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Teaching persuasive texts : Building a language of evaluation through hedging and moderated intensification
Mills, Kathy Dooley, Karen
Mills, Kathy
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
Date
2014
Type
Journal article
Journal
Literacy Learning: The Middle Years
Book
Volume
22
Issue
3
Page Range
33-41
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
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DOI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled