Planning questions
- Which language would you choose, and why?
- How could learning it help students now and later?
- What might make it hard to teach, and how could a school manage that?
PersuasiveYears 3–9
Learn Another Language?
Learning another language can help people communicate and understand different cultures. Which language should students have the chance to learn? Write to convince your principal that it should be taught.
Make your position clear and support it with reasons and examples.
PersuasiveYears 3–9
Learn Another Language?
Learning another language can help people communicate and understand different cultures. Which language should students have the chance to learn? Write to convince your principal that it should be taught.
Make your position clear and support it with reasons and examples.
Planning and teaching notes
Writer’s checklist
- Make your position clear in the introduction.
- Organise your reasons into paragraphs.
- Explain each reason with a relevant example.
- Choose words carefully to convince your reader.
- Finish with a conclusion, then reread and edit.
Teaching notes
Choose a clear position and support it with reasons a reader can picture.
Support: List the languages spoken in your class, school or community. Choose one and name one reason it would be useful.
Extend: Respond fairly to someone who thinks a different language, or none at all, should be taught.
Choose one skill from your current teaching. Model it and practise it together before students write, then check it again in a later task.
How to teach persuasive writingOriginal Writing Boost classroom resource for Years 3–9. Print and share with your class.
Feedback on the argument they write
Writing Boost marks students’ writing and gives each writer feedback for their next draft.
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Typed or handwritten
Bring typed work into Writing Boost, or review a transcript of a handwritten piece before sending it for feedback.
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Feedback on each criterion
Students see what is working and where to focus next, with a specific change to try in their draft. From “improve your vocabulary” to a next step a writer can act on.
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Revise and compare drafts
Feedback stays close while students revise. Compare versions to see what changed and talk about why. Students make the changes. The writing stays theirs. See a writing example
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See the whole class
See criterion results across your class, spot shared needs and strengths, and open the student work behind them.
Illustrative product views with example writing and fictional class data.
