STUDENT NAME:_________ ______________

Persuasive Writing

Page | 1
PERSUASIVE TEXTS
The purpose of persuasive texts
Writers compose persuasive texts to influence readers to accept an opinion, buy a product, adopt an idea,
take a particular action or believe their interpretation of specific facts. Some persuasive texts aim to influence
readers to believe one point of view over another, while others may present only a single point of view.

Persuasive texts that present a single viewpoint or opinion may contain bias - the unfair presentation of one side
of an argument as more valid than another. Because the writer is attempting to convince readers to accept a
certain idea or point of view, persuasive texts require some analytical thinking by the reader.

Examples of persuasive texts include essays, advertisements, letters to the editor, book blurbs and speeches.

The structure of persuasive texts

Persuasive texts often contain an introduction, followed by a series of paragraphs presenting key points,
and a conclusion. They usually contain facts and details organised in a logical manner.
Each paragraph begins with a topic sentence, which is developed with supporting evidence,
examples, facts, details and other content designed to reinforce a key idea.
In a persuasive text, ideas are supported by evidence. The skilful use of evidence can help a good writer
convince readers to adopt a particular point of view about a topic.

The language features of persuasive texts

The structural and language features of persuasive texts include:

• introduction, main body and conclusion
• paragraphs introduced by a topic sentence
• a main argument/contention that is supported throughout the text
• details, facts, examples and other material that support the main contention
• restatement of the main points of the contention in a conclusion
• quotations from authorities and other sources
• level of language suited to the target audience
• rhetorical questions
• exaggeration
• simplification or generalisation
• repetition
• contrast and comparison
• emotive language
• language that is high in modality (for example, words such as must rather than should or will rather
than might).

STRONG vs. WEAK ARGUMENTS

Page | 2
 In persuasive writing, a writer takes a position for or against an issue and writes to convince the reader to believe or do
something. Persuasive writing is not just giving your opinion. In order to convince people to agree with your point of view, you
need to use strong arguments.

Don’t confuse “having an argument” with the persuasive writing term, “argument”. When you “have an argument” with someone,
that implies a type of conflict or fight. In persuasive writing, your “argument” is your position on an issue, or your point-of-view that
you will defend with good reasoning.

An “argument” is the author’s/writer’s reasoning aimed at proving a point and convincing the reader to adopt a particular point of
view or take the course of action recommended by the author or writer. When trying to convince someone, it is important to use
strong arguments so the reader will be convinced by your message.

Weak arguments:
A weak argument is not well-supported with meaningful facts, provides little evidence, and often includes information that is not
relevant.

EXAMPLE: Hospital doctors and interns should not work more than twelve hours in any given day. I feel sorry for the young doctors
who have to work such long hours. Their families probably miss them.

Strong arguments:
A strong argument is backed by facts, clear evidence, good reasoning, and logical conclusions.

EXAMPLE: Hospital doctors and interns should not work more than twelve hours in any given day. Studies have shown that when
they are tired, they do not give appropriate care to patients, they grow more short-tempered, and they tend to make more
mistakes.

Practice Activity 1
Read the following sentence. Which of the three arguments is the strongest one? Why?
1) Smoking should be banned in public places because:
a) it is bad.
b) it gives people bad breath and makes their teeth yellow.
c) secondhand smoke is harmful for nonsmokers.

Practice Activity 2 (Read the short passage and answer the following questions)
On a recent Saturday morning at 9 a.m, I was driving from Brickell toward
Matheson Park. All the roads, including Brickell Avenue, Main Highway, and
Old Cutler Road had been taken over by bicyclists riding in groups on the
middle of the road. With total disregard of car traffic or safety, they ignored
traffic signals, ran red lights, and cut in front of cars. Police regulation is needed.
1) What is the author’s purpose?

a) to convince readers about the need for police regulation to ensure that bicyclists

obey traffic laws.

b) to encourage people to exercise more.

c) to protect bicyclists from dangerous drivers.

d) to warn people about the dangers of driving on Saturday mornings.

The Right Argument for the Right Audience

Page | 3
You are trying to persuade the following groups of people to eat less meat and try to become vegetarian.
What arguments/reasons might you give to convince the following groups?

Group Arguments/Reasons
Children

Teenagers

Women

Men

Parents

Elderly Retirees (60-70)

Health Conscious People

Environmentally Conscious
People (People who care
about the environment)

PERSUASIVE DEVICES TASK SHEET

Task 1

Page | 4
 Spot the technique
Read the following statements used in media texts. Next to each statement, indicate the persuasive device that is being used. Some of
the statements involve more than one persuasive device.

Emotive Language Repetition Statistics & Data Inclusive and Direct Language
Attacks Anecdotes Connotations Statistics & Data
Evidence Appeals Hyperbole (exaggeration)

Statement Type
Australia is the best country on earth and is the best place to live Appealing to patriotism
‘The city is a dangerous place. Your house needs protection. What could
happen to your family if you don’t install a security system?’

Researcher Dr Colin Bell from Deakin University, called for widespread

removal of junk food vending machines from schools and fitness venues.

Every day millions of people are being completely brainwashed through

the lies spread by the media.

Without proper resources and funding, people suffering from serious

mental illnesses are drowning in a sea of misery and neglect.

There is not enough funding for education, not enough money spent on
health and not enough done for the unemployed. It is time to tell this
government that enough is enough.
By taking steps to live a more environmentally friendly life, you could
save thousands of dollars a year.

‘To commit such a crime only shows he is cunning, cruel and

calculating.’

Just yesterday I saw someone throw their rubbish straight onto the
ground. It just goes to show how little respect people have for the
environment.
The government’s decision is nothing short of disgraceful and will cause
untold trauma and anguish for those involved.
We should all do our bit to keep our town clean and litter free. It is up to
each and every one of us to all do our bit and dispose of rubbish
thoughtfully.
There’s a million reasons the proposal won’t work.

We should all do our bit to keep our town clean and litter free. It is up to
each and every one of us to all do our bit and dispose of rubbish
thoughtfully.
According to a recent survey, 67% of Australians agree.

Page | 5
 ORGANISING AND STRUCTURING YOUR PERSUASIVE ESSAY
You MUST take a strong stand on the subject. Sometimes a student writer will try to take two positions.
“Well,” the student might think, “there are arguments to be made on both sides of this issue. I am not sure
what is best.” You may honestly think this way, but DO NOT SAY SO IN YOUR ESSAY. The readers want you to
take a stand. Make sure that you state clearly, forcefully, and consistently that your position is the right one.

When writing a persuasive essay, your purpose is to convince your audience to embrace your idea or point of
view. Keeping this purpose in mind is the key to writing an effective persuasion.
Essential steps for writing a persuasive essay:

 Identify your main idea or point of view. Your purpose will be to persuade your audience to accept this
idea or point of view.
 Identify your audience. To write an effective persuasive essay, try to have a specific audience, and
make sure that you understand your audience. For example, are your readers undecided about your
issue? Or are your readers hostile to your point of view? Will your arguments be aimed at children your
age, or adults like parents or teachers?
 Considering your audience, identify the strongest supporting points for your persuasion.
 Identify the most significant opposing view. Explaining and then refuting the opposing view
strengthens the credibility and scope of your essay.

How to organize your persuasive essay:

Introduction

Introduce the issue and how it emerged as an issue. Is it recent/long standing? The paragraph should end with
a clear statement of your main idea or point of view.

Body paragraphs

Your body paragraphs should present the points in support of your main idea.
Each body paragraph should focus on one point.
Be sure to provide evidence or examples for each point. Use TEEL to structure your paragraphs, and use
persuasive techniques as well.

Opposing view

After presenting your supporting points, you could develop one paragraph to accurately explain and then
refute the most significant opposing view.

Conclusion

Creatively restate your main idea and supporting points.

Try to leave your audience even more connected to your topic and persuaded by your main idea or
perspective.

Page | 6
 STRUCTURING YOUR PARAGRAPHS

T.E.E.L. - A useful tool to help you

construct paragraphs
T - Topic sentence
E – Expand/Explain
E – Evidence/Example
L - Link

T – TOPIC SENTENCE - Use a topic sentence at the start of each paragraph, clearly stating the main point of the
paragraph.
- Sets up the paragraph
- Makes a point linked to the question/topic

E – EXPAND/EXPLAIN – Develop your idea by explaining it in some depth and provide…

E – EVIDENCE/EXAMPLES - Include relevant events, quotations from authority figures, facts, statistics etc to
help support your ideas and explanations.

L – LINK – Link back to main point/forward to next point. Link your evidence back to the essay question and try
to link to the next paragraph so that your essay flows well.

Sample Paragraph: Label the following paragraph (TEEL). Circle or highlight any transition words.

Feral cats should be killed off because of the harm they cause our natural habitats. Firstly, where native species
are reintroduced into a habitat, they more often than not do not survive if there are cats present. However, if
cats are not present they tend to survive. Dr Chris Dickson, Sydney University wildlife researcher, conducted the
study which also shows that cats kill approximately 6 million native animals per year. Furthermore, the
population of feral cats is growing at an alarming rate and is having a devastating impact on our natural habitats.
This causes the biodiversity of our native animals to diminish and they may become extinct. Many of our
habitats will disappear if we don’t get rid of cats.

1. What evidence is provided to support the paragraph’s topic sentence? How does the last sentence link
back to the topic sentence?

Page | 7
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

1. Combine sentences to form a compound sentence by inserting a comma and a conjunction.

Ex: Smoking is a disgusting habit, yet many people still choose do it.

2. Add a transition and a comma at the beginning of a sentence.

Ex: For example, people who smoke have breath that doesn’t smell very good.

3. Combine sentences by starting the sentence with an –ing phrase.

Ex: Not caring about others when they light up, smokers ignore the second-hand smoke that invades the lungs of everyone around.

Page | 8
4. Combine sentences by starting the sentence with an infinitive (the word “to” followed by a verb).

Ex: To degrade one’s own lungs is bad enough, but to harm others is unacceptable.*
*Notice how a comma and a conjunction are also used.

5. Combine sentences by using a compound subject (or verb).

Ex: Deadly lung cancer and emphysema are afflictions caused by smoking.

6. Combine sentences using a variety of methods.

Ex: Knowing that it is smelly and dangerous, why would anyone start smoking in the first place?

Now read the improved paragraph to see how much better it flows:

Smoking is a disgusting habit, yet many people still choose to do it. As an example, people who smoke have
breath that reeks. Smoking also makes one’s clothes smell from its stench. Not caring about others when
they light up, smokers ignore the second-hand smoke that invades the lungs of everyone around. To
degrade one’s own lungs is bad enough, but to harm others is unacceptable. Deadly lung cancer and
emphysema are afflictions caused by smoking and passive smoking. Most citizens who do not smoke
themselves know someone who does. Knowing it is smelly and dangerous, why would anyone start
smoking in the first place?

Sentence writing activity: Write your own sentences (use the examples above about smoking to help
you)

1. Combine sentences to form a compound sentence by inserting a comma and a conjunction.

_______________________________________________________________________________________
_______________________________________________________________________________________

2. Add a transition and a comma at the beginning of a sentence.

_______________________________________________________________________________________
_______________________________________________________________________________________

3. Combine sentences by starting the sentence with an –ing phrase.

_______________________________________________________________________________________
_______________________________________________________________________________________

4. Combine sentences by starting the sentence with an infinitive (the word “to” followed by a verb).
_______________________________________________________________________________________
_______________________________________________________________________________________

5. Combine sentences by using a compound subject (or verb).

_______________________________________________________________________________________
_______________________________________________________________________________________

9
 TRANSITIONAL WORDS
We use transitional words in order to link idea sentences and paragraphs. They help to make
writing ‘flow’.

Listing/Adding Points Examples Comparison Changing topic

firstly, secondly, finally for example compared with… with regard to…
in the first place for instance …in comparison with… as far as...is
to begin with such as similarly… concerned
in addition to this an example of this is… in the same way… moving on to…
more importantly …in fact… likewise…
as well as …that is… equally…
furthermore
another
not only…but also
before
…continuing on…
…then
Contrasting Cause and Effect Summing up
however …so… to sum up…
on the other hand… as a result of… in conclusion…
…although… …because… to conclude…
despite this… this means that… overall…
on the contrary… due to the fact that… in summary…
instead… …due to… on the whole…
as for… …therefore… to repeat…
…whereas… ...caused…
…while… this caused…
…still…

TRANSITION WORDS ACTIVITY 1: Choose the correct word

1. My sister loves to eat, (finally/ moreover/ but) I don’t care much about food.
2. That restaurant is awful. Yesterday, (and/ for example/ however), I found a bug in my soup.
3. She felt exhausted; (therefore/ nevertheless/ whereas), she took a nap.
4. He expected to do well on the test, (and then/ in conclusion/ as) he had studied diligently.
5. John eats five big meals a day; (as a result/ despite this/ hence), he never gains weight.
6. Josephine ate too fast. (Consequently/ Likewise/ In contrast), she had indigestion.
7. I was watching the game; (furthermore/ meanwhile/ first), my brother was reading.
8. I like to read; unfortunately (so/ soon/ though), I hardly have any time to read for fun.
9. Before I wrote my essay, I read five books; (in addition/ on the contrary/ yet), I read seven
magazine articles and interviewed two experts on the topic.
10. Watching television for too long is bad for your eyes. (Nevertheless/ Furthermore/ For instance), it
can lead to you gaining weight as you are not being active.
11. I enjoy learning; (to conclude/ in a way/ most of all), I like to learn new facts about nature.
12. Vegetables, (without a doubt/ yet/ plus), are the healthiest food for you.

9
 TRANSITION WORDS ACTIVITY 2: Writing Practice
1. Write a statement. Then, write a statement that shows cause and effect. (Ex: Tim regularly did his homework. As a
result, he often got good grades.)
_______________________________________________________________________________________________
_______________________________________________________________________________________________

2. Write a statement. Then, write a sentence beginning with “for example.” (Ex: People do not respect the
environment. For example, there is rubbish all over the schoolyard.)

_______________________________________________________________________________________________
_______________________________________________________________________________________________

3. Write a statement. Then write a statement that contrasts to your previous statement. (Ex: Energy drinks are very
popular with young people. However, these drinks are extremely bad for one’s health.)

_______________________________________________________________________________________________
_______________________________________________________________________________________________

4. Write a statement. Then write a statement that indicates comparison. (Ex: Many schools have banned junk food
from their canteens. In comparison, our school still sells too much unhealthy food to young people.)

_______________________________________________________________________________________________
_______________________________________________________________________________________________

MODAL WORDS
The use of modal words help to strengthen a persuasive piece.

Activity: Write a sentence using these modal adjectives.

certain _________________________________________________________________________________
_______________________________________________________________________________________
impossible ______________________________________________________________________________
_______________________________________________________________________________________
unfair __________________________________________________________________________________
_______________________________________________________________________________________
important_______________________________________________________________________________
_______________________________________________________________________________________
unnecessary ____________________________________________________________________________
_______________________________________________________________________________________
obvious ________________________________________________________________________________
_______________________________________________________________________________________

9
 Vocabulary

Now it’s your turn to express an opinion about things you like and dislike. Write some
sentences using these useful sentence starters. Choose evaluative adjectives from the list
above.

1. There is no doubt that ________________________________________________

___________________________________________________________________

2. It is obvious to everyone that ___________________________________________

___________________________________________________________________

3. It seems amazing that _________________________________________________

___________________________________________________________________

4. It is ridiculous that ___________________________________________________

___________________________________________________________________

5. It is hard to argue that_____________________________ is _________________

___________________________________________________________________

6. Many would agree that ________________________________________________

___________________________________________________________________

9
 Why are the following things important to a good persuasive writing piece?

Audience

Text structure and

style

Ideas

Persuasive devices

Vocabulary

Cohesion

Paragraphing

Sentence structure

Punctuation

Spelling

9
9