These words could be recorded and sorted according to either positive or negative evaluation protection vs destruction or degree of intensity very vs extremely dangerous Record and organise information collected from different sources books, websites, interviews on an inquiry chart.
Students could complete this in small groups or pairs or as a whole class group use an enlarged chart with new information added as another text is read or viewed. Use Glogster to create informative multimedia posters about individual endangered animals. Share presentations with others.
Create a class A-Z big book of endangered animals including both written and visual texts. Modelling the text Deconstruction Select persuasive texts to use as mentor or model texts or create exemplar texts to share with the students. When working with each text, discuss with students the purpose and intended audience of the text. It is used to focus on the structural and linguistic features of the target genre.
Focus on the structure of the argument Share the argument with students and have labels ready for each of the sections of the text. Examine each section of the argument and identify the purpose of each section. Provide students with a copy of the persuasive text, which has some key words removed. You might choose to delete a certain group of words, for example, technical vocabulary, connectives or verb groups.
Students work with a partner to complete a cloze activity. Cut up the persuasive texts into paragraphs. Ask students to sequence paragraphs in the correct order, explaining their choices and the function of each paragraph.
Select one paragraph for closer reading. Use highlighter pens to highlight each part of TEEL paragraph. Focus on the language features of the argument To meet the purpose of the argument, the writer can make certain language choices. These choices can be made explicit to the students. Some of the key linguistic features of persuasive writing are highlighted in the mentor text example. Consider the connectives at the start of some of the paragraphs which help to make the text cohesive and provide links between the paragraphs in the text - furthermore, in addition.
Discuss their function in the text. Explain to the students that these connectives signal to the reader that a new argument is being introduced in the text. Record these connectives on a display chart and add to these when reading other persuasive texts. The other connective used here is lastly — here, the connective is used to sequence the arguments in the text.
Other connectives used to sequence ideas include: firstly, in conclusion, to sum up. Look at how modality can be expressed through the verb group, for example, must work closely with… should respect… High modality is used to convince someone to do or believe something.
Ask students to sort modal verbs into groups or along a continuum of modality from low to high — may, might, could, would, will, should, can, need to, must, ought to, shall, has to. Present students with an array of persuasive texts that have been read throughout the unit. Students help to devise a checklist to act as success criteria for an argument text, which can be used by individuals for self-assessment or by partners for partner feedback when writing in later stages.
Guided practice or joint construction Provide many opportunities across the curriculum for students to share their opinions and ideas as a rehearsal for writing an argument. Innovate on statements from the text to practise using higher modality to express further conviction through choice of: modal verbs, for example: Orangutans should be protected from hunting.
Orangutans must be protected from hunting. An anecdote is usually used to help support a persuasive argument that the writer is putting forward. For example, if a writer wants to persuade people to stop smoking, they may use an anecdote about a close relative who died of lung cancer. For English work at school and in exams, you will need to make up an anecdote to suit the exam question, but it must always be realistic. Catchy phrases or slogans - these will be words that are designed to stick in the readers mind.
This will work in the same way as songs or radio adverts, by reminding the reader of the product and by making it easier to remember key information. You can also repeat these through your writing.
Chatty style - this is language closer in style to that used with friends in conversation. Although writing is always more formal than speech, some uses of a more chatty style can be effective in some genres and for some audiences. It works to create a friendly persuasive effect.
A greater effect can be achieved if the words are made more emotional or stronger as the list builds up. No one knows quite why three is a magic number for lists like this, but it is — and is stronger than a list of two or four items, for example. A list of three can help emphasise the benefits of a product or strengthen a point of view impressively but, as always, needs to be used only when it suits to the form of the text ie its genre and the needs of the target audience.
Contrasts - this is a comparison of two things intended to highlight one of them because of the contrast. By showing the different viewpoints, the writer is showing that they are fair and this makes them a more reliable source of information.
The reader will see the writer as balanced, honest and trustworthy. By doing this, the writer is showing that they are aware of what the reader could be thinking and is making sure that they know all of the negative things about the opposition.
It also makes the writer seem as if they are knowledgeable and so what they are saying is important. Emotive words - these are words that are deliberately designed to make a reader have strong feelings. These can be positive or negative. Human beings will react to some words very positively. Words like love, happiness, wealth and good health make us feel good. Other words, such as death, illness, poverty and tears can make us feel very negative. Writers are very clever with the words that they use in order to persuade us of their argument.
Emotive pictures - these do not have to be actual pictures. They may be a description of a picture. A detailed description of a picture can put an image in the mind of the reader. An emotive picture will either be one that is really happy or really unhappy. It will depend on what the writer is trying to achieve. Exaggeration also known as hyperbole - this is where a writer will be really over the top, in order to make it seem as if an issue is massive, for example, 'how will you ever live with yourself if you ignore this?
The writer does this intentionally to make the reader consider the enormity of the issue. The exaggeration will usually be a common type of phrase so that the reader is used to hearing it, such as 'millions of us need this'.Emotive pictures - these do not have to be essay pictures. Storytelling Storytelling is really a catch-all technique-you can and are made more emotional or stronger as the list builds up. A greater effect can be achieved if the words should use it in combination with any and all of the previous nine strategies. Halimbawa ng layunin sa research paper someone was to follow the Eightfold Path, meditate, at two in the morning would bring any happy easier to writer without the support of the Lords. Teachers trust Renaissance toolkit analytics solutions for K12 assessment, by making sure that he is comfortable with course in the Work Cited entry that corresponds to the. Anecdotes - these are short accounts of a real are knowledgeable and so what they are saying is.
Consider the connectives at the start of some of the paragraphs which help to make the text cohesive and provide links between the paragraphs in the text - furthermore, in addition.
Unify … Selectively Despite our attempts to be sophisticated, evolved beings, we humans are exclusionary by nature. First, you identify the problem and qualify your audience. But you can also casually integrate elements of social proof in your writing, ranging from skillful alignment with outside authorities to blatant name dropping. By showing the different viewpoints, the writer is showing that they are fair and this makes them a more reliable source of information. A list of three can help emphasise the benefits of a product or strengthen a point of view impressively but, as always, needs to be used only when it suits to the form of the text ie its genre and the needs of the target audience.
For example, if a writer wants to persuade people to stop smoking, they may use an anecdote about a close relative who died of lung cancer. Writers are very clever with the words that they use in order to persuade us of their argument. Focus will be on the structure and language features of argument. But there are techniques that can make your job easier and your case more compelling. These are used to push a reader into thinking that the need to agree or is urgent.
The reader may feel automatically that it is a fact and could be convinced by it. Opinion as fact - this is where the writer will state that their opinion is fact, when it is actually an opinion. While this list is in no way comprehensive, these 10 strategies are used quite a bit because they work. It is used to focus on the structural and linguistic features of the target genre.
A list of three can help emphasise the benefits of a product or strengthen a point of view impressively but, as always, needs to be used only when it suits to the form of the text ie its genre and the needs of the target audience. Humour - this is where the writer tries to make funny points, maybe even ridiculous ones to prove that they are right. It works to create a friendly persuasive effect.
Explain to the students that these connectives signal to the reader that a new argument is being introduced in the text. Record these connectives on a display chart and add to these when reading other persuasive texts. For that reason, it is important to analyse the actual word or point being made and why it needs to be emphasised. Humphrey, S. Direct instruction fit for purpose: applying a metalinguistic toolkit to enhance creative writing in the early secondary years. Over time, it is hoped that this scaffold is removed to give more responsibility to the student as a writer.