DO YOU WANT TO WRITE:

DO YOU WANT TO WRITE:

-CONFIDENTLY? -CLEARLY? -FLUENTLY? -LOGICALLY? -RELEVANTLY? -DISTINCTIVELY? --PERSUASIVELY? YES? EXCELLENT. LET S GET STARTED! HOW TO WRITE

PERSUASIVELY Dear Students, Practice makes perfect. That s what they say. This booklet is designed to give you practice in writing persuasively on unseen topics. We would like to give you strategies to help you write clearly and logically and to gain confidence in writing in your own authentic voice. Believe me, you all have something worthwhile to say, even if it doesn t feel like that right now. (Please trust me on that!) With some practice, you will discover it is not really that hard to communicate your thoughts. Not only that, we want to help you organize and express your thoughts in such a way that your reader will be persuaded by your arguments and impressed by the convincing way you have communicated them. Our job, as your teachers, is to give you a framework to practise writing, and the tools you need to write persuasively. Your job, as students, is to apply these tools, experiment with them and gradually become more confident in choosing the right ones to argue your case in a compelling way. I hope you find the topics thought-provoking and engaging, and enjoy the challenge of applying and mastering these writing tools, as you seek to persuade your readers to share your views. All the best, CRITERIA FOR EFFECTIVE WRITING AUDIENCE Be aware of your reader. Be respectful of your reader by writing politely and formally. Have you demonstrated objectivity in your argument? Have you engaged them in your argument? Have you anticipated their counter-arguments? Have you actively persuaded them to share your view? Have you written enough to provide the reader with a clear understanding of your purpose? Have you created a relationship with your reader?

Have you intentionally appealed to their logic, their empathetic nature, or cultural values? TEXT STRUCTURE Does your writing have paragraphs? Does it have an introduction, body and conclusion? Have you expressed your intention clearly in the introduction? Have your addressed the argument in the introduction? Have you supported your argument in the body of the writing? Is each paragraph linked to the following one? Have you convinced the reader in your summarizing conclusion? Have you made your position clear and drawn all your arguments together in the conclusion? Have you reflected on the arguments, or even recommended possible solutions, or actions, if that is appropriate. IDEAS Have you used some helpful and interesting ideas, designed to engage your reader and persuade them that your argument is sound? Have you applied critical and creative thinking to the topic? Have you elaborated on your ideas? Have you reflected on the impact of your ideas on a personal, communal, national and global scale? Have your dismissed ideas that do not affirm your position, giving good reasons for rejecting them?

Have you explained the causes and effects of your ideas? PERSUASIVE DEVICES Have you stated your position clearly? Have you thought of several good arguments to support your position? Have you presented your arguments in the topic sentence of each paragraph and supported that argument with detailed evidence? Are your persuasive devices effective because they appeal to the reader s reason, emotions, or values? Do your persuasive devices build a strong case for your position? VOCABULARY Have you used vocabulary that is formal and relevant to the topic? Have you used the best words for the context? Have you used strong verbs? (e.g. dawdling, striding instead of walking) Have you varied your word choices, rather than repeating the same word continually? (e.g. important/significant/notable/critical/indispensable) Have you used sophisticated vocabulary, rather than all simple words?

Have you used subject-specific words? (e.g. environment/habitat/budget/project/solution) Have you used nominalisations instead of more verbose structures using simplistic language? COHESION Have you linked each sentence by referring back to things you have previously mentioned? Have you started your sentences with words, or phrases, that help readers to see the connections between your points? (See separate page for connectors.) Have you repeated important words, or concepts, in your argument in order to reinforce, or clarify your position? Have you used ellipsis? (i.e. left out a phrase because the implied meaning is clear from the preceding sentence) Have you substituted words, or phrases, in an appropriate way, so that the reader sees the cohesion between the points, through your ability to express them in multiple ways? PARAGRAPHING Have you indicated the start of a paragraph by indenting, or missing a line? Are your main ideas separated into paragraphs? Does each paragraph have a topic sentence that is focused on a particular idea that will help your argument? Have you included supporting evidence and a concluding sentence? Are your paragraphs structured to focus and direct

your reader s attention on your ideas and arguments? SENTENCE STRUCTURE Have you used the correct tense? Have you started each sentence with a capital letter and finished with a full stop, exclamation mark, or question mark? Have you used hyphens, semi-colons, colons, or quotation marks where necessary? Have you ensured that the subject and verb are in agreement? (i.e. singular subject/singular verb) Have you written a sentence in which the meaning is clear and it contributes to the quality of your argument? Have you varied the length of your sentences? Have you varied the beginnings of your sentences? Have you varied the basic structures of your sentences? Have you used simple, compound and complex sentences? PUNCTUATION Have you started each sentence with a capital letter and finished with a full stop, exclamation mark, or question mark? Have you used a hyphen between words in a compound adjective? (e.g. eleven-year-old sister) Have you used a colon to start a list? Have you joined two closely-linked sentences with a semi-colon? Have you used capital letters for all Proper Nouns?

Have you used commas in lists and to mark clauses and phrases? Have you used apostrophes for contractions and possessive nouns? Have you placed your punctuation within the quotation marks? Have you used quotation marks for foreign words, or words with ironic emphasis? Does your punctuation make it easier for the reader to understand your text? SPELLING Have you used the correct spelling for their, there and they re? Have you used a capital for the personal pronoun, I? Have you spelt all simple and common words correctly? Have you included challenging words and subjectspecific words and spelt them correctly? Have you spelt at least ten difficult and ten challenging words correctly to achieve the highest score for spelling? SAMPLE OF COMMON WORDS speech sail broke letter know comb there/their write/right wrong could though thought happening beginning heavier easily SAMPLE OF DIFFICULT WORDS chocolate mineral drought hygiene

disease habitat predator preferred confidence invisible organize supervision furniture sentinel practice/practice village abilities encouraged professors alcohol noticed approached relocated innocent committed suicide patient guardians culprit ensure muscles SAMPLE OF CHALLENGING WORDS guarantee responsibility physically changeable noticeable plasticity lieutenant nonchalant pasteurization consequences generosity desperately sanctuary necessities adolescent leisure obsessed unnecessary responsibility

PERSUASIVE WRITING PRACTICE TEST

TOPIC Growing up in the country is more beneficial for you than growing up in the city. Argue for, or against, this proposition. GUIDELINES 1. Write at least 300 500 words. 2. Use Times New Roman. 3. Use a left-hand margin. 4. Use Font size 12. 5. Your typing should be double-spaced. DUE DATE: By the end of today s double lesson. +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ STEPS IN THE WRITING PROCESS BRAINSTORM YOUR IDEAS (These are just brief notes to help you organize your ideas and identify your best arguments. I recommend you spend approximately fifteen minutes on this preparatory exercise and at least 45 minutes writing and editing your response.

POSSIBLE ARGUMENTS FOR POSSIBLE ARGUMENTS AGAINST YOUR OPINION AFTER CONSIDERING BOTH POINTS OF VIEW BEST EVIDENCE WHICH PROVES YOUR OPINION 1. Possible argument/s against this point

2. Possible argument/s against this point 3. Possible argument/s against this point 4. Possible argument/s against this point HINTS: As you write your response, consult your checklist - and the detailed requirements of each assessment category - to remind you of the criteria to consider for communicating successfully with your reader. Be creative in the choice of a heading for your story. It should arouse the interest and expectations of your reader.

PERSUASIVE WRITING ASSESSMENT

PARAGRAPHING 1.5.10 SENTENCE STRUCTURE 1 2 3. 4.5 COHESION 1 2 3. 4.5 PUNCTUATION 1 2 3. 4.5 SPELLING 1 2 3. 4.5 VOCABULARY 1 2 3. 4.5 TOTAL; /40 % GRADE: A B C D E OVERALL COMMENT: SPEED DEMONS!

BRAINSTORM ONE OF THE FOLLOWING TOPICS TOPIC ONE: Is it better to live in Adelaide than in Sydney? Give your opinion and try to persuade the reader to agree with you. TOPIC TWO: Animals should not be kept in zoos. Explain why you agree, or disagree, with this statement and attempt to convince the reader your view is the right one. TOPIC THREE: Some argue that wearing a school uniform has many benefits for society. Create a convincing argument to persuade others to accept your view on the benefits of wearing (or not wearing), school uniforms. STEPS IN THE WRITING PROCESS: TOPIC _#

BRAINSTORM YOUR IDEAS (These are just brief notes to help you organize your ideas and identify your best arguments. I recommend you spend approximately fifteen minutes on this preparatory exercise and at least 45 minutes writing and editing your response.) POSSIBLE ARGUMENTS FOR POSSIBLE ARGUMENTS AGAINST YOUR OPINION AFTER CONSIDERING BOTH POINTS OF VIEW BEST EVIDENCE WHICH PROVES YOUR OPINION

1. Possible Argument/s Against This Point 2. Possible Argument/s 3. Possible Argument/s 4. Possible Argument/s Personally, I find I just can t be myself in a uniform. That s all folks!

PERSUASIVE WRITING ASSESSMENT PARAGRAPHING 1.5.10 SENTENCE STRUCTURE 1 2 3. 4.5 COHESION 1 2 3. 4.5 PUNCTUATION 1 2 3. 4.5 SPELLING 1 2 3. 4.5 VOCABULARY 1 2 3. 4.5 TOTAL; /40 % GRADE: A B C D E OVERALL COMMENT:

SUGGESTIONS FOR OTHER SUBJECTS What do you see as the most important environmental issue in Australia today? Use evidence to support your view. Music has been credited with being both a barrier and a unifying force between individuals and communities. Which do you think it is? Use evidence to convince your reader to share your opinion. Throughout the twentieth century, there has been a long-running dispute between science and the arts (i.e. literature, dance, drama, visual arts, music etc.), as to which is of more value to society. Which area of knowledge do you see as more important today and why? Support your view with detailed evidence. Should people being prosecuted present their case before judges, or a jury of randomly selected adults who represent the community? Argue your position with good reasons to support it. Mental health is addressed in Physical Education and Psychology classes. Mount a good argument for the inclusion of mental health in Home Economics. Should we continue to eat meat? Discuss the reasons for, or against, the continued consumption of meat in Australian society.

Should there be legislation to restrict the use of cars in the centre of the Australia s capital cities? Argue for, or against this strategy for reducing urban pollution. Is literacy, or numeracy, more important in empowering members of developing nations to increase their standard of living? Argue your position convincingly, making sure you consider the needs of these nations. Music has both a practical and a theoretical component. Which component do you think is more important? Argue your case with detailed evidence to support your opinion. Do you think it is necessary for todays music students to study the music of past centuries? Present an argument either for, or against, this statement. There are three tiers of government in Australia: local, state and federal. Over the years, many people have argued that we are over-governed and that we would be better off if we did away with one of the three tiers. Present a convincing argument for dispensing with one of them. Should English be a pre-requisite for university study in any discipline (e.g. Engineering, Physics, Politics, Medicine, Mathematics, Chemistry etc.)? Put forward strong arguments in favour, or against, this proposal. Should there be compulsory schooling beyond Year 10, or should students be able to join the work force on a full time basis when they have completed Year 10? Argue for, or against this proposition. Currently, our students in Year 8 are permitted to use calculators to add, subtract and work out percentages? Present an argument for, or against, the use of calculators at Year 8 level. In some countries, students are required to begin the day with approximately twenty minutes of physical exercise. Do you think Australian students should be required to do this? Make sure your arguments for, or against, this proposal are based on sound reasoning which will convince the reader your view is well founded. Should animals (such as rats, and frogs) be used in science experiments in secondary schools? Outline your point of view with convincing arguments.