The Persuasive Essay An Instructional Design Model Created by: Bree Lowry ULHS English Dept

The Persuasive Essay

An Instructional Design Model

Created by: Bree Lowry

ULHS English Dept.

Topic Overview

This instructional design model focuses on teaching secondary students about the format for and the process of developing a persuasive essay.

Needs Assessment

The need for an instructional design model focusing on the writing of a persuasive essay is evident in the standardized writing assessments implemented in the Georgia Public School System. The format for the Georgia High School Writing Test, which is administered to high school juniors and is a requirement for graduation from any public high school in Georgia, is based on the persuasive essay.

Instructional Goals

1. Students will be able to identify and describe the requirements of the persuasive essay format.

2. Students will be able to identify the components of the testing format and requirements for the GHSWT.

3. Students will be able to write an essay that follows the persuasive essay format and satisfies the GHSWT rubric in an environment that mimics the GHSWT assessment format.

Goal Analysis – Goal #1Goal Type: Verbal Information Skill

Name thecomponents

of thepersuasive

essay

Describe eachcomponent of thepersuasive essay

State the purposefor each component

of the persuasiveessay

1.2

1.3

1.1

Goal Analysis – Goal #2Goal Type: Verbal Information Skill

Name therequirements

for theGHSWT asgiven on the

rubric.

Describe the scoringcriteria for the

GHSWT as given onthe rubric.

Describe the testingenvironment for the

GHSWT.

2.2

2.3

2.1

Goal Analysis – Goal #3Goal Type: Intellectual Skill

Students will complete a

brainstormingexercise

Students will write a rough

draft using theideas gained from

brainstorming.

Students will read over andrevise rough

drafts.

Students will write a

final draft.

Students will proofread and

edit final drafts.

3.1

3.4

3.33.2

3.5

Doesthe essayfollow the

persuasiveformat?

Doesthe essaysatisfy theGHSWTrubric?

Doesthe essaycontain

enough contentto fill

2 pages?

yes

yesyes

no no

no

Subordinate Skills Analysis1. Students will be able to identify and describe

the requirements of the persuasive essay format.

a) Students will be able to identify the elements of a persuasive essay.

b) Students will be able to describe each element of the persuasive essay.

c) Students will be able to state the purpose for each element of the persuasive essay.

Subordinate Skills Analysis

2. Students will be able to identify the components of the testing format and requirements for the GHSWT. Students will be able to identify the requirements for the persuasive essay as outlined in the GHSWT rubric.

a) Students will understand the scoring process for the GHSWT based on the GHSWT rubric.

b) Students will be familiar with the testing environment for administration of the GHSWT.

Subordinate Skills Analysis3. Students will be able to write an essay that follows the

persuasive essay format and satisfies the GHSWT rubric in an environment that mimics the GHSWT assessment format.1. Given a prompt, students will be able to use a

brainstorming technique to generate ideas for writing a persuasive essay.

2. Students will be able to draft a persuasive essay that satisfies the GHSWT rubric.

3. Students will be able to revise to ensure that they meet the standards outlined in the GHSWT rubric.

4. Students will be able to rewrite their drafts for the publishing phase of the assessment.

5. Students will be able to proofread and edit their drafts for basic grammar, spelling, and usage errors.

Performance Objectives

Steps Behavioral Objectives

1.1 Students will be able to name the components of the persuasive essay.

1.1 When prompted, students will be able to name the components of the persuasive essay with no further assistance.

1.2 Students will be able to describe each component of the persuasive essay.

1.2 When prompted, students will be able to describe in detail the components of the persuasive essay with no further assistance. Descriptions will include the placement, objective, and requirements of each component.

1.3 Students will be able to state the purpose for each component of the persuasive essay.

1.3 When prompted, students will be able to describe the function and necessity of including each component of the persuasive essay with no further assistance.

Performance ObjectivesSteps Behavioral Objectives

2.1 Students will be able to name the requirements for the persuasive essay as defined by the GHSWT rubric.

2.1 When prompted, students will be able to identify each scoring category and the requirements listed under each category with no further assistance.

2.2 Students will be able to describe the scoring criteria for the persuasive essay as defined by the GHSWT rubric.

2.2 When prompted, students will be able to describe in detail the scoring criteria as defined by the GHSWT rubric. Descriptions will include the criteria to obtain each possible score given to student essays.

2.3 Students will be able to describe the testing environment for the GHSWT.

2.3 When prompted, students will be able to describe the environment in which the GHSWT is administered, including the physical environment, rules and guidelines for students, and behavior expectations for students.


3.1 Students will be able to complete a brainstorming exercise of their choosing in order to prepare to write.

3.1.1 Given testing materials, students will be able to complete a brainstorming exercise of their choosing and prepare to write a persuasive essay with no assistance.

3.1.2 Students will be able to manage their time for this exercise when given an overall time allotment for essay completion.

3.2 Students will be able to write a rough draft using the ideas gathered from the brainstorming exercise.

3.2.1 Given testing materials, students will be able to write a rough draft by drawing from the ideas they created during the brainstorming exercise with no assistance.


3.3 Students will be able to review their rough drafts and revise them.

3.3.1 With no prompting, students will be able to review, analyze the content, and revise their rough drafts according to their own assessment.



3.4 Students will be able to write a final draft of their persuasive essays.

3.4.1 With no prompting, students will be able to write the final draft of their persuasive essays based on their own evaluation of the essay as determined in the revision step of the writing process.


3.5 Students will be able to proofread and edit their final drafts for submission.

3.5.1 With no prompting, students will be able to proofread their drafts for technical errors and edit the drafts for final submission.


Terminal Objective After completing the steps in this design model,

the student will be able to write a basic persuasive essay, which satisfies the requirements outlined in the GHSWT rubric, in an environment that mimics the GHSWT assessment format. The components of the essay will be as follows: Introduction Body Paragraph #1 Body Paragraph #2 Opposition Acknowledgement/Counter-Argument Conclusion

Learner Characteristics Target Population Description

1. The target population public school students in grades 10-11 in a general classroom setting.

2. These students range from 15-17 years old.3. All students have previous writing experience

and are familiar with the steps of the writing process, including: brainstorming, drafting, revision, proofreading/editing, and publishing.

4. All students have basic writing skills and are able to construct a basic five paragraph essay with minimal errors.

5. Learners are positive about learning the format and process for creating a persuasive essay, as these skills will help them pass GHSWT.

Learner Characteristics (cont.)Information Categories Data Sources Learner Characteristics

1. Entry Behaviors Interviews: Interviews will be conducted with students, administrators, and teachers

Observations: Designer or instructor will monitor students in the classroom and review student writing portfolios to determine students’ levels of competency with the writing process and the five paragraph essay format.

Performance Setting: Learners will have prior experience with all steps of the writing process and the five paragraph essay format.

Learning Context: Learners will complete the project in a middle grades classroom, a secondary classroom, or a corresponding computer lab.

2. Prior Knowledge Observations: Instructor will observe students in the classroom to assess their level of competency with the writing process.

Learners will be familiar with the steps of the writing process, including brainstorming, drafting, revising, proofreading/editing, and publishing. Learners will also be familiar with the basic five paragraph essay format, including the introduction, body paragraphs 1-3, and a conclusion.

3. Attitudes Toward Content

Interviews: As described under entry behaviors

Observations: As described under entry behaviors and prior knowledge

Learners feel that learning to write a persuasive essay will be meaningful in their educational pursuits and assist them in passing the middle and secondary writing assessments.

4. Attitudes Toward Potential Delivery System


Learners have experience using the writing process for basic writing assignments.

Learner Characteristics (cont.)Information Categories Data Sources Learner Characteristics

5. Motivation for Instruction


Learners are motivated to learn the format and process for persuasive writing, as this skill will help them in the GWA and GHSWT.

6. Educational and Ability Levels


Learners vary in academic and writing ability. However, all students have experience working with the writing process and writing five paragraph essays.

7. General Learning Preferences


Learners individually possess different learning styles, which can all be engaged in this instructional design model.

8. Attitudes Toward Training Organization


Students have shown a favorable attitude toward passing the GWA and GHSWT and understand that this instruction will help them in this pursuit.

9. General Group Characteristics

a. Heterogeneity

b. Size

c. Overall Impressions


Heterogeneity: Learners consists of different ethnic and socioeconomic backgrounds.

Size: 25-30 Students

Overall Impressions: Students are motivated and capable of receiving instruction.

Performance ContextInformation Categories Data Sources Performance Site Characteristics

1. Managerial/Supervisory Support

Interviews: Administrators and Teachers

Supervision is essential to the successful completion of the unit.

2. Physical Aspects of Site Interviews: As described under learner characteristics

Observations: Visits to the actual facility to observe characteristics of the site.

Facilities: Public Schools for middle grades and secondary students

Resources: A fully equipped classroom, which will include an ACTIVBoard or projection screen, a projector, a computer, paper, and pencils

Timing: The unit will require 10 days to complete. Class periods are 90 minutes in length.

3. Social Aspects of Site Interviews: As described under learner characteristics

Observations: As described under learner characteristics

Supervision: As described in Managerial/Supervisory Support.

Interaction: Teacher interacts with students at all times. Students work individually and in groups to complete the instructional unit.

Others Effectively Using Skills: None.

4. Relevance of Skills to Workplace

Interviews: As described under learner characteristics

Meet Identified Needs: The skills learned will assist students in future educational and occupational endeavors by teaching them to communicate and express their opinions effectively through writing.

Learning ContextInformation Categories

Data Sources Learning Site Characteristics

1. Number/ Nature of Sites

Interviews: As described in learner characteristics.

Number: One secondary classroom in a public high school and one computer lab in a public high school.

Facilities: The instruction must occur in a public school that is technologically equipped to handle such instruction. The hours of instruction will be regular school hours.

Equipment: The computer lab is equipped with enough computers for each student, internet access, and the software necessary for instruction. Resources: State and Federal grants provide funding for the technological resources.

Constraints: Some students may require additional time for testing or need additional writing and grammar instruction.

2. Site Compatibility with Instructional Needs


Site Visits: Classroom and computer lab visits.

Instructional Strategies: The teacher will provide instruction and assistance during the completion of the unit.

Delivery Approaches: The teacher will print and copy and necessary handouts and provide lectures and presentations that relate to the unit.

Time: Instructional time is limited to five ninety minute class periods. Additional time must be used before or after school.

Personnel: The site has 1 Principal, 4 Assistant Principals, 1 Academic Coaches, and a number of Teachers.

Learning Context(cont.)

Information Categories

Data Sources Learning Site Characteristics

3. Site Compatibility with Learner Needs



Location: The instruction will take place in a secondary public school.

Convenience: Minimum commute time.

Space: The space in the school is enough to meet the needs of the students and instruction.

4. Feasibility for Simulating Work Experience



Supervisory Characteristics: Cannot be simulated.

Physical Characteristics: Can be simulated using technology or another classroom and computer lab setting.

Social Characteristics: Cannot be simulated.

Design Evaluation ChartInstructional Goal #1

Subskill Performance Objective Sample Assessments

1.1 Students will be able to identify the elements of a persuasive essay.

The student will name each component of the persuasive essay format.

1.2 Students will be able to describe each element of the persuasive essay.

The student will describe each component of the persuasive essay format, including its position in the essay and its required content.

1.3 Students will be able to state the purpose for each element of the persuasive essay.

The student will state the purpose for each component of the persuasive essay format (i.e. Why is this part necessary to the essay as a whole?)

Design Evaluation ChartInstructional Goal #2Subskill Performance Objective Sample Assessments

2.1 Students will be able to identify the requirements for the persuasive essay as outlined in the GHSWT rubric.

The student will name the major requirements of the GHSWT.

2.2 Students will understand the scoring process for the GHSWT based on the GHSWT rubric.

1. The student will describe the scoring process on the GHSWT.

2. The student will be able to name, point to, and describe scoring criteria on the GHSWT rubric.

2.3 Students will be familiar with the testing environment for administration of the GHSWT.

1. The student will be able to identify the time limit of the GHSWT.

2. The student will be able to name resources that are provided or may be used on the GHSWT.

3. The student will be able to describe the physical environment and the expected behavior needed for the administration of the test.

Design Evaluation ChartInstructional Goal #3

Subskill Performance Objective Sample Assessments

3.1 Given a prompt, students will be able to use a brainstorming technique to draft a persuasive essay that satisfies the GHSWT rubric.

1. The student will read the prompt and identify the format to be used and the audience.

2. The student will complete a brainstorming activity of his/her choice, which provides ideas sufficient for filling 2 complete drafting pages.

3. The student will write a rough draft consisting of 2 complete drafting pages.

3.2 Students will be able to revise to ensure that they meet the standards outlined in the GHSWT rubric.

1. The student will review rough draft to see if the persuasive essay format and GHSWT criteria have been included.

2. The student will review rough draft for major writing errors.

3. The student will complete substantial revisions based on findings from steps 1 & 2.

3.3 Students will be able to rewrite their drafts for the publishing phase of the assessment.

The student will rewrite the revised rough draft onto the publishing pages provided.

3.4 Students will be able to proofread and edit their drafts for basic grammar, spelling, and usage errors.

1. The student will review the final draft for minor writing errors.

2. The student will make changes based on findings from step 1.

Instructional Sequence & Clusters

Clusters Instructional Goal Steps

1 Step 1: Topic Overview

Step 2: Pretest

2 Step 3: Understanding the format for the Persuasive Essay

3 Step 4: Brainstorming for the Persuasive Essay

4 Step 5: Drafting the Persuasive Essay

5 Step 6: Illogical Arguments

Step 7: Fact vs. Opinion

6 Step 8: Revision of the Persuasive Essay

7 Step 9: Proofreading/Editing Skills

8 Step 10: Rubric for Persuasive Essay

Step 11: Assessment Environment for the GHSWT

9 Step 12: Posttest

Preinstructional Materials

Pretest: Students will be given a pretest, in which they will be

given a persuasive writing prompt; brainstorming, drafting, and publishing pages that mimic the format of the GHSWT; and a time constraint that is consistent with the GHSWT. Essays will be evaluated using the GHSWT rubric, which will also be used to evaluate the posttest.

Students will be given computer access and access to gomyaccess.com. Students will type their pretest essays for immediate feedback based on a database of previous standardized essays and scores.

Preinstructional Activities (cont.)

Motivation Strategy: Students will brainstorm in small groups about the

meaning of “persuasive essay” and ways that such an essay might differ from the basic five paragraph essay. The class will discuss group findings, the teacher will define “persuasive essay,” and the class will discuss how this topic directly impacts each of their lives as students in a public school in the state of Georgia.

Students will be given computer access and access to gomyaccess.com. Students will type their pretest essays for immediate feedback based on a database of previous standardized essays and scores. Students will be able to view the areas in which they have strength and those areas that need development.

Preinstructional Activities (cont.) Topic Overview:

The instructor will introduce students to the GHSWT, and briefly advise them of its requirements.

The instructor will state the goals and objectives for the instructional unit and compare them to the Georgia Performance Standards handout (students should already have their own copies or should be given a copy).

Preinstructional Activities (cont.) Prerequisite Knowledge:

The class will discuss the steps of the writing process. The class will discuss the format for the five

paragraph essay. The class will discuss former writing assessments.

Lesson 1Understanding the Persuasive Essay FormatComponent Subskill Test

Content Presentation

1.1

1.21. The format for the persuasive essay is similar to

the standard five paragraph essay, in that it has an introduction, 3 body paragraphs, and a conclusion. However, the persuasive essay’s 3rd body paragraph is used to acknowledge the opposition and present a counter-argument.

Opposition – the side who takes the opinion opposite yours – you must acknowledge the opposition’s key arguments against your own, which were presented in your body paragraphs 1 & 2.

Counter-argument – where you refute the key arguments of the opposition that you just acknowledged.

Lesson 1Understanding the Persuasive Essay Format

Component Subskill Test


1.3 1. The purpose of each component of the persuasive essay is as follows:

Introduction – To introduce the topic you will focus on to the reader – Here, you should present your stance on the topic

1st Body Paragraph – To present your first reason for your stance on the topic and offer support for that reason

2nd Body Paragraph – To present your second reason for your stance on the topic and offer support for that reason

3rd Body Paragraph – To acknowledge the opposition’s key arguments and refute them with your own counter-argument – the acknowledgement of the opposition and the presentation of a counter-argument serve to make your argument stronger and more logically presented

Conclusion – To sum up all of the key points you presented in support of your stance – Be sure to restate your position for emphasis and closure

2. Review examples of persuasive essays and evaluate whether these components are present (may be as a class, in groups, or individual effort)

Lesson 2Brainstorming for the Persuasive Essay



3.1 1. Motivation Strategy: Students are often anxious about writing essays. They complain that they don’t know how to start, where to go, and how to finish. Explain that time spent on brainstorming is time well spent. Good brainstorming techniques can make the writing process quite simple.

2. Offer a presentation on the different types of brainstorming, and give students examples of each technique.

3. Suggest a writing prompt to the class. Complete each type of brainstorming activity together on this prompt as a class.

4. Have students choose two of those strategies and complete their own brainstorming exercises on topics chosen from a prepared list. Students may complete this exercise in groups, and the instructor may choose to have students complete an exercise individually for homework.

Assessments

Pretest Posttest

Students will be given a pretest, in which they will be given a persuasive writing prompt; brainstorming, drafting, and publishing pages that mimic the format of the GHSWT; and a time constraint that is consistent with the GHSWT. Essays will be evaluated using the GHSWT rubric, which will also be used to evaluate the posttest.

Students will be given computer access and access to gomyaccess.com. Students will type their pretest essays for immediate feedback based on a database of previous standardized essays and scores.

Students will be given a posttest, in which they will be given a persuasive writing prompt; brainstorming, drafting, and publishing pages that mimic the format of the GHSWT; and a time constraint that is consistent with the GHSWT. Essays will be evaluated using the GHSWT rubric, which was also used to evaluate the pretest.

Students will be given computer access and access to gomyaccess.com. Students will type their posttest essays for immediate feedback based on a database of previous standardized essays and scores.

Pretest


Pretest 3.1

3.2

3.3

3.4

3.5

1. Students will be given the following blank materials: brainstorming page, 2 drafting pages, and 2 publishing pages

2. Students will be instructed to use the given materials to construct an essay in response to the prompt. Time limit will be 90 minutes.

3. Students will be given the following prompt: Writing Situation: There’s an old saying, “There ought to be

a law . . . “ Some people might also say, “There ought to be a better law.” Think of a law that does not exist but should. Or, think of an existing law that should be changed. You may choose to take a serious or humorous approach to the topic.

Directions for Writing: Write an essay on the preceding topic to present to the governor of your state. Convince your governor that your law should be passed. Include reasons and examples to support your law.

1. Student will enter their final drafts into the gomyaccess.com data base for immediate scoring and feedback.

PosttestComponent Subskill Test

Posttest 3.1

3.2

3.3

3.4

3.5

1. Students will be given the following blank materials: brainstorming page, 2 drafting pages, and 2 publishing pages

2. Students will be instructed to use the given materials to construct an essay in response to the prompt. Time limit will be 90 minutes.

3. Students will be given the following prompt: Writing Situation: The local school board of education is

considering requiring high school students to wear a standard school uniform. The requirement would go into effect at the beginning of the next school year. The board has provided several months for interested persons to react to the proposal. Decide how you feel about the proposed requirement.

Directions for Writing: Write a speech that will be read at a school board meeting and later published in the local newspaper. Clearly express your position and include support to convince board members to agree with your viewpoint.

1. Student will enter their final drafts into the gomyaccess.com data base for immediate scoring and feedback.

Summative AssessmentFollow-Through Activity

Students will formally compare their pretest and posttest scores as well as the actual essays from both using the GHSWT rubric.

Formative EvaluationAttitude QuestionnaireInstructions: Use the questionnaire below to evaluate the effectiveness of the instruction provided. Rank the quality of instruction in each of the categories included by circling the numbered response that reflects your evaluation. A space is provided at the end of the questionnaire for comments and suggestions.

Category Quality Level (1=little, 5=very much)

Attention: To what degree did the following instructional activities hold your interest or attention?

1. Preinstructional Activities 1 2 3 4 5

2. Introduction of the Material 1 2 3 4 5

3. Instructor Presentation 1 2 3 4 5

4. Practice Activities 1 2 3 4 5

Relevance: To what degree did you feel that the instruction offered was relevant for helping you complete the GHSWT successfully?

5. Degree of Relevance 1 2 3 4 5

Formative EvaluationAttitude QuestionnaireConfidence: After receiving the instruction, how confident are you that you can complete

the following tasks successfully?

6. Recall the Format for the Persuasive Essay 1 2 3 4 57. Recall the Criteria for Scoring on the GHSWT 1 2 3 4 58. Complete a Brainstorming Exercise from a Given Prompt 1 2 3 4 59. Write a Rough Draft using the Brainstorming Exercise 1 2 3 4 510. Revise your Rough Draft 1 2 3 4 511. Write a Final Draft 1 2 3 4 512. Proofread and Edit your Final Draft 1 2 3 4 513. Manage your Time Effectively for Completion of Essay 1 2 3 4 514. Write a Persuasive Essay that Meets GHSWT 1 2 3 4 5

Requirements

Clarity: Were the following materials and activities clear?

15. Instructional Objectives 1 2 3 4 516. Content Presentations 1 2 3 4 517. Exercise Activities & Instructions 1 2 3 4 518. Assessments 1 2 3 4 5

Formative EvaluationAttitude Questionnaire

Satisfaction: Rate your level of satisfaction with the following:

19. Instructor 1 2 3 4 5

20. Instructional Materials 1 2 3 4 5

21. Instruction 1 2 3 4 5

Please answer the following questions:

What did you feel was most valuable or engaging about the instruction?

What suggestions would you make for improvement?

Additional Comments:

Documents

The Persuasive Essay An Instructional Design Model Created by: Bree Lowry ULHS English Dept