Voices and Visions: Advanced Literacy and Expression · 5th Year

Active learning ideas

Identifying Persuasive Techniques

Active learning works because persuasive writing is a skill that improves through practice and reflection. Students need to see how arguments are structured in real time, not just in theory. By moving, discussing, and revising together, they build confidence in using techniques like counter-arguments and connective phrases effectively.

• NCCA Curriculum Specifications
• NCCA: Primary - Understanding
• NCCA: Primary - Exploring and Using

• 20–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 30 min · Small Groups

Inquiry Circle: Argument Scramble

Give groups a set of jumbled sentences from a high-quality persuasive essay. They must work together to arrange them in the most logical order, identifying the introduction, body paragraphs, counter-argument, and conclusion.

Compare the effectiveness of emotional appeals versus logical appeals in persuasion.

Facilitation Tip

During Argument Scramble, circulate to listen for groups that are skipping evidence—ask, ‘What proof makes your point stronger?’

What to look for

Provide students with a short advertisement (print or video). Ask them to identify two persuasive techniques used and explain in one sentence each how they are intended to persuade the audience.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Formal Debate
• 40 min · Whole Class

Formal Debate: The Rebuttal Relay

Divide the class into two sides on a simple topic. One student makes a point; a student from the other side must acknowledge that point ('While I see your point about...') before offering their own counter-argument. This continues until everyone has spoken.

Evaluate how celebrity endorsements influence audience perception.

Facilitation Tip

For The Rebuttal Relay, model how to phrase counter-arguments politely by using sentence stems like, ‘While some believe..., it is important to consider...’

What to look for

Pose the question: 'Which is more effective in persuading you: an argument based on strong evidence or one that makes you feel a strong emotion? Why?' Facilitate a class discussion where students share examples from advertisements or public messages.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: Connective Challenge

Students are given a list of 'weak' transitions (like 'and' or 'then'). In pairs, they must replace them with more sophisticated connectives (like 'consequently', 'nevertheless', or 'furthermore') in a sample paragraph.

Analyze how specific colors and fonts contribute to a persuasive message.

Facilitation Tip

During Connective Challenge, collect one strong connective phrase from each pair and display them on the board as a class resource.

What to look for

Students bring in an example of a persuasive message (advertisement, social media post, opinion piece). In pairs, they identify the main persuasive techniques used by their partner and provide one suggestion for how the message could be made more persuasive, focusing on a different technique.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach persuasive techniques by starting with short, flawed texts students can immediately improve. Avoid lecturing on theory—instead, let them experience the frustration of weak arguments firsthand. Research shows students grasp persuasion best when they see it as a tool for real-world influence, so connect exercises to ads they recognize or issues they care about.

Successful learning looks like students who can identify persuasive techniques in unfamiliar texts and explain why they work. They should confidently revise weak arguments, add stronger evidence, and anticipate opposing views. By the end, they will present arguments that feel intentional, not accidental.

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Watch Out for These Misconceptions

• During Argument Scramble, watch for students who avoid including opposing views.

  Ask groups to physically add a ‘counter-argument’ card to their structure before presenting, forcing them to engage with both sides.

• During Connective Challenge, watch for students who rely on the same overused phrases like ‘and then’ or ‘also’ in every sentence.

  Provide a list of precise connectives (e.g., ‘furthermore,’ ‘conversely’) and require them to use at least three different ones in their revised paragraph.

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Methods used in this brief

• Inquiry Circle
• Formal Debate
• Think-Pair-Share