Connecting Literacy Student Folio 1 Sample Pages

Connecting 

Literacy 

‘… eternal life gives time little meaning’ 

Authored by 

Hayley 

Harrison 

and a team of students, just like you. 

Student 

Folio



Student 

Folio 

Authored by 

Hayley 

Harrison 

and a team of students, just like you. 

‘… eternal life gives time little meaning ’

Connecting Literacy 

Student Folio 1 

1st edition 

Hayley Harrison 

Publisher: Catherine Charles-Brown 

Project editor: Naomi Saligari 

Copy editor: Naomi Saligari 

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First published in 2023 by Matilda Education Australia, 

an imprint of Meanwhile Education Pty Ltd 

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Publication data 

Author: Hayley Harrison 

Title: Connecting Literacy Student Folio 1 

ISBN: 9780655091417 

A catalogue record for this 

book is available from the 

National Library of Australia 

Printed in Malaysia by Vivar Printing 

Oct-2022



Contents 

Introduction to literacy ......................... 

iv 

Unit 1: Persuasive literacy ..................... 2 

Unit 2: Procedural literacy ..................... 24 

Unit 3: Imaginative literacy .................... 48 

Unit 4: Informative literacy .................... 70 

Unit 5: Analytical literacy ...................... 94 

Unit 6: Reflective literacy ...................... 118 

Unit 7: Comparative literacy .................. 140 

Literacy How-to .................................. 164 

Comprehension ............................... 164 

Planning and writing ......................... 167 

Structures and features ...................... 174 

Vocabulary ..................................... 181 

Syntax ........................................... 183 

Punctuation .................................... 188 

Spelling ......................................... 191 

Speaking and listening ....................... 200 

Introduction to literacy 

iii


Literacy is a complex amalgamation of skills that interweave and are applied when 

reading, writing, speaking, and listening. The goal of systematically and explicitly 

teaching individual literacy skills is to increase the effectiveness and efficiency of 

students’ communication. Mastering literacy skills requires a person to understand, 

consolidate, and build automaticity in individual skills and then combine these skills 

to develop as a critical reader, coherent writer, and confident speaker. 

The literacy skills and strategies presented in this book are designed to be individually 

taught, explored, consolidated, and built upon. This learning is then explicitly transferred 

beyond the classroom to help students in every part of their school and everyday 

lives. Teaching is supported by an instructional model that consists of prior knowledge 

activation, explicit teaching, collaboration, independent practise, and reflection. There 

are layers of teaching and learning support, including links to comprehension strategies, 

writing organisers, and formative assessment opportunities at a lesson and unit level. 

How to use Connecting Literacy: Model, practise, apply 

This book is divided into seven units – which are based on the different text types that students 

will encounter during school and beyond – and one Literacy How-to section, which is a complete 

reference guide that can be referred to throughout the book: 

• Unit 1: Persuasive literacy 

• Unit 2: Procedural literacy 

• Unit 3: Imaginative literacy 

• Unit 4: Informative literacy 

• Unit 5: Analytical literacy 

• Unit 6: Reflective literacy 

• Unit 7: Comparative literacy 

• Literacy How-to section. 

In each unit, the students model, practise, and apply specific literacy skills to a different text type. 

Model 

Each of the seven units begins with an anchor text. Each anchor text is a model that is 

designed to ‘anchor’ the students’ learning as they complete the activities in the unit. 

The anchor texts in this series were all written by students in years 7–10, from schools 

across Australia. 

Practise 

Each unit has eight lessons that focus on core literacy skills and strategies: 

1 comprehension 

5 syntax 

2 planning and writing 

6 punctuation 

3 structures and features 

7 spelling 

4 vocabulary 

8 speaking and listening. 

At the end of the book, there is a Literacy How-to section. This is a comprehensive 

literacy reference guide that is designed to support teachers and students by providing 

content, skills, and strategies that can be applied across the units. This section is 

designed to connect with prior knowledge activation, and to provide opportunities 

for clarification and extension of understanding and skill development. 

iv Connecting Literacy • Book 1

Apply 

In each lesson, comprehension strategies are suggested to help the students to complete the 

activities successfully. Each unit includes writing pages for students to use to draft and edit their 

own original texts. By containing their learning and application in the same book, students can 

build a comprehensive learning folio. 

STRATEGY 

Pause to 

wonder and 

connect. 

Connecting Literacy 

Model, practise, apply 

Comparative texts 

SPEAKING & 

LISTENING 

3 Apply 

MY WRITING PAGES 

2 Practise 

COMPREHENSION 

Persuasive texts 

Refllective texts 

SPELLING 

PUNCTUATION 

1 Model 

ANCHOR TEXT 

A model text written 

by a student, 

just like you 

PLANNING & 

WRITING 

STRUCTURES & 

FEATURES 

Procedural texts 

Analytical texts 

SYNTAX 

VOCABULARY 

Imaginative texts 

Informative texts 

LITERACY HOW-TO 

Your go-to literacy reference guide, to support your every step 

Reflect 

Unit confidence scores: At the start of each unit, students are invited to rate their confidence about 

reading, writing, speaking, and listening to the particular text type. The intention is that students will 

return at the end of the unit to score their learning confidence again and to celebrate their success. 

Lesson confidence scores: Every lesson in the Connecting Literacy series culminates in students 

giving themselves a score out of five: this self-assessment promotes students’ awareness of their 

learning and understanding. This self-assessment also provides an opportunity for teachers to note 

any areas that require further class time or clarification. 

The students’ learning in each unit is brought together with a learning ladder. Using this chart, 

the students can self-assess their final writing and speaking and listening task (these tasks have 

a speaking and listening icon in the margin) and reflect on their learning throughout the unit. 


v

Persuasive literacy 

http://mea. 

digital/CL1_1_0 

Being persuasive involves convincing another person, or a group of people, to do something 

or to agree with you about something. Developing your literacy skills in this area will help 

you to read, write, speak, and listen to texts that powerfully express an opinion or point of 

view. Persuasive texts use various techniques to convince the audience; the author carefully 

selects the techniques that will have the most impact on the audience. Persuasive texts are 

non-fiction and can be written, spoken, or multimodal. Many different types of texts can be 

persuasive, including speeches, presentations, flyers, blogs, and podcasts. 

Why do we create persuasive texts? 

Persuasive texts are created to cause action: they are written to inspire people to do something or 

to actively agree with a point of view. These texts try to make the reader or audience agree with 

what is being presented. Persuasive texts usually cover topics that the writer or speaker is passionate 

about. Who a text is created for changes the type of language and persuasive devices used by the 

author. A persuasive email written to a teacher should sound very different from a persuasive text 

message written to a friend. 

1 Use your own words to describe persuasive writing. 

2 List some persuasive texts you might be asked to read, listen to, or write in different school subjects. 

Page 3 

3 Read the anchor text. This text is a model that will help you to ‘anchor’ your learning as you 

complete the activities in this unit. It will also assist you to draft your own persuasive speech. 

The anchor text was written by a student, just like you. 

Rate my 

confidence 

At the end of each lesson, you will rate how confident you are about your 

progress through the unit. Be as honest as you can; it’s your learning! 

4 How confident do you currently feel about reading, writing, speaking, and listening to persuasive 

texts? Give yourself a confidence score out of five. Come back at the end of the unit to score your 

learning confidence again. 

Start of the unit: DD \ MM \ YYYY 

End of the unit: DD \ MM \ YYYY 

1 2 3 4 5 

1 2 3 4 5 

Not very 

confident 

Somewhat 

confident 

Confident 

Highly 

confident 

Super 

confident 

Not very 

confident 

Somewhat 

confident 

Confident 

Highly 

confident 

Super 

confident 

2 Connecting Literacy • Book 1

Anchor text 

Persuasive speech 

Will streaming services replace cinemas? 

Netflix. Disney+. Amazon Prime. A few years ago, no-one even knew that these services 

were possible! Yet now our future seems to be overflowing with options. So, what does this 

mean for the humble cinema? Hello friends, as you know, my name is Kathleen and I’m here 

today to show you that, while cinemas will stay a luxury, streaming platforms should be, 

and ultimately will be, the unrivalled way to watch movies. ‘Why?’ you may ask. 

Well, for starters, it is way more affordable. The average price of a student movie ticket is 

around $18. A basic Netflix subscription is $11 per month – almost half the price for a wider 

catalogue of movies for a whole month. What a scam! Why would we spend double the 

amount of money to watch one movie, when we could watch as many movies as we want 

from the comfort of our own home? It just doesn’t make any sense … 

Adding to this, the cinema experience is not as lenient or flexible as the streaming 

experience. It can be hard to find time for entertainment in our busy lives. The limited 

showing times in movie theatres can be an annoying and unnecessary problem for people 

to work around. But with Disney+ or Binge, we can watch movies whenever and wherever 

we please. We can also stop and start the film, or re-watch parts again – none of which 

you can do in a cinema! So, whether it is midnight in bed, or during your morning bathroom 

routine, online streaming provides the convenience and comfort that cinemas simply cannot! 

But some think that cinemas provide the ‘irreplaceable’ experience of a popcornstenched 

room. And sure, getting dressed up and going out with friends and having 

a shared experience is always fun. However, most people know this is not always a 

reality. For families, it can be a nightmare – spilled snacks, untimely toilet trips, and short 

attention spans. Not to fear! Streaming at home can prevent this, and it also allows people 

with disabilities to accommodate their needs through subtitles and appropriate seating. 

Its inclusivity allows everyone to be able to enjoy films the way that suits them best, 

and we all want that, don’t we? 

Streaming services have given everyone a better way to indulge in the art of film. 

The cinema, in contrast, is an expensive and restrictive luxury that only suits a small 

percentage of the population. I don’t believe the debate is whether streaming services 

will replace cinemas – we’ve already embraced the change from theatres to our TVs and 

laptops – today I want you to feel comfortable in accepting these services as a positive 

replacement to the antiquated cinema. So, the only question left is: who’s ready for another 

binge session? 

Student author: Kathleen Pham 

Audience: Kathleen’s class 

http://mea.digital/ 

CL1_1_A 

Persuasive literacy ~ Unit 1 3

1.1 

L E A R N I N G 

I N T E N T I O N : 

Persuasive comprehension 

To understand the overall 

purpose of a persuasive text 

Part A: Question the text 


CL1_1_1 

Page 3 

One way to deeply explore any text is to question the text. Asking questions can help you to uncover 

parts of the text that might not have made sense, or to notice things you might have missed, when 

reading or hearing the text for the first time. 

Read the anchor text and then answer the following questions. 

1 What question is the anchor text answering? 

2 What does the author mean when she says that ‘cinemas will stay a luxury’? 

3 Why did the author say that a movie ticket costing $18 is ‘a scam’? 

STRATEGY 

Re-read the 

text at a slower 

pace to search 

for specific 

information. 

4 The author describes the cinema as a ‘popcorn-stenched room’. 

a How does this description make the audience feel about the cinema? 

b Why do you think the author chose to describe a cinema this way? 

5 What other questions could you ask to better understand the anchor text? Try to think of three 

questions. Start each question with a different question word. 

Part B: Contention and intention 

Page 164 

Comprehension 

strategies 

A persuasive text tries to convince the reader or audience to think something or to do something. 

Every persuasive text contains a contention and an intention: 

• a text’s contention is the overall thing the author wants you to think (the main idea) 

• a text’s intention is what the author wants you to do (the call to action). 

One way to identify a text’s contention is to pick out the arguments. This is because all the 

arguments in a text combine to make the text’s contention. Evidence is used to support 

the arguments. 


For example, imagine a persuasive speech that answers the question, ‘Are books better than 

television?’; this speech argues that books are superior to television. The contention and intention 

of this speech are: 

Contention 

(the main idea) 

Intention 

(the call to action) 

Books are more detailed, use imagination, and do not need electricity, 

which makes them far superior to television. 

Turn off the television and read more books. 

6 Annotate the anchor text by numbering the paragraphs. 

7 Identify the three main arguments presented in paragraphs two, three and four of the anchor text. 

Give each argument a short label (use one to four words) to explain what the argument is trying to 

make us think. 

a Argument one: 

Page 3 

STRATEGY 

Identify and 

understand 

the pieces 

of the text. 

b Argument two: 

c Argument three: 

8 Combine all the arguments into one overall idea. What is the anchor text’s contention? 

Contention (the main idea): Streaming services are … 

9 Search the anchor text to find out what the author is directly asking the audience to do. What is the 

text’s intention? 

Intention (the call to action): The author wants the audience to … 

10 For each of the three arguments you identified in the anchor text, underline the specific evidence 

the author uses to support that argument. 

For example: Underline ‘The average price of a student movie ticket is around $18. A basic Netflix 

subscription is $11 per month’. 

11 Overall, how has the anchor text answered the question it was responding to? 

I understand the overall purpose of a persuasive text: ______ / 5 

How many times this week can you question a text you are reading? Keep this strategy 

at the front of your mind in other subjects and you will be amazed how many times you 

use it. 

TAKE IT 

WITH YOU 

1.1 Persuasive comprehension 5

1.2 

Persuasive planning and writing 

Part A: Develop your arguments 



To understand how 

to plan and develop 

my persuasive speech 


CL1_1_2 

Page 20 

Authors use multiple arguments to build towards their contention. It is important when you are 

planning your own persuasive texts to not just think about separate arguments but how you can 

connect the arguments to build your contention. 

Your writing task for this unit is to write a short speech, which will be similar to the 

anchor text in purpose, audience and length. In this speech, you will present your opinion 

on the following question: 

Will the future be better than the past? 

1 Use the network tree in Figure 1.1 below to brainstorm different ways the future could, and could 

not, be better than the past. 

Will the FUTURE be better than the PAST? 

Page 167 

Brainstorming, 

researching, 

and planning 

Yes 

No 

Figure 1.1 

2 Using your filled-in network tree as a guide, decide whether you think the future or the past 

is better. 

3 Identify two arguments you will use in your speech. 

a Argument one 

b Argument two 

4 Using your arguments, determine the contention of your speech. 

Contention (the main idea): The future will be/The past is better than the past/future because … 


Part B: Revise your text for your audience and purpose 

You are writing a speech to present to your class, so you want to make sure that it is persuasive and 

engaging. Try to connect your thinking with their thinking so your speech means as much as possible 

to your audience. 

5 What do you want your classmates to do after listening to your speech? What is your intention 

(call to action)? 

Intention (call to action): 

STRATEGY 

Understand 

the purpose 

of the text 

or feature. 

6 What kinds of things are your classmates currently interested in? (Think about your class overall: 

Which big topics are the most important to your classmates? What are they most passionate about?) 

7 What evidence could you use to support the two arguments you identified in Question 3? Think 

about what evidence will mean the most to your classmates and will connect to your classmates 

most effectively. (You might be able to use some of the ideas you brainstormed in Question 6 if 

they support your arguments.) 

Arguments 

Evidence 

Argument one: 

Page 172 

Finding 

appropriate 

evidence 

Argument two: 

Page 20 

8 Using the anchor text as a model and the arguments and evidence you identified in Question 7, 

write a draft of your speech. You can write your draft in the writing pages at the end of this unit. 

We will continue to revise your speech throughout the unit, so for now, write the first draft, knowing 

it doesn’t have to be perfect, but it is enough to start experimenting with. 

Page 172 

Turning a plan 

into a draft 

I understand how to plan and develop my persuasive speech: ______ / 5 

Beyond the English classroom, where else is it important to keep the audience and 

purpose of your writing in mind? Note the impact this has on your planning and writing 

in other subjects. 

TAKE IT 

WITH YOU 

1.2 Persuasive planning and writing 7

1.3 

Persuasive structures 

and features 



To understand the key structural 

elements and language features 

of persuasive speeches 

Part A: Persuasive speeches 


CL1_1_3 

One of the most powerful forms of persuasion is to present your ideas orally, which means speaking 

persuasively. Often, we plan a persuasive speech in a similar way to an essay or a report: we brainstorm 

our key ideas, identify our overall intention, and ensure we have specific evidence to support each 

idea. However, while the planning process is similar, writing a speech is different to writing an essay. 

1 Identify and label the following structural elements of a speech in the anchor text. 

Page 3 

STRATEGY 

Annotate and 

make notes. 

a The opening or introduction (paragraph one): 

• an engaging hook (a question, fact, anecdote, or statement to interest the audience) 

• an introduction of the topic (the question or issue being addressed) 

• an introduction of the speaker 

• an introduction of the contention 

b The body (paragraphs two and three): 

• an introduction of the key arguments 

• evidence to support the arguments 

• an explanation of how the arguments prove the contention 

c The rebuttal (paragraph four): 

• the alternative perspective 

d The closing or conclusion (paragraph five): 

• a synthesis of the arguments in the contention 

• the intention is made clear 

• the alternative perspective disproven 

• a final, memorable statement. 

Page 174 

Text forms 

2 Highlight and label one example of each of the following language features of a speech 

in the anchor text: 

• first-person perspective 

• shift in tone 

• present tense 

• signposts and transitions 

• speaking directly • persuasive devices 

• pause for effect (punctuation) to the audience 

(see Part B). 

3 Explain how the following structural elements and language features are either similar or different 

in a persuasive speech and a persuasive essay. 

Structural elements and 

language features 

How are these elements and features similar or different 

in a persuasive speech and essay? 

The overall structure (introduction, 

body, and conclusion) 

The language features (tense, 

vocabulary, tone, narrative 

perspective, and devices) 

How the evidence is used (quotes, 

types of evidence, and where and 

how the evidence is used) 


Part B: Persuasive devices 

A persuasive device is a language technique that helps to sway the reader or audience to agree with 

the author. The key persuasive devices that work best in spoken language include: 

• rhetorical questions: asking a question with an implied answer (look for a question mark) 

• inclusive language: using words that imply the audience members agree (look for words such as 

‘we’, ‘us’ and ‘together’) 

• emotive language: using words with strong connotations that make the audience feel something 

(look for descriptive words). 

4 Identify an example of each of the following in the anchor text. 

a Rhetorical question: 

b Inclusive language: 

Page 3 

c Emotive language: 

5 Read the following examples of other persuasive devices used in the anchor text. Explain what 

effect each device has on the speech. 

Persuasive 

device 

Generalisation 

Alliteration 

Rule of three 

How to find it 

in a text 

Look for 

words such as 

most, every, 

all, everyone, 

nobody. 

Look for more 

than two words 

that start with 

the same letter 

in the same 

sentence. 

Look for 

commas 

separating 

three words or 

phrases in the 

same sentence. 

Example from the 

anchor text 

‘However, most people 

know this is not always 

a reality.’ 

‘… online streaming 

provides the 

convenience and 

comfort that cinemas 

simply cannot!’ 

‘For families, it can be 

a nightmare – spilled 

snacks, untimely 

toilet trips, and short 

attention spans.’ 

What effect does the 

device have? 

STRATEGY 

Pause to 

wonder and 

connect. 

6 What other persuasive devices can you find in the anchor text? 

7 Identify the structural elements and language features in your speech. How could you make your 

speech more persuasive? What other persuasive devices could you use? Revise your draft. 

I understand the key structural elements and language features of persuasive speeches: ______ / 5 

All kinds of texts have identifiable structural elements and language features. 

See how many you can spot in other classes and different texts! 

TAKE IT 

WITH YOU 

1.3 Persuasive structures and features 9

1.4 


Persuasive vocabulary 


To understand emotive language, 

denotation, and connotation 

in persuasive writing 

Part A: Emotive language 


CL1_1_4 

STRATEGY 

Connect to 

the feeling 

of the word. 

Persuasive people are passionate people who care enough about a topic that they want other 

people to agree with them. Writers use emotive language to express their feelings. Emotive 

language makes a person feel something. Emotive words build sensory imagery and appeal to 

people emotionally (rather than rationally). If you can identify the emotion connected to a word, 

you can ‘hear’ the tone in a piece of writing and ‘see’ the writer’s emotional perspective. 

1 Match each of the words in the table below with the emotion it best evokes. 

disgust, pity, distrust, confident, embarrassed, hurt, confused, fear 

Word 

Victims 

Ashamed 

Disillusioned 

Dangerous 

Betrayed 

Successful 

Pathetic 

Perplexed 

Emotion 

2 Highlight the emotive language used in the conclusion of the anchor text. 

Page 3 

3 Identify two words to describe how the anchor text made you feel. 

a The writer made me feel ____________________________________ about cinemas. 

b The writer made me feel ____________________________________ about streaming services. 

Part B: Denotation and connotation 

The meaning of every word can be specifically defined. This is called the denotation of a word 

(the literal meaning). The connotation of a word is very closely linked to emotive language, 

because it is the feeling a word evokes in a person. 

Denotation 

Connotation 

The standard definition of a word; its literal meaning 

The feeling evoked by a word 

Every word either has a positive, negative, or neutral connotation. If you find identifying the emotion 

of a word difficult, the first step is to think about whether it is positive or negative. 


4 a Does ‘victim’ make a person sound positive, negative, or neutral? 

b Does ‘champion’ make a person sound positive, negative, or neutral? 

5 In the table below, provide a simple denotation (definition) for each emotive word from the 

anchor text. Then decide if the connotation of each word is positive or negative. 

Emotive word Denotation (definition) Connotation 

Page 3 

Luxury 

Unrivalled 

Lenient 

Convenience 

Irreplaceable 

Antiquated 

6 In the sentences below, the bolded words have negative connotations. Replace each bolded term 

with a word that has a positive connotation. 

a The manipulative teacher forced his new policy on the victims of the school. 

Page 181 

Word meanings 

b Vulnerable children continue to be trapped in despicable conditions. 

c The unjustified decision to destroy the school’s statue repulsed students. 

7 a How is a word’s connotation powerful? 

b What is the importance of a word’s connotation in persuasive writing? 

8 How do you want your audience to feel during your speech? 

9 Revise your speech to appeal to your audience’s feelings. Experiment with your language choices 

to make them more emotive. Include more descriptive words so your audience knows how to feel 

about what you are talking about. 

Page 20 

I understand emotive language, denotation, and connotation in persuasive writing: ______ / 5 

How is emotive language used in texts other than persuasive speeches? Challenge 

yourself to identify positive or negative language in every text you read this week. 

TAKE IT 

WITH YOU 

1.4 Persuasive vocabulary 11

1.5 

Persuasive syntax 



To understand the differences between 

spoken and written language, including 

maintaining the subject–verb agreement 

Part A: Spoken versus written language 


CL1_1_5 

Page 202 

Spoken versus 

written language 

STRATEGY 

Connect with 

the language 

choices. 

We know that our language changes depending on our audience and purpose. We also use different 

language (particularly syntax or sentence structure) when we speak and when we write. However, 

speeches are different because they are written texts that are created to be spoken. 

1 Read the descriptions in the table below and decide which column is describing spoken language 

and which column is describing written language. 

• Is older, more informal, and simple 

• Is mostly used between people in the 

same place 

• Uses tone, pitch, volume, and intonation to 

express emotions and ideas 

• Is often temporary (unless recorded) 

• Is often improvised and formulated on the spot 

• Is not always clear or succinct; it often 

includes repetitions, incomplete sentences, 

interruptions, and self-corrections 

• Is younger, more formal, and complex 

• Can communicate across time and space 

• Uses headings, punctuation, layout, and 

symbols to express emotions and ideas 

• Is often permanent (unless deleted) 

• Is often organised and formulated; it is 

edited for clarity 

• Is as clear and succinct as possible; it is 

often grammatically correct 

2 How would you describe the similarities and differences between spoken and written language? 

3 Think about when you are writing a text that is intended to be read aloud or spoken (a speech). 

How is your writing different to when you are writing a text that is not intended to be spoken? 

Page 3 

4 How have the following sentences in the anchor text been written to make them sound more like 

the way a person speaks? 

a ‘ “Why?” you may ask.’ 

b ‘Not to fear!’ 

5 Turn each of the following sentences into a sentence that sounds more like the way a person speaks. 

a The future being faced is bleak. 

b By learning from past mistakes, the future looks bright. 


Part B: Subject–verb agreement 

Every sentence needs a subject (someone or something doing something) and a predicate (which 

includes a main verb to show what the subject is doing). 

In English sentences, the subject and the verb must ‘agree’ with each other. What this means is: 

• if a subject is singular (one), the verb must also be singular 

• if a subject is a plural (more than one), the verb must also be plural. 

For example: Singular subject and verb: The writer argues the point. 

Plural subject and verb: The writers argue their point. 

Page 186 

Subject and 

predicate 

6 Sort the following subjects and verbs into singular and plural. 

writers 

writer 

child 

children 

they 

he 

woman 

women 

has 

have 

is 

are 

argue 

argues 

was 

were 

Singular subject 

Plural subject 

Singular verb 

Plural verb 

STRATEGY 

Connect the 

subject and 

predicate. 

7 Underline the subjects in the following sentence and circle the verbs. 

When the subject disagree with the verb it confuse the reader. 

8 What revisions would you make in the sentence above to make the subjects and verbs agree? 

9 Does your speech read like a text that is intended to be spoken? How can you find the balance 

between writing formally and writing a text that is intended to be spoken to your class? Make sure 

your subjects and verbs all agree! 

Page 20 

I understand the differences between spoken and written language, 

including maintaining the subject–verb agreement: ______ / 5 

Spoken and written language are quite different, but the subjects and verbs should 

always agree. How often do you stop and check if your subjects and verbs agree when 

writing in other subjects? Pay attention to subject–verb agreement in Science, Maths, 

Geography or History this week and notice how your writing improves. 

TAKE IT 

WITH YOU 

1.5 Persuasive syntax 13

1.6 


Persuasive punctuation 


To understand the impact 

exclamation and question 

marks have on a written text 

Part A: Exclamation marks! 


CL1_1_6 

Page 188 

Types of 

punctuation 

An exclamation mark lets a reader know they should add emphasis to a sentence; this punctuation 

mark generally shows shock or surprise. An exclamation mark can also indicate a strong command 

or an emphasised show of emotion: 

• a strong command shows a firm and direct order 

For example: Swim at your own risk! Don’t touch! Watch out! 

• an emphasised show of emotion makes the emotion clearer. 

For example: That’s horrible! That’s awesome! 

1 Match each statement below with the emotion it is emphasising. 

excitement, astonishment, shock, vehemence, urgency 

What a terrible accident! 

This is a fantastic idea! 

Watch out! This is not going to last! 

That company is pure evil! 

Look at what has been achieved! 

STRATEGY 

Connect the 

punctuation 

to what is 

being said. 

2 Read the exclamations from the anchor text below. What is the exclamation mark showing? 

a ‘A few years ago, no-one even knew that these services were possible!’ 

b ‘What a scam!’ 

Page 3 

c ‘Not to fear!’ 

3 Write a sentence, using an exclamation mark, to show each of the following emotions. 

a Anger: 

b Excitement: 

c Confusion: 

Part B: Question marks? 

A question mark is used to show that a direct question has been asked. It allows you to show doubt 

and it lets you know that something needs an answer. When you speak, your voice naturally rises in 

pitch at the end of a question. This is a signal to the person you are talking with that you’re looking 

for an answer. When it comes to the written word, the question mark does the same thing as your 

tone of voice: it sends the same signal. 


4 Write sentences to show your understanding of the following uses of the question mark. 

a A question mark can be used to express doubt. 

b A question mark can be used to show that a sentence is a direct question. 

c A question mark is placed at the end of a sentence. 

d A question mark should not be used for an indirect question. 

5 Match each of the following rhetorical questions from the anchor text to the impact the question 

has on the audience. 

Rhetorical questions from the 

anchor text 

‘So, what does this mean for the 

humble cinema?’ 

Impact of the questions on the audience 

Page 3 

‘… and we all want that, don’t we?’ 

‘… who’s ready for another binge 

session?’ 

A question mark should be placed inside the quotation marks if it is a part of the quote and outside 

the quotation marks if it is part of the sentence. 

6 Decide whether the question mark goes inside or outside the quotation marks in the following 

sentences. 

a People are always asking, ‘What will the future be like’ 

b What does anyone mean when they say, ‘The future is doomed’ 

c So then she asked, ‘Why look back or forward when you can see the present’ 

7 a Revise your speech to use exclamation marks to evoke different emotions. Although the audience 

won’t see them, they will help you use the right tone when speaking. 

b Rhetorical questions are compelling in persuasive writing. Have you used any rhetorical questions 

in your speech? Revise your speech to include at least one. 

Page 20 

I understand the impact exclamation and question marks have on a written text: ______ / 5 

How many exclamation marks and question marks did you use today? Remember to be 

consistent, clear, and purposeful when using any punctuation. 

TAKE IT 

WITH YOU 

1.6 Persuasive punctuation 15

1.7 

Persuasive spelling 



To understand how prefixes 

and suffixes impact words 

Part A: Prefixes 


CL1_1_7 

A prefix is a group of letters that is added to the beginning of a word. By adding a prefix to a word, 

we make a new word with a different meaning. Each prefix has its own meaning. 

Prefixes can: 

• create a new word that is opposite in meaning (stop – nonstop) 

• make a word negative (even – uneven) 

• express relations of time (pay – prepay), manner (power – overpower), or amount (cycle – tricycle). 

A prefix that can be spelled in more than one way – but keeps the same meaning – is called 

an assimilated prefix. 

For example: ‘in’ and ‘im’ both mean ‘not’: inconvenient (not convenient) and impossible 

(not possible) 

STRATEGY 

Consider the 

meaning and 

pronunciation 

of familiar 

parts of 

the word. 

1 Complete the following table and note the impact of adding prefixes to different words. 

Prefix 

un 

Prefix 

meaning 

not, opposite, 

reverse 

Base word 

certain 

comfortable 

New word 

created 

Other words that use 

that prefix 

forgiven 

re again, back act 

ignite 

organise 

Page 195 

Bases and affixes 

Prefixes placed before freebase words (words that can stand on their own) generally make a lot 

of sense. However, prefixes can be placed before bound bases (these cannot stand on their own); 

these are not as easy to spot as we often see the whole word and miss the prefix. 

A general rule: ‘con’ is used before c, d, j, n, q, s, t, and v; ‘com’ is used before b, p, l, m, or r. 

2 Decide whether the following bound bases are spelled with ‘con’ or ‘com’. 

a ________cur 

b ________vey 

c ________done 

d ________pose 

e ________mend 

f ________sume 

3 Look at the assimilated prefixes ‘con’ and ‘com’, which mean ‘together, with’. Explain how the 

meaning of the prefix connects with the overall meaning of each of the following words. 

a Consult 

b Convince 

c Compel 


4 Write the meaning of the following words from the anchor text. 

a Unnecessary 

b Re-watch 

5 Highlight any other words you can identify in the anchor text that use the prefixes un, re, con, or com. 

Page 3 

Part B: Suffixes 

A suffix is a letter or group of letters added to the end of a word to create a new word. Unlike a 

prefix, which changes the meaning of a word, a suffix changes the grammatical function of a word. 

Suffixes can create a plural, or change the tense: 

For example: argue + s = argues argue + ed = argued argue + ing = arguing 

Suffixes can also completely change how a word can grammatically be used. 

For example: argue + er = arguer (changes to a noun: a person) 

argue + ment = argument (changes to a noun: a process) 

argue + ment + ative = argumentative (changes to an adjective: describing a noun) 

6 Change ‘persuade’ by adding appropriate suffixes. 

Original word Change to … New word 

persuade 

persuade 

persuade 

past tense 

adjective (describing a noun) 

noun (a thing) 

7 Using the spelling generalisations in the Literacy How-to section (page 197), answer the following 

questions. 

a Why does ultimately keep the ‘e’ when adding ‘ly’? 

STRATEGY 

Connect the 

word to its 

function. 

b Why does families change the ‘y’ to an ‘i’ when adding ‘es’? 

c Why does irreplaceable keep the ‘e’ when adding ‘able’? 

Page 197 

Spelling 

generalisations 

8 Work out the correct spelling for the following words and their suffixes. 

a refer + ed 

b approve + al 

c greedy + ly 

d notice + able 

9 Have you accurately used prefixes and suffixes? How many have you used? Check the spelling 

in your speech (use the spelling rules in the Literacy How-to). 

Page 20 

I understand how prefixes and suffixes impact words: ______ / 5 

What common prefixes and suffixes can you find in words from other subjects? 

Notice numerical prefixes such as ‘bi’, ‘tri’, and ‘quad’ in Maths, and suffixes such 

as ‘ology’ and ‘ist’ in Science. 

TAKE IT 

WITH YOU 

1.7 Persuasive spelling 17

1.8 

Persuasive speaking and listening 

Part A: Voice and body language 



To understand 

how people speak 

persuasively for 

different audiences 

and purposes 


CL1_1_8 

You can have the most powerful speech ever written, but if it is not presented effectively, it will not 

convince anyone of anything! How a spoken text is expressed has a lot to do with its persuasiveness 

and this comes down to two things: how the speaker uses their voice, and how the speaker uses 

their body. 

1 Categorise the following skills into how a speaker can use their voice or their body. 

Page 200 

Voice and body 

language 

tone, eye contact, pitch, facial expressions, pause, gestures, pace, emphasis, posture, expression 

How a speaker can use their voice 

How a speaker can use their body 

2 a Practice saying the following sentence: ‘The future is what we make it.’ Each time you say the 

sentence, use your voice and body differently, for example: 

• use a rising intonation at the end, like you are asking a question 

• increase the volume of your voice throughout the sentence 

• speak with a huge smile on your face 

• use a different gesture when you say each word 

• speak slumped over, with your eyes to the floor. 

b How did the meaning of the sentence change depending on how you spoke or moved your body? 

Page 3 

STRATEGY 

Identify and 

understand 

the pieces 

of the text. 

3 Watch the video of the anchor text by scanning the QR code on page 3. 

4 In the video of the anchor text, how did the speaker use her voice and body to make her speech 

as persuasive as possible? 

Part B: The active audience 

Our lives are filled with persuasive texts. People are constantly trying to convince us to buy something, 

do something, think something, or feel a certain way about something. In many cases, the intention of 

the persuasive text is obvious (for example, a video advertisement on social media is trying to get you 

to buy a product). However, there are plenty of other situations where someone speaks persuasively. 

Being an active listener, or an active audience member, is not only about paying attention to 

the speaker, being polite, making eye contact, and asking clarifying questions where appropriate. 

Being an active listener is also about understanding what the speaker is trying to say and knowing 

how to respond appropriately in the moment. When should you clap? Or laugh? Or ask questions? 


5 When you watched the video of the anchor text, did you find the text easier to understand than 

when you read it? Why or why not? 

Page 3 

6 When you watched the video of the anchor text, what did you notice about the speech that you 

didn’t notice when you read it? 

7 If you were watching the anchor text speech live: 

a When would it be appropriate to clap? 

STRATEGY 

Pause to 

wonder and 

connect. 

b Would it be appropriate to answer the questions Kathleen asked throughout her speech? 

Why or why not? 

c Would it be appropriate to laugh at any stage during Kathleen’s speech? Why or why not? 

8 How can you be an active listener during your classmates’ presentations? 

9 You have spent this unit revising your speech into a quality piece of writing. Now you need to 

rehearse your speech. You should practise your speech until you know it well enough so you don’t 

have to read every word and you can make eye contact with members of your audience. Rehearsing 

your speech will also help you to find a good pace, know where the pauses are, what words need 

emphasis, and what tone of voice works best in which parts. 

Page 20 

10 Think about presenting your speech. 

a What are you feeling most confident about? 

b What are you feeling most nervous about? How might you overcome these nerves? 

I understand how people speak persuasively for different audiences and purposes: ______ / 5 

How can you use your understanding of voice and body language to improve your 

speaking skills in other subjects? 

TAKE IT 

WITH YOU 

1.8 Persuasive speaking and listening 19

1.9 

My persuasive speech draft 


M Y P E R S U A S I V E S P E E C H D R A F T 

1.9 My persuasive speech draft 21

1.9 

My persuasive speech draft 


Persuasive literacy learning ladder 

Writing task: Write a persuasive speech about whether the future will be better 

than the past. 

1.5 I am confident 

I can effectively 

question a 

persuasive text 

to identify the 

main contention, 

intention, and key 

arguments. 


I can develop 

arguments to 

build towards a 

contention and 

to use evidence 

to support these 

ideas when writing 

persuasive texts. 

3.5 I am confident I 

can use appropriate 

structural elements 

and features 

(including a variety of 

persuasive devices) 

when writing 



I can control my 

use of language 

to evoke specific 

feelings in my 

audience when 

writing persuasive 

texts. 

5.5 I am 

confident I can 

control a variety 

of appropriate 


(including subject– 

verb agreement) 

when writing 


6.5 I am 

confident I can 

make informed 

and conscious 

decisions when 

using punctuation 

for effect when 


texts. 


I can use different 

strategies to spell 

unfamiliar words 

(particularly those 

using prefixes and 

suffixes) when 


texts. 


I can rehearse and 

present persuasive 

texts that show my 

understanding of a 

variety of persuasive 

and presentation 

techniques. 

1.4 I have 

questioned my 

speech to ensure 

my contention, 

intention, and 

arguments 

are clear. 

2.4 I have 

effectively 

connected my 

arguments with 

my contention and 

used evidence with 

purpose to support 

these ideas. 

3.4 I have effectively 

used appropriate 

structural elements 

and features 

(including a variety of 

persuasive devices) 

for persuasive effect. 

4.4 I have 

effectively used 

language to 

evoke specific and 

desired feelings in 

my audience. 

5.4 I have 


appropriate 


to write a text that 

will be spoken. 

6.4 I have 


punctuation to 

improve the tone 

of my speech 

and add to its 

persuasiveness. 

7.4 I have used 

different spelling 

strategies to 

accurately spell 

unfamiliar words, 

including those 

with prefixes and 

suffixes. 

8.4 I have presented 

a well-rehearsed 

speech that showed 

my understanding 

and application 

of persuasive 

and presentation 

techniques. 

1.3 I have 

experimented 

with different 

ways to make 



arguments clear 

in my speech. 

2.3 I have 

experimented – 

during my 

revisions – with 

ways to connect 

my evidence to my 

arguments, and my 

arguments to my 

contention. 

3.3 I have 


during my revisions – 

with how best to 

use the structural 

elements and 

language features of 

persuasive writing 

for effect. 

4.3 I have 


during my 


different ways to 

use language for 

emotional effect. 

5.3 I have 


during my 


ways to use 


to create a spoken 

text. 

6.3 I have 


during my 


ways to use 

punctuation to 

enhance my 

writing. 

7.3 I have tried 

spelling unfamiliar 

words that use 

prefixes and 

suffixes. 

8.3 I have 


during my 

rehearsals – with 

different ways to 

present my speech 

so it could be 

as persuasive 

as possible. 

1.2 I have 

explained my 

contention, 


arguments 

throughout 

my speech. 

2.2 I have used 

appropriate 

arguments 

and evidence 

to support my 

contention overall. 

3.2 I have followed 

the structural 

elements of a 

persuasive speech 

and included several 

persuasive devices. 

4.2 I have included 

some words that 

show a positive or 

negative feeling 

towards my topic. 

5.2 I have shown 

an understanding 

of the difference 

between written 

and spoken texts 

when creating 

my speech. 

6.2 I have 

accurately used 

a variety of 

punctuation 

independently. 

7.2 I have 

independently 

edited my spelling 

errors. 


my speech using 

different voice and 

body language 

strategies. 

1.1 I have 

directly stated 



arguments. 


arguments and 

evidence in 

my speech. 

3.1 I have followed 

the structural 

elements of a 

persuasive speech 

with support and 

included a few 

persuasive devices. 


some emotive 

words with 

support. 

5.1 I have written 

a text that is 

intended to be 

spoken. 

6.1 I have 

accurately used 

punctuation with 

support. 

7.1 I have edited 

my spelling errors 

with support. 


my persuasive 

speech. 

1.0 Not shown 2.0 Not shown 3.0 Not shown 4.0 Not shown 5.0 Not shown 6.0 Not shown 7.0 Not shown 8.0 Not shown 

1 Comprehension 2 Planning and 

writing 

3 Structures and 

features 

4 Vocabulary 5 Syntax 6 Punctuation 7 Spelling 8 Speaking and 

listening 

Persuasive literacy learning ladder 23

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