Persuasive writing
(5-6 weeks)

Overview

• Read and evaluate letters, for example from newspapers or magazines, intended to inform, protest, complain, persuade, considering (i) how they are set out, and (ii) how language is used (e.g. to gain attention, respect, manipulate). Select, read and evaluate a range of texts, in print and other media, on paper and on screen (e.g. newspaper comment, headlines, adverts, fliers) for persuasiveness, clarity, quality of information, and to compare writing which informs and persuades, considering for example the deliberate use of ambiguity, half-truth, bias; how opinion can be disguised to seem like fact. Infer writers' perspectives from what is written and from what is implied.
• Collect and investigate use of persuasive devices such as words and phrases (e.g. 'surely', 'it wouldn't be very difficult...') persuasive definitions (e.g. 'no one but a complete idiot...', 'every right-thinking person would..., 'the real truth is...'), rhetorical questions (e.g. 'are we expected to...?', 'where will future audiences come from...?'), pandering, condescension, concession (e.g. 'naturally it takes time for local residents...'), deliberate ambiguities (e.g. 'probably the best...in the world', 'known to cure all...', 'the professional's choice').
• Draft and write individual, group or class persuasive letters for real purposes, for example put a point of view, comment on an emotive issue, protest; edit and present to finished state.
• Write a commentary on an issue on paper or screen, for example as a news editorial or leaflet, setting out and justifying a personal view. Use structures from reading to set out and link points (e.g. numbered lists, bullet points).
• Construct an argument in note form to persuade others of a point of view, sequencing points logically. Explore how ICT or other use of multimodality might support this (e.g. develop a PowerPoint presentation). Present as a spoken argument to the class or a group making use of persuasive language. Listen to others doing the same and evaluate own and others' presentations.
• Understand how persuasive writing can be adapted for different audiences and purposes (e.g. by using formal language where appropriate), and how it can be incorporated into or combined with other text types.

1998 Framework objectives covered:

Year 5, Term 3: T12 read and evaluate letters, for example from newspapers or magazines, intended to inform, protest, complain, persuade, considering (i) how they are set out, and (ii) how language is used; T13, T14 and T15 read other examples to compare writing which informs and persuades; select and evaluate a range of texts, in print or other media, for persuasiveness, clarity, quality of information; collect and investigate use of persuasive devices; T17 draft and write individual, group or class letters for real purposes, edit and present to finished state; T18 write a commentary on an issue on paper or screen, setting out and justifying a personal view; use structures from reading to set out and link points; T19 construct an argument in note form or full text to persuade others of a point of view and present the case to the class or a group and evaluate its effectiveness; understand how writing can be adapted for different audiences and purposes.