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Persuasive Text- Reading and Writing

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Persuasive Text-Reading and Writing

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Persuasive Example

• Persuasive text is convincing. Some late work counts as 50% credit,

bumping kids to a D, which is passing. Some kids are happy because they are glad not to get an E. But, how can we allow students to turn in all of their work late but still have a passing grade? The kids that have D’s don’t care about their work because even if they turn it in late, they can still get a passing grade. These kids have sort of twisted the grading system to benefit themselves. This can no longer be allowed.

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Purposes of Persuasive Text

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Persuasive Text

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

Discussion:Where do we see persuasive writing?

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Persuasion is PowerfulUse it to:

Stir

Up

Sympathy

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Persuasion is PowerfulUse it to:

Support

a

Cause

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Persuasion is PowerfulUse it to:

Urge

People

To

Action

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Persuasion is PowerfulUse it to:

Make

A

Change

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Persuasion is PowerfulUse it to:

Prove

Something

Wrong

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Persuasion is PowerfulUse it to:

Create

Interest

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Persuasion is PowerfulUse it to:

Get

People

To

Agree

With

You

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Persuasion is Powerful!Use it to…

Purpose• Support a cause

• Urge people to action

• Make a change

• Prove something wrong

Persuasive Statement• Please support my soccer

team by buying discount coupons.

• Vote for Pedro.

• The principal should let us wear hats.

• Cars do not cause global warming.

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Persuasion is Powerful!Use it to…

Purpose• Stir up sympathy

• Create interest

• Get people to agree with you

Persuasive Statement• If you don’t adopt this dog, it

could be put to death.• Better grades get you a

better job and more money.

• I am sure you’ll agree Snickers are the best candy bars.

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What Persuades You?

• Why do you decide to agree with someone’s idea?

• How do you convince others to agree with you?

• How persuasive are you?

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Effective Persuasion Essentials

Audience AwarenessClear Position

Persuasive LanguageOrganizational Structure

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Persuasive Text

Persuasive text is recursive in nature. These essential elements are constantly

working together to make the best case for the writer’s

position.

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Audience Awareness

Providing information an audience may need and/or anticipating an

audience’s point of view

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Audience Awareness

• Know your audience before you start writing. The audience is who will read your writing. The audience may be your teacher, your

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

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Audience Awareness

• Knowing who your audience is helps you to decide: How to connect with the ideas, knowledge, or

beliefs of the person or group. What information to include. What arguments will persuade him/her. How informal or formal the language should

be.

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Audience Awareness – example

Dear Ms. Marek,

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

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Audience Awareness – your turn

• Working with your group, write a short letter asking for an iPad 2.

• Teacher holds the cards with different audiences. Students choose cards.

• Once your audience has been identified, think about the best information and arguments that you can make.

• Consider persuasive language that will connect with your audience.

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Possible Audiences – Persuasive Letters

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Audience Awareness – follow up

• Each group will read its letter without naming the audience.

• As you listen, complete the Audience Awareness letter form. Write down who you think the audience might

be and why. Cite direct evidence from the text.

• Discuss why it was difficult or easy to figure out the audience.

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Clear Position

A position or argument; the audience knows exactly what the

writer wants

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Clear Position

• The writer must clearly state or imply his/her position and stay with that position.

• Generally, the position is stated in the opening paragraph or introduction.

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Clear Position – example

I am writing this letter to persuade you to make a rule against turning in late homework assignments. At first that sounds unbearable for us kids, but when you really look at it you see it does more good than bad. Just simply turning in our homework on time prepares us for the hurdles life throws at us. Have you ever thought to look at it from the teacher’s point of view? They shouldn’t have to grade a late assignment from last quarter. Having no late homework will also be very pleasing to those of us who get our work done on time. It means kids who don’t turn in their work on time don’t get to work the system, which isn’t fair.

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Find the Position Statement

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 our 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.”? Late homework should be accepted, and I will tell you why.

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Find the Position Statement

My feeling about the rule that teachers do not accept late homework is definitely a mixed one. I know that the rule has its pros and cons, but I really do think that the cons heavily outweigh the pros. I would like to show you, the principal, my position on this rule in a little bit more depth.

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Drop and Write

• Take out your Drop and Write• Re-read your letter. • Underline, highlight, or circle your position!• Is your position clear? Is your position

strong? • Share and discuss with the person sitting

next to you.• Re-write (improve) your position!

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Persuasive Language

Words and phrases that urge or compel the reader to support the

position of the author

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Persuasive Language

Persuasive language is choosing just the right words or phrases to use at just the right time with just the right audience. Precise words trigger strong feelings.

Seizes Snarls Dumbstruck

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

Different connotations Mean or strict Died or passed away Used or pre-owned

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Find Words that Could Be More Persuasive

You are a young middle school student. Essay in one hand, you go to class. “I’m done!” You are glad.

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.

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Persuasive Language

Imagine yourself as a young middle 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.

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Putting it together – Audience Awareness, Clear Position, Precise Language

The Disney Corporation is giving away an all-expense paid trip for one class to go to Disneyland.

• Write several position statements that state what you want.

• Chart ideas and beliefs that might connect with the Corporation and persuade them to give your class the trip.

• Also chart precise language that would be appropriate for the audience as well as persuasive.

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Persuasion – follow up

As a class:

Each pair reads its letter.Discuss decisions that each pair made

(audience awareness, position statement, precise language).

Discuss the effectiveness of each pair’s arguments.

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Organizational Structures

Concession/Rebuttal

Causal Chain

Order of Importance

Introductions/Conclusions

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Organizational Structures

• Persuasive organization frequently looks very different from expository organization.

• As we look at different structures, we will see what that means regarding the organization of the paper.

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Organizational Structure – Concession/Rebuttal

Acknowledging or recognizing the opposing viewpoint, conceding something that has

some merit, and then refuting it with another argument

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My Turn! Your Turn! (Preparing for Concession/Rebuttal)

• Get with a partner.

• Choose one rule in your school that needs to be revised, added, or eliminated, and think about why. Each partner may choose a different rule.

• Each of you takes the role of a student. Write the rule, what needs to be changed, and why.

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My Turn! Your Turn!

• Trade your paper with your partner.• Acting as principal, respond to your partner’s paper

and write back with the principal’s arguments. • When you get your own paper back, respond again,

this time as a student.• Repeat.• Repeat once more.• Your paper, when complete, will show two points of

view (an argument and counter argument).

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Group Discussion

• Say goodbye to your partner and find two other people for a discussion.

• Each student reads his/her own paper aloud.• Select one paper from your group. Discuss

and write the answers to the following questions based on that paper: Which arguments were effective? What made them effective? Were you persuaded? Why or why not?

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Concession/Rebuttal

• Concession and rebuttal (or counter argument). In a concession, you acknowledge that certain opposing arguments have some truth. The rebuttal explains how this does not weaken your argument. This makes you sound open–minded. This sounds like. . .

I know what other kids would say… I have a possible solution to this problem.

I realize most teachers don’t want cell phones in class because they cause problems, but…

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Develop your Point with Concession/Rebuttal

Concession/rebuttal from the “late homework” prompt –

…I’d want all the annoying procrastinators to get no credit, because they didn’t turn the work in on time and I did! I’m one for fairness, and a fair school is a great school! Sure it sounds mean, but some people need to take up the reins and learn some responsibility.

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Concession/Rebuttal

• How many of you have been in a discussion with someone and you remember saying, “Yeah, that’s true, but…” This is concession/rebuttal.

• Lets list several examples where this applies.

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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…

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Concession/Rebuttal – your turn

• Look your Drop and Write Draft• Find a possible place to add a concession

and rebuttal.• Write a concession and rebuttal that will

strengthen your argument.• Share what you have written with

someone else, discuss its effectiveness, and revise if needed.

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Organizational Structure – Causal Chain

A connected series of cause/effect events

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Causal Chain – examples

• Causal chain is a chain of cause/effect events (e.g., “a” causes “b” causes “c,” etc.) This organizational strategy can be used for an entire essay or for a portion of an essay.If you give us more time for a

break, we will get more homework done, so our grades

will be better, and our parents will be proud.

If your mom forgets to buy gas, then you will run out of gas on

the way to school, and then you will be late and get

detention.

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Develop your Point with the Causal Chain

Ms. Marek, I do not want you to put into effect the rule of no late homework. One reason is the grades. You see, it is scientifically proven that teenagers between the ages of eleven to sixteen need at least nine hours of sleep every night for their brain to function well. If every teen in this middle school had to stay up later to complete their homework in order for it not to be late, their grades would plummet accordingly. Soon, grades would degenerate and dwindle to the average of a C or lower in most middle and high schools. All of this just because of the ‘no late work’ policy.

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If you give a mouse a cookie,He’s going to ask for a

glass of milk.

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

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

?

Try it Together

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Vote Yes-Yes on Feb. 14Do 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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Persuasive Introductions

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Persuasive Introductions

What makes an effective introduction?• It grabs the reader’s attention.• It clearly implies an organizational structure of the paper. • It effectively includes one or more of the following strategies:

anecdote or scenario interesting fact or statistic question

• Its choice of support is specific and relevant, and provides a clear, connected lead-in to the paper’s main idea or thesis.

• Position is clearly stated or implied.

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Ineffective Persuasive Introduction

Dear Ms. Marek,I’m going to tell you three reasons why it is not good to turn in late homework.

Does this introduction do the following? Grab the reader’s attention Imply an organizational structure of the paper Include one or more of the following strategies:

anecdote or scenario question interesting fact or statistic

Give support that is specific and relevant, and provide a clear, connected lead-in to paper’s main idea

State or imply a clear position

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Persuasive Introductions

Some persuasive strategies used in introductions• Anecdote/ Scenario

The writer provides a personal experience or made-up situation to introduce the position.

• Questioning The writer asks thought-provoking questions to

capture the reader’s interest.

• Interesting fact or statistic The writer gives an interesting piece of information to

grab the reader’s attention.

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Anecdote/Scenario

“Extra! Extra! Read all about it! New rule has kids scared.” Those are the headlines from The Suitland Times. The new rule is an epidemic, spreading around the country and making children cry. “No late work has a devastating effect and needs to be stopped now before it reaches other countries,” says Ms. Marek, a noted authority.

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Questioning

Dear Principal, “Three strikes and you’re out!” Yes, that is

baseball, but really everybody deserves a second chance at things, right? In baseball you get three chances at batting, why can’t you get just two at school? I mean think of it this way. What if you just had to go visit your grandpa in the hospital because you just found out he has cancer? Shouldn’t you get a second chance if you didn’t get to your homework because it was too late by the time you got home? I think that teachers should accept late work because at least you tried and turned it in.

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Interesting Fact or Statistic

Dear Ms. Marek,Did you know that a recent district

survey showed that four out of five school kids do not have passing grades because they do not turn their work in on time? This could be changed by no longer allowing late work. Late work should no longer be accepted at Drew Freeman Middle School.

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Introduction – practice

• Get with a partner.• Swap drop and writes and read each

other’s letters• With your partner, discuss possible ideas

for what you might put in the introduction. Refer to your class notes!

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Persuasive Conclusions

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Persuasive Conclusions

What makes an effective conclusion? Clearly connects introduction and body of the

paper with insightful comments/analysis. Ends using one or more of the following strategies

effectively:• Call to action• Anecdote or scenario• Prediction

Wraps up the writing and gives the reader something to think about.

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Ineffective Persuasive Conclusion

All in all I think we should not have this rule because there is not enough time for me to finish my homework, something could happen to my homework, and I have better things to do than homework. Don’t make this a rule in our school! (This is a restatement of the introduction as well as a restatement of the body of the piece.)

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Strategies for Conclusions

• Call to Action Ask the reader to do something or to make

something happen

• Provide a solution Provide an answer to the problem

• Make a Prediction Explain what might be the consequences of

action or inaction

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Call to Action – student sample

Now do you see why it’s not right to say that teachers should not accept late work? Not everyone is perfect and and sometimes we students might make mistakes. But isn’t that how we get wiser? Only you, Dr. Dean, have the power to choose between becoming a dictator or the leader of a proud school. Say no to no late work!

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Solution – student sample

So accepting late work would be a good idea. If you are concerned about students that repeatedly don’t turn work in on time, take some points off for late work or put a limit on how late work can be turned in. Accept late work for good reasons. Don’t punish the innocent.

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Prediction – student sample

“No late work” policies should be against the law. They make students stressed out, depressed, angry, and tired. If a rule as such is adopted, no one will take part in extra activities offered to them, the Honors Programs will be lacking, students will be falling asleep in class, and grades will begin dropping. Is it really worth it?

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Conclusion – practice

• Get with a partner.• Swap drop and writes and read each

other’s letters• With your partner, discuss possible ideas

for what you might put in the conclusion. Refer to your class notes!

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Persuasive Strategies

• Expert Testimony• Anecdote (Self as Expert)• Problem Solving• Statistics• Rhetorical Questions

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Expert Testimony

• Expert testimony - evidence in support of a fact or statement given by a person thought to have special skill or knowledge.

According to a noted authority…Jeremy Lin says…

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Expert Testimony – example

“The effort put in reflects the outcome,” says Professor Plum from the University of Maryland. I must say that I have to agree with this powerful message.

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Expert Testimony – your turn

• Look at your letter.• Consider how an expert could support

your position. • Who would that expert be and what might

he/she say?• Decide where to add that expert testimony

and do so.• Share this with your partner.

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Anecdote – self as expert

• Anecdote is a personal experience inserted into your writing in which the audience sees your own expertise or knowledge, and as a result will support your position.

I remember the time when I had to carry my…As a seventh grader myself, I

happen to know exactly why…

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Anecdote – example

Even an A student like me can forget an assignment once in a while! I think every student should be entitled to the right of having at least one “late pass” per quarter.

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Anecdotes – your turn

• Look at your letter.• Identify some stories you could use to

develop your position. Make yourself the expert in the story.

• Write a short anecdote that might work.• Share this with your partner.

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Compromise or Problem Solving – examples

• Compromise or problem solving is when you create a solution that is in between the two points of view.

I have the solution to this problem, too.

I think we can both agree that this is a pretty good deal.

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Compromise or Problem Solving – example

Even if you don’t choose my position on this argument, at least consider this: Make late work be at the teacher’s discretion. Let the teachers decide a fair punishment or penalty, or if late work will be accepted after all. Thank you for taking my ideas into consideration.

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Compromise or Problem Solving – example

I also understand that some students would choose not to do their homework and do it later. But I have solutions to this problem, too. A student could have to bring in a note signed by a parent or guardian that says why a student brought his or her work in late. An alternative solution is that homework can only be accepted a select number of days after it was due.

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Compromise or Problem Solving

• You didn’t get grades as high as expected. You are now grounded until the next report cards come out (8 weeks from now).

• You feel this may be excessive punishment.• In small groups, brainstorm possible compromises or

solutions. Put them on a chart. Post your chart on the wall and do a gallery walk to see what everyone has written. Put a sticky note by any solutions you really like.

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Compromise or Problem Solving

– your turn• Look your letter. • Identify a compromise or solution you could use

in your paper.• On your own paper, write what might work.• Share this with your partner.

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Statistics

• Inclusion of statistics – using facts and statistics to support your position.

Sixty-five percent of this year’s 7th grade students met the standard on the writing WASL.

Four out of five doctors recommend…

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Statistics – example

Sixty-three percent of teachers surveyed on late homework say they would truthfully rather give kids zeros than go through the hassle of grading late homework. Teachers don’t want to waste their time with procrastinators. The No Late Homework Rule will further support this belief.

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Statistics – your turn

• Look at the baseline paper you wrote on homework.

• Identify some statistics you could use to support your position or argument.

• Insert one or more statistics that would strengthen your argument.

• Share this with your partner.

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Rhetorical Questions

• Rhetorical questions are questions that have obvious answers. They are often used to involve the audience, create interest, and to introduce your position or argument.Have you ever felt the glare of a teacher’s eyes crisping the back of your neck?

Hey, I did my homework on time. They didn’t, and they still get credit for it?

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Rhetorical Questions – example

“I’m sorry. I left my work 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”?

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Rhetorical Questions – your turn

• Look at the baseline paper you wrote on late homework.

• Write a rhetorical question that might work to strengthen your argument or position.

• Share this with your partner.

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Assessment

Evaluating the quality of persuasion

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Persuasion Scoring Guide

Score of 4 Score of 3 Score of 2 Score of 1

Has a clear position and stays focused on that position.

Shows a keen awareness of the audience.

Selects persuasive words, phrases, and strategies that urge or compel the reader to support a 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.

Addresses the opposing argument(s) consistently and, if important, refutes.

Uses purposeful transitions consistently to connect position, arguments, and evidence.

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

Shows an adequate awareness of the audience.

Adequately uses persuasive words, phrases, and strategies to support a 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 an adequate opening, and ends with an adequate persuasive conclusion.

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

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

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

Shows a limited awareness of the audience.

Has limited use of persuasive words, phrases, and strategies to support a 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.

Has some consideration of the opposing argument(s).

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

Has vague or no position, or lacks focus.

Shows little or no awareness of the audience.

Has few or no persuasive words, phrases, or strategies to support a position.

Lacks any organizational pattern to persuade the reader.

Has little or no elaboration, often only a list of arguments.

Has no recognizable opening or conclusion.

Has no consideration of opposing arguments.

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

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Assessment – your turn

• Score the paper for effective persuasion using the Persuasion Scoring Guide.

• Analyze what organizational structures and persuasive strategies have been used.

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