Fiammetta Stefani
7 years ago
Great for my EALD learners, thanks!
Build a Strong Argument - Poster Set
A set of persuasive writing posters supporting upper, middle and lower primary students to plan, structure and refine arguments. The resource includes clear explanations, sentence scaffolds, cohesive devices, and editing checklists to strengthen clarity, organisation and persuasive impact.
Learning goals
- We are learning to examine how evaluative language can be varied to be more or less forceful.
- We are learning to identify characteristic features used in imaginative, informative and persuasive texts.
- We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features and incorporating research from a range of sources.
- We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features, and incorporate research from a range of sources.
- We are learning to describe the ways in which a text reflects the time and place in which it was created.
- We are learning to show how ideas and points of view in texts are conveyed through the use of vocabulary, including idioms, objective and subjective language, e.g. points of view.
- We are learning to plan, create, edit and publish imaginative, informative, persuasive and multimodal texts with correct text structure, grammar, punctuation, language features, images and sound appropriate for the purpose and the audience.
- We are learning to plan, draft and publish imaginative, informative, persuasive and multimodal texts with correct text structure, language features, images and sound appropriate for the purpose and the audience.
- We are learning to identify stages and phases of texts and to understand how authors adapt text structure and language features to express humour, persuasion and other effects.
- We are learning to understand how authors innovate on texts and use language features of texts to express humour, persuasion and other effects.
- We are learning to plan, create, edit and publish imaginative, informative and persuasive texts with correct text structure, tense, language features, vivid vocabulary, punctuation, spelling and images.
- We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and images for purpose and the audience.
- We are learning to use interaction skills to listen to and contribute to conversations, use positive statements to engage and appropriate language to disagree in group and class settings.
- We are learning to gather ideas and information in spoken texts by making notes, asking questions and seeking assistance and presenting ideas and opinions using appropriate levels of formality.
- We are learning to use appropriate interaction skills, e.g. paraphrasing and to appropriately check our understanding in formal and informal situations, e.g. making constructive comments, asking questions and justifying a point of view.
- We are learning to contribute to discussions and share opinions, use strategies such as paraphrasing, questioning, clarifying and interrogating ideas to develop and support arguments.
- We are learning to identify the audience and purpose of imaginative, informative and persuasive texts.
- We are learning to identify characteristic text structures and language features used in imaginative, informative and persuasive texts.
- We are learning to analyse how text structures and language features work together to meet the purpose of a text and to engage and influence audiences.
- We are learning to understand that paragraphs are a key organisational feature of written texts.
- We are learning to understand that texts are made cohesive through the use of pronouns, e.g. ‘she’, ‘he’, ‘they’, determiners, e.g. ‘this’, ‘that’, ‘these’, ‘those’, ‘the’ and text connectives that link, e.g. ‘however’, ‘in addition’, ‘therefore’ and that indicate time, e.g. ‘firstly’, ‘then’, ‘next’, ‘finally’.
- We are learning to understand that writers use the beginning of a sentence or paragraph to signal the reader about how a text is developing, so the reader can make predictions.
- We are learning to understand that cohesive links can be made in texts by intentional use of repetition, word associations or by using synonyms or antonyms.
Curriculum alignment
AC9E3LY02
9
Use interaction skills to contribute to conversations and discussions to share information and ideas
AC9E4LY02
9
Listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information
AC9E5LY02
9
Use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea
AC9E6LY02
9
Use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions
AC9E3LY03
9
Identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
AC9E5LY03
9
Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
AC9E6LY03
9
Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences
AC9E3LA04
9
Understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together
AC9E4LA04
9
Identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas
AC9E5LA04
9
Understand how texts can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the text
AC9E3LA02
9
Understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful
AC9E6LA04
9
Understand that cohesion can be created by the intentional use of repetition, and the use of word associations
AC9E5LY01
9
Describe the ways in which a text reflects the time and place in which it was created
AC9E4LY03
9
Identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
AC9E6LY06
9
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
AC9E5LY06
9
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation
AC9E6LA03
9
Explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
AC9E4LY06
9
Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
ACELY1704
8.4
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
ACELY1694
8.4
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features
ACELY1698
8.4
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
ACELY1690
8.4
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
ACELA1518
8.4
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects
ACELA1477
8.4
Examine how evaluative language can be varied to be more or less forceful
ACELY1714
8.4
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
EN2-7B
old
Identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts
EN3-2A
old
Composes, edits and presents well-structured and coherent texts
EN2-8B
old
Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
EN3-7C
old
Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
EN2-2A
old
Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
EN2-3A
old
Uses effective handwriting and publishes texts using digital technologies
EN3-6B
old
Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
EN3-SPELL-01
new
Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
EN2-CWT-01
new
Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN3-CWT-01
new
Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language
EN3-RECOM-01
new
Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
EN3-VOCAB-01
new
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
EN3-OLC-01
new
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
EN2-UARL-01
new
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
EN2-HANDW-02
new
Uses digital technologies to create texts
EN2-SPELL-01
new
Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts
EN2-CWT-03
new
Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-02
new
Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-OLC-01
new
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
EN2-VOCAB-01
new
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
EN2-RECOM-01
new
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN3-HANDW-01
new
Sustains a legible, fluent and automatic handwriting style
EN3-HANDW-02
new
Selects digital technologies to suit audience and purpose to create texts
EN3-UARL-01
new
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
EN3-UARL-02
new
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
VCELA272
Examine how evaluative language can be varied to be more or less forceful
VCELY299
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features
VCELY300
Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure
VCELY302
Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements
VCELY317
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
VCELY329
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
VCELY330
Reread and edit own and others’ work using agreed criteria for text structures and language features
VCELY332
Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements
VCELA339
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects
VCELY358
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
VCELY359
Reread and edit own and others’ work using agreed criteria and explaining editing choices
VCELY361
Use a range of software, including word processing programs, learning new functions as required to create texts
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
Focus on one poster at a time, provide sentence starters, model examples before independent work, use guided writing or small group support.
Extensions
Students apply each step to build a full persuasive text, create their own writing guides, analyse examples using the steps, present arguments orally using the structure.
Teach it your way
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