Overview

This sequence of lessons continues from the learning from home unit ‘Writing matters’ to extend students’ understanding of writing with purpose and for an audience. They will focus specifically on writing persuasively. Students will learn about the art of persuasion and explore some of the distinctive language features and text structures. They will unpack texts and identifying language features in order to understand how they build the persuasive purpose and construct meaning. Using samples of persuasive writing as models, students will write about the topic which matters to them. They will write with the purpose of persuading others of their argument. 

The resources in this sequence will likely take students more than three single lessons to complete. It is recommended that this resource is used over three-five lessons to provide students with sufficient time to engage with each task and complete it to the best of their ability.  

Students will:

• extend their understanding of the process of research 

• engage personally in research about a topic of their choosing 

• connect their views with the information identified during research 

• organise information and ideas gathered from research to use in their own compositions 

• learn about the English textual concept argument 

• understand how purpose and audience influences composition choices. 

These first three lessons address the following outcomes: 

• EN4-2A a student effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies. 

• EN4-3B a student uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts. 

• EN4-7D a student demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it. 

During this lesson students will learn about the art of persuasion, focusing on how they can purposefully craft their writing to persuade responders. They will focalise their previous learning about purpose, audience and argument on the art of persuasion. They will learn about how a persuasive text is structured to present information in a compelling way. This will be achieved through annotations of a sample of persuasive writing, which students will use as a model for their own writing. 

During this lesson, students will: 

• learn about the purpose and style of persuasive writing   

• learn about the structure of a persuasive text   

• use an annotated sample as a model to write their own persuasive paragraph.

Outcomes

• EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure 

  • S4O1UA06: recognise when information is presented objectively and subjectively by examining the language of opinion, including modality, bias, personal pronouns and other semantic cues 

• EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts 

  • S4O3EP1: develop a sense of personal style and taste in composition and response

The coding for the content points listed for lessons 4 - 6 come from the English Textual Concepts and Learning Processes resources for Stage 4 English – Stage 4.  

The activities in this lesson are designed to extend students’ appreciation of persuasive writing. Students will learn about language devices and features of persuasive writing. This will include definitions, examples and opportunities to use these in their own writing. The learning in this lesson will carry into the next learning sequence when students begin writing more extended persuasive responses.  

During this lesson, students will: 

• develop an understanding of the features of persuasive writing   

• identify examples of persuasive writing   

• use persuasive features in their writing.   

Outcomes

• EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts 

  • S4O3EP1: develop a sense of personal style and taste in composition and response 

• EN4-4B makes effective language choices to creatively shape meaning with accuracy, clarity and coherence 

  • S4O4RC8: create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate

The coding for the content points listed for lessons 4 - 6 come from the English Textual Concepts and Learning Processes resources for Stage 4 English – Stage 4.    

Having learnt about the way language can be used purposefully to construct meaning, students will learn about the art of rhetoric. They will explore the impact the use of the rhetorical triangle can have on a piece of persuasive writing. Students will develop their understanding of how to apply this persuasive model to their own writing. 

During this lesson, students will: 

• develop an understanding of how to identify elements of the rhetorical triangle   

• examine and explain the elements of the rhetorical triangle in a persuasive text   

• consider how they can use these elements in their persuasive writing. 

Outcomes

• EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies 

  • S4O2RC16: use a range of effective strategies for organising information, ideas and arguments, for example clustering, listing, compare and contrast, semantic chains, graphic and diagram outlines, and mind maps 

• EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts 

  • S4O3EP1: develop a sense of personal style and taste in composition and response

The coding for the content points listed for lessons 4 - 6 come from the English Textual Concepts and Learning Processes resources for Stage 4 English – Stage 4.