Crafting Persuasive Texts

Overview

In this lesson (lesson 3 of 4) you will analyse how strong persuasive texts build arguments and use emotional appeal ethically. You will then start outlining your own persuasive piece on a topic you choose.

Learning intentions

• WALT analyse persuasive writing techniques in real examples.
• WALT identify how an author develops a clear claim and supporting reasons.
• WALT plan a persuasive outline using both logical and emotional appeals.

Success criteria

• I can point to a claim and explain how reasons support it.
• I can describe at least two persuasive techniques and their effect on the reader.
• I can outline a persuasive text with a clear structure (intro, body points, closing).

Curriculum links

• NCEA English: writing to inform, persuade, and/or explain using purposeful structure and language choices.
• NZ Curriculum Refresh: communicate ideas effectively for an audience; develop and use language features for effect.
• NZ Curriculum Refresh: critical thinking through analysing texts for strategies and impact.
• Literacy expectation: produce and refine writing using planning, drafting, and reflection.

Lesson structure (45 minutes)

1. 3 min — Hook & purpose

• Display the introduction slides and pose: “Which emotion is strongest in persuasion: hope, fear, pride, or empathy—and why?” Students do a quick think-jot of one example they’ve seen in ads, speeches, or social media.

2. 7 min — Mini-teach: argument + appeal

• Using the introduction slides, teach the two-part focus:
• Argument development: claim, reasons, evidence/justification, and how each point links back to the claim.
• Emotional appeal: how feelings are triggered (values, stories, vivid language) and how it should still stay credible and respectful.
• Quick teacher check: “What would make emotional language manipulative rather than persuasive?”

3. 12 min — Guided critique of a persuasive example

• Distribute the worksheet.
• In pairs, students complete the first section: identify the claim, circle one reason, and underline one emotional appeal.
• Whole-class: take 3–4 answers, using the introduction slides prompts to discuss effects (What does it make the reader think/feel? What evidence supports the claim?).

4. 10 min — Technique spotlight: “Because… therefore…”

• Return to the introduction slides.
• Teach/refresh linking logic: students practise writing two short sentences:
• “We should ___ because ___.”
• “Therefore, ___.”
• Students then revise one reason they found in the example to sound more logically connected (no changing the meaning, just improving the link).

5. 10 min — Planning: draft an outline

• Using the worksheet, students choose their topic (from teacher-provided options on the introduction slides or a class-agreed list) and complete an outline planner:
• Introduction (hook + claim)
• 3 body points (reason + evidence/justification + emotional support)
• A counterargument line (briefly acknowledge and respond)
• Conclusion (restated claim + call to action)
• Teacher circulates and uses prompts: “What is your best reason? What emotional appeal fits your values and audience?”

5. 3 min — Plenary: exit check

• Students submit the worksheet outline (or a photo/scan if that’s your class routine) and answer one exit question at the bottom: “Which element (logic or emotion) will you strengthen next and how?”

Resources

• the introduction slides (whole-lesson deck with hook, mini-teach, critique prompts, topic options, and plenary slide)
• the worksheet (persuasive critique + outline planner)
• Sample persuasive text (printed or embedded in slides; teacher-selected age-appropriate example)
• Highlighters or coloured pens (optional)
• Timer visible to students
• Topic choice list on the introduction slides (age-appropriate school/community issues)

Assessment

• Formative: students identify claim, reasons, and emotional appeal on the worksheet.
• Formative: outline planning shows structure and logic (linked reasons back to the claim).
• Exit question checks whether students can name a next step to improve logic or emotional appeal.

Differentiation

• Support:
• Provide sentence starters on the worksheet for claim and reason linking (“We should… because…”).
• Offer a partially completed outline model from the sample text.
• Extension:
• Ask students to include a stronger counterargument response and a more specific type of evidence (statistic, example, testimony, or consequence).
• Challenge: improve one body paragraph by adding a “therefore” link.
• EAL:
• Keep language frames visible on the introduction slides and allow first-draft planning in pairs before writing.
• Provide a word bank for emotional appeal (e.g., fairness, safety, belonging, responsibility).
• SEN/Adjustment:
• Reduce volume: require 2 body points instead of 3 for the first outline (still include a counterargument line).
• Allow oral rehearsal with a partner before writing.