michelle pozzi & torrie browne

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Michelle Pozzi & Torrie Browne

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Michelle Pozzi & Torrie Browne. PERSUASION. Australia Curriculum Writing overview Classroom practice NAPLAN focus and beyond ICT. CHALLENGES. Planning Ideas Can’t elaborate detail Waffle & repetition Generic Time limit Spelling and grammar. Child’s Persuasive Brain. - PowerPoint PPT Presentation

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Page 1: Michelle  Pozzi  &  Torrie  Browne

Michelle Pozzi & Torrie Browne

Page 2: Michelle  Pozzi  &  Torrie  Browne

PERSUASION

• Australia Curriculum Writing overview

• Classroom practice

»NAPLAN focus»and beyond»ICT

Page 3: Michelle  Pozzi  &  Torrie  Browne

CHALLENGES• Planning

– Ideas– Can’t elaborate detail– Waffle & repetition

• Generic• Time limit• Spelling and grammar

Page 4: Michelle  Pozzi  &  Torrie  Browne

Child’s Persuasive Brain

Page 5: Michelle  Pozzi  &  Torrie  Browne

REMEDIES• Explicit direct instruction (I do)• Collaboration with peers (We do)• Individual practise (You do)

• Immersion in genre.• Timely feedback and conferencing• Environmental print scaffolds• Narrow focus on text type

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NAPLAN• The goal of persuasive writing is to

persuade!

• Mastery of “big-picture” writing techniques = High Marks

Page 7: Michelle  Pozzi  &  Torrie  Browne

NAPLAN Marks• Engage reader (audience 6 marks)• Strong Ideas (5 marks)• Plan Powerfully (Structure 4 marks –

cohesion 4 marks)• Persuade Reader (Devices 4 marks)

• Spelling and Grammar (11/48)

Page 8: Michelle  Pozzi  &  Torrie  Browne

EXPLICIT TEACHING• Tennis analogy – more effective?

- ‘’Go play” vs. Skill chunking.

• Gradual Release Model- Modelling (I do)- Interaction with others (We do)- Solo practise (you do)

Page 9: Michelle  Pozzi  &  Torrie  Browne

PLANNING & IDEAS• Strong piece of writing is always

based on great ideas.

• Teaching Only Planning = 2 weeks

• Planning to time limit (5 mins)

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BRAINSTORMING• Creativity can be practised.

– Students will struggle at first– Skill comes with practise– Ignore test instructions, analyse the pictures.

• TEST TIP - Don’t walk around the room– People standing behind you raises blood

pressure and intrudes on concentration.– Police interrogation tactic

Page 12: Michelle  Pozzi  &  Torrie  Browne

BRAINSTORMING• Class, group, solo practise

– Thinking on their feet games– Drama improv. Games

• Patterns emerge – common themes• Relate to school values

Page 13: Michelle  Pozzi  &  Torrie  Browne

GROUP BRAINSTORMING• 4-6 students• Each student writes a paragraph• Brainstorm For and Against• Select + Group main ideas• Each person chooses one main idea and

elaborates• 1 min of help from group to improve ideas

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VALUES• Care• Cooperation• Pursuit of Excellence• Responsibility

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COLLABORATION (WE DO)• Interaction – Laughter and learning.

• Emphasis on oral to literate

– H.O.T.S• Judge/Jury• 4 Corners• Verbal boxing• Group Brainstorming• Role Plays

Page 16: Michelle  Pozzi  &  Torrie  Browne

GRAPHIC ORGANISER• K.I.S – 4 Square planner

–Easiest = no pre drawn boxes or templates

• Strong plan = excellent marks for »Ideas (5)»Cohesion (4)»Structure (4)»Paragraphing (3)

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4 SQUARE PLANNER

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PLANNING• TIPS

- Thinking = most important- Separate brainstorming and

planning from writing. - 2 different timeslots

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IMMERSION• Variety good + bad• Embed persuasive texts into all aspects

of Literacy program (shared + guided reading)

• BBC Persuaders• Teen Ink • Shared Student examples.• BTN • Kids Picture Books

Page 20: Michelle  Pozzi  &  Torrie  Browne

BBC PERSUADERS

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MODELING• I do – “think alouds” as I’m writing• Involve student input

• What have I done here?• What’s a more persuasive word I could

use?

• Students copy and rewrite neatly as homework

Page 22: Michelle  Pozzi  &  Torrie  Browne

PERSUASION GRAPH

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INTRODUCTIONS vs. SIZZLING STARTS

• Boring but safe– Scaffolded write by numbers approach – Good as a fall back for writers block

• Formula–Rhetorical question +–Opinion +–Preview 3 Ideas +–Engage Reader (we….)

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RISK-TAKING & EXCITING• Why write something ordinary when

you can write something amazing?

• Facts don’t necessarily change minds, the 3 E’s do!

• Engagement + Emotion + Energy

• Compelling stories = Entertain to Persuade

Page 25: Michelle  Pozzi  &  Torrie  Browne

SIZZLING STARTS• Before

– I think books are better than TV because 1)…2)….3). Let me explain.

• After– I’m in a fantasy land far away, magical

and mysterious. I am a sorcerer, a power, a leader of thousands. Ok, I admit it. I’m in bed reading a book. T.V. just doesn’t compete.

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SHOW DON’T TELL• Kids “tell” because it is quick and simple• Word pictures = empathise and connect• Creates a solid image

• TELLBefore – Yes we should help other

countries because children in places like Ethiopia are dying without water.

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SHOW• After – Thirsty? Walk into a shop and

pick up a bottle of water. Pay a few dollars, unscrew the cap and drink. That’s if you’re lucky and live in Australia. Now take a close look at that small bottle in your hands. If you lived in Ethiopia, that is all the water you have to live on for three days.

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SHOW DON’T TELL

Page 29: Michelle  Pozzi  &  Torrie  Browne

Sizzling Starts• Teach using sensory input• What can you see, hear, taste, touch,

smell?

• Scaffold Prompts–Imagine if….–Picture this…

Page 30: Michelle  Pozzi  &  Torrie  Browne

AUDIENCE• Imagine writing to a friendly adult or

teacher

• Makes the tone less stilted and generic.

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ACTIVITY• Student ad agencies are in charge of

marketing flavoured milk to a particular audience.

• Use appropriate persuasive devices and language for their audience.– Kids - Older people– Teens - Athletes/Sporty People– Busy mums and dads - Weight Conscious

Page 32: Michelle  Pozzi  &  Torrie  Browne

ELABORATION• Challenge – students can find ideas, but

can’t elaborate

• Thesis = hypothesis - walls• Elaboration = proof – wall paper

Page 33: Michelle  Pozzi  &  Torrie  Browne

PERSUASIVE DEVICES• A- Alliteration• F- Facts• O- Opinions• R- Rhetorical Questions/R- Repetition• E- Examples/Experts/Emotive Language• S- Statistics• T- Rule of Three

Page 34: Michelle  Pozzi  &  Torrie  Browne

PERSUASIVE DEVICES• Teach explicitly

• Identify examples– Readings– Written work– Ads/ Movie Clips

Activity – Sell a product by creating a poster using A FOREST devices.

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SPOT THE DEVICES

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ETHOS , LOGOS, PATHOS

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QUOTATIONS• Students research a good quote on the

topic of a persuasive theme.

• E.g. Cats are smarter than dogs. You can’t get eight cats to pull a sled through snow (Jeff Valdez)

• Dogs come when they are called. Cats take a message and get back to you. (Mary Bly)

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FINAL ARGUMENT• Formula

• End with impact– use questions, rule of 3, short words and sentences.

• 3 Techniques– Link to opening– Show don’t tell– Call to action – tell the reader what to do.

Page 39: Michelle  Pozzi  &  Torrie  Browne

FINAL PARAGRAPH• Before – Finally, plastic bags should be

banned because they are not as easily disposed of as some people think. They pollute the land and the sea.

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FINAL PARAGRAPH• After – You think plastic bags are

harmless? Tell that to the dolphin with the plastic bag wound around its snout, slowly starving to death. You think they’re light and easily thrown out? Over one million bags a week are buried, ditched and dumped in our country. One little bag blowing in the wind couldn’t hurt, could it? One maybe wouldn’t. A million does.

Page 41: Michelle  Pozzi  &  Torrie  Browne

VOCABULARY• Vocab marked separate to spelling, so

have students take risks.• ‘’I think toys are good’’……isn’t very persuasive• Word walls of emotional + persuasive vocab• Reinforce words in spelling program

• Explicitly teach high modality words– Use modality strengthening exercises and

word cloze

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4 SQUARE CONNECTIVES

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CONVENTIONS• Takes a long time to bring a weak

speller up to scratch– Work on higher order thinking (planning etc)– More empowering that trying to patch weak

spots

• Practise, practise, practise words and phrases related to persuasive texts– Words that crop up in written work– Words like ‘’extremely’’ ‘’dangerous’’

Page 44: Michelle  Pozzi  &  Torrie  Browne

CONVENTIONS• Higher marks for complex punctuation

– Brackets, exclamation marks, speech marks, ellipsis… () !! “”….

– Stronger students use small bits of dialogue to show mastery

– Weaker students read work aloud to help with commas and full stops.

• Last 5 mins to check work– Hard for kids to focus on detail and big

picture thinking at the same time.

Page 45: Michelle  Pozzi  &  Torrie  Browne

EDITING• Explicitly taught and modelled• SWAP & CUPS

• Peer Editing –Start with a Star? (What do you like)–What do you wonder? (3 questions)–Advice (How to make it better)–Plans for revising (Written by the writer)

Page 46: Michelle  Pozzi  &  Torrie  Browne

SELF EDITING• CUPS

• Capitalisation

• Usage and Grammar

• Punctuation

• Spelling

Page 47: Michelle  Pozzi  &  Torrie  Browne

CUPS• Read own work aloud 4 times

– Slows down reading– Ear catches things the eye doesn’t.– Read one time for each aspect of CUPS– Ask yourself, “Does this make sense?”

• Different pen for each stage• Dictionaries• Environmental print• Work with a different student

Page 48: Michelle  Pozzi  &  Torrie  Browne

GOALS• Integral part of the curriculum• Effective communication skills• Challenge other people’s thinking

Page 49: Michelle  Pozzi  &  Torrie  Browne

ICT • AMAP – collaborative online maps

Page 50: Michelle  Pozzi  &  Torrie  Browne

ICT• Wordle – vocabulary word art

Page 51: Michelle  Pozzi  &  Torrie  Browne

ICTTagexedo –

Students type in words or phrases and computer makes a word cloud or image.

Page 52: Michelle  Pozzi  &  Torrie  Browne

• Animoto – Creating ads

Page 53: Michelle  Pozzi  &  Torrie  Browne

ICTXtranormal -Animated Persuasion

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TEXTS

Page 55: Michelle  Pozzi  &  Torrie  Browne

ACTIVITY• Draw a portrait of the person you write to.

• Display these pictures near the persuasive environmental print as a ‘’faces of inspiration gallery’’

Page 56: Michelle  Pozzi  &  Torrie  Browne

ACTIVITY• Three Word Challenge

– Pair students. Each person writes 3 words on a piece of paper e.g. soup, racing, invisible

– Swap papers – 2 mins to write a persuasive Sizzling Start using 3 words.

– Randomness gets kids thinking outside square, i.e. creatively

Page 57: Michelle  Pozzi  &  Torrie  Browne

WE DO – GROUP WRITING• Groups 4-6 • Each person will write a paragraph• Timed Brainstorm For & Against• Select + Group 3-5 Main Ideas• Each student chooses 1 Main Idea to

work on + elaborate• Students present ideas + 1 minute

brainstorm help for more ideas.

Page 58: Michelle  Pozzi  &  Torrie  Browne
Page 59: Michelle  Pozzi  &  Torrie  Browne
Page 60: Michelle  Pozzi  &  Torrie  Browne

Teaching Persuasive Writing – The Bones

• K-10 Syllabus English Scope and Sequence for persuasive texts

• First Steps Resource Book – Writing to Persuade (p103-116)

• Sentence and Paragraph work – First Steps Writing Resource Book (p190-196)

• DET NAPLAN site

Page 61: Michelle  Pozzi  &  Torrie  Browne

Art of Persuasion

Page 62: Michelle  Pozzi  &  Torrie  Browne

Connect to Students Lives• Children are natural persuaders??Variety of genre - TV Commercials

Letters to the Editor Junk mailMagazine ads

• Connect with Literacy – non fiction and fiction books.

Page 63: Michelle  Pozzi  &  Torrie  Browne

BBC The Persuaders

Page 64: Michelle  Pozzi  &  Torrie  Browne

Child’s Persuasive Brain

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Monty Python defines an argument

Page 66: Michelle  Pozzi  &  Torrie  Browne

Oral to Literate• Hands Game – Three B’s• Verbal articulation of H.O.T.S – 4

Corners, Judge Jury• Drama – improvised skits, role-play

debates.• Argument Game

Page 67: Michelle  Pozzi  &  Torrie  Browne

Gradual Release• Stephen King – “On Writing”• Teacher directed – graphic organisers

completed with think aloud statements.• Read Write Think – Writing is Fun• Timely and specific feedback is

CRITICAL

Page 68: Michelle  Pozzi  &  Torrie  Browne

ICT and Persuasion• Opportunities are

infinite.

Page 69: Michelle  Pozzi  &  Torrie  Browne

Test Triage • What are your kids’ problems?• - Wyatt Earp Syndrome –brave,

courageous and bold• - Filibustering • -

Page 70: Michelle  Pozzi  &  Torrie  Browne

Writing Scaffolds• O - Opinions• R - Reasons• E - Explanation• O – Opinion restated

Page 71: Michelle  Pozzi  &  Torrie  Browne

A FORREST

Page 72: Michelle  Pozzi  &  Torrie  Browne

Spot the techniques

Page 73: Michelle  Pozzi  &  Torrie  Browne

Your Turn• Task – Creative a persuasive poster

advocating for either as to why a dog or a cat would make the best pet. Use some of the techniques we’ve covered in the presentation.

Page 74: Michelle  Pozzi  &  Torrie  Browne

Recommended Resources

Page 75: Michelle  Pozzi  &  Torrie  Browne

The End• Thanks for listening!

Page 76: Michelle  Pozzi  &  Torrie  Browne
Page 77: Michelle  Pozzi  &  Torrie  Browne
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What is Persuasive Writing?

Definition: persuasive writing…

seeks to convince its readers to embrace the point-of-view presented by appealing to the audience’s reason and understanding through argument and/or entreaty.

Page 80: Michelle  Pozzi  &  Torrie  Browne

Persuasive GenresYou encounter persuasion every day.

• TV Commercials• Letters to the Editor • Junk mail• Magazine ads• College brochures

Can you think of other persuasive contexts?

Page 81: Michelle  Pozzi  &  Torrie  Browne

Steps for Effective Persuasion

• Understand your audience• Support your opinion • Know the various sides of your issue• Respectfully address other points of view • Find common ground with your audience• Establish your credibility

Page 82: Michelle  Pozzi  &  Torrie  Browne

When to Persuade an Audience

• Your organization needs funding for a project

• Your boss wants you to make recommendations for a course of action

• You need to shift someone’s current point of view to build common ground so action can be taken

Page 83: Michelle  Pozzi  &  Torrie  Browne

Understanding Your Audience

• Who is your audience?• What beliefs do they hold about the topic?• What disagreements might arise between you

and your audience?• How can you refute counterarguments with

respect?

Page 84: Michelle  Pozzi  &  Torrie  Browne

Understanding Your AudienceWhat concerns does your audience face?

For example:– Do they have limited funds to distribute?– Do they feel the topic directly affects

them?– How much time do they have to consider

your document?

Page 85: Michelle  Pozzi  &  Torrie  Browne

Understanding Your Audience• Help your audience relate to your topic• Appeal to their hearts as well as their

minds.

–Use anecdotes when appropriate –Paint your topic in with plenty of detail– Involve the reader’s senses in these

sections

Page 86: Michelle  Pozzi  &  Torrie  Browne

Researching an Issue• Become familiar with all sides of an issue.

-find common ground-understand the history of the topic-predict the counterarguments your

audience might make-find strong support for your own

perspective

Page 87: Michelle  Pozzi  &  Torrie  Browne

Researching an Issue• Find common ground with your audience

For example:

Point of Opposition: You might support a war, whereas your audience might not.

Common ground: Both sides want to see their troops come home.

Page 88: Michelle  Pozzi  &  Torrie  Browne

Researching an Issue• Predict counterarguments

Example:

Your Argument: Organic produce from local Farmers’ Markets is better than store-bought produce.

The Opposition: Organic produce is too expensive.

Page 89: Michelle  Pozzi  &  Torrie  Browne

Researching an IssueOne Possible Counterargument:

Organic produce is higher in nutritional value than store-bought produce and is also free of pesticides, making it a better value. Also, store-bought produce travels thousands of miles, and the cost of gasoline affects the prices of food on supermarket shelves.

Page 90: Michelle  Pozzi  &  Torrie  Browne

Support Your Perspective• Appeal to the audience’s reason

– Use statistics and reputable studies• Cite experts on the topic

– Do they back up what you say?– Do they refute the other side?

Page 91: Michelle  Pozzi  &  Torrie  Browne

Cite Sources with Some Clout• Which source would a reader find more

credible?– The New York Times– http://www.myopinion.com

• Which person would a reader be more likely to believe?– Joe Smith from Fort Wayne, IN– Dr. Susan Worth, Prof. of Criminology at

Purdue University

Page 92: Michelle  Pozzi  &  Torrie  Browne

Establish Credibility

• Cite credible sources • Cite sources correctly and thoroughly• Use professional language (and design)• Edit out all errors

Page 93: Michelle  Pozzi  &  Torrie  Browne

Cite Sources EthicallyDon’t misrepresent a quote or leave out

important information.

Misquote: “Crime rates were down by 2002,” according to Dr. Smith.

Actual quote: “Crime rates were down by 2002, but steadily began climbing again a year later,” said to Dr. Smith.

Page 94: Michelle  Pozzi  &  Torrie  Browne

Tactics to Avoid

• Don’t lecture or talk down to your audience

• Don’t make threats or “bully” your reader• Don’t employ guilt trips• Be careful if using the second person, “you”

Page 95: Michelle  Pozzi  &  Torrie  Browne

Have More Questions?• Visit us at the Writing Lab

– Heavilon Hall 226– 4-3723– http://owl.english.purdue.edu/writinglab

• Visit us online at the OWL– http://owl.english.purdue.edu

Page 96: Michelle  Pozzi  &  Torrie  Browne

The End