Discursive WritingDiscursive Writing

Folio - W1Folio - W1

Learning IntentionsLearning Intentions

By the end of this unit, you will be able By the end of this unit, you will be able toto

Identify key elements of discursive Identify key elements of discursive writingwriting

Use key elements of discursive Use key elements of discursive writingwriting

Redraft your discursive writing using Redraft your discursive writing using all of the key elementsall of the key elements

Elements of Discursive Elements of Discursive WritingWriting

titlestitlesformal languageformal languageintroductions and conclusionsintroductions and conclusionskey statementskey statementspersuasive languagepersuasive languagerepetitionrepetitionrhetorical questionsrhetorical questionsdevelopmentdevelopmentanecdoteanecdotestatisticsstatistics

TitlesTitles

Indicate which direction the Indicate which direction the argument will take (not just the argument will take (not just the topic)topic)

Use of punUse of pun

Can be alliterative Can be alliterative

E.g. newspaper headlines E.g. newspaper headlines

TaskTask

Read the article about mobile texting Read the article about mobile texting twicetwice

In groups, discuss the title and make In groups, discuss the title and make any relevant commentsany relevant comments

On your own, write a paragraph On your own, write a paragraph outlining your thoughts on:outlining your thoughts on:

““How effective is the title?”How effective is the title?”

formal languageformal language

No contractions (except direct No contractions (except direct speech)speech)

Not colloquialNot colloquial

Usually 3Usually 3rdrd person person

TaskTask

In groups, identify elements of the In groups, identify elements of the article which make it formalarticle which make it formal

Homework - write a paragraph Homework - write a paragraph outlining your thoughtsoutlining your thoughts

IntroductionsIntroductions

capture the reader's attentioncapture the reader's attention

avoid being bland or dull. E.g. “I am avoid being bland or dull. E.g. “I am going to write about fast food” going to write about fast food”

Types of OpeningTypes of Opening

Provocative- Provocative- Junk food is the scourge of our Junk food is the scourge of our society!society! Balanced – Balanced – Whether we should eat is a subject Whether we should eat is a subject many people disagree about!many people disagree about!Quotation – Quotation – Fast food has been described, in the Fast food has been described, in the press, as being “out of control”. press, as being “out of control”. IllustrationIllustration - "On a glorious Saturday evening, a - "On a glorious Saturday evening, a young girl staggers to the side of the road, young girl staggers to the side of the road, fighting for breath. fighting for breath. Anecdote - Anecdote - "I have always felt that the "I have always felt that the promotion of fast food is unacceptable, since I promotion of fast food is unacceptable, since I was shocked to see a girl fighting for breath due was shocked to see a girl fighting for breath due to obesity. to obesity.

TaskTask

Look at your first draft.Look at your first draft.

Does your first sentence fit into any of Does your first sentence fit into any of the styles?the styles?

How would you describe it?How would you describe it?

Write different openings, for your Write different openings, for your essay, in each of the stylesessay, in each of the styles

Now, rewrite your introduction bearing Now, rewrite your introduction bearing in mind what you have learnedin mind what you have learned

Paired TaskPaired Task

In pairs, read the two versions of In pairs, read the two versions of your partner’s introductionyour partner’s introduction

Make notes on how they compareMake notes on how they compare

Now relook at your ownNow relook at your own

Is there anything you would change?Is there anything you would change?

key statementskey statements

This is your point in its most basic This is your point in its most basic formform

No examplesNo examples

No developmentNo development

Can be quite emotiveCan be quite emotive

Strong statementStrong statement

E.g. E.g.

““AAnimals are not always like humans.” nimals are not always like humans.”

TaskTask

Pick out 2 of your main points.Pick out 2 of your main points.

Write them as statement sentencesWrite them as statement sentences

DevelopmentDevelopment

Builds on your main pointBuilds on your main point

Uses examplesUses examples

Uses statisticsUses statistics

Includes the opposing argumentIncludes the opposing argument

See the next slide for an exampleSee the next slide for an example

Development ExampleDevelopment Example

They do not suffer from all human They do not suffer from all human diseases, so scientists have to give them diseases, so scientists have to give them the illnesses artificially. The joints in rabbit the illnesses artificially. The joints in rabbit legs are inflamed with chemicals to help legs are inflamed with chemicals to help research in rheumatism. These tests do research in rheumatism. These tests do not always work because animals do not not always work because animals do not react to drugs in the same way as react to drugs in the same way as humans. Aspirin, for example, damages humans. Aspirin, for example, damages pregnant mice and dogs, but not pregnant pregnant mice and dogs, but not pregnant women. Arsenic, which is a deadly poison women. Arsenic, which is a deadly poison for humans, has no effect on sheep, while for humans, has no effect on sheep, while penicillin, which is so valuable to humans, penicillin, which is so valuable to humans, kills guinea pigskills guinea pigs

Task Task

Write developments for each of your Write developments for each of your previous 2 statementsprevious 2 statements

persuasive languagepersuasive language

try to avoid weak vocabulary such as try to avoid weak vocabulary such as 'get', 'got' and 'getting'. 'get', 'got' and 'getting'.

without question, without doubt, without question, without doubt, unquestionably, absolutely. unquestionably, absolutely.

Conclusion/summaryConclusion/summary e.g. - e.g. - thus, thus, therefore, consequently, accordingly, therefore, consequently, accordingly, in retrospect, hence, in conclusion, in in retrospect, hence, in conclusion, in brief, as a result.brief, as a result.

LinkingLinking

Same line of thoughtSame line of thought e.g. - e.g. - and, and, firstly, secondly etc., next, firstly, secondly etc., next, furthermore, likewise, in addition, furthermore, likewise, in addition, similarly, also, moreover.similarly, also, moreover.

Contrasting idea Contrasting idea e.g. - e.g. - yet, on the yet, on the other hand, nevertheless, however, other hand, nevertheless, however, although, conversely, otherwise, on although, conversely, otherwise, on the contrary.the contrary.

RepetitionRepetition

emphaticemphaticCan be words/ phrasesCan be words/ phrases

““One form of abuse is… Yet another form of One form of abuse is… Yet another form of abuse is… A further example of abuse abuse is… A further example of abuse is…”is…”Use of several examplesUse of several examples

““Aspirin, for example, damages pregnant Aspirin, for example, damages pregnant mice and dogs, but not pregnant women. mice and dogs, but not pregnant women. Arsenic, another example, which is a Arsenic, another example, which is a deadly poison for humans, has no effect deadly poison for humans, has no effect on sheep, while penicillin, which is so on sheep, while penicillin, which is so valuable to humans, kills guinea pigs.” valuable to humans, kills guinea pigs.”

rhetorical questionsrhetorical questions

Asking a question you will answer Asking a question you will answer yourselfyourself

OrOr

Asking a question to engage the Asking a question to engage the reader and consider your point of reader and consider your point of viewview

anecdoteanecdote

Personal story to illustrate a pointPersonal story to illustrate a point

Only use if you are confidentOnly use if you are confident

E.g. E.g. “I used to watch the older “I used to watch the older children standing around and drinking. children standing around and drinking. I would envy their ‘maturity’ so much I would envy their ‘maturity’ so much until the day I saw one carried away in until the day I saw one carried away in an ambulance! She was unconscious!”an ambulance! She was unconscious!”

statisticsstatistics

Used to reinforce a pointUsed to reinforce a point

Don’t make them upDon’t make them up

E.g. E.g. “More fast food outlets has seen “More fast food outlets has seen obesity rise by 500% since the obesity rise by 500% since the 1950s. Such an increase means the 1950s. Such an increase means the sceptics cannot argue that we have a sceptics cannot argue that we have a problem!problem!

SummarySummary

Be formalBe formal

Structure your writingStructure your writing

Link your writingLink your writing

Use the devices you have learnedUse the devices you have learned

Check… have you been persuaded?Check… have you been persuaded?

How Much Do You Remember?How Much Do You Remember?

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