Introduction to Writing Persuasively-American Version (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: 978-1719156349 ISBN-10: 1719156344

CONTENTS PAGEIntroduction …………...……………………….……….…………. 2Part One……………………………….………………………….… 3Oral Language Development..…………………………….………… 4• Think Fast: What would you do with $1,000,000? ……………... 5• Describe a game or a sport …….………………………………... 7• Think Fast: Everything to do with schools ….……..…………… 8• Describe what you are wearing …………………………………. 10• Think Fast: Planning a holiday ………………………………….. 11• Describe an animal ……………………………………………… 13• Think Fast: What can you find in a house? ……………………... 14• Describe your day ……………………………………………….. 16• Think Fast: What can you eat? ………………………………….. 17• Describe an object ………………………………………………. 19Part Two……………………………….……………………….…... 21Persuasive Writing Development ………………………………….. 22• Week 1: Planning.…………………………………...……........... 23• Week 2: Introduction …………..………………………………... 24• Week 3: Topic Sentence…………..……………………………... 25• Week 4: Example……………………………………………....… 26• Week 5: Conclusion…………………………………………....… 27• Topic 1 .…………....…………………………………...…..……. 28• Topic 2 ………………………………..………………..…..……. 34• Topic 3 .…………....…………………………………...…..……. 40• Topic 4 .…………....…………………………………...…..……. 46• Topic 5 .…………....…………………………………...…..……. 52• Topic 6 .…………....…………………………………...…..……. 58• Week 6: Essay 1 …………………………………………………. 64• Week 7: Essay 2 …………………………………………………. 69• Week 8: Essay 3 …………………………………………………. 74• Week 9: Recount 1 ………………………………………………. 79• Week 10: Recount 2 ……………………………………………... 86Introduction to Writing Persuasively p. 1

SAMPLEINTRODUCTION Persuasive writing involves convincing others to agree with a particular stance by accepting the arguments and conclusions presented. Introduction to Writing Persuasively provides a systematic, step-by-step program to teach younger students the basic formula underpinning persuasive writing. Introduction to Writing Persuasively is divided into two parts. The first part provides activities for developing students’ oral expression and their ability to think quickly. Good language skills underpin good writing skills. Students are usually expected to produce written work under quite short time constraints. An important aspect of producing this work is to quickly generate ideas. For some students this skill needs to be practiced orally as often as possible in order for them to be able to rapidly generate ideas in an assessment situation. The second part of the Introduction to Writing Persuasively program teaches students the basic structure of writing persuasively. Students often require numerous opportunities to focus on and practice specific aspects of writing in order to become proficient writers. Students are introduced to the different steps in the ‘writing formula’ one at a time. They are then given the opportunity to focus on and practice each step individually for the remainder of the week. It is strongly recommended that time is set aside each day for students to complete this activity. In weeks 6 to 10, students are provided with the opportunity to apply the formula to specific topics and to recounts. On completion of Introduction to Writing Persuasively, students can complete Introduction to Writing Creatively (if they haven’t done so already). Once both these programs have been completed, students can move onto the Writing Persuasively and Writing Creatively programs which cover persuasive and 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 practice 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/workshopsIntroduction to Writing Persuasively p. 2

SAMPLEPARTONE Introduction to Writing Persuasively p. 3

What would you do with $1,000,000?What could you buy?SAMPLEWhere could you go? Introduction to Writing Persuasively p. 5

SAMPLEWhat activities could you do? How could you use the money to help others? List some more ideas that have not been mentioned.Introduction to Writing Persuasively p. 6

SAMPLEa game or a sport: • Equipment • Participants • How to play • How to winUse complete sentences and punctuation hand signs. Introduction to Writing Persuasively p. 7

SAMPLEPARTTWO Introduction to Writing Persuasively p. 21

SAMPLEPERSUASIVE WRITING DEVELOPMENT For the first five weeks, students will be systematically introduced to each of the 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 paragraph At the beginning of the week, students are taught the specific element (pages 23-27) and then this element is practiced each day for the remainder of the week using the provided topics (pages 28-63). For example, at the beginning of week 1 students are introduced to the concept of planning (see page 23) and they apply this knowledge to Topic 1 (page 28). On the second day, students plan for Topic 2 (page 34). On the third day, students plan for Topic 3 (page 40) and so on. At the end of each day, students should choose their favorite plan for that particular topic. At the beginning of week 2, students are introduced to the two key elements contained in an introductory paragraph (page 24) and apply this knowledge to writing the introductory paragraph for Topic 1 (page 29) using their favorite plan developed in the previous week. On the second day, students write the introduction for Topic 2 (page 35) and so on. In addition to the example provided, when a concept is introduced, students are also provided with model sentences that they can use as the basis for their own sentences. For example, the model sentence provided for the first sentence in the introduction for Topic 1 is: My favorite pets are fish because they are easy to look after, relaxing and cheap. Students can then write their own sentence following this model: My favorite pets are ______ because ________, ________, and ________. In weeks 6 to 8, students practice applying the skills learned during the first 5 weeks by writing three essays. It is envisaged that each day students will write one paragraph so by the end of the week they will have written a complete essay. In weeks 9 and 10, students use the same strategy to write a recount with the addition of using a mind-map to plan the essay. Again, model sentences are provided as a guide and, similarly, it is envisaged that students will write one paragraph each day.Introduction to Writing Persuasively p. 22

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 favorite 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. Introduction to Writing Persuasively p. 23

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 favorite answer and write the introductory sentence under the model sentence. Example: My favorite 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 favorite answer.  write the introductory sentence for that answer. • By the end of the week, students should have written the introductory sentence for 6 topics.Introduction to Writing Persuasively p. 24

What is your favorite pet? SAMPLE What is your favorite pet? What is your favorite pet?Introduction to Writing Persuasively p. 28

SAMPLEPARAGRAPH 1: IntroductionExample: My favorite pets are fish because they areeasy to look after, relaxing, and cheap. Introduction to Writing Persuasively p. 29

SAMPLEBody 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.Introduction to Writing Persuasively p. 30

Everyone should exercise. Agree SAMPLE DisagreeReasonsIntroduction to Writing Persuasively p. 64

SAMPLEPARAGRAPH 1: IntroductionEveryone should exercise because …Not everyone should exercise because … Writing Persuasively p. 65

Body Paragraph 1: SAMPLE Topic Sentence 1 (First Reason): Example: Body Paragraph 2: Topic Sentence 2 (Second Reason): Example:Introduction to Writing Persuasively p. 66

Introduction: Example: Activity 2: Example:Conclusion: Computer, Played soccer 3 goals - won pool, Lego Writing Persuasively p. 79 S Activity 1: Visited friend AMTitle: PLEMy Weekend Activity 3: Played with sister Example: Snap, playhouse

Example: SAMPLETitle: Activity 1: Introduction: Activity 2:Conclusion: Example: Activity 3: Example:Introduction to Writing Persuasively p. 80

SAMPLEPARAGRAPH 1: IntroductionExample: On the weekend, I visited my friend, playedsoccer, and played with my sister. Writing Persuasively p. 81

SAMPLEBody 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, we swam in the pool, and we built a Lego model.Introduction to Writing Persuasively p. 82