{"id":461,"date":"2018-06-21T13:43:19","date_gmt":"2018-06-21T13:43:19","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/?page_id=461"},"modified":"2018-06-21T13:43:19","modified_gmt":"2018-06-21T13:43:19","slug":"an-approach-to-persuasive-writing","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/senior-phase\/folio-support\/an-approach-to-persuasive-writing\/","title":{"rendered":"An approach to Persuasive Writing"},"content":{"rendered":"<p style=\"text-align: center\"><b><u>\u00a0\u00a0A Whole Class Topic to Model the Skills<\/u>\u00a0 <\/b><\/p>\n<ul>\n<li>Note-taking from a documentary<u><\/u><\/li>\n<li style=\"text-align: left\">(Whole class\/small groups) Choose <strong>a <\/strong>current issue\u00a0and provide the pupils with\u00a0 resources: broadsheet articles, TV documentaries, radio clips and appropriate tasks. research, write and discuss in groups for <span style=\"text-decoration: underline\"><strong>practice.<\/strong><\/span>\n<p><strong><u><br \/>\n<\/u><\/strong><u><\/u><\/li>\n<li style=\"text-align: center\"><strong><u>Focus on Skills: Language and Structure<\/u>\u00a0\u00a0<\/strong><\/li>\n<li style=\"text-align: left\">Examine how writers\/speakers shape their arguments; manipulate statistics; exploit structure\/punctuation; use language to influence and create rapport.<\/li>\n<li>Logos (logic\/structure), Ethos (appeals to shared values\/tone\/rapport) and Pathos (emotive word choice, imagery and structures).<\/li>\n<li style=\"text-align: left\"><strong>\u00a03 minute speech for a debate<\/strong>\u00a0 or <strong>write<\/strong> <strong>a short persuasive article<\/strong> on the topic you have studied as a class.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center\"><u><br \/>\n<strong>Self-Assessment and Selection of Own Topic<\/strong><\/u><strong>\u00a0\u00a0<\/strong><\/p>\n<ol>\n<li>Transfer<strong> skills to\u00a0choose own\u00a0topic<\/strong>.<\/li>\n<li><u>Exemplification of the Standard<\/u>\u00a0+ SQA criteria<\/li>\n<li><u>Independent Research<\/u><\/li>\n<li>Pupils\u00a0collect a <strong>range<\/strong> of articles, documentaries and\u00a0sources on their chosen topic and to print these off for highlighting .<\/li>\n<li>Record sources as they research: this makes the <strong>addition of bibliography and footnotes<\/strong> to the SQA final draft much easier.<\/li>\n<li><u>Writing Stage\/Success Criteria<\/u><\/li>\n<li>Pupils produce a first draft in class over two lessons <strong>under supervision with<\/strong> access only to highlighted articles, pages of notes and a plan. <strong>This process deters plagiarism.<\/strong><\/li>\n<li><u>Feedback\/Folio redrafting\/Writing Assessment <\/u><\/li>\n<li>In accordance with <strong>SQA guidelines: folios cannot be micro-marked<\/strong>. Tick list (Success Criteria) sheet is used, pupils must re-draft <strong><span style=\"text-decoration: underline\">without<\/span>: <\/strong>detailed feedback\/comments on how to rephrase\/spelling or grammar fixed. <strong>This is\u00a0a requirement by the SQA!!!!<\/strong><\/li>\n<\/ol>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-455 aligncenter\" src=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/hillheadhighenglish\/uploads\/sites\/4828\/2018\/06\/perere.png\" alt=\"\" width=\"208\" height=\"243\" \/><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00a0\u00a0A Whole Class Topic to Model the Skills\u00a0 Note-taking from a documentary (Whole class\/small groups) Choose a current issue\u00a0and provide the pupils with\u00a0 resources: broadsheet articles, TV documentaries, radio clips and appropriate tasks. research, write and discuss in groups for practice. Focus on Skills: Language and Structure\u00a0\u00a0 Examine how writers\/speakers shape their arguments; manipulate statistics; &hellip; <a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/senior-phase\/folio-support\/an-approach-to-persuasive-writing\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">An approach to Persuasive Writing<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":52250,"featured_media":0,"parent":454,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-461","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/pages\/461","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/users\/52250"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/comments?post=461"}],"version-history":[{"count":1,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/pages\/461\/revisions"}],"predecessor-version":[{"id":462,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/pages\/461\/revisions\/462"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/pages\/454"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/hillheadhighenglish\/wp-json\/wp\/v2\/media?parent=461"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}