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Introduction  As students, you are continuosly are asked to write many different kinds of texts. Depending on your subject, these could be essays, laboratory reports, case-studies, book reviews, reflective diaries, posters, research proposals, and so on and are normally referred to as genres.

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Introduction  As students, you are continuosly are asked to write many different kinds of texts. Depending on your subject, these could be essays, laboratory reports, case-studies, book reviews, reflective diaries, posters, research proposals, and so on and are normally referred to as genres.

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If, for example, you are asked to write an essay to answer the following question:

Discuss possible solutions to the problem of international credit control.

You could answer it in the following way:

1. Define credit control, say what it is and give an example;

2. Explain why international credit control is a problem in business today, support your explanation by evidence from your reading;

3. Describe some possible solutions to the problem of credit control in an international context, again support your suggestions with evidence from your reading;

4. Describe the advantages and disadvantages of each of the possible solutions;

5. Decide which solution you would prefer and give reasons.

So in order to answer the question you need to be able to write texts to do the following:

Define

Give an example

Explain why

Support your explanation with evidence

Describe a solution

Describe advantages and disadvantages

Choose

Explain why

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Purpose: Rhetorical patterns are ways of organizing information. Rhetoric refers to the way people use language to process information, and this handout will define a few rhetorical patters as well as each pattern’s general structure and purpose.

Click on the file below to go on reading

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Purpose

To support ideas presented in sequence to justify a particular stand or viewpoint that a writer is taking.

The writer's purpose is to take a position on some issue and justify it. Persuasive writing is intended to present a point of view on an issue being debated, or to market a particular product, process or line of thought. The author sets out to state their view in a way that will influence others.

Knowing the intended audience is important in selecting both the language and the ideas that will sway the reader.  For example, if seeking to persuade a local government member the language would be quite formal, but if hoping to sell cakes at a school gala, the language needs to be much more emotive and invitational.  In teaching persuasive writing it is important to include this defining of the audience and appropriate choice of language.

Features

An argument usually consists of the following:

a statement of position at the beginning

a logical sequence

the argument is put forward in a series of points with back up evidence

a good argument shows cause and effect. This is the connection between an action and what leads to it, eg. The fish died as a result of pollution in the water: Violence in movies contributes to violence in society

a summing up or restating of position at the end

In addition to the writing, consideration should also be given to the inclusion of graphics and data that will support the idea or product to be promoted. Sound and video can also be added to support the written proposal, advertisement or argument.  In meeting the needs of the today's learners, it is important to factor this into the persuasive writing process, so that student are aware of the impact that adding these forms of media will have on selling their product or point of view.

Debates
Debates, which are conducted orally, are a form of argument in which two opposing points of view are stated and both sides are argued. Supporting evidence for each side is put forward and finally an opinion is stated based on the two arguments.

Types of arguments

To plead a case - letters to the school principal / local council with regard to current issues.

To promote/sell goods and services - advertisement writing to promote the school concert/sports.

To put forward an argument - School uniforms should not be compulsory.

Language Features

The argument is written in the timeless present tense. This might change to the past if historical background to the issue was being given. If predictions are being made the tense might change to the future.

The writer uses repetition of words, phrases and concepts deliberately, for effect.

Verbs are used when expressing opinions, eg. I think ___ are the best! We believe students should not be stopped from eating junk food.

Strong effective adjectives are used.

Thought provoking questions are used. These may be asked as rhetorical questions. (Rhetorical questions: a question asked only for effect, not for information, eg. Would you give your pre-schooler matches to play with?)

Use of passive verbs to help structure the text.

Written in the timeless present tense.

Use of pronouns (I, we, us) is used to manipulate the reader to agree with the position argued. eg. We all know that smoking causes cancer so we do not smoke.

Use of emotive language ie. words that will appeal to the reader's feelings, eg. concern, unreasonable, should.

Use of passive voice ie verbs in which the subject is acted upon and not doing the action. This helps structure the text, eg. We would like to suggest that an enquiry be held into the running of the steel mills. Water is being polluted.

Conjunctions that can exemplify and show results - they are usually used in concluding statements to finalise arguments