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.
Authors | Mills, Kathy and Dooley, Karen |
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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. |
Keywords | literacy education; middle years; persuasive discourse; primary school; teaching methods; writing skills |
Year | 2014 |
Journal | Literacy Learning: The Middle Years |
Journal citation | 22 (3), pp. 33-41 |
Publisher | Australian Literacy Educators' Association |
ISSN | 1320-5692 |
Web address (URL) | https://search.informit.org/doi/abs/10.3316/aeipt.204671 |
Research or scholarly | Research |
Page range | 33-41 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | Oct 2014 |
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https://acuresearchbank.acu.edu.au/item/8905q/teaching-persuasive-texts-building-a-language-of-evaluation-through-hedging-and-moderated-intensification
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