Persuasive Text Reading and Writing Purposes of Persuasive

Persuasive Text. Reading and Writing

Purposes of Persuasive Text Persuasive text is convincing.

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?

Persuasion is Powerful Use it to: Stir Up Sympathy

Persuasion is Powerful Use it to: Support a Cause

Persuasion is Powerful Use it to: Urge People To Action

Persuasion is Powerful Use it to: Make A Change

Persuasion is Powerful Use it to: Prove Something Wrong

Persuasion is Powerful Use it to: Create Interest

Persuasion is Powerful Use it to: Get People To Agree With You

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.

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.

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?

Effective Persuasion Essentials Audience Awareness Clear Position Persuasive Language Organizational Structure

Audience Awareness Providing information an audience may need and/or anticipating an audience’s point of view

Audience Awareness • Know your audience before you start writing. w The audience is whoever will read what you’ve written. w The audience may be your teacher, your parents, your friends, or the queen.

Audience Awareness • Knowing your audience helps you to decide: w How to connect with the ideas, knowledge, or beliefs of the person or group. w What information to include. w What arguments will persuade him/her. w How informal or formal the language should be.

Audience Awareness – example “Dear Teacher” Imagine you are a student, sitting in class 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.

Audience Awareness – your turn • 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.

Clear Position A position or argument; the audience knows exactly what the writer wants

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.

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.

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.

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.

Persuasive Language Words and phrases that urge or compel the reader to support the position of the author

Persuasive Language Persuasive language is choosing just the right words or phrases to use at just the right time with just the right audience. w Precise words trigger strong feelings. Seizes Snarls Dumbstruck w Repeated words or phrases for emphasis I have a dream…(Martin Luther King, Jr. ) w Different connotations Mean or strict Died or passed away Used or pre-owned

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.

Persuasive Language Imagine yourself as a young middle school student. Five page essay in one hand, you rush into the classroom. “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.

Organizational Structures Concession/Rebuttal Causal Chain Order of Importance Introductions/Conclusions

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.

Organizational Structure – Concession/Rebuttal Acknowledging or recognizing the opposing viewpoint, conceding something that has some merit, and then refuting it with another argument

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 realize most teachers don’t want cell phones in class because they cause problems, but… I know what other kids would say… I have a possible solution to this problem.

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…

Organizational Structure – Causal Chain A connected series of cause/effect events

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.

Try it Together If you give a mouse a cookie, When you give him the milk, When he’s finished, he’ll ask for a napkin. He’s going to ask for a glass of milk. He’ll probably ask you for a straw. ?

Persuasive Introductions

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: w anecdote or scenario w interesting fact or statistic w 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.

Persuasive Introductions Some persuasive strategies used in introductions • Anecdote/ Scenario w The writer provides a personal experience or made-up situation to introduce the position. • Questioning w The writer asks thought-provoking questions to capture the reader’s interest. • Interesting fact or statistic w The writer gives an interesting piece of information to grab the reader’s attention.

Anecdote/Scenario “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. Smith, a noted authority.

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.

Interesting Fact or Statistic Dear Ms. Smith, 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.

Persuasive Conclusions

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.

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. )

Strategies for Conclusions • Call to Action w Ask the reader to do something or to make something happen • Provide a solution w Provide an answer to the problem • Make a Prediction w Explain what might be the consequences of action or inaction

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 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!

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.

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?

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

Expert Testimony • Expert testimony - evidence in support of a fact or statement given by a person thought to have special skill or knowledge. Jeremy Lin says… According to a noted authority…

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. As a seventh grader myself, I happen to know exactly why… I remember the time when I had to carry my…

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 think we can both agree that this is a pretty good deal. I have the solution to this problem, too.

Statistics • Inclusion of statistics – using facts and statistics to support your position. Four out of five doctors recommend… Sixty-five percent of this year’s 7 th grade students met the standard on the writing WASL.

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?

Assessment Evaluating the quality of persuasion

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 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. 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.