Learning Intention: To understand how to use reasons and examples (evidence) to persuade someone of your opinion.

Success Criteria:

• Listen to a video.
• Brainstorm ideas for your persuasive text.
• Write 2 sentences that include a reason and an example.
• Comment on other students' comments (as many as possible).
• Start your Scholar writing project.
• Add ideas to your draft in Creator.

Molly Steer is only 9 but she can persuade you to stop using single-use plastic drinking straws. Listen to her TED talk in Cairns in 2017.

Here is Molly's opinion. Note there is a reason (because they hurt marine animals) followed by an example (plastic straw in turtle's nose). An example is EVIDENCE to back up your opinion.

Plastic drinking straws should be banned because they hurt marine animals. For example, a plastic straw has been found in a turtle's nose and it was very painful to remove it.

Let's make a class list of things that you think should be banned. 

Comment: QUICK WRITE: Choose one of the topics and write 2 sentences. Include a reason and an example. Use Molly's sentence as a model for your sentence.

Then read other students' sentences and comment on as many as you can by providing other reasons and/or examples. Start with "Another reason is......" or "Another example is......"

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:

• Read and discuss a persuasive mentor text.
• Annotate the PEC structure of a persuasive text.
• Analyse a paragraph of a persuasive text.
• Comment on what you know about persuasive texts.

Let's read "Plastic Straws Suck". Then in a Think-Pair-Share, discuss:

• What is the author's opinion?
• Do you agree with the author?
• Why/Why not?
• Is the text persuasive?

Look at "Plastic Straws Suck" again. Let's annotate it. In the margins, write P for the Point Paragraph, E 1, E2, E3 and EO (opposing opinion) for the Evidence/Example Paragraphs and C for the Conclusion paragraph. 

Now look at all the connectives at the beginning of the paragraphs and also in the middle of paragraphs. Put a circle around them all - they have been italicised so they are easy to find.

Check to see that each paragraph is doing its job!

Does the P paragraph:

• clearly state the opinion of the writer?
• include at least 3 main reasons and one opposing reason?

Do the E1, E2, E3 and EO paragraphs present arguments with reasons and examples?

Does the C paragraph:

• summarise the main points/reason?
• have 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)?

2. How to write an E paragraph

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

Another reason for banning plastic straws is because it would protect wildlife such as seals, dolphins, fish, sharks, turtles, and birds that die each year because of plastic in the ocean. For example, plastic straws have been found in the noses of turtles, causing terrible pain and sometimes death to these poor, hungry, harmless animals. Say no to plastic straws.

With a partner, discuss the following questions:

• What words in the first sentence tell you the main reason to support the writer’s opinion?
• What words in the first sentence tell you the writer’s opinion?
• What is one example that the writer provides?
• What transition words and conjunctions does the writer use to connect ideas in this paragraph?

Comment: What do you think is important to include in persuasive texts? Write down as many ideas as you can in the time limit. Add a new comment for every new idea. Let's see how much our community already knows about writing persuasive texts. Read other students' comments and comment on ones that you think are very important. You can write, "I agree!"

Fig 2: Ocean pollution: Can you see the plastic straws?

Learning Intention: To understand language choices 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.
• Comment.

We are going to investigate what persuasive techniques are used in "Plastic Straws Suck" to get the author's points across to the reader.

1. Watch the video about rhetorical questions. Then look at the first paragraph in "Plastic Straws Suck" and identify the rhetorical question. Then add at least one rhetorical question to your writing project (if you don't already have one).

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 or following a pattern such as the sentence at the end of each E paragraph. Find the examples in the mentor text, "Plastic Straws Suck". 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. Triples are a great example of repetition. Can you find the triples in the text?

3. Another persuasive 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 ).

Fig.3.1: High and Low Modality

 ​4. Yet another persuasive technique is where you speak directly to your reader and use a direct verb (also called the imperative). There are many examples in "Plastic Straws Suck". One example is "Say no to plastic straws". 

Place a double line under all the examples of speaking directly to the reader that you find. (Hint: look at the end of  the C paragraph). 

5. Exclamations: "Ban plastic straws for the environment!" uses an exclamation point which is another persuasive technique. There are two other uses of exclamation points. Can you find them? Put a hash symbol (#) in the margin next to them. Add an exclamation to your persuasive text.

6. Using emotional language or feeling words is also a powerful persuasive technique. Speakers and writers wanting to persuade us to agree with them often try to engage our emotions. They can do this by including words that carry emotional weight. This can be persuasive because it encourages the reader to respond on an emotional level, rather than just  considering the facts.

Fig. 3.2: Emotive Words

Look at paragraphs E2 and E3 and highlight all the emotional language/feeling words.

7. Anecdotes: Here is an anecdote which is an example of a type of evidence. Like emotional/feeling words, they are persuasive because the reader responds at a more personal level.

When I was in kindergarten, I loved packing a juice box in my school lunch. I didn’t know that the straws and the wrappers would become such a litter problem.

 Watch this short video if you want to find out more.

Comment: What is your favourite persuasive device? Give an example of that persuasive device. Read other students' comments and comment on 1-2 that you think are good. You can write, "That is an excellent idea!"

Learning Intention: To explore ideas for my own narrative.

Success Criteria:

• Listen to a reading of a narrative.
• Think-Pair-Share discussion with a partner.
• Create a five word narrative.
• Comment on 1-2 other students' comments.

First let's see  the setting of the narrative by looking at a map of the world here and on the mentor text.

1. After listening to a reading of A New Record, with a partner discuss what you think makes it a great narrative. Let's record our ideas on a Venn Diagram.

2. Now record how narratives and persuasive texts are the same and different.

3. A New Record is inspired by a real event and based on a five word narrative:

Nervous. Rhythm. Fog. Tanker. Safe.

This narrative has a setting, a main character and action.

Inspired by True Events

Think of some other real events that you know about. Here are some real events with five word narratives that you could use or you can make up one based on your life or someone you know: 

Hanging out with Smudge at Antarctica - Census. Smudge. Inseparable friends. Chicks.

First for top dog handler - Sheepdog trials. Tension. Female Winner.

Iceberg the size of a small country on collision course with South Georgia Island - Summer. Iceberg watching. Threat. Safety.

Aussie dogs to train as pandemic sniffer force at airports, train stations and hospitals - Puppy. Training. Escape. Saving lives.

Dog becomes essential worker during pandemic - Adopted. Deliveries. Essential worker. Hero.

Melbourne girl is on the run to Canberra for a good cause - Running everywhere. Sister. Big run.

Dream job of Lego master builder - Childhood dream. Career. Playing. Secret.

Here are some based on real life:

Playing. Accident. First Aid.Trouble.
Lost. Frightened. Hungry. Rescue. Exhaustion.
Carnival. Nervous. Belly Flop. Medal.
Flight. Masks. Delay. Storm. Safety.
Puppy. Broken paw. Vet. Training.

With a partner, discuss one of the five word narratives. Can you guess some of the information that is missing? Where is the setting? Who are the characters? What will the action be?

Comment: Now write your own five word narrative that is inspired by a real event. It must be exactly five words. You can use some of the words in the examples above or make up your own. Post it to Community. Then comment on 1-2 other students' 5 word narratives by asking them questions about their narratives. Respond to students who ask you questions.

After you have recorded ideas in the comment box, click on your  "Work Request" in your Notifications in CGScholar. This will take you to Creator where you can start your narrative writing project.

Fig. 4: Chloe McCardel

Learning Intention: To understand how to write great orientations.

Success Criteria:

• Revise the structure of a narrative.
• Write a great hook.
• Describe a character by showing not telling.

Fig.5: 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 A New Record again. In the margins of the handout, write down what part of the narrative it is. Note that there are at least 3 complications. You can work with a partner.

Then note the connectives that the writer uses to connect the paragraphs in the story. Circle them - there are 11  (hint: they are underlined. Many of them have commas (but not all).

The Hook

Now look at the first sentence in the orientation again. It covers who and gives a hint of what.

Standing on the beach, looking out at the pitch-black water, I panicked.

Think-Pair-Share:

• Does this first sentence hook the reader? Why/Why not?
• Is is a good opening sentence? Why/Why not?
• Look at the opening sentence in the novel you are reading now. Is it a good opening sentence? Why/Why not?

Showing, Not Telling

Look at the description of the narrator in the opening two paragraphs.

Standing on the beach, looking out at the pitch-black water of the English Channel, I panicked. What was I doing here? Hadn’t I done enough to prove myself? What if I didn’t make it this time?

I was fatigued after four swims in the last 16 days. I waved nervously to my support crew in the pilot boat. Despite all the training and planning, they were just as anxious as I was about the ten-hour journey ahead. As the clock counted down, I tried to stay focused with my eyes fixed on the water.

What do you learn about the main character in these paragraphs? Let's make a list of all the words that you think of to describe her after reading these paragraphs.

Comment: QUICK WRITE: Look at your 'Five Word' story. How will you start it? Write it here. Introduce your main character by showing, not telling. Make sure you include 1-2 interesting "wow" words. Read other students' orientations and comment on 1-2 that you like, explaining why.

Learning Intention: To understand how to write a great narrative.

Success Criteria:

• Identify narrative techniques such as dialogue and description (similes, triples, action verbs and wow words).
• Identify language features such as connectives, conjunctions, and punctuation for dialogue.
• Comment and comment on other students' comments.

Comment: What is your favourite narrative technique? Give an example of that narrative technique. Read other students' comments and comment on 1-2 that you think are good. You can write, "That is an excellent idea!"

Revision

You can watch the videos to revise similes and metaphors if you would like to.

Fig. 6: Examples of similes

More examples of Similes

• I slept like a log last night.
• My little sister swims like a fish.
• My hands are as cold as ice.
• This blade of grass is as sharp as a razor.
• The winner of the race strutted like a rooster.
• The dancer fluttered like a butterfly.
• I feel as sick as a dog.
• It's as easy as ABC.
• The toddler wriggled like a worm when his mother picked him up.
• The old man with the walking stick shuffled like a penguin.
• The exhausted boy walked home, plodding like a tortoise.
• When the girl kissed me, my face was as red as a tomato.

Think-Pair-Share: Which simile is your favourite? What picture can you imagine?

Learning Intention: To reflect on what you have learnt about persuasive and narrative writing.

Success Criteria:

• Comment on what you have learnt.
• Read 2-3 published works.

Comment: What have you learnt about writing persuasive and narrative texts? Keep adding comments until you run out of ideas. Then read other people’s published persuasive and narrative texts. Comment on 1-2 that you like, explaining why.

Fig. 6: At writing camp we help and learn from each other