Persuasive genre
Purpose
• to persuade
• to argue a case for or against a particular point of
view.
Introduction
• to identify the argument or stance
Body
• Development of argument- presents reasons in
logically sequenced paragraphs.
Conclusion
• summarises and reinforces the argument.
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Persuasive prompt
Camping for the weekend is better than visiting the
beach.
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Write your own persuasive text
Camping for the weekend is better than
visiting the beach.
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What do you see as the challenge?
Share your texts, what did
you learn?
Discuss in small groups and
report back your needs,
issues and questions.
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Fishbone technique to plan
More complex mapping of ideas and argument.
Wildlife and bird
watching
Bushwalking
More shade
Camping for the
weekend is better
than visiting the
beach.
Bone
1.
Decide whether you agree
or disagree or you see both
sides.
2.
Brainstorm key reasons why
or for (top row) and against
(bottom row) and place in
boxes.
3.
Write supporting points for
each reason on bones.
Springboard technique
• Introduce a persuasive text framework by asking
students to reorder a list of jumbled sentences to
make a sensible text e.g. Australia is famous for its
dangerous animals.
• Use the same frame and connectives to develop
students’ understanding.
• Develop the overall strategy by make changes e.g.
Change the title to a person “?? is famous for??.
Build in some choice.
• Change the statement type “Brisbane is the world’s
most liveable city”.
• Change the mood “Jamie is not a very good cook”.
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Adapt down or up to suit students
Develop the language in other ways and across
curriculum:
• Every household today should have a worm
farm.
• Discuss how the text can be made more
interesting and what other cohesive ties can
be used and how more depth can be
developed.
• Move from taking a stance on one idea to
making a comparison.
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Basic approach e.g. Mobile phones should be banned at school.
Background information?
What do you think?
Reason 1
Reason 2
Reason 3
Consider adjusting the framework to start
with three reasons and then increase to
four.
Reason 4
Conclusion
Therefore,…………..
because……………..
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1.
2.
3.
4.
5.
1.
2.
3.
4.
What is advanced the thinking involved?
Break up the basic format into stages “Introduction, Body and
Conclusion”.
Work on the introduction - making a background statement and taking a
stance.
Use a T chart to brainstorm and list reasons for agreeing, disagreeing or
sitting on the fence. Choose reasons for strongest argument.
Remember it’s easier to support one point of view rather than compare.
Depending on students’ capability connectives such as Firstly, Secondly,
Thirdly, Lastly are useful to emphasise the need for a sequential
structure otherwise moving straight into topic sentences can be more
interesting and effective.
Develop strategies for stimulating a quick response e.g.
Create a range of stimulus statements with supporting pictures on
cards. Place face down in a pile.
Let students take turns in choosing a card and taking a stance within
30 seconds (have a stopwatch) and giving one reason why.
Gradually, increase the demand and adjust the time.
Keep a tally of “beat the clock”.
Use props, role plays, simulations to stimulate taking different points of view.
Ensure input on topics via multimedia/literature.
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Use frameworks and graphic organisers to develop a plan and process of attack
Support with fact/opinion/example
Persuasive map
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Descriptions of the Writing criteria 1-10
See p. 6, http://www.naplan.edu.au/verve/_resources/Marking_Guide_2011.pdf
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Range of category scores for each
criterion
(Marking guidelines p. 6)
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NAPLAN sample persuasive prompt
Other typical issues tuck shop food, wearing hats, animals in zoos, keeping pets,
playing sport, doing homework, helping with household chores, pocket money,
libraries or the internet, mobile phones in school, growing own food, riding bikes to
school, projects or books, camping or the beach, working in groups, solar power,
water tanks, organic food.
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The change has come about for two main reasons.
Firstly, persuasive writing is used increasingly as
students progress through school. Testing this form
of writing means that NAPLAN is testing a broader
range of what is taught in the curriculum.
Secondly, the change of genre means that the task
is less predictable.
http://www.naplan.edu.au/verve/_resources/NAPLAN_2011_Writing_Fact_Sheet.pdf
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Criteria
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•
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Audience
Text structure
Ideas
Persuasive
devices
Vocabulary
Cohesion
Paragraphing
• Sentence structure
• Punctuation
• Spelling
• 8/10 are based on
equivalent narrative
writing marking
criteria (ACARA,
2011, p. 5)
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Differences
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Persuasive devices
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•
•
•
•
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Statements of authority (1)
Makes an appeal to the reader (1)
Makes an appeal to emotion (2)
Uses modal verbs (might, may be, shouldn’t be) (2)
Address the reader (What happens when …(2)
Use of conditional mood/conditional statements (if
. . . Could) (2)
• Value statement (I know …if, I wouldn’t….(2)
• Personal opinion with reasons (1)
See samples and scoring in NAPLAN marking guidelines.
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Persuasive devices
• Attempt at emphasis (So what I am trying to say
is .. .
• Personal opinion (I agree…. I disagree . . .
• Appeal to reader’s logic, emotions or opinions –
Dogs love human attention, so it isn’t cruel to
keep them as pets (3, ACARA, 2010, p. 49).
• Text appeals to reason and values (3)
• Draw reader’s attention (You may have….)
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Persuasive devices
• Modifers to temper intensity of argument ( Some
may argue, many years…)
• Conditional mood and emphatic statement (if an
animal is crammed into a cage it’s wrong
• Emotive language – together – 3
ACARA, 2011, p. 53.
• Above plus Rhetorical question (Is this cruel?)
• Paired words (exciting and entertaining; happy
and healthy) (4) p. 58-61.
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Overview of persuasive devices
•Refuting opposing views on a topic.
•Rhetorical questions and statements.
•Repetition.
•Modality.
•Persuasive and/or evaluative adjectives and
nouns.
•Persuasive and/or evaluative adverbs and verb
•Metaphors.
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Strengthen by elaborating
•Support your argument or claim with reason/s
•Provide supporting statistics/facts.
•Provide an example.
•Refer to research.
•Refer to the opinion of experts.
•Make general statements more specific.
•Reiterate your point.
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Modality
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Confidence – believe, suspect, sure, convinced
Certainty – definite, will, might, perhaps
Probability – certain, likely, possible, potentially
Importance – desirable, necessary, essential, vital
Emphasis – really, terribly, absolutely, simply
Frequency – always, usually, generally, often,
seldom, never
• Obligation- must, ought, should, supposed to
• Extent – partially, almost, usually
• Intensity – slightly, extremely, incredibly.
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Persuasive devices
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Alliteration - funny, floppy ears, long, lanky legs.
Repetition of words or phrases.
Exaggeration or hyperbole.
Questions that appeal to reader – Wouldn’t you agree?
Stereotypes.
A call for action.
Posing a problem and suggesting a solution.
An appeal to the reader
It’s a well known fact that many people neglect their pets.
Groups of three – Dogs are noisy, dirty and a nuisance!
• Personal pronouns – “I”, “you”, “we”, “our”
and “us” personalise your message to the
reader I think cats make the best pet because
they . . .
• Conditional sentences – If dogs are not taken
for walks . . .
• Encourage discussion with accountability engage students in justifying their responses
in speaking activities.
Teaching strategies
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Modelled writing.
Shared writing.
Guided writing.
Interactive writing.
Independent writing.
Shared reading and discussion of a range of
persuasive texts – use exemplars.
• Explicitly teach planning the text and the
thinking, metalanguage and language skills
that underpin.
Useful websites
• Sample test topics
athttp://www.vcaa.vic.edu.au/vcaa/prep10/naplan/schools/VCAASampletopics.
pdf
• http://www.det.nt.gov.au/data/assets/pdf_file/0013/13162/ExamplesStimulus
Posters.pdf
• http://www.naplan.edu.au/verve/_resources/NAPLAN2011_prompt__caged_a
nimals_final.pdf
• http://www.qsa.qld.edu.au/downloads/early_middle/naplan_kids_opinion.pdf
• http://www.blake.com.au/v/vspfiles/assets/images/naplan_pri_persuasive_wo
rksheets_download.pdf
• Advice
• http://www.qsa.qld.edu.au/10524.html
• http://learningplace.com.au/deliver/content.asp?pid=46494
•
Of note for the future - VCAA material is being trialled in primary and secondary schools. It is anticipated that
annotated student writing on the topic ‘It's cruel to keep animals in cages’ will be available on the VCAA website
early in early April 2011. http://www.vcaa.vic.edu.au/prep10/naplan/schools/persuasivewriting.html#H2N100AE
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Principles
• Test and find out students’ strengths and weaknesses.
• Preparing them to be able to take a stance, being for,
against or sitting on the fence:
• building on students’ interests, hobbies and past-times
• raising relevant current issues
• developing their general knowledge.
• Noticing, locating and analysing persuasive texts.
• Creating contexts across the curriculum where they will
need to use oral language to put their point of view and
give their reasons before moving on to writing it down.
• Through modelling/co-construction/interaction
introduce the metalanguage so students can apply it
orally to sample texts before they write them.
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• Gather authentic persuasive texts, make class
books.
• Establish the process through modelling
planning, writing, proofreading, revising and
editing.
• Analyse texts, manipulate sentences on card
strips to construct basic texts, critique and
improve on texts.
• Make simple checklists for scoring criteria.
• Make wall charts for different persuasive
devices and have students display their
examples.
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Sample persuasive texts
• Year 3: /Year 5: p. 57, p. 61 and p. 65
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https://www.pascalpress.com.au/v/vspfiles/assets/images/testpack_persuasivetextdownload_yr7.pdf
• Year 7: p. 66, p. 70 and p. 74
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https://www.pascalpress.com.au/v/vspfiles/assets/images/testpack_persuasivetextdownload_yr7.pdf
• Year 9: p. 65, p, 69 and p. 73
•
https://www.pascalpress.com.au/v/vspfiles/assets/images/testpack_persuasivetextdownload_yr9.pdf
•
These are free extracts from Commercial books from Pascal Press at the above links.
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Reporting?
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Common assessment scale
Each area tested is divided into 10 bands
Year 3 = Band 2 minimum standard
Consider with other school-based assessment
reports
• National average is provided in relation to
where the child is and their grade level.
• Some states provide the school average.
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• Some useful web sites
• http://www.teachit.co.uk/index.asp?currmenu=238
• http://www.blake.com.au/v/vspfiles/assets/images/naplan_p
ri_persuasive_worksheets_download.pdf
• http://www.teachers.tv/videos/ks2-persuasive-writing
• http://www.yarrileess.eq.edu.au/home/ngilm6/naplan2/pert
extstructure.html
• http://www.readwritethink.org/files/resources/printouts/per
suasion%20map.pdf
• Keep in touch – thank you.
• oneills@usq.edu.au
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