1. To dictogloss or not to dictogloss Some strategies for catering for ESL learners in a mainstream classroom Part 2: Persuasive texts/Expositions

2. Information gap activity Select a short persuasive text to be cut up and given to students in small groups. Groups are required to put the text in the appropriate order. Students are not to show other members of the group the section they are given. They need to read their part of the text to the group and say where they think it belongs. This is an activity which requires students to talk about the text. Groups share their version with the whole class and talk about the clues they used to order the text.

3. Skateboard facilities in the school car park Display the text in the correct order. Hand out questions for students to answer in their groups. Groups report back in whole class discussion.

4. Dictogloss: an alternative start Select the opening paragraph of a persuasive text. Create a Wordle of the paragraph.Wordle Place students in small groups. Explore the Wordle and ask them to group words and say what kind of text they think it might come from. Provide a template for notetaking. Read the paragraph at least twice with time in between for discussion and notetaking.

5. Suggested text for dictogloss It is alarming to read that hats should not be compulsory at schools. I strongly disagree. Hats offer protection, comfort and are a fashionable accessory to a school uniform. They should definitely be compulsory for both girls and boys at school.

6. It is cruel to keep animals in cages Whole class discussion about the meaning of the word ‘cruel’ and a definition of a ‘cage’. Students are then asked to write down their initial thoughts either in agreement or disagreement with the topic. Whole class discussion follows with some reasons for and against the statement listed on the board. Students are then invited to share their point of view with a partner, being sure to support their argument with reasons.

7. It is cruel to keep animals in cages For Cages are small and do not allow freedom of movement. Animals in cages can be display repetitive behaviour. Cages can be places where animals fight. Cages can be unhealthy. Against Some animals feel more secure in enclosed spaces. Cages do not have to be small, but can provide space for flight such as an aviary. Cages can protect animals from predators.

8. Dogs should be kept on a leash in national parks Students are introduced to the topic, meaning of ‘leash’ and ‘national parks’ was explored. Students research national parks and share this information in whole class discussion. Students then write down their initial response to the topic with some evidence to support their point of view.

9. Language and structure of persuasive texts At this point students are given a number of sheets to assist them: 1. Tips for writing persuasive texts 2. Persuasive sentence starters (Scholastic) 3. Persuasive sentence starters for different paragraphs. These texts are read aloud around the class. Students are encouraged to ask questions.

10. Joint construction – It is cruel to keep animals in cages Revisit points for and against the statement. Determine which side has most support in the class. Ask students for help in starting the argument. Teacher thinks aloud, and encourages students to draw on information from the handouts. Students receive an annotate version of the final version.

11. Independent construction Hand out model from Cameron & Demsey, 2013, The Writing Book. Highlight key aspects of the text for the group. Hand out planning sheet to show how it is linked to the final letter. Give them the blank planning sheet to use to plan their text on the topic Dogs should be kept on a leash in national parks.

12. Independent construction cont... When students have completed their planning template they can start their first draft. Remind them to look at the models and the handouts. Some will need assistance at this point. All should receive feedback on their first draft. Final draft can be word processed for assessment.