Ashleigh uses poetic description to engage the readers and persuade them of her point of view through imagery (similes and metaphors). She then convinces the readers further, with a series of logical reasons and a strong conclusion.
The This class had completed a social studies unit that included a visit to Albany, where roosters are part of the local population. A New Zealand Herald article, questioning whether the roosters should be allowed in a growing urban area, inspired the children to defend them.
They discussed the pros and cons of keeping the roosters, and then wrote their opinions in draft form, making sure they had valid reasons to support them. The teacher asked what devices they would they need to use in a letter to the editor, to persuade readers of their point of view. Together they explored these language devices:
• opening statement to draw in reader
• metaphor and simile to describe the rooster
• emotive language to persuade
• bold statements of fact to promote the roosters.
The students looked at and discussed pictures of roosters, building up a bank of descriptive and poetic phrases. After talking about the language devices listed, they were asked to draft their opening statements. These were discussed, with specific feedback from the teacher and each other.
The students were expected to complete their drafts, which had to contain a descriptive opening, some logical reasoning and a conclusion in the imperative. They were to do this in two stages: listing their reasons, and adding some poetic description.
The teacher conferenced with them during both these stages. The students were then required to work the two drafted sections into a finished piece, editing independently.
Teacher-student conversations
The teacher talked with Ashleigh after the first stage of writing (listing reasons), to see if this met the criteria of being valid and positive.
Teacher: What is one of your strong reasons?
Ashleigh: The one about the roosters being in Albany and on our school uniform.
They discussed the concept of uniqueness, and how the last sentence appealed to the reader without being too pleading. The opening statement was written during the second stage, after the class had talked about a poetic description.
Teacher: Why do you think I find your first line so effective?
Ashleigh: I've used a simile and described the rooster as being a beautiful bird, not a nuisance.
Integrating reading and writing
In guided and shared reading programmes there should be opportunities for students to read and analyse a range of texts with appropriate models of persuasive language features. Such features could include:
• emotive language
• rhetorical questions
• "we" or "you" pronouns
• passive voice
• citing authoritative sources
• use of the imperative.
Such texts can be found in newspapers, magazines, and School Journal articles. To link with the approach of these lessons, the teacher should also find texts with a poetic approach to written argument.
To move Ashleigh towards the next learning point, the teacher might help her to focus on:
• Ideas - researching and including more specific evidence to support argument.
• Structure
• Language features - citing authoritative sources to lend weight to argument.
The teacher could nurture these skills in a rich language environment, where reading and writing are supported by discussion. Specific skills will be taught in the reading and writing programmes, especially in feedback sessions. Persuasive language features will be explored in guided and shared reading programmes as described above. The teacher should help this student with information retrieval and analysis.