Year 10 English

Week - 4
Term 4 (2023)
Do now task
● What is credibility? The
image on this slide might
give you a clue.

● Write your explanation using

an example 3 minutes
 Single lesson

Approaching Things
Differently

Students will be able to:

● Explain the different

persuasive approaches
used by authors.
I do – Three persuasive approaches
There are three persuasive approaches used by writers as they construct
their persuasive texts. You may not have realised when you were using these
approaches in the past.

Persuasive texts often use a combination of these approaches, but will have a
dominant approach which readers can identify when they look at the whole
text holistically.

What do you think they might be?

1. Credibility-building approach.
2. Factual approach.
3. Emotive approach.
1. A credibility-building approach / An approach aimed at
generating trust from the reader.

Research and credentials - A person’s ethics, builds

trust in the writer.

Common Techniques for Building credibility

• Author credentials
• Expert opinion Bacchus Marsh Grammar is my school of choice.
Education professor Colin Marsh reported that he

• Intertextual references believes the school is “outstanding.”

Written by Jethro Jessop, Education Researcher at the University

• Appeals to logic
of Melbourne.
2. A factual approach / An approach which uses facts and data to prove the
contention trustworthy.
Facts and logic, uses statistics research etc to present the argument as
though it is fact.

Common Techniques for using a Fact-

based approach A recent survey of students and parents in Moorabool
Shire demonstrated that Bacchus Marsh Grammar was
• Facts the most sought-after school in the area, with 96%
responding that this would be their school of choice.

• Statistics
• Graphs
• Anecdotal evidence
• Maps
• Photographic evidence
• Appeals to the hip pocket
3. An emotive approach / An approach which attempts to trigger an
emotional response from the reader (or audience if it’s a speech.)

Emotions – appeals to the reader’s feelings.

Common Techniques for using an Emotive

I really adore Bacchus Marsh
approach Grammar, when my niece was
• Anecdotal evidence finding English difficult she
attended English Club to get extra
• Emotive language help and her teachers were just
• Appeals to fear and family values amazing. BMG is clearly my
school of choice, it is absolutely
• Emotive images amazing.
• Shocking statistics
• Rhetorical questions
• Hyperbole
• Exclamation marks
We do – What’s the dominant approach?
The RSPCA take an
emotive approach as
they attempt to generate
sympathy in their target
audience of animal
lovers through the
inclusion of an image of
a frightened dog.

The call to action “Text

TODAY” directly
underneath the dog’s
face follows-up from the
image by making clear
that the purpose of the
advertisement is to elicit
donations.
What’s the persuasive
approach?
The advertisement for Nike
Cortez shoes attempts to
persuade readers by building
credibility with the support of
“One of America’s leading
marathoners.” The magazine’s
target audience of sports
enthusiasts are likely to be
swayed by the detailed montage
of images depicting the shoe’s
benefits.
 You do - What’s the approach?
Challenge - Write a description of texts A and B which explains their persuasive approach using evidence to prove your point.
Extension – Who do you think are the target audiences of each text? How are persuasive choices tailored to their intended
audience?
Text A –
Students Need Structure!
By Reigh Rag’n’bone (Published in the BMG Newsletter, 6/5/23)
BMG’s uniform policy simply is not strict enough. In
the last newsletter images were included where
students were wearing earrings, scarves and even
shaggy hair cuts. I for one will not stand for this
nonsense. Bacchus Marsh Grammar has a
reputation as one of the most sought-after schools
in the region, and its students should represent the
school’s pride and tradition by presenting
themselves more conservatively.
A friend of mine has a daughter who attends the
local public school. Her hair is currently purple, but
it has been just about every colour under the sun! I
do not want the same kind of lax attitude seeping
into the proud culture of Bacchus Marsh Grammar.
Text B –
Flexible Fashion
Response from Kitty McDougal (Published on the BMG Facebook Page 7/5/23)
While BMG’s long history is reflected in the school’s
logo and its motto “Doctrina Vitae” students should
have the option to wear their uniform as they choose.
A study at the University of Canberra in 2021 found
that giving young people the opportunity to express
themselves through their clothing and style increases
their wellbeing.
Secondary schools in the USA have been uniform-
free for decades, because they understand that
experimenting with identity is part of coming of age.
Uniforms are costly and they oppress the students
who wear them. Why not trust the Style Institute’s
finding that free or flexible dress will improve student
outcomes by 25% and put this into perspective?
Do now task
5 minutes
● What is the difference between
formal and informal language?
Give examples as you explain.
 First double lesson

Style is everyting

Students will be able to:

● Explain how writing

style can be tailored to
suit a target audience.
I do – Explanation of Style
Style is the way in which
language is used. It refers to the
selection of words and the way in
which words are combined to form
phrases and sentences.

In a discussion of style you can

identify whether the author’s
language is formal or informal
Formal Style
Uses longer, more complex
sentences and varied,
sophisticated vocabulary.

Formal writing avoids use of

slang (colloquialisms) or
contractions (I’m rather than ‘I
am’ or aren’t rather than ‘are not’).

This style conveys authority and

expertise.
Informal Style
Casual, conversational style.
Uses contractions or
colloquialisms.

Informal language can suggest a

down-to-earth, no-nonsense
approach to an issue.

This style appeals to a broad

audience of readers and viewers.
What’s the difference, man?
Formal language is less personal than informal language. It
is used when writing for professional or academic purposes like
graduate school assignments. Formal language does not use
colloquialisms, contractions or first-person pronouns such as “I”
or “We.” Informal language is more casual and spontaneous.
We do - Formal, or informal?
1. The issue of climate change requires our immediate
attention.
2. Climate action NOW!
3. Don’t ignore the heat.
4. The general populous must do more to ensure that our
climate footprint is kept to a minimum.
5. My mates say climate change is whack.
6. I wanna fix the climate crisis.
7. We must do all we can to address the climate crisis.
Style Challenge
Rewrite this formal statement using informal language:

“Our very own past student, Graeme Frislie achieved a

Commonwealth Games Bronze medal in the Men’s 4000m
Team Pursuit last Friday, followed by a 6th place in the
15km Scratch Race - outstanding accomplishments for
such a dedicated and hard-working young man. Graeme is
a wonderful role model, not only for BMG Elite Sport
students, but all students. Congratulations Graeme.”
 You do - Tailoring to your Target
Writers select their words carefully, to make sure that
Let’s read and annotate a persuasive they are doing all they can to persuade a particular
text. Then, answer the following target audience.
questions in full sentences:
A – What type of text is this? How can
you tell?
B - What is the persuasive approach of
the author? How can you tell?
C – What is the language style of the
text? How can you tell?
D – Who you think the target audience
might be? How can you tell?
E – Extension – In what ways has the
author tailored this text to persuade their
target audience? Refer to the written and
visual language.
Review
Demonstrate your knowledge of the stylistic impacts of
language in this exit ticket:

Teachers are educated professionals who are not easily

swayed, instead they prefer a logical, credible line of
argument in formal language.
Write a statement to your teacher arguing that you
should not have homework today, you must use the right
style of language to make sure that you persuade them.
Do now task
● Your teacher is going to play you a
song, write in as much detail as you
can what the tone of this song is and
give at least three examples of ways
you can tell this is correct.
Second double lesson

Essay writing skills

Students will be able to:

● Explain the construction

of an analytical
paragraph.
I do – Pro tip and explanation of lesson

Pro Tip – Image is not the same thing as imagery!

Before we start, here's a common error:

Image – A picture.

Imagery – A literary technique where the writer uses

descriptive language to paint a picture in the reader's mind.

Make a note of this.

Today
• Today we get into the main event – reading,
annotating and then analysing a persuasive
text.

• This is your chance to practice what we will do

in your assessment, so let's work together to
learn the steps!
We do - Let's Read and annotate the Text
Together
i n y our
t h i s down .
s
Write wn word
o
There are five steps to good annotation:

1. Find and highlight the basic information.

2. The tone at the start and the tone at the end.
3. Find the supporting arguments and summarise them in
the margin.
4. Find some persuasive techniques.
5. Write the contention across the top of the text.
 Let's annotate!
Let's do step one together – find the basic information

• The author's name

• The date of publication
• The publication itself (a magazine, newspaper or website where the
text was found.)
• The headline or title of the text

Extension – Also label the type of persuasive text if you can.

 Step 2
• Now let's find the tone at the start and the tone at the end.

The first line

The last line

• What do you think the writer's mood is at the start, and at the
end? Write it on your text.
 • For example
Concerned

The first line

The last line

O
pt
im
ist
ic
 Steps 3,4 and 5
Let's do step three together
• Find the supporting arguments, and write a quick summary of each one in the margin.

Let's do step four together - find some persuasive devices!

• Label them as you go. Let's see if we can find five.

Let's do the final step, step five together.

• We write the contention last because we cannot always trust the title of the text to give us
the whole contention. Now that you've read and understood all the supporting arguments,
try to write into a sentence what the main message of the text is.

Write the contention across the top of the text.

Brain break
Complete the
crossword puzzle
to revise
vocabulary we
learned last
lesson.
You do - Challenge
Now that you have identified supporting arguments and persuasive
techniques in the text, write a paragraph about the first supporting argument.

1. What is the argument?

2. How does the writer use a persuasive technique to position the reader in
this argument?
3. Why did they choose to do this? What is the intended impact of this
persuasive technique?
+ repeat step two with another technique
+repeat step three with your second technique
Review

Exit Ticket

What is the most challenging thing about annotating a

persuasive text?

What else do you think you need to learn before you

write your analytical essay?