Persuasive Writing P-12

1. Persuasive Writing P-12 Loddon Mallee Region ‘We want students to have opinions, to be passionate about these opinions, and to defend them with strong, well thought out and elaborated arguments’ Lane and Bernabei

2. Intentions • Provide overview of Persuasive writing as a genre • Try some activities to support student understanding of persuasive writing • Look at resources to support writing • Make links to other writing resources

3. Using fiction to help students understand point of view. • ‘You never really understand a person until you consider things from his point of view... Until you climb into his skin and walk around it.’ Atticus to Scout in To Kill a Mockingbird. • Using Picture books to support “Click Clack Moo Cows That Type” Doreen Cronin

4. Click Clack Moo

5. Persuasive Writing Writing that involves reasoning, evaluation and persuasion.

6. What is Persuasive Writing? Writing to persuade is one of the 8 key purposes for writing. These include writing to: Entertain Recount Socialise Inquire Describe Persuade Explain Instruct

7. 9 Key Text types • Description (factual or literary)*This text type is often embedded within other texts • Report (factual) • Recount (factual or literary) • Narrative (literary) • Procedure (factual) • Explanation (factual or literary) • Exposition - Persuasion (factual) • Discussion (factual) • Response (factualor literary

8. Definitions Persuasive: writing in which the writer needs to convince someone of his or her view or opinion. It requires the use of a variety of persuasive language. The Exposition is an example of a persuasive text.

9. Definitions Expository: writing that explores and explains things. It allows for the exploration of the topic while still being able to express a viewpoint. These may include: Explanations News Article Documentary Editorial

10. Definitions Discussion: writing where both sides of a topic or issue are presented. An author position may or may not be stated.

11. Q: What is Persuasive Writing? A: Persuasive writing is writing in which the writer needs to convince the reader of his or her point of view or opinion. For example, a student may be asked whether reading books or watching TV is better. The student’s answer would present his or her opinion on this topic and would include reasons for that opinion. In writing the text, the student is attempting to persuade the reader to agree with his or her opinion. http://www.naplan.edu.au/faqs/writing_2011_faqs.html#Whatisagenre

12. Arguing to Persuade Arguing to persuade another person to our point of view is a fundamental language process throughout all the years of schooling that was once delegated to secondary teachers to teach. NAPLAN - HO

13. More details coming on 22nd November

14. What is a Persuasive Text? Each time a child is asked to: Give an opinion of a story Write about a topical issue and give a reason/s Give a viewpoint... he or she will be thinking, talking or writing a persuasive text.

15. Who can persuade? • If a students can express themselves and express their opinion they can argue in writing. An early years example may be - “I did not like that movie because it is scary”. • An initial understanding is the ability to understand the concept of causality by using words like ‘because’.

16. The Link to Speaking and Listening • The resources used in speech are a part of every day life. The resources used for effective spoken persuasive arguments need to be tapped and translated into the written word as well. • The spoken skills therefore need to be applied to the written skills. Yvonne Madden - Sunraysia Network

17. Activities for Speaking and Listening • Sell Yourself/Product Students given 30 seconds to sell themselves or a product to the rest of the group • Leaking Boat – boat can only take 4 of 5 passengers Convince the class why you should be saved Gradually reduced to 1 • Audition - a student is interviewed (hot seat) for a position (Big Bad Wolf) • Class Jobs – as above but for classroom or school roles Reference: Sam Saad A Matter of SpeakingH.O

18. Speaking and Listening • Opinion Line Using a line on the floor have students take a stand or position on a topic (Sunglasses should be worn in the playground) • Use of the weekly class meeting Discuss school issues “Who has a different thought?” • Have class debates Was Goldilocks an innocent child or a burglar? • Flip Side Provide one side of an issue. Have students compose a list of opposing arguments Writing Resource Book First Steps 2005 H.O.

19. Structure of a Persuasive Text (Exposition) 1. Point of view is stated 2. Justification of arguments in a logical order 3. Summing up of argument and restating position

20. Statement of position Point and elaboration Point and elaboration Point and elaboration Reinforcement of position Get Mobile Mobile phones have become essential and useful tools for communicating and have positively improved our everyday life in a number of ways. Firstly, a mobile phone is cordless and small, unlike a landline phone, and can be carried around easily. People can receive calls or phone others at all times of the day or night. And if it is not convenient to answer the phone, callers can leave messages, which can be accessed later. Secondly, many people like using mobile phones because they can contact their friends and family members quickly and easily. They also feel safer knowing that they can communicate with someone at the press of a button. Imagine that it is late at night and you have missed the last bus home. A mobile phone can be useful in making contact with someone who can help you. Mobile phones have many other convenient advantages. Unlike landlines telephones, mobile phones may be used to send text messages. Some mobile phones have games to play and can link with the internet. Mobile phone technology is improving all the time. This makes mobile phones an exciting, popular and important part of everyday life. (From Technology – Book Web)

21. Exposition

22. Grammatical Features of Persuasive Text Mental Verbs (Thinking Verbs) E.g. I like swimming. We believe that canteens should sell junk food.

23. Grammatical Features cont. Connectives– used to link logical relationships. Temporal – used to order prepositions in the preview or at other stages in a more complex argument. E.g. Firstlymany people can suffer from shortness of breath due to smoking and secondly it can aggravate asthma.

24. Grammatical Features cont CausalConnectives… link points in the argument The birds died because they were covered in oil. One thing happened as a direct result of something else.

25. Grammatical Features cont. Concluding connectives that show results to finalise the argument. Consequently deep sea oil drilling will now be under enormous scrutiny across the world. Therefore new exploration will be under the watchful eye of everyday people all over the world.

26. Grammatical Features cont. Movement from PersonaltoImpersonalvoice. Personal voice for a subjective opinion. E.g. I think deep sea oil drilling should be banned. Impersonal voice for an objective opinion E.g. People should all be very concerned. Absolute statement. It could take years for the oil spill to be cleaned up. Modalised statement

27. Get Mobile Mobile phones have become essential and useful tools for communicating and have positively improved our everyday life in a number of ways. Firstly, a mobile phone is cordless and small, unlike a landline phone, and can be carried around easily. People can receive calls or phone others at all times of the day or night. And if it is not convenient to answer the phone, callers can leave messages, which can be accessed later. Secondly, many people like using mobile phones because they can contact their friends and family members quickly and easily. They also feel safer knowing that they can communicate with someone at the press of a button. Imagine that it is late at night and you missed the last bus home. A mobile phone is essential in making contact with someone who can help you. Mobile phones have many other convenient advantages. Unlike landlines telephones, mobile phones may be used to send text messages. Some mobile phones have games to play and can link with the internet. Mobile phone technology is improving all the time. This makes mobile phones an exciting, popular and important part of everyday life. (From Technology – Book Web)

28. Modality ordering Each person has a card from a set Put yourselves in order of modality

29. Modelling Text Types In order for students to be able to create and manipulate various texts types effectively, they must be able to deconstructidealised and hybrid examples . Deconstruction allows the students to familiarise themselves with the text before them and analyse its: Purpose, Structural / Organisational features , Language features and Conventions

30. Genre Learning and Teaching cycle – used for any piece of writing related to any domain of the VELS, having three steps: joint deconstruction, joint construction and individual construction http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/keycharliteracyp6.pdf

31. GRADUAL RELEASE OF RESPONSIBILITY Role of the teacher Familiarising – students are immersed in or exposed to multiple examples of the selected text forms Analysing - . Students analyse the organisation of the text form and construct their own rules for creating this type of text. MODELLING The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening SHARING The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information GUIDING The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback APPLYING The teacher offers support and encouragement when necessary The student works independently to apply the use of literacy focus DEGREE OF CONTROL Students work with help from the teacher and peers to practise the use of the literacy focus Students contribute ideas and begin to practise the use of the literacy focus in whole class situations The student participates by actively attending to the demonstrations 31 Pearson & Gallagher Role of the student

32. Reading into writing (c) 2005, Rodney Martin Writing is a more complex and sophisticated skill than reading. There are more proficient readers in the world than there are proficient writers. Children find it easier to unpack the trade secrets of writing if they can observe the techniques first in a simplified format. Therefore, use text models far simpler than children’s reading level to demonstrate the act and process of writing and the thinking behind it.

33. Reading into writing (c) 2005, Rodney Martin Big Book text models give teachers ways to show children how to write. In Shared or Modelled Writing, the teacher demonstrates how a writer thinks and acts in the process of writing. In this sense, the teacher is a model. Invite children to join in the process – in a sense, act like their editor.

34. Structures in non-fiction Text type: Argument/exposition We are going to see how this author has organised this text. Think about what the author is doing on each page. Rodney Martin

35. (c) 2005, Rodney Martin

36. (c) 2005, Rodney Martin

37. (c) 2005, Rodney Martin

39. Persuasive Essay Challenge! Consider how language is used to connect with the reader. • 7th Grade Language Arts • Miss Kuebler

41. People Should Recycle Task 1 • Prepare sheet • Fold A3 into 3 (portrait) • Divide middle section into 3 boxes divided into 3 • Task 2 On back state: • what it is • What it can do • A worldly comment

42. People should recycle • Task 3 (Turn over sheet) Write these three sentences in first section. 4th sentence: There are three reasons why......

43. Task 4 (in middle section) • Firstly recycling..... Add an elaboration • Secondly recycling... Add an elaboration • Thirdly recycling... Add an elaboration

44. People should recycle • Task 5 Reinforce your position in the third section We firmly believe...... Celebrate.

45. Scaffolding Persuasive Writing through the ‘Gradual Release of Responsibility’ Model Discussion: How will you implement or strengthen the teaching and learning around ‘Persuasive Writing’ using the ‘Gradual Release of Responsibility’ model? Familiarising students with the text – How? Modelling – How? Sharing – How? Guiding – How? Independent – How?

46. References • www.writingfun.com (2010) • http://www.vcaa.vic.edu.au/prep10/naplan/schools/persuasivewriting.html • http://www.breakingnewsenglish.com/ • Department of Education and Early Childhood Development (DEECD), (2009) Key Characteristics of Effective Literacy. Pub. Student Learning Division, Melbourne • Nonfiction Mentor Texts (2009) Dorfman Lynne R. Cappelli R • NSW modules • http://www.readwritethink.org/files/resources/interactives/persuasion_map/ • Wikispaces – Macedon Ranges Literacy • Annandale .et al (2004) First Steps Writing 2nd Edition, WA Department of Education and training.