Persuasive Devices Practice

Overview

In this 60-minute lesson, students explore how argument and persuasive techniques operate in a short article, then practise identifying and analysing techniques used to shape a reader’s point of view. The lesson builds towards VCE-style analytical writing by sharpening students’ ability to plan and sustain ideas about how language and argument work.

Learning intentions

WALT (We Are Learning To):

• identify persuasive techniques/devices used in an article
• explain how each technique supports the writer’s argument
• use evidence from the text to support analysis
• draft a short paragraph that communicates a point of view about the argument

Success criteria

Students can:

• name 3–5 persuasive techniques from an article (with brief descriptions)
• link each technique to its effect on the audience (not just “what” it is, but “why it works”)
• quote or paraphrase specific evidence accurately
• write a clear mini-analytical paragraph with a topic sentence, evidence, and commentary

Curriculum links

• Analytical writing that responds explicitly to set topics and develops and sustains ideas
• Planning and constructing analytical responses about argument and language in persuasive texts
• Using language analysis across written texts (print or digital) and preparing for multimodal considerations in the unit

Lesson structure (60 minutes)

1. 0–5 min · Hook. Teacher shows 2 contrasting headlines from a current-issue topic (e.g., school uniform, phones at school) and asks: “Which one feels more convincing and why?” Students write a 1-sentence response.

2. 5–15 min · Direct teach: Techniques map. Teacher explains how persuasive writing builds argument through language choices and rhetorical strategies, using slides/OneNote notes.

• Introduce and model 5 common techniques with quick functions:
• rhetorical questions (guides thinking; implies an answer)
• appeals to emotion (fear/hope/anger; heightens urgency)
• statistics/data (creates credibility; may select or frame)
• loaded language/word choices (biases evaluation; makes one side seem “reasonable”)
• anecdote/example (makes abstract ideas personal; increases relatability) Teacher models sentence stems for analysis: “The writer uses ___ to ___ because ___.”

Students annotate a “techniques quick sheet” and highlight a clue word in each category.

3. 15–25 min · Worked example on an article excerpt. Teacher distributes a short article excerpt (one page, manageable reading level) and models a 3-step analysis using the board:

• Spot the technique (e.g., loaded language)
• Locate evidence (quote a phrase/sentence)
• Explain effect (how it persuades and what assumption it relies on)

Students follow along using a mini template: Technique → Evidence → Audience effect.

4. 25–40 min · Guided practice in pairs. Students work in pairs on a second excerpt from the same article or a closely related article, completing:

• a 5-technique identification table
• a “most effective technique” selection with a justification

Teacher circulates with a checklist, prompting deeper analysis: “What does the audience believe/feel after this line?” and “What might the writer want you to ignore?”

5. 40–53 min · Write: Mini analytical paragraph. Teacher sets a clear writing prompt tied to argument in the article:

• “The writer’s argument is convincing because…” Students draft one paragraph including:
• topic sentence (claim about the argument)
• 2 pieces of evidence (from two techniques)
• commentary linking evidence to effect and intent

Teacher provides a short scaffold paragraph on the board, then removes parts to encourage independence.

6. 53–60 min · Share + exit check. Students do a quick “gallery walk” read of two classmates’ paragraphs (or teacher selects 2 anonymised samples). They leave one “Glow (what worked)” and one “Grow (one improvement)” note. Exit ticket (2 minutes): students name one technique used in their paragraph and write one analysis sentence starting with “This persuades the audience by…”

Resources

• Slide deck/OneNote lesson notes
• Short article excerpt(s) printed or displayed digitally
• Techniques quick sheet (teacher-provided)
• Annotation template: Technique / Evidence / Audience effect
• 1-page mini writing scaffold and sentence starters
• Highlighters or digital annotation tools
• Exit ticket slips or OneNote form

Assessment

• Formative during guided practice: teacher checks technique identification accuracy and evidence selection
• Formative writing check: teacher collects 1 paragraph draft or uses in-class observation with a checklist (technique + evidence + commentary)
• Exit ticket checks transfer: “technique + audience effect” sentence

Differentiation

• Support for diverse learners:
• sentence starters for analysis (e.g., “The writer wants readers to…” “This works because…”)
• a bank of common loaded-language and emotion words to help learners label techniques
• reduced excerpt length or pre-highlighted key sentences for students who need it
• paragraph scaffold with partially completed topic sentence and evidence slots
• Extension for students ready to go further:
• add a “counter-argument” note: what a reader might challenge and how the writer pre-empts it
• evaluate technique quality: “Is the evidence reliable? What is missing?”
• EAL considerations:
• explicit modelling of terms (loaded language, credibility, emotional appeal)
• allow quotation evidence to be shorter; focus commentary on meaning and effect
• SEN/learning needs:
• chunked tasks (table first, then paragraph)
• check-ins at 10-minute intervals to confirm technique labels and evidence choices before writing

Success criteria by lesson (linked to writing)

• 5 techniques correctly identified with evidence
• paragraph includes 2 evidence points and clear explanation of audience effect
• analysis sentences use “because” to link technique to persuasive purpose