Resource+2

Resource 2 Scaffold for Persuasive text



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**Explanation of resource** The resource is a scaffold that the students will use when they are writing their persuasive texts. This scaffold can be viewed online and also printed off so that students can write down the points that they wish to make in their persuasive text. This resource is essential in the writing of exposition as it allows students to follow a structure ensuring that they do not forget any key points or sections that are necessary for the success of the persuasive text. Although this scaffold is only an outline of what needs to be included in the particular text type, the website also provides examples that the teacher may show their class before students begin their persuasive text so that they get a better idea of what the text type looks like.

**Relevance to outcome** This resource assists students to meet the relevant outcomes set for the lesson, particularly the outcomes relating to literacy. The resource assists students to draft their texts and structure them in an appropriate way for the persuasive text type. As Wing Jan (2009) recognises, if a text is to persuade the audience then it must have specific features in order to be successful (2009, pp. 17-19). This includes making points so that the audience is persuaded to take the same stance as you. By using this resource students will create well-structured texts and know what information needs to be included when revising and proofreading. This resource also encourages students to produce their texts in a clear, effective and accurate way, as the second outcome states. This is the case as the scaffold gives students a layout to follow so they put the relevant information in the correct places and provides students with an easy to follow layout of a persuasive text. The PDHPE outcome is also addressed as this asks the students to discuss the factors that impact peoples personal health choices. Students through discussing if smoking should/ should not be banned in public parks and sports fields will uncover these factors that impact of people's health.

**Aspects of Literacy to be explored** Similarly to Wing Jan (2009) Droga & Humphrey (2003) identify that the structure of the text is very important when writing an exposition (2003, pp. 144-145). Related to the structure of the text is the language that is used. The language that is to be used when writing an exposition must be very argumentative and persuasive and the writer’s arguments must be linked with the appropriate text connectives to ensure that the text flows effectively between arguments.

Students will also be encouraged to use a range of sensing verbs so that their points are made clear and personalised (Droga & Humphrey, 2003, pp. 144-145). By students incorporating sensing verbs the arguments will be made more implicit and implied throughout the text rather than being obvious and explicit.

As this resource is related to the text type of expositions it has a large focus on literacy aspects that can be explored through incorporating the resource into the lesson.

**References** Board of Studies NSW. (2007). English k-6 syllabus. Sydney: Author.

Board of Studies NSW (2007). Personal development, health and physical education syllabus. Sydney: Author.

<span style="font-family: Tahoma,Geneva,sans-serif;">Droga, L., & Humphrey, S. (2003). //Grammar and meaning: an introduction for primary teachers.// Berry, NSW: Target Texts.

<span style="font-family: Tahoma,Geneva,sans-serif;">Wing Jan, L. (2009). Write ways: modelling writing forms (3rd ed.). Melbourne: Oxford University Press.