teaching resource

Persuasive Techniques Posters

  • Updated

    Updated:  15 Aug 2023

Support students to improve their persuasive writing with these persuasive techniques posters.

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  12 Pages

  • Curriculum
  • Years

    Years:  3 - 6

Curriculum

  • VC2E3LA03

    Describe how different types of texts across the curriculum have different language features and structures depending on purposes <ul> <li>identifying the stages of a basic argument such as introduction, argument 1, argument 2 and conclusion</li> <li>describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describing their purposes</li> </ul>

  • VC2E5LY08

    Explain characteristic features used to meet the purpose and audience in different types of texts <ul> <li>explaining how the features of a text advocating community action (for example, action on a local area preservation issue) are used to meet the purpose of the text</li> <li>explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, and considering why characters have been used instead of real people</li> </ul>

  • VC2E5LA03

    Describe how different types of texts use language features and are typically organised into characteristic stages and phases, depending on purposes <ul> <li>becoming familiar with the typical stages and language features of types of texts such as narrative, procedure, argument, explanation, discussion and informative texts, and how they can be composed in written, digital and multimedia forms to achieve their purpose</li> <li>recognising that paragraphs vary in their function and how they are organised in a text and between different types of texts, for example the differences between paragraphs in a narrative, an argument and a procedure</li> <li>describing the stages and phases, and purposes, of narratives, historical recounts, procedural recounts, causal explanations, discussions of alternative positions on an issue, information reports, reviews and types of poems</li> </ul>

  • VC2E4LY08

    Identify the characteristic features used in different types of texts to meet the purpose and audience of the text <ul> <li>identifying how authors use language to create imaginary worlds</li> <li>identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts</li> <li>identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic</li> </ul>

  • VC2E4LA03

    Describe how different types of texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes <ul> <li>identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose</li> <li>understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports</li> <li>recognising that poems have different purposes that influence the organisation of the text into characteristic stages, for example poems that tell stories, poems that describe and poems that reflect on aspects of life</li> <li>recognising the difference between a text’s form (such as a poster, email or list) and its organisation into stages, depending on its social purpose</li> </ul>

  • VC2E3LY09

    Identify the purpose and audience of different types of texts through the use of language features and/or images in the texts <ul> <li>identifying words, phrases and images intended to persuade listeners, viewers or readers</li> <li>identifying features of advertisements that target children</li> <li>identifying the purpose of a narrative text; for example, identifying the purpose of a fable</li> </ul>

  • VC2E3LA09

    Understand how modal verbs indicate obligation, probability and possibility <ul> <li>exploring how modal verbs (for example, ‘must’, ‘might’ and ‘could’) indicate degrees of probability or obligation</li> </ul>

  • VC2E3LA02

    Understand how the language of evaluation and emotion can be varied to be more or less forceful <ul> <li>recognising how choice of adverbs, nouns and verbs present different evaluations of characters in texts</li> <li>exploring examples of language that demonstrate a range of emotions and positions, and building a vocabulary to express judgements about characters or events, for example ‘The wizard was cunning, expert, inventive’</li> </ul>

  • Persuasive Techniques Posters teaching resource
teaching resource

Persuasive Techniques Posters

  • Updated

    Updated:  15 Aug 2023

Support students to improve their persuasive writing with these persuasive techniques posters.

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  12 Pages

  • Curriculum
  • Years

    Years:  3 - 6

Support students to improve their persuasive writing with these persuasive techniques posters.

A Toolbox for Persuasive Writing

Persuasive techniques are strengths or methods used to influence and convince an audience to adopt a particular viewpoint, take a specific action or believe in a certain idea. They are often used in persuasive writing, speeches, advertisements and other forms of communication. Persuasive devices are the primary tools in a student’s persuasive writing toolbox!

Take your students’ writing from average to amazing by teaching these persuasive techniques using this set of classroom posters. It includes 12 different persuasive devices, with visually appealing illustrations and textual examples.

Download, enlarge and display on your classroom bulletin board for the duration of your persuasive writing unit!

Examples of Persuasive Writing Techniques

Wondering what persuasive devices are covered in this poster set? Here are the persuasive techniques that are included:

  • Alliteration – The repetition of the same or similar kinds of sounds at the beginning of the words or in stressed syllables.
  • Rhetorical questions – Questions asked just for effect or to emphasise a point. Directly answering the questions is not expected.
  • Exaggeration – Used when giving information that is inflated or over the top. Exaggerating information can help to emphasise the point being argued.
  • Statistics – Used to support the argument with real-life figures from relevant studies. They provide convincing evidence.
  • Emotive language – Used to make the reader feel certain emotions, such as sadness or excitement.
  • Modality – Used to indicate the degree to which something is certain, possible or improbable.
  • Repetition – Used when important words or phrases are repeated so that they stick in the reader’s mind.
  • Facts – Pieces of information that are used to back up an argument.
  • Opinion – Used to get the writer’s thoughts or feelings about the topic across to the reader.
  • Rule of 3 – Three adjectives or phrases used together to draw the reader’s attention.
  • Personal pronouns – Words such as you, our, we, and us. Personal pronouns make the reader feel like the writer is talking directly to them.

Support Your Students’ Persuasive Writing Today!

Use the Download button to access the full-colour printable PDF.

We recommend that you print these classroom posters on thick card to ensure durability so they can then be used year after year.

Alternatively, you might like to print these four-to-a-page and create a flip book for each student in your class.

More Persuasive Techniques Resources

Looking for some persuasive writing resources that will support your students’ learning? We have you covered:

[resource:24323] [resource:5053744] [resource:25874]

Curriculum

  • VC2E3LA03

    Describe how different types of texts across the curriculum have different language features and structures depending on purposes <ul> <li>identifying the stages of a basic argument such as introduction, argument 1, argument 2 and conclusion</li> <li>describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describing their purposes</li> </ul>

  • VC2E5LY08

    Explain characteristic features used to meet the purpose and audience in different types of texts <ul> <li>explaining how the features of a text advocating community action (for example, action on a local area preservation issue) are used to meet the purpose of the text</li> <li>explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, and considering why characters have been used instead of real people</li> </ul>

  • VC2E5LA03

    Describe how different types of texts use language features and are typically organised into characteristic stages and phases, depending on purposes <ul> <li>becoming familiar with the typical stages and language features of types of texts such as narrative, procedure, argument, explanation, discussion and informative texts, and how they can be composed in written, digital and multimedia forms to achieve their purpose</li> <li>recognising that paragraphs vary in their function and how they are organised in a text and between different types of texts, for example the differences between paragraphs in a narrative, an argument and a procedure</li> <li>describing the stages and phases, and purposes, of narratives, historical recounts, procedural recounts, causal explanations, discussions of alternative positions on an issue, information reports, reviews and types of poems</li> </ul>

  • VC2E4LY08

    Identify the characteristic features used in different types of texts to meet the purpose and audience of the text <ul> <li>identifying how authors use language to create imaginary worlds</li> <li>identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts</li> <li>identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic</li> </ul>

  • VC2E4LA03

    Describe how different types of texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes <ul> <li>identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose</li> <li>understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports</li> <li>recognising that poems have different purposes that influence the organisation of the text into characteristic stages, for example poems that tell stories, poems that describe and poems that reflect on aspects of life</li> <li>recognising the difference between a text’s form (such as a poster, email or list) and its organisation into stages, depending on its social purpose</li> </ul>

  • VC2E3LY09

    Identify the purpose and audience of different types of texts through the use of language features and/or images in the texts <ul> <li>identifying words, phrases and images intended to persuade listeners, viewers or readers</li> <li>identifying features of advertisements that target children</li> <li>identifying the purpose of a narrative text; for example, identifying the purpose of a fable</li> </ul>

  • VC2E3LA09

    Understand how modal verbs indicate obligation, probability and possibility <ul> <li>exploring how modal verbs (for example, ‘must’, ‘might’ and ‘could’) indicate degrees of probability or obligation</li> </ul>

  • VC2E3LA02

    Understand how the language of evaluation and emotion can be varied to be more or less forceful <ul> <li>recognising how choice of adverbs, nouns and verbs present different evaluations of characters in texts</li> <li>exploring examples of language that demonstrate a range of emotions and positions, and building a vocabulary to express judgements about characters or events, for example ‘The wizard was cunning, expert, inventive’</li> </ul>

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