Introduction to Writing Persuasively Photocopiable (Sample)

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OTHER CRACKING THE ABC CODE RESOURCESReading and PhonicsLearn to Read Series – 20 decodable reading books designed to teach non-readers to read.Multisensory Reading Level 1 – Designed to teach non-readers the basic sound-symbolrelationship of the 26 letters of the alphabet.Multisensory Reading Level 2A – Designed to teach beginning readers the 30 mostcommon graphemes one at a time.Multisensory Reading Level 2B – Designed to teach early readers, who have some basicreading vocabulary, the 30 most common graphemes one at a time.Multisensory Reading Level 3A – A comprehensive 25 unit program (commencing readingage of at least 6.06 to 7.00 years) designed as an introductory course for younger studentsto teach the common graphemes.Multisensory Reading Level 3B – 12 unit program covering the most common graphemes(commencing reading age of at least 7.00 years).Multisensory Reading Level 3C – 12 unit program covering the most common graphemesbut using more challenging vocabulary (commencing reading age of at least 8.00 years).Multisensory Reading Level 4 – 15 unit program covering the less common graphemesand incorporating difficult vocabulary (commencing reading age of at least 10.00 years).Suitable for adolescents and adults.Reading for Comprehension – A series of 10 books focusing specifically on developingcomprehension skills.SpellingMultisensory Spelling Book High Frequency Words – 300 most commonly used wordsgraded according to level of difficulty.Multisensory Spelling Books Levels A-T (spelling ages 5.00 to 15.06 years).Sound Hearing – Designed to develop phonological awareness and auditory processing.Rules Rule – Rule cards, nonsense word application and real word exercises.Rules Rule Levels 1 to 4 – A series of graded books which systematically introduce 40rules. 10 new rules are introduced in each book and previously introduced rules arerevised and covered at a higher level of complexity.Editing Levels 1-4 – A series of graded books which require students to apply theirphonological and spelling rule knowledge to correct errors in passages of varyingdifficulty.WritingWriting Creatively & Persuasively - Systematic writing programs designed to developstudents’ written expression skills. * Check website for availability and further information.© 2018 Dr L.M. Fawcett www.crackingtheabccode.com [email protected] Design: Hunt for Ideas ([email protected])All rights reserved.ISBN-13: 978-1719162180 ISBN-10: 1719162182

CONTENTS PAGEIntroduction …………...……………………….……….…………. 6Part One……………………………….………………………….… 7Oral Language Development..…………………………….………… 8• Think Fast: What would you do with $1,000,000? ……………... 9• Describe a game or a sport …….………………………………... 11• Think Fast: Everything to do with schools ….……..…………… 12• Describe what you are wearing …………………………………. 14• Think Fast: Planning a holiday ………………………………….. 15• Describe an animal ……………………………………………… 17• Think Fast: What can you find in a house? ……………………... 18• Describe your day ……………………………………………….. 20• Think Fast: What can you eat? ………………………………….. 21• Describe an object ………………………………………………. 23Part Two……………………………….……………………….…... 24Persuasive Writing Development ………………………………….. 25• Week 1: Planning.…………………………………...……........... 26• Week 2: Introduction …………..………………………………... 27• Week 3: Topic Sentence…………..……………………………... 28• Week 4: Example……………………………………………....… 29• Week 5: Conclusion…………………………………………....… 30• Topic 1 .…………....…………………………………...…..……. 31• Topic 2 ………………………………..………………..…..……. 33• Topic 3 .…………....…………………………………...…..……. 35• Topic 4 .…………....…………………………………...…..……. 37• Topic 5 .…………....…………………………………...…..……. 39• Topic 6 .…………....…………………………………...…..……. 41• Week 6: Essay 1 …………………………………………………. 43• Week 7: Essay 2 …………………………………………………. 44• Week 8: Essay 3 …………………………………………………. 45• Week 9: Recount 1 ………………………………………………. 46• Week 10: Recount 2 ……………………………………………... 49

SAMPLEINTRODUCTIONPersuasive writing involves convincing others to agree with a particularstance by accepting the arguments and conclusions presented.Introduction to Writing Persuasively provides a systematic, step-by-stepprogram to teach younger students the basic formula underpinningpersuasive writing.Introduction to Writing Persuasively is divided into two parts. The first partprovides activities for developing students’ oral expression and their ability tothink quickly. Good language skills underpin good writing skills. Students areusually expected to produce written work under quite short time constraints.An important aspect of producing this work is to quickly generate ideas. Forsome students this skill needs to be practised orally as often as possible inorder for them to be able to rapidly generate ideas in an assessmentsituation.The second part of the Introduction to Writing Persuasively program teachesstudents the basic structure of writing persuasively. Students often requirenumerous opportunities to focus on and practise specific aspects of writing inorder to become proficient writers. Students are introduced to the differentsteps in the ‘writing formula’ one at a time. They are then given theopportunity to focus on and practise each step individually for the remainderof the week. It is strongly recommended that time is set aside each day forstudents to complete this activity. In weeks 6 to 10, students are providedwith the opportunity to apply the formula to specific topics and to recounts.On completion of Introduction to Writing Persuasively, students can completeIntroduction to Writing Creatively (if they haven’t done so already). Onceboth these programs have been completed, students can move onto theWriting Persuasively and Writing Creatively programs which cover persuasiveand narrative writing at a greater level of complexity.Notes:1. If students have difficulty expressing ideas orally, it is recommended they be referred to a speech pathologist.2. If students have difficulty holding a pencil and forming letters, it is recommended they be referred to an occupational therapist.3. Students need to practise writing each day to build stamina for writing. However, for extremely reluctant writers, the starting point might be to complete the activities orally with an adult typing the students’ responses. Once students can do this competently, they can gradually be encouraged to write.4. Online workshops: www.crackingtheabccode.com/workshops(c) Dr Lillian Fawcett www.crackingtheabccode.com Writing Persuasively p.6

PART ONESAMPLE(c) Dr Lillian Fawcett www.crackingtheabccode.com Writing Persuasively p.7

SAMPLEORAL LANGUAGE DEVELOPMENTThe goal of writing instruction is to improve students’ ability to producecohesive and coherent written discourse. This goal presupposes that studentshave the language resources to support the written expression of their ideas,as the research indicates a significant positive correlation between oral andwritten word usage, word quantity and sophistication of grammar.Oral language acquisition is a naturally occurring process for most children.However, for many children the ability to speak with fluency and clarity is askill which requires specific instruction and practise. To speak with fluency andclarity, students need to be able to organise their thinking and express theirideas in a logical sequence, using grammatically correct sentences,incorporating a wide range of vocabulary.ORAL LANGUAGE ACTIVITIESThe following activities provide some ideas for giving students oral languagepractice. They may occur in pairs or group settings.At the beginning of each week, select one activity (for example it might bethe first Think Fast activity). This same activity is repeated each day with aslight variation (i.e., On day one, “What would you buy with $1,000,000?” Onday two, “Where would go if you had $1,000,000?” On day three, “Whatactivities would you do if you had $1,000,000?”).Try to integrate these oral language activities into different parts of the day.For parents this could be when you are driving, at the dinner table or as apart of your children’s bedtime routine.It is important to note that students are not expected to generate ideasindependently. Rather it should be seen as a collaborative effort with linksmade to previous activities so students can begin to see the similaritiesbetween previously generated ideas and how these ideas could be appliedor modified for the current activity.PUNCTUATION HAND SIGNSMany students have difficulty punctuating sentences correctly. Therefore, it isrecommended that when verbalising sentences, students use the followinghand signs to consolidate the correct use of punctuation.• Capital letter – draw a giant capital letter of the starting letter of the word in the air.• Full stop – make a fist and punch in front of the body.• Comma – make a full stop sign and finish by extending the pointer finger and making a curling motion.• Question mark – draw a question mark in the air and finish with the full stop sign.• Exclamation mark – draw a large exclamation mark and finish with the full stop sign.• Open speech mark – use two fingers on the left hand to make a quotation sign.• Close speech mark – use two fingers on the right hand to make a quotation sign.(c) Dr Lillian Fawcett www.crackingtheabccode.com Writing Persuasively p.6

What would you do with $1,000,000?What could you buy?SAMPLEWhere could you go?(c) Dr Lillian Fawcett www.crackingtheabccode.com Writing Persuasively p.7

What activities could you do?How could you use the money to help others?SAMPLEList some more ideas that have not been mentioned.(c) Dr Lillian Fawcett www.crackingtheabccode.com Writing Persuasively p.8

a game or a sport: • Equipment • Participants • How to play • How to winUse complete sentences and punctuation hand signs.SAMPLE(c) Dr Lillian Fawcett www.crackingtheabccode.com Writing Persuasively p.9

SAMPLEPERSUASIVE WRITING DEVELOPMENTFor the first five weeks, students will be systematically introduced to each ofthe key elements in writing a basic persuasive argument: 1. Planning 2. Writing an introductory paragraph 3. Writing topic sentences 4. Writing an example 5. Writing a concluding paragraphAt the beginning of the week, students are taught the specific element(pages 23-27) and then this element is practised each day for the remainderof the week using the provided topics (pages 28-63).For example, at the beginning of week 1 students are introduced to theconcept of planning (see page 23) and they apply this knowledge to Topic1 (page 28). On the second day, students plan for Topic 2 (page 34). On thethird day, students plan for Topic 3 (page 40) and so on. At the end of eachday, students should choose their favourite plan for that particular topic.At the beginning of week 2, students are introduced to the two key elementscontained in an introductory paragraph (page 24) and apply this knowledgeto writing the introductory paragraph for Topic 1 (page 29) using theirfavourite plan developed in the previous week. On the second day, studentswrite the introduction for Topic 2 (page 35) and so on.In addition to the example provided, when a concept is introduced, studentsare also provided with model sentences that they can use as the basis fortheir own sentences.For example, the model sentence provided for the first sentence in theintroduction for Topic 1 is: My favourite pets are fish because they are easyto look after, relaxing and cheap.Students can then write their own sentence following this model: Myfavourite pets are ______ because ________, ________ and ________.In weeks 6 to 8, students practise applying the skills learned during the first 5weeks by writing three essays. It is envisaged that each day students will writeone paragraph so by the end of the week they will have written a completeessay.In weeks 9 and 10, students use the same strategy to write a recount with theaddition of using a mind-map to plan the essay. Again, model sentences areprovided as a guide and, similarly, it is envisaged that students will write oneparagraph each day.(c) Dr Lillian Fawcett www.crackingtheabccode.com Writing Persuasively p.23

SAMPLE• For each topic question, students generate three different answers and three supporting reasons for each topic.• Only write the key words as a memory jogger.• Students are not expected to do these activities independently. Rather, it should be a collaborative effort with the teacher prompting and asking questions to help students develop their supporting reasons.What is your favourite pet? fishReasons• Easy to look after• Relaxing• Cheap • Each day, help your students decide on the answer to the question and brainstorm three reasons to support the answer. • By the end of the week, students should have supporting reasons for another 5 topics.(c) Dr Lillian Fawcett www.crackingtheabccode.com Writing Persuasively p.24

SAMPLE• The introductory sentence tells the reader your argument.• Students orally say the introductory sentence for each answer in the first topic using the punctuation hand signs.• Students choose their favourite answer and write the introductory sentence under the model sentence. Example: My favourite pets are fish because they are easy to look after, relaxing and cheap. • Each day, students  say the introductory sentence for each answer in one topic.  choose their favourite answer.  write the introductory sentence for that answer. • By the end of the week, students should have written the introductory sentence for 6 topics.(c) Dr Lillian Fawcett www.crackingtheabccode.com Writing Persuasively p.25

What is your favourite pet?• Choose 3 pets.• For each pet, think of 3 reasons why you would like that animal for a pet. PARAGRAPH 1: IntroductionExample: My favourite pets are fish because they areeasy to look after, relaxing and cheap. Body Paragraph 1: Topic Sentence 1 (First Reason): Fish are easy to look after because they don’t eat much and don’t need exercise. Example: I only feed my goldfish one tablespoon of fish food once a day.SAMPLEBody Paragraph 2:Topic Sentence 2 (Second Reason): Fish are relaxingbecause you can watch them swim around theiraquarium.Example: If I’m feeling upset or stressed, I watch mygoldfish and it makes me feel calmer.(c) Dr Lillian Fawcett www.crackingtheabccode.com Writing Persuasively p.29

Everyone should exercise.Agree Disagree• Do you agree or disagree?• Think of 3 reasons to support your decision.PARAGRAPH 1: IntroductionEveryone should exercise because …Not everyone should exercise because … SAMPLEBody Paragraph 1:Topic Sentence 1 (First Reason):Example:Body Paragraph 2:Topic Sentence 2 (Second Reason):Example:Body Paragraph 3:Topic Sentence 3 (Third Reason):Example:Conclusion:Positive, negative or rhetorical question:(c) Dr Lillian Fawcett www.crackingtheabccode.com Writing Persuasively p.41

Introduction: Example: Activity 2: Example: Conclusion: Computer, Played soccer 3 goals - pool, Lego won(c) Dr Lillian Fawcett Activity 1: S Visited friend AMTitle: PLEMy Weekend Activity 3: Played with sister Example: Snap, cubby www.crackingtheabccode.com Writing Persuasively p.44

Example: SAMPLETitle: Activity 1: Introduction: Activity 2: Conclusion: Example:(c) Dr Lillian Fawcett Activity 3: Example: www.crackingtheabccode.com Writing Persuasively p.45

SAMPLEPARAGRAPH 1: IntroductionExample: On the weekend, I visited my friend, playedsoccer and played with my sister.Body Paragraph 1:Topic Sentence 1 (First Activity) I visited my friend, Sam,and we played at his house.Example: We played a game on his computer, weswam in the pool and we built a Lego model.Body Paragraph 2:Topic Sentence 2 (Second Activity): I played soccer atCarine against the Tigers.Example: I was a striker and I scored three goals and wewon the game.Body Paragraph 3:Topic Sentence 3 (Third Activity): I played with my sisteron Sunday morning while mum and dad were stillsleeping.Example: We played snap with some cards and thenwe built a cubby house using sheets and pillows.Conclusion:Example: I had a really interesting weekend.(c) Dr Lillian Fawcett www.crackingtheabccode.com Writing Persuasively p.46