teaching resource

Persuade Me Persuasive Writing Prompts

Updated: 04 Oct 2023

Encourage students to write persuasive texts with these engaging task cards or teaching slides.

Editable: PowerPoint, Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 2 - 4

Curriculum

VC2E2LY11

Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate <ul> <li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li> <li>using digital tools to create texts</li> <li>using simple and compound sentences correctly and flexibly to express and combine ideas</li> </ul>
VC2E2LY12

Re-read and edit texts for spelling, sentence boundary punctuation and text structure <ul> <li>reviewing and developing sentences; for example, adding prepositional phrases such as ‘with a long tail’ to improve descriptions</li> <li>editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one</li> <li>reviewing sentences for grammatical accuracy, for example use of pronouns</li> </ul>
VC2E3LY11

Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate <ul> <li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li> <li>researching a topic to prepare an oral or multimodal presentation</li> <li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li> <li>explaining ideas to a peer when planning a presentation</li> <li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li> <li>using appropriate simple and compound sentences to express and combine ideas</li> <li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li> <li>using digital tools to plan, sequence, compose and edit texts</li> </ul>
VC2E3LY12

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation <ul> <li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li> <li>checking for correct use of apostrophes for contractions and to indicate possession</li> </ul>
VC2E4LY10

Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate <ul> <li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li> <li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li> <li>using topic-specific, precise and varied vocabulary</li> <li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li> <li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li> </ul>
VC2E4LY11

Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure <ul> <li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li> <li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li> </ul>

EN1-VOCAB-01

Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
EN1-CWT-01

Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
EN2-RECOM-01

Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-CWT-01

Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-02

Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-03

Plans, creates and revises written texts for persuasive purposes, using text features,sentence-level grammar, punctuation and word-level language for a target audience

teaching resource

Persuade Me Persuasive Writing Prompts

Updated: 04 Oct 2023

Encourage students to write persuasive texts with these engaging task cards or teaching slides.

Editable: PowerPoint, Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 2 - 4

Encourage students to write persuasive texts with these engaging task cards or teaching slides.

Daily Writing Persuasive Writing Prompts

Use these colourful and fun persuasive writing prompts with your class every day to get them used to writing in a persuasive way. Here are some of the ‘Persuade Me’ topics included.

Would you rather

…play soccer or draw?
…eat a burger or eat a taco?
…have small hands or have big feet?
…have unlimited ice cream or have unlimited pizza?
…be a pirate or be an astronaut?

The list goes on with various topics that will undoubtedly get your students’ creative juices flowing. Once they’ve picked what they would choose – then it’s time for them to get persuading!

How to Use Writing Prompts in the Classroom

Using writing prompts in the classroom can effectively inspire creativity, critical thinking, and improved writing skills among students. Here’s a step-by-step guide on how to use writing prompts effectively in the classroom.

Ensure the writing prompts chosen are visually appropriate for the age group and align with your learning objective.
Present the writing prompt to the class. Clearly explain the prompt and any specific guidelines or requirements. E.g., what persuasive structure are you looking for? Are you looking for a certain number of persuasive elements in their writing?
Discuss and brainstorm, and engage your class in a brief discussion related to the prompt you’ve chosen to show them.
Set a time limit. This can help students manage their time effectively and prevent them from becoming overwhelmed. You may like to give them some extra time for planning and use one of the following persuasive writing templates:

teaching resource

Persuasive Planning Template

A planning template to assist students in writing a well-structured persuasive text.

teaching resource

Persuasive Text Planning Template (Using OREO)

A planning template for students to use when writing a persuasive text.

teaching resource

OREO® Planning Template - Persuasive Paragraph

Help your students write well constructed persuasive paragraphs using the OREO acronym with these planning templates.

Download and Use Today!

Use the dropdown menu to choose between the PDF task card version (colour or black and white). Alternatively, there is a Google Slide or PowerPoint version available to download, depending on how you would like to use this in your classroom.

Curriculum

VC2E2LY11

Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate <ul> <li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li> <li>using digital tools to create texts</li> <li>using simple and compound sentences correctly and flexibly to express and combine ideas</li> </ul>
VC2E2LY12

Re-read and edit texts for spelling, sentence boundary punctuation and text structure <ul> <li>reviewing and developing sentences; for example, adding prepositional phrases such as ‘with a long tail’ to improve descriptions</li> <li>editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one</li> <li>reviewing sentences for grammatical accuracy, for example use of pronouns</li> </ul>
VC2E3LY11

Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate <ul> <li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li> <li>researching a topic to prepare an oral or multimodal presentation</li> <li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li> <li>explaining ideas to a peer when planning a presentation</li> <li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li> <li>using appropriate simple and compound sentences to express and combine ideas</li> <li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li> <li>using digital tools to plan, sequence, compose and edit texts</li> </ul>
VC2E3LY12

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation <ul> <li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li> <li>checking for correct use of apostrophes for contractions and to indicate possession</li> </ul>
VC2E4LY10

Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate <ul> <li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li> <li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li> <li>using topic-specific, precise and varied vocabulary</li> <li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li> <li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li> </ul>
VC2E4LY11

Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure <ul> <li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li> <li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li> </ul>

EN1-VOCAB-01

Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
EN1-CWT-01

Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
EN2-RECOM-01

Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-CWT-01

Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-02

Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-03

Plans, creates and revises written texts for persuasive purposes, using text features,sentence-level grammar, punctuation and word-level language for a target audience

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