1. LO: TO LEARN FROM MY HURDLE TASK AND IMPROVE MY ABILITY TO ANALYSE PERSUASIVE TEXTS

2. Things done well!  No one summarised the argument  No one wrote their opinion  General structure of intros good, with a few details left out.  Everyone had TEE in some shape or form

3. Common mistakes  Think about which applies to you  When writing about effect, being too general  Not linking back to supporting arguments/the purpose of the piece  Choosing the wrong words to describe tone/style  Writing the paragraph we planned together in class!  Not linking the analysis of the visual with the article

4. Common mistakes  General statements when writing about effect You must be specific in your analysis. We know the text is trying to persuade us, so don’t be that obvious.  Eg: “this is persuasive.” “it persuades the reader” “this makes us agree with the reader” “this appeals to the reader”

5. Think about why that specific technique has been employed.  INCORRECT: Statistics are used to make the author’s argument more convincing.  CORRECT: Statistics are used to acknowledge the fact that teenagers are not getting enough sleep, with “40 percent [being] sleep deprived.” The writer then goes on to show the same study found that a lack of sleep was due to “our 24/7 culture that doesn’t value sleep, and with slack parents and prolonged use of electronic devices.” Quoting a study that has focused on teenagers sleeping patterns, that suggests school hours are not to blame for a lack of sleep, supports the author’s idea that starting the school day later would have no positive outcomes. This acts as a rebuttal to the suggestion that a late school start would have a positive effect on teenagers.

6. Visual  Well done! Most of you remembered stuff from year 10  It’s not necessarily from the author of the article, important for year 12.  Connect it to the article. Does it support or refute the author’s claim? 

7. Techniques that you should know/are easy to identify  Emotive language  Connotations  Repetition  Evidence, Anecdotal, Statistics  The structure of the writing, eg: how does the reader start/end? What points are referred to throughout piece? What are we left thinking?  Tone  Attacks  Use of expert opinion  Imagery  Appeals – how is the author trying to make you feel?  If you don’t know at least these – well, GO BACK TO YOUR BOOKLET AND REVISE/ASK QUESTIONS

8. Link back to contention  Every point the author makes is to further the readers contention.  Link back to contention in your analysis.  Eg: Through the use of a list, the author highlights the extent of people who will be negatively effected by a change in school hours. Furthering the argument that it’s the ‘worst idea of the week’, as it not only impacts those in the school community but has implications for practically everyone. This helps to make all readers feel they should be opposed to the idea as it will have some impact on them.

9. What does this mean for your SAC?  You must plan!!!!!  You need to know your article inside out.  I don’t want to see any ‘virgin’ articles in the SAC!  Follow the steps in your book. Planning does not mean reading through the article and highlighting persuasive techniques!  What applies to you?  1. What did you do well?  What do you need to improve?  Read the comments on your hurdle to help you work this out.

10. And remember…  What we are teaching you is a life skill.  Question what you are being told and the validity behind the argument. Think smart and critically.  Write simply and clearly.  Notice and appreciate the nuance and craft in writing a new a good persuasive piece!