everyday · Classroom writing
Persuasive speech
Move listeners from a shared concern to a realistic action.
Classroom practice; use your course’s own task instructions for assessment.
Teach from noticing to independence
Complete annotated model
Task: Persuade a school audience to trial a weekly quiet lunchtime room.
Read the complete model in the centre. Explore highlighted grammar and vocabulary on the left, and match numbered passages to structure notes on the right.
Original classroom teaching model. Use the actual course task and word limit for assessment; the labels here are teaching descriptions, not awarded grades.
The complete text
Think about the last time you tried to find a quiet place at lunchtime. Perhaps you wanted to finish a book, prepare for a lesson or simply sit without competing with the noise around you. For some students, finding that space is difficult. I am asking the school to trial one quiet lunch room each week.
A quiet room would offer a choice, not a rule. Students who enjoy busy social spaces could continue to use them. Others could read or work in a supervised room without feeling that they had to leave the school community to find some calm. The aim is to make lunchtime work for a wider range of people.
Of course, supervision takes time, and a room cannot be opened simply because the idea sounds attractive. I suggest a small trial on Wednesdays for four weeks. A rotating staff volunteer , the school's agreement. The organisers would record attendance and collect feedback rather than assume that every student needs the same arrangement.
Please sign up if you would like to help gather that feedback. If the trial is useful and , we can recommend continuing it. If it is not, we can change the plan. Let us test a practical option before deciding that nothing can improve. One quieter room could give some students a better choice.
Read · evaluate · revise
Compare three responses
Task: Persuade a school audience to trial a weekly quiet lunchtime room.
The weak and good options isolate choices for comparison. The excellent option shows the complete teaching response. These are not awarded grades. Compare specific choices rather than treating length or complicated vocabulary as automatic quality.
Weak: comparison extract
Hover over an underlined passage to preview advice. Click or focus it to keep the explanation open.
Good: comparison extract
Hover over an underlined passage to preview advice. Click or focus it to keep the explanation open.
Excellent: complete teaching model
This is the whole response. Hover, click or focus a passage for advice on its place in the text.
Complete annotated model
Task: Persuade a school audience to trial a weekly quiet lunchtime room.
Read the complete model in the centre. Explore highlighted grammar and vocabulary on the left, and match numbered passages to structure notes on the right.
Original classroom teaching model. Use the actual course task and word limit for assessment; the labels here are teaching descriptions, not awarded grades.
The complete text
Think about the last time you tried to find a quiet place at lunchtime. Perhaps you wanted to finish a book, prepare for a lesson or simply sit without competing with the noise around you. For some students, finding that space is difficult. I am asking the school to trial one quiet lunch room each week.
A quiet room would offer a choice, not a rule. Students who enjoy busy social spaces could continue to use them. Others could read or work in a supervised room without feeling that they had to leave the school community to find some calm. The aim is to make lunchtime work for a wider range of people.
Of course, supervision takes time, and a room cannot be opened simply because the idea sounds attractive. I suggest a small trial on Wednesdays for four weeks. A rotating staff volunteer , the school's agreement. The organisers would record attendance and collect feedback rather than assume that every student needs the same arrangement.
Please sign up if you would like to help gather that feedback. If the trial is useful and , we can recommend continuing it. If it is not, we can change the plan. Let us test a practical option before deciding that nothing can improve. One quieter room could give some students a better choice.
A frame to adapt
These openings support rehearsal on new content. Adapt or remove them once learners can make the choices independently.
Think about the last time …
A … would offer …
Because …, let us trial … before deciding.
Discuss the whole text
- How does the opening establish the reader and purpose?
- How does each paragraph develop or qualify the message rather than repeat it?
- Which response anticipates a practical objection instead of ignoring it?
- How does the ending follow from the earlier information?
Make the writing choices audible
“Who is the reader of this persuasive speech, and what do they need from you?”
“Show me the detail that supports your point. What would be unclear if you removed it?”
“Read your revised sentence aloud. What has changed for the reader?”
A short feedback conversation
- The writer identifies one intended effect.
- The partner points to words that achieve it and one gap.
- The writer revises, then explains the choice.
Adjust support and check transfer
More support
Read the model aloud, explain essential vocabulary and rehearse ideas orally. Offer the move labels with one optional sentence opening. Accept a labelled sketch before a short written response.
Greater independence
Hide the model and change the reader, topic or evidence. Ask learners to choose their own structure and justify one language choice.
Age and task fit
For younger learners, select one or two moves and work with familiar experiences. Older learners can compare alternatives and qualify claims. Use the actual course task and criteria when preparing for assessment.
Check learning
Use a new prompt without the model. Look for the same purposeful moves in original wording; copied phrases alone do not show transfer.