Texts to persuade, argue Learners write on a sticky note what they know about how to write a persuasive/informative text, e.g. an advert or leaflet. Stick these on the wall and use them to assess focus areas and clarify with learners later. Explain the following terms as necessary: antithesis a pair of opposites placed together for effect – repetition words, phrases repeated for emphasis – rhetorical question a question where no answer is expected, and which makes it seem as if the writer is speaking – to the reader triad or tricolon a set of three words or phrases within a sentence, e.g. you need love, hope and faith – alliteration, e.g. happiness and health assonance the repetition of vowel sounds in nearby words to reinforce the meanings of words or set the mood, – e.g. she trailed in the wake of his frail shadow consonance the repetition of particular consonants in words near to each other for emphasis and effect, e.g. – clunk, click, I hate it personal pronouns, e.g. I, you, me, them, they, us, we, they, our emotive language, e.g. starving, homeless technical language, e.g. the sodium lauryl ether sulfate in our shampoo beginning sentences with And or But in order to simulate a conversational feel slang/colloquialisms, e.g. kids, guys, cool short sentences similes metaphors qualifying adverbs, e.g. only, just, quite comparative/superlative adjectives, e.g. better, best; further, furthest elision, e.g. they’re. Ask learners to highlight examples of the linguistic devices above in adverts, holiday brochures, estate agents’ blurbs, extracts from speeches arguing a point, etc. In pairs, learners look for just two or three devices. Learners report what devices they have found and suggest why they have been used. Discuss how the devices vary across different non-fiction texts.
Texts to persuade, argue Learners write on a sticky note what they know about how to write a persuasive/informative text, e.g. an advert or leaflet. Stick these on the wall and use them to assess focus areas and clarify with learners later. Explain the following terms as necessary: antithesis – a pair of opposites placed together for effect repetition – words, phrases repeated for emphasis rhetorical question – a question where no answer is expected, and which makes it seem as if the writer is speaking to the reader triad or tricolon – a set of three words or phrases within a sentence, e.g. you need love, hope and faith alliteration, e.g. happiness and health assonance – the repetition of vowel sounds in nearby words to reinforce the meanings of words or set the mood, e.g. she trailed in the wake of his frail shadow consonance – the repetition of particular consonants in words near to each other for emphasis and effect, e.g. clunk, click, I hate it personal pronouns, e.g. I, you, me, them, they, us, we, they, our emotive language, e.g. starving, homeless technical language, e.g. the sodium lauryl ether sulfate in our shampoo beginning sentences with And or But in order to simulate a conversational feel slang/colloquialisms, e.g. kids, guys, cool short sentences similes metaphors qualifying adverbs, e.g. only, just, quite comparative/superlative adjectives, e.g. better, best; further, furthest elision, e.g. they’re. Ask learners to highlight examples of the linguistic devices above in adverts, holiday brochures, estate agents’ blurbs, extracts from speeches arguing a point, etc. In pairs, learners look for just two or three devices. Learners report what devices they have found and suggest why they have been used. Discuss how the devices vary across different non-fiction texts.
English_Stage-7_SOW_v1_090816_tcm143-3540152.docx