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This paper investigates persuasive strategies used by 15 Tasmanian year 5 students who scored highly on the written component of the 2011 NAPLAN test. The texts were analysed with two frameworks, the first drawn from APPRAISAL theory and the second from classical rhetoric. Initially, the ENGAGEMENT system (see White, 2003; Martin & White, 2005) was used to examine linguistic resources deployed by these students to adopt stances toward the views of others and to include their readers as discourse participants. Secondly, the analysis sought to uncover figures of speech from STYLE, the third canon of classical rhetoric (see Aristotle, trans. 2004), deployed by the students to achieve a number of persuasive effects. Lastly, the analysis was used to outline how resources from each tradition were sometimes deployed in pairs or clusters by the students. This paper presents work-in-progress for the development of a systematic picture of students’ rhetorical capabilities across years 3, 5, 7 and 9.

Item Type:	Refereed Conference Paper
Keywords:	persuasive strategies, rhetoric, rhetorical capabilities, linguistic resources,
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Learner and learning not elsewhere classified
UTAS Author:	Thomas, D (Dr Damon Thomas)
UTAS Author:	Thomas, A (Dr Angela Thomas)
ID Code:	79559
Year Published:	2012
Deposited By:	Education
Deposited On:	2012-09-19
Last Modified:	2018-03-08
Downloads:	264 View Download Statistics