Mr Tronerud 7RB PERSUASIVE WRITING. Exposition texts are written for the purpose of presenting a...

Mr Tronerud 7RB

PERSUASIVE WRITING

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

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


biased adjective

unfairly prejudiced for or against someone or something: we will not tolerate this biased media coverage


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


StructureIntroduction include a statement to give the author’s opinionpreview important argumentsengage the reader’s attention

“This is what I am going to say…………..”


StructureBody include a series of paragraphsgive a new idea or argument with evidence and

examples to support it in each paragraphuse persuasive languageuse researched, quoted or reported speechuse cohesive language to link ideas between

paragraphs

“Now I am saying it…………………”


StructureConclusionrestate the position of the writersum 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


Activity 1


Title Everyone must save energyIntroduction - 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 – ArgumentsExpands 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.

ConclusionSummarises 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.

Activity 1Tit le : D rugs in spor t shou ld be banned!Introduct ion : I nc lude th ree po in t sPer fo rmance enhanc ing d rugs g ive teams , o r ind iv idua ls , an un fa i r advan tage .They cou ld be ha rmfu l t o the p layers .Damages the image o f the game. Main body – Arguments:Per fo rmance enhanc ing d rugs g ive teams , o r ind iv idua ls , an un fa i r advan tage .________________________________________________________________________________________________________________________________________________They cou ld be ha rmfu l t o the p layers________________________________________________________________________________________________________________________________________________Damages the image o f the game________________________________________________________________________________________________________________________________________________Remember each new idea i s a paragraph and your pa ragraphs shou ld inc lude two o r th ree sen tences wh ich may inc lude s ta t i s t i cs , quo tes , ev idence and examp les too suppor t your a rgument .

Conclusion : Summar ises and res ta tes the pos i t ion o f the wr i te r and sums up the ma in a rguments . I t may inc lude a reques t fo r ac t ion to be taken by the reader.I t does NOT g ive any new in fo rmat ion


Discussion texts are written for the purpose of presenting diff erent 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.

DISCUSSIONS

Discussion texts:can examine controversial topics

use arguments directly related to the topic

need to be convincing

sound authoritative

DISCUSSIONS

StructureIntroduction include a statement to define the topic.give background information to the reader about the

topic.show the diff erent points of view to be examined.

“This is what I am going to say…………..”

DISCUSSIONS

StructureBody 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 ideasuse researched, quoted or reported speechuse persuasive languageuse cohesive language to link ideas or to show change

of opinion

“Now I am saying it…………………”

DISCUSSIONS

StructureConclusiongive a summary of arguments from both sides.evaluate which arguments are the most eff ective.may recommend one point of view over the other

because of the arguments presented.

“This is what I have just said…………”

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.

DISCUSSIONS

Activity 2

DISCUSSIONS

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 – ArgumentsExpands 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.

ConclusionSummarises 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.

Mr Tronerud 7RBCONJUNCTIONS

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.

CONJUNCTIONS

1. Conjunctions of addition and replacementadditive 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.

ExampleVideo games have been shown to increase hand eye

co-ordination. Furthermore, evidence suggests video games can enhance a child’s problem solving abilities.

CONJUNCTIONS

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