Assessment for Learning Source Sheets (persuasion texts): for teachers creating success criteria, self assessment sheets, Records of Achievement sheets and target setting

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Assessment for Learning Source Sheets (persuasion texts): for teachers creating success criteria, self assessment sheets, Records of Achievement sheets and target setting.

Adapted from the National Literacy Strategy, the Renewed Literacy Framework and related documents.

Purpose of persuasion texts

I know that persuasion texts argue a case from a particular point of view.

They are written to convince the reader or listener.
I know that persuasion texts can be adapted or combined with other text types depending on the audience and purpose – that is, there may be elements of non-chronological report writing, explanation or discussion in a persuasive text, or persuasive writing may be included in part of an explanation or report etc.

Typical text structure of persuasion texts

Text Structure - my success criteria





I create a good title. (I think about whether it would be a good idea to phrase the title as a question.)

In my introduction:

  • I make sure that I catch the reader’s attention and draw them in

  • I tell the reader, clearly and simply, the point of view that I want to convince them about (if I think this is suitable for my purpose and audience)

In each of my next paragraphs:

  • I make a point clearly

  • then give evidence and detail to support my point

I include:

I decide whether to include some counter arguments so that I can explain why they are not strong arguments.

I think about whether it is helpful to include: pictures and/or diagrams; charts and tables of information

In my final paragraph:

  • I repeat my main argument and/or summarise it

  • I think about whether to make a direct appeal to the reader and/or give my personal opinion or challenge the reader (e.g. by asking them a direct question)

Typical language features of persuasion texts

Language features - my success criteria





In the text:

  • I use strong, positive language to try to persuade my readers

  • I use phrases to suggest that

    • everyone thinks this or agrees with my main point or

    • that it would make them a better or happier person

  • I use short sentences to give emphasis

  • I refer to things in general not specific examples

  • I think about when to use:

and I try to:

  • sound friendly but knowledgeable

  • make my arguments sound reasonable to get the reader “on my side”

I think about where it may be good to ask the reader a question or make a personal comment to draw the reader in

The verbs I use:

  • are usually in the present tense

The connectives I use:

  • include logical connectives (like this shows, however, because)

Planning and improving a persuasion text

Planning and improving persuasive writing - my success criteria





Organising ideas:

  • I make a clear statement to say what I am trying to persuade my readers to do, think or agree with

  • I list ideas which support this statement

  • I record evidence, examples and details to support each of these ideas

  • I decide the best order to present these ideas and how to group them into good paragraphs

  • I decide whether it will be more persuasive to include my thoughts about counter arguments

Thinking about persuasive language:

  • I think of phrases I have read in persuasive texts which help persuade the reader that everyone agrees… or everyone does… or that it would make them happier etc.

  • I experiment with ways of using alliteration to make a memorable slogan

  • I use good connectives and intensifiers to link my ideas and paragraphs

  • I use strong, powerful vocabulary

Improving my persuasive text:

  • I read my writing through to decide whether I would be persuaded and that I sound:

    • friendly and

    • knowledgeable

  • I look for opportunities to use stronger, more powerful vocabulary

  • I check that my writing has a good balance of facts and statements to help persuade my readers

When I have finished writing my report, I read it through carefully to make sure that

  • I have said what I wanted to

  • I have put the information across clearly

and that

Year group statements


I can talk about how some words, a story or a picture makes me want to behave.

I watch and listen when one person is trying to persuade someone to do something or go somewhere.

I can explain how I could persuade someone to do something.

I can explain how someone could try to persuade me to do something.

I can explain the reasons why I do some things.

I can explain the reasons why someone else does something.


I have read captions, pictures, posters and adverts that are trying to persuade – I know what they are trying to do and some of the ways they do it.

I have explored different methods of persuasion through role play and games and I have thought about what it means to persuade or be persuaded.


I have read simple persuasive texts (including posters and adverts) and I am beginning to understand what they are doing and how they are being persuasive.

I can say how a poster or advert is trying to make me buy something, go to something or join something.

I can make a poster or advert to persuade someone to do, think or buy something.

I have explored persuading and being persuaded in different real-life situations through role play and drama.


I have read and thought about different persuasive texts and can explain my views about them.

When I am writing to persuade someone, I can use words and pictures to do this.

I have watched and taken part in drama and role play to explore situations involving persuasion (such as a parent persuading a child that they should go to bed when they don’t want to go). I can talk about different ways of persuading someone in these situations and say which ones worked well and which did not work so well.


I know when texts are trying to persuade the reader about something and can tell these apart from texts which are just giving information.

I have studied a range of persuasive texts and:

  • can identify their key features;

  • have investigated how style and vocabulary are used

  • have investigated how statistics, graphs, pictures etc. are used to support arguments

  • how points are ordered to link and follow on from each other

I have studied a range of adverts and:

  • can evaluate them for their honesty, appeal and overall impact on the reader

  • have thought about how information is presented in terms of:

    • tactics for grabbing attention

    • exaggerated claims

    • use of puns, jingles, alliteration, invested words

I have thought about the use of connectives to structure a persuasive argument.

When I am planning a presentation to persuade someone, I can collect ideas for my presentation and decide a good order for them. I can back up my ideas using pictures and examples.

When I present a point of view (orally or in writing) I can:

  • link ideas persuasively

  • select a suitable style for the reader

  • use suitable vocabulary for the reader

I have started to think about how ICT can help make my presentation more persuasive (e.g. by showing pictures, having background music, etc.)

I have created advertisements (poster, radio jingle on paper or on screen) using features I have discovered in my reading.


I have studied a range of different forms of persuasive writing including:

  • letters (from newspapers, magazines, etc.) written to complain, protest, persuade;

  • newspaper comment

  • headlines

  • adverts

  • fliers

When I have been reading persuasive texts, I have made a list of, and thought about the use of, persuasive devices including:

  • words and phrases (like surely…, it wouldn’t be difficult…)

  • persuasive definitions (like no one but a complete idiot would…,every thoughtful person would…, the real truth is…)

  • rhetorical questions (like are we expected to..?, where will future audiences come from…?)

  • pandering, condescension, concession

  • deliberate ambiguity (like probably the best…in the world, the professional’s choice)

  • half-truth and bias

  • opinion disguised as fact

In my studies of persuasive writing, I have thought about how (and why) the author has:

  • organised (set out) the text and

  • used persuasive devices and language…


  • gain the reader’s attention and respect

  • manipulate the reader

I have drafted, improved and produced final versions of persuasive texts (by myself and with partners) for different purposes including:

  • to put a point of view

  • comment on an emotive issue

  • to protest

I have written about an issue (on paper or on screen) setting out and giving reasons for my point of view.

In may writing I used structures that I have seen when reading persuasive texts to set out and link points.

I have put together an argument (in note form or full text) to persuade others of a point of view and have:

  • presented my case to the class (or a group)

  • used standard English appropriately

  • evaluated how effective my presentation was

  • used ICT (e.g. Powerpoint presentation) to support my presentation and thought about multi‑modality i.e.:

    • use of still/moving images

    • use of sound effects

    • use of background music

    • use of graphs and charts

    • and I have evaluated the effectiveness of the ICT I decided to use

When I look at texts (in print or on screen):

  • I can identify which texts (or which parts of a text) are attempting to persuade and which texts (or parts of a text) are just giving information

  • I can evaluate texts for:

    • persuasiveness

    • quality of information

I can explain how persuasive writing can be adapted for different audiences and purposes (e.g. when it is best to use formal language).

I can explain how persuasive writing can be incorporated into and combined with other text types.


I have studied a wide range of persuasive texts and know how persuasive arguments are organised and made to be effective by:

  • the expression, sequence and linking of points

  • providing persuasive examples, illustrations and evidence

  • pre-empting or answering potential objections

  • appealing to the known views and feelings of the audience

I have investigated conditionals (such as: if…then, might, could, would) and thought about their use in persuasive writing i.e. in deduction, speculation and supposition.

I have made a list of useful terms and phrases for use in my persuasive arguments.

I understand how to use these terms.

I have constructed effective arguments (in discussion, for oral presentation and in writing) by:

  • using persuasive devices deliberately to influence the listener or reader

  • developing my points logically

  • supporting and illustrating my points persuasively

  • using ICT and multi‑modality where and when appropriate

  • anticipating possible objections

  • using my knowledge of the interests and feelings of the audience

  • matching the style of my presentation (e.g. formal/informal) to the situation and audience.

I make a good contribution to whole class debates:

  • I listen carefully so my points are relevant

  • I speak clearly (loudly and slowly enough) to make my points

  • I use the language of debate and use the persuasive techniques I know

  • I use standard English where appropriate

When writing persuasive texts, in debate or when presenting an argument orally, I think carefully about the purpose and audience so that I can:

  • choose an appropriate form (e.g. letter, leaflet)

  • choose the appropriate style (formal, informal)

  • combine different text types, adapting and combining these where appropriate

 GJ Jul 2007

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