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Icon for 2018 Live Wires: Narrative and Persuasive Writing

2018 Live Wires: Narrative and Persuasive Writing

Years 5 and 6 Writing Camp

Learning Module

Abstract

Students in years 5 and 6 learn about narrative writing - hooking the reader, narrative structure, character, narrative techniques and language features. They use a rubric to write with and then participate in peer review and the publication process.

Keywords

Narrative, Structure, Character, Narrative Techniques, Language Features, Argument, Reasons, Evidence, Persuasive Devices

Australian Curriculum Achievement Standards Productive Modes (speaking, writing and creating)

YEAR 5

Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.

Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.

YEAR 6

Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.

Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.

English Textual Concepts STAGE 2 : Years 5-6

NARRATIVE

Students understand that there are conventions of the narrative form that combine to involve responders in the story. Students learn that narrative engages responders through:

  • Recognisable characters, events and places
  • Skilful plot development
  • Perceptible mood and atmosphere
  • Narrative voice and voices of characters.
  • They learn that these conventions are adapted to different modes and media.

CHARACTER

Students understand that characters trigger an imaginative response through identification. They learn that characters may:

  • be complex having a range of characteristics or simple with one salient feature
  • change as a result of events or remain unchanging

ARGUMENT

Students understand that an argument takes into account audience, form and purpose. They learn that:

  • arguments can be objectively or subjectively presented
  • language choices (visual, spoken and written) can strengthen arguments
  • an argument may provide an informed assessment of a range of opinions.

CODE and CONVENTION

Students understand that codes and conventions of each mode provide the foundation for innovation. They learn that:

  • knowledge of codes and conventions helps finding meaning in and through texts
  • codes and conventions vary for different audiences and purposes
  • choices of language and design have subtle differences and effects
  • opportunities for innovation occur at all levels e.g. word, sentence, paragraph and whole text levels.

1. Great Narratives

For the Student

Learning Intention: To understand what makes a great narrative.

Success Criteria:

  • Listen to a reading of a narrative.
  • Think-Pair-Share discussion with a partner.
  • 3 Comments.
  • 2 comments on other students' comments.

1. Listen to a reading of a narrative, "The Devil's Own" by Simon-Peter Norman, a year 6 student. With a partner discuss what makes it a great narrative. Think about the action, characters and setting. Write down one idea from your discussion in the comment box.

2. Find your own great narrative and write the title and author. It could be the book you are reading now or your favourite book of all time. Explain what makes it a great narrative. Read other students' comments  and comment on one that you agree is a great narrative.

3. QUICK WRITE: Look at the image below. Describe what you see and what you hear. Include at least three interesting "wow" words. Read other students' descriptions and comment on one that you like, explaining why.

Fig. 1: His footsteps echoed as he walked quickly down the lonely road.

For the Teacher

Purpose: This learning module incorporates blended learning where students interact face-to-face as well as in the online forum. It also involves a writing project where students give and receive feedback using a structured rubric.

The initial update aims to engage students in this unit through listening to and responding to a great narrative. It also focuses students on what makes an effective narrative and extends their thinking about what makes a great opening. They are active knowledge makers as they add examples of other great narratives to the discussion forum. They also start writing short descriptions.

Resource:

"The Devil's Own" By Simon-Peter Norman (year 6 student) in Brain storms: Superior stories for superior kids. PETA, Newtown, 2006.

Timetable for Narrative:

Day Updates Scholar
Day 1: Monday
  1. Great Narratives
  2. The Structure of Narratives
  3. Planning your Narrative Writing Project

Start project - students will receive a "Work Request" in their Notifications.

Students start plan with dot points in Version 1.

Day 2: Tuesday
  1. Characters in Narratives
Students start writing by elaborating on dot points. Save as Version 2.
Day 3: Thursday
  1. Narrative Techniques and Language
Students continue working on drafts.
Day 4: Friday Peer Review and Revision Phases

Students submit draft before lesson.

Students receive a "Feedback Request" and complete one peer review.

Students revise and submit revision.

Following Week Publication Phase: Teacher publishes works to community and students' personal profiles. Students read other students' works and comment.

Teaching Tips:

  • Engage students through a prediction using the title of The Devil's Own. "The Devil's Own" suggests evil or something serious or difficult.
  • After reading the narrative, students discuss their reactions - prompt students to discuss their emotional reaction to the story (identification, empathy, antipathy). Then they should focus on what makes this narrative a good/great one. They move from a Think-Pair-Share to a Think-Pair-Square so they report on their discussion. Key ideas can then be shared with the whole class by recording one idea in the comment box in Scholar. One finding may be that the narrative does evoke a strong emotional reaction and this adds to its success.

  • As students discuss, rove and where appropriate, prompt students to focus on how the author hooks the reader, variety in sentences and interesting language (wow words).

Finding a Great Opening Paragraph

  • Students can then look for their own great narratives. Prepare a collection beforehand so students select quickly or they may also use the book they are currently reading. They can discuss why they think it is a great narrative with their partner before recording the title and explaining why it is a good narrative in Scholar.
  • Model what to write by posting an example:​

    Bushfire by Siobhan Williams (year 6). This is a great narrative as the author creates a tense atmoshphere, making the reader feel anxious about whether the animal will survive a bushfire.

Quick Write

  • Use post it notes to brainstorm what students see and hear in the image before they start writing. These can be stuck on desk/sheet of paper/books and shared with partner.

Commenting on a Comment

  • When students are commenting on each other's comments, remind them to enter the @ symbol and the names of students who they can respond to will come up. They then select one name.

2. The Structure of Narratives

For the Student

Learning Intention: To revise how narratives are structured and understand how to write great orientations.

Success Criteria:

  • Identify the structure of a narrative on a handout.
  • Write 2 orientations.
  • 2 comments on other students' orientations.
Fig. 2: Narrative Structure
Orientation Introduces who, where and when and hooks the reader.
Complication A problem - there can be more than one complication.
Resolution The problem is solved.
Coda The moral, lesson or message of the story.

 Look at the story of "The Devil's Own" by Simon-Peter Norman again. In the margins of the handout, write down what part of the narrative it is. You can work with a partner.

Now look at the orientation again where the writer introduces the main character and the setting.

His footsteps echoed as he walked quickly down the lonely road.

Let's try some orientations that follow this pattern.

  • My eyes blurred as I tried to make out the words on the billboard.
  • A horn sounded loudly as the fugitive dodged between the traffic.
  • The harsh cold air stung my face as I stepped out of the shadows.

Comment:

1. QUICK WRITEWrite an orientation using this pattern. Make sure you include 1-2 interesting "wow" words. Read other students' orientations and comment on one that you like.

2. QUICK WRITE: Write down the title and opening sentences/orientation of the book you wrote about in Update 1. Underneath, create your own sentences, following the same pattern as the book. Read other students' sentences/orientations and comment on one that you like.

For the Teacher

Purpose: Here students identify the structure of the narrative of the text they read in the initial activity as a model for their own narratives. Students also start writing orientations using The Devil's Own or orientations from their favourite books as models.They can use these when they start their writing projects in the next update. By sharing these in the Community discussion forum, they are seeing other student models of orientations which they can use to improve their own.

Teaching Tips: 

  • Students can work in pairs to annotate the handout, identifying the structure in the margins.
  • Print 2 copies of the handout per student before the lesson. One copy will be used for this update and in update 5. 
  • Model what to write by posting an example:​

    Bushfire by Siobhan Williams (year 6). The sky was dark, even though it was still daytime.

    The child felt sad, even though it was still his birthday. 

The Devil's Own

 

3. Planning your Narrative Writing Project

For the Student

Learning Intention: To brainstorm and record ideas for my own narrative.

Success Criteria:

  • Brainstorm ideas that you could write about in your narrative.
  • Read and build on what other students write.
  • Start your Scholar writing project.
  • Add ideas to your plan in Creator.

Brainstorming ideas

Look at the images below. What ideas do you think of as you look at the images? Talk to your partner.

Fig.3: What do you see? What do you hear? What do you think? What do you feel?

Comment: Record any ideas here. Keep adding ideas until you run out. Look at what other students write as this may help you to think of more ideas. Add possible ideas for:

  • orientation - who (characters) and where (setting)
  • complications - problems faced by the characters
  • resolutions - how will things turn out
  • coda - what will they learn or what will the message of the story be.

For the Teacher

Purpose: To firstly generate possible ideas and then select ideas to include in a plan when students start their writing projects in Scholar.

Teaching Tips:

  • Start the writing project before the lesson. Students can then log into Scholar and click on the "Work Request" in their Notifications. This will take them to Creator to start their work.
  • They should add a brainstorm of ideas in response to the stimulus under the headings of Orientation, Complication, Resolution and Coda.
  • Students should save this plan as a new version. Then they can expand on their dot points in the next version.
  • When students start their projects, get them to look around the Toolbar, especially "About this Work" and also the rubric in "Feedback".

4. Characters in Narratives

For the Student

Learning Intention: To understand that characters can be described by "showing" not "telling".

Success Criteria:

  • Discuss "The Devil's Own" Y-Chart.
  • Complete and share own Y-Chart.
  • Add ideas to draft.
  • Quick Write.
  • Comment on another student's paragraph.

Now that you have some ideas to write about, think about your main character. Characters in narratives can be complex having a range of characteristics or simple with 1 or 2 strong characteristics. Sometimes they change as a result of events or remain unchanging. Let's look at "The Devil's Own" first. The author of "The Devil's Own" does not describe Jamie except to tell us that he is an older boy/teenager. He "shows" rather then "tells" us so we can work out his characteristics through his actions. 

Fig. 4: Jamie in The Devil's Own

With a partner, look over "The Devil's Own" again. Identify the sentences that show the reader what the character is like. Then discuss:

  • Is Jamie a complex or simple character?
  • How does he react to events in the narrative?
  • What are his 2 strongest characteristics?
  • Does Jamie change as a result of the events or remain unchanging?

 Now complete a Y-chart for the main character in your narrative. You can draw the Y-Chart or use this attachment. Also think about whether your character will be complex or simple, changed or unchanged.

Smart Art Y-Chart

Show it to your partner and tell them about your character. They may give you more ideas. Then listen as they show you their Y-chart. Give them any ideas you can think of.

Add ideas to your draft in Creator in Scholar. 

Comment: QUICK WRITE: Use your Y-Chart to write a short description (2-3 sentences) of your main character. Use action verbs to "show" rather then "tell" how the character reacts to events, situation and other characters in the narrative.. Read other students' paragraphs and comment on one that you think is good, explaining why.

For the Teacher

Purpose: In this update students understand that characters may be complex or simple, changed or unchanged. They apply this knowledge in developing a Y-Chart for the character in their narrative and writing a short paragraph. 

Further, the activities provide scaffolding to further develop their narratives and to write a short excerpt that may be included in their drafts. Seeing the paragraphs of other students will also support and extend their thinking.

Teaching Tips:

1. Developing a Character

  • Encourage students to refer to the text as they discuss the Y-Chart on the model text.
  • Print the Y-Charts beforehand if you prefer a hard copy. This might be useful as students can then refer to the paper version when working on their drafts in Creator. The electronic version is included on the student side for students to download and complete.
Smart Art Y-Chart - Print Version
  • Rove as students discuss each other's Y-Charts and prompt them to consider whether their character will change as a result of the events or remain unchanged.
  • Encourage students to add their Quick Write paragraphs to their drafts in Creator.

2. Showing NOT Telling

  • Verbs are more powerful than adjectives in description plus they "show" rather then "tell" information about a character.
  • Here are some examples: moved-wriggled; walked-waddled; called-bellowed; beat-pounded; shine-shimmer; run-scurry; jumps-lunges; grab-snatch. What would the verbs tell us about the characters?
  • Identify action verbs in the text such as reeled back, pounded,  peered, stumbled,  etc - let students make other suggestions. Reuse page 1 of handouts.
  • Focusing on showing not telling requires the reader to infer character traits so this is also a useful activity to practise the inferring comprehension strategy.
  • Students are then given time to work on their character descriptions and use more interesting verbs. Provide support to students who need it.

5. Narrative Techniques and Language

For the Student

Learning Intention: To understand how narrative techniques can improve my writing.

Success Criteria:

  • Identify rules for dialogue.
  • Include dialogue in my narrative.
  • Identify types of sentences.
  • Include varied sentences in my narrative.

Also watch this video to learn 6 ways to start your sentences. You can write complex sentences if you start your sentences with "ing", "ed" and "ly" words.

Media embedded January 2, 2018

Comment: QUICK WRITE: Share a "Wow" sentence from your narrative here. Read other students' sentences and comment on any that you think are good. 

Fig. 5: Dialogue can describe character, show action and make your narrative more interesting.

 

For the Teacher

Purpose: As students work on their narratives, they learn more about narrative techniques, including description, dialogue and writing varied sentences.

Teaching Tips:

1. Dialogue

  • Dialogue is only included at 2 points in "The Devil's Own". Yet those 2 short paragraphs show a lot about Jamie's character. The first one shows him being logical and being able to think under pressure. The final comment by his father indicates that Jamie's fears are justified and shows that Jamie can laugh at his own fears. In this way dialogue can show character and  advance the sequence of events. Dialogue can also be used for description.
  • Ask students to look at the paragraphs of dialogue in the handout and work out the punctuation rules - capital letters, speech marks, full stops, commas and question marks, and new lines/paragraphs. Refer them to other novels to check punctuation for dialogue further when they are writing their narratives.
  • Students are then given time to work on their narratives and include dialogue for description and to show characterisation.

2. Sentences 

  • Firstly look at the sentence variety - lots of long and short sentences. Long sentences add information and offer explanations while the short sentences build fear and suspense (mood and atmosphere).
  • Then look at how the author achieves variety through use of conjunctions (highlighted in yellow) and "ing" words (participles) (highlighted in green).
  • Note "ing" words are also turned into adjectives - highlighted in pink. In this way the author is doing more showing rather than telling!
  • Work through the activities on conjunctions, relative pronouns and participles in the "Sentences" handout (pp 1-3). Note how the writer users a mixture of simple, compound and complex sentences.
  • Students are then given time to work on their narratives and vary sentences. Provide support to students who need it.

3. Varying Sentence Openings

The videoclip also shows other ways to write more varied sentence openings. After watching it, students can make changes to their narratives.  

Grammar in The Devil's Own
The Devil's Own Highlighted Text

 

6. You're Published!

For the Student

Learning Intention: To identify what is successful narrative writing.

Success Criteria:

  • Read 2-3 published narratives.
  • Comment.

Congratulations - your narrative has been published to your profile in Scholar and to our community.

Comment: Read two - three other people’s published narrative texts. Write a comment about the most interesting thing you learned from reading them.  Also comment about one thing you have learned about writing narratives. 

Fig. 6: Engaged!

 

For the Teacher

Purpose: This reflection activity promotes student metacognition about what makes quality writing by reading and reflecting on other students’ writing.

Teaching Tips:

Refer to the Analytics to see how students have performed.

7. Great Persuasive Texts

For the Student

Learning Intention: To understand what makes a great persuasive text.

Success Criteria:

  • Read, annotate and discuss a persuasive text.

  • Write a three sentence paragraph.

  • Read and comment on 1-2 others.

Read the following persuasive text on "Teaching is the best job in the world". 

After reading it, go back to your group and discuss whether you agree with the opinions of the author. Explain why/why not.

TEXT ANNOTATION STRATEGY

Read the persuasive text again and annotate it. You may have to read it a couple of times and don’t worry if you don’t annotate every single thing! Do this by yourself first and then share your annotations with your partner or in your group.

 Symbol  Your Annotations
? In the margins record a question mark (?) for any questions you have about vocabulary or anything you didn't understand or want the author to add more information.
Underline Underline aspects of the writing style. This could be an interesting word or line/phrase/sentence that you think is well written or makes you think. Put a double line under what you think is the most persuasive sentence in the story.
R In the margins, record an R for reasons the author gives to support her opinion. You can record as many Rs as you like.
E In the margins, record an E for examples or evidence that you think is good and supports the opinions of the author. You can record as many Es as you like.
Circle Circle any words that connect paragraphs and ideas in sentences (Transition words and conjunctions).

Comment: Write another paragraph about why teaching is the best job in the world. The paragraph should have at least 3 sentences - a point sentence (reason), an example and a concluding sentence. Read other students' paragraphs and comment on one that you think is well written, explaining why.

Fig. 7: Pilot? Health Worker, Nurse of Doctor? Web Designer? Author? Which job is the best job in the world?

For the Teacher

 Purpose: This update has 2 main purposes. One is to revise students' prior learning about narratives and connect this knowledge to writing persuasive texts. The other is to introduce a model of a persuasive text so that students respond, discuss and identify key features.

Timetable for Persuasive Text Project:

Day Updates Scholar
Day 1: Monday
  1. Great Persuasive Texts
  2. The Structure of Persuasive Texts
  3. Planning your Persuasive Writing Project

Start project - students will receive a "Work Request" in their Notifications.

Students start plan with dot points in Version 1.

Day 2: Tuesday
  1. Persuasive Techniques and Language

Students start writing by elaborating on dot points. Save as Version 2.

If time, start one section of Persuasive Techniques.

Day 3: Wednesday
  1. Persuasive Techniques and Language (con't)

Students continue working on drafts.

Complete last section of Persuasive Techniques.

Day 4: Thursday Peer Review and Revision Phases

Students submit draft before lesson.

Students receive a"Feedback Request" and complete one peer review.

Students revise and submit revision.

After Writing Camp

Publication Phase

11. You're Published Again

12. Narrative and Persuasive Writing Venn Diagram

13. Final Reflections

Teacher publishes works to community and students' personal profiles.

Students read other students' works and comment.

Final Reflections.

Teaching Tips:

  • Persuasive texts are opinions and arguments. Draw students' attention to the fact that opinions and arguments may be expressed in magazine and newspaper articles, online in websites, advertisements, speeches, posters, narratives, editorials, and letters to the editor etc.
  • Print a hard copy of the text so students can annotate it. The handout will also be used in Update 8 (Structure of Persuasive Texts) and again in Update 10 (Persuasive Techniques).
  • When students add a paragraph to the comment box about why teaching is the best job in the world, provide suggestions to those who need it such as: teachers collaborate with other teachers, students, families and the community OR great holidays OR teachers are always learning new things OR teachers make lots of friends OR teachers have lots of scope to be creative.
  • Guide students to look at the mentor text and follow the structure of the fourth paragraph beginning with "In addition........."
Mentor Text: Teaching is the Best Job in the World

8. The Structure of Persuasive Texts

For the Student

Learning Intention: To understand the structure of persuasive texts and how to write a paragraph that presents an opinion supported by reasons and examples.

Success Criteria:

  • Annotate the PEC structure of a persuasive text.
  • Analyse a paragraph from a persuasive text.
  • Write your own paragraph.
  • Read and comment on 1-2 students' paragraphs.

1. How to structure of persuasive texts

A text is organised into paragraphs. The length of a paragraph ranges from one sentence to many sentences (e.g. 3-10). Note the PEC structure.

Paragraph 1

P

Point

Clearly states the opinion of the writer

Includes at least 3 main reasons and one opposing reason

Paragraphs 2-5

(at least 3 and one with an opposing opinion)

E

Evidence

Examples

P Sentence:

States the opinion of the writer so the reader knows what this paragraph is mainly about

States the main reason to support the author’s opinion (In the paragraph above, the author starts with a question to hook the reader followed by the point sentence)

E Sentences:

Provide examples or evidence to support the point sentence. Reasons may followed by other examples and evidence such as facts, statistics, quotations, graphics (charts, tables) and multimedia (images, videoclips)

C Sentence:

Restates the author's opinion.

Paragraph 6 C Conclusion

Summarises the main points/reasons

Has a strong concluding statement (e.g., comment on why the topic is important, ask a question, comment on the future, or have a call for action)

    Words such as because, as, and since can be used to combine opinions with reasons in a sentence. Phases such as for example, for instance, in order to, in fact, in addition, consequently and specifically also link opinions and reasons with examples/evidence.

Look at "Teaching is the Best Job in the World". In the margins, write P for the Point Paragraph, E for the E Paragraphs and C for the C paragraphs. Write an O for the E paragraph that has an opposing opinion. Check to see that each paragraph is doing its job!

2. How to write an E paragraph

Now let's look at the second paragraph more closely. This paragraph is an E paragraph.

Do you remember a teacher who helped you personally and praised you when you learnt something? Teaching is a great job because teachers see their students develop! They see students learn! They see students grow! They see students feel good about what they have achieved! For example, in all subjects, science, math, English, music or history, teachers help students gain new knowledge and skills in writing, speaking, thinking, reasoning, researching, collaborating, performing and many more. Consequently, teachers see their students grow in confidence, developing their talents as well as their skills and understanding. Undoubtedly, teachers must see students’ growth and development every day!

With a partner, discuss the following questions:

  • What is the writer’s opinion?
  • What is the main reason to support the writer’s opinion?
  • What are some examples that the writer provides?
  • What transition words and conjunctions does the writer use?

Comment: What do you think is the best job in the world? Is it a chocolate taster, a water slide or video game tester, sports player, chef, actor or perhaps a wildlife or zookeeper, doctor or architect? What makes it the best? Write a paragraph that includes a point (opinion and reason), an example/evidence to support your opinion, and a concluding sentence. Comment on at least one other student’s comment. Do you agree or disagree? Provide a reason for your opinion.

Fig. 8: What about a park ranger or a fashion designer? Solar powered energy and construction industries would also have interesting jobs.

For the Teacher

Purpose: In this activity identify the structure of persuasive texts and analyse a paragraph. There is also an optional survey/quiz to revise structure further.

Using a single paragraph is useful to focus students’ attention on the links among opinions, reasoning and evidence. The conjunctions that create the relationship between opinion and reasons are also identified in this activity.

The comment enables students to practise writing a paragraph that they can include in their writing project.

Teaching Tips:

  • Students should already know the structure of a persuasive text (Point (reason), Evidence/Examples, Conclusion).
  • The survey is also useful revision. However, it is an optional activity. The focus here is not on the score but on student understanding.

9. Planning your Persuasive Writing Project

For the Student

Learning Intention: To brainstorm and record ideas for my own persuasive text.

Success Criteria:

  • Brainstorm ideas that you could write about in your persuasive text.
  • Read what other students write.
  • Start your Scholar writing project.
  • Add ideas to your draft in Creator.

Brainstorming ideas

Look at the images below. What ideas do you think of as you look at the images and images in earlier updates? Talk to your partner.

Comment: Record any ideas here. Keep adding ideas until you run out. Look at what other students write as this may help you to think of more ideas. Add ideas for:

  • Points (opinion/s and reasons)
  • Examples and Evidence
  • Conclusion
Fig. 9: Do Food and Hospitality, Sports, Theatre and Science (robotics) provide the best jobs?

For the Teacher

Purpose: To firstly brainstorm possible ideas and then select ideas to include in a plan when students start their persuasive writing projects in Scholar.

Teaching Tips:

  • Start the writing project before the lesson. Students can then log into Scholar and click on the "Work Request" in their Notifications. This will take them to Creator to start their work.
  • They should add a brainstorm of ideas in response to the stimulus. For each argument they should follow a PEC structure Point/Examples and Evidence/Conclusion.
  • Students should save this plan as a new version. Then they can expand on their dot points in the next version.
  • When students start their projects, get them to look around the Toolbar, especially "About this Work" and also the rubric in "Feedback".
Persuasive Text Rubric

10. Persuasive Techniques and Language

For the Student

Learning Intention: To understand persuasive techniques that can make my opinion more persuasive.

Success Criteria:

  • Watch some videoclips about persuasive techniques.
  • Identify persuasive techniques in a text.
  • Incorporate at least 3 persuasive techniques in my writing project.
  • Share an example of a persuasive technique in the comment box and comment on another student's comment

We are going to investigate what rhetorical techniques are used in this paragraph from "Teaching is the Best Job in the World"

Do you remember a teacher who helped you personally and praised you when you learnt something? Teaching is a great job because teachers see their students develop! They see students learn! They see students grow! They see students feel good about what they have achieved! For example, in all subjects, science, math, English, music or history, teachers help students gain new knowledge and skills in writing, speaking, thinking, reasoning, researching, collaborating, performing and many more. Consequently, teachers see their students grow in confidence, developing their talents as well as their skills and understanding. Undoubtedly, teachers must see students’ growth and development every day!

1. Watch the video about rhetorical questions. Then look at the paragraph and identify the rhetorical question. There are also some rhetorical questions in the opening paragraph. Then add at least one rhetorical question to your writing project.

Media embedded February 14, 2018

2. Repetition is a way that you can emphasise a point. Repetition is a word or a phrase used 2 or more times close together. Here are some examples:

  • Learning new things is fun, fun, fun!
  • A good teacher is friendly. A good teacher is strict. A good teacher helps you to learn.

Identify the repetition in the paragraph from "Teaching is the Best Job in the World" and then add repetition to your writing project to emphasise an important point. If you want to find out more, here is a short videoclip about repetition.

Media embedded March 21, 2018

3. Another rhetorical technique is modality. This is how you show whether you are certain or unsure about your opinion. To be really persuasive, you need to show certainty and that you really believe in your opinion. Look at the 2 lists below. Which list shows high modality (certainty) and which list shows low modality (uncertainty ).

may

could

might

sometimes

perhaps

maybe

probably

possibly

occasionally

rarely

must

would

will

can

should

always

without a doubt

positively

certainly

definitely

Fig.10: High and Low Modality

 ​4. Extension (optional): There are many other persuasive techniques such as exaggeration, emotive language, triples, anecdotes, speaking directly to the reader and using the imperative. Watch this short video if you want to find out more.

Media embedded March 21, 2018

Comment: Share one or two sentences with a persuasive technique that you have now included in your writing project. Read other students' comment and comment on one that you think is good.

For the Teacher

Purpose: Once students have decided on the focus of their writing project and started writing, they can work on refining and improving their paragraphs by focusing on persuasive techniques.

Teaching Tips:

  • Some students will be able to work independently through the activities. Others can work in a group with the teacher guiding them. They move back and forth between the update and their writing projects so that by the end, they have at least three persuasive techniques in their writing projects.
  • The paragraph is included in the handout from Update 7.

11. You're Published Again!

For the Student

Learning Intention: To identify what is successful persuasive writing.

Success Criteria:

  • Read 2-3 published arguments.
  • Comment.

Congratulations - your persuasive text has been published to your profile in Scholar and to our community.

Comment: Read two - three other people’s published persuasive texts. Write a comment about the most interesting thing you learned from reading them. Also comment about one thing you have learned about writing arguments.

Fig. 11: Yes you have persuaded me!

 

For the Teacher

Purpose: This reflection activity promotes student metacognition about what makes quality writing by reading and reflecting on other students’ writing.

Teaching Tips:

Refer to the Analytics to see how students have performed.

12. Narrative and Persuasive Writing Venn Diagram

For the Student

Learning Intention: To understand how narratives and persuasive texts are the same and different and to reflect on your learning.

Success Criteria:

  • Complete a Venn Diagram.
  • Comments.

Firstly, let's revise what makes a great narrative. Discuss this in a group of 3 of 4 and build on each other's ideas as you record your ideas in the first circle of a Venn Diagram. Think about what you learnt from reading and writing narratives.

Now record all your ideas about what makes it a great persuasive text in the third circle of the Venn Diagram.

Then in the centre circle, record what is the same in a narrative and a persuasive text.

Comment: Write a comment explaining one way that narrative and persuasive writing are the same and one way they are different. Read other students' comments and comment on one that you think is interesting or included an idea that you had not thought of.

Fig. 12: Venn Diagram

 

For the Teacher

Purpose: This update enables students to think critically about what they have learnt about narrative and persuasive texts, and how they are the same and different. This supports them to transfer learning from one set of learning activities to another set of learning activities.

Teaching Tips:

  • Students work in groups to complete the Venn Diagram.
  • Print a hard copy of the blank Venn Diagram for students to complete in their groups. They can add more ideas to it at any time.
  • The activity could also be completed after the set of activities on writing narratives and before students start the persuasive writing activities.. 
Template for Venn Diagram
Possible Responses for Venn Diagram

13. Final Reflections

For the Student

Learning Intention: To identify the most important things I have learnt in this course.

Success Criteria:

  • Discuss.
  • Comment.
  • Comment on 1-2 comments of other students.

In a group of 3-4, use the 6 Hats Thinking framework to reflect on the course.

  Think about Your Reflections
White Hat What information or knowledge helped you in this course?  
Yellow Hat What were the activities that you enjoyed the most?  
Black Hat What were the difficulties or hard things that you faced in this course?  
Red Hat How did you feel when you were doing this course?  
Green Hat What improvements would you make to this course?  
Blue Hat Why is it important to reflect on your learning?  

Then discuss your ideas in a group of 3 or 4. 

Comment: Share ideas from your group's discussion. Keep adding ideas until you can't think of any more. Read what other students write and try not to repeat any that are already recorded.

Fig 12: Six Hats Thinking

Share one idea from your discussion. Try not to repeat what another student in your group writes. Then comment on 1-2 comments of other students, explaining similarities and differences in your ideas.

For the Teacher

 Purpose: As well as focusing on student metacognition of their learning, this activity will also provide useful feedback to the teacher on what the students valued most.

Teaching Tips:

  • Rove as students discuss each thinking hat, prompting them to consider different aspects of the course as they might tend to focus on most recent activities.
  • After the discussion, they record ideas in the community forum. encourage them to read what other students' write before adding more comments. The comments will provide a useful record.

Acknowledgements

Title (Source); Fig. 1: (Source); Fig. 3: Map (Source); Footprints (Source); Boy (Source); Girls Hiding (Source); Friends (Source); Fig. 4: Y-Chart by Rita van Haren; Fig. 5: Dialogue (Source);  Fig.6: Engaged (Source); Fig. 7a: Aeroplane (Source); Fig. 7b: Health Worker (Source); Fig. 7c: Web Designer (Source); Fig. 7d: Author (Source); Fig. 8a: Park Ranger (Source); Fig. 8b: Fashion Designer (Source); Fig. 8c: Construction Industry (Source); Fig. 8d: Solar Energy (Source); Fig. 9a: A Career in the Food Industry (Source); Fig. 9b: A Career in Sports (Source); Fig. 9c: A Career in Theatre (Source); Fig. 9d: A Career in Science - Robotics (Source);  Fig. 10: Low and high modality (Source); Fig. 11: Persuaded (Source); Fig.12: Venn Diagram by Rita van Haren; 13: Six Thinking Hats (Source).