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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