9th Grade EnglishUnit 9.4: Its a Matter of Opinion Week Three

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Elements of a Persuasive Argument

Persuasive writing is meant to influence how the reader thinks, feels, acts or makes decisions with regard to a particular idea, issue or proposal. Some of the most common forms of persuasive writing are essays, letters to the editor, cover letters and resumes, thesis papers, grant proposals, advertising and book reviews.

Review: What is a Persuasive Text?

With persuasive writing, the author is trying to make his or her case and uses the language of the text in a deliberate manner designed to reach a certain goal, like getting a job or swaying someone to choose them for a grant. It is imperative to understand who the audience is, and that identity should shape the whole essay, letter or other composition. Then, to persuade effectively, the writer needs to have all the correct information and present it in such a way as to convince the reader. Review: What is a Persuasive Text?

In short, the writer will offer an opinion or hypothesis and go on to clarify and offer evidence and information that supports this opinion. It may also be helpful to offer counter arguments and show why these arguments have no merit. Showing the reader that the author has considered all of the options, not just the one that he believes to be the correct one, increases the level of authority or competence.

Review: What is a Persuasive Text?

an argument is a series of statements used to persuade someone of something or to present reasons for accepting an idea.

Review: What is an argument?

1)Every day we will have a daily reflection.

2)Once a week you will choose ONE and write 4 sentences about it in your JOURNAL for 10 POINTS.

3)10 points each week x 10 weeks = 100 POINTS

4)You will turn in your Journals on the 24th of March, 2017.

DAILY REFLECTIONS IN YOUR JOURNAL

MONDAY: We are what we repeatedly do. Excellence, therefore, is not an act but a habit. - AristotleTUESDAY: The best way out is always through. - Robert FrostWEDNESDAY: Do not wait to strike till the iron is hot; but make it hot by striking. - William B. SpragueTHURSDAY: Great spirits have always encountered violent opposition from mediocre minds. Albert EinsteinFRIDAY: Whether you think you can or think you cant, youre right. - Henry FordDAILY REFLECTIONS FOR YOUR JOURNAL

Mr. Suarez will assign students to one of four groups.Each group sits at a table with a different persuasive piece. The students collaboratively read and view the piece, writing examples of each persuasive strategy that they find in the examples column of Attachment: 9.4 Learning Activity-Strategy DefinitionThe students will collaboratively read and view different persuasive pieces to identify examples of each persuasive strategy.The student will discuss through which piece is more effective in persuading their audience.DAY ONE / TWO: Unit 9.4 Learning Activity Strategy Definition

DAY ONE / TWO: Unit 9.4 Learning Activity Strategy DefinitionDefinitionExampleClaim your main pointBig Names experts and important people that support your side of the argumentLogos using logic, numbers, facts and data to support your argumentPathos appealing to your audiences emotionsEthos making yourself seem trustworthy and believableKairos building a sense of urgency for your causeResearch using studies and information to make your argument seem more convincing; you can use words, graphs, tables, and illustrations.

DAY THREE / FOUR:9th Grade Performance Task: Persuasion Scrapbook

The student creates a scrapbook that shows examples of persuasive texts along with his/her analysis of each text.Step 1: The student collects magazines, pamphlets, speeches, etc. and accesses (or prints out) student-friendly websites with advertisements.Step 2: The student creates a scrapbook with at least five pages for five different persuasive texts/media. On each page the student pastes a copy of a different persuasive text.Step 3: The student circles all examples of persuasive techniques that he/she finds in each text/media.DAY THREE / FOUR:9th Grade Performance Task: Persuasion Scrapbook

Step 4: The student writes a blurb for each page to explain the authors purpose or claim, and the big names, logos, pathos, ethos, kairos, and research used in the piece.Step 5: On the last page, the student writes an overall summary to explain which text in his/her scrapbook was the most effective at persuading him/her. The student explains why by referencing specific techniques used by the author.Step 6: The student presents his/her scrapbook out loud to a partner who provides feedback.DAY THREE / FOUR:9th Grade Performance Task: Persuasion Scrapbook