Persuasive Peer Review

Year Level

Year 8 (NSW Curriculum)

Duration

90 minutes

Class Size

1 student (individualised focus, adaptable for small groups)

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Unit Context

Unit Title: "Persuasion Power Unleashed"
Lesson Number: 10 of 25
Lesson Focus: Peer review sessions of persuasive writing paragraphs, with emphasis on analysing the effectiveness of persuasive devices and argument clarity.

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Learning Objectives

By the end of this lesson, the student will be able to:

• Critically assess persuasive paragraphs, identifying and evaluating the use of persuasive language features and devices.
• Provide constructive, clear feedback focusing on the clarity, coherence, and impact of arguments.
• Refine understanding of text structures and language features used in persuasive writing.
• Demonstrate skills in editing and revising writing based on peer feedback principles.

NSW English Curriculum Alignment:

• EN8-1A: Communicates effectively for a variety of audiences and purposes using increasingly complex language
• EN8-2A: Effectively uses and analyses text structures and language features to create and comprehend persuasive texts
• EN8-4B: Thinks imaginatively, creatively, interpretively and critically to respond to and compose texts

Referenced from Year 8 English Achievement Standard, which highlights students' ability to select and vary text structures, and language features including persuasive devices to organise and link ideas, and to discuss and elaborate ideas with supporting evidence.

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Resources

• Student’s previously drafted persuasive paragraphs (draft copies).
• Peer Review Checklist (customised to persuasive writing features).
• Highlighters or coloured pens for annotating texts.
• Writing notebook or digital device for notes.
• Example persuasive paragraphs (annotated model).
• Timer or clock.

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Lesson Outline

1. Introduction and Purpose (10 minutes)

• Explain the purpose of peer review in persuasive writing — to improve clarity, persuasiveness, and structure through constructive feedback.
• Recap key persuasive devices learned in previous lessons (e.g., emotive language, rhetorical questions, repetition, facts and statistics, expert opinions).
• Present the Peer Review Checklist highlighting criteria: clarity of argument, use of persuasive devices, coherence, and evidence/support.

Teacher script tip: “Peer reviewing helps you see your writing through a fresh pair of eyes — catching strengths and areas to improve.”

2. Modelled Peer Review (15 minutes)

• Using an example persuasive paragraph previously annotated by the teacher, demonstrate how to apply the Peer Review Checklist.
• Think aloud as you highlight persuasive devices and comment on the clarity of the argument.
• Show how to provide balanced feedback: what works well and what could be strengthened.

3. Guided Peer Review – Student’s Own Paragraph (30 minutes)

• Student reads their own persuasive paragraph aloud.
• Refer to the Peer Review Checklist to self-assess first: highlight persuasive devices and note clarity or gaps in the argument.
• Since this is a single student, teacher acts as peer reviewer now — provide detailed feedback guided by the checklist, focusing on the persuasive strategies used and clarity of the argument. Use specific examples and question prompts.
• Example prompts for feedback:
  • “Can you spot where the writer tries to persuade the reader? How effective is it here?”
  • “Is the paragraph easy to follow? Does the argument build clearly?”
  • “Are there places where stronger evidence or language could be added?”

4. Revision Planning (20 minutes)

• Student reflects on feedback and plans revisions to their paragraph.
• Annotate draft with specific changes to persuasive devices or clarity improvements.
• Write a brief action plan for revision, including which persuasive devices to enhance or add, and how to restructure if needed.
• Teacher supports by prompting deeper thinking:
  • “What specific device can you add to make this argument stronger?”
  • “How can you make your opinion clearer here?”

5. Wrap-Up and Reflection (10 minutes)

• Student summarises the key learning from peer review: what was effective about their writing, and what they should focus on improving.
• Discuss how peer review could support future writing projects.
• Teacher reinforces that peer review is a tool used by successful writers to hone persuasion skills.

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Assessment

• Formative assessment through observation of student’s ability to identify persuasive devices and provide/receive feedback.
• Review of student’s annotated draft and revision plan for evidence of critical reflection and application of feedback principles in persuasion.
• Monitoring student discussion and responses during feedback sessions to gauge understanding of language features and argument clarity.

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Differentiation and Engagement Strategies

• For one-on-one lesson, adapt questioning to student's proficiency level, encouraging higher-order thinking where appropriate.
• Use multimodal texts (videos or speeches) on persuasion as starter or extension to engage varying learning preferences.
• Incorporate digital annotation tools if preferred by the student to support editing skills.

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NSW Curriculum References Summary

• EN8-1A: Communicate for variety of purposes using complex language.
• EN8-2A: Analyse and use text structures and persuasive language features effectively.
• EN8-4B: Think critically and creatively about texts’ impact on audiences.
• Achievement standard focuses on selecting and varying persuasive devices and organising clear arguments to influence audiences.

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This lesson is designed to empower students with critical self- and peer-assessment skills, key to mastering persuasive writing in line with NSW Year 8 expectations, fostering independence in editing and argument refinement.