Teaching persuasive texts: Building a language of evaluation through hedging and moderated intensification
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Description
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 | ||
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| Item Type: | Contribution to Journal (Journal Article) | ||
| Refereed: | Yes | ||
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| Measurements or Duration: | 9 pages | ||
| ISSN: | 1320-5692 | ||
| Pure ID: | 32735392 | ||
| Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Current > Schools > School of Teacher Education & Leadership Current > Research Centres > Children & Youth Research Centre |
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| Copyright Owner: | The authors | ||
| Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||
| Deposited On: | 11 Dec 2014 06:53 | ||
| Last Modified: | 16 Mar 2024 09:56 |
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