Persuasive Writing Persuasive Writing v Writing that tries

Persuasive Writing

Persuasive Writing v Writing that tries to influence a reader to accept an idea, adopt a point of view, or perform an action.

5 Steps 1. 2. 3. 4. Identify your purpose. State your claim. Identify supporting evidence. Explain how the evidence supports your claim. 5. Reaffirm your claim.

1. Identify Your Purpose Decide what you want your argument to accomplish. q. Ex: If you want to show a lack of girls sports and you want to write a letter to your principal… q. Purpose: ask the principal to help develop a girl’s soccer team

2. State Your Claim o A Claim is a statement that asserts something o A Central Claim clarifies your main purpose for writing o It usually begins your argument o Our school should organize a girl’s soccer team. o Water bottles should be allowed in all classrooms.

3. Identify Supporting Evidence • Ask the question: “What evidence do I have that…. ” • Ex: girls soccer team – What evidence do I have that…. • enough girls are interested? • the team would benefit the girls and school? • there is a need for additional sports for girls? • the school can provide the staff?

Kinds of Evidence Ø Fact Something that is known to be true – Most high schools have a girls soccer team in Howard County. Ø Statistic A fact that is expressed in numbers. – 85% of students at Hammond High school enjoy watching girls soccer.

Kinds of Evidence Ø Example or Incident a particular case or event – At Howard High School, a vote was taken for a girl’s soccer team and it won by a great majority. Ø Anecdote personal examples or stories that make a point. – My mother stated that they had a girl’s soccer team at her school and it kept the girls focused on academics to be academically eligible.

Kinds of Evidence Ø Opinion a personal judgment based on what the person believes or feels to be true – One student stated that a soccer team would give girls an opportunity to be more healthy and fit. Ø Reason A logical argument – With budget cuts within the school system, there may not be enough money to pay for a coach.

Identify Supporting Evidence v Assess the Accuracy of the Evidence v verify your source and make sure the information is up to date v Evaluate the Relevance v if it doesn’t help to develop your point, then don’t use it in your argument

Accuracy • If using facts/statistics for school uniforms… – Evidence must be up to date. • How might you check the accuracy? – Books, experts, dates of information • Opinion evidence – Is it any good? – When is it useful?

Relevance • Take each detail and see if it makes sense to your argument or does it develop your argument.

Logical Conclusions Once you have chosen your support (evidence), then you need to make sure that the conclusions are logical.

4. Explain How The Evidence Supports Your Claim You must have a LINK between the claim and the evidence (if the evidence is not already clearly stated)

5. Reaffirm Your Claim üState that the claim is logical as a result of the evidence OR ü give an action plan for your claim

Rebuttal It is important for you to address the other side because: 1. You must prove that your argument is stronger OR 2. You must show that there is a flaw in their argument.

Opponent’s Logic 1. Point out the flaws in the opposing argument – anticipate it. 2. If you can not disprove their argument, then concede it.

USING LANGUAGE Teenagers are irresponsible. Do you agree or disagree?

USING LANGUAGE ØWhat is the problem with that statement? ØTeenagers are irresponsible. ØOvergeneralizations are most often all-inclusive statements.

Using Language – Limiting Words • Use to avoid generalization, oversimplification, or exaggerations. • They allow for exceptions when you are making your point.

Using Language – Limiting Words FOR EXAMPLE: • “Today’s rock singers depend on sophisticated sound equipment to make up for their lack of musical talent. ” – Point of view is gross overstatement • SOME of today’s rock singers……

Using Language – Specific Words • Make your writing more precise by replacing general words with using specific words.

USING LANGUAGE • So, use specific words to persuade. • ALSO, you want words that express the right feeling, or connotation.

Using Language – Connotations An idea, meaning or notion suggested by or associated with a word. Ex: The Mona Lisa’s smile is weird. The Mona Lisa’s smile is mysterious. Weird = unpleasant Mysterious = interesting/attractive

Using Language – Connotations Some words are highly emotional. Ex: If someone called you bold. If someone called you reckless. Bold = daring and confident (a good quality) Reckless = implies a bad quality

Word Choice • Word choice will affect MOOD • The mood will be different if you are asking for a car from your parents will be different that if you are changing a law.

The End!