Persuasive Language
5 minutes
Starter –
This is an extract from a real newspaper article.
What do you think? Are mobile phones becoming a real problem?
The Growing Problem Of Cell Phone
Addiction
As the number of people that have cell
phones is rapidly growing, so is the
number of people that are becoming
addicted to their phones. When these
phones were invented, they were
intended to make life easier. Today there
are some people that do not have a life
because they do not know when to turn
them off.
Get into groups of 3s or 4s; read the following extract and discuss your views and opinions.
Each group to feedback at least one argument for and one argument against, with clear
justification.
How easy was that?
That seemed pretty easy, right?
Good! Because in your GCSE English Language exam, lots of
marks are awarded to students who are able to communicate
clearly for different purposes and audiences.
Today, you will learn how to use persuasive language to
deliver your thoughts and feelings, to gain the support of
your audience!
Assessment Objectives
 What are AOs?
 Assessment objectives are specific areas that markers look
to when grading your work. Different pieces of work target
different AOs.
 This work will focus on two AOs:
 AO 5: Writing that is suitable for the task, reader and
purpose
 AO 6: Using the correct and effective vocabulary and a
range of sentence forms and punctuation
Moving up a level: AO5
 Writing AO5 Writing that is suitable for the task, reader and
purpose
 Grade 2 and below: The reader knows you are trying to persuade
them and it looks a bit like a speech. You are trying to use PEE.
 Grade 3: The reader knows what you are trying to do but sometimes
you talk too much or not enough about something and it gets a bit
muddled. You are using persuasive techniques the whole way
through the speech but your PEE isn’t perfect.
 Grade 4 and above: Your writing is good and clear from the
beginning until the end. You have taken your knowledge and put it
into a speech that is designed to persuade someone and to keep
them interested in what you are saying. You use lots of persuasive
techniques and PEE, as well as an introduction and conclusion.
Moving up a level: AO6
 Writing AO6: Using the correct and effective vocabulary
 Grade 2 and below: You are using the right words to persuade
people and you sound polite, but your words are not very long or
interesting. They are ones you use all the time anyway.
 Grade 3: You are trying to choose special words that are only used
when you need to persuade someone to do something or believe
something.
 You try to use a range of sentence forms and punctuation for effect.
 Grade 4 and above: You have chosen a large number of special
words that are designed to have a persuasive effect on the reader
or listener. You are using longer, more adventurous language, even
if it isn’t always quite right. Your tone is polite and formal.
 You successfully use a wide range of sentence forms and
punctuation throughout your speech for effect.
Persuasive Language
What are we learning?
To use persuasive language to deliver your thoughts and feelings to a specific audience
to gain their support.
ALL: Will understand how to identify features of a persuasive speech or letter.
MOST: Will understand how to produce a speech including several persuasive features.
SOME: Will understand how to evaluate their written speeches
How will we get there?
STAGE 1
STAGE 2
Remember
Learn some
how to
persuasive
communicate techniques and
clearly and
their effects.
justify
reasonings.
Definition
Effect
P
E
R
R
S
U
A
A
D
E
1 minute
Power of three
(Triples)
When three adjectives or phrases are used
together to make them stand out.
e.g. Homework is boring, dull and
uninteresting.
Emotive Language
When words are used to make the
reader feel a certain emotion, like
sadness or anger.
e.g. We are the poor, helpless children who
are forced to do hours and hours of
homework every night, until our hands
often ache with the strain of writing.
Rhetorical questions
Using questions that don’t need an
answer to get the audience to think.
e.g. Could you live with yourself if you
missed out on this opportunity to
prevent the suffering of children?
Repetition
Words or phrases are repeated so that
they stick in the reader’s mind.
e.g. Remember what is was like to be at
school; remember how much work you
had to do; remember how bored you
were!
Stats and Facts
When truthful information is given to
back up a point. Often, quotes are
used from other sources to support
your own ideas.
e.g. 95% of pupils feel that there is too much
homework. Studies made at the University
of Cambridge indicate that completing
homework in the evenings ‘does not raise
academic ability’.
Undermine the opposing view
Making reference to the other side of
an argument makes your own point of
view more believable; it makes it seem
fairer.
e.g. I understand that many teachers
and parents believe that homework
helps to improve academic standards,
however….
Anecdote
Short personal stories allow the
audience to connect with your
point of view.
e.g. Homework deadlines actually
prevented me from competing in a
national Olympic competition!
Alliteration
Repetition of the same sounds at
the beginning of several words in
a sentence, to draw attention to
something important.
e.g. Homework is torment and torture to
our treasured children.
Direct Address
Using ‘I’, ‘You’, ‘We’ and ‘Our’ gets the
audience to think that they are on
your side.
e.g. If we work together and support
each other we can solve this
problem.
Exaggeration
(Hyperbole)
Information that is over the top, or
slightly untrue to add humour.
e.g. If I get one more piece of homework, I
believe that my head will explode into a
million pieces!
Persuasive Language
What are we learning?
To use persuasive language to deliver your thoughts and feelings to a specific audience to gain their
support.
ALL: Will understand how to identify features of a persuasive speech or letter.
MOST: Will understand how to produce a speech including several persuasive features.
SOME: Will understand how to evaluate their written speeches
How will we get there?
STAGE 1
Remember
how to
communicate
clearly and
justify
reasonings.
STAGE 2
Learn some
persuasive
techniques
and their
effects.
STAGE 3
Read the first
text. Find the
persuasive
devices.
Task 1
Text 1 is a short letter appealing to a local council to do
something about a problem neighbour.
Your task is to identify the persuasive devices
throughout the letter.
You will find at least one of each
of the following techniques:
P ower of three
E motive Language
R hetorical Question
S tatistics and Facts
U ndermine opposing views
A lliteration
D irect Address
E xaggeration
Dear Sir
I am writing to seek help in ridding my locality of a terrible pest. The Troll that
lives under the bridge near my home is causing my family great distress.
10 minutes
Firstly, every time my sensitive wife trip-trots over the bridge, he leaps out and
makes her jump out of her skin. He then rolls about laughing until green, slimy
tears roll down his cheeks and he tumbles back into his den. Is this the
behaviour of a reasonable citizen? I fear that if there are more incidents like
this, my wife’s heart will miss a beat and she will require expensive veterinary
care.
In addition, when my vulnerable, innocent, young kid skips down to the stream’s
edge for a refreshing sip of water, horrifyingly, the hideous, horrendous
creature threatens to eat him. This is traumatising my son, causing him to have
horrific nightmares. He is so nervous about approaching the river bank that there
is a real possibility he will become dehydrated.
Furthermore, this monster’s appalling behaviour is bringing down the value of land
in this locality. Soon all the well-behaved, polite goats, who pay all their council
tax on time, will be compelled to find fresh pastures. I realise that trolls have
rights, too, and that they need a safe place to raise their families but is the
underside of a bridge the best habitat for them, or us? Surely you don’t want
this part of the countryside to be seen as a no-go area for other respectable
families.
P ower of three
I trust that you and your team of exterminators will be quick in acting to rid our E motive Language
beautiful valley of the delinquent Troll who takes such pleasure in terrorising my R hetorical Question
S tatistics and Facts
peace-loving family.
U ndermine opposing views
A lliteration
Yours faithfully
D irect Address
B. G. Gruff
E xaggeration
Dear Sir
I am writing to seek help in ridding my locality of a terrible pest. The Troll that
lives under the bridge near my home is causing my family great distress.
Firstly, every time my sensitive wife trip-trots over the bridge, he leaps out and
makes her jump out of her skin. He then rolls about laughing until green, slimy
tears roll down his cheeks and he tumbles back into his den. Is this the behaviour
of a reasonable citizen? I fear that if there are more incidents like this, my wife’s
heart will miss a beat and she will require expensive veterinary care.
In addition, when my vulnerable, innocent, young kid skips down to the stream’s
edge for a refreshing sip of water, horrifyingly, the hideous, horrendous creature
threatens to eat him. This is traumatising my son, causing him to have horrific
nightmares. He is so nervous about approaching the river bank that there is a real
possibility he will become dehydrated.
Clear
consequence
Furthermore, this monster’s appalling behaviour is bringing down the value of land
in this locality. Soon all the well-behaved, polite goats, who pay all their council tax
on time, will be compelled to find fresh pastures. I realise that trolls have rights,
too, and that they need a safe place to raise their families but is the underside of
a bridge the best habitat for them, or us? Surely you don’t want this part of the
countryside to be seen as a no-go area for other respectable families?
P ower of three
I trust that you and your team of exterminators will be quick in acting to rid our E motive Language
beautiful valley of the delinquent Troll who takes such pleasure in terrorising my R hetorical Question
peace-loving family.
S tatistics and Facts
U ndermine opposing views
Yours faithfully
A lliteration
D irect Address
B. G. Gruff
E xaggeration
Progress Check
More than 5
techniques
found
Up to 5
persuasive
techniques found
2 or less persuasive
techniques found
Persuasive Language
What are we learning?
To use persuasive language to deliver your thoughts and feelings to a specific audience
to gain their support.
ALL: Will understand how to identify features of a persuasive speech or letter.
MOST: Will understand how to produce a speech including several persuasive features.
SOME: Will understand how to evaluate their written speeches
How will we get there?
STAGE 1
Remember
how to
communicate
clearly and
justify
reasonings.
STAGE 2
Learn some
persuasive
techniques
and their
effects.
STAGE 3
Read the first
text. Find the
persuasive
devices.
STAGE 4
Practice using
techniques to
appeal to your
audience in a
persuasive speech.
There are three areas we should attempt to
appeal to when trying to get our audience on side:
APPEAL TO REASON
Most people believe themselves to be reasonable, so appealing to a person's
sense of reason is the most effective means of convincing them to change
their way of thinking (Demonstrate clear and emotive consequences/ 'If we
don't do this... then...).
APPEAL TO CHARACTER
We all share certain common ideas of what is just and fair! Appealing your
audience’s sense of what is right and fair can be a powerful persuasive device,
e.g. 'Like you, I share a sense of horror and repulsion at what is happening...'.
APPEAL TO EMOTIONS
Persuasion often succeeds by the careful and considered use of emotion especially showing how passionate you feel for your point of view.
This is a fact – it can be
tested.
However, it is also
still very emotive,
why?
Task 2
3 minutes
You work for The Vegetarian Society, you
are trying to persuade people that turkey
farming is cruel.
Improve the following facts by making them
more emotive. Make sure you show
consequence in your appeal.
Approximately 10 million turkeys are killed in
November/December. Farmed turkeys are usually
killed between the ages of 12 and 26 weeks; in the
wild turkeys could live up to 10 years.
You need to try to convince your audience
that you and they are very similar, sharing
parallel ideas and views.
One way to do this is to create a sense of
a shared personal or cultural
experience through the use of
anecdotes.
Be respectful... Use an appropriate tone to suit your audience
and purpose.
Be generous... people often put their own interests first. What
can you offer your readers to help them change their mind?
Be modest... no one will listen to an arrogant, impolite big-head.
Be personal... think about what their current views are and why
they think that way - think about addressing them as a 'friend
using the pronoun 'You'.
Be concerned... and show that you share your reader's concerns
- even if your view is different
The most important persuasive technique is to
sound authentic and passionate (as if you
really mean what you say!) and this requires a
confident tone: sound like you are sincere and
believable.
Because we often have an emotional association
to words, our choice of vocabulary can be a
powerful tool for persuasion. We can use words
to make our audience feel guilty about a
situation, angry and even hopeful.
‘Improve’ at least 3 of these
headlines by making them more
emotive.
Task 3
5 minutes
Old man hit by robbers
A hundred peasants killed by troops
Train seats cut by teenagers
House prices fall throughout the country
Shortage of money creates problems in schools
Trouble on roads after snow fall
Player hits referee
Task 4
You have to persuade the overworked customer services
assistant, at your local department store, to
refund/exchange your unwanted Christmas present,
without a receipt.
What will you appeal to?
What tone, words, etc. will
you use to get her on your
side?
Write a brief paragraph outlining how you would
persuade the customer services assistant
Persuasive Devices:
Prior
Knowledge
Directions for your audience to take, such
A.
1.
2.
3.
4.
5.
6.
Power of Three
Emotive Language
Repetition
Rhetorical Questions
Stats and Facts
Undermine the opposing view/
counterargument
7. Alliteration
8. Anecdotes
9. Direct Address
10. Exaggeration
11. Directives
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
as ‘you must….’
Short personal stories
Using words like ‘you’, ‘we’, ‘us’ or ‘our’
Two or more words starting with the
same letter to emphasise something
important
Three words or phrases to emphasize a
point
Using language to evoke different
emotions
Using a professional opinion to back up
facts and figures
Questions that can not be answered
Considering and providing an argument to
an alternative viewpoint
Stating the same point more than once.
Being over the top and dramatic
Persuasive Devices:
Prior
Knowledge
Directions for your audience to take, such
A.
1.
2.
3.
4.
5.
6.
Power of Three
Emotive Language
Repetition
Rhetorical Questions
Stats and Facts
Undermine the opposing view/
counterargument
7. Alliteration
8. Anecdotes
9. Direct Address
10. Exaggeration
11. Directives
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
as ‘you must….’
Short personal stories
Using words like ‘you’, ‘we’, ‘us’ or ‘our’
Two or more words starting with the
same letter to emphasise something
important
Three words or phrases to emphasize a
point
Using language to evoke different
emotions
Using a professional opinion to back up
facts and figures
Questions that can not be answered
Considering and providing an argument to
an alternative viewpoint
Stating the same point more than once.
Being over the top and dramatic
Persuasive Language
What are we learning?
To use persuasive language to deliver your thoughts and feelings to a specific audience
to gain their support.
ALL: Will understand how to identify features of a persuasive speech or letter.
MOST: Will understand how to produce a speech including several persuasive features.
SOME: Will understand how to evaluate their written speeches
How will we get there?
STAGE 1
Remember
how to
communicate
clearly and
justify
reasonings.
STAGE 2
Learn some
persuasive
techniques
and their
effects.
STAGE 3
Read the first
text. Find the
persuasive
techniques.
STAGE 4
Practice using
techniques to
appeal to your
audience in a
persuasive speech.
STAGE 5
Identify persuasive
language and appeal
techniques in a well
known speech .
Persuasive Language
10 minutes
Starter –
How many techniques can you remember?
Get into groups of 3s or 4s
On your flip chart sheets, write out as
many of the techniques as you can
remember and stick the definition and
examples next to the correct technique.
Task 1
All: Watch the video of
Martin Luther King’s speech
and highlight any persuasive
techniques on your transcripts.
Stretch: Make notes about
what appeal techniques are
being used.
P ower of three
E motive Language
R hetorical Question/ Repetition
S tatistics and Facts
U ndermine opposing views
A lliteration/ Anecdotes
D irect Address
E xaggeration
Martin Luther King’s speech
https://www.youtube.com/watch?v=I
47Y6VHc3Ms
From 11.40 mins – 14.51 mins
Link to Martin Luther King speech
Persuasive Language
What are we learning?
To use persuasive language to deliver your thoughts and feelings to a specific audience
to gain their support.
ALL: Will understand how to identify features of a persuasive speech or letter.
MOST: Will understand how to produce a speech including several persuasive features.
SOME: Will understand how to evaluate their written speeches
How will we get there?
STAGE 1
Remember
how to
communicate
clearly and
justify
reasonings.
STAGE 2
Learn some
persuasive
techniques
and their
effects.
STAGE 3
Read the first
text. Find the
persuasive
techniques.
STAGE 4
Practice using
techniques to
appeal to your
audience in a
persuasive speech.
STAGE 5
Identify persuasive
language and appeal
techniques in a well
known speech.
STAGE 6
Practice using
techniques to
appeal to your
audience in a
persuasive speech.
Task 2
You need to practice writing your own speech, but first,
you need to know the structure of an effective point.
Drive it
home
Justify it
Explain it
Introduce it
The distinction between writing to
persuade and writing to argue is incredibly
subtle.
In both cases you need to present a supported
written argument. What is the difference
when writing to persuade?
In any form of argumentative writing you need to
make sure that your points are clearly stated and
well-developed.
I think that animals should
have the same rights as
human beings.
The point is clearly stated, but it lacks details.
Without these details the writer will fail to convince
their audience.
Introduce it.
Explain it.
Justify it.
Drive it home.
Use a clear statement
You can afford to be general,
rather than specific at this stage.
I’m sure you all agree that supermarkets need to
start taking responsibility for the environment,
and stop over packaging goods.
Restate your point in more detail.
Be more specific.
This is the ‘in other words’ stage
of your point.
Recycling and the conservation of our planet’s
natural resources is a key concern to many
responsible citizens, yet the supermarkets ignore
this. They need to stop wrapping goods in multiple
layers of unnecessary polythene, plastic and card
board.
Give reasons.
Remind people how they might
behave in similar situations.
Provide evidence.
Make a moral argument.
Show that alternatives are worse
(undermine the opposition).
• To strengthen your argument, it’s important to
acknowledge the opposing positions and then disprove
them.
Some people may say that it’s pointless to recycle
waste at home, because what difference can one
person make? However this is clearly a short-sighted
opinion; if every person took responsibility for their
recycling then we could make a huge impact!
• Don’t just ignore your imaginary opposition. You’ll earn
more marks if you can prove that you’ve considered all
sides of the argument, yet still argue forcefully for one
side, and expose the other side of the argument as
weaker than your own.
Statistics
Facts
Witness testimony
Expert opinion
A quotation
An example (an anecdote)
Logic
How many of you, like me, have done your bit for the environment diligently, but
found yourself in the situation where you are forced to throw recyclable products
into the non-recyclable bin, because you have simply run out of space in your
recycling bin?
More than 77% of consumers questioned said that they were irritated by the
amount of wasteful packaging they had to dispose of, while 52% of shoppers try to
avoid buying over-packaged goods.
Why then do supermarkets insist on continuing this pointless practice?
Since when has an apple pie been such a perishable product that it requires four
layers of packaging to protect it? Last night, fancying one such sweet pie, I made
the mistake of popping to the shops and buying a box of pastries by a well-known
brand. By the time I had helped my poor apple pie from its foil, plastic, polythene
and card board prison, I had lost all appetite for the thing. Furthermore, two of the
offending ‘protective’ elements weren’t even recyclable.
1. Sound confident
Certainly
The fact is that
There is no doubt that
Clearly
2. Use poetic and descriptive
techniques such as alliteration.
The good news is that
greed is good.
3. Generalise – focus away from
specific details onto general truths.
After all, surely we all
want to be accepted.
4. End on a question to make the reader
think.
Think for a moment.
Wouldn’t you be
happier if everything
in life was this
simple?
Persuasive Language
What are we learning?
To use persuasive language to deliver your thoughts and feelings to a specific audience
to gain their support.
ALL: Will understand how to identify features of a persuasive speech or letter.
MOST: Will understand how to produce a speech including several persuasive features.
SOME: Will understand how to evaluate their written speeches
How will we get there?
STAGE 1
Remember
how to
communicate
clearly and
justify
reasonings.
STAGE 2
Learn some
persuasive
techniques
and their
effects.
STAGE 3
Read the first
text. Find the
persuasive
techniques.
STAGE 4
Practice using
techniques to
appeal to your
audience in a
persuasive speech.
STAGE 5
Identify persuasive
language and appeal
techniques in a well
known speech.
STAGE 6
Practice using
techniques to
appeal to your
audience in a
persuasive speech
STAGE 7
Evaluate the
effectiveness of
your own persuasive
speech.
Making progress by:
• Recalling the persuasive
techniques from previous
lessons;
• Apply knowledge acquired in
previous lesson;
• Plan own speech persuading
Y12 pupils to come to FCoT.
‘Write a speech persuading Year 6
pupils to come to Farnborough
College of Technology
You are now going to begin planning your own
persuasive speech.
You need an introduction, three main paragraphs and a
conclusion.
You could use some of our ideas from the class speech
but try to come up with your own.
Remember, you are writing about why you think the
college is fantastic and why younger pupils should
choose FCoT as their route into Further Education.
Task 1
Create a spider diagram with all the fantastic
things about FCoT!
A couple to start you off:
•
•
•
•
Super staff (!)
Magical music and performing arts department
Excellent restaurant
Great facilities
Task 2
Group Work Rules!
1) Don’t talk over each other
2) Share your ideas cooperatively
3) Assign your roles (vocabulary hunter, writer, editor)
Topics to be covered (and helpful hints to get you started):
Each group will be
given one of the
following areas to write
a positively, persuasive
paragraph about FCoT.
You must include 2
persuasive techniques
and use a thesaurus to
access some brilliant
vocabulary.
• Awesome facilities – what sets us apart from other colleges?
Why?
• Lots of subject choice – what different subjects are you able to
study at this college, which are your favourites and why?
• Sporting achievements – what teams have we got, what
trophies have we won?
• Creative Arts department – What can you do, why is it better
than most?
• Results and statistics – why are we great? What does our
Headteacher think of our results?
• School Trips – what do you get to experience and where can
you go?
• Food/Canteen – what do we feed you, why is it good, what
type of healthy eating projects do we run?
• School Council – what do your representatives do for you, what
kind of things do they give the students a voice about?
• Incentives – how are you rewarded?
• What techniques
can you identify?
• Are they effective?
• Why/why not?
I bet you thought you enjoyed your English lessons at
primary school? You haven’t seen anything yet! The
teachers here at FCoT are fabulous (especially Erin ;-)),
the classrooms are vibrant - full of useful key words
and terms, and the topics we cover can be really
exciting.
So far this year, we’ve learnt how to write a story and
be really persuasive (which really helps to get around
our parents if we want something), we’ve read nearly a
whole novel , completed Speaking and Listening
presentations at we’re not even at Easter yet.
Of course, like any college, there are assessments to
complete – but we barely notice we’re doing them!
Who wouldn’t want teachers like that? You have to
choose to attend this college – you’ll definitely be
missing out otherwise!
How it works…
1) Nominate a reader in your group.
2) I’ll read the introduction, each group will then read
their paragraph.
3) I’ll read the conclusion.
Fill in your evaluation worksheet giving each group a
WWW and EBI.
Were they persuasive? Why/why not?
What persuasive techniques did they use?
Was their vocabulary ambitious?
Did it have a lively tone?
What would make their paragraph better?
Group/Topic
WWW
EBI
Hello there, year 12’s. Welcome to
our main hall here at Farnborough
college! I bet you’re all wondering
why you are here? Well, we love
our college and we want to tell you
about it so that you can come here
and love it too!
Well, there you have it.
Farnborough college of technology
will help you reach your full
potential with our fantastic
teachers, brilliant facilities and
excellent extra-curricular
timetable. There is something for
everyone. Why would you want to
go anywhere else? We’ll see you in
September!
Making progress by:
• Recalling the persuasive
techniques from last lesson and
giving an example;
• Discussing my opinions with my
classmates about FCoT;
• Producing a paragraph, in a
group to create a whole class
speech.
What do I need to do to write an excellent
speech?
Persuasive Language
What are we learning?
To use persuasive language to deliver your thoughts and feelings to a specific audience
to gain their support.
ALL: Will understand how to identify features of a persuasive speech or letter.
MOST: Will understand how to produce a speech including several persuasive features.
SOME: Will understand how to evaluate their written speeches
How will we get there?
STAGE 1
Remember
how to
communicate
clearly and
justify
reasonings.
STAGE 2
Learn some
persuasive
techniques
and their
effects.
STAGE 3
Read the first
text. Find the
persuasive
techniques.
STAGE 4
Practice using
techniques to
appeal to your
audience in a
persuasive speech.
STAGE 5
Identify persuasive
language and appeal
techniques in a
speech.
STAGE 6
Evaluate the
effectiveness of a
group persuasive
speech
STAGE 7
Evaluate the
effectiveness of
your own persuasive
speech.
Rhetorical question;
Power of Three;
Alliteration;
A statistic;
Emotive Language
If you are feeling super give an example of
an anecdote.
Persuasive Language
What are we learning?
To use persuasive language to deliver your thoughts and feelings to a specific audience
to gain their support.
ALL: Will understand how to identify features of a persuasive speech or letter.
MOST: Will understand how to produce a speech including several persuasive features.
SOME: Will understand how to evaluate their written speeches
How will we get there?
STAGE 1
Remember
how to
communicate
clearly and
justify
reasonings.
STAGE 2
Learn some
persuasive
techniques
and their
effects.
STAGE 3
Read the first
text. Find the
persuasive
techniques.
STAGE 4
Practice using
techniques to
appeal to your
audience in a
persuasive speech.
STAGE 5
Identify persuasive
language and appeal
techniques in a
speech.
STAGE 6
Evaluate the
effectiveness of a
group persuasive
speech
STAGE 7
Evaluate the
effectiveness of
your own persuasive
speech.
Making progress by:
• Recalling the persuasive
techniques from previous
lessons;
• Apply knowledge acquired in
previous lesson;
• Plan own speech persuading
me why virtual lessons are/are
not effective.
Task 1
Identify the
persuasive
techniques in
this letter
Mind map
Is virtual learning
effective?
To be brilliant I need to:
• Use different ways to appeal to your audience (reason,
character, emotion)
• Use a range of persuasive techniques
• Use a lively tone – remember to be passionate and
confident! (appeal to emotion)
• Use clear/focused paragraphs and connectives to link them
together.
• Use effective and ambitious vocabulary.
• Use correct spellings! If you are unsure – get a dictionary!
-
-
Easy to access
Don’t have to get up early
Fit it into your schedule
Easier to concentrate
Can learn on the go
Physically
challenged
students
can
access
classroom easier in the
virtual world
Can access materials at any
time
Offers different ways of
learning
Safer at home/lower risk of
Covid
No travelling
More time to focus on
hobbies
- It’s too hard
-Feel more comfortable in the classroom
-Technology issues/breakdowns
- Don’t always have enough resources in the home
- The platforms are confusing
- Home life can be a distraction
- Don’t feel supported
-Hard to focus on the screen
- Feel isolated
-Cant motivate myself
Rhetorical Qs
TASK:
Write a speech
to me
persuading me
why online
learning is/ is
not effective.
Exaggeration
Emotive language
Counter-argument
Power of Three
How to level up
• Level 4 criteria:
• AO5 – Use a variety of persuasive techniques
–Use a clear structure
–Appeal to your audience
• AO6 – Use ambitious vocabulary
–Use a range of sentence forms
–Use a range of punctuation
Word
boundless
confiscated
pompous
surly
purposeless
indistinguishable
monumental
impediment
abundantly
Definition
Connotations (positive / negative) or ideas
that you associate with this word
Knows no bounds – tends to go on and on and on
Taken from someone – usually due to legal / rule
breaking reasons
Something that is seen to be full of it’s own self
importance
Another word for rude and not really bothered
Having no purpose, so no reason to be there
Has nothing / no features to make it stand out
As in a monument – something that is big and stands out
Something that massively gets in the way
If something is “in abundance”, it means that there are
lots of it.
Literacy
boundless
confiscated
pompous
surly
How could you incorporate
this vocabulary into your
speech?
CR
Lockdown is not
ruining education
purposeless
indistinguishable
There is an overwhelming abundance of educational
resources available online; lockdown should not be
seen as an impediment or a hinderance to our
education, rather a benefit and a blessing!
monumental
impediment
abundantly (in
abundance)
Over to you: Try to create a phrase using at least one
of these words.
Literacy
Making progress by:
• Using planning sheet to write
up my points into paragraphs;
• Practise delivering my speech
with a partner.
You now have 30 minutes to complete
your speech.
You have your third point and conclusion
to write.
Make sure you pay attention to your EBI
comments – make the improvements now!
Read your partner’s work.
• Have they written an introduction? Is it clear what
they are talking about?
• Are there paragraphs?
• Are full sentences used, with punctuation in the
correct places?
• Have they attempted to use ambitious vocabulary?
• Is it persuasive?
Very neatly, underneath their work, give your partner a
WWW and two EBI comments so they know how to
improve!
Persuasive Language
What are we learning?
To use persuasive language to deliver your thoughts and feelings to a specific audience
to gain their support.
ALL: Will understand how to identify features of a persuasive speech or letter.
MOST: Will understand how to produce a speech including several persuasive features.
SOME: Will understand how to evaluate their written speeches
How will we get there?
STAGE 1
Remember
how to
communicate
clearly and
justify
reasonings.
STAGE 2
Learn some
persuasive
techniques
and their
effects.
STAGE 3
Read the first
text. Find the
persuasive
techniques.
STAGE 4
Practice using
techniques to
appeal to your
audience in a
persuasive speech.
STAGE 5
Identify persuasive
language and appeal
techniques in a well
known speech.
STAGE 6
Practice using
techniques to
appeal to your
audience in a
persuasive speech
STAGE 7
Evaluate the
effectiveness of
your own persuasive
speech.