Students learn to spot and use the persuasive devices that make an argument memorable: rhetorical questions, inclusive language, emotive language, the rule of three, statistics, expert opinion, repetition, hyperbole and a call to action. They identify devices in an original model speech, explain their effect on the audience, strengthen flat sentences and write their own persuasive paragraph, with a model answer and rubric.
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Curriculum: Australian Curriculum. We show specific outcome codes only where they have been verified against the official curriculum document.
Completed: Persuasive Language Devices: Rhetorical Questions, Rule of Three and More
Year 9 students (typically ages 14–15) working on persuasive writing. It is pitched at level 2 · standard.
Yes. The PDF includes a full answer sheet with model answers and success criteria where there is more than one good answer. You can also view the answers online.
About 35 minutes for 14 questions. Short, regular sessions work best: two or three a week beats one long one.
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Try Writing a Feature Article: Headlines, Leads, Quotes and Structure.
Success TutoringWorksheetsYear 9 · English · Persuasive WritingName
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Devices make an argument memorable, but reasons and evidence make it convincing. Use both.
Persuasive writers choose words and structures that move their audience to agree and to act.
Read the model speech, then answer the questions.
Give Us Back Our Lunchtime (original model speech)
How many of you ate lunch today with one hand while finishing homework with the other? Look around. Nearly every hand in this room is up.
Our lunch break has shrunk from forty-five minutes to thirty, and we are paying the price. A survey of two hundred students at this school found that 68 percent feel more tired in afternoon classes than they did last year. A school psychologist told our student council that a proper break is not a luxury; it is when the brain resets.
Thirty minutes is barely enough time to line up, eat and walk back to class. It leaves no time to play, to talk or to simply breathe. We are not machines. We are young people who need a moment to rest.
Some will say that a shorter lunch means an earlier finish. But what good is an earlier finish if we spend the last hour of every day staring at the clock, too exhausted to learn anything?
Together, we can change this. Sign the petition at the library desk this week. Give us back our lunchtime, and we will give you our best work in return.
Each sentence is accurate but flat. Rewrite it using the device shown.
Preview — the PDF contains the full resource and answer sheet.
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