Teaching Persuasive Writing Aim of this session: To learn how to use persuasive writing techniques in your subject

Guilt: persuade a group of teenagers to give money to charity ‘10 children in Africa will die this month if you don’t contribute £1 to Oxfam.’

Rhetorical Question: persuade a group of students not to drop litter How would you feel if you knew your grandchildren might be brought up in an society that is polluted because of your ignorance?

Imagery: persuading the local council to help ease congestion in the city. Picture the calm streets and the clean smell in the air. The roads are no longer cluttered with cars and motorbikes; you are free to walk and enjoy the natural environment.

Personal Pronouns: persuade year 11 to eat more healthily at lunchtimes Together WE can all motivate each other to prevent heart disease.

Emotive Language: persuade a member of your family/someone you know to quit smoking 76 year old Betty’s health has deteriorated rapidly. Years of smoking and ignoring friends’ advice has left her gasping for breath, unable to walk up the stairs. Her grandchildren cry because they can do nothing to help her.

Repeat your point I said earlier: ‘Together we can all motivate each other to prevent heart disease.’ During this part of the writing you might say: ‘We really work together to prevent heart disease.’

Stress that point! When writing to persuade you need to really STRESS your point. You can do this by underlining words, using capital letters or by using bold writing. For example, Stop smoking NOW!

Use the rule of 3: persuade Year 11 to take AS level History Use three hard-hitting words to emphasise your point. For example: ‘In AS level History you will learn how to be analytical, evaluative and critical. These are all skills that can be applied across the curriculum, and that many universities will be looking for.’

Provocative Language: create a poster which would persuade young men to sign up to join the armed forces on the outbreak of WWII It is your duty to serve your country and ensure victory for all!

Statistics Students can refer to actual facts or key quotes learned in your subject to support their line of argument. Students will more than likely need to present actual facts as part of the subject. The key to emphasise the importance of facts to ensure the piece of writing PERSUADES.

GRIPPERS3PS Guilt Rhetorical Questions Imagery Personal Pronouns Emotive Language Repetition Stress 3 (rule of) Provocative language Statistics

What next? Think about where GRIPPERS3PS might be built into your schemes of work. Inform Craig when persuasive writing could be a feature in your lesson/s and invite him in. Feedback to members of your department/model the technique in a department meeting. Evaluate: does this technique work for you and your subject? Cross-curricular observation