Persuasive Writing P-12
Download
1 / 46

Persuasive Writing P-12 - PowerPoint PPT Presentation


  • 151 Views
  • Uploaded on

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. Intentions. Provide overview of Persuasive writing as a genre

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Persuasive Writing P-12' - shae


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

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


Intentions
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


Using fiction to help students understand point of view
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



Persuasive writing
Persuasive Writing

Writing that involves reasoning, evaluation and persuasion.


What is persuasive writing
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


9 key text types
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


Definitions
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.


Definitions1
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


Definitions2
Definitions

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


Q what is persuasive writing
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


Arguing to persuade
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



What is a persuasive text
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.


Who can persuade
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’.


The link to speaking and listening
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


Activities for speaking and listening
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


Speaking and listening
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.


Structure of a persuasive text exposition
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


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)



Grammatical features of persuasive text
Grammatical Features of Persuasive Text

Mental Verbs (Thinking Verbs)

E.g.

I like swimming.

We believe that canteens should sell junk food.


Grammatical features cont
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.


Grammatical features cont1
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.


Grammatical features cont2
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.


Grammatical features cont3
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


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)


Modality ordering

Each person has a card from a set

Put yourselves in order of modality


Modelling text types
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


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


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


Reading into writing
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.


Reading into writing1
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.


Structures in non fiction
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





Persuasive Essay Challenge!

Consider how language is used to connect with the reader.

  • 7th Grade Language Arts

  • Miss Kuebler


People should recycle
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


People should recycle1
People should recycle

  • Task 3 (Turn over sheet)

    Write these three sentences in first section.

    4th sentence:

    There are three reasons why......


  • Task 4 (in middle section)

    • Firstly recycling.....

      Add an elaboration

    • Secondly recycling...

      Add an elaboration

    • Thirdly recycling...

      Add an elaboration


People should recycle2
People should recycle

  • Task 5

    Reinforce your position in the third section

    We firmly believe......

    Celebrate.


Scaffolding persuasive writing through the gradual release of responsibility model
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?


References
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.


ad