Teaching persuasive texts : building a language of evaluation through hedging and moderated intensification

Mills, Kathy & Dooley, Karen (2014) Teaching persuasive texts : building a language of evaluation through hedging and moderated intensification. Literacy Learning: The Middle Years, 22(3), pp. 33-41.

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Abstract

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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ID Code: 79360
Item Type: Journal Article
Refereed: Yes
ISSN: 1320-5692
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
Funding:
  • DECRA/DE14010047
Deposited On: 11 Dec 2014 06:53
Last Modified: 11 Dec 2014 22:37

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