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Persuasivetextslanguagefeatures
Persuasivetextslanguagefeatures
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).
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
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
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
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
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
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
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
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.