Planning questions
- Which place, event or activity will you choose?
- Who might find it hard to join in now, and why?
- What change would help, and how would it work?
PersuasiveYears 3–9
Everyone Can Join In
Playgrounds, sports days, concerts and libraries are better when everyone can take part. Choose one change that would help more people join in at your school or in your community, and write to convince a reader it should be made.
Make your position clear and support it with reasons and examples.
PersuasiveYears 3–9
Everyone Can Join In
Playgrounds, sports days, concerts and libraries are better when everyone can take part. Choose one change that would help more people join in at your school or in your community, and write to convince a reader it should be made.
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
Propose one specific change and explain how it would work.
Support: Think through a school day and note one place or activity where someone could be left out.
Extend: Show how your change would help everyone, not only the people it was designed for.
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.
