PERSUASION CHECKLIST PERSUASION CHECKLIST

Transcription

1 RECOUNT CHECKLIST The purpose of a recount is to retell an event in chronological order First sentence sets the scene Written in the order in which the events happened Written in the past tense Uses specific dates/times, names of people/places Connectives relate to time, e.g. first, next, after, then Background information of who/when/where except autobiography which is written in the first person Action verbs e.g. reigned, attacked, fought, Give specific names, dates, places times RECOUNT CHECKLIST The purpose of a recount is to retell an event in chronological order First sentence sets the scene Written in the order in which the events happened Written in the past tense Uses specific dates/times, names of people/places Connectives relate to time, e.g. first, next, after, then Background information of who/when/where except autobiography which is written in the first person Action verbs e.g. reigned, attacked, fought, Give specific names, dates, places times

2 PERSUASION CHECKLIST The purpose of persuasive writing is to convince the reader of your point of view. It is a key feature of advertising. Uses different fonts and size of print Illustrations Written in the present tense Connectives show causes e.g. therefore, finally, because of A variety of long sentences with points of view and short sentences with facts Rhyme and alliteration often used in advertising May use some invented words or spelling PERSUASION CHECKLIST The purpose of persuasive writing is to convince the reader of your point of view. It is a key feature of advertising. Uses different fonts and size of print Illustrations Written in the present tense Connectives show causes e.g. therefore, finally, because of A variety of long sentences with points of view and short sentences with facts Rhyme and alliteration often used in advertising May use some invented words or spelling

3 DISCUSSION CHECKLIST The purpose of discursive writing is to present two or more different points of view in a fair and balanced way. Impersonal writing The title is often a question Not in chronological order, but may present arguments for, then against, then conclusion Paragraphs are linked by argument phrases e.g. some may say that, It is clear that, it is right that. Conclusion introduced by phrases such as In conclusion. Therefore, it is shown that. Verbs used e.g. think, perceive, believe Connectives used on the other hand, however, as a result of, alternatively DISCUSSION CHECKLIST The purpose of discursive writing is to present two or more different points of view in a fair and balanced way. Impersonal writing The title is often a question Not in chronological order, but may present arguments for, then against, then conclusion Paragraphs are linked by argument phrases e.g. some may say that, It is clear that, it is right that. Conclusion introduced by phrases such as In conclusion. Therefore, it is shown that. Verbs used e.g. think, perceive, believe Connectives used on the other hand, however, as a result of, alternatively

4 INSTRUCTION CHECKLIST The purpose of instructional writing is to tell the reader exactly how to do something. Title may say How to. Clear sequence of bullet points or numbers List of equipment or materials needed Diagrams or illustrations Short sentences with one instruction per sentence Write in the imperative this is like giving orders, e.g. boil the water Verbs which tell you what to do e.g. cut, draw, mix, trace, cover Short sentences start with a verb Connectives for sequencing actions e.g. next, then, after INSTRUCTION CHECKLIST The purpose of instructional writing is to tell the reader exactly how to do something. Title may say How to. Clear sequence of bullet points or numbers List of equipment or materials needed Diagrams or illustrations Short sentences with one instruction per sentence Write in the imperative this is like giving orders, e.g. boil the water Verbs which tell you what to do e.g. cut, draw, mix, trace, cover Short sentences start with a verb Connectives for sequencing actions e.g. next, then, after

5 EXPLANATION CHECKLIST The purpose of explanatory writing is to tell the reader how something works or why something happens Title may say How or Why Text is very easy to read Explains in a sequence how or why something happens Ends with a summary First sentence usually introduces topic Written in third person Present or past tense depending on the explanation Connectives for sequencing e.g. shown by, because, due to, and so, Comparisons by, in contrast to, although May have a glossary EXPLANATION CHECKLIST The purpose of explanatory writing is to tell the reader how something works or why something happens Title may say How or Why Text is very easy to read Explains in a sequence how or why something happens Ends with a summary First sentence usually introduces topic Written in third person Present or past tense depending on the explanation Connectives for sequencing e.g. shown by, because, due to, and so, Comparisons by, in contrast to, although May have a glossary

6 ANALYSIS CHECKLIST The purpose of analytical writing is to provide the reader with an in depth examination of the issues being discussed Text The main issue is stated in general, The main points are taken in turn Examples or quotes given to support the point of view Finishes with a summary or conclusion Sentence Usually written in the third person First person can be used when giving personal opinion Connectives used to compare and contrast ideas Connectives used to link cause and effect Word Value and opinion words e.g. obviously, heartbreaking, Technical vocabulary specific to the subject ANALYSIS CHECKLIST The purpose of analytical writing is to provide the reader with an in depth examination of the issues being discussed Text The main issue is stated in general, The main points are taken in turn Examples or quotes given to support the point of view Finishes with a summary or conclusion Sentence Usually written in the third person First person can be used when giving personal opinion Connectives used to compare and contrast ideas Connectives used to link cause and effect Word Value and opinion words e.g. obviously, heartbreaking, Technical vocabulary specific to the subject

7 EVALUATION CHECKLIST The purpose of an evaluation is assess how well something or someone has worked and it will often include targets or recommendations for future action Text Title expects a judgement to be made, e.g. Which was the best bike? May be bullet points, lists or summary chart Sentence Written in the first person Past tense when reflecting on issues Future tense when setting targets Connectives used to show use of evidence e.g. this shows that, we realised that because Connectives used to balance pros and cons e.g. on the other hand, surprisingly, thereby, thus Word Words that group comments e.g. we thought, we now know Balancing view points EVALUATION CHECKLIST The purpose of an evaluation is assess how well something or someone has worked and it will often include targets or recommendations for future action Text Title expects a judgement to be made, e.g. Which was the best bike? May be bullet points, lists or summary chart Sentence Written in the first person Past tense when reflecting on issues Future tense when setting targets Connectives used to show use of evidence e.g. this shows that, we realised that because Connectives used to balance pros and cons e.g. on the other hand, surprisingly, thereby, thus Word Words that group comments e.g. we thought, we now know Balancing view points

8 INFORMATION CHECKLIST The purpose of informative writing is to describe the ways things are now or were in the past Clear sections under headings and sub-headings May include glossary, index references Illustrations/ diagrams Facts and figures First sentence is a clear general statement e.g. Snakes are reptiles Impersonal style Use questions to help draw the reader in, e.g. Have you ever thought about where light comes from? Technical, precise vocabulary Nouns and verbs predominate INFORMATION CHECKLIST The purpose of informative writing is to describe the ways things are now or were in the past Clear sections under headings and sub-headings May include glossary, index references Illustrations/ diagrams Facts and figures First sentence is a clear general statement e.g. Snakes are reptiles Impersonal style Use questions to help draw the reader in, e.g. Have you ever thought about where light comes from? Technical, precise vocabulary Nouns and verbs predominate