Persuasive genre

1. 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.

2. Persuasive prompt Camping for the weekend is better than visiting the beach.

3. Write your own persuasive text Camping for the weekend is better than visiting the beach.

4. 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.

5. 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.

6. 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”.

7. 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.

8. 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……………..

9. 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.

10. Use frameworks and graphic organisers to develop a plan and process of attack Support with fact/opinion/example Persuasive map

11. Descriptions of the Writing criteria 1-10 See p. 6, http://www.naplan.edu.au/verve/_resources/Marking_Guide_2011.pdf

12. Range of category scores for each criterion (Marking guidelines p. 6)

13. 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.

14. 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

15. 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)

16. Differences

17. 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, 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.

18. 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….)

19. 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.

20. 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.

21. 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.

22. 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.

23. Persuasive devices • 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!

24. 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.

25. 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.

26. 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/ExamplesStimulusPosters.pdf • http://www.naplan.edu.au/verve/_resources/NAPLAN2011_prompt__caged_animals_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_worksheets_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

27. 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.

28. 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.

29. Sample persuasive texts • Year 3: /Year 5: p. 57, p. 61 and p. 65 • https://www.pascalpress.com.au/v/vspfiles/assets/images/testpack_persuasivetextdownload_yr7.pdf • Year 7: p. 66, p. 70 and p. 74 • 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.

30. 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.

31. Some useful web sites • http://www.teachit.co.uk/index.asp?currmenu=238 • http://www.blake.com.au/v/vspfiles/assets/images/naplan_pri_persuasive_worksheets_download.pdf • http://www.teachers.tv/videos/ks2-persuasive-writing • http://www.yarrileess.eq.edu.au/home/ngilm6/naplan2/pertextstructure.html • http://www.readwritethink.org/files/resources/printouts/persuasion%20map.pdf • Keep in touch – thank you. • oneills@usq.edu.au