Week 15

WRITING THESIS STATEMENT

• Topic sentences
• Supporting sentences

PARAGRAPH WRITING

• Introduction, body, conclusion
• Cohesion and coherence

How To Write a Thesis Statement

What is a Thesis Statement?

Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement.

Why Should Your Essay Contain a Thesis Statement?

• to test your ideas by distilling them into a sentence or two
• to better organize and develop your argument
• to provide your reader with a “guide” to your argument

In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores.

How to Generate a Thesis Statement if the Topic is Assigned

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.

Q: “What are the potential benefits of using computers in a fourth-grade class?”
A: “The potential benefits of using computers in a fourth-grade class are . . .”

OR

A: “Using computers in a fourth-grade class promises to improve . . .”

The answer to the question is the thesis statement for the essay.

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How to Generate a Thesis Statement if the Topic is not Assigned

Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.

A good thesis statement will usually include the following four attributes:

• take on a subject upon which reasonable people could disagree
• deal with a subject that can be adequately treated given the nature of the assignment
• express one main idea
• assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.

Brainstorm the topic.
Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that you are interested in the amount of sugar Americans consume.

You start out with a thesis statement like this:

Sugar consumption.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.

Narrow the topic.
Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.

Take a position on the topic.
After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.

You revise your thesis statement to look like this:

More attention should be paid to the food and beverage choices available to elementary school children.

This statement asserts your position, but the terms more attention and food and beverage choices are vague.

Use specific language.
You decide to explain what you mean about food and beverage choices, so you write:

Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support.
You finally revise your thesis statement one more time to look like this:

Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.

Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.

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How to Tell a Strong Thesis Statement from a Weak One

1. A strong thesis statement takes some sort of stand.

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because, since, so, although, unless, and however.

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

What is a paragraph?

A paragraph is a collection of related sentences dealing with a single topic. Learning to write good paragraphs will help you as a writer stay on track during your drafting and revision stages. Good paragraphing also greatly assists your readers in following a piece of writing. You can have fantastic ideas, but if those ideas aren't presented in an organized fashion, you will lose your readers (and fail to achieve your goals in writing).

The Basic Rule: Keep one idea to one paragraph

The basic rule of thumb with paragraphing is to keep one idea to one paragraph. If you begin to transition into a new idea, it belongs in a new paragraph. There are some simple ways to tell if you are on the same topic or a new one. You can have one idea and several bits of supporting evidence within a single paragraph. You can also have several points in a single paragraph as long as they relate to the overall topic of the paragraph. If the single points start to get long, then perhaps elaborating on each of them and placing them in their own paragraphs is the route to go.

Elements of a paragraph

To be as effective as possible, a paragraph should contain each of the following: Unity, Coherence, A Topic Sentence, and Adequate Development. As you will see, all of these traits overlap. Using and adapting them to your individual purposes will help you construct effective paragraphs.

Unity

The entire paragraph should concern itself with a single focus. If it begins with one focus or major point of discussion, it should not end with another or wander within different ideas.

Coherence

Coherence is the trait that makes the paragraph easily understandable to a reader. You can help create coherence in your paragraphs by creating logical bridges and verbal bridges.

Logical bridges

• The same idea of a topic is carried over from sentence to sentence
• Successive sentences can be constructed in parallel form

Verbal bridges

• Key words can be repeated in several sentences
• Synonymous words can be repeated in several sentences
• Pronouns can refer to nouns in previous sentences
• Transition words can be used to link ideas from different sentences

A topic sentence

A topic sentence is a sentence that indicates in a general way what idea or thesis the paragraph is going to deal with. Although not all paragraphs have clear-cut topic sentences, and despite the fact that topic sentences can occur anywhere in the paragraph (as the first sentence, the last sentence, or somewhere in the middle), an easy way to make sure your reader understands the topic of the paragraph is to put your topic sentence near the beginning of the paragraph. (This is a good general rule for less experienced writers, although it is not the only way to do it). Regardless of whether you include an explicit topic sentence or not, you should be able to easily summarize what the paragraph is about.

Adequate development

The topic (which is introduced by the topic sentence) should be discussed fully and adequately. Again, this varies from paragraph to paragraph, depending on the author's purpose, but writers should be wary of paragraphs that only have two or three sentences. It's a pretty good bet that the paragraph is not fully developed if it is that short.

Some methods to make sure your paragraph is well-developed:

• Use examples and illustrations
• Cite data (facts, statistics, evidence, details, and others)
• Examine testimony (what other people say such as quotes and paraphrases)
• Use an anecdote or story
• Define terms in the paragraph
• Compare and contrast
• Evaluate causes and reasons
• Examine effects and consequences
• Analyze the topic
• Describe the topic
• Offer a chronology of an event (time segments)

How do I know when to start a new paragraph?

You should start a new paragraph when:

• When you begin a new idea or point. New ideas should always start in new paragraphs. If you have an extended idea that spans multiple paragraphs, each new point within that idea should have its own paragraph.
• To contrast information or ideas. Separate paragraphs can serve to contrast sides in a debate, different points in an argument, or any other difference.
• When your readers need a pause. Breaks between paragraphs function as a short "break" for your readers—adding these in will help your writing more readable. You would create a break if the paragraph becomes too long or the material is complex.
• When you are ending your introduction or starting your conclusion. Your introductory and concluding material should always be in a new paragraph. Many introductions and conclusions have multiple paragraphs depending on their content, length, and the writer's purpose.

Transitions and signposts

Two very important elements of paragraphing are signposts and transitions. Signposts are internal aids to assist readers; they usually consist of several sentences or a paragraph outlining what the article has covered and where the article will be going.

Transitions are usually one or several sentences that "transition" from one idea to the next. Transitions can be used at the end of most paragraphs to help the paragraphs flow one into the next.

Week 14

CRITICAL READING

• Differentiating between facts and opinion
• Writer's mood, purpose and point of view
• Detecting bias and propaganda
• Evaluating arguments

Critical reading is a form of skepticism that does not take a text at face value, but involves an examination of claims put forward in the text as well as implicit bias in the text's framing and selection of the information presented. The ability to read critically is an ability assumed to be present in scholars and to be learned in academic institutions.

"...a story has as many versions as it has readers. Everyone takes what he wants or can from it and thus changes it to his measure. Some pick out parts and reject the rest, some strain the story through their mesh of prejudice, some paint it with their own delight. " John Steinbeck, The Winter of our Discontent

There are no simple relations between these levels. As the "hermeneutic circle" demonstrates, the understanding of single words depends on the understanding of the text as a whole (as well as the culture in which the text is produced) and vice versa: You cannot understand a text if you do not understand the words in the text.

The critical reading of a given text thus implies a critical examination of the concepts used as well as of the soundness of the arguments and the value and relevance of the assumptions and the traditions on which the text is based.

"Reading between the lines" is the ability to uncover implicit messages and bias.

Differentiate Between Fact and Opinion

Sometimes information is presented as a fact when it may be an opinion. When scientific conclusions are reported, it is important to recognize whether they are based on solid evidence. Again, you may find it helpful to ask yourself some questions.

1. 1. What is the difference between a fact and an opinion?
   A fact is a piece of information that can be strictly defined and proved true. An opinion is a statement that expresses a belief, value, or feeling. An opinion cannot be proved true or false. For example, a person's age is a fact, but if someone is asked how old they feel, it is impossible to prove the person's answer to be true or false.
2. 2. Can opinions be measured?
   Yes, opinions can be measured. In fact, surveys often ask for people's opinions on a topic. But there is no way to know whether or not an opinion is the truth.

HOW TO DIFFERENTIATE FACT FROM OPINION

Human Activities and the Environment

Unfortunately, human use of fossil fuels is one of the most significant developments of the past few centuries. Humans rely on fossil fuels, a nonrenewable energy resource, for more than 90 percent of their energy needs.

This careless misuse of our planet's resources has resulted in pollution, global warming, and the destruction of fragile ecosystems. For example, oil pipelines carry more than one million barrels of oil each day across tundra regions. Transporting oil across such areas can only result in oil spills that poison the land for decades.

Opinions

Notice words or phrases that express beliefs or feelings. The words unfortunately and careless show that opinions are being expressed.

Facts

Statements that contain statistics tend to be facts. Writers often use facts to support their opinions.

Opinions

Look for statements that speculate about events. These statements are opinions, because they cannot be proved.

Detecting Media Bias And Propaganda

The logic behind bias and propaganda in the news media is simple and it is the same the world over. Each society and culture has a unique world view. This colors what they see and how they see it. News media in the cultures of the world reflect the world view of the culture for which they write. But the truth of what is happening in the world is much more complicated than what appears to be true in any culture. To be a critical reader of the news media in any society, one must come to terms with this truth and read accordingly. Critical thinking is a complex set of skills that reverses what is natural and instinctive in human thought. 

http://www.criticalthinking.org/TGS_files/SAM-MediaBias.pdf

Week 13

Lexical resource in context

• Vocabulary development
• Diction - author's word choice
• Connotation and denotation

Vocabulary development is a process by which people acquire words. Babbling shifts towards meaningful speech as infants grow and produce their first words around the age of one year. In early word learning, infants build their vocabulary slowly. By the age of 18 months, infants can typically produce about 50 words and begin to make word combinations.

In order to build their vocabularies, infants must learn about the meanings that words carry. The mapping problem asks how infants correctly learn to attach words to referents. Constraints theories, domain-general views, social-pragmatic accounts, and an emergentistcoalition model have been proposed to account for the mapping problem.

From an early age, infants use language to communicate. Caregivers and other family members use language to teach children how to act in society. In their interactions with peers, children have the opportunity to learn about unique conversational roles. Through pragmatic directions, adults often offer children cues for understanding the meaning of words.

Throughout their school years, children continue to build their vocabulary. In particular, children begin to learn abstract words. Beginning around age 3–5, word learning takes place both in conversation and through reading. Word learning often involves physical context, builds on prior knowledge, takes place in social context, and includes semantic support. The phonological loop and serial order short-term memory may both play an important role in vocabulary development.

Diction (/ˈdɪkʃᵊn/; Latin: dictionem (nom. dictio), "a saying, expression, word"^[1]) in its original, primary meaning, refers to the writer's or the speaker's distinctive vocabularychoices and style of expression in a poem or story.^[2][3] A secondary, common meaning of "diction" means the distinctiveness of speech,^[3][4][5] the art of speaking so that each word is clearly heard and understood to its fullest complexity and extremity, and concerns pronunciation and tone, rather than word choice and style. This secondary sense is more precisely and commonly expressed with the term enunciation, or with its synonymarticulation.^[6]

Diction has multiple concerns; register—words being either formal or informal in social context—is foremost. Literary diction analysis reveals how a passage establishes tone and characterization, e.g. a preponderance of verbs relating physical movement suggests an active character, while a preponderance of verbs relating states of mind portrays an introspective character. Diction also has an impact upon word choice and syntax.

Diction comprises eight elements: Phoneme, Syllable, Conjunction, Connective, Noun, Verb, Inflection, and Utterance.

The relationship between words and meanings is extremely complicated, and belongs to the field of semantics. For now, though, what you need to know is that words do not have single, simple meanings. Traditionally, grammarians have referred to the meanings of words in two parts:

denotation

a literal meaning of the word

connotation

an association (emotional or otherwise) which the word evokes

For example, both "woman" and "chick" have the denotation "adult female" in North American society, but "chick" has somewhat negative connotations, while "woman" is neutral.

For another example of connotations, consider the following:

negative

There are over 2,000 vagrants in the city.

neutral

There are over 2,000 people with no fixed address in the city.

positive

There are over 2,000 homeless in the city.

All three of these expressions refer to exactly the same people, but they will invoke different associations in the reader's mind: a "vagrant" is a public nuisance while a "homeless" person is a worthy object of pity and charity. Presumably, someone writing an editorial in support of a new shelter would use the positive form, while someone writing an editorial in support of anti-loitering laws would use the negative form.

In this case, the dry legal expression "with no fixed address" quite deliberately avoids most of the positive or negative associations of the other two terms -- a legal specialist will try to avoid connotative language altogether when writing legislation, often resorting to archaic Latin or French terms which are not a part of ordinary spoken English, and thus, relatively free of strong emotional associations.

Many of the most obvious changes in the English language over the past few decades have had to do with the connotations of words which refer to groups of people. Since the 1950's, words like "Negro" and "crippled" have acquired strong negative connotations, and have been replaced either by words with neutral connotations (ie "black," "handicapped") or by words with deliberately positive connotations (ie "African-Canadian," "differently-abled").

Week 12

Read different text types and forms

• persuasive
• argumentative
• expository   

 WRITING COMMENTS - GENERAL REMARKS (1) 

• Comments are argumentative texts. In other words, you want your reader to understand and agree with your point of view and the reasons you give for having it. The answers to the following questions should help you to achieve this.

  
  

  1.             Who is going to read your answer? (The answer you write for a twelve-year-old child will probably be different from one you write for a teacher!)

  2.             How much background information do you think the reader has?

  3.             How much will you have to give him / her?

  4.             What do you want the reader's reaction to be after reading the text? (Should the reader DO something, accept or reject something, change his mind about something?)

  5.             Can you summarise the main point of your argument in one sentence? (It is important that you do this in order to make sure you are keeping to the point.)

  6.             What evidence do you give to support your argument? (This can taken from your own experience, books you have read, texts you have studied, programmes you have seen or heard.)

  7.             Have you presented the evidence effectively? (This can be done by using different methods such as definitions, examples, comparisons, contrasts, etc.)

  8.             What are the opposing views to yours? Have you dealt with them and shown why you think they are wrong?

  9.             How do you want to structure your answer? (How do you want to introduce the topic? How many paragraphs should there be in the main part of the answer? What do you want to put into your last paragraph?

  
  

  GIVING PERSONAL COMMENTS (2)

  In a personal comment, we usually state first whether we are for or against something. Then we give reasons and arguments for what we think, usually in contrast to a different view. Normally we finish with a conclusion based on the evidence that we have given. When we develop a comment by moving from reasons FOR a view to reasons AGAINST it, then to other reasons for and against it and so on, we follow a DIALECTICAL ORDER. This dialectical order is based on contrasts and comparisons.

  STEPS FOR WRITING A COMMENT

  1.         Think of the given fact or idea with which opposing ideas are or can be connected. Use this fact / idea as the topic to start from.

  2.         Quote or sum up the viewpoint you wish to OPPOSE. Inform your readers / listeners about the standpoint (thesis) you do not accept.

  3.         Then state your own view, the antithesis, which you can support and defend. Do this with AT LEAST two pieces of evidence.
  Your own view may be introduced by

  -      a contrastive signal (e.g. "However", "Yet", "On the other hand", ... etc.)

  -      a viewpoint expression (e.g. "I think / do not think", "In my view" - cf. the relevant handouts).

  4.         Attitudinal adverbs (e.g. "obviously", "clearly", "certainly,".... etc.) can provide EMPHASIS but care is needed when using them because they are sometimes used to appeal only to the reader's / listener's emotions and not to his / her intellect.

  5.         Support what you think with evidence from everyday experience, your personal experience, from the text you are dealing with, or from other texts, books, and magazines you have read previously. In a personal comment you may also appeal to people's needs and values.

  6.         In your argumentation, you may also wish to use the following kinds of clauses which are frequently found in comments;

  -      clauses of reason / cause with "since", "as", "because", ... etc.

  -      clauses of concession to include counter arguments. These are introduced by words like "although", "whereas", ... etc.

  -      conditional clauses with "if", "unless", ... etc. in order to say

  ¨    what is possible in the present or in the future;
  e.g. If X happens / happened ... Y will / would result.

  ¨    say what you think was possible only in the past but is no longer possible in the present:
  e.g. If X had happened ... Y would / would not have resulted.

  7.         To introduce arguments for or against a viewpoint, you can also use CAUSAL EXPRESSIONS at the beginning of a sentence;
  e.g. "The reasons for this are...."; "This is why ..."; "Another reason for this is ...".

  8.         Contrastive signals can be used in the body of your text to continue and support the dialectical order of contrast and comparison in the text (cf. no. 3 above).

  9.         At the end of a paragraph or longer comment, draw a conclusion from your arguments by using signals like "so", "thus", "therefore", ... etc.

  
  

  EXAMPLE QUESTION AND ANSWER

  “Do you agree that TV has lead to the death of books?”

  
  

  The word “death” in the question is, in itself, provocative, suggesting an extreme point of view. Evidently / Certainly / Apparently the amount of TV viewing has increased rapidly in the last ten years, as evidenced by / as shown in / as suggested by / as documented in the report /the book / the text by ....

  This would not seem / does not seem (to me) to indicate .... On the contrary, recent research in this field suggests that ....

  The next point to consider / the question then arises as to / how much time is given over to reading and what kinds of books are read by whom. When we consider that the amount of information available doubles every seven years, we must consider it the duty of members of the professions to read as much as possible.

  Evidence in the USA / UK / Germany seems to indicate / suggest / point to an increase in the number of hours spent in front of the TV screen.

  The result of this is that / Consequently people have less time for reading

  To return to the question, the answer seems to be ....

  Perhaps we should also reconsider how books are written in view of the limited reading time available. 'Books' here includes those written to entertain as well as those providing information. …

  Thus, after a careful consideration of the arguments, I am lead to the conclusion that …

  
  

  
  

  
  

  
  

  ARGUMENTATIVE TEXTS

  (evaluation and judgement in response to a problem)

  An argumentative text

  a)   tries to persuade/convince the reader/listener

  b)   is based on subjective evaluation of a problem

  FEATURES

  1.       Two main types:-

  Comment - subjective argumentation

  Scientific argumentation - from an objective point of view

  2.       Types of connectives frequently found:

  reason/cause; contrast; purpose; result; exclusion;

  3.       Styles involved:

  informal; ironic; appreciatory/depreciatory, persuasive

  informal style:

  -      1st/2nd person point- of view (“I” / “you”);

  -      simple short sentences and words;

  -      Only essential punctuation.

  -      The speaker/ writer is socially at ease with the addressees.

  ironic style:

  -      speaker/writer feels disrespect or contempt;

  -      linguistic exaggeration;

  -      speaker/writer says the opposite of what he means.

  -      A: I fine students who make mistakes.

  -      B: That sounds like a fine educational idea!

  -      The user often employs this style to persuade quickly instead of employing reasoned arguments.

  appreciatory style:

  -      The writer wants to influence the addressee in favour of what he refers to in the text; e.g. “Come to Germany and enjoy the quality and high standards we’re world famous for.”;

  -      this style frequently employs emotive words and euphemisms (“He passed away” instead of “he died”);

  -      it avoids negative sentences;

  -      it uses words with positive connotations. Something is presented as being better than it really is (e.g. advertising)

  -      The opposite is “depreciatory style” (unpleasant connotations, negative not affirmative sentences Something can be presented as being worse than it really is.

  persuasive style

  -      seeks to get addressee’s spontaneous consent. (“It is, of course, obvious that...”); makes use of attitudinal adverbs (“surely”, “obviously”, etc.;),

  -      intensifying adverbs (clearly/terribly/ absolutely),

  -      rhetorical questions and parentheses (“The search for happiness - as we know front our own experience - is a long one”.)
  
  
  Personal comment
  Comments are argumentative texts. You are asked to state your own opinion on a certain topic. In other words, you want your reader to understand and agree with your point of view and the reasons you give for having it. This is called writing a personal comment. A comment normally combines fact and opinion. You start out from given facts or events and then express your personal judgement, leaving no doubt as to where you personally stand.
  Basic rules:
  -      To be effective, your comment must be dear and comprehensible.

  -      A comment needs structure; a clear beginning, a discernible middle, a convincing ending or conclusion.

  -      First state whether you are for or against something.

  -      Then give reasons and arguments for your point of view.

  -      Rank your arguments according to a certain order, for instance according to their importance.

  -      Finish with a contusion based on the arguments and evidence you have given.

  -      Always make a plan before writing your final answer. This plan can be laid out as a mind map.
  How to write a personal comment
  Preparation

  Step 1

  Determine what your position is. Collect ideas and arguments in a first draft (e.g. as a mind map). Collect supportive evidence.

  
  

  Step 2

  Decide how you want to structure your comment. Group your ideas and arguments according to -      their relevance and importance -      their logical link to each other

  
  

  Writing Step 3

  If necessary say what the problem subject is or explain how you understand the topic. Begin forcefully, use expressions such as: It is often argued that It is widely believed that A commonly held view is that

  
  
  
  

  Step 4	Introduce your opinion in a general evaluation of the problem. Use expressions such as
  	I am (not)	of the opinion (quite) certain am firmly convinced		that…
  	I do not	believe think		that…
  	I	agree with disagree with		the writer the author name	when she	argues asserts claims expresses the opinion expresses the view tries to persuade us	that…
  	There is no denying that ...		(The writer is very sure)
  	I wonder if / why .. I am doubtful whether ... I am in two minds about ...		(The writer is uncertain or doubtful)

  
  

  Step 5	Present your arguments in detail.
  Give reasons for your view and mention opposing arguments. Either: - one argument follows the other, with the strongest argument at the end; or - an argument for a view is immediately followed by an argument against it
  Support what you think with evidence from everyday experience, your personal experience, from the text you are dealing with, or from other texts, books, and magazines your have read previously. To make your comment sound convincing and to “bring home” you arguments you will need “argumentative” sentence structures and phrases.
  Sentence links to express ...		…reason: …condition: …concession …result:	therefore, that is why, because, as, since etc. if, unless, provided that, providing, as long as etc.: although, even though, whereas, despite the fact that, on the one hand ... on the other hand, nevertheless, however, nonetheless consequently, thus, as a result

  
  

  Step 6

  Draw a conclusion. Refer back to your strongest arguments. Use phrases such as:

  In conclusion ... In consequence... All in all ... To summarise ... To put it in a nutshell ... etc.

  
  
  
  
  
  

  POINT OF VIEW (in narrative Texts)

  1st-person narrative “I” is used

  3rd-person narrative “He/She” is used with all characters

  -      the main character / protagonist tells his/her own story; -      the narration is limited to the hero’s thoughts, feelings and perceptions; -      The reader only sees, knows, hears, thinks, … what the hero sees…

  -      the narrator tells someone else’s story as a witness / observer (e.g. “I saw that he became frightened when …”); -      the observer does not know the thoughts, feelings, … of the other characters

  third person limited -      the narrator is outside the story and tells it from the standpoint of one character within the story; -      the narrator is limited to the knowledge and perception of one single character; E.g. “Mr Brown looked closely at Peter but couldn’t guess what he was thinking.”

  omniscient narrator -      the narrator looks into the mind of all characters (or some of them); e.g. “Four people were sitting in front of the TV set. One of them was asleep and dreaming of …, two were … and the fourth was thinking  …”

  Effect: similar to real life

  Effect: illusion of reality and of being present at the scene of the action

  
  
  Language features of persuasive texts
  Blake Education
  The use of effective language is very important in persuasive texts, and this is reflected in the marking criteria. Students can be assessed for their language use in: • audience – as they engage and persuade the reader • ideas – as they use words to elaborate and link ideas/arguments and reasons • persuasive devices – as they portray the writer’s position and try to convince the reader • vocabulary – as they use appropriate topic language according to the context of the task • cohesion – as they use referring words, substitutions, word associations, and connectives and conjunctions through the sentences and paragraphs So what types of language features do persuasive texts use? • Present tense – a persuasive text is written ‘now’. The verbs are written using present tense. E.g. is, be, are, means, need, act, stop • Action verbs – words that show what is happening E.g. save, battle, lose, repair • Thinking and feeling words – to convey the emotion of the topic and the writer’s point of view E.g. believe, opinion, think, feel, know, like, grateful, surprised, doubt, trust, hope • Emotive words – to engage the reader and make them see the issue the way you do E.g. harsh, fierce, treasured, unique, nasty, special, delightful, gorgeous, dangerous, brutal • Evaluative language – to examine the arguments and supporting evidence  E.g. important, simple, narrow minded, threatened, it is obvious, future benefits, easier, expected, unlikely claim, too fragile, poor judgement, only option • Degree of certainty (also known as modality) – how certain are your statements? Do you want to make people agree, or do you want to cast some doubt in their opinions?  E.g. may, will, must, might, usually, almost, always, never, sometimes, generally, undisputed, hardly ever, certain, should, could, have to
  6© Blake Education, 2010 Persuasive text work sheets (Primary) ISBN 978-1-921852-00-8
  • Conjunctions and connectives – conjunctions are used to join ideas within the same sentence, while connectives are used to link ideas between different sentences and paragraphs  E.g. and, but, however, another reason why, also, some people, on the other hand, or, firstly, if, secondly, finally, regardless, not everyone agrees, while, although, first of all, in the end, because, since Getting a good start Persuasive texts need to make a point, or persuade the reader to agree with a particular point of view. As such, their introductions need to be clear and summarise the main message. The writer may use a title that is bold, inspiring or controversial. They must engage the reader and their emotions so that they want to keep on reading. Some interesting ways to grab a reader’s attention in persuasive texts are to: • use a title with powerful language – Students injured in another sporting tragedy – Government fails to solve environmental disaster • start the introduction with a rhetorical question – Why on earth would anyone want to use public transport? – What’s so good about dogs? • start the introduction with highly emotive language – It is obvious that people have been ignoring playground safety for far too long. – Quite clearly people in the local area are fed up with the lack of action. • start the introduction by using personal pronouns to involve the reader – I am certain that you wouldn’t agree with the ridiculous idea that cats make better pets than dogs. – You have got to be joking if you think that it is safe for young children to be riding dirt bikes! • start the introduction with a clear statement of the topic – Each year countless animal species are added to the world’s endangered list. –  Climate change is constantly in the news, but there are still people who disagree over what causes it and how its effects can be slowed.