Persuasive+Writing

=__**PERSUASIVE WRITING**__=
 * Tuesday February 14th**

1. Go to the link below and read the article on dangerous dogs.
=[|news.ninemsn.com.au/national/8287760/vets-warn-against-banning-dangerous-dogs]=

2. Copy and past the article into a word document.

3. Read the article again (in your word document), and underline or highlight the key bits of information:

4. Now you are going to make your own Word document
====Work through each paragraph. Make a doit point sentence for the most important pieces of information.==== ====Remember - dot point sentences are incomplete - just the key info.====

Change key words by using synonyms
5. You must have between 6-10 dot point sentences - no moreor no less!

6. Save your dot point list

7. Now you are going to write a summary of the article in your own words - in 150 words When you have written this summary, SAVE IT!

You can now resume your individual research of a topic. You need to set your research table out. Try to fin 3-5 arguments, with supporting evindence, for each side pf the argument.
 * TASK 2**

media type="youtube" key="_PE5V4Uzobc" height="315" width="560" Watch the advertisement above. Focus on the persuasive devices utilised. In your groups, discuss: . who is the target audience? What are they trying to persuade them of? (Purpose) Wha persuasive devices are they using? For each device you list, talk about how it works in the advertisement.
 * Monday February 20th**

Week 4 Today you will be focusing on persuasive speeches. Listen to the speech given by Barak Obama after the death of Osama Bin Laden. You can also read the transcript.

1. Who is the target audience?

2. How would you describe his tone?

3. List 5 persuasive devices that he uses in the speech. Write the persuasive tchnique in red

4. Underneath, try to give 2-3 examples

5. Explain how they might influence the audience

media type="youtube" key="ZNYmK19-d0U" height="315" width="560"

=**ASSESSMENT TASK**=

** PERSUSASIVE WRITING ** Decide on your contention: should the live exportation of cattle to Indonesia be banned? Yes/ No Select your arguments. Using the ‘For and Against table, select three arguments that support your contention. Examine the opposing arguments and select one argument to refute. ** Just like any essay, your persuasive piece (essay/opinion article/letter) will have an introduction, body and ** ** conclusion. It will consist of six paragraphs and will be structured in the following way. **

Begin planning your essay

Provide an overview of the issue State your contention Outline the arguments that support your contention
 * Introduction: **

Example: The way that Australian cattle are treated and slaughtered in Indonesian abattoirs has shocked the public. The //Four Corners// story showed… (outline)

(for) This footage highlights that the live exportation of cattle should be banned as …(list three arguments) (against) While shocking, the solution, however, is not to ban the live exportation of meat. This industry…(list three arguments)

Topic Sentence: introduce the argument that you paragraph will focus on What persuasive devices will you use? What points/evidence do you have to support your argument? Conclude your paragraph with a linking sentence that connects this argument to your contention.
 * Body: **

Example of a paragraph in favour of the ban: By continuing to export live cattle to Indonesia, we are proclaiming to the world that the torture of animals is acceptable. What was depicted on the //Four Corners// expose on Indonesian slaughterhouses was worse than barbaric. These innocent and defenceless animals were hit on the head with iron chains, their throats were hacked and many were forced to watch and listen to their mate die. The dying bleats of those tortured cattle will remain with me for a long time. If we are serious about animal welfare then the export of live animals must be banned.

Introduce the argument that you will rebuke What persuasive devices will you use? What evidence do you have that will quash the opposition’s argument? Conclude your paragraph with a linking sentence.
 * Rebuttal: **

Example of a paragraph that refutes the opposing argument (this writer does not support the ban) The proposal to ban the live exportation of cattle to Indonesia is short sighted and reckless. The cattle industry is the backbone of this nation and without it many lives will be ruined. Last year, 300 000 cattle were exported from the Northern Territory alone. The industry employs “up to 2000 people”. Take the Muldoon family from Darwin for example, fourth generation farmers who are struggling for survival and are in fear of losing their farm all because of Greenies and their hidden agenda. The proposal to ban the exportation of cattle is a quick fix that will destroy the lives of many Australians.

Reiterate contention and key arguments. Conclude your paragraph with a strong, thought provoking sentence.
 * Conclusion: **



- Able to draw on a number of resources in developing their ideas, including their own research. - Considers points of view other than their own. || - Consistent development of ideas in writing (contention and arguments). - Ideas are mostly drawn from the provided material. - More extension of ideas required. || - Limited understanding of the topic. || - Demonstrates a strong understanding of purpose and audience in the chosen form. - Introduction and conclusion thoughtfully engage the audience with the issue. || - Some attempts to link ideas. - Ideas are presented in paragraphs. - Demonstrates some understanding of purpose and audience in the chosen form. - Introduction and conclusion meet the structural purpose of a persuasive piece. || - Organization of ideas is limited. - Introduction and conclusion do not overview arguments or clearly present the contention. || - Clear evidence that they understand and are able to use persuasive techniques. - Vocabulary is varied with a number of synonyms used accurately. || - Some evidence that they are able to use of persuasive language suited to the audience and form. - Clearly able to use key words for the topic but occasionally repetitious. || - Little use of persuasive language - Evidence of limited vocabulary || - Correctly uses simple, compound and complex sentences. - Punctuation used confidently and correctly. || - Evidence of correct spelling with most simple words spelt correctly and errors in difficult words. - Successful use of sentences and paragraphing, with few errors in complex sentences. - Punctuation is used correctly. - Proof reading required. || - Limitations in correct use of spelling and punctuation with a number of simple errors made repeatedly. - Fragmented or ‘run-on’ sentences - Incorrect paragraphing. || YEAR
 * Complexity of ideas || - Sophisticated development of ideas (contention and arguments).
 * Structure and coherence || - Logical ordering/linking of ideas in paragraph form.
 * Use of language suited to the form, purpose and audience || - Student has developed his or her own individual style.
 * Mechanics of language || - A minimum amount of spelling errors, mostly of difficult words.