Oral Language


A Walking debate Label three different areas of your classroom ‘Agree’, ‘Not sure’ and ‘Disagree’. Stand in the middle of the room while your teacher reads out one of the statements below (or any other ideas you might have). Walk to the area in the room that represents how you feel about the statement. Your teacher will then pick pupils from each area to give their opinion. You are free to move if someone’s argument persuades you to change your mind.


Disagree


ƒ Zoos should be shut down. ƒ Female sports should be more popular. ƒ School uniforms help to stop bullying.


Writing Genre – Persuasive Writing


The language of persuasive writing should include: ƒ nouns and pronouns that refer to general subjects, e.g. the government, nuclear power. ƒ technical terms, e.g. atoms, contamination.


ƒ usually timeless present tense, e.g. pollutes, encourages (this can change if referring to the past or making predictions).


ƒ formal objective styles, i.e. no personal pronouns. Personal opinions are presented as fact, e.g. everyone is aware that our planet is at risk.


ƒ connectives that show cause and effect or problem and solution, that compare and contrast and show conclusion, e.g. as a result, however, therefore.


A Review, edit and rewrite your persuasive speech. 1. Make sure that your speech has all of the following: ƒ Statement 


Position taken  Arguments 


3. Rewrite your speech and check that you have: ƒ addressed your audience. ƒ presented a logical and persuasive argument.


4. Check your work using the persuasive self-assessment checklist. 5. As a class, hold a mock debate using your election speeches.


B Take action: Fairtrade Fortnight


Find out when Fairtrade Fortnight falls. As a class, make an action plan to teach your school about Fairtrade, e.g. make posters, speak at assembly, try Fairtrade cooking.


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Conclusion 


Persuasive language 2. Read over your speech and edit it for spelling, punctuation and grammar.


Unit 4 | Persuasive Writing 2


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