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
Sample Success Criteria
- I can identify particular features in a persuasive text
- I can collaborate with my peers to present our ideas clearly in writing and during discussion
Provide students with a wide range of persuasive texts, for example, posters, speeches, newspaper articles, advertisements and written texts. Select materials that align with your students’ interests or and/or the themes being studied in the classroom.
This stage of the sequence continues to build the context or field of persuasive texts. Modelled and collaborative reading practices are used to explore and analyse a variety of persuasive texts.
Explain to the students that they will be working in collaborative groups to closely examine and analyse persuasive texts. They will be gathering information to collaboratively create a poster that provides examples of the key structural and language features of persuasive texts.
Establish or revise classroom protocols for working in collaborative groups. For example, the role of each student, listening behaviours, speaking behaviours, sharing or allocating work within the group, recording and sharing information.
Provide a visual instruction explaining the Jigsaw protocol. (An example is provided in the Materials and texts section above. You may wish to alter the tasks assigned to each group.)
Invite students to view and discuss the purpose and persuasive techniques used in the video, Dirty Water.
“Every day 1.1 billion people have to wash with, bath in and drink dirty water.
That’s the same as the population of North America and Europe.
We can’t live with that fact. Can you?”
Possible discussion prompts:
- Describe some of the feelings you had while watching the video.
- Who is the author/creator of the video?
- What might the purpose of this visual text be?
- Which images did you find the most emotive or powerful?
- What might be the intention of the words displayed in the video?
You may wish to explicitly refer to the purpose of the video, which is to raise awareness of, and encourage people to donate money to World Vision’s Clean Water campaign. The discussion could also reference the persuasive strategies used in the video, for example, building empathy with the viewer, providing statistics and asking a rhetorical question. A comparison could be made between the techniques used in Dirty Water with the approach taken three years later by another World Vision promotion, Every Child Deserves Clean Water.
Modelled text exploration
Discuss with students the purposes of persuasive texts. Ask students to provide examples of persuasive texts that might be trying the change the way we think, feel and act. For example: advertisements are trying to sell a product, the World Vision Clean Water campaign may be trying to affect social change while some persuasive campaigns, such as the Cancer Council’s Sun Smart, aims to influence behaviour.
Select an appropriate text and model completing each of the assigned jigsaw tasks and recording the ideas in point form. Brigitte Bardot’s letter to the Environment Minister (available in Materials and Texts) is provided as an example that could be used for this task.
| Expert Group Number | Jigsaw Group Task |
| 1 | List the author, the text type, and summarise the point of view of each text |
| 2 | Suggest how the text was trying to influence the reader to think, feel or act |
| 3 | List any persuasive language features used in the text. For example, evaluate language, modal verbs, emotive language, exaggeration, rhetorical questions. |
| 4 | Highlight the topic sentences and/or key ideas in the text. |
| 5 | Summarise evidence used to support the topic sentences and key ideas. (a) List the use of nouns and abstract nouns, for example: sharks, magnificent creatures, they, species, animals. (b) List the conjunctions used in the texts to connect and extend ideas, for example: and, therefore, despite. |
| Optional |
Comment on how the ideas are organised in the text. For example: Poster – headings, sub-headings, graphics and fast facts Written text – headings, paragraphs, topic sentences Video – sound, images, voice, tone |
Enable students to successfully read and explore a range of persuasive texts by selecting mixed ability groups where all students will be supported. Students requiring assistance with reading comprehension or understanding concepts could also be supported in guided reading groups.
Extend student analysis of the texts by asking them to suggest counter arguments and to discuss what viewpoints, ideas or evidence might be missing from the texts.
Collaborative text analysis
Students move to expert groups to read and analyse a range of persuasive texts. Allow time for expert groups to discuss and share their thinking. Experts then return to their original group to share their findings.
The original groups collaborate to design a poster that lists different types of persuasive texts and provides examples of persuasive devices used by authors. Students could use digital tools to create a multimedia poster.
This activity could be repeated a number of times to allow students to examine a wide range of quality persuasive texts.
Invite students to share their work and add to each other’s posters with a gallery walk. Provide sticky notes for students to give feedback to each other. For example, they could comment on features of the posters that are clearly expressed, to identify new learning and to add additional information they feel has been omitted.
Ask students to present examples of:
- Different ways that writers stated their point of view or argument. For example, was the point of view suggested in the title, clearly stated or was it inferred throughout the text?
- The author aiming to influence the reader to think, feel or act a particular way.
- Evaluative language
- Modal verbs
- Emotive language
- Images
- Simile or metaphor
- Rhetorical questions
Collect and display the posters. Gauge student understanding of persuasive techniques and their ability to connect evidence to the key arguments presented.
Invite students to complete an individual reflection and list any new learning or questions they may have about persuasive techniques. These questions could be addressed in individual conferencing or as a whole class focus.
ABC, 2017. Behind the News, Kangaroo Control. [Online]
Available at: www.abc.net.au/btn/classroom/kangaroo-control/10522362
[Accessed 15 March 2022].
ABC, 2017. Behind the News, School Uniform Debate. [Online]
Available at: www.abc.net.au/btn/classroom/school-uniform-debate/10522370
[Accessed 15 March 2022].
ABC, 2018. Behind the News, Shark Cull Debate. [Online]
Available at: www.abc.net.au/btn/classroom/shark-cull-debate/10611652
[Accessed 15 March 2022].
ABC, 2019. Behind the News, BTN Newsbreak: Are loot boxes gambling?. [Online]
Available at: www.abc.net.au/btn/newsbreak/btn-newsbreak-²⁰¹⁹¹⁰²³/₁₁₆₃₃₁₁₂
[Accessed 15 March 2022].
ABC, 2019. Behind the News, Student Climate Protests. [Online]
Available at: www.abc.net.au/btn/classroom/climate-protest/10910858
[Accessed 15 March 2022].
Advertising TV, n.d. Mum’s Birthday, Cadbury. [Online]
Available at: www.youtube.com/watch?v=TfMt3HN8tuY
[Accessed 15 March 2022].
Cancer Council, n.d. All Sunsmart Resources. [Online]
Available at: www.cancersa.org.au/cut-my-risk/sunsmart/resources/all-sunsmart-resources#posters
[Accessed 15 March 2022].
Glogster, n.d. Multimedia posters with 3D. [Online]
Available at: edu.glogster.com/
[Accessed 15 March 2022].
Idaho State University, n.d. What can we do about plastic. [Online]
Available at: image.isu.pub/160610145431-b6fc13db7dd60c1328e94df17c9a432d/jpg/page_105.jpg
[Accessed 15 March 2022].
Nova: Science for curious minds, n.d. Plastic pollution. [Online]
Available at: i.pinimg.com/originals/7b/e²/₀₄/7be204a9db2b1c9988ae4ce4daef32c5.png
[Accessed 15 March 2022].
Organic Gypsy, n.d. Stop Sucking, say no to plastic straws. [Online]
Available at: organicgypsy.co.za/wpcontent/uploads/2017/08/20369543_1516169585100102_2490599931183967062_o.jpg
[Accessed 15 March 2022].
TED, 2016. Our Campaign to ban plastic bags in Bali. [Online]
Available at: www.youtube.com/watch?v=P8GCjrDWWUM&t=131s
[Accessed 15 March 2022].
TEDXTalks, 2015. Kids Can Too, Noah Diguangco,TEDxKids@BC. [Online]
Available at: www.youtube.com/watch?v=S5RZF9fAjW4
[Accessed 15 March 2022].
TedXTalks, 2018. Kids against plastic, Amy & Ella Meek, TEDxExeter. [Online]
Available at: www.youtube.com/watch?v=XWxtlqHjxvo
[Accessed 15 March 2022].
The Guardian, 2019. You did not act in time: Greta Thunderg’s full speech to MPs. [Online]
Available at: theguardian.com/environment/2019/apr/23/greta-thunberg-full-speech-to-mps-you-did-not-act-in-time
[Accessed 15 March 2022].
The Travels, 2016. Consumerism Speech - The Negative Effects. [Online]
Available at: youtube.com/watch?v=W18M2o5K2yA
[Accessed 15 March 2022].
World Vision, 2011. Dirty Water. [Online]
Available at: www.youtube.com/watch?v=dH0MiUsdSLc
[Accessed 15 March 2022].
World Vision, 2014. Every Child Deserves Clean Water. [Online]
Available at: www.youtube.com/watch?v=BiVcGlVEp0U
[Accessed 15 March 2022].
World Vision, 2019. Clean Water. [Online]
Available at: www.worldvision.org/our-work/clean-water
[Accessed 15 March 2022].
Other stages
1. Exploring the Purpose of Persuasive Texts
EXPLORESuggested Learning Intentions
- To develop an understanding of the purpose and range of persuasive text types
Sample Success Criteria
- I can explain why people write persuasive texts
- I can express an opinion or point of view
2. Analysing Persuasive Elements in a Literary Text: The Island
EXPLORESuggested Learning Intentions
- To interpret an author’s point of view
- To explore how evaluative language is used to influence the reader
Sample Success Criteria
- I can suggest an author’s point of view
- I can identify an example of evaluative language
- I can use evaluative language to influence the reader
3. Analysing Persuasive Elements in Visual Texts
EXPLORESuggested Learning Intentions
- To understand how authors use images and language to persuade the reader
Sample Success Criteria
- I can identify the author’s intention or point of view
- I can compare and contrast the visual elements in persuasive texts
- I can suggest the effectiveness of different approaches
4. Analysing Persuasive Techniques in Written Texts
EXPLORESuggested Learning Intentions
- To understand how authors use language, images and evidence to present their views and influence the reader
Sample Success Criteria
- I can identify the author’s intention or point of view
- I can identify and discuss an example of evaluative language
- I can identify the evidence the author uses to support their point of view
6. Creating Persuasive Texts: Developing Ideas
EXPLORESuggested Learning Intentions
- To develop a clear point of view on a topic of interest
Sample Success Criteria
- I can use thinking tools to organise my ideas on a topic
- I can clearly express my point of view
7. Creating Persuasive Texts: From Talking to Writing
EXPLORESuggested Learning Intentions
- To examine how spoken texts differ from written texts
- To use noun groups and conjunctions to write clearly
Sample Success Criteria
- I can use formal language to present a point of view
- I can use nouns, noun groups and conjunctions to improve my writing
- I can use vocabulary to improve the meaning of a text
8. Creating Persuasive Texts: Modelled, Shared and Independent Writing
EXPLORESuggested Learning Intentions
- To present a point of view using persuasive text features
- To support an argument with logical reasons and evidence
Sample Success Criteria
- I can present a point of view clearly
- I can support my point of view with reason and evidence
- I can use persuasive techniques to strengthen my point of view