How can I involve the reader?

Strategy

Explicit teaching

Consider the 8 ways of learning for Aboriginal students for information on deconstructing texts.

Deconstructing texts to identify and explain the effect of the language techniques below. Students work in pairs or whole class discussion on what they identify and utilise these in a writing activity.

  • Use of personal pronouns (we, you, your, us, our, etc.) involves and engages the reader; e.g. Too many of us forget to take reusable bags when we go shopping.
  • Expressing feelings: She was ecstatic. What a tragedy!
  • Evaluating the qualities of things: the plot was not well developed. He looked very elegant.
  • Judging human behaviour: she worked tirelessly. He is just a gossip.
  • Adjusting strength and focus: I’m worried. I’m really worried.
  • Attribution: introducing other voices and perspectives
  • Flattery is also a technique that directly addresses the reader. e.g. I'm sure that as a concerned citizen, you would appreciate just how important this is.

Activities to support the strategy

Activity 1: word search

Students need to be exposed to quality multimodal texts – see resources below – in order to conduct specific word searches.
Teachers can show students how to identify language for interaction in persuasive texts through guided and modelled reading and through watching quality programs where discussion takes place. Students look for and begin to develop vocabulary around the specific examples of vocabulary as outlined in the strategy. Word searches can be conducted individually and in pairs.

Behind the News is an excellent resource which can be used in activities centred on listening, reading or writing as many examples of vocabulary, as outlined in the strategy, are used. For example:

If focussing on the use of Personal Pronouns – then students can write what they hear or highlight words that they read: e.g., Plastic is an everyday part of our lives. Almost half of this plastic we use, though, is only used once and then it's chucked out.
www.abc.net.au/btn

Activity 2: create a glossary of language choices and their purpose/impact

Students can keep a collection of examples found in persuasive texts in writing journals or class scrapbooks and encouraged to explain the type and purpose behind the language choices.

Students could revise their own model texts or those of peers to include some examples of direct interaction.

References

Australian curriculum

ACELA1523: Text structure and organisation: Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases.

NSW syllabus

EN3-6B: Outcome 6: uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies  (EN3-6B) - Respond to and compose texts: select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing texts

NSW literacy continuum

WRIC11M5: Aspects of writing, Cluster 11, Marker 5: Selects appropriate language for purpose, e.g. descriptive, persuasive, topic, technical, evaluative, emotive, and colloquial.

Online resources

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