons that support the opinion, and the closing sentence may state the opinion in a new way. 3. What is Persuasive and example? The definition of persuasive is someone or something with the power to convince. An example of persuasive is an argument that changes someone's mind. adjective. 4. What are the key features of Persuasive writing? Persuasive text often includes: repeated words. alliterative words. emotional language. a strong argument. rhetorical questions. colourful and eye-catching fonts / capitalised words. humour. 5. How long should a Persuasive paragraph be? Various educators teach rules governing the length of paragraphs. They may say that a paragraph should be 100 to 200 words long, or be no more than five or six sentences. But a good paragraph should not be measured in characters, words, or sentences. 6. What is Persuasive response? A persuasive essay is a piece of non-fiction writing that convince readers about a specific argument. It presents a logical and cohesive thesis and uses relevant and strong examples to further support the argument it makes. 7. How does a Persuasive response differ to an imaginative one? Just from the above, we can already see distinct differences between a persuasive and an imaginative response. 1. Persuasive essays are non-fiction. This means that they are based on facts, statistic and reality. In comparison, imaginative responses are fictional, so it is “made-up” 2. Persuasive essays should convince the audience of something by employing logic, reasoning, facts and rhetorical techniques. Imaginative responses don’t seek to persuade, they seek to enthral. 3. The structure of a Persuasive essay is: 1. Introduction 2. Argument one 3. Argument two 4. Argument three 5. Conclusion 4. In contrast, the structure of an imaginative response is usually: orientation, rising action, climax, falling action, resolution. Introduction Hook – interesting first sentence Background information – give context to your argument/subject; familiarize the reader with the content Definitions – define any terms that the reader might find usual/unfamiliar Thesis – a clear, concise statement of your main argument; the overall idea you’ll be arguing. Your thesis will also serve as a roadmap for the rest of your essay, giving the reader a general idea of the path, your argument will follow. Each Body Paragraph Only one point to support your thesis per paragraph Topic sentence reflects the main idea of the paragraph links back to support the thesis Evidence – information from a reliable outside source (not your own opinion) that supports the main idea of the paragraph Explanation/Analysis – show how your evidence supports your argument; build your argument Conclusion Tie up the essay – briefly sum up the main point Establish significance (see “So What?” handout) Bonus: give the reader food for thought THESIS (Main Idea/ argument) Three Pillars (Topic+Evidence) Persuasive Techniques The basic structure that will be helpful to you in approaching the organization of their persuasive writing. It will also be helpful for you to be introduced to a few literary techniques that will help you to present your ideas in a convincing manner. Here are a few of the more common ones: Repetition: There is a reason why advertisements and commercials are so repetitive - repetition works! You can use this knowledge to your advantage in your persuasive writing. It is difficult to get the reader to fully agree with the writer’s opinion if you don’t fully understand it. Saying the same thing in a variety of ways ensures the reader gets many bites at the ‘understanding’ cherry. Storytelling: Humans tend to understand things better through stories. Think of how we teach kids the important values through time-tested fables like Peter and the Wolf. Whether through personal anecdotes or reference to third person experiences, stories help climb down th e ladder of abstraction and reach the reader on a human level. Dealing with Dissent: We live in a cynical age, so leaving out the opposing opinion will smack of avoidance to the reader. Encourage yourself to turn into that opposing viewpoint and deal with those arguments in your essay too. A Call to Action: A staple of advertising, a call to action can also be used in persuasive writing. When employed, it usually forms part of the conclusion section of the essay and asks the reader to do something, such as, recycle, donate to charity, sign a petition etc. Themes: Loss, Dispossession, and Reclamation – Molly Family, Culture and Identity - Molly Racism and Colonialism- Neville Altruism vs Cruelty - Neville A journey into 'hell on Earth' Hundreds of children lost their lives in brutal conditions at the Moore River Aboriginal camp, a dark period of Australia's history that Kevin Barron hopes new research will ensure no one ever forgets. To some who lived there, it was known as "hell on Earth". To others, it was simply "home" — a refuge from even worse living conditions elsewhere. A former governor-general dismissed it as a "dump". Over 100 years, the Moore River Native Settlement became notorious as a camp where Aboriginal people from across Western Australia were sent — often against their will and often as young children — for "integration" into western society. Kevin Barron was born at the settlement, 135 kilometres north of Perth, in 1945 after his mother, Betty, was taken there from her home in the Gascoyne region because she was "a bit fair". “They came from all points of the compass — if you put people together you can control them," he reflects.” "Some called it home, some called it hell on Earth. It was that bad … the way they were treated," he says. "They came down here. [The people] were forcibly removed from their own country. They never had a chance to go back to their own families to say goodbyes and be buried in their own country." The truth of Moore River laid bare A century after its inception, a project established to trawl through the history of Moore River — particularly the camp's cemetery — has shone a new light on the death and suffering that took place within. The research, by the state's Aboriginal History WA unit, shows that most of the 374 people who died there were children and many succumbed to treatable respiratory and infectious diseases. Pneumonia, heart failure, "senile decay", bronchitis, enteritis, influenza, tuberculosis and marasmus (or undernourishment) were among the most common causes of death. A brutal lifestyle Archival photos give an insight into an unforgiving way of life at Moore River. Many people lived in rudimentary tents and shacks, exposing them to the cold winters of the Wheatbelt region. Sometimes the shelters consisted merely of tree branches with pieces of canvass flung over the top. When the camp was first set up, this was the way of life for most residents. The rapid growth of the Moore River camp meant it was very difficult to keep up with accommodation and it rapidly became overcrowded. Dorms were first built for young girls at the camp. This was followed by a single mens' quarters in 1937, and soon after by a set of married quarters. Researchers say these all quickly became overcrowded. After the first of a series of daylight escapes from Moore River in 1923, a corrugated iron punishment shed — known by residents as "the Boob" — was built. Thought to measure 3.5 metres square, and possibly surrounded by an exercise yard, newspaper reports from the time indicate several people could have been locked in there for days at a time. It is not known if prisoners were allowed out during the day or if they remained locked in even during the height of summer, which would have seen temperatures in excess of 40 degrees Celsius turn the metal structure into a furnace. The brainchild of 'Neville the Devil' Moore River was established under the policies of the chief protector of Aborigines, AO Neville, and was originally intended to be a self-supporting farming community. But it soon morphed into a combination of prison camp, welfare hostel and dumping ground for the elderly and destitute. Throughout its existence, it contained a mix of people sent there under section 12 of the 1905 Aborigines Act — which allowed the government to forcibly remove people from their homes and gave rise to the Stolen Generations — and others who went there voluntarily looking for better living conditions. "Neville saw the settlements as a means of integrating children of mixed descent into the non-Indigenous society," the 1997 Bringing Them Home report into the separation of Indigenous children from their families stated. The children were trained to work as domestic servants or workers for farms and stations. But education was also a high priority at Moore River, as part of Neville's plan to make children of mixed descent fit into white society. Schooling was initially for three hours a day, and one photo shows children sitting outdoors behind a grass hut, using wooden boxes as desks. Later, a hall was used for schooling, and sports activities were set up for the children. As part of the settlement's aim to be self-sufficient and to train girls to work as domestic labour, sewing classes were also provided. The garments were provided to people at Moore River and were also supplied to Fremantle prison, psychiatric hospitals and other Aboriginal institutions. The Bringing Them Home report said Aboriginal people convicted of alcohol-related offences were also sent to Moore River to be "rehabilitated", and the numbers at the camp swelled from 19 in January 1919, to 330 in June 1927 and 500 by the 1930s. As health and housing conditions deteriorated, many of the self-perceived good intentions that led to the establishment of the camp were lost on the people sent there. "The police put them there, AO Neville put them there," Mr Barron states bluntly. "They called him 'Neville the Devil'."
