Persuasive genre

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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

• Decide whether you agree or disagree or you see
  both sides.
• Brainstorm key reasons why or for (top row) and
  against (bottom row) and place in boxes.
• Write supporting points for each reason on bones.

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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
  worlds 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
Consider adjusting the framework to start with
three reasons and then increase to four.
Reason 3
Reason 4
Conclusion
Therefore,.. because..
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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 its 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/_resource
s/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_2
011_Writing_Fact_Sheet.pdf
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Criteria

• Audience
• Text structure
• Ideas
• Persuasive devices
• Vocabulary
• Cohesion
• Paragraphing

• 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

• Statements of authority (1)
• Makes an appeal to the reader (1)
• Makes an appeal to emotion (2)
• Uses modal verbs (might, may be, shouldnt be)
  (2)
• Address the reader (What happens when (2)
• Use of conditional mood/conditional statements
  (if . . . Could) (2)
• Value statement (I know if, I wouldnt.(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 readers logic, emotions or opinions
  Dogs love human attention, so it isnt cruel to
  keep them as pets (3, ACARA, 2010, p. 49).
• Text appeals to reason and values (3)
• Draw readers 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 its 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

• 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

• Alliteration - funny, floppy ears, long, lanky
  legs.
• Repetition of words or phrases.
• Exaggeration or hyperbole.
• Questions that appeal to reader Wouldnt you
  agree?
• Stereotypes.
• A call for action.
• Posing a problem and suggesting a solution.
• An appeal to the reader
• Its a well known fact that many people neglect
  their pets.
• Groups of three Dogs are noisy, dirty and a
  nuisance!

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• 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.

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Teaching strategies

• 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.

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Useful websites

• Sample test topics athttp//www.vcaa.vic.edu.au/vc
  aa/prep10/naplan/schools/VCAASampletopics.pdf
• http//www.det.nt.gov.au/data/assets/pdf_file/0013
  /13162/ExamplesStimulusPosters.pdf
• http//www.naplan.edu.au/verve/_resources/NAPLAN20
  11_prompt__caged_animals_final.pdf
• http//www.qsa.qld.edu.au/downloads/early_middle/n
  aplan_kids_opinion.pdf
• http//www.blake.com.au/v/vspfiles/assets/images/n
  aplan_pri_persuasive_worksheets_download.pdf
• Advice
• http//www.qsa.qld.edu.au/10524.html
• http//learningplace.com.au/deliver/content.asp?pi
  d46494
• 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/napl
  an/schools/persuasivewriting.htmlH2N100AE

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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
• https//www.pascalpress.com.au/v/vspfiles/assets/i
  mages/testpack_persuasivetextdownload_yr7.pdf
• Year 7 p. 66, p. 70 and p. 74
• https//www.pascalpress.com.au/v/vspfiles/assets/i
  mages/testpack_persuasivetextdownload_yr7.pdf
• Year 9 p. 65, p, 69 and p. 73
• https//www.pascalpress.com.au/v/vspfiles/assets/i
  mages/testpack_persuasivetextdownload_yr9.pdf
• These are free extracts from Commercial books
  from Pascal Press at the above links.

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Reporting?

• 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?currmenu238
• http//www.blake.com.au/v/vspfiles/assets/images/n
  aplan_pri_persuasive_worksheets_download.pdf
• http//www.teachers.tv/videos/ks2-persuasive-writi
  ng
• http//www.yarrileess.eq.edu.au/home/ngilm6/naplan
  2/pertextstructure.html
• http//www.readwritethink.org/files/resources/prin
  touts/persuasion20map.pdf
• Keep in touch thank you.
• oneills_at_usq.edu.au