Copyright 2006 Washington OSPI. All rights reserved. Persuasive Writing – Week 3 OSPI High School Instructional Support Materials for Writing Version 2

Copyright 2006 Washington OSPI. All rights reserved.

Persuasive Writing – Week 3

OSPI High School Instructional Support Materials for Writing

Version 2These materials were developed by Washington teachers to

help students improve their writing.

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OSPI Writing Instructional Support MaterialsCore Development Team

Nikki Elliott-Schuman – OSPI, Project Director Charlotte Carr – Retired Seattle SD, Facilitator Barbara Ballard – Coupeville SD Anne Beitlers – Seattle SD Marcie Belgard – Richland SD Betsy Cornell – Moses Lake SD Lydia-Laquatra Fesler – Spokane SD Lori Hadley – Puyallup SD Lissa Humphreys – East Valley SD (Spokane) Kathleen McGuinness – Kennewick SD Lisa McKeen – East Valley SD (Yakima) Sharon Schilperoort – Yakima SD Holly Stein – Eastside Catholic High School

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Expository 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.

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Expository 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.

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Persuasive WritingIn persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to convince the reader to believe or do something.

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Getting Ready – Purposes of Persuasion

Support a cause Urge people to action Promote change Refute a theory Arouse sympathy Stimulate interest Win agreement

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Agenda – Day 1

Write to a persuasive prompt Quick write in a group – cookie lessonIntroduce persuasive strategiesReflect

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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.

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Remember

Use what you’ve already learned aboutchoosing a topic narrowing a topicorganizing your ideaselaborating your ideaschecking for conventions

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Read for conventions. Basic spelling (including homonyms) Capitalization Punctuation

Periods (run-togethers), apostrophes (possessives), commas, question marks especially in rhetorical questions

Subject-verb agreement, particularly number agreement with “their” (pronoun referents and verb agreement)

Complete sentences Paragraphing Conventions on your own personal list in your folder

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Group Quick Write: Make the Best Case

Persuade the class that your group should be rewarded (cookies, candy, etc.) for having written the best argument.

Your group’s task is work together to write your best arguments.

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Present Your Case

Appoint a member of your group to draw a number to decide which team presents its case first.

Present your case when it’s your turn. Take notes about each team’s position,

arguments, and support.

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Vote and discuss.

Vote on which group presented the best case.A group cannot vote for itself.Each individual can only vote once.

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

used or observed.

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Persuasive Strategies

Preponderance of evidence (more expository)

Firm position Audience awareness Concession and rebuttal

(or counter argument) Persuasive word choice

Expert testimony Inclusion of statistics Compromises or

problem-solving Call to action Rhetorical questions Emotional appeal “House that Jack Built”

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Reflect Reread your persuasive writing from the

beginning of today’s class. Think about the strategies you identified as being effective for persuasion.

Which strategies did you use? What other strategies might you have

used?

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Agenda – Day 2

Share reflections Go to three corners – cell phones in school Write using strategies Share your strategies Read for conventions Discuss cell phone articles Reflect

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Share Reflections

Exchange yesterday’s reflections with a partner and read them.

Compare strategies with your partnerWhat did you have in common?What was different?

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Three Corners The school board has suggested that cell

phones be banned from school. Select your position.

Cell phones should be banned. Cell phones should not be banned. Cell phones should be used with guidelines.

Take a position and move to the corner that matches how you feel.

Discuss with your group how to support the position.

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The school board has suggested that cell phones be banned from school. Take a position on this issue. Using the strategies you found effective

from the three-corners activity, write a multiple-paragraph letter to your school board members, persuading them to agree with your position.

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Share Strategies

Trade papers with a partner. After reading your partner’s paper, identify and

discuss the strategies that are most effective. What makes those strategies effective? Are you persuaded? What could be done to strengthen the arguments?

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Cell Phone Articles

Read the two articles written by high school students.

Take out your handouts and underline and label the persuasive strategies used.

Share with a partner strategies you saw being used.

Identify which strategies you have also tried in your writing.

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Reflect

What do you need to remember from today’s lesson to be more effective on the WASL persuasive prompt? Be specific.

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Agenda – Day 3

Define concession Take this! Take that! Look at the other side Concessions and rebuttals – your turn

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Definition – Concession

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

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.

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Take this! Take that!(a concession/rebuttal exercise)

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. Write a multiple-paragraph letter to your principal persuading him or her to adopt your recommendation.

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Take this! Take that!

Trade your paper with a partner.

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.

Repeat, following the same procedure.

Repeat procedure once more.

Your paper, when complete, will be argument and counter-argument.

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Group Discussion• Say goodbye to your partner and find two

other people for a discussion. • Select one paper to read aloud as a group

and discuss the answers to the following questions Were the concessions and rebuttals effective? What made them effective? Were you persuaded? Why or why not?

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Looking at the Other Side

When you write a good argument (as you did in Take This, Take That!), it is important to look at the other side.

Here is a form to help you write a concession and counter argument. Look at this student’s sample.

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Rule to be changed: Closed Campus at lunch time My position: Open campus benefits everyone.

(Write as a statement, not a question.)

My reasons Their response My counter argument 1. Eat what you like. 1. What students

like is usually unhealthy.

1. Cafeteria food (pizza, fries) very greasy.

2. Get a mental break from school environment.

2. Students don’t return from lunch.

2. Students who do not return will lose off-campus privilege.

3. Teachers have options for how to spend their lunch time.

3. Teachers have the option to earn more pay if they supervise in the cafeteria.

3. Teachers would rather have the time than the money.

4. It benefits merchants in the area.

4. Money becomes an issue for some students.

4. Students who can’t afford it can eat at school.

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Transitional Phrases for Looking at the Other Side 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…

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Concessions from WASLExample 1It 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.

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Concessions from WASLExample 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.

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Concession – Your Turn• Look at your arguments from your Take This! Take That! activity.

• Fill in the blank Concessions/Rebuttal Form using the information from Take This! Take That! making revisions as needed.

• Include your arguments in a multiple-paragraph letter convincing your principal to your position.

• Include concessions and rebuttals.34


Agenda – Day 4

Read for conventions Reflect from yesterday Organize your argument

Order of importance The House that Jack Built

Reflect

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Reflect

What did you learn yesterday that you need to remember?

Review your goals (check goal form in your folder).

Change goals as necessary and include persuasive strategies.

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Some Ways to Organize Your Persuasion

Order of Importance “The House that Jack Built”

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Order of Importance Look at the prompt on the next slide. List arguments on one side or the other. Try organizing the arguments two ways

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

Which one seems to be the best fit for your audience?

Why?

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Persuasive 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.

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Remember this nursery rhyme?This is the house that Jack built.This is the malt That lay in the house that Jack built.

This is the ratThat ate the maltThat lay in the house that Jack built.

This is the catThat killed the ratThat ate the maltThat lay in the house that Jack built…

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The House that Jack Built as an Effective Organizational Strategy Basically, this is about a ballooning cause and

effect. Event A causes event B, which in turn causes

event C, etc. This organizational strategy may be used for an

entire essay or just a portion of it.

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If you give a mouse a cookie,

When you give him the milk,He’ll probably ask you for

a straw.

When he’s finished, he’ll ask for a napkin.

He’s going to ask for a glass of milk.

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The House that Jack Built as a Persuasive Strategy

Look at a WASL sample using this strategy.

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To the school board,It is 5:45 a.m. Time to get up. “Mom, just a little longer,” I beg.6 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.For 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 1/2 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 2nd period and miss your history notes, 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…In other words getting up too early makes you tired, which makes it hard to take the test, which causes you to nap and miss your notes, which causes you not to pay attention because you are hungry because you missed breakfast.

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Vote Yes-Yes on Feb. 14 Do you value quality education? Do you believe that the children in our community are our future? If you have answered “yes” to these questions, here’s another one that perhaps you should stop and think about before you answer. Do you plan to support the growth in the Clear Creek Amana School District by voting Yes-Yes to the upcoming school bond issues on Feb.14? If not, you may need to re-evaluate your previous answers above. Clear Creek Amana schools are extremely overcrowded and in desperate need of additional buildings. The upcoming bond issue will not close any of the existing sites; rather, some of the bond will actually be used to upgrade the Amana and Oxford locations. Please do your own research, listen to the facts, and vote responsibly. Do not believe the rumors and other false information floating around. Schools bring residents; residents bring money to the community. Schools bring businesses; businesses bring new jobs, services and income into the community. We all have a chance on Tuesday, Feb. 14, to be active and responsible community members. Will you do your part? We urge all of you to vote Yes-Yes to each of the ballot questions for the upcoming school bond issue. Our future, our children and our community are depending on you.

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Try it – The House that Jack Built Remember this 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.

Write an argument using the House that Jack Built organizational strategy.

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Reflect Imagine that you are coaching a 7th grader who

is having trouble writing to the persuasive prompt of the WASL.

Considering the strategies that worked for you this week, what should you be sure to tell the student to include?

What should he or she avoid? From your point of view, what can you tell the

student about good persuasive writing?

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Agenda – Day 5

Write to WASL persuasive prompt Read for conventions Reflect

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Write On-Demand Some nutritionists think the snack offerings at

your school are terrible. Because of this, parents are asking the principal to remove all soda pop and candy machines. Take a position on this proposal. Write a multiple-paragraph letter to your principal to persuade him or her to agree with your position. Use the WASL Persuasive Checklist and Persuasive

Strategies handout. You may use a dictionary and/or a thesaurus in print

form.

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Remember

Use what you’ve already learned about choosing a topic, narrowing a topic, organizing for persuasion, elaborating your ideas, persuasive strategies, organizational strategies (Don’t forget the House

that Jack Built), checking for conventions.

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Final Reflection for the Week

Today you experienced writing in a testing situation.

What different persuasive strategies did you try?

What goals do you still need to work on?

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Feedback, please

We welcome your comments. Please feel free to try these lessons and send feedback to Nikki Elliott-Schuman at [email protected]. We appreciate your labeling the subject line as Feedback: OSPI Instructional Support Materials.

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Documents

Copyright 2006 Washington OSPI. All rights reserved. Persuasive Writing – Week 3 OSPI High School Instructional Support Materials for Writing Version 2