Persuasive Paragraphs
A structured worksheet set supporting students to write persuasive paragraphs using the ORE method. Students develop clear opinions, provide reasons and explain their ideas, while applying editing and proofreading checklists to improve clarity, cohesion and persuasive language.
Learning goals
- 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 identify the audience and purpose of imaginative, informative and persuasive texts.
- We are learning to identify characteristic features used in imaginative, informative and persuasive texts.
- 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 paragraphs are a key organisational feature of written texts.
- 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 use active listening skills, appropriate tone, pace, pitch and volume to communicate and interact clearly with others.
- We are learning to identify the audience and purpose of imaginative, informative and persuasive 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 use active listening skills, appropriate tone, pace, pitch and volume to communicate and interact clearly and appropriately in a range of situations, discussions and presentations.
Curriculum alignment
AC9E3LY02
9
Use interaction skills to contribute to conversations and discussions to share information and ideas
AC9E4LA04
9
Identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas
AC9E3LA04
9
Understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together
AC9E4LY03
9
Identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
AC9E3LY03
9
Identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
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
ACELY1688
8.4
Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently
ACELY1690
8.4
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
ACELY1687
8.4
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 information
ACELA1491
8.4
Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives
ACELY1678
8.4
Identify the audience and purpose of imaginative, informative and persuasive texts
ACELY1792
8.4
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume
ACELY1676
8.4
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations
ACELA1479
8.4
Understand that paragraphs are a key organisational feature of written 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
EN2-4A
old
Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
EN2-1A
old
Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts
EN2-6B
old
Identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
EN2-9B
old
Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
EN2-RECOM-01
new
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-UARL-01
new
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
EN2-OLC-01
new
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
VCELY275
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications
VCELA290
Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives
VCELY307
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
VCELA259
Understand that paragraphs are a key organisational feature of written texts
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
Provide sentence starters, reduce writing expectations, complete as shared writing, scaffold use of “because” for e.
Extensions
Students write additional paragraphs using new reasons, expand into full persuasive texts, apply multiple persuasive techniques, peer edit using checklists, present arguments orally.
Teach it your way
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