Engaging in and Exploring

Persuasive Writing
A practical guide for classroom teachers
What is persuasive writing?
This resource paper has been designed to assist classroom teachers to review and refine the teaching of persuasive writing.
Persuasive writing intends to convince the reader of a stated opinion or belief. Persuasive writing has two main genres: Argument/Exposition Arguments attempt to persuade the reader to agree with a certain viewpoint and sometimes they also want action to be taken they exhort people to take action. Discussion Discussions present two or more perspectives on an issue and can conclude with a recommendation or prediction. NB. NAPLaN uses Persuasive to cover both Argument and Discussion.

A
www.decd.sa.gov.au/literacy/ Key terms: Genre refers to any staged, purposeful social activity which is accomplished through language. Genres may also be referred to as text types. Genres are used for specific purposes with each genre having specific language features and schematic structure.

Why is learning persuasive writing important?

Persuasive texts are part of our daily lives. Children learn at an early age to express their opinion and then to consider other opinions or points of view. Television, newspapers, radio, internet, social media and magazines make strong use of persuasive texts and in our daily exchanges we use persuasive language to express opinions and try to convince others. Learning how to create systematic and ordered persuasive texts empowers young people to express an opinion, be involved in decision making and be critical users of English language.

What do students need to know about persuasive writing?

To effectively use persuasive texts, students need to know about the text structure - the statement of position, reasons and examples to elaborate their position and a conclusion re-stating their position. They need to know about how language is used to structure the text and the language and terms used in an argument to persuade. Students also need to develop an understanding of how different audiences and purposes of persuasive writing determines the language choices they make.

Resource Paper: June 2012

What do students need to know about the structure of Persuasive Texts?

ARGUMENTS present one side of an issue
The language creating the structure of the text is italicized. The language features of exposition texts are detailed on page 3.

Title Position statement The position the writer is taking, background information and a preview of the reasons is presented Arguments - Reasons are given and elaborated on to strengthen the argument. The elaboration may include statistics, quotes, evidence and examples to support each reason.

Everyone must save energy Year 3 Year 5 text

Energy use at school must be reduced. There is much that can be done to save power and reduce energy consumption in schools. Firstly, electronic equipment uses too much energy. Therefore computer screens should be turned off when not in use. Secondly, other equipment like lights and air conditioners also use a lot of energy. Students and teachers should turn off lights when they leave the room. Air conditioners should be turned down. We can all save energy if we think more about saving power. We must start reducing energy consumption now!

Conclusion - Summarises the position presented and may give a concluding recommendation or a prediction. Usually includes a recommendation for action.

DISCUSSIONS present more than one side of an issue before coming to a position
The language creating the structure of the text is italicized. The language features of exposition texts are detailed on P3.

Title Position statement Introduces the issue and previews both sides of the issue. Background information may also be included. Arguments for and against Give reasons for each side. Each reason to be covered is presented and then strengthened by elaboration.

Is TV bad for children? Year 5 Year 7 text

TV watching for children is a hot topic. While some people believe TV is a bad influence encouraging bad habits, others believe TV provides educational material and models good behaviour. On the one hand, TV can provide information that kids need. Programs such as BTN provide up to date news that helps children understand the world around them. Additionally, TV promotes and demonstrates good habits such as participating in sport and eating healthily. On the other hand, TV advertisements encourage children to be greedy and thoughtless consumers. Also supporting this view is the idea that children should learn about sport and health issues by actively engaging in these pursuits rather than simply watching them. In Conclusion, while TV can be educational and promote healthy choices it can also encourage bad habits.

Conclusion Summarises arguments presented and may give a concluding recommendation or a prediction. Usually includes a recommendation for action.

What do writers need to know to make appropriate choices for persuasive texts?
The language in a persuasive text is influenced by: Purpose What do I want my writing to do/achieve? eg persuade Audience Who am I writing to? eg teacher, other students, the principal Identity Who am I writing as? eg a scientist, a biased voice, an upset parent Attitude How do I want/need to make them feel? eg concerned

What do teachers need to know to support students with persuasive texts?

Persuasive texts require the ability to logically sequence ideas and use powerful language. Supporting students to order their thoughts and develop a rich vocabulary will support them to use persuasive genres. Oral language activities that build vocabulary and provide authentic and relevant purposes to engage in persuasive genres will support students develop their skills. Oral language needs to be explicitly taught, practised and embedded into teaching programs across the curriculum, Similarly, students need to be strongly scaffolded with a planned and logical sequence of activities to become independent and critical writers of persuasive texts. A teaching and learning cycle that provides a gradual release of responsibility to the student will support them to independently construct a text with confidence. Assessment processes that provide explicit feedback and uses assessment as, for and of learning help students to understand the criteria to be successful, reflect on their work and improve their skills. Resource Paper: June 2012

A Teaching and Learning Cycle: a systematic and explicit approach to teaching writing
A teaching/learning cycle for topic:

Brainstorm and discuss the purposes of homework and after 2. Deconstruction and modelling school activities examine the structure of Work with students to group ideas and modelled texts and opinions model text production Work with students to extend topic related vocabulary and background knowledge 3. Joint construction Prioritise reasons to create a powerful and ordered argument work with students to Assessment for learning- observe learners jointly produce a text engagement and provide explicit feedback as a scaffold

1. Setting the context find out what students already know, engage students and establish a purpose

Lets Stop Homework! Setting the context Modelling/ deconstructing Examine sample arguments to

identify the text structure and language features Discuss purpose and audience of sample arguments Use cloze activities to teach these, cut up texts to sequence ideas, build persuasive language lists Assessment as learning- teacher and students collaboratively develop a persuasive texts rubric Rehearse and present arguments orally

4. Independent construction Independent construction Students independently plan, draft, redraft support students to Argument, Lets Stop Homework! produce their own text Assessment of learning- teachers and provide explicit make judgements of student feedback on how to improve.
achievement over time

Joint construction Jointly construct an introduction, sequential Teach elaboration of sequential arguments Assessment as learning- teacher and
students collaboratively assess progress against criteria eg statistics, quotes and evidence arguments and a conclusion

An annotated example of an Argument - Topic: Lets Stop Homework! Year 5 -7 text.

Text Structure TEXT Language features - examples

INTRODUCTION Topic can be introduced with a definition. Position statement follows. 1st argument Topic sentence must be an argument. The paragraph is expanded with specific details 2nd argument

Many primary schools give their students homework at least two nights a week. Homework is supposed to help students with their learning but does it? There are some good arguments why primary schools should not give their students homework Firstly, homework takes away from family time. Students already spend thousands of hours in school and they need to be able to do things with their families such as meal preparation. Also they may have responsibilities to other members of the family such as looking after younger siblings. Secondly, homework time stops students being involved in sporting activities or other interests like music. Children need time to practice these interests and build their teamwork skills. Furthermore, homework does not help students with social skills. Children need time outside of school to meet with their friends either face to face or through networking sites. Here they can have rich experiences, learn to be part of social groups and better prepare themselves for society Finally, there is no convincing evidence that homework improves learning. Experts agree that real learning occurs in an interactive classroom where students are engaged happily and work together. It is clear that homework does not result in further learning and imposes on students personal and family lives. Time would be better spent building other skills and knowledge outside of school work, and socialising more. Parents of primary school students need to discuss this issue with the schools and recommend to them that homework be stopped.

Present Tense: give Rhetorical question tag: but does it? Modality: should not Conjunctions to organise- text: Firstly, Secondly, Furthermore, Finally Foregrounding: homework is put at the beginning of topic sentences Evaluative language: thousands of hours Nominalisation: responsibilities Nominalisation: activities, interests

3rd argument In this paragraph the argument is extended by bringing in a related idea 4th argument In this paragraph the argument is expanded with an Expert voice CONCLUSION Summary of body of text. NB No new ideas Restate belief/position Recommendation

Evaluative language: rich experiences, better Evaluative language: no convincing evidence, real learning, engaged happily

Modality: It is clear that , would be better NB Consistent use of simple present (timeless present) tense through out text.

Resource Paper: June 2012

Sequencing persuasive writing with increasing complexity

Expressing ideas Engagement with persuasive texts across the year levels should be guided by these continua to make choices about the complexity of the task
What is the topic? Everyday, concrete Technical, abstract

Interacting with others

Who is involved? Peers A range of audiences including formal contexts

Creating coherent text

How is the message conveyed? Oral language is central to communicating a point of view and persuading others Formal written structure which may include persuasive writing within another genre

Examples
Sample learning areas and topics

Years R-3
Simple argument related to personal or classroom routine or interest: Kittens are the best pets Lollies should not be brought to school Paper should be recycled Children should not watch TV on school days Firstly..finally so good, bad clever will I like weather

Years 4-6
Argument/discussion related to a concern to the local or school community: Public transport should completely replace cars All children should learn to swim Everyone must save energy at school Students in this school should all have a laptop In this way because harasses, rude annoying noise, beautiful landscape should, have to, can, might I believe, I know climate, audit, energy

Years 7-9
Argument/discussion related to an issue of concern requiring a broader community or technical knowledge: Smoking should not be allowed in the street Sport should be compulsory in the school curriculum The impact of domestic waste on our country The technology used at school is out of date Moreover, On the one hand leads to important hazardous landfill perhaps, definitely the community believe safe injection rooms, a number of reasons

Years 10-12
Argument/discussion dealing with National and International concerns requiring technical, political, and social science knowledge: Australia would be better off as a Republic Governments should not set up safe injection rooms A reduction in energy use will reduce our impact on climate change Is Face book a dangerous innovation?

Studies of Society and environment Health and PE Science Media, Communication, Technology

Language features
Conjunctions to
organise text

Causal language
to show cause and effect between ideas Attitude judgement, appreciation, emotion

One of the principle issues, On the other hand resulting in essential, critical contaminating the soil, rubbish that is an eyesore, pristine beaches, environmental catastrophe can be achieved scientists have discovered catastrophic consequences, climate change, carbon-dioxide

Evaluative language - to
express opinions Modality to express certainty and obligation Mental verbs to reveal opinion or belief

Noun groups and nominalisations

Self review reflecting on your literacy practices

In what curriculum areas do/could you explicitly teach persuasive texts? How might you build students vocabulary to develop persuasive language? What oral language activities could support students to develop persuasive language skills and sequence ideas/thoughts? What teaching and learning cycle will you provide to scaffold learners? How will you explicitly teach the structure and language features for persuasive texts? What assessment processes will you use to support students and make expectations clear to learners?

Some useful resources: http://thewritingsite.org http://teacher.scholastic.com www.orangeusd.k12.ca. www.writingfun.com Examples of Persuasive Literature: http://www.librarything.com/

Resource Paper: June 2012