Michelle Pozzi & Torrie Browne

1. Michelle Pozzi & Torrie Browne

2. PERSUASION • Australia Curriculum Writing overview • Classroom practice • NAPLAN focus • and beyond • ICT

3. CHALLENGES • Planning • Ideas • Can’t elaborate detail • Waffle & repetition • Generic • Time limit • Spelling and grammar

4. Child’s Persuasive Brain

5. REMEDIES • Explicit direct instruction (I do) • Collaboration with peers (We do) • Individual practise (You do) • Immersion in genre. • Timely feedback and conferencing • Environmental print scaffolds • Narrow focus on text type

6. NAPLAN • The goal of persuasive writing is to persuade! • Mastery of “big-picture” writing techniques = High Marks

7. NAPLAN Marks • Engage reader (audience 6 marks) • Strong Ideas (5 marks) • Plan Powerfully (Structure 4 marks – cohesion 4 marks) • Persuade Reader (Devices 4 marks) • Spelling and Grammar (11/48)

8. EXPLICIT TEACHING • Tennis analogy – more effective? - ‘’Go play” vs. Skill chunking. • Gradual Release Model • Modelling (I do) • Interaction with others (We do) • Solo practise (you do)

9. PLANNING & IDEAS • Strong piece of writing is always based on great ideas. • Teaching Only Planning = 2 weeks • Planning to time limit (5 mins)

11. BRAINSTORMING • Creativity can be practised. • Students will struggle at first • Skill comes with practise • Ignore test instructions, analyse the pictures. • TEST TIP - Don’t walk around the room • People standing behind you raises blood pressure and intrudes on concentration. • Police interrogation tactic

12. BRAINSTORMING • Class, group, solo practise • Thinking on their feet games • Drama improv. Games • Patterns emerge – common themes • Relate to school values

13. GROUP BRAINSTORMING • 4-6 students • Each student writes a paragraph • Brainstorm For and Against • Select + Group main ideas • Each person chooses one main idea and elaborates • 1 min of help from group to improve ideas

14. VALUES • Care • Cooperation • Pursuit of Excellence • Responsibility

15. COLLABORATION (WE DO) • Interaction – Laughter and learning. • Emphasis on oral to literate • H.O.T.S • Judge/Jury • 4 Corners • Verbal boxing • Group Brainstorming • Role Plays

16. GRAPHIC ORGANISER • K.I.S – 4 Square planner • Easiest = no pre drawn boxes or templates • Strong plan = excellent marks for • Ideas (5) • Cohesion (4) • Structure (4) • Paragraphing (3)

17. 4 SQUARE PLANNER

18. PLANNING • TIPS - Thinking = most important - Separate brainstorming and planning from writing. - 2 different timeslots

19. IMMERSION • Variety good + bad • Embed persuasive texts into all aspects of Literacy program (shared + guided reading) • BBC Persuaders • Teen Ink • Shared Student examples. • BTN • Kids Picture Books

20. BBC PERSUADERS

21. MODELING • I do – “think alouds” as I’m writing • Involve student input • What have I done here? • What’s a more persuasive word I could use? • Students copy and rewrite neatly as homework

22. PERSUASION GRAPH

23. INTRODUCTIONS vs. SIZZLING STARTS • Boring but safe • Scaffolded write by numbers approach • Good as a fall back for writers block • Formula • Rhetorical question + • Opinion + • Preview 3 Ideas + • Engage Reader (we….)

24. RISK-TAKING & EXCITING • Why write something ordinary when you can write something amazing? • Facts don’t necessarily change minds, the 3 E’s do! • Engagement + Emotion + Energy • Compelling stories = Entertain to Persuade

25. SIZZLING STARTS • Before – I think books are better than TV because 1)…2)….3). Let me explain. • After • I’m in a fantasy land far away, magical and mysterious. I am a sorcerer, a power, a leader of thousands. Ok, I admit it. I’m in bed reading a book. T.V. just doesn’t compete.

26. SHOW DON’T TELL • Kids “tell” because it is quick and simple • Word pictures = empathise and connect • Creates a solid image • TELL Before – Yes we should help other countries because children in places like Ethiopia are dying without water.

27. SHOW • After – Thirsty? Walk into a shop and pick up a bottle of water. Pay a few dollars, unscrew the cap and drink. That’s if you’re lucky and live in Australia. Now take a close look at that small bottle in your hands. If you lived in Ethiopia, that is all the water you have to live on for three days.

28. SHOW DON’T TELL

29. Sizzling Starts • Teach using sensory input • What can you see, hear, taste, touch, smell? • Scaffold Prompts • Imagine if…. • Picture this…

30. AUDIENCE • Imagine writing to a friendly adult or teacher • Makes the tone less stilted and generic.

31. ACTIVITY • Student ad agencies are in charge of marketing flavoured milk to a particular audience. • Use appropriate persuasive devices and language for their audience. • Kids - Older people • Teens - Athletes/Sporty People • Busy mums and dads - Weight Conscious

32. ELABORATION • Challenge – students can find ideas, but can’t elaborate • Thesis = hypothesis - walls • Elaboration = proof – wall paper

33. PERSUASIVE DEVICES • A- Alliteration • F- Facts • O- Opinions • R- Rhetorical Questions/R- Repetition • E- Examples/Experts/Emotive Language • S- Statistics • T- Rule of Three

34. PERSUASIVE DEVICES • Teach explicitly • Identify examples • Readings • Written work • Ads/ Movie Clips Activity – Sell a product by creating a poster using A FOREST devices.

35. SPOT THE DEVICES

36. ETHOS , LOGOS, PATHOS

37. QUOTATIONS • Students research a good quote on the topic of a persuasive theme. • E.g. Cats are smarter than dogs. You can’t get eight cats to pull a sled through snow (Jeff Valdez) • Dogs come when they are called. Cats take a message and get back to you. (Mary Bly)

38. FINAL ARGUMENT • Formula • End with impact– use questions, rule of 3, short words and sentences. • 3 Techniques • Link to opening • Show don’t tell • Call to action – tell the reader what to do.

39. FINAL PARAGRAPH • Before – Finally, plastic bags should be banned because they are not as easily disposed of as some people think. They pollute the land and the sea.

40. FINAL PARAGRAPH • After – You think plastic bags are harmless? Tell that to the dolphin with the plastic bag wound around its snout, slowly starving to death. You think they’re light and easily thrown out? Over one million bags a week are buried, ditched and dumped in our country. One little bag blowing in the wind couldn’t hurt, could it? One maybe wouldn’t. A million does.

41. VOCABULARY • Vocab marked separate to spelling, so have students take risks. • ‘’I think toys are good’’……isn’t very persuasive • Word walls of emotional + persuasive vocab • Reinforce words in spelling program • Explicitly teach high modality words • Use modality strengthening exercises and word cloze

42. 4 SQUARE CONNECTIVES

43. CONVENTIONS • Takes a long time to bring a weak speller up to scratch • Work on higher order thinking (planning etc) • More empowering that trying to patch weak spots • Practise, practise, practise words and phrases related to persuasive texts • Words that crop up in written work • Words like ‘’extremely’’ ‘’dangerous’’

44. CONVENTIONS • Higher marks for complex punctuation • Brackets, exclamation marks, speech marks, ellipsis… () !! “”…. • Stronger students use small bits of dialogue to show mastery • Weaker students read work aloud to help with commas and full stops. • Last 5 mins to check work • Hard for kids to focus on detail and big picture thinking at the same time.

45. EDITING • Explicitly taught and modelled • SWAP & CUPS • Peer Editing • Start with a Star? (What do you like) • What do you wonder? (3 questions) • Advice (How to make it better) • Plans for revising (Written by the writer)

46. SELF EDITING • CUPS • Capitalisation • Usage and Grammar • Punctuation • Spelling

47. CUPS • Read own work aloud 4 times • Slows down reading • Ear catches things the eye doesn’t. • Read one time for each aspect of CUPS • Ask yourself, “Does this make sense?” • Different pen for each stage • Dictionaries • Environmental print • Work with a different student

48. GOALS • Integral part of the curriculum • Effective communication skills • Challenge other people’s thinking

49. ICT • AMAP – collaborative online maps

50. ICT • Wordle – vocabulary word art