Students in years 3 and 4 learn about persuasive writing and how to use persuasive devices to support their opinions. They use a rubric to write with and then participate in peer review and the publication process. They analyse the similarities and differences between persuasive and information texts and then transform their persuasive text into an information text. This then goes through the peer review and publication process.
Opinion, Persuasive Techniques, Information, Facts, Evidence, Peer Review
Australian Curriculum Achievement Standards Productive Modes (speaking, writing and creating)
YEAR 3
Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.
Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.
YEAR 4
Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.
English Textual Concepts STAGE 2 : Years 3-4
ARGUMENT
Students understand that opinions should be supported by information and ideas presented in a structured way. They learn that
GENRE
Students understand that types of texts arise from similarity of purpose and vary according to the mode and medium of their delivery.
CODE and CONVENTION
Students appreciate that codes of communication are rules which provide access to information and ideas as well as opportunities for expression. Students learn that:
Learning Intention: To understand how to use reasons and examples (evidence) to persuade someone of your opinion.
Success Criteria:
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......"
Purpose:
This update has 2 main purposes. One is to introduce the topic of students' persuasive texts on banning something. This is done through viewing a TED talk and brainstorming possible topics. The other is to share ideas in a collaborative discussion, focusing on providing reasons and examples (evidence) on the topic they select. Students may use these in their writing projects.
Timetable for Persuasive Text Project:
Day | Updates | CGScholar |
Day 1: Tuesday |
1. Ban it! |
Students interact in Community, writing sentences and commenting on other students' comments. Start project - students will receive a "Work Request" in their Notifications. They can start project by adding their sentence,listing some dot points, changing title and adding an icon. |
Day 2: Wednesday |
2. Ban Plastic Straws Mentor Text 3. Persuasive Techniques and Language |
After analysing the mentor text, students plan by reorganising dot points based on mentor text. Students start writing by elaborating on dot points. Save as Version 2. If time, start one section of Persuasive Techniques. |
Day 3: Thursday |
3. Persuasive Techniques and Language (con't) |
Students continue working on drafts. Complete last section of Persuasive Techniques. |
Day 4: Friday | Peer Review and Revision Phases |
Students submit draft at beginning of lesson. Students receive a "Feedback Request" and complete one peer review. Assign extra reviews to individual students as extension. Students revise and submit revisions. |
Day 5: |
Peer Review and Revision Phases (con't) 4: Reflect |
Students revise and submit revisions (con't). Teacher publishes works to community and students' personal profiles. Students read other students' works and comment. Write reflections. |
Teaching Tips:
Ban it!
What do you think should be banned? Write a persuasive text where you give reasons and evidence with examples for your opinion. Include persuasive techniques and an image to make your writing even more persuasive and interesting.
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:
Let's read "Plastic Straws Suck". Then in a Think-Pair-Share, discuss:
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:
Do the E1, E2, E3 and EO paragraphs present arguments with reasons and examples?
Does the C paragraph:
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:
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!"
Purpose: In this update, students identify the structure of persuasive texts and analyse a paragraph.
Using a single paragraph is useful to focus students’ attention on the links among points, reasoning and evidence.
Teaching Tips:
Notes on the 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 Paragraph |
Clearly states the opinion of the writer Includes at least 3 main reasons and one opposing reason |
Paragraphs 2, 3 and 4 |
E1 E2 E3 |
E Paragraphs with Reasons, Examples /Evidence |
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 E Sentences: Provide examples or evidence to support the point sentence. Examples and evidence are facts, statistics, quotations, graphics (charts, tables) and multimedia (images, videoclips) C Sentence: Restates the author's opinion. |
Paragraph 5 | EO | E paragraph with an opposing opinion | Same as E1, E2 and E3 |
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) |
Connectives and Conjunctions |
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. |
Analytics
If the analytics have been set up, encourage students to check them to see how they are going and to support them to self-regulate their learning.
Learning Intention: To understand language choices that can make my opinion more persuasive.
Success Criteria:
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.
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 ).
may could might sometimes perhaps maybe probably possibly occasionally rarely |
must would will can should always without a doubt positively certainly definitely |
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 is also a powerful persuasive technique. Look at paragraph E3 and highlight all the emotional language. Extension: Note also that emotional language is not used to describe the people with disabilities in paragraph EO. Why do you think the author has decided to do this?
7. Extension (optional): Discuss persuasive techniques such as anecdotes and triples (there is a triple in the conclusion and in "poor, hungry, harmless animals"). Here is an anecdote:
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!"
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:
Learning Intention: To understand how persuasive and information texts are the same and different.
Success Criteria:
1. Think-Pair-Share: What are some of the important things you remember about persuasive writing?
2. Now listen to a new text about plastic straws.
Think-Pair-Share: What do you notice about it?
In pairs highlight the words and sentences in the information text that are the same as the words in the persuasive text.
Comment: Let's make a class list of how information texts and persuasive texts are the same and different. Keep adding ideas until we have the longest class list ever! Read other students' ideas and comment on 1-2. You could write, "I think that is important too!"
Purpose: By exploring genre, this update connects students' learning about persuasive writing to information writing.
Timetable for Information Text Project:
Day | Updates | CGScholar |
Day 1 Monday |
Information text on Banning Plastic Straws Students add comment in Community |
Start project - students will receive a "Work Request" in their Notifications. They can start project by copying and pasting their persuasive text into the new work. In the Structure Tool, they can add sections, including a reference section. |
Day 2 Tuesday |
Analysing an Information Text -Techniques and Language |
After analysing the mentor text, students work on changing their persuasive texts. |
Day 3 Wednesday |
Students continue working on drafts. |
|
Day 4 Thursday |
Peer Review and Revision Phases | |
Day 5 Friday |
Students read other students' works and comment. Write reflections. |
Students revise and submit revisions. Teacher publishes works to community and students' personal profiles. |
Teaching Tips:
In preparation, photocopy a persuasive text and information text for each pair of students. Photocopy a second information text for each student for analysing the text in the next update.
Students highlight the information text.
After commenting, have a whole class discussion, sharing ideas on a Venn Diagram.
Students can then add more comments to the discussion forum.
Start the project so students can copy their persuasive texts into the new project. They can then work on this text, changing and elaborating the text, based on the rubric and what they have learnt in this activity.
Learning Intention: To understand and use the features of an information text.
Success Criteria:
As a whole class, we will annotate the mentor information text. Remember that the mentor text is your best friend!
Now let's look at the P paragraph.
Now let's look at the E Paragraphs.
Now let's look at the C paragraph.
Let's make a list of all the verbs. Call them out and we will write them on the board. What do you notice about the tense? Is it mainly present, past or future? Are there modal verbs?
Finally, look at the reference section. You should include at least one reference. Include the author, year, title and link.
Comment: What is one change you will make to your persuasive text when you turn it into an information text? Read other students' comments and comment on 1-2. You could write, " I think that change will improve your information text!"
Purpose: Once students have started their issues information text project, they can work on refining and improving their paragraphs by focusing on the features of an information text.
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 incorporated all of the techniques in their writing projects. The rubric will also be a guide to what must be included.
Extension: Students incorporate all of the persuasive techniques.
Learning Intention: To reflect on what you have learnt about persuasive writing.
Success Criteria:
Comment: What have you learnt about writing persuasive texts? Keep adding comments until you run out of ideas. Then read two - three other people’s published persuasive texts. Comment on 1-2 that you like, explaining why.
Purpose: This reflection activity promotes student metacognition about what makes quality writing by reflecting and by reading and commenting on other students’ writing.
Teaching Tips:
Refer to the Analytics to see how students have performed.