1. Persuasive Writing Home Page purpose audience style and tone
emotive words
repetition
emotive phrases
rhetorical questions
exaggeration
figurative language
linking words
This PowerPoint is designed to be used with the New Horizons 5-14 Writing pack for secondary schools. It links closely to the pupil resources pack.
Alternatively it can be used as a stand alone teaching tool.
It could be used as an introduction to the topic or as a summary follow up. PowerPoint presentations can also be stored in departmental folders so that pupils can be directed to them for individual revision purposes.
Teachers could also use particular areas of the presentation as specific teaching points for use in other lessons To this end, highlighted words on the Home Page can be used to hyperlink directly to that page. To return to the Home Page simply click on the Home icon at the bottom of each slide.
flattery
hooks

2. Persuasive Writing What is my purpose? Who is my audience?
This format is adopted at the beginning of each presentation on each specific genre. This is to reinforce the idea of a clear context for each piece of writing.
As with all the following slides, clicking on the yellow home icon in the bottom right hand corner will take you back to the title page.
How will I do it?

3. Purpose entertain? inform? persuade?
Reinforces the purposes of writing.
persuade?

4. Audience Who o o o? an expert? Am I writing for a listener? a reader?
someone my own age?
an expert?
the general public?
Pupils are encouraged to identify a specific audience for each piece of writing they produce.

5. Technique persuade What can I do to make my writing my audience?
What techniques
can I use?
The idea of this pack is to reinforce the HOW of writing tasks as well as the why. The teaching pack and the presentation give examples to reinforce each technique and the pupil pack allows pupils to try these out for themselves.
This is very much skill based rather than format based. The underlying principle is that pupils should try out their learned skills in short, specific tasks before attempting a longer piece of work

6. Style and Tone How do I win my audience’s sympathy? Create a mood
This is called
Teacher input on TONE is necessary at this point. Individual teachers will be aware of the specific needs of their own particular teaching groups. The cartoon figures should hopefully provide a starting point. A discussion could be generated here about what particular tone or mood would be appropriate to specific types of writing – with particular reference to persuading.
tone

7. Here are some techniques
HOW?
This might be an opportunity to brainstorm with pupils to see how aware they are of what techniques are available to them when it comes to persuading and how and where they use them.
Here are some techniques

8. HOOK your reader with facts
but use emotive words
and use emotive opinions
Hooks
This section should be used in conjunction with he pupils booklet “Using Facts and Opinions to Persuade”
To return to the previous slide click on the arrow in the bottom left hand corner of the screen.
Go to GO and click on
previously viewed

9. Writers use facts to persuade and use emotive words to emphasise their point of view
Every year 15, foxes are in
foxhunts
Statistics show the
that car accidents cause in Britain every year. It is the equivalent of 10 Jumbo Jets to earth, with all on board being
deaths
killed
falling
This slide offers dialogue without emotive vocabulary. Those teachers using a Smartboard, or projecting onto a whiteboard could ask pupils to suggest emotive words to persuade an audience that foxhunting is a bad idea and that road traffic can be deadly. Some words are flashed up briefly to make sense of the sentences (this is not a close exercise!)
The next slide gives the emotive vocabulary.
killed

10. Writers use facts to persuade and use emotive words to emphasise their point of view 2
Every year 15,000 helpless foxes are slaughtered in foxhunts
Statistics show the dreadful carnage and destruction that car accidents cause in Britain every year. It is the equivalent of 10 Jumbo Jets plummeting to earth, with all on board being wiped out
Discuss the words from this slide and compare them to the suggestions made by pupils themselves. It might be interesting to get pupils to rewrite the first sentence from the point of view of a pro fox hunting perspective.

11. Writers use facts and comment on these with emotive opinions in order to persuade
Foxhunts are organised by landowners. An event to satisfy their desire for excitement
Cars cause a large number of deaths each year. Legislation be brought in to reduce the that we British have for owning
This slide offers dialogue without emotive opinion. Those teachers using a Smartboard, or projecting onto a whiteboard could ask pupils to suggest emotive words to persuade an audience that foxhunting is a bad idea and that road traffic can be deadly. Some words are flashed up briefly to make sense of the sentences (this is not a close exercise!)
The next slide gives the emotive vocabulary.
might
fondness
them

12. Writers use facts and comment on these with emotive opinions in order to persuade
Foxhunts are organised by wealthy landowners. An event to satisfy their unhealthy desire for excitement and bloodshed
Cars cause a large number of deaths each year. Legislation must be brought in to reduce the obsession that we British have of owning such a lethal weapon
This slide and the one immediately following use the exemplars provided in the pupil pack.
The emotive words are highlighted in red for discussion with pupils. An interesting exercise might be to ask pupils what effect it would have on the sentences were these words to be replaced with less forceful vocabulary. The second slide offers the same dialogue without the emotive vocabulary. Those teachers using a Smartboard or projecting onto a whiteboard could write in less emotive words. Pupils could then be encouraged to replace them with other words to restore the force in the argument.

13. your audience to make it agree
Flatter
your audience to make it agree
Flatter
A great and handsome wolf like you should never need to degrade yourself by eating such a skinny little squirt as me!
great
handsome
degrade
skinny little squirt

14. EXAGGERATE!
Exaggeration
all
all
If you eat me the pigs from corner of the earth will descend upon your house and you and your family and their families ……..
every
every n
destroy
destroy

15. Repetition Repetition Repetition Repetition Repetition Repetition
pig
Am I not a handsome , a kind , a friendly ?
Why would you want to kill a as friendly as me?
pig
pig
Repetition
Repetition
pig
Repetition
Repetition
Repetition
Repetition

16. These questions do not require an answer
Rhetorical Questions
These questions do not require an answer
Am I confused!
They make a point or persuade the audience to the writer’s point of view

17. Create an image to persuade the audience to your point of view
Figurative Language
alliteration
simile
metaphor
Create an image to persuade the audience to your point of view

18. Use an image or comparison to win the audience to your point of view
SIMILE
Use an image or comparison to win
the audience to your point of view
To you I am like the dirt on your paw but I am a PIG!
To return to Figurative Language click on the arrow in the bottom left hand corner of the slide.
PIG
PIG
PIG

19. METAPHOR
To my family, I am a king, please do not disillusion them by eating me!
To return to Figurative Language click on the arrow in the bottom left hand corner of the slide.

20. ALLITERATION
I am only a puny porky pig. Why would a wild and wonderful warrior like you want little me? p p p w w w
To return to Figurative Language click on the arrow in the bottom left hand corner of the slide.

21. Use linking words to build your argument and join together your ideasso
I am the pig you dream of
because
I am GORGEOUS
therefore
you will want me,
without doubt,
as your husband
A brainstorm on words that can be used as linking words could be used after the explanation appears in yellow type. Where the teacher is using a Smartboard or whiteboard, suitable words could be filled in on the pyramid before clicking the mouse or touching the board to reveal the exemplar link words
Pupils could be encouraged to write a concluding paragraph (on a topic of their own or the teacher’s choice) which uses some , or all, of the words on the slide.
Use linking words to build your argument and join together your ideas

22. In conclusion, therefore,
check your purpose,
identify your audience,
decide your viewpoint,
and choose the techniques
you think will work best.
Without doubt YOU can do it.
The sky is the limit, so get started!
A summary.
It might be worth pointing out that some of the techniques mentioned in earlier slides have been used in composing the conclusion.