Voices That Move Us

You need: three short ads, letters or speech extracts (print, audio or video) · technique bookmark · three colours of highlighter

1. Read or listen to each text twice: once for the message, once for the techniques.
2. Highlight each technique and write its name in the margin.
3. For your two strongest examples, write one line about what it makes the audience think, feel or do.
4. Decide which text is most persuasive for its audience, and back your choice with two techniques you found.

How you'll know: Your choice is backed by named techniques and their effect, not just 'I liked it'.

Go further: Find a technique used unfairly (a scare tactic or a number with no source) and rewrite it fairly.

You need: your issue · three audience cards: the principal, a junior class, readers of the local paper

1. Write one short persuasive paragraph for each audience.
2. Underline every word or phrase you changed between versions.
3. Next to each change, explain why it suits that audience (vocabulary, tone, evidence, length).
4. Read one version to a partner without saying who it's for. Can they guess the audience?

How you'll know: The three versions differ in word choice, tone and evidence, and a partner can identify the audience.

Go further: Add a visual (photo, simple graph or icon) that would suit one audience but not the others.

You need: 12 printed persuasive lines on cards (teacher-made, mixing fair and unfair) · a 'fair / foul / not sure' sorting mat

1. In threes, read each card aloud and sort it onto the mat.
2. For every 'foul' card, name the trick: scare tactic, name-calling, bandwagon ('everyone is doing it'), made-up number or cherry-picking.
3. Choose two 'foul' cards and rewrite them so they still persuade, but fairly.
4. Agree on a class rule for fair persuasion and add it to the success criteria.

How you'll know: Your group can explain why each foul line is unfair and show a fair version that still has impact.

Go further: Find a real example of a foul trick in an ad at home, and bring the fair rewrite to class.

You need: a clear, neutral survey question about your issue · tally sheet or a simple online form approved by the teacher · grid paper or a spreadsheet

1. Write one neutral question (not 'Don't you agree that…?') with three or four answer choices.
2. Ask at least 20 people in your class or another class. Keep answers anonymous.
3. Draw a bar graph of the results and write one sentence about what it shows.
4. Use the result as evidence in one paragraph: 'In a survey of 24 students, 18 said…'.

How you'll know: Your paragraph uses a real number, says where it came from, and doesn't claim more than the data shows.

Go further: Compare two groups (juniors and seniors, or two classes). Do they see the issue differently?

You need: sticky notes · a long strip of paper as a 'ladder' · a thesaurus or online dictionary

1. Pick a key word from your draft (e.g. 'bad', 'unsafe', 'important').
2. Find six to eight words with a similar meaning and write each on a sticky note.
3. Place them on the ladder from mildest to strongest. Argue about the order with your group.
4. Choose the word that fits your audience best and explain why the strongest one might backfire.

How you'll know: You can justify your word choice for a particular audience, not just pick the biggest word.

Go further: Build a ladder for a positive word (good, helpful, vital…) and use one in your call to action.

You need: your issue · hook cards: question, bold statement, surprising fact, mini-story, 'Imagine…'

1. Write five different openings for your piece, one for each hook card.
2. Read them aloud to a group of three. Each listener chooses the hook that made them lean in.
3. Add your angle sentence after the chosen hook: 'This is really about…'.
4. Keep your two strongest hooks: one for the written piece, one for the speech.

How you'll know: Listeners can tell you what your piece is really about after hearing only the opening.

Go further: Write a conclusion that echoes a word or image from your hook.

You need: three cue cards · a timer · a partner or small group

1. Plan three cards: a hook, your strongest reason with evidence, and a call to action.
2. Write only key words on the cards, not full sentences.
3. Rehearse twice, changing pace, volume and pause on purpose. Mark on the cards where you'll pause.
4. Deliver to a small group. Ask each listener for one strength and one next step.

How you'll know: Your audience can repeat your main point and your call to action after you finish.

Go further: Take one question from the audience and answer it on the spot.