What is this sequence about?
This learning sequence aims to develop student understanding of persuasive language, focussing on how persuasive techniques work and why persuasive language matters. It aims to equip students with the skills to critically analyse a wide range of persuasive texts and to identify bias and subjectively in the texts they read and view.
The sequence provides opportunities for students to explore these concepts by engaging with a range of written and visual texts.
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Big understandings Individuals and groups can influence decisions that affect them and their communities. Language can be used skilfully and precisely to persuade and influence the way others think, feel and act. An argument can be made stronger by considering opposing points of view. |
The sequence has been written by teachers for teachers. It has been designed to provide students with rich, engaging learning experiences that address the Victorian Curriculum. The sequence consists of eight flexible stages, including suggested learning intentions.
Overview of stages
1. Exploring the Purpose of Persuasive Texts
Suggested Learning Intentions
- To develop an understanding of the purpose and range of persuasive text types
3. Analysing Persuasive Elements in Visual Texts
Suggested Learning Intentions
- To understand how authors use images and language to persuade the reader
5. Analysing Persuasive Texts: Collaborative Investigation
Suggested Learning Intentions
- To recognise that texts are written to reflect the viewpoint of the author
- To identify the techniques authors use to develop a persuasive text
7. Creating Persuasive Texts: From Talking to Writing
Suggested Learning Intentions
- To examine how spoken texts differ from written texts
- To use noun groups and conjunctions to write clearly
2. Analysing Persuasive Elements in a Literary Text: The Island
Suggested Learning Intentions
- To interpret an author’s point of view
- To explore how evaluative language is used to influence the reader
4. Analysing Persuasive Techniques in Written Texts
Suggested Learning Intentions
- To understand how authors use language, images and evidence to present their views and influence the reader
6. Creating Persuasive Texts: Developing Ideas
Suggested Learning Intentions
- To develop a clear point of view on a topic of interest
8. Creating Persuasive Texts: Modelled, Shared and Independent Writing
Suggested Learning Intentions
- To present a point of view using persuasive text features
- To support an argument with logical reasons and evidence
Prior knowledge
Before you commence this sequence, it is suggested that you ensure your students are familiar with:
- the purpose and general features of persuasive texts, for example how an opinion is supported by examples or evidence
- the distinction between fact and opinion
- paragraph structure, understanding that paragraphs are comprised of a topic sentence that identifies the main idea and additional sentences that add detail about the main idea
- some language features that have a persuasive force, in particular modality.
Teaching strategies
This sequence is organised around the Teaching and learning cycle: reading and writing connections outlined in the Literacy Teaching Toolkit.
- Four resource model for reading and viewing; text analyst
- Guided writing/writing conferences
- Modelled writing
- Shared writing
- Modelled reading
- Writing Workshop
- Shared reading
The sequence highlights opportunities to apply the High Impact Teaching Strategies (HITS), which are a component of the Victorian Teaching and Learning Model.
Vocabulary
Students should be able to understand and use the following concepts and terms by the end of the learning sequence:
| Argument | Modal verb |
| Contention | Persuade |
| Conjunctions | Persuasive texts |
| Emotive language | Point of view |
| Evaluative language | Proposition/contention |
| Exaggeration | Pronoun |
| Metaphor | Rhetorical questions |
| Modality | Simile |
You can find definitions of some of these terms in the Victorian Curriculum: English Glossary. It is recommended that the explicit teaching of vocabulary occur throughout this learning sequence. The Literacy Teaching Toolkit provides resources and sample activities to support this practice.
A vocabulary table template for this sequence is also available.
Assessment
Opportunities for formative and summative assessment are identified at different stages of the learning sequence. Look for the 'Assessment Opportunity' icon.
You may want to develop a rubric to assess students’ progress. A range of Formative Assessment resources are available from the Victorian Curriculum and Assessment Authority. This includes a Guide to Formative Assessment Rubrics, a series of modules to support you to develop your own formative assessment rubrics, and sample rubrics across six curriculum areas that demonstrate how you can put formative assessment rubrics into practice in the classroom.
In developing a rubric, you may wish to co-construct assessment criteria with your students. Each stage of the sequence provides sample success criteria for students working at Level 5.
The Victorian Curriculum and Assessment Authority has also published work samples that provide teachers with examples of student learning achievement in each mode of the English curriculum: Reading and Viewing, Writing, Speaking and Listening.
Victorian Curriculum connections
Level 4
This sequence addresses content from the Victorian Curriculum in English. It is primarily designed for Level 5, but also addresses the following content descriptions from Level 4:
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Content description |
Stage |
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English: Reading and Viewing |
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Identify features used in imaginative, informative and persuasive texts to meet the purpose of the text, and understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (VCELA277) |
Exploring the Purpose of Persuasive Texts Analysing Persuasive Elements in a Literary Text: The Island Analysing Persuasive Elements in Visual Texts Analysing Persuasive Elements in Written Texts Analysing Persuasive Texts: Collaborative Investigation Creating Persuasive Texts: From Talking to Writing |
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English: Speaking and Listening |
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Discuss literary experiences with others, sharing responses and expressing a point of view (VCELT306) |
Analysing Persuasive Elements in a Literary Text: The Island Analysing Persuasive Elements in Written Texts Creating Persuasive Texts: Modelled, Shared and Independent writing |
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Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and use interaction skills (VCELY307) |
Creating Persuasive Texts: Developing Ideas Creating Persuasive Texts: From Talking to Writing Creating Persuasive Texts: Modelled, Shared and Independent Writing |
The sequence can be used to assess student achievement in relation to the following Achievement Standards from the Victorian Curriculum: English Level 4:
- Students understand that texts have different structures depending on the purpose and context.
- Students can describe literal and implied meaning connecting ideas in different texts.
- Students use language features to create coherence and add detail to their texts.
- Students understand how to express an opinion based on information in a text.
- Students create well-structured texts to explain ideas for different audiences. They demonstrate understanding of grammar and select vocabulary from a range of resources.
Level 5
This sequence addresses content from the Victorian Curriculum in English, Science and Critical and Creative Thinking. It is primarily designed for Level 5, and addresses the following content descriptions:
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Content description |
Stage |
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English: Reading and Viewing |
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Understand how texts vary in purpose, structure and topic as well as the degree of formality (VCELA309) |
Exploring the Purpose of Persuasive Texts Analysing Persuasive Elements in a Literary Text: The Island Analysing Persuasive Elements in Visual Texts Analysing Persuasive Elements in Written Texts Analysing Persuasive Texts: Collaborative Investigation Creating Persuasive Texts: From Talking to Writing |
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Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (VCELY317) |
Exploring the Purpose of Persuasive Texts Analysing Persuasive Elements in a Literary Text: The Island Analysing Persuasive Elements in Visual Texts Analysing Persuasive Elements in Written Texts Analysing Persuasive Texts: Collaborative Investigation |
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Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (VCELY320) |
Exploring the Purpose of Persuasive Texts Analysing Persuasive Elements in a Literary Text: The Island Analysing Persuasive Elements in Visual Texts Analysing Persuasive Elements in Written Texts Analysing Persuasive Texts: Collaborative Investigation Creating Persuasive Texts: From Talking to Writing Creating Persuasive Texts: Modelled, Shared and Independent Writing |
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English: Writing |
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Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (VCELA324) |
Analysing Persuasive Elements in a Literary Text: The Island Analysing Persuasive Elements in Visual Texts Analysing Persuasive Elements in Written Texts Analysing Persuasive Texts: Collaborative Investigation Creating Persuasive Texts: From Talking to Writing Creating Persuasive Texts: Modelled, Shared and Independent Writing |
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Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (VCELA325) |
Analysing Persuasive Elements in a Literary Text: The Island Analysing Persuasive Elements in Written Texts Analysing Persuasive Texts: Collaborative Investigation Creating Persuasive Texts: From Talking to Writing Creating Persuasive Texts: Modelled, Shared and Independent Writing |
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Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (VCELY329) |
Creating Persuasive Texts: Developing Ideas Creating Persuasive Texts: From Talking to Writing Creating Persuasive Texts: Modelled, Shared and Independent Writing |
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English: Speaking and Listening |
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Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (VCELT336) |
Analysing Persuasive Elements in a Literary Text: The Island Analysing Persuasive Elements in Written Texts Creating Persuasive Texts: Modelled, Shared and Independent Writing |
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Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences, and present and justify a point of view or recount an experience using interaction skills (VCELY337) |
Creating Persuasive Texts: Developing Ideas Creating Persuasive Texts: From Talking to Writing Creating Persuasive Texts: Modelled, Shared and Independent Writing |
The sequence can be used to assess student achievement in relation to the following Achievement Standards from the Victorian Curriculum: English Level 5:
- Students explain how text structures assist in understanding the text.
- Students understand how language features, images and vocabulary influence interpretations of characters, settings and events.
- Students analyse and explain literal and implied information from a variety of texts.
- Students create imaginative, informative and persuasive texts for different purposes and audiences.
- Students demonstrate understanding of grammar and sentence types, and they select specific vocabulary.
- Students use language features to show how ideas can be extended.
- Students develop and explain a point of view about a text selecting information, ideas and images from a range of resources.
Level 6
This sequence addresses content from the Victorian Curriculum in English, Science and Critical and Creative Thinking. It is primarily designed for Level 5, but also addresses the following content descriptions from Level 6:
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Content description |
Stage |
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English: Reading and Viewing |
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Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (VCELA339) |
Exploring the Purpose of Persuasive Texts Analysing Persuasive Elements in a Literary Text: The Island Analysing Persuasive Elements in Visual Texts Analysing Persuasive Elements in Written Texts Analysing Persuasive Texts: Collaborative Investigation Creating Persuasive Texts: From Talking to Writing |
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Analyse strategies authors use to influence readers (VCELY345) |
Exploring the Purpose of Persuasive Texts Analysing Persuasive Elements in a Literary Text: The Island Analysing Persuasive Elements in Visual Texts Analysing Persuasive Elements in Written Texts Analysing Persuasive Texts: Collaborative Investigation Creating Persuasive Texts: From Talking to Writing Creating Persuasive Texts: Modelled, Shared and Independent Writing |
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English: Writing |
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Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (VCELA351) |
Analysing Persuasive Elements in a Literary Text: The Island Analysing Persuasive Elements in Visual Texts Analysing Persuasive Elements in Written Texts Analysing Persuasive Texts: Collaborative Investigation Creating Persuasive Texts: From Talking to Writing Creating Persuasive Texts: Modelled, Shared and Independent Writing |
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Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (VCELA352) |
Analysing Persuasive Elements in a Literary Text: The Island Analysing Persuasive Elements in Written Texts Analysing Persuasive Texts: Collaborative Investigation Creating Persuasive Texts: From Talking to Writing Creating Persuasive Texts: Modelled, Shared and Independent Writing |
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English: Speaking and Listening |
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Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions, and use interaction skills, varying conventions of spoken interactions according to group size, formality of interaction and needs and expertise of the audience (VCELY366) |
Creating Persuasive Texts: Developing Ideas Creating Persuasive Texts: From Talking to Writing Creating Persuasive Texts: Modelled, Shared and Independent Writing |
The sequence can be used to assess student achievement in relation to the following Achievement Standards from the Victorian Curriculum: English Level 6:
- Students understand how the use of text structures can achieve particular effects.
- Students can analyse and explain how language features, images and vocabulary are used by different authors to represent ideas.
- Students compare and analyse information in different texts, explaining literal and implied meaning.
- Students understand how language features and language patterns can be used for emphasis.
- Students show how specific details can be used to support a point of view.
- Students understand how language features and language patterns can be used for emphasis.
Learning Progressions
The Literacy Learning Progressions support teachers to develop a comprehensive view of how literacy develops over time. You can use the Literacy Learning Progressions to:
- identify the literacy capability of your students
- plan targeted teaching strategies, especially for students achieving above or below the age-equivalent expected level in the Victorian Curriculum: English
- provide targeted feedback to students about their learning within and across the progressions.
The Literacy Learning Progressions have been mapped against the Victorian Curriculum F – 10: English. Teachers are advised to familiarise themselves with this map to understand how particular progressions relate to the Reading and Viewing, Writing and Speaking and Listening modes and particular curriculum levels in English.