Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Persuasive
1. Persuasive Writing ‘We want students to have opinions, to be passionate about these opinions, and to defend them with strong, well thought out and elaborated arguments’ Lane and Bernabei
3. What is Persuasive Writing? Writing to persuade is one of the 8 key purposes for writing. These include writing to: Entertain Recount Socialise Inquire Describe Persuade Explain Instruct
8. Definitions Discussion: writing where both sides of a topic or issue are presented. An author position may or may not be stated.
9. Q: What is Persuasive Writing? A: Persuasive writing is writing in which the writer needs to convince the reader of his or her point of view or opinion. For example, a student may be asked whether reading books or watching TV is better. The student’s answer would present his or her opinion on this topic and would include reasons for that opinion. In writing the text, the student is attempting to persuade the reader to agree with his or her opinion. http://www.naplan.edu.au/faqs/writing_2011_faqs.html#Whatisagenre
10. Arguing to Persuade Arguing to persuade another person to our point of view is a fundamental language process throughout all the years of schooling that was once delegated to secondary teachers to teach. If we accept this, what are the implications for our teaching?
22. It will make decision making about deep sea drilling everyone’s responsibility in the future- Temporal auxiliary verb.Degrees of Modality Yvonne Madden - Sunraysia Network
23.
24. You could ride your bike across the country. Since all dogs are mammals, this golden retriever must be a mammal. You might consider finishing your degree. I will finish my essay tonight even if I have to forgo sleep. The puppy can sit on command. I would eat cereal every day as a child. You may encounter some difficult patrons on occasion. The train should arrive in a few minutes. The situation would not be so bad if we all remained calm. I will have earned enough to buy that bike next month Identify the modality words, change the low modality statements to high.
25.
26. The text is now no longer describing actions: it is focused on objects or concepts; for example: We walked for charity. The verb 'walked' has been nominalised to the noun 'walk' The charity walk ..... Nominalisations Yvonne Madden - Sunraysia Network
27. When a verb is nominalised, it becomes a concept rather than an action. As a consequence, the tone of writing will sound more abstract and also more formal; for example: We walked for charity. We raised money for the Leukemia Foundation. The charity walk raised money for the Leukemia Foundation.
28. Crime was increasing rapidly and the police were becoming concerned. The rapid increase in crime was causing concern among the police. Germany invaded Poland in 1939. This was the immediate cause of the Second World War breaking out. Germany's invasion of Poland in 1939 was the immediate cause of the outbreak of the Second World War.
32. “What I think I can say. What I say can be written. What is written can be read.” http://www.heraldsun.com.au/news/victoria/schools-rowdy-roosters-silenced/story-e6frf7kx-1225935678086 http://www.breakingnewsenglish.com/
33. The resources used in speech are a part of every day life. The resources used for effective spoken persuasive arguments need to be tapped and translated into the written word as well. The spoken skills therefore need to be applied to the written skills. The Link to Speaking and Listening Yvonne Madden - Sunraysia Network
34. Using fiction to help students understand point of view. Click Clack Moo ‘You never really understand a person until you consider things from his point of view... Until you climb into his skin and walk around it.’ Atticus to Scout in To Kill a Mockingbird.
35. Remember every time we ask a child to give a view point we are asking them to think, talk and write a persuasive text.
36.
37.
38.
39.
40. Bike riders must wear light colours and use a helmet when riding their bikes (proposition) so that drivers can see them easily and so that their head is protected if they fall off. (two elaborations).
41. Kids should not smoke cigarettes (proposition) because the health hazards are too great.(elaboration)Examples of propositions followed by elaboration Yvonne Madden - Sunraysia Network
42. Thesis Students should do two hours of sport each week at school. It is vital for all those who may not get to exercise at home. Argument 1 If they don’t get it at school they may not get it at all. Elaboration 1 This means that time playing sport at school is vital for fitness and good health. Argument 2 Most students catch buses or are driven to school as they live too far from school to walk. Elaboration 2 At school is the perfect opportunity to make up for this time. Conclusion That is why all students should do at least two hours of sport at school each week because there is the time and it is necessary for good health. ON THE LINE activity Developing Arguments in 3/4 Yvonne Madden - Sunraysia Network
43. Persuasive Texts- Argument. discission and advertisements Purpose: To put forward a point of view. To persuade people to do or think things in line with the author’s/speaker’s point of view
45. GRADUAL RELEASE OF RESPONSIBILITY Role of the teacher Familiarising – students are immersed in or exposed to multiple examples of the selected text forms Analysing - . Students analyse the organisation of the text form and construct their own rules for creating this type of text. MODELLING The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening SHARING The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information GUIDING The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback APPLYING The teacher offers support and encouragement when necessary The student works independently to apply the use of literacy focus DEGREE OF CONTROL Students work with help from the teacher and peers to practise the use of the literacy focus Students contribute ideas and begin to practise the use of the literacy focus in whole class situations The student participates by actively attending to the demonstrations 35 Pearson & Gallagher Role of the student
46. Modelling Text Types In order for students to be able to create and manipulate various texts types effectively, they must be able to deconstructidealised and hybrid examples . Deconstruction allows the students to familiarise themselves with the text before them and analyse its: Purpose, Structural / Organisational features , Language features and Conventions MODEL DECONSTRUCTION/ANALYSIS
47. Reading into writing (c) 2005, Rodney Martin 37 Writing is a more complex and sophisticated skill than reading. There are more proficient readers in the world than there are proficient writers. Children find it easier to unpack the trade secrets of writing if they can observe the techniques first in a simplified format. Therefore, use text models far simpler than children’s reading level to demonstrate the act and process of writing and the thinking behind it.
48. Reading into writing (c) 2005, Rodney Martin 38 Big Book text models give teachers ways to show children how to write. In Shared or Modelled Writing, the teacher demonstrates how a writer thinks and acts in the process of writing. In this sense, the teacher is a model. Invite children to join in the process – in a sense, act like their editor.
49. Structures in non-fiction Text type: Argument/exposition We are going to see how this author has organised this text. Think about what the author is doing on each page. Rodney Martin
50. Genre Learning and Teaching cycle – used for any piece of writing related to any domain of the VELS, having three steps: joint deconstruction, joint construction and individual construction http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/keycharliteracyp6.pdf
51. Teaching/Learning Cycle Several stages are involved before the student independently writes a text and each stage comprises a number of activities. Building up the field knowledge Independent Text construction of text Deconstruction Joint construction
52.
53.
54.
55. What features of language and text structure do all the persuasive texts have in common?
64. Assessment rubrics for both narrative and persuasive writing include common criteria, which will assist in comparing results from the different forms of writing.
65. However, persuasive writing and narrative writing also have some criteria that are unique to each form. For example, persuasive writing assesses rhetorical techniques whilst narrative writing assesses the development of character and setting.
66. The key focus skills for both rubrics are available for comparison here.
67.
68. Text structure The organisation of the structural components of a persuasive text (introduction, body and conclusion) into an appropriate and effective text structure.
69. Ideas The creation, selection and crafting of ideas for a persuasive argument.
70. Persuasive devices The use of a range of persuasive devices to enhance the writer’s position and persuade the reader.
72. Cohesion The control of multiple threads and relationships over the whole text, achieved through the use of referring words, substitutions, word associations and text connectives.
79. Department of Education and Early Childhood Development (DEECD), (2009) Key Characteristics of Effective Literacy. Pub. Student Learning Division, Melbourne
