This paper explores persuasive writing and what more might be done to help equip young people with the written literacy tools to be effective participants in civic activism. Firstly, we argue from an Australian (and Tasmanian) context that there may be merit in teachers and students re-visiting some of the advice from classical rhetoric around the discovery of arguments. Secondly, we analyse challenges that 14 year old students face in responding to Australia’s national literacy tests which include a persuasive writing task – and exemplify this section with evidence drawn from a data source of outstanding student responses. We conclude by critically reviewing and augmenting the literacy strategies suggested in a representative citizenship education teaching text, and suggest a tentative stepped model for supporting high quality persuasive writing in the context of active citizenship and democratic engagement.

Item Type:	Refereed Article
Keywords:	Persuasive writing; civics and citizenship education; literacy
Research Division:	Education
Research Group:	Curriculum and Pedagogy
Research Field:	Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)
Objective Division:	Education and Training
Objective Group:	Teaching and Instruction
Objective Field:	Teaching and Instruction not elsewhere classified
UTAS Author:	Brett, P (Dr Peter Brett)
UTAS Author:	Thomas, D (Dr Damon Thomas)
ID Code:	97310
Year Published:	2014
Deposited By:	Education
Deposited On:	2014-12-10
Last Modified:	2015-05-20
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