Teaching persuasive texts : Building a language of evaluation through hedging and moderated intensification

Journal article

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.
AuthorsMills, Kathy and Dooley, Karen
Abstract

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.

Keywordsliteracy education; middle years; persuasive discourse; primary school; teaching methods; writing skills
Year2014
JournalLiteracy Learning: The Middle Years
Journal citation22 (3), pp. 33-41
PublisherAustralian Literacy Educators' Association
ISSN1320-5692
Web address (URL)https://search.informit.org/doi/abs/10.3316/aeipt.204671
Research or scholarlyResearch
Page range33-41
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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All rights reserved
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Output statusPublished
Publication dates
OnlineOct 2014
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Mills, Kathy A.. (2006). 'Mr Travelling-at-will Ted Doyle' : Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy. 29(2), pp. 132-154.
"We've been wastin' a whole million watchin' her doin' her shoes" : Situated practice within a pedagogy of multiliteracies
Mills, Kathy A.. (2006). "We've been wastin' a whole million watchin' her doin' her shoes" : Situated practice within a pedagogy of multiliteracies. Australian Educational Researcher. 33(3), pp. 13-33. https://doi.org/10.1007/BF03216840
Deconstructing binary oppositions in literacy discourse and pedagogy
Mills, Kathy. (2005). Deconstructing binary oppositions in literacy discourse and pedagogy. Australian Journal of Language and Literacy. 28(1), pp. 67-82.