Main content area

In the news

Students will think imaginatively, creatively, interpretively and critically about information and ideas and identify connections between texts when responding to and composing texts.
Stimulus: #1: 
Covers of The Sydney Mail 1915 - 1918

Text type

  • Persuasive: Students write a newspaper article presenting a particular point of view

Background notes for teachers

The Sydney Mail

The Sydney Mail is a weekly magazine published in Sydney from 1860 to 1938.

The State Library has digitised the covers of The Sydney Mail for the period of WWI and they provide a unique insight into how the war was reported at the time.

Persuasive texts

Persuasive writing presents an argument or a point of view. It presents reasons why the reader should agree with a particular point of view and attempts to convince the reader to form a similar opinion. 

Persuasive texts are structured in the following way :

  • Introduction – engages the reader’s attention and offers the authors point of view. It is important to make a strong start to your argument
  • Body – presents arguments and evidence to support the argument. You should start a new paragraph for each new idea
  • Conclusion – sums up the main arguments and restates the opinion of the author.

Persuasive texts use:

  • present tense
  • emotive language
  • action verbs to illustrate what is happening.

Student Activities

In the news

Students will think imaginatively, creatively, interpretively and critically about information and ideas and identify connections between texts when responding to and composing texts.

Number of set tasks: 1

Additional resources

NSW Syllabus for the Australian Curriculum: English K-10

A student:

  • communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and feature EN3-1A
  • composes, edits and presents well-structured and coherent texts EN2-2A
  • uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-3A
  • uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies EN3-6B
  • thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts EN3-7C
  • identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts EN3-8D

Students: 

EN3-1A

Understand and apply knowledge of language forms and features

  • use and describe language forms and features of spoken texts appropriate to a range of purposes, audiences and contexts

Engage personally with texts

  • understand and appreciate the way texts are shaped through exploring a range of language forms and features and ideas
  • experiment and use aspects of composing that enhance learning and enjoyment

Understand and apply knowledge of language forms and features

  • plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience 

Respond to and compose texts

  • compose texts that include sustained and effective use of persuasive devices, e.g. texts dealing with environmental issues 

 

EN3-3A

Develop and apply contextual knowledge

  • understand how texts vary in purpose, structure and topic as well as the degree of formality

Understand and apply knowledge of language forms and features

  • understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold

 

EN3-5B

Develop and apply contextual knowledge

  • identify and discuss how own texts have been structured to achieve their purpose and discuss ways of using conventions of language to shape readers' and viewers' understanding of texts
  • discuss how the intended audience, structure and context of an extended range of texts influence responses to texts

Understand and apply knowledge of language forms and features

  • identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text

 

EN3-6B

Understand and apply knowledge of vocabulary

  • understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts

Respond to and compose texts

  • select appropriate language for a purpose, e.g. descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing texts
  • experiment with different types of sentences, e.g. short sentences to build tension and complex sentences to add detail

 

EN3-7C

Engage personally with texts

  • interpret events, situations and characters in texts
  • think critically about aspects of texts such as ideas and events

Understand and apply knowledge of language forms and feature

  • understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects 

 

EN3-8D

Understand and apply knowledge of language forms and features

  • identify language features used to position the reader/viewer in a wide variety of communication activities for a range of purposes, including debates, formal talks, interviews, explanations, anecdotes and recitations

Respond to and compose texts

  • discuss and explore moral, ethical and social dilemmas encountered in texts   

 

In each year of Stage 3 students must study examples of:

  • print texts
  • visual texts

Across the stage, the selection of texts must give students experience of:

  • everyday and community texts
  • an wide range of factual texts that represent information, issues and ideas

Learning across the curriculum

General Capabilities:

  •  creative and critical thinking
  •  literacy