Examining interpersonal metaphor of modality in successful primary persuasive texts

Since the days of Ancient Greece, lexical metaphor has been recognised as a powerful rhetorical device for making texts more persuasive. While this valued language choice is highlighted in persuasive writing instruction by Australian primary and secondary school teachers throughout the school years, another category of metaphor known as grammatical metaphor is considerably less ubiquitous in school settings, despite a substantial body of literature describing it as a key resource for successful writing in academic and professional contexts.