Persuasion slides 2016 part a
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Transcript of Persuasion slides 2016 part a
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Writing in the Middle Grades (5-7)
OSPI Instructional Support Materials for WritingVersion Two – June 2007
These materials were developed by Washington teachers to help students improve their writing.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Prompt – baseline paper
Some seventh graders attend school where their teachers do not accept late homework. Your principal is thinking of making this a rule at your school. Take a position on this rule. Write a multiple-paragraph letter to your principal to persuade him or her to support your position.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Expository vs. Persuasive Writing
What is the difference?
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
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.
• 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.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Expository vs. Persuasion
• Expository writing includes information
that is interesting, thoughtful, and necessary for the audience.
uses transitions to connect ideas.
• Persuasive writing is organized to make
the best case for my position.
uses transitions to connect position, arguments, and evidence.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Expository vs. Persuasion
• Expository writing is organized with an
introduction, supporting paragraphs with main points and elaboration, and an effective conclusion.
• Persuasive writing is organized to make
the best case with an opening, including the position statement, and an effective persuasive conclusion, such as a call to action.
anticipates and refutes the opposing position.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Expository vs. Persuasion
• Expository writing shows care about the
topic with voice and language appropriate for the audience.
uses specific words and phrases that help the reader understand ideas.
• Persuasive writing shows commitment to
position with voice and language appropriate for the audience.
uses specific words, phrases, and persuasive strategies that urge or compel to support a position.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Expository Example
• Expository writing is explaining. I would include my skates because I love to
ice skate. I especially love ice dancing, a form of ice skating in which you have a partner, don’t jump or do lifts above the boy’s head, and are partly judged on the quality of your edges and interpretation of the music.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Example
• Persuasive writing is convincing. Some late work counts as 70% credit, giving
kids a C- which is passing. Some kids are happy because they think a C- is a good grade. How can we allow students to turn in all of their work late but still have a passing grade? The kids that have C-’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.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Purposes of Persuasive Writing
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasion is PowerfulUse it to:
Support Support a a
CauseCause
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasion is PowerfulUse it to:
Urge Urge PeoplePeople
ToToAction Action
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasion is PowerfulUse it to:
MakeMakeAA
ChangeChange
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Persuasion is PowerfulUse it to:
ProveProveSomethingSomething
WrongWrong
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasion is PowerfulUse it to:
StirStirUpUp
SympathySympathy
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasion is PowerfulUse it to:
CreateCreateInterestInterest
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasion is PowerfulUse it to:
GetGetPeoplePeople
ToToAgreeAgreeWithWithYouYou
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasion is Powerful!Use it to…
Purposes1.Support a cause
2.Urge people to action
3.Make a change
4.Prove something wrong
Persuasive Examples• 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.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasion is Powerful!Use it to…
Purpose4.Stir up sympathy
5.Create interest
6.Get people to agree with you
Persuasive Examples• 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.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Effective Persuasion Essentials
Audience AwarenessClear Position
Persuasive LanguageOrganizational Structure
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Writing
Persuasive writing is recursive in nature. These essential
elements are constantly working together to make the best case
for the writer’s position.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Audience Awareness
Providing information an audience may need and/or anticipating an
audience’s point of view
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
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.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
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.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Audience Awareness – example
Dear 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.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Clear Position
A position or argument; the audience knows exactly what the
writer wants
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
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.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
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 don’t really want to grade a late assignment from last quarter. Having no late homework will also be very pleasing to those of us who get their work done on time by not seeing kids with A’s that haven’t turned a single assignment in on time.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
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.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
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.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Language
Words and phrases that urge or compel the reader to support the
position of the author
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
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
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
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.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
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.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Effective Persuasion Essentials
Audience AwarenessClear Position
Persuasive LanguageOrganizational Structure
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Organizational Structures
Counter-Argument/Concession/RebuttalCausal Chain
Order of ImportanceIntroductions/Conclusions
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Organizational Structure – Concession/Rebuttal
Acknowledging or recognizing the opposing viewpoint, conceding something that has
some merit, and then refuting it with another argument
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
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.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
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).
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
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?
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
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…
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Develop your Point with Concession/Rebuttal
Concession/rebuttal from the “late homework” prompt –
…I’d want all the icky 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.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
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.
• Let’s list several examples where this applies.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
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…