World Literature

Monday, October 3, 2011and

Tuesday, October 4, 2011

Today’s Targets

• Developing skills in persuasive writing– Establishing an argument– Selecting reasons behind the argument– Identifying relevant evidence

Today’s Tasks

1. Warm-up (turned in today)2. Meet your writing portfolio3. Introduction to Mary Maloney persuasive

essay4. Brainstorming reasons for both sides5. Gathering evidence for the essay6. HOMEWORK: Complete the front side of the

yellow handout

Warm-up

• Watch the closing arguments of Atticus Finch (as portrayed by Gregory Peck) from To Kill a Mockingbird (Director Robert Mulligan, 1962).

• Answer the following:1. What are his main arguments?2. What makes them persuasive?

Turn in warm-ups today

Writing Portfolios

• A place to store your writing and handouts useful for writing

• A place to collect your work so that you can go back later and reflect on your growth as a writer throughout the year.

Mary Maloney Essay

• We are going under the assumption that she has been caught for the murder of her husband.

• A trial has been held. Witnesses called, etc.• Your job is to present the closing arguments in

the trial for either the prosecution or the defense. You decide.

Selecting strong reasons

• Must be arguable• Must be supportable, meaning that you can

find solid evidence from a variety of sources• Must target the prompt

Means, Motive, Opportunity

• Means: Able to commit the crime, had the tools/weapon, etc.

• Motive: Possessed reason to commit the crime

• Opportunity: Was present at the time and place when the crime was committed (could not have been someplace else)

Brainstorming Arguments(Fill in your yellow handout as we go.)

Defense-Temporary Insanity Prosecution-Intentional Murder

Selecting Evidence

• Must be relevant (on topic)• The more specific the better• Must be accurate to the story, not guessed or

made-up

Pre-write

1. Pick your side2. Select your reasons3. Gather your evidence4. Write your thesis

Follow A pattern

Pattern One: Topic/Issue + Opinion/Position + (because, for, since, etc.) + supporting reason 1 + supporting reason 2 + supporting reason 3.

• Example: School should be held year-round, because such a system will aid students in retaining information, make better use of resources, and discontinue an antiquated and unnecessary system.

Follow A pattern

Pattern Two: Supporting reason 1 + supporting reason 2 + supporting reason 3 + (therefore, consequently, accordingly, hence, etc.) + Topic/Issue + Opinion/Position.

• Example: Eating animals is unhealthy, unkind, and unnecessary; therefore, all Americans should become vegetarians.

Follow A pattern

Pattern Two: Supporting reason 1 + supporting reason 2 + supporting reason 3 + (therefore, consequently, accordingly, hence, etc.) + Topic/Issue + Opinion/Position.

• Example: In order to aid students in retaining information, make better use of resources, and discontinue an antiquated and unnecessary system, schools should be held year round.

Follow a pattern

• Pattern Three Action + (will) + supporting reason 1 + supporting reason 2 + supporting reason 3.

• Examples: Prohibiting backpacks in classrooms will eliminate clutter, make classrooms safer, and prevent students from bringing unnecessary materials into the classroom.

Follow a pattern

• Pattern Three Action + (will) + supporting reason 1 + supporting reason 2 + supporting reason 3.

• Examples: Holding school year round will aid students in retaining information, make better use of resources, and discontinue an antiquated and unnecessary system.

Gathering Evidence

• In small groups, you will be assigned a section of the text.

• Find evidence within that section (quotes or paraphrased evidence) that supports each side.

• Remember that some evidence can be used for either side. It totally depends on how your interpret/explain the facts.

Period 5-Prosecution

Period 5-Defense

Period 4-Prosecution

Period 4-Defense

Period 6-Prosecution

Period 6-Defense

Antithesis/Rebuttal

• This is your chance to state why the other side is flawed or wrong.

• State an opposing argument (clearly showing that this is the opposing side and not your own- “The prosecution has stated that. . ..”)

• Either use this as an opportunity add in an additional argument for your own side or knock down the evidence from the opposing side.