ESOL Rt/L1.2a

Distinguish how language and other textual features are used to achieve different purposes (i) Recognise that choice of language, structural and presentational features reflect the purpose and genre of a text (ii) Make use of these features to help distinguish between, for example, explanatory versus instructional texts, objective versus persuasive accounts Example In advertisements, the use of you, an informal register, superlatives, lexis with positive connotations, graphics to convey mood and desirability, different size/boldness of print to emphasise particular points. (iii) Consider the sorts of texts one might choose to read for pleasure (iv) Interact with texts in different ways, e.g. taking a critical stance when reading a media text or taking an interpretive approach when reading literature or poetry (v) Notice how the use of passives and adverbials such as apparently and supposedly can distance the writer from the fact or opinion expressed Example: The government's position on immigration has apparently been greeted with dismay by its backbenchers. (vi) Know that different lexis carries different connotations and notice how the choice of lexis can imply a particular stance by the writer Example: He admitted being a communist. (vii) Recognise where choices of lexis have been made, in line with the register of a text (viii) Recognise the impact of metaphor in text Example: Britain is being flooded with cheap imports from China.

Features of persuasive texts

Submitted by Sarah Penneck on Thu, 2018-01-25 22:10

Literacy: Functional English - reading, GCSE A2 Analyse, Rt/L1.2, Rt/L2.2, Rt/L2.4

ESOL: ESOL Rt/L1.2a, ESOL Rt/L2.2a, ESOL Rt/L2.4a

Level: L1, L2, GCSE L1-5

Resource type: Cut and stick, Reading comprehension

I created this activity for my ESOL students but it would also work well for Functional English.
The idea is taken from Laura Jeffrey Kiiza’s text types mind map drag and drop activity (L1) – see link below under See also.

Students first use Laura’s drag and drop activity on the computer (this covers both persuasive and instructive texts).
I then gave them the features of persuasive texts (see page 1 of resource) which they cut up and stick on the text on page 2 (or they could simply annotate the text using colo

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