Teaching persuasive texts : Building a language of evaluation through hedging and moderated intensification
Mills, Kathy and Dooley, Karen. (2014). Teaching persuasive texts : Building a language of evaluation through hedging and moderated intensification. Literacy Learning: The Middle Years. 22(3), pp. 33-41.
|Authors||Mills, Kathy and Dooley, Karen|
We identify two persuasive writing techniques – hedging and intensification – that pose difficulty for students in the middle years. We use examples of student writing from 3000 work samples collected as part of a larger Australian Research Council Linkage Project, URLearning (2009–2013). To realise the effective power of rhetorical persuasion, students need to be explicitly taught a range of hedging techniques to use to their advantage, and an expanded lexicon that does not rely on intensifiers. Practical teaching tips are provided for teachers.
|Keywords||literacy education; middle years; persuasive discourse; primary school; teaching methods; writing skills|
|Journal||Literacy Learning: The Middle Years|
|Journal citation||22 (3), pp. 33-41|
|Publisher||Australian Literacy Educators' Association|
|Web address (URL)||https://search.informit.org/doi/abs/10.3316/aeipt.204671|
|Research or scholarly||Research|
|Research Group||Institute for Learning Sciences and Teacher Education (ILSTE)|
All rights reserved
File Access Level
0views this month
0downloads this month