Teaching persuasive texts : building a language of evaluation through hedging and moderated intensification
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.
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|Item Type:||Journal Article|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
|Divisions:||Current > Research Centres > Children & Youth Research Centre
Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
|Deposited On:||11 Dec 2014 06:53|
|Last Modified:||11 Dec 2014 22:37|
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