Copyright 2006 Washington OSPI. All rights reserved. Persuasive Writing for the High School Classroom OSPI High School Persuasive Writing Module - Version

Copyright 2006 Washington OSPI. All rights reserved.

Persuasive Writing for the High School ClassroomOSPI High School Persuasive Writing Module - Version ONEThese materials were developed by Washington teachers to help students improve their writing.


To the Teacher Slides 1-12 are for teacher use. They include alignment with the GLEs,

links to the WASL, and a bibliography. Thereafter, the slides are meant for the students and the teacher directions are in the notes.

To use any lesson, you must print and review the notes pages for the lesson. This is done in the print menu. It is different for PCs and Macs, but you will need to find “Notes Pages” or “Notes” respectively in the print menu. The notes pages contain crucial instructions and supplementary materials for successful implementation.

Most of these lessons include partner and/or group work. A system should be in place for partner and group work (e.g., the guidelines and expectations).

This persuasive module is different from the 4-week summer course in that the lessons can be interspersed throughout the curriculum, adapted to your own students’ needs, extended as the situation requires, and revisited.


OSPI High School Persuasive Writing Module Development Team

Nikki Elliott-Schuman – OSPI, Project Director Charlotte Carr – Retired Seattle SD, Facilitator Barbara Ballard – Coupeville School District Cathie Day – Ellensburg School District Lori Hadley – Puyallup School District Glenn Kessinger – Yakima School District Courtney McCoy – Vancouver School District Sharon Schilperoort – OSPI April Yantis – Shelton School District


Alignment with GLEs - Writing Demonstrates understanding of different

purposes for writing. Writes to pursue a personal interest, to explain, to

persuade, to inform, and to entertain a specified audience.


Alignment with GLEs - Writing Analyzes ideas, selects a manageable topic, and elaborates

using specific, relevant details and/or examples. Presents a manageable thesis [position] while maintaining a

consistent focus in an individualized and purposeful manner. (e.g., “Obtaining a driver’s license should not be tied to grades in school.”).

Selects specific details relevant to the topic to extend ideas or develop elaboration.

Uses personal experiences, observations, and/or research from a variety of sources to support opinions and ideas.


Alignment with GLEs - Writing Analyzes and selects effective organizational structures. Selects from a variety of opening strategies and composes an engaging

introduction. Selects from a variety of ending/ conclusion strategies and composes an

effective conclusion that is more than a repetition of the introduction. Uses transitional words and phrases between paragraphs to signal

emphasis or show logical relationships among ideas. Determines effective sequence between and within paragraphs by using

transitions to emphasize points in an argument or show logical connections.

Selects / uses effective organizational structures determined by purpose:~ varied placement of thesis [position statement] for effect~ persuasion using comparisons


Alignment with GLEs - WritingAnalyzes audience and purposes and uses appropriate voice. Writes with a clearly defined voice appropriate to audience. Writes in an individual, knowledgeable, and consistent voice

in expository, technical, and persuasive writing.

Analyzes and selects language appropriate for specific audiences and purposes.

Selects and uses precise language to persuade or inform. Considers connotation and denotation, including cultural

connotation, when selecting words (police officer vs. cop, bias vs. prejudice).


Alignment with GLEs Across the Curriculum

Reading Analyze and evaluate the effectiveness of the

author’s use of persuasive devices to influence an audience.

Analyze and evaluate the reasoning and ideas underlying an author’s beliefs and assumptions within multiple texts.


Alignment with GLEs Across the CurriculumMathematics

Analyze information to draw conclusions and support them using inductive and deductive reasoning.

Analyze procedures to determine appropriateness of claims and arguments.

Analyze mathematical information to organize, clarify, and refine an argument.


Link to the WASLPersuasive writing is one of the two purposes/modes tested on the WASL at grade 10. It is essential that students are prepared to write persuasively in order to meet standard on the WASL and to graduate.


Bibliography

De Witt Spurgin, Sally. The Power to Persuade, 3rd ed. Prentice-Hall, 1994.

Gere, Anne Ruggles. Writing on Demand, Heinemann, 2005. Kolln, Martha. Rhetorical Grammar, 2nd ed. Allyn and Bacon,

1996. Lunsford, Andrea A. & Ruszkiewicz, John J. Everything’s an

Argument - Writer’s in Training: A guide to developing a composition program, Dale Seymour Publications, 2004.

Rosenwasser, David and Jill Stephen. Writing Analytically, 2nd ed. Orlando, Harcourt, 2000.

OSPI website - www.k12.wa.us Assessment > writing assessment > anchor sets annotations, grade 10.


Components of Persuasive Instruction

Difference between expository and persuasion (purpose)Audience awareness1. Persuasive language (repetition, rhetorical questions,

connotation/denotation, word choice, emotional appeal, informal & formal language)

2. Clear position3. Organizational structures (Order of Importance, Causal Chain,

Concession/Rebuttal, Problem/Solution, Cause/Effect, Definition) Persuasive introductions Persuasive conclusions Structure-specific transitions

4. Persuasive elaboration (Expert testimony, statistics, preponderance of evidence, definitions, anecdote/scenarios)

5. Assessment


Table of Contents Baseline Writing - slides 14-15 Overview – Exposition vs. Persuasion– slides 16-35 Persuasive Writing Essentials – slides 36-37

Audience Awareness – slides 38-42Clear Position – slides 43-47Persuasive Language – slides 48-53

Persuasive Organizational Structures – slides 54-102Persuasive Introductions – slides 103-112Persuasive Conclusions – slides 113-124

Assessment -- slides 125-128


Baseline Writing Sample


Write to a Persuasive Prompt

Many people have expressed concern about the starting time for high school. The school board has suggested that school begin two hours later and end two hours later. Take a position on this proposal, and write a multiple-paragraph letter to the school board to persuade them to agree with your position.


OverviewExposition vs. Persuasion


1. Sort your envelope of cards into two columns titled “Expository Writing” and “Persuasive Writing.”

2. Try to come to agreement in your group.

3. Be prepared to defend your choice with evidence from the card.

4. If you finish before the rest of the class, match up the persuasive characteristic with its expository partner.

Expository vs. Persuasion – Sorting Activity


Exposition vs. Persuasion Expository writing

has a narrow topic. stays focused on the main ideas. is elaborated using reasons, well-chosen and specific details,

examples, and/or anecdotes to support ideas. includes information that is interesting, thoughtful, and

necessary for the audience. is organized with an introduction, supporting paragraphs with

main points and elaboration, and an effective conclusion. uses transitions to connect ideas. shows commitment to topic with voice and language

appropriate for audience and purpose. uses specific words and phrases that help the reader understand

ideas.


Exposition vs. Persuasion Persuasive writing

has a clear position and is focused on that position. has more than one argument to support a position. is elaborated by using reasons, well-chosen and specific details,

examples, anecdotes, facts, and/or statistics as evidence to support arguments.

is organized to make the best case for a position. anticipates and refutes the opposing position. begins with an opening, including a statement of position, and ending

with an effective persuasive conclusion, such as a call for action. uses transitions to connect position, arguments, and evidence. shows commitment to position by writing in a voice appropriate for

audience and purpose. uses words, phrases, and persuasive strategies that urge or compel the

reader to support a position.


Persuasive Writing – definition In persuasive writing, a writer takes a position

FOR or AGAINST an issue and writes to convince the reader to believe or do something.


Characteristics of Persuasive Writing Clear position Audience awareness Persuasive language

Emotional appeal Rhetorical questions Semantics: Connotation vs. Denotation

Elaboration Inclusion of statistics Expert testimony Preponderance of evidence (more expository)


Characteristics of Persuasive Writing Organizational

Structures Order of Importance Causal Chain Concession / Rebuttal

(or counter argument) Cause and Effect Problem / Solution Definition Combination of several

structures

Introductions Explanation /

Definition Scenario / Anecdote Questioning

Conclusions Call to action Predict outcome Offer a solution


Purposes of Persuasion Support a cause Urge people to action Promote change Refute a theory Arouse sympathy Stimulate interest Win agreement Solve a problem


Persuasion is Powerful In persuasive writing, a writer takes a position

FOR or AGAINST an issue and writes to convince the reader to believe or do something.

Discussion: Why do we use persuasive writing? Give an

example.


Persuasion is Powerful Urge people to

action


Persuasion is PowerfulUse it to:

Support

a

Cause



Stir

Up

Sympathy



Prove

Something

Wrong



Make

A

Change



Get

People

To

Agree

With

You



Create

Interest


What Persuades You? Why do you decide to go along with

something? How do you convince others to go along with

you? How persuasive are you?


Who Should Win? You will be working in small groups. There are only enough _______ today for one group.

Think of reasons why your group should get the ______. Persuade the class that your group should be rewarded.

Your group’s task is work together to write your best arguments. You will have 15 minutes.

Your classmates will be voting for the best group. Keep in mind that you will not be able to vote for your own group.


Present Your Case Appoint a member of your group to draw a number

to decide which team presents its case first. Decide how you will present your information (one

or more people). Present your case when it’s your turn. Teams should present without interruption or

questions.

Take notes about each team’s position, arguments, and support (noting the team’s number).


Vote and Discuss Vote on which group presented the best case.

You cannot vote for your own team. Each individual can only vote once.

Discuss why you voted the way you did. Discuss the persuasive strategies you used or

observed.


Effective Persuasion EssentialsAudience Awareness

Firm Position

Persuasive Language

Organizational Structure


Persuasive Writing

Persuasive writing is recursive in nature. All of the essential

elements are constantly working together to make the best case

for the position.


Audience Awareness Know your audience before you start writing.

The audience is who will read your writing. The audience may include your teacher, your

parents, your friends, or the President of the United States.

Think about the needs of your reader (audience) so you can give reasons that will persuade him/her.


Audience Awareness Knowing your audience helps you to decide

How to connect with the ideas, knowledge, or beliefs of the person or group

What information to include How informal or formal the language should be


Audience Awareness – exampleDear Mrs. Gillingham,

Imagine you were a student, sitting in algebra when your teacher says, “Okay, get out your homework.” You rustle around in your backpack for a while until you realize -- oh no! You left your homework at home, perfectly done.


Audience Awareness – application Form groups of 3 or 4. Write a short letter persuading someone to give your group a

video game. You will find out your audience by drawing a card. Your

teacher holds the cards. Don’t tell anyone who your audience is. Keep it secret.

Do not include the name of the audience in your letter. Where you would put the name, draw a blank line.


Audience Awareness – follow up Each group will read its letter without naming

the audience. As you listen, write down who you think the

audience might be. Discuss why it was difficult or easy to figure

out the audience.


Clear PositionThe writer must have a clear position and stay focused on that position. Generally, the position is stated in the opening paragraph or introduction.


Clear Position – example

Anxiety creases the brows of many students trying to finish their homework on time. If they don’t finish on time they won’t get any credit. Having a no late homework rule is a very bad idea. Students’ grades will drop, their work will be of lesser quality, and school won’t feel as welcoming. Students won’t be able to do work worth a lot of merit.


Find the Position StatementI think late homework should be accepted. Imagine you

were a student sitting in your math class when your teacher says, “Okay, get out your homework!” You rustle around in your backpack for a while until you realize – oh no! You left your homework at home perfectly done. The teacher comes by your desk and you say, “I am sorry. I left my homework at home. My mom just had a baby, so I was taking care of her, and I just ran out the door without it.” Your teacher smiles at you. “It’s okay. I understand. Just bring it in tomorrow.” Isn’t that a better situation than “Oh too bad! You don’t get any credit for it”?


Find the Position Statement“I’m sorry!” “Sorry isn’t good enough! This assignment was due

yesterday, not today.” Here I am on my knees begging for mercy at my teacher’s feet. Tears forming in my eyes, I feel like an out-of-order water fountain ready to explode! I sigh and back away like a puppy dog with its tail between its legs. I slump back down in my plastic, red chair and stare at the metal desk. “I worked so hard,” I muttered silently to myself. The teacher turned her back on me and continued on with today’s lesson. I am against the no late homework rule because some students did the work but forgot it at home, and others forgot about the assignment but make it up the next day.


Position Statement – application Take out your “Persuasion is Powerful” worksheet

from your portfolio. Work with a partner to choose two captions from the

example side. Revise the caption to make a strong position

statement. This should be a complete sentence. Pick your favorite position statement to share with

your class.


Persuasive Language Connotation and denotation.

Define the following words. Generate connotations. Discuss which words have positive, neutral, or negative connotations. Group, throng, mob Insinuate, suggest, imply Slow, challenged, retarded Thin, skinny, scrawny Gentle, benign, harmless Persnickety, selective, finicky, picky

Create your own groupings of words with similar denotations, but varying connotations


Persuasive LanguageEuphemism A euphemism is the substitution of a mild, indirect,

or vague expression for an expression thought of as harsh or blunt.

Discuss the following and generate more euphemistic expressions for each blunt word or expression. Pass away vs. To die Powder Room vs. Toilet Humanitarian Intervention vs. War


Persuasive Language Persuasive language is choosing just the right words or

phrases to use at just the right time with just the right audience. Strong words trigger strong feelings.

Seizes Snarls Dumbstruck

Effective choice of connotations Mean or strict Late fee or extended-viewing fee Used or pre-owned Surge or escalate

Repeated words or phrases for emphasis I have a dream…(Martin Luther King, Jr.)


Find Words that Could Be More Effective

You are a high school student. Essay in one hand, you go to class. “I’m done!” You smile. The teacher takes the essay out of your hands and throws it away. She says, “It’s a day late!” You look at your hard work. The teacher didn’t look at it! The No Late Homework Rule is bad.


Persuasive LanguageImagine yourself as a high school student. Five page essay in one hand, you rush into the classroom. “I’m done! I’m done!” you pant, beaming proudly. The teacher seizes the essay out of your grasp and tears it to pieces before your eyes. She snarls, “It’s a day late!” On your knees, you stare dumbstruck at your hard work, ripped to shreds. The teacher didn’t even glance at it! The No Late Homework Rule is a cruel, horrible rule.


Audience Awareness and Persuasive Language – application A philanthropic foundation is giving away an all-

expense paid trip to Disneyland. Write a letter persuading this foundation that you deserve the gift.

Select and use the precise language that would be the most persuasive for this audience.

Underline specific words or phrases that you think are the most persuasive for your audience.


Persuasive Organizational Structures Order of Importance Causal Chain Concession / Rebuttal

Cause / Effect

Problem / Solution

Definition


Organizational Structures The persuasive structures you select depend

on the ideas in your paper and your audience. Persuasive organization frequently is very

different from expository organization. As we look at different structures, we will see

how they effect the organization of the paper.


Organizational Structure – Order of Importance Support for a position prioritized from most to

least or least to most important


Order of Importance Homework should be abolished because students are too busy

after school to make up for what teachers can’t seem to find time to teach during the day. Some students are athletes or participate in club activities, while many students spend their after-school time working. These young adults don’t have time to re-work algebra problems! If you’re a successful athlete, you may be lucky enough to get money to go to college – that’s more important than recopying an essay! Clubs may serve as practice for the work force. But what really counts in a teen’s life would be to work in order to live, help out the family by taking care of siblings, or save money for college. In the face of these responsibilities or chances to improve life, what student would instead choose to review history notes?


Discuss ApproachesRecently, a citizen’s group proposed a change to the

rules for obtaining a driver’s license. The group has proposed that high school students have at least a “B” average in order to get a driver’s license. Take a position on this proposal. Write a letter to the editor of your local paper to persuade voters to agree with your position.


Order of Importance – application Think about the prompt on the previous slide. Take a position on the issue. Brainstorm arguments that support your position. List your arguments in two ways:

From most important to least important. From least important to most important.

Discuss Which order seems to be the best fit for your audience? Why?


Transitional Phrases – Order of Importance Of most importance Primarily Significantly Of particular concern Foremost, furthermore The most, greatest In particular

Most bothersome Particularly difficult The worst Of greatest concern Of less (or least)

importance


Order of Importance – application Prompt

Recently, a citizen’s group proposed a change to the rules for obtaining a driver’s license. The group has proposed that high school students have at least a “B” average in order to get a driver’s license. Take a position on this proposal. Write a letter to the editor of your local paper to persuade voters to agree with your position.

Apply the order of importance strategy to your paper.

Select and apply appropriate transitions as you write.


Organizational Structure – Causal Chain A culminating chain of events where one action

leads to the next (snowball effect)


Causal ChainFor me school starts at 7:30, which means I need to leave my

house at 7:00 or 7:05. But for other students who ride the bus they must be ready far earlier than that. I see people half asleep standing outside waiting for that big yellow bus to take them to a long, tiring day at school. I think if school started later it would put many people at ease. Even if you get that extra half an hour of sleep, it can do wonders. You won’t be tired for that first period test, you won’t have to take that nap second period and miss your history notes, and you won’t miss breakfast and have to spend class time counting down the minutes to lunch. Many things would be so much better if school started later.


Causal Chain – Definition This is about a ballooning cause and effect. Event A causes event B, which in turn causes

event C, etc. This organizational structure may be used for

an entire essay or just a portion of it.


Causal Chain Read the sample papers. Identify the sections of each paper that match

the definition of causal chain.


Transitional phrases – Causal Chain After Consequently Since, because Before Meanwhile, while At that time Preceding Although

Earlier Finally During Every time Soon Simultaneously As a result This will lead to


Causal Chain – application Prompt

To improve student learning, the school board is proposing required daily homework for every class. Take a position on this proposal. In a multi-paragraph letter, persuade the school board to support your position.

Apply the causal chain strategy to your paper. Select and apply appropriate transitions as you write.


Organizational Structure – Concession / Rebuttal

Recognizing the opposing viewpoint Conceding something may have some merit Then countering with another argument


Take this! Take that! (Think about both sides of an issue.) You have been asked to be on a committee to

review your high school’s rules. Choose one rule that needs to be revised, added, or eliminated.

Using the “Take this” form, write down your rule.

Trade your paper with a partner.


Take this! Take that! Acting as principal, respond to your partner’s paper

with your own arguments. When you get your own paper back, counter the

principal’s argument from a student viewpoint. Repeat, following the same procedure. Repeat procedure once more. Your paper, when complete, will be argument and

counter-argument.


Discussion Form a new group with two new people for a

discussion. Each person reads his/her paper . Select one paper from the group and discuss

the answers to the following questions: Were the counter arguments effective? What made them effective or not? Were you persuaded? Why or why not?


Take it up a notch! What do the words concession / rebuttal mean

to you? Where have you experienced concession? Where have you experienced rebuttal? Defend why it might be a good idea to use

concession and rebuttal.


Concession / RebuttalThere is nothing more important to students than the ability to

express their unique sense of self. Whether it’s grunge, goth, or glam, each student at our high school is a person whose voice must be heard. Dress codes would turn us all into a bland, uniform mass of white and navy. Having a school dress code might improve discipline, which might be true in schools where students fight over shoes, but enforcing a dress code will cause student rebellion, generating even more discipline issues than we have now. Some say a dress code will reduce the numbers of cliques in school, but students will adapt and find new ways to express themselves. Hairstyles, piercings, and tattoos will not just prove which group the student belongs to, but will make students even more of a discipline problem when the tattoos permanently express youth distress. We are still individuals and should be allowed to express ourselves, and allowed our civil rights. Students must never be forced to wear uniforms at the school board’s wishes.


Concession / Rebuttal A reader of your essay is more likely to listen to you

if you show you can see his/her point of view before you counter that argument.

Concession is when you acknowledge or consider the opposing viewpoint, conceding something that has some merit.

Rebuttal is when your own argument proves the other side to be flawed, and shows your argument is stronger.

Read the Cell Phone articles and highlight areas of concession and rebuttal.


Looking at the Other Side Concession is a strategy.

Concede only one or two points. Choose what you concede strategically.

Rebuttal is a strategy. Not everything needs rebuttal. Rebut the most important or most easily

supported points. Students have used Concession / Rebuttal

successfully on the WASL.


Transitional Phrases – Concession / Rebuttal It is true that…however…therefore… Certainly…but…in short… Admittedly…on the other hand…so… Of course…nevertheless…as a result… Obviously…on the contrary…finally… Sure…however…in addition…


Concessions – example oneFind the transitions in this paragraph.

It is true that students should not have headphones on when their teachers are giving a lesson. Students should not be allowed to block out their teachers. However, when every member of the class is working individually after important information has been given, listening to music can be a helpful learning tool. It would create a more relaxing, calm environment for learning. Some students can concentrate more while listening to music. As a result grades could go up and it would definitely make school more enjoyable. Therefore, our school should allow headphones in the classroom.


Concessions – student sampleExample 1

It is true that students should not have headphones on when their teachers are giving a lesson. Students should not be allowed to block out their teachers. However, when every member of the class is working individually after important information has been given, listening to music can be a helpful learning tool. It would create a more relaxing, calm environment for learning. Some students can concentrate more while listening to music. As a result grades could go up and it would definitely make school more enjoyable. Therefore, our school should allow headphones in the classroom.


Concessions – student sampleExample 2Find the transitions – some were not listed. Certainly, some students abuse the absentee policy and lie about being sick. They usually try to get out of school for one reason or the other. But the majority of students stay home because they are sick. When a student is sick, he should be focusing on getting better, not worrying about missing classes and grades. Also when a student comes to school when he is sick because he doesn’t want to lose credits, he is not helping himself. Chances are he'll have trouble concentrating and won't learn anything. In fact, he will probably be spreading germs to other students. The bottom line is a student has no control over when he is going to get sick. It would be better for everyone if excused absences were dismissed.


Concessions – student sampleExample 2Certainly, some students abuse the absentee policy and lie about being sick. They usually try to get out of school for one reason or the other. But the majority of students stay home because they are sick. When a student is sick, he should be focusing on getting better, not worrying about missing classes and grades. Also when a student comes to school when he is sick because he doesn’t want to lose credits, he is not helping himself. Chances are he'll have trouble concentrating and won't learn anything. In fact, he will probably be spreading germs to other students. The bottom line is a student has no control over when he is going to get sick. It would be better for everyone if excused absences were dismissed.


Concession / Rebuttal – application Look at your arguments from your Take

This! Take That! activity. Include your best arguments in a multiple-

paragraph letter convincing your principal to your position.

Apply concession / rebuttal strategies. Select and apply appropriate transitions as

you write.


Organizational Structure – Cause / EffectExplain why something happened, and what came about as a result.


Cause / EffectJust stay home. The unexcused absence policy at our

school is ineffective and needs to be changed. Currently, this policy actually encourages misbehaving. If students skip class, they get one hour of detention. If they then fail to report to detention for three days in a row, they receive one day of at-home suspension. Therefore, this policy punishes a student who skips class by letting them stay home. This actually gives the student more time away from school – just what the school doesn’t want.


Cause / Effect – applicationThe school board is considering closing campus

during lunch, due to community safety concerns and complaints from local business owners. Write a letter to the school board from the point of view of either a community member or a business owner in which you persuade the board to close campus to reduce lunch-time problems.


Cause / Effect – application Read the prompt and consider the respective

points of view on the issue. Select the point of view from which you want

to write. Consider the different causes for the problem

and different effects. Use the appropriate cause / effect transitions.


Transitional Phrases – Cause / Effect Because As a result of Consequently Due to Since For this reason Accordingly For

Therefore Hence Furthermore If / Then Thus Although Owing to So


Organizational Structure – Problem / SolutionExplain the problem or issue, and suggest how it can be solved.


Problem / SolutionBecause the world dumps tons of garbage and waste onto the

planet every day, recycling should become the law. The real problem is that every week, each family of four generates enough trash to fill two 32 gallon garbage cans. This happens because people are lazy, have busy lives, and buy products with excessive packaging. If people knew there was an immediate consequence for this waste, they would be more inclined to recycle. We must acknowledge that no one likes to pay a fine or have the government tell them what to do, but if recycling were required, we could reduce the amount of trash produced by at least 50%. The best solution to curbing pollution is to enforce recycling by law.


Transitional Phrases – Problem / Solution A possible remedy The best solution A better way A feasible solution The proposed solution

The real problem is The underlying issue is The specific problem We must acknowledge


Generate a Topic Brainstorm several problems within our school or

community. Select one you know the most about and consider

possible solutions to this problem. Decide who could take action on your solution and

how to persuade this audience that your proposal is feasible and should have their support.

Consider carefully what questions readers might ask and how you would respond to questions or objections.


Problem / Solution – application Refer to your notes from the previous activity. Refer back to the sample paragraph. Present the problem, define it clearly. Propose a feasible solution. Anticipate and address opposition. Write a paragraph where you include all the

elements of problem, solution, and opposition.


Organizational Structure – DefinitionDefine the elements of a concept, and explain how, or whether or not, your definition fits or does not fit.


DefinitionJust because the food gets to your table quickly, this doesn’t

mean that the breakfast café down the street is a fast food restaurant. If there is a waitress or a waiter, you know you’re not in a fast food restaurant. If there’s a menu on the table and not on a display over the cash register, then you’re not eating fast food. When you eat with a plate and utensils, you pay for your meal after you eat, and are expected to tip the server, then you’re not at a fast food restaurant. The meal may be greasy, quick, and cheap, but that’s not enough to tell you that where you are is a fast food restaurant. The key elements of fast food meals are pre-paid, packaged, served perfunctorily without wait-staff, and selected from a sign over the cashier’s head.


Transitional Phrases – Definition To illustrate This means / doesn’t mean That’s not enough to define This signifies / constitutes A key element of Within the category of The first criteria is

Other transitions that may help for this structure If / then In contrast For example To explain Whereas Furthermore As well as


Discuss Approaches If a student falls asleep in class, is this a

disrespectful action? Take a stand, and using a definition of

‘disrespect’, persuade that your interpretation is the right one.


Definition – application The administration at your school is

considering lack of preparation for class (no books, paper, pencil, etc.) a disrespectful action, and therefore will require a disciplinary referral.

Take a stand on this issue, and write a paragraph to persuade your principal that lack of preparation is or is not a disrespectful action.


Persuasive Organizational Structures Identification


Persuasive Organizational Structures Order of importance

Topics are prioritized from most to least or least to most

Causal chain A culminating chain of events where one thing

leads to the next (snowball effect)


Persuasive Organizational Structures Concession / Rebuttal Organization

Acknowledging or recognizing the opposing viewpoint

Conceding something that has some merit Then countering with another argument


Persuasive Organizational Structures Cause / effect

Explain why something happened, and what came about as a result.

Problem / solution Explain the problem or issue, and suggest how it can be

solved. Definition

Define the elements of a concept, and explain how, or whether or not, your definition fits or does not fit.

Combination Effective papers often use a combination of several

structures.


Name that Organizational Structure! Get into groups of 4. Have your definitions for organizational structures

with you. Open your envelope. Sort your sentences to make whole paragraphs. Review definitions sheet, and determine which

definition is the best fit for your paragraph.


Apply an Organizational Structure The high school is considering requiring each

student to donate 30 hours of time to help your community. What do you think about this plan? Take a position, and write a letter to the school board persuading them to support your position.

Try out a structure you haven’t tried before. Write one paragraph, and identify the sentences that

prove it fits that structure. Then, label the whole paragraph with which

structure you used.


Persuasive Introductions


Introductions Purpose

grabs the reader’s attention implies an organizational structure of the

paper is connected to the body of the writing and

is a clear lead-in to the position includes a position that is stated or implied


Ineffective Persuasive IntroductionI am strongly against your proposal for

required homework in every class for many good reasons. Some of these reasons are that there is too much homework already, kids want to have fun in school, and finally, everyone would have to work harder. I will begin by telling you why I think we have too much homework.


Introductions Some persuasive introduction strategies

Scenario / Anecdote: the writer provides hypothetical or personal examples to illustrate the topic.

Inquiry / Questioning: the writer asks thought-provoking, maybe even edgy, questions to capture the reader’s interest.

Preparatory Definition / Explanation: the writer defines or explains the subject before discussing it in detail.


Sample OneWho in their right mind thought that high school

students should get up in the dark when their natural rhythm is just the opposite? Who in their right mind would put the most inexperienced drivers on the road before the sun is even up? What parents in their right minds would sign up for a morning fight 180 days a year? What teacher in his or her right mind would want to motivate a somnambulant first period class? Only someone who is actually in their right mind would move the start time of high school to a sensible 10 am.


Sample TwoThe majority of high schools have kept a starting

time that was begun in the 1920’s when students needed to get back to their farms to tend to chores. This means that class still starts at 7:30 am, which current research proves is the worst time for the teen mind. Why then do we continue to use a system that we know doesn’t work well for the very students that the school is trying to teach? To ensure student success, we must change our schedule to start school at 10 am.


Sample ThreeIt is 5:45 a.m. Time to get up. “Mom, just a little

longer,” I beg. Six o’clock rolls around; time to get up. “OK Mom, I am getting up,” I say as my eyes drift

back shut. It is now 6:25 and I spring up out of bed and try to get ready in time to leave at 7:00. Skipping breakfast, a mistake I will regret later, this is my typical morning. So, as a high school student I know the concerns that people have expressed about the starting time for school. School starts too early and I agree it should be started later and held an equal time longer.


Student Sample OneFirst draftToday the cell phone is considered a prerequisite for becoming a teenager. The sound of a ring or a buzz has become normal and is often dismissed as nothing. Some schools however are taking a stand against the wireless device. Schools in New York often use metal detectors not only to catch knives and guns but also cell phones. The cell phone has had nothing but a bad influence in schools because many students use them to cheat on tests, text during class, or take inappropriate pictures in the locker room.

Revised draftThe class is silently taking a test and every student is concentrating for the last few precious moments. Suddenly the theme song from the O.C. comes on. Every child’s head is turned to the noise; the blushing student says sorry and hurriedly turns their phone to vibrate. The teacher then collects the papers even though many have blanks at the bottom. Cell phones in schools are just another nuisance many students could live without.


Student Sample TwoFirst draftCell phones have become more and more frequently used in our modern and technologically advanced lives. Many people, mostly men and women from older generations, become quite annoyed when someone whips out their cell phone in a public place or right in the middle of a personal conversation. But when cell phones are used at appropriate times and for appropriate purposes, they make our lives so much more convenient. Cell phones should be left to use in the hands of Lawrence Public school students during school under the right guidelines. Cell phones provide easy communication between students in making after school arrangements and for medical and safety purposes.

Revised draft“Ring! Ring!” Suzy Sophomore reaches into her purse to find her pink Razor. “Goodness, I’m so sorry; I thought I turned this thing off.” Everyone’s eyes divert to Suzy as some of the other students snicker and Mr. Nelson rolls his eyes, waiting impatiently. Mr. Nelson casually strides over to Suzy’s desk and takes away the phone for the rest of the period. This has happened twice today in his class, and he is becoming quite agitated for this interruption during his lesson. Instances such as these occur frequently in Lawrence Public Schools. Having a “No cell phone on school grounds” policy would prevent these occurrences and would benefit students and teachers greatly.


Introduction Strategies - application Return to your baseline paper (“Starting

School Two Hours Later”). Consider introduction strategies you have

learned and revise your introduction to make it more effective.

Turn in your original copy and the revision.


Persuasive Conclusions


Persuasive Conclusions Purpose

Clearly connects introduction and body of the paper

Gives a sense of completion Does more than restate your arguments and

position Gives the reader something to think about


Conclusion Strategies Call to Action: the writer implores the

audience to change. Offer a Solution: the writer suggests some

possibilities to resolve the problem posed. Make a Prediction: similar to a startling

statement, this can be a warning or an encouragement.


An Ineffective ConclusionI have given you three truthful explanations of

why daily homework is an abomination to the high school. This is due to problems with participants in after school events, the time we spend with our families, and our jobs. Thank you for allowing me to express my feelings.


Call to Action Include a final appeal to reinforce your

argument. Clearly and forcefully state your desired

action. Give information needed to take that

recommended action.


Student Sample – Call to ActionDaily mandatory homework for high school students

would serve no real worthwhile purpose but to unnecessarily stress out students and teachers alike. Teachers and students are busy, stressed, preoccupied, and quite frankly, strung-out enough as it is without this. Please, I urge you not to put this in effect. Not simply because I don’t want homework for all seven classes every day, but because it would truly be detrimental to everyone actively participating in the public school now and in the future.


Offer a Solution Restate the problem. Define and develop the solution. Focus on the strengths of the solution.

This strategy differs from a call to action. More of a recommendation Stresses the solution to a problem


Student Sample – Offer a SolutionAccording to high schools with the highest test scores

across the country, homework is only necessary when an individual student doesn’t understand a concept, or needs additional practice. Therefore, mandatory homework in every class would be meaningless. Instead, teachers should assign homework on an individual basis. This solution would provide students with needed practice, without needless busywork for students, and endless grading for teachers. When students work on just their own weaknesses, rather than work assigned to the whole class, they will quickly see improvement and will be more motivated to stay in school.


Make a Prediction Takes the argument a step further than a

summary Keeps the reader thinking after reading your

essay Is based on the main points (arguments),

creating joy, hope, gloom, suspense, etc. Draws reader’s attention to the significance of

the argument


Student Sample – Make a PredictionImagine an empty classroom. As students trickle in,

without a word, they immediately take out a piece of paper and a pencil to start writing down today’s homework assignment. The teacher walks to the front of the class to admire her focused students as they work silently. Ring! Class is in session. We can make this longed-for dream a reality. Our high school’s motto has always been “Be the Best You Can Be” and if the required homework proposal is implemented, we really would be.


Conclusion Strategies – application Return to your baseline paper (“Starting

School Two Hours Later”). Consider conclusion strategies you have

learned and revise your conclusion to make it more effective.

Turn in your original copy and the revision.


Assessment

Evaluating the quality of the persuasion


Scoring Guide for PersuasionScore of 4 • Has a clear position and stays focused on that position.

Shows a keen awareness of the audience.

Uses words, phrases, and persuasive techniques that urge or compel the reader to support position.

Organizes writing to make the best case to support position.

Uses convincing elaboration: arguments, well-chosen, specific, and relevant details, examples, anecdotes, facts, and/or statistics as evidence for support.

Begins with a compelling opening, and ends with an effective persuasive conclusion, such as a call for action.

Consistently addresses the opposing argument(s) and, if important, refutes.

Consistently uses purposeful transitions to connect position, arguments, and evidence.

Score of 3

Has an identifiable position and stays adequately focused on that position.

Shows an adequate awareness of the audience.

Adequately uses words, phrases, and persuasive techniques to support position.

Organizes in a manner to persuade the reader.

Adequately uses elaboration which may include arguments, specific, and relevant details, examples, anecdotes, facts, and/or statistics as evidence for support.

Begins with a recognizable opening, and ends with an adequate persuasive conclusion.

May address the opposing argument(s) and refute.

Adequately uses transitions to connect position, arguments, and evidence.

Score of 2

Has an unclear or inconsistent position or may lose focus on that position.

Shows a limited awareness of the audience.

Limited use of words, phrases, and persuasive techniques to support position.

Uses a basic organizational pattern to persuade the reader.

Uses limited elaboration to support arguments.

Uses undeveloped or ineffective openings and conclusions, which are often list-like.

Little or no consideration of the opposing argument(s).

Uses basic transitions to connect position, arguments, or evidence.

Score of 1

Has little or no focus on the position.

Shows little or no awareness of the audience.

Few or no persuasive techniques to support position.

Lacks any organizational pattern to persuade the reader.

Little or no elaboration, often only a list of arguments.

No recognizable openings or conclusions.

No consideration of opposing arguments.

Uses few or no transitions to connect position, arguments, or evidence.


Assessment You will receive copies of several papers. We will do the first paper together. You may do the

second paper with a partner, and then try the last paper on your own.

For each paper Score the paper for effective persuasion using the

Persuasion Scoring Guide. Analyze what organizational structures and elaboration

strategies have been used. Analyze the introduction and conclusion strategies that

have been used.

Documents

Copyright 2006 Washington OSPI. All rights reserved. Persuasive Writing for the High School Classroom OSPI High School Persuasive Writing Module - Version