1. Persuasive Writing
Mr Tronerud 7RB

2. Exposition or argument!
Exposition texts are written for the purpose of presenting a point of view in favour or against a specific topic.
The ultimate aim is to try to convince the reader to agree with your opinion, or take a certain course of action, by giving reasons and examples to support your ideas.
Exposition texts:
• are emotive • are biased • sound authoritative

3. Exposition or argument!
emotive
adjective
arousing or able to arouse intense feeling: animal experimentation is an emotive subject the issue has proved highly emotive
 expressing a person’s feelings rather than being neutrally descriptive: the comparisons are emotive rather than analytic

4. Exposition or argument!
biased
adjective
unfairly prejudiced for or against someone or something: we will not tolerate this biased media coverage

5. Exposition or argument!
sound authoritative
adjective
able to be trusted as being accurate or true; reliable: clear, authoritative information and advice, an authoritative source
commanding and self-confident; likely to be respected and obeyed: his/her voice was calm and authoritative

6. Exposition or argument!
Structure
Introduction
include a statement to give the author’s opinion
preview important arguments
engage the reader’s attention
“This is what I am going to say…………..”

7. Exposition or argument!
Structure
Body
include a series of paragraphs
give a new idea or argument with evidence and examples to support it in each paragraph
use persuasive language
use researched, quoted or reported speech
use cohesive language to link ideas between paragraphs
“Now I am saying it…………………”

8. Exposition or argument!
Structure
Conclusion
restate the position of the writer
sum up the main arguments
include request action to be taken by the reader (optional)
do NOT give any new information
“This is what I have just said…………”
Activity 1

9. Exposition or argument!
Activity 1
Title
Everyone must save energy
Introduction - Position statement
The position the writer is taking, background information and a preview of the main body/arguments is presented.
Energy use at school must be reduced. There is much that can be done to save power and reduce energy consumption in schools. Technology in schools uses a lot of power, as do appliances that make our lives comfortable. We, students and teachers, can do a lot to save energy.
Main body – Arguments
Expands and elaborates the points made by the writer in the introduction. To strengthen the argument the elaboration may include statistics, quotes, evidence and examples.
*Remember each new idea is a new paragraph.
Technology such as computers, Smart Boards and projectors use a lot of energy. Therefore, to save energy this equipment should be turned off, or placed on standby, when not in use.
Lights, air-conditioners, fans and heaters keep us comfortable but they also use energy in our schools.
Students and teachers can turn off these appliances when they are not using the room to save on running costs.
Conclusion
Summarises and restates the position of the writer and sums up the main arguments. It may include a request for action to be taken by the reader.
It does NOT give any new information.
We can all save energy if we are contentious about how much we use the technology and appliances in our schools. This can be achieved by opening blinds to let in natural light, windows for air flow and by installing energy efficient appliances in the classroom. As a community we must start reducing energy consumption now! The power is in your hands.

10. Exposition or argument!
Activity 1
Title: Drugs in sport should be banned!
Introduction: Include three points
Performance enhancing drugs give teams, or individuals, an unfair advantage.
They could be harmful to the players.
Damages the image of the game.
Main body – Arguments:
________________________________________________
They could be harmful to the players
Damages the image of the game
Remember each new idea is a paragraph and your paragraphs should include two or three sentences which may include statistics, quotes, evidence and examples too support your argument.
Conclusion: Summarises and restates the position of the writer and sums up the main arguments. It may include a request for action to be taken by the reader.
It does NOT give any new information

11. Discussions
Discussion texts are written for the purpose of presenting different opinions, points of view, or perspectives on a specific issue.
These may be:
in favour
against
unsure
Ideas and arguments from all sides are evaluated before a decision is made.
Debate would make a great link to this idea

12. Discussions Discussion texts: can examine controversial topics
use arguments directly related to the topic
need to be convincing
sound authoritative

13. “This is what I am going to say…………..”
Discussions
Structure
Introduction
include a statement to define the topic.
give background information to the reader about the topic.
show the different points of view to be examined.
“This is what I am going to say…………..”
Arguments provide the authors opinion, what’s the difference?
Why do we give background and different points of view?

14. “Now I am saying it…………………”
Discussions
Structure
Body
include a series of paragraphs
include 2 or 3 paragraphs with arguments in favour and reasons or examples to support these ideas
include 2 or 3 paragraphs with arguments against and reasons or examples to support these ideas
use researched, quoted or reported speech
use persuasive language
use cohesive language to link ideas or to show change of opinion
“Now I am saying it…………………”

15. “This is what I have just said…………”
Discussions
Structure
Conclusion
give a summary of arguments from both sides.
evaluate which arguments are the most effective.
may recommend one point of view over the other because of the arguments presented.
“This is what I have just said…………”

16. Discussions
Unlike an argument discussions present more than one side of an issue before coming to a position.
N.B.Remember exposition writing requires the author to already
have a position before they start.
Discussions may use evidence from both sides of the issue to persuade the reader to form an opinion.
Or simply highlight all sides of the argument so people can make informed choices.

17. Discussions Activity 2 Title Is TV bad for children?
Introduction - Position statement
Introduces the issue and previews different opinions, points of view, or perspectives on a specific issue.
TV watching for children is a hot topic. While some people believe TV is a bad influence encouraging violence, sexualising children and promoting sedentary lifestyles, others believe TV provides educational material, models good behaviour and promotes healthy choices through advertising.
Main body – Arguments
Expands and elaborates the points made in the position statement. To strengthen the argument the elaboration may include statistics, quotes, evidence and examples from all sides discussed in the position statement. This should include two or three paragraphs for and against the issue.
*Remember each new idea is a new paragraph.
Conclusion
Summarises and restates the position of the writer and sums up the main arguments. It may include a request for action to be taken by the reader.
It does NOT give any new information.
Encourage all students to strengthen the position statement.
Use readwritethink persuasion map here to support the debate. Differentiate the learners with the highest readiness to task to research both sides of the argument and officiate the debate.

18. Conjunctions
Mr Tronerud 7RB

19. Conjunctions
Conjunctions are words that link ideas. They bring one idea or piece of information into some kind of relationship with another idea or piece of information. In this way, they help to create continuity or ‘flow’ in a text.

20. Conjunctions Conjunctions of addition and replacement
additive conjunctions simply add more information to what is already there. Examples of additive conjunctions include:
and, also, in addition, not only … but also, moreover, further, besides.
Example
Video games have been shown to increase hand eye co-ordination. Furthermore, evidence suggests video games can enhance a child’s problem solving abilities.