Persuasive Language Techniques



Stage 2 English CommunicationsUnit PlanPersuasive WritingKate Leadbeater (a1630368)Year 12 English CommunicationsUnit Name: Persuasive WritingTopic: To Persuade or Communicate a Point of ViewTeacher: Miss Kate LeadbeaterUnit length: 3 weeks Lesson length and times: Students study English on Monday, Tuesday, Thursday and Friday. Each lesson is 50 minutes in lengthUnit Aims/Goals:This unit will cover Persuasive Writing and the techniques/tools needed to successfully produce a persuasive piece. After an initial introduction to the Unit, looking at what exactly persuasive writing is, we will move on to look at each of the elements of persuasive writing in detail. This includes: structure of a persuasive essay, language (how it should be used and what type of language to use), persuasive techniques, arguments, and audience. We will look at numerous examples of persuasive modes in our lessons in order to consolidate and reinforce students’ knowledge. The examples will not be limited to essay examples. Students will examine television ads, magazine ads, letters, speeches, etc. Each lesson is designed to enhance students’ skills in persuasive writing and will build towards the final assessment at the end of the unit. Some elements of this Unit will also assist students in the development of their critical reading skills as they examine and analyse the different forms of persuasive texts. It is important that students study persuasive writing as it is part of our daily lives and is a good way for them to express their opinion and also to consider other opinions or points of view. It gets students thinking about issues at a local, national, and international level, and how they feel about these issues. This is their second Unit for the year and will take place in weeks 5 to 7 of Term 1 (example LAP Plan from the SACE website included in Appendix). Their assessment is a Text Production, 1000 words in length, and achieves the purpose outlined in the SACE Subject Outline: to persuade or communicate a point of view (see assignment sheet in Appendix). They will have 3 options in what they produce: write a letter to Parliament House on a local issue and what they think should be done about it, produce a speech on something they feel strongly about that could potentially be delivered to an audience of their choice, produce a newspaper opinion piece. Their assignment will be due in Friday, week 7. Class context:This Year 12 English class can be considered a standard class in terms of sizeThere appears to be a number of different learning styles amongst the students Moderate to high levels of engagement in most students -> I will use Gardner’s Multiple Intelligences in my planning to cater to the needs of studentsThere are two students in this class who have been identified as dyslexic. I will need to factor this into my planning to ensure they are getting the most out of every lessonThere are no ESL students in this classThere are 25 students in this class – 14 girls, 11 boysEvery Senior School student at the school is supplied with a personal digital device to be used in class and at homeThe examples of persuasive writing chosen contain current and contentious issues as well as some elements of humour and creativity in order to keep students engaged and interestedStudents’ Prior Knowledge:I will use the first lesson of this Unit to gauge the prior knowledge of my students and what encounters they have had with Persuasive Writing. Throughout the Year 10 and 11 English Curriculum they were involved in the production of texts and have looked at expository writing. By Stage 2, they should be able to effectively explain, describe, give information, or inform through their own original writing. This will assist them in their final assignment where they produce a persuasive piece on an issue they feel strongly about. I will need to conduct explicit teaching on the forms of persuasive writing, techniques used, structure of a persuasive text, etc. These lessons will be spread out across the Unit and will all assist in building students’ knowledge, allowing them to successfully complete the assignment. Student Assessment: (see Appendix for Assignment Sheet and SACE Rubric)Assessment Type 2: Text ProductionPersuasive Writing Piece (1000 words)Students will choose from one of three forms in order to produce their persuasive piece:Write a letter to Parliament House on a local issue and what you think should be done about it. Produce a speech on something you feel strongly about that could potentially be delivered to an audience of your choice.Produce an opinion piece for a newspaper on an issue that should be brought to the attention of wider society. We will spend one lesson in week 5 looking at Persuasive Essay Writing. This will be a workshop-style lesson. I will go over structure, presentation, use of evidence, developing an argument, and more.Design criteria: KU1, KU2, KU4, Ap1, Ap2, Ap3, Ap4, C1, C2 Differentiation:Students will be able to choose how they present their persuasive pieceUsing a mixture of group work, written work, viewing videos of speeches and advertisements, using portable devices in class, and class discussion I will try to cover a range of different learning stylesThe school supplies Senior Students with their own personal digital device which I will encourage them to use when appropriate. Those students identified as dyslexic will be allowed to use it at all times. They can take photos of notes from the board and type up responses to assist in their learning.Students will be emailed copies of any PowerPoint presentations I create prior to lesson for future reference and also so that they can bring it up on their devices while I go through it During ‘chalk and talk’ students can either type up or hand write their notes Teaching Strategies:Group work (Interpersonal, Kinaesthetic) (DeBono’s Hats can be used)Individual activities and worksheets (Intrapersonal)‘Chalk and Talk’ – Prezi, PowerPoint, Interactive Whiteboard (Linguistic)Mind Mapping – XMind software (Visual spatial)Films/Videos (Linguistic, Musical)Class presentations Stage 2 English Communications – Persuasive Writing UnitWeekTopic/LessonContentActivitiesTeaching ResourcesAssessment51. Introduction to the course - What is Persuasive Writing?2. Persuasive Text Structure3. Language workshop4. Research lesson 1. We will look at different modes of persuasive writing – ads, letters to the editor, speeches, and newspaper articles. The guiding question for the lesson will focus around how persuasive writing is used in everyday life.2. This lesson will be an assignment workshop. We will look at the structure of persuasive texts and writing a persuasive essay. Key words: statement position, reasons, evidence, exposition, discussion, argument. Students will be given their assignment sheet in this lesson.3. We will look at using powerful language and developing students’ vocabulary to assist in their persuasive writing. There will be a focus on language features, transition signals, and other literary devices. This leads into our lesson next week where we look at examples of persuasive speeches. Students will identify the features we have learnt today in the examples we look at next lesson.4. Independent assignment work on the computers. Students will conduct research for the topic they have chosen to write about in their assignment. Q&A – How is persuasive writing used in everyday life?What are some examples of persuasive writing you have seen before? This can be put into a mind map ‘Chalk and Talk’ – using the whiteboard or PowerPoint to go through structure and key termsPowerPoint: presented by the teacher on how to successfully complete the Text Production assignment.Worksheets – Language techniques. This will be filled out by students during explicit teaching on language.Research exercise – Persuasive language. Students will research a form of persuasive writing (e.g. ads, letters to Parliament, exposition pieces, etc.) and highlight the key language features they can identify. The computer room will be booked for this lesson and for our next lesson. - Persuasion in Advertising - Persuasion on TelevisionEngaging in and Exploring Persuasive Writing, DECD 2011.Writing the Persuasive Essay – resource on what a persuasive essay is, planning an essay, techniques, producing an argument, persuasive essay outline, etc. This can be modified/reproduced for students to use while writing their assignmentPersuasive Language Techniques - resource on the different language techniques that can be used when putting forward an argument. It includes ways to convince audiences of your view.Q&A – establishing students’ prior knowledge of Persuasive writing and what examples of it they have encountered before. Research Exercise – Formative Assessment. Students will hand up their annotated persuasive writing examples and I will look over them to see that they have understood the key language features that are used in persuasive texts65. Language in persuasive texts6. The writer’s position7. The audience and audience-specific arguments8. Independent assignment work5. Looking at famous speeches to identify examples of persuasive language. There will be small extracts of written speeches and we will watch some snippets of YouTube videos. 6. In this lesson we will look at how we can show and convince readers of our position on a topic. There will be a focus on using evidence, examples, and also what bias is and its influence. 7. Persuasive letter writing – thinking about your audience. Review the concepts of purpose and audience. Students will undertake an activity that explores using audience-specific arguments. This includes looking at relevancy of argument through logic, emotional appeal and personal engagement. They will consider what type of people they would need to target their argument at and how this would change the way they write their argument. 8. Draft paragraphs can be looked at and marked in this lesson. Students will work independently on their persuasive essays Class discussion – what are some noticeable aspects of language being used by these people to convince you of their point of view?Persuasive Language Checklist – developed by students ‘Chalk and Talk’ - readers’ position, using evidence, bias, etc. Group work: Audience-specific arguments - brainstorming local issues and discussing the different sides of the issue. They will examine what type of audience would be concerned with the issue, and who they would write a letter to in order to address the issue Cameron Russell, Looks Aren’t Everything. Believe Me, I’m a Model Barack Obama, Don’t Tell Me Words Don’t Matter Winston Churchill, We Shall Fight on the Beaches Martin Luther King Jnr., I Have A Dream Hillary Clinton, Women’s Rights are Human Rights, 1995 Church Terrell, What it Means to be Coloured in the U.S, 1906 on Local Issues: Exploring Audience in Persuasive Letter Writing, Read Write Think 2015. – online resource looking at using audience-specific arguments in persuasive writing79. Persuasion in other media forms10. Humour – can/should it be used?11. Putting it all into practice12. Class debate9. We will be revisiting television and magazine ads but in more depth this time. Students will consider how the techniques used here differ from speeches and letters/expositions. They will identify the techniques used and how these techniques convince you to buy their product. There will also be a look into slogans and what their effect is. 10. There will be a series of questions answered in this lesson. We will look at the benefits of humour, its limitations/weaknesses, considerations that have to be made when using humour, when it is/isn’t appropriate, and how it can help convince audiences. 11. Students will be put into groups and will work together to create a persuasive argument on a topic that I will give them – I will assign each group their position on the topic. They will then argue their points against another group. They will have the entire lesson to work on this ready to present in our final lesson for the Unit.12. Using persuasive techniques to convince me and other classmates of why we should take their position on an issue. Videos/Magazines: Students will examine television ads and how/why they might be convinced to buy the product in question. I will also give out magazines to students who, in groups of 2, will look at the techniques used to catch readers’ attention and persuade them to buy their product. Q&A/Class discussion: The use of humour in persuasive writing. Is it appropriate? When/how should it be used?Persuasive Exercise: Using persuasive techniques to convince their audience of a viewpoint.Humour and Persuasion - Humour make ads more effective? - TV Ads - Exercise: Formative assessment which will allow me to gauge student understanding and how they have progressed through the Unit.Text Production: Persuasive Writing Piece (To persuade or communicate a point of view) – Students will compose a persuasive text on a current issue they feel strongly about. Due: Friday, week 7. Lesson Plan - Year 12 English CommunicationsDate/Time:Location:Week 5, Lesson 1 (Monday)50 minutesLocation: Room 123Aims and Goals:This is the students’ first lesson for the Unit on persuasive writing. I will spend time looking at what persuasive writing is and why we use it. We will look at different modes of persuasive writing including advertisements, letters to the editor, and newspaper articles. Students will consider how persuasive writing is used in everyday life and how effective it is. The activities in this lesson will allow me to grasp an understanding of what students already know about persuasive writing and what methods of persuasion they have already encountered. Material and Pre-class preparation:Examples of persuasive writing (e.g. ads, letters, speeches, articles, etc.) need to be collated into an electronic format that I can display on the Interactive Whiteboard. – this can be a PowerPoint or Word Document that can be scrolled throughXMind mind mapping software needs to be set up on the computer ready to be used -> if the software doesn’t work then I will use the whiteboard to draw it up instead.Lesson outline will be up on the board for when students enter the classroom. TV Ad: : Moms Demand Action. An advertisement from a collective of mothers calling for gun law reform. Newspaper Article: Weber, J. “The Government gave each teen a laptop. Now they’re the world’s worst cyberbullies”, The Advertiser, Aprill 22 2015. () Letters to the editor: Wednesday April 22, 2015 edition () HTime allocated:Starter/Introduction:(20 minutes)Introduce Aims and Objectives of the Unit.Theme of lesson: What is Persuasive Writing?This lesson will mostly be about introducing persuasive writing and establishing students’ prior knowledge of different forms of persuasive writing. The lesson will start with a Q&A Mind Mapping Activity. I will use the software XMind to produce a mind map of student responses that will be displayed on the Interactive Whiteboard. The key questions asked of students will be:How is persuasive writing used in everyday life?What are some examples of persuasive writing you have encountered before?How can you tell if you are reading/watching/listening to a persuasive piece?I have allocated 20 minutes for this task. Once students have arrived from their previous lesson and settled down, 15 minutes should be sufficient to introduce the Unit and complete this activity.Teaching/Development Activity: (20minutes) Students will now move on to examine some examples of persuasive writing that are used in everyday life. These examples will be collated in a document that I can scroll through on the board (link will be provided to video). We will not be looking at these in-depth as it is only an introductory lesson. Each of the different forms are being covered in individual lessons later in the Unit. These examples are being used purely to show students that persuasive writing is part of our daily lives and is something we encounter every day. While we are looking at the examples I will ask students to tell me what they think the author is trying to persuade them of and if they think it is effective.Plenary/Conclusion: (10 minutes)Class Discussion: Is it easier to see now that persuasive writing/texts are all around us and used on a daily basis? Have you ever undertaken your own persuasive writing? What was it and did it work?I will inform students of what the assignment is for this Unit and what we are covering in our next lesson -> Persuasive Text Structure (assignment workshop)Follow up:Reflection and review of what did and did not work. What can be improved in future lessons and what activities did the students engage with the most? Chase up any issues that were raised from the lesson. This can include lateness of students, any behaviour issues, etc.Lesson Plan - Year 12 English CommunicationsDate/Time:Location:Week 6, Lesson 1 (Monday)50 minutesLocation: Room 123Aims and Goals:Our lesson today will be a continuation of the language workshop we had in Week 1. I will be using this lesson to see if students are able to apply what they learnt in the workshop to some real-life examples of persuasive writing. Students will be looking at famous speeches as an example both as a class and in groups. I will ask them to focus on the style, substance and impact of the speeches, working through a checklist that we will devise together. By the end of the lesson, students should be able to use what they have learnt to help work on their assignments. They can use the materials I have given them in class as a point of reference during their writing. Material and Pre-class preparation:Look at famous speeches as an example (YouTube videos and written versions) – only small extracts: E.g.: Cameron Russell, Looks Aren’t Everything. Believe me, I’m a Model E.g.: Barack Obama, Don’t Tell Me Words Don’t Matter.: Winston Churchill, We Shall Fight on the Beaches E.g.: Martin Luther King Jnr., I Have A Dream E.g.: Hillary Clinton, Women’s Rights are Human Rights, 1995 .: Mary Church Terrell, What it Means to be Coloured in the U.S, 1906 Persuasive Language Checklist – This will be developed during this lesson. Students should have a handwritten copy in their books to use, however I will also type it up as we go and share it with them. Students should have their Persuasive Language Techniques resource from Week 1 with them however I will print off some more copies just in case some are missing theirs. HTime allocated:Starter:(10 minutes)Students will work in pairs to go over what we did in our last lesson and develop their own checklist of what language to look for when examining persuasive texts (see Appendix for example). –e.g. vocabulary, evidence, powerful statements, language techniques, etc.Students will be using this checklist in the Development Activity for the lesson. They should have their Persuasive Language Techniques resource from Week 1 with them and can use it to assist in the development of their checklist. The checklist should be handwritten, however I will allow students to type it up if necessary (the students identified as dyslexic will be able to type theirs up)Introduction (15 mins)In this introduction we will watch a persuasive speech video as a class. It is a TED Talk from Cameron Russell: Looks Aren’t Everything. Believe me, I’m a model () Students need to note down as we go along: powerful language used (specific quotes), language features (e.g. colloquial language, emotive appeals, questioning, exaggeration, etc.), transition signals, body language. This video goes for around 9 minutes. This will lead into the Development Activity for the lesson where students split into groups of 2 or 3 and examine/analyse the language features of a particular speech.Development Activity: (20minutes)Students will now work in pairs or groups of three to analyse and examine the language features of a persuasive speech (see list of speeches in ‘Class Materials’ above). I will have some speeches in video format whilst others will be printed transcripts. I will allocate the speeches according to the abilities and learning needs of the students. E.g. the dyslexic students will be allocated a video to watch and analyseE.g. those students who need a challenge will be given a printed transcript to analyseThey will go through their checklist while they examine the speeches and come to a final conclusion of whether the language features used have helped convince them of the author’s point of view. Conclusion: (5 minutes)I will ask students to volunteer their answers of whether their speech convinced them in any way of their author’s viewpoint. If it didn’t then I would like for them to tell me why, and vice versa. I will make sure that students are aware that they should take on board the language use they have looked at in this lesson when writing their assignment. Follow up:Reflection and review of what did and did not work. What can be improved in future lessons and what activities did the students engage with the most? Chase up any issues that were raised from the lesson. This can include lateness of students, any behaviour issues, etc.Lesson Plan - Year 12 English CommunicationsDate/Time:Location:Week 6, Lesson 3 (Thursday)50 minutesLocation: Room 123Aims and Goals:By the end of this lesson students will have an understanding of audience-specific arguments and why it is important to constantly be considering your audience when writing a persuasive essay. Using current issues as examples, students will brainstorm and identify what type of audience would be interested in/affected by the issue in question. Students will work in groups on the Development Activity for the lesson, working through the guiding question: what audience-specific tools would you use in a letter in order to convince the person in question to consider/take-on your point of view? Material and Pre-class preparation:I will need to have my own personal notes ready to deliver the ‘chalk and talk’ aspect of the lesson.The example of a persuasive letter needs to be found and put into a Word Document. I will email this to students and also print off copies for each student. Those students who require it can use their portable devices to highlight the document as I go through it rather than writing down the notes.Groups for the Development Activity need to be worked out.HTime allocated:Starter:(10 minutes)Students will brainstorm and note down a list of local and national issues that they feel strongly about. They will list these in an order of strongest to least strong in terms of how relevant/important they think they are.After 5 minutes I will get students to tell me which issue is at the top of their list and I will write them up on the whiteboard. This list will be used later in our Development Activity.Introduction:(10 minutes)I will now review the concepts of purpose and audience that were covered in our 5th and 6th lessons of the Unit. Students need to remember the importance of having a clear purpose and easy-to-follow argument in their persuasive writing. I will question what they remember from looking at speeches and the use of language to target specific audiences. This will be a ‘chalk and talk’ introduction in which I will cover the importance of the audience and audience-specific arguments using letters as an example. I will be covering relevancy of argument through logic, emotional appeal and personal engagement. There will be an example of a persuasive letter on the interactive whiteboard and I will highlight each of these features on the letter as I go through each of them. Students will also be given a printed copy of this letter and they can also highlight and take notes as we go. Students will consider what type of people they would need to target their argument at and how this would change the way they write their argument. Development Activity: (20minutes)Students will be split into groups of 5 and allocated one of the issues from the list we developed earlier. These groups will already have been worked out by me prior to the lesson starting. Students will spend 5-10mins as a group writing down their preliminary ideas on the issue and explore their position on it.They will then discuss the different sides of the issue, what type of audience would be concerned with the issue, and who they would have to write a letter to in order to address the issue. They will dot point what language and arguments they would use in their letter to convince the person in question to consider/take-on their point of view. They will present a quick 2 minute summary of their ideas at the end of the lesson.Plenary/Conclusion: (10 minutes)Each group will now present a quick summary of their ideas to the class focusing specifically on how they would construct their argument to convince a specific type of audience. This can be done at their desks. I will use the ideas they put forward as a way of gauging their understanding of what was covered in this lesson.Follow up:Reflection and review of what did and did not work. What can be improved in future lessons and what activities did the students engage with the most? Chase up any issues that were raised from the lesson. This can include lateness of students, any behaviour issues, etc.Appendix Class Material:Interactive WhiteboardPowerpointNormal WhiteboardWhiteboard markersComputerWorksheetsResources:Clinton, Hilary. 'Women's Rights Are Human Rights'. Famous Speeches and Speech Topics. N.p., 1995. Web. [Accessed 20 April 15].Department of Education and Child Development, 2011. Engaging in and Exploring Persuasive Writing. Adelaide: Government of South Australia.Does Humour Make Ads More Effective?. 1st ed. Millward Brown, 2015. Web. [Accessed 20 April 15].Don’t Tell Me Words Don’t Matter: Barack Obama. 2008. Video. , [Accessed 28 April 15].George Boykin. 2015. Examples of Different Kinds of Persuasion in Advertising. [ONLINE] Available at: . [Accessed 20 April 15].House of Commons,. We Shall Fight On The Beaches. London: N.p., 1940. . [Accessed 20 April 15]Hunter, Alison Jane, 2013. Approaches to Senior English. 1st ed. Norwood: South Australian English Teachers' Association. Print.Hunter, Alison Jane. 2015. Great Ideas for English in the Middle Years. 2nd ed. St Mary’s: South Australian English Teachers’ Association. Print.Martin Luther King, Jr. "I Have A Dream". 2013. Video. . [Accessed 20 April 15] Neff, Jack. 'Funny TV Ads Don't Sell Better Than Unfunny Ones - And Can Even Sell Worse'. Advertising Age. N.p., 2012. Web. [20 April 15]Nieveen Phegley, Missy. 'Communicating On Local Issues: Exploring Audience In Persuasive Letter Writing'. Read Write Think. N.p., 2015. Web. , [Accessed 20 April 15]. Russell, Cameron. “Looks Aren’t Everything. Believe me, I’m a Model”. 2013. Video. , [Accessed 28 April 15]. Terrell, Mary Church. “What it Means to be Coloured in the US”. Famous Speeches and Speech Topics. N.p., 1906. Web. [Accessed 20 April 15]Tuenge, Cassandra. 'A Perspective: Humor And Persuasion'. Opinions and Perspectives. N.p., 2010. Web. [Accessed 20 April 15].WikiHow. 2015. How to Identify Persuasive Techniques in Advertising. [ONLINE] Available at: . [Accessed 20 April 15].Winston S Churchill: We Shall Fight On The Beaches. 2008. Video. . [Accessed 20 April 15].Writing the Persuasive Essay – Stage 2 English CommunicationsPersuasive writing uses logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a certain point of view or to take a particular action. The argument must always use sound reasoning and solid evidence by stating facts, giving logical reasons, using examples, and quoting experts. The following handout should be used in the production of your Persuasive Writing assignment. Take note of the planning process, argument development points, and essay structure notes. Each of the following headings will allow you to successfully complete your assignment. Planning a persuasive essay:Select an issue/topic of interest that will allow you to take one side of an argument and write about it effectivelyChoose your position. Which side of the issue or problem are you going to write about, and what solution will you offer? Know the purpose of your essay.Analyse your audience. Decide if your audience agrees with you, is neutral, or disagrees with your position. You must always take into consideration your audience in order to develop audience-specific argumentsResearch your topic. A persuasive piece must provide specific and convincing evidence. Structure your essay. Figure out what evidence you will include and in what order you will present the evidence. Remember to consider your purpose, your audience, and your topic. Producing an effective argument:Be well informed about your topic. Read about it and thoroughly research it, using legitimate sources.Provide evidence for what you are trying to say -> expert opinions, facts, quotes, etc. Facts, statistics, quotes and examples are extremely important if you want to convince your audience, support your ideas, and enhance your meaning.Remember your audience! Write to them and use compelling statements to capture their attention.Key Words:Statement positionReasonsEvidence ExpositionDiscussion ArgumentEssay structure:The IntroductionThe introduction must open with a statement that will catch your readers’ attention. Some opening statements can be structured as follows:Opening with an unusual detailOpening with a strong statementOpening with a quotation from a reliable sourceOpening with an anecdoteOpening with a statistic or factOpening with a question Using exaggerationYour introduction should include your thesis statement. This is the issue/point that you are going to be arguing throughout the piece. It tells the reader the specific topic of your essay and can suggest the organisation of your argument.The BodyYou must then provide evidence to support what you have outlined in your introduction. This is where you develop your argument and convince your audience of your view. The body should consist of at least three paragraphs with each one containing a specific point and evidence to support your ideas.Structure of a Body Paragraph:Topic sentence explaining your point and reasonPossible concession toward opposing argumentEvidence and elaboration to support your pointClosing statement to maintain audience interest (‘clincher’) Facts, statistics, quotes and examples are extremely important if you want to convince your audience, support your ideas, and enhance your meaning.ConclusionThis is where you will summarise your ideas and the important details of the argument. You once again state what the reader is to believe or do. Structure of a Conclusion:Restate your thesisSummarise the main points. This allows your audience to recall the main points of your position.Write a personal comment or call for action. This can be done with:A prediction – the conclusion may suggest or predict what the results may or may not be in the situation discussed A question – closing with a question lets your readers make their own predictions and draw their own conclusionsWith recommendationsWith a quotationPersuasive Language TechniquesAttacksAttacks are a version of playing the man, not the ball. If you can make your opposition seem less credible, you may be more likely to get a reader to agree with your side of the argument. At the least, attention can be taken away from the issue itself and put on to the personality. Attacks can attempt to belittle or embarrass or just plain insult an opponent. The idea is that the weaker you can make your opposition appear, the stronger you and your contention will appear. Example text: That’s the sort of suggestion I’d expect from a nose-in-the-air toff like Turnbull. Colloquial LanguageColloquial (slang) language can be used in different ways. It can set the writer up as knowledgeable, on the inside of a social group. A writer may also use slang in a sarcastic manner, to attack an opponent or mock an argument. It may also be used to appeal to a reader’s own sense of cultural identity, or reinforce a writer’s overall tone.Example text: She’s a top sheila that Jessica Rowe. Channel Nine are stark raving to give her the boot. Emotive AppealsLike many persuasive techniques, emotive appeals aim to engage people’s feelings, not logic or reason. If a writer can manipulate a reader to feel a certain way, that reader should be more likely to agree with the writer’s overall contention. Often writers will use other forms of persuasive language techniques in order to appeal to people’s emotions. There is a huge variety of emotive responses that can be aimed at by writers, such as:Democracy Family valuesHedonismReason and logicCharity Fashion-senseHip-pocket nerveSafetyCompassionFear of changeMoralitySelf-interestEnvironmentalism FreedomNostalgiaSense of justiceFairness Group loyaltyPatriotismVanityExample text 1: Soon we will see civilians lying dead in our own streets if we do not act against terrorism.Example text 2: In our society today there are people living without food or adequate shelter. Such basics of life can be provided if those of us who can afford to, give to organisations such as the Salvation Army, to help those unable to help themselves. Inclusive languageInclusive language aims to directly address the reader, either personally or as a member of a shared group. This involves using such words as us, we, you, our.Example text: It is time for us to show our belief in the value of mateship and a fair go, and give generously to the Good Friday Appeal. Rhetorical questionA rhetorical question is one in which the answer is so obvious it is not required. The idea here is not to receive an answer, merely to reinforce a point.Example text:Should footballers be treated as above the law?ExaggerationA writer may describe a situation in forceful, overblown language in order to make the issue seem more important or urgent than it may otherwise be considered. Exaggerating the scale of an issue can draw an emotional response from a reader. Also known as hyperbole.Example text: Councils are losing the war against vandals.EmphasisThere are three types of emphasis that writers use to draw the reader’s attention to a specific point or idea: Repetition; Cumulation and AlliterationRepetitionRepeating a single word a number of times over is repetition.Example text:We will all suffer for years to come unless we stop this government, stop them in the workplace, stop them in the polls, and stop them on election day. CumulationUsing many similar words in a short space is cumulation.Example text: This task requires guts, determination, grit and willpower.AlliterationRepetition of the first sound in consecutive words is alliteration. Example text: To rip people off so blatantly shows Mr. Craven to be cruel, calculating and crooked.Evidence.There are three main types of evidence: Anecdotal; Expert Opinion and StatisticalAnecdotal evidenceAn anecdote is a tale involving real life events, a true story. Such stories can be used by writers as evidence to back their claims. To support a contention, and to make themselves appear more credible, writers often use personal anecdotes. Example text: I can tell you that, as a single mother of two, I received very little in the way of financial support during my attempts to return to fulltime work.Expert opinionTo make a writer’s position seem more credible, they may quote the opinions of experts that correspond with their own. As in a court case, experts are often called on to make one side seem stronger and more believable. Example text: My stand on the issue of exposed underwear is supported by fashion designer Ruby Reed, who recently stated: “Anyone whose underwear is exposed due to low slung jeans should be punished as forcefully as possible.” Statistical evidence Like any form of evidence, statistics can be used to make an argument seem more conclusive, a writer’s opinion more valid. Often statistics are used that are out of context, or from unreliable sources. As the saying goes, “There are lies, damned lies, and statistics.” Example text: A recent survey found that 90% of students favoured no school uniforms at all.*Sourced from: Victorian Essential Learning Standards, Persuasive Language Techniques (2009) Teaching ResourcePersuasive Techniques Checklist*This is an example of what students could produce in Week 6, Lesson 1Does the presenter relate to his/her audience?Is the speech appropriate to the audience in form, tone and register?Is the speech made relevant through logic, emotional appeal and personal engagement as well as linguistic accessibility?Is the presenter making his/her points credible through the use of effective evidence and logical sequencing of arguments?Are there concrete examples and ideas being used to persuade?Is the presenter using active voice to persuade?Does the presenter include the audience?Are there rhetorical devices, analogies and other literary techniques being used?Are there changes in pace and/or structure to keep the audience interested and engaged?Is powerful language being used to latch viewers/readers on to certain points?Is the argument easy to follow?Is it easy to understand what side of the argument the presenter is on?Is there any humour being used?*Based on the checklist found in: Hunter, Alison Jane. 2015. Great Ideas for English in the Middle Years. 2nd ed. St Mary’s: South Australian English Teachers’ Association. Print. Year 12 English – Persuasive WritingAssessment Type 2: Text ProductionStage 2 English Communications Design Assessment Criteria:KU1KU2KU4Ap1Ap2Ap3Ap4C1C2Purpose:To assess your development in:Communicating your point of view to suit a particular purpose Reflecting on your own experiences and writing about issues that affect you individually or as members of social groupsUsing language in a range of situations Expressing and presenting ideas in various ways for different purposes and audiencesApplying the persuasive writing techniques and tools we have discussed in your own piece of original writing Description of Assessment:You are to produce a piece of persuasive writing on a current issue that you feel strongly about. This issue can be drawn from a local, national or international level. You will need to follow the structure of a persuasive essay as outlined in our lesson in Week 1, Tuesday. You will have time in class to work on this as well as homework time across the Unit. You can pick one of the three options listed below in the production of your persuasive piece:Write a letter to Parliament House on a local issue and what you think should be done about it. Produce a speech on something you feel strongly about that could potentially be delivered to an audience of your choice.Produce an opinion piece for a newspaper on an issue that should be brought to the attention of wider society. What to include:An outline of the issue you have chosen and what it is all aboutYour position on the issue and why you have taken that positionEvidence to support your claims and strengthen your argumentA clear idea of what audience you are targeting Persuasive techniques (use the handout from Week 1 as guidance) Assessment Conditions:Word Count: 1000 wordsWeighting: 20%Due date: Friday, week 7-Knowledge and UnderstandingAnalysisApplicationCommunicationADetailed and comprehensive knowledge and understanding of the ways in which a wide variety of texts are shaped by the conventions of a particular form of expression or communication.Knowledge and understanding of the ways in which creators and readers of familiar and unfamiliar texts use a range of language techniques and strategies to make meaning.Detailed knowledge and understanding of the ideas and themes in familiar and unfamiliar texts.Knowledge and understanding of a wide range of ways of defining and attracting a target audience for familiar and unfamiliar texts and examples of communication.Perceptive analysis of a range of ways in which authors use the conventions of different text types to influence opinions and decisions in familiar and unfamiliar contexts.Analysis of complex connections between personal ideas, experiences, values, and beliefs, and those explored in familiar and unfamiliar prehensive and analytical understanding of the ideas, experiences, values, and beliefs explored in a range of familiar and unfamiliar texts.Use of a wide range of language skills and techniques to create sophisticated and coherent texts that address the meaning and intention of the task.Detailed and appropriate use of evidence from texts to support responses, with textual references incorporated fluently.Skills in using the structural, conventional, and textual features of text types for a range of familiar and unfamiliar contexts, audiences, and purposes.Versatile and creative production of texts for a variety of familiar and unfamiliar contexts, audiences, and purposes.Fluent and precise writing and speaking, using appropriate style and structure for a range of mainly unfamiliar audiences and contexts.Appropriate use of language to convey mostly complex meaning in a range of unfamiliar contexts.BKnowledge and understanding of the ways in which a range of texts are shaped by the conventions of a particular form of expression or communication.Knowledge and understanding of the ways in which creators and readers of mainly familiar texts use some language techniques and strategies to make meaning.Knowledge and understanding of some ideas and themes in familiar, and some unfamiliar, texts.Knowledge and understanding of a range of ways of defining and attracting a target audience for mainly familiar texts and examples of communication.Analysis of a range of ways in which authors use the conventions of different text types to influence opinions and decisions in familiar, and some unfamiliar, contexts.Analysis of some complex and simple connections between personal ideas, experiences, values, and beliefs, and those explored in familiar, and some unfamiliar, texts.Analytical understanding of the ideas, experiences, values, and beliefs explored in a range of familiar, and some unfamiliar, texts.Use of a range of language skills and techniques to create clear and coherent texts that address the meaning and intention of the task.Use of evidence from texts to support responses, with textual references incorporated.Skills in using some of the structural, conventional, and textual features of text types for a range of mainly familiar, and some unfamiliar, contexts, audiences, and purposes.Production of texts for a variety of mainly familiar, and some unfamiliar, contexts, audiences, and purposes.Mostly fluent and precise writing and speaking, using appropriate style and structure for a range of mostly familiar audiences and contexts.Appropriate use of language to convey complex and simple meaning in a range of familiar and unfamiliar contexts.CKnowledge and understanding of some of the ways in which texts are shaped by the conventions of a particular form of expression or communication.Knowledge and understanding of a number of ways in which creators and readers of a narrow range of familiar texts use some language techniques and strategies to make meaning. Recounts of some of the ideas and themes in familiar texts.Knowledge and understanding of a restricted range of ways of defining and attracting a target audience for familiar texts and examples of communication.Descriptive analysis of a number of ways in which authors use the conventions of different text types to influence opinions and decisions in familiar texts.Analysis of simple connections between personal ideas, experiences, values, or beliefs, and those explored in familiar texts.Analytical understanding of some ideas, experiences, values, and beliefs explored in a range of mainly familiar texts.Use of language skills and techniques to create texts that address the meaning and intention of the task. Competent use of evidence from texts to support responses, with some use of textual references.Skills in using some of the structural, conventional, and textual features of some text types for familiar contexts, audiences, and purposes.Production of texts for familiar contexts, audiences, and purposes.Generally fluent and functional writing and speaking, using appropriate style and structure for familiar audiences and contexts.Appropriate use of language to convey simple meaning in a narrow range of familiar and unfamiliar contexts.DKnowledge and understanding of a limited number of ways in which texts are shaped by the conventions of a particular form of expression or communication.Knowledge and understanding of some of the ways in which creators and readers of a narrow range of familiar texts use language techniques and strategies to make simple or factual meaning. Identification of some of the ideas and themes in some familiar texts.Knowledge and understanding of a way of defining and attracting a target audience for a familiar text or example of communication.Reference to some ways in which authors use a range of the conventions of different text types to influence opinions and decisions in familiar texts.Reference to simple connections between uncomplicated personal ideas, experiences, values, or beliefs, and those explored in familiar texts.Analytical understanding of the ideas, experiences, values, or beliefs explored in a familiar text.Use of language skills and techniques to create texts that partly address the meaning and intention of the task.Some use of evidence from texts to support responses, with restricted use of textual references.Skills in using some of the structural, conventional, or textual features of a text type for a familiar context, audience, or purpose.Production of a limited number of texts for highly familiar contexts, audiences, and purposes.Achievement of a level of fluency in writing and speaking in personally relevant situations, using appropriate style and structure for a narrow range of familiar audiences and contexts.Occasionally appropriate use of language to convey simple meaning in familiar contexts.EKnowledge and understanding of a way in which a text is shaped by the conventions of a particular form of expression or communication.Knowledge and understanding of the way in which a creator or reader of a highly familiar text uses a language technique or strategy to make factual meaning.Identification of an idea or a theme in a familiar text.Emerging development of knowledge and understanding of a way of defining and attracting a target audience for a highly familiar text or example of communication.Reference to the way in which an author uses the conventions of different text types to influence opinions and decisions in a highly familiar text.Recognition of a simple connection between a straightforward personal idea, experience, value, or belief, and that explored in a highly familiar text.Development of understanding of the ideas, experiences, values, or beliefs explored in a highly familiar text.Attempted use of a restricted range of language skills and/or techniques to create a text or texts that attempt to address the meaning or intention of the task.Restricted use of evidence from texts to support a simple response, with textual reference.Skills in using the structural, conventional, or textual features of a text type for a highly familiar context, audience, or purpose.Production of a text for a highly familiar context, audience, and purpose.Emerging development of fluency in writing and speaking in personally relevant situations, using appropriate style and structure for a narrow range of highly familiar audiences and contexts.Occasionally appropriate use of language to convey literal meaning in highly familiar contexts.LEARNING AND ASSESSMENT PLAN exemplar From SaceStage 2 English Communications SchoolContact TeacherOther schools using this planSACESchool CodeYearEnrolment CodeProgram Variant Code (A–W)StageSubject CodeNo. of Credits (10 or 20)20152ECS20COHORT/CONTEXT DESCRIPTIONThis should describe:the cohort of students (e.g. student background and learning needs)This course has been designed for a motivated, mixed ability group of students, comprising14 girls and 11?boys. The group is cohesive, the students are quite confident and they enjoy the opportunity to share ideas. Texts and activities have been selected to address the needs of both boys and girls, and are based on the teacher's previous knowledge of the students. Students enjoy group work, discussions, and variety when choosing tasks.PROGRAM DESIGNThis should describe:how the program has been designed to engage the range of students in the cohort described abovethe intended delivery of the program (e.g. students will undertake elements of the program off-campus, program delivered in single and block lessons across a 5-day cycle)topic choices (e.g. option topics) and give details of negotiated topics.Students have access to computers within the school and are generally proficient in word processing, using the Internet and other aspects of information communication technologies. The selection of an application in the communication study is individually negotiated and then monitored by the teacher. Help is given on an individual basis when the students develop the product and the reflection.There are four lessons of 50 minutes each week.capabilities, literacy and NUMERACY OPPORTUNITIESThis should explain:how the program provides opportunities for students to develop their capabilities and their literacy and numeracy skills (e.g. strategies and resources)CapabilitiesAspects of the capabilities of communication, citizenship, personal development, work, and learning are reflected in this course. The main focus of this course is the communication capability through the development of the students’ capacity to communicate for a variety of purposes and in a range of contexts. Students learn to recognise the conventions of different text types; they use these conventions in composing their own texts and comment on their effects in the texts they read.Literacy and Numeracy skillsStudents read and view a range of texts in the text and communication studies. They speak, write and compose using a range of technologies in the text production study. Students engage with, and reflect on, the ways in which texts are created for specific purposes and audiences in the communication study. Individually and in groups, they reflect critically on, and use, appropriate language to convey meaning and solve problems in both familiar and unfamiliar contexts.When students read texts in the text study they develop an understanding of concepts such as time, number, and space. In creating and responding to texts in the communication study, students draw on an understanding of spatial features to comment on the layout and construction of texts; they also interpret numerical symbols and combine them with pictures. In English Communications, students use numeracy skills when they interpret and critique statistical information that supports an argument or conclusions in texts. Recommended by Principal or nominee (signature)DateSignature of SACE Board OfficerDateSACE Board Officer NumberApproved / Not ApprovedAccession NumberExpiry date of Learning and Assessment PlanSubject English Communications Contact Teacher Miss Kate LeadbeaterASSESSMENT OVERVIEW Complete the table below to demonstrate how the set of assessments addresses all of the learning requirements and assessment design criteria.Weighting of Assessment TypesName of Assessment(as described in the assessment details following)Learning Requirements (Indicate the Learning Requirements addressed)Assessment Design Criteria(Indicate the Assessment Design Criteria addressed)Demonstrate clear and accurate communication skills through reading, viewing, writing, listening, speaking, and using a range of ICTsAnalyse the relationship between audience, purpose, and form in a range of communication modes across a number of contextsDisplay knowledge and understanding of the stylistic features and conventions of texts and the ways in which the language in texts is used to represent ideas, relationships, values, and interestsClarify and articulate their own ideas and values through critical engagement with texts and languageCompose and evaluate texts to demonstrate understanding of the conventions of a variety of textual forms and the purposes for which texts may be usedKnowledge and UnderstandingAnalysisApplicationCommunicationAssessment Type Weighting(%) Text analysis20Text type: Extended prose The Messenger by Markus Zusak. (Written) 1,2,3,41,321,2Text type: Drama Stolen by Jane Harrison. (Written) 1,2,32,31,2Text type: Film American Beauty directed by Sam Mendes. (Oral) 1,2,3,41,31,2Text production20To communicate observations or information. 1,2,31,3,41,2To persuade or communicate a point of view.1,2,31,2,3,41,2To entertain or engage a reader (supervised).1,31,3,41,2Communication study30Comparison of two examples of communication from mass-media communication.1,2,3,41,31,21,2Application – workplace writing or investigating. 1,2,411,2,3,41,2External Assessment30Response to an example of communicationPlease refer to the English Learning Area Manual for details.Text production with writer’s statementTen assessments. Please refer to the English Subject Outline.(Note: to record any changes to the assessment outline, please use the Addendum to Learning and Assessment Plan attached.)Subject English Communications Contact Teacher Miss Kate LeadbeaterASSESSMENT DETAILSUse the table below to provide details of the assessments designed to provide opportunities for the range of students in the cohort to show evidence of their learning against the performance standards.Name of Assessment(Assessment Type)Description of Assessment (a description of the flexible, and where appropriate, negotiable, ways in which students show evidence that demonstrates their learning against the performance standards, including to the highest standard)Assessment conditions as appropriate (e.g. task type, word length, time allocated, supervision)Extended prose(Tex t analysis) Text type: Extended prose The Messenger by Markus ZusakIn The Messenger, Markus Zusak explores certain ideas about life and living. Discuss one or more of these ideas and explain what techniques the author uses to develop these ideas. Written: up to a maximum of 1000 words.Drama text(Text analysis)Text type: Drama text Stolen by Jane HarrisonEven though Stolen has a historical setting, the effects of those past events are still being felt today. Outline two or three issues Harrison writes about and how you think they can be addressed in our society.Written: up to a maximum of 1000 words.Film(Text analysis)Text type: Film American Beauty, directed by Sam MendesImagine you are Sam Mendes and you have been asked to talk at the Cannes Film Festival. Your talk must focus on the decisions you made as the director of the film American Beauty. Recorded oral: up to a maximum of 6 minutes.(Include cue cards, transcript, PowerPoint or other evidence of the oral presentation)To communicate observations or information(Text production) The purpose of this text production is to communicate observations or information. Students select from one of the eight topics provided and write a recount (e.g. My most embarrassing moment; The most important person in my life; It was the best of times….)Oral Presentation of up to 6mins.To persuade or communicate a point of view(Text production)This Text Production is done with the purpose of communicating or persuading a point of view. Students will produce a piece of Persuasive Writing on a current issue they feel strongly about. Students will select one of three options in their production (write a letter to Parliament House, produce a speech transcript, or produce an opinion piece for a newspaper). This is their second Unit for the year and will take place in weeks 5 to 7 of Term 1. A written text up to a maximum of 1000 words.To entertain or engage a reader(Text production) The purpose of this text production is to entertain or engage a reader using a narrative form.There will be a selection of topics. (e.g. Seven Steps, Moonlight, Last Chance). Supervised written narrative completed in class in a 90 minute period. Up to a maximum of 1000 words in length. Comparison of two examples of communication from mass-media(Communication study)View episodes of Bush Mechanics and Pimp My Ride and compare them in terms of audience, purpose and form. The comparison should include an introduction outlining each car show, a series of paragraphs examining similarities and differences, and a conclusion summarising the findings.Written: up to a maximum of 1000 words.Applications – Workplace writing or investigating (Communication study)Select from applications Workplace Writing or Investigating. Group discussions will be planned to help articulate ideas and support in the completion of the application.Workplace writing: students produce and submit six different types of writing for a particular work-related context (up to a maximum of 1000?words in total). Evidence of the development of the writing needs to be provided. Students also produce an oral presentation to reflect on the process of producing the pieces of writing (up to a maximum of 6 minutes).Investigating: students complete a research investigation in the form of a written report (up to a maximum of 1000 words) and an oral presentation (up to a maximum of 6 minutes). Folio:Part 1: Response to an example of communicationPart 2: Text production with writer’s statementStudents write a response to an example of communication. This example could be a literature text or a text used to communicate an idea or information. In their response students explore the success, or otherwise, of the example in meeting the expectations of the intended audience.Students compose a piece of written text and a writer’s statement in which they outline their intentions and reflect on the process used to produce the text. The piece of text produced can be creative or functional.The folio must be a product of independent study.The writing in the folio should be a maximum of 2000 words. ................
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