Persuasivetextslanguagefeatures

This document supports the Literacy Focus for Writing, Genre in the primary curriculum section located in the
Literacy Teaching Toolkit (Department of

Education and Training, Victoria).
Persuasive texts - Argument (Exposition) and Discussion
In the primary school, written persuasive texts will usually be in the form of an argument (exposition) or a discussion. Both genres involve the students in
presenting arguments around a particular issue with supporting points or evidence.
In an argument (or exposition), one side or point of view of the issue is presented. In a discussion, different points of view are presented, with the conclusion
usually favouring one side or the other.
The following is a summary of major language or grammatical features for written persuasive texts at different levels in the primary years organised under
the Language sub-strands of the Victorian Curriculum. The language or grammatical features can be highlighted, modelled and taught through the use of
model or mentor texts and be the focus of explicit teaching about argument (exposition) or discussion in writing (and in reading).
F-2 3-4 5-6

Expressing and Verbs/ verb groups Verbs/ verb groups Verbs/ verb groups
developing ideas Simple verb groups Expanded range of verb group structures Wide repertoire of verb groups and tenses
Action verbs which relate issue related and types Verb choices are more precise, showing an
activities Use of action verbs as they relate to the understanding of presentation of issue and
Some sensing (thinking and feeling) verbs issue, sensing verbs to express opinions or supporting arguments e.g. Children sit
to express opinions and thoughts about an reaction of self or others, saying verbs in there, staring at a screen, straining their
issue e.g. I think cats are better than dogs. the form of simple reporting verbs eyes, focusing on a square.
I like cats better than dogs.
Relating verbs used to identify issue or
Relating (being & having) verbs sometimes
cause/ reason e.g. Watching too much
used to state a simple issue e.g. Cats are
television is not good for you.
the best pets.
Nouns/ noun groups Nouns/ noun groups Nouns/ noun groups
Simple noun groups related to the issue - More complex noun groups which include More complex and expanded noun groups
these typically include pre-modifiers such pre- and/or post- modification about the which include pre- and/or post- modification
as articles and/ or adjectives (usually issue e.g. Many children eat large about the issue; selection of noun group/s
factual or common opinion adjectives) e.g. amounts of sugar. Very young children (including adjectives, adjectival phrases &
Cats are good pets, but might also include see too many violent things on clauses) to convey points e.g. high-rise
References
Christie, F., and Derewianka, B. (2008). School Discourse: Learning to Write Across the Years of Schooling. London and New York: Continuum.
Derewianka, B. (2011). A new grammar companion for teachers. Newtown: PETAA.
Derewianka, B. & Jones, P. (2016). Teaching language in context (2nd ed.). South Melbourne, Vic: Oxford University Press.
Macken-Horarik, M., Love, K., Sandiford, C. & Unsworth, L. (2017). Functional Grammatics: Re-conceptualizing knowledge about language and image for school English.
Oxon, UK: Routledge.
F-2 3-4 5-6
a simple embedded clause as a post television. People waste their precious buildings/ high rise buildings in our
qualifier modifier e.g. Cats are good pets time just sitting on the couch. Another neighbourhood/ the many high-rise
that keep children happy. issue to think about …. buildings being constructed in our
neighbourhood, your health/ the harmful
Personal pronouns used when expressing consequences for your health
opinion, e.g. I think, I like, I believe
Adverbs, (adverbial) prepositional Adverbs, (adverbial) prepositional Adverbs, (adverbial) prepositional
phrases phrases phrases
Simple prepositional phrases of time and Expanded use of prepositional phrases and Expanded & varied use of prepositional
place, or adverbs of time and place e.g. adverbs to elaborate on the issue/s - place, phrases and adverbs to elaborate on the
Cats like to play every day. My cat likes to time, manner, cause e.g. Playing computer issue/s - place, time, manner, cause &
play with me in my garden. games is bad for you for many reasons. accompaniment e.g. you can escape from
No one wants their child to have bad eyes all your burdens, some games help with
for the rest of their lives. everyday activities
Sentences and combining ideas Sentences and combining ideas Sentences and combining ideas
Simple and compound sentences with Simple and compound sentences and Wide range of dependent clauses (time,
clauses of equal status – resembling higher incidence of complex sentences to manner, place, cause, condition,
spoken-like language e.g. Cats are clean include dependent clauses of time, manner, concession) e.g. Although many people
and they don’t make a mess. place, cause, condition e.g. Once you get want to see the dam built, there are
Use of unequal or dependent clauses used to it, you will want to exercise very others who oppose it. As more and more
usually of reason (because) or simple day. If you do not exercise, you might not buildings are constructed, there will be
cause/ effect (if…then) e.g. I like cats be healthy. less space to play. Exhausted by a lack of
because they are soft and cuddly. If your sleep, these poor children cannot
cat is happy then it won’t scratch your concentrate at school.
furniture.
Victorian Recognise that sentences are key units for Understand that a clause is a unit of Understand the difference between main
Curriculum Links: expressing ideas (VCELA143) grammar usually containing a subject and a and subordinate clauses and that a
English Identify the parts of a simple sentence that verb and that these need to be in complex sentence involves at least one
represent ‘What’s happening?’, ‘Who or agreement (VCELA261) subordinate clause (VCELA323)
what is involved?’ and the surrounding Understand that verbs represent different Understand how noun groups/phrases and
circumstances (VCELA178) processes (doing, thinking, saying, and adjective groups/phrases can be expanded
Explore differences in words that represent relating) and that these processes are in a variety of ways to provide a fuller
people, places and things (nouns including anchored in time through tense description of the person, place, thing or
References
F-2 3-4 5-6
pronouns), happenings and states (verbs), (VCELA262) idea (VCELA324)
qualities (adjectives) and details such as Understand that the meaning of sentences Understand how ideas can be expanded
when, where and how (adverbs) can be enriched through the use of and sharpened through careful choice of
(VCELA179) noun/groups/phrases and verb verbs, elaborated tenses and a range of
Understand that simple connections can be groups/phrases and prepositional phrases adverb groups/phrases (VCELA351)
made between ideas by using a compound (VCELA292
sentence with two or more clauses usually
linked by a coordinating conjunction
(VCELA214)
Language for Person Person Person
interaction Use of first person to express ideas e.g. I Mostly first person, e.g. I think, I feel, I Third person, less reliant on using first
think, I believe believe, but could include generalised third person to express opinions (e.g. I think..)
person, e.g. ‘people think..’ Use of inclusive pronouns to build solidarity
e.g. we/ us, our/ ours
Types of clauses Types of clauses Types of clauses
Declarative statements e.g. Cats make Declarative statements e.g. Exercise keeps Appropriate use of declarative statements,
good pets. Dogs are better than cats. you fit and healthy. Computer games can interrogative/ questions (through rhetorical
hurt your eyes. questions) and imperative/ commands (to
move reader to action) e.g. A child sits up
Simple rhetorical questions to engage or all night playing video games. Do you want
hook the reader e.g. Who really wants to be your child to be like this? Make them stop!
unhealthy?
Rhetorical questions are more focused and
Simple commands to move reader to strategically used – they might reflect the
action, e.g. Keep our playground clean. thesis or come at particular points in the
argument e.g. Don’t you think it’s important
Quoting and reporting clauses to represent to care for the environment?
spoken words or thoughts e.g. Most people
think we should exercise. Experts say, Quoting and reporting clauses to represent
‘Listen to your parents.’ spoken words or thoughts e.g. Ms
Cummins, an expert in native animals,
states, ‘Removal of local habitats will
impact on wildlife.’ or Ms Cummins, an
References
F-2 3-4 5-6
expert in native animals, states that
removal of local habitats will impact on
wildlife.
Evaluative language Evaluative language Evaluative language

Attitudes expressed using simple verbs to Attitudes expressed using verbs, adjectives Attitudes expressed using a wide range of
convey emotional evaluation of things and adverbs to convey feelings towards the verbs, adjectives and adverbs to convey
(like/dislike) and simple adjectives to issues, evaluating qualities, e.g. one good emotional response or reaction to the issue,
express judgement of those involved in the reason to avoid sugar… or judgement of evaluating qualities e.g. ‘Computer games
issue people/ groups or their behaviour, e.g. can be the ultimate bomb of fun’, ‘one of the
Keeping animals in cages is cruel. most devastating outcomes of …’ or
judgement of people/ groups or their
behaviour ‘Burning native rainforests to
plant palm oil trees results in orangutans
losing their habitat’.
Adjusting force Adjusting force Adjusting force
Exclamations e.g. Cats are the best! Verbs or adverbs used to soften or increase Range of adverbs of intensity used to adjust
Simple intensifying adverbs e.g. They are force or emphasis e.g. I am worried/ I am soften or increase force – e.g. most, some,
really good. extremely worried, I firmly believe, I strongly terribly, completely, somewhat, totally
believe without a doubt in my mind…
Force can also be adjusted through
Repetition used for effect, to exaggerate, vocabulary choices e.g. destruction of
amplify, emphasise e.g. We must protect rainforests, threatened species,
animals. We must make sure they are safe.
‘Rule of three’ – repetitions and parallel
constructions in threes (e.g. three words or
three phrases to build to a culmination) e.g.
Adults must help, support and guide their
children; These ghastly things should be
banned. Burnt to the ground! Destroyed!
Repetition used for effect, to exaggerate,

amplify, emphasise e.g. The filthiness and
References
F-2 3-4 5-6
absolute ugliness of a playground littered
with rubbish is nothing to be proud of.
Modulating stance Modulating stance Modulating stance
Simple thinking and feeling verb (e.g. think, Modality choices focused on modal verbs of Modality choices include modal verbs of
hope, want), some use of modals verbs obligation (that is, the ‘mustness’ or need to obligation (that is, the ‘mustness’ or need to
(e.g. must, should) do something), e.g. people should, must; do something) e.g. we must consider, the
tendency to use ‘high’ modality; also, government should focus on… and
Simple adverbs of intensity might be used simple comment or modal adverbs e.g. probability (how likely something is) e.g.
to adjust force of argument or opinion e.g. I Surely…, Hopefully…Clearly… people can make... children would be
really think cats are the best. upset…the dam will lead to the destruction
of parks…. this can cause poor social skills
Increased range of comment or modal

adverbs at the beginning of a sentence e.g.
Fortunately…, Surely…, Hopefully…,
Clearly…, Without doubt….
Use of modal nouns, e.g. possibility,

certainty
Citing experts or authorities Citing experts or authorities
Citing of ‘experts’ using simple reporting Use of reporting verbs e.g. state, announce,
verbs, such as ‘says’, ‘states’, ‘explains’, find e.g. Scientists state … or reporting
e.g. Dietitians agree that too much sugar is phrases e.g. According to scientists, …
not good for you.
Victorian Understand that language can be used to Examine how evaluative language can be Show how ideas and points of view in texts
Curriculum Links: explore ways of expressing needs, likes more or less forceful (VCELA272) are conveyed through the use of
English and dislikes (VCELA166) Learn extended and technical vocabulary vocabulary, including idiomatic expression,
Describe some differences between and ways of expressing opinion including objective and subjective language, and that
imaginative, informative and persuasive modal verbs and adverbs (VCELA273) these can change according to context
texts, and identify the audience of Recognise how quotation marks are used in (VCELY317)
imaginative, informative and persuasive texts to signal dialogue, titles and quoted Understand the use of vocabulary to
texts (VCELY188) (direct) speech (VCELA291) express greater precision of meaning, and
References
F-2 3-4 5-6
Recognise that different types of Understand differences between the know that different words can have different
punctuation, including full stops, question language of opinion and feeling and the meanings in different contexts (VCELA325)
marks and exclamation marks, signal language of factual reporting or recording Identify and explain how choices in
sentences that make statements, ask (VCELA305) language, including modality, emphasis,
questions, express emotion or give repetition and metaphor, influence personal
commands (VCELA190) response to different texts (VCELT342)
Understand the use of vocabulary about Investigate how complex sentences can be
familiar and new topics and experiment with used in a variety of ways to elaborate,
and begin to make conscious choices of extend and explain ideas (VCELA350)
vocabulary to suit audience purpose Investigate how vocabulary choices,
(VCELA237) including evaluative language can express
shades of meaning, feeling and opinion
(VCELA352)
Text structure and Clause/ sentence beginnings Clause/ sentence beginnings Clause/ sentence beginnings
organisation Clauses usually begin with the subject. Clauses usually begin with the subject. Clauses usually begin with the subject.
Passive voice might be used to foreground
the object e.g. When the rainforests are
burnt to make way for palm oil plantations,
the orangutans’ habitat is destroyed.
Structure and development of ideas Structure and development of ideas
Indication of author’s stance on the issue Simple outline or preview of issue and
arguments to come
Indication of author’s stance on the issue
Paragraphs are used, one per argument, Topic sentences indicate point to be
with simple elaboration on the topic discussed in the paragraph
sentence TEEL structure might be evident
Topic sentence – States the main idea of
Ideas might not relate back to overall theme the paragraph, includes key words from the
topic
Explanation – Explains the topic sentence,
giving more detail about the idea
Example/Evidence - Proof/evidence such
as facts, statistics, or quotes from experts
References
F-2 3-4 5-6
to support the argument
Link – Links to the main idea of the
argument, or may link to the next paragraph
(also known as PEEL, where P = point)
Connectives/Conjunctions Connectives/ Conjunctions Connectives/ Conjunctions
Clauses joined by simple coordinating Connectives based on simple temporal Range of text connectives e.g. additive
conjunctions (e.g. and, but, so), also logic and order, e.g. Firstly, secondly, also, moreover; causative, e.g. as a result,
subordinating conjunction ‘because’ thirdly, to begin with, finally consequently; conditional/ concessional,
Clauses joined by coordinating conjunctions e.g. otherwise, in that case, however;
(e.g. and, but, so) and subordinating sequential, e.g. to begin with, in conclusion;
conjunctions (e.g. when, as, while) clarifying, e.g. for instance, in fact….in
addition,
Cause and effect through use of if…then
Clauses joined by coordinating conjunctions
(e.g. and, but, so) and subordinating
conjunctions (e.g. when, as, while)
Referring words Referring words Referring words
Reference through pronouns used to build Referring words such as pronouns Referring words such as pronouns
internal connections but not consistently (we/us/ours, they/them/ theirs), determiners (we/us/ours, they/them/ theirs), determiners
clear (e.g. a/an, the, this, these) (e.g. a/an, the, this, these)
Victorian Create short imaginative and informative Identify the point of view in a text and Understand that the starting point of a
Curriculum Links: texts that show emerging use of appropriate suggest alternative points of view sentence gives prominence to the message
English text structure, sentence-level grammar, (VCELY255) in the text and allows for prediction of how
word choice, spelling, punctuation and Understand that paragraphs are a key the text will unfold (VCELA321)
appropriate multimodal elements organisational feature of written texts Understand that cohesive links can be
(VCELY194) (VCELA259) made in texts by omitting or replacing
Understand that different types of texts Understand how texts are made cohesive words (VCELA348)
have identifiable text structure and through the use of linking devices including Plan, draft and publish imaginative,
language features that help the text serve pronoun reference and text connectives informative and persuasive texts, choosing
its purpose (VCELA212) (VCELA290) and experimenting with text structures,
Understand that simple connections can be Plan, draft and publish imaginative, language features, images and digital
made between ideas by using a compound informative and persuasive texts containing resources appropriate to purpose and
References
F-2 3-4 5-6
sentence with two or more clauses usually key information and supporting details for a audience (VCELY358)
linked by a coordinating conjunction widening range of audiences, Understand the uses of objective and
(VCELA214) demonstrating increasing control over text subjective language and bias (VCELA364)
structures and language features
(VCELY299)
References

Persuasivetextslanguagefeatures

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This document supports the Literacy Focus for Writing, Genre in the primary curriculum section located in the

Literacy Teaching Toolkit (Department of

Persuasive texts - Argument (Exposition) and Discussion

F-2 3-4 5-6

Evaluative language Evaluative language Evaluative language

Repetition used for effect, to exaggerate,

Increased range of comment or modal

Use of modal nouns, e.g. possibility,

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