Think Oreo! Eat Oreo! Write OREO!

Blog # 6 : 2nd - 3rd November. 2017

The focus of last week's lecture was on persuasive writing and integrating technology in writing. We learnt that the effective use of technology fosters a collaborative and interactive environment that nurtures the writing process and supports the social perspective on learning. Also, we discovered ways in which we can incorporate technology in writing. For instance, we can use software programmes, wikis, blogs, digital stories and podcasts to aid our students’ writing. During the session, the lecturer reminded us that the purpose of persuasive writing is to sway others to the writer’s opinion or stance. The difference between argumentative writing and persuasive writing was also highlighted in the session. Moreover, the elements of persuasive writing were addressed and we discovered that good writers of the genre use these elements to appeal to the reader’s emotions. We were already familiar with the elements; rhetorical devices, repetition, rhetorical questions and hyperbole but we discovered that endorsement and generalizations are also used in this genre.

We learnt that persuasive writing can be utilized in many different forms such as, advertisements, political speeches, sermons, newspapers and sale pitches. We were also reminded of the use and importance of transition words as they ensure cohesiveness in our persuasive pieces. The lecturer advised us to be cautious when using these words as they can be used in the wrong context. For example, the use of the word ‘although’ in writing, means that the writer is to say the opposite of something in spite of what was stated before.

Last week’s lecture was a very informative and engaging session. As a result, there were many aspects of the class that we liked and enjoyed. Firstly, we liked that the lecturer included the “So far” slide to indicate our progression, what we should know thus far and what we are about to learn. Secondly, we liked that the lecturer placed questions at the end of the slides in the powerpoint presentation and solicited our responses. The questions were not thought provoking or challenging, but they allowed us to make the connection with the information based on our previous knowledge. In addition, the lecturer provided some realistic and relatable examples when explaining the content and this allowed us to make connections as well. We were also encouraged to utilize these realistic things as it would help to appeal to our students.

Furthermore, when we were discussing the element, rhetorical devices, the lecture gave a sentence and we had to select the correct device. We liked that she had us engaging with the content and testing our knowledge of the rhetorical devices. Lastly, we liked that the lecturer included the OREO writing strategy, the persuasive writing planning sheet and checklist in the slides to show us how we can teach students to write persuasive writing. In the classroom, we can see ourselves utilizing these tools as they are very useful for both teachers and students.

        

 

          In regard to the suggestions for future sessions, we only have one recommendation. We suggest that the lecturer provides more samples of persuasive pieces in its various forms (advertisements, political speeches) and these samples can be poorly and well written. These samples will serve as a guide for us.