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Persuasion

Persuasion. Planning for Learning. Karen Yager & Penny Waters. Focus on learning. What do I want my students to learn? Why does it matter? What do they already know? How will they demonstrate learning? How will they get there?. 2010 Narrative. 2011 Persuasive Text. Improving Writing.

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Persuasion

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  1. Persuasion Planning for Learning Karen Yager & Penny Waters

  2. Focus on learning • What do I want my students to learn? • Why does it matter? • What do they already know? • How will they demonstrate learning? • How will they get there?

  3. 2010 Narrative 2011 Persuasive Text

  4. Improving Writing To improve the quality of pupil writing: • Explicitly and systematically teach the structure and language demands of the writing task • Focus on the sound, feel and power of words • Focus on audience and purpose • Explicitly teach the thinking processes involved in writing • Immerse pupils in examples and exemplars of the required style of writing • Model, scaffold and jointly construct texts • Use guided and independent practice • Employ peer and self assessment and critical reflection • Write with your pupils!

  5. Confidence • Creativity is innate yet starting writing is not easy! • ‘Just get black on white’ (Robert Gray, 2011). • Fast write • Beginning with observations, chunks of writing, little moments...a sentence a day! • Jottings: Journal, notepad, iPhone or wiki/blog • 12 words of conviction • Twitter arguments • 50 word persuasion: Take away the letter ‘e’

  6. Confidence • Simple to super sentences! • Persuasive devices • Word Clouds: Wordle and Taxedo • Master Chef persuasion • Story Circle (Hot Potato Debates) • Hypotheticals • Writing from experience and conviction!

  7. Craft • Focussing on the sound, look and feel of the words…record writing and really listen! • Senses: • Sound: Euphony, discordance…the vowels and consonants • Sight: Figurative devices • Feeling: Nuances

  8. Craft • Spotlighting: the word and sentence level • Lexical density • Vocabulary • Grammar • Structure: • Purpose and audience • Form • Syntax and paragraphing • Framing devices

  9. Persuasive Devices • Verbs are the powerhouse of persuasion • Effective figurative and sound devices • Colourful adverbs and adjectives • Modality • Imperative voice • Second person • Hyperbole • Analogy • Visuword: http://www.visuwords.com/

  10. Grammar • Recording written work and listening for the discordance. • Online tools: http://www.cybergrammar.co.uk/index.php • Grammies! • Replacing adjectives with verbs

  11. ‘Questions may be the most powerful technology we have ever created. Questions and questioning allow us to make sense of a confusing world. They are the tools that lead to insight and understanding’ Jamie McKenzie.

  12. Hypothetical Questions • Explore possibilities and test theories. These are the “what would happen if…” questions, allowing pupils to think critically and creatively, and test their own convictions and beliefs. E.g. • What if the speaker had eliminated the imperative verbs and anaphora? • What if we had no Facebook? • What are the possible pros and cons?

  13. Synthesising • Really listening to pupil responses • Identifying relationships • Building on pupil responses • Connecting pupil responses to make meaning and emphasis key points. • This contrasts/compares with…? • What conclusion can we draw from…?

  14. Williams’ Model to develop Ideas • Paradox: Paradoxes can be used to evaluate ideas and challenge pupils to reason and find proof. • Analogy: Find the similarities between things and compare one thing to another. • Discrepancy: Students should be challenged to discuss what is not known or understood. • Provocative questions: These are questions that require thoughtful consideration to clarify meaning or develop new knowledge. • Organised Random Search: Given a situation or body of knowledge, pupils search for other information to answer questions such as, what would you do or what would you have done? • Tolerance for Ambiguity: Open-ended questions • Intuitive Expression: Empathy questions • Evaluative Situations: Evaluate solutions and answers in terms of their consequences and implications — pose the question what if? • Visualisation Skills: Provide opportunities for students to perceive or visualise themselves in many contexts.

  15. Langford’s 5 Whys • Ask a question • This leads to a second question • Ask three more questions • Probes and deepens understanding • Thwarts superficial responses

  16. Persuasion • Stage 4 Year 7 Term 1 • Students will learn about how words and images can be used persuasively to manipulate and position others. • Cross curriculum perspective of Sustainability • Naplan 2011

  17. Persuasion • Key learning ideas: • The features of a persuasive text • The purpose of persuasive texts • How language features and form can be used to persuasively promote points of view and position a responder. • Overarching question: How and why do composers craft texts that promote persuasively points of view?

  18. Assessment for and of Learning • Nature of Task: The Australian Federal government has decided to be proactive in targeting these vulnerable locations. They have devised an Australia wide competition that invites proactive citizens to identify an environmentally significant and vulnerable location, and present a persuasive argument as to why the Federal Government should provide funding to ensure that this location is protected for the future. You have been selected to represent your school to identify the special location, predict a possible disaster and argue persuasively why the special place you have chosen should be protected. Your presentation must include: • A description of the unique place • A prediction of one or more possible man-made or natural disasters. • A persuasive case for why the place is special, and should be protected and preserved for future generations. • You can present your case using any medium of production such as: • A power point, slide show or prezi with images and footage • A podcast • A print document such as: a poster, pamphlet or letter. • Use your imagination and decide what medium would be the most effective and persuasive vehicle for your argument!

  19. Weeks 1-2 • Focus: What are the key features of persuasive texts? • Introduction to Persuasion • Students view and analyse: • Severn Suzuki’s speech delivered at UN Earth Summit 1992 focusing on the ideas and the purpose of the speech: http://www.youtube.com/watch?v=uZsDliXzyAY • The Green’s television advertisement election campaign: http://www.youtube.com/watch?v=2gQVnIKDoOA • EDF Energy Advertisements: http://www.youtube.com/watch?v=Xx3Y5RV9YR4&feature=related ; http://www.youtube.com/watch?v=z7JMBa6h7Eo&feature=related

  20. Weeks 1-2 • Features of Persuasive Texts • Students visit for Persuasion 101: http://prezi.com/62290/ • Power of Verbs and the Imperative Voice • Persuasion in 30 seconds • Students deliver a 30 second speech presenting their point of view on the merits of one vs. the other from the following list: • Solar power vs. electricity • Cars vs. walking • Book vs. Kindle • Plastic bags vs. green bags • Clothes dryer vs. Clothesline • Polarised debates • Class blog created as a platform or Voicethread - http://voicethread.com/

  21. Weeks 3 -4 • Focus: What is the purpose of persuasive texts? • Al Gore’s speech to Smith School World Forum on Climate Change: http://oxforddigital.tv/streaming/algore0709.php • ‘There will come Soft Rains’: Short Story – Ray Bradbury & poem by http://www.youtube.com/watch?v=KBtE4jS8J24&feature=related • Bruce Dawe’s Poem ‘In the New Landscape’ • Blog or Voicethread to discuss the issue: ‘Global warming is a myth.’ • Persuasion map: http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf

  22. Weeks 3 -4 • To enhance vocabulary, students use the online thesaurus:Visuword: http://www.visuwords.com/ • The Naplan marking criteria is to be used to assess the exposition – self and peer marking - http://www.naplan.edu.au/writing_2011_-_domains.html • Impact of Emotive language and Modality • Cyber Grammar: http://www.cybergrammar.co.uk/index.php

  23. Weeks 4-5 • Focus: How can language features and form be used to persuasively promote points of view and position a responder? • The Power of Rhetoric • Point of view: The line of argument and the supporting evidence • Use of persuasive techniques • Notes and discussion on the features of effective rhetorical speeches. Students could visit http://en.wikipedia.org/wiki/Rhetoric • Assessment Task – ongoing • http://prezi.com/bnvpgr4u8pnh/cape-byron-symposium/

  24. Exposition • Timed introductions where time allowed decreases with each response. • What? Where? When? Why? How? • Comparison/Contrast columns • Hamburger • Imperative voice, anaphora, declarative statements….

  25. Exposition • Editorial • Letter to the Editor • Advertisement campaign • Poster • Symposia • Nominalisation (actions become things). E.g. ‘to pollute’ becomes ‘pollution’, ‘destroy’ becomes ‘destruction’

  26. Conviction • Stage 5 Year 9 Term 1 • Students will learn about how the convictions of composers reflect their times and context , and shape meaning in texts. • Question: • How significant is our context in the formation of our convictions and the meaning we convey in our texts? • Key Ideas • How context shapes convictions, perspectives and ideas. • How conviction shapes the use of language, form and features.

  27. Conviction • Suggested texts: • To Kill a Mocking Bird, 1984, Ender’s Game, Night… • Websites such as: • Surfaid: http://schools.surfaidinternational.org/ • Amnesty International: http://www.amnesty.org.au/refugees/ • Protest poetry and songs: http://www.ppu.org.uk/learn/poetry/poetry_against.html

  28. Weeks 1 - 2 • Significance of context and convictions: • 12 word exposition on a burning issue • 50-word narrative • Extracts from a range of texts • Modality, imperative voice and emotive language • Persuasive text - Naplan

  29. Assessment • Assessment for Learning • 60 second presentation on a burning issue • Blog post or editorial • Assessment of and as learning: • Imaginative text • Critical analysis focused on how context and convictions shaped meaning and language choices

  30. Weeks 3-6 • Close study of a text or CTD a range of texts • Focus on how meaning is shaped by context and convictions • Imagery through figurative devices • Gaps and silences • Assessment task: Text with conviction and personal evaluation

  31. http://connectivity2011.wikispaces.com/Persuasion+-+ETA+Conferencehttp://connectivity2011.wikispaces.com/Persuasion+-+ETA+Conference

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