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Hands-on Persuasion. Hands-on Persuasion. Stage One: Prewriting for ideas Stage Two: Prewriting for and developing layered elaboration Stage Three: Designing the argument. Materials Needed:. Butcher paper or newsprint
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Hands-on Persuasion Stage One: Prewriting for ideas Stage Two: Prewriting for and developing layered elaboration Stage Three: Designing the argument
Materials Needed: • Butcher paper or newsprint • Red, green, and white index cards or construction paper cut to index card size • Small Post-its • Tape or glue sticks • Markers
Stage One: Prewriting for Ideas
1.Brainstorm group of topics • Brainstorm things you would like to see changed. • Choose one topic, discuss your position, and write your position statement on top of the butcher paper. • Each group will share your topic and position statement with class.
Example: We believe that a dress code is needed at EWMS.
2. Prewriting for Ideas • Brainstorm 6-8 reasons supporting their position and record on notebook paper. • Discuss and choose the strongest 3-4 reasons and circle them. • Write these selected reasons on the GREEN cards.
Brainstorming • Distracts from learning • Discipline problems • Teasing/harassment from peers • Hard to manage style without much effort that could be used for other more important issues • Can be seen as way to separate kids in a negative manner • Kids with extreme looks desire attention, and negative attention is better than none, they think
3. Brainstorm Opposition Viewpoint • Consider the other side and brainstorm 3-4 reasons that might support their point of view. • Choose the top 1 or 2 and write on RED cards.
Brainstorming for Opposition • It is nobody’s business how we dress • Hard to manage/hold accountable • Takes too much class time to deal with
Where’s the Beef? Many times we believe that adding adjectives and adverbs is the way to teach elaboration; however, that is like adding lettuce to a Happy Meal hamburger – there is still little or no meat! We still want the lettuce and tomatoes but on a Bub’s burger rather than that sad excuse of a hamburger you get in a Happy Meal. In fact, there is nothing “happy” about that meal except for the toy and the french fries! What we need to focus on is the skill of prewriting for elaboration as well as for ideas, hence the use of the CRS chart.
C -- CLAIM Your claims are written on the GREEN cards. They are your supporting reasons for your argument. Claims are potentially arguable. Example: One reason why there should be a dress code is that many of the styles are too distracting and can cause discipline issues.
R -- Reason Now it is time to give a specific example of your claim. Reasons are statements that support a given claim. Reasons can be linked to claims with the word “because”. Use adjectives, adverbs, similes, and metaphors to make your examples “show” and not “tell.” Example: For instance, some of the hair styles that are fashionable today call for extreme looks like the spiked Mohawk, where the hair is gelled into colored spikes that radiate down the midpoint of the hair. There are usually six to seven spikes with each one extending two to four inches outward!
S -- Support Now the challenge is to extend your Reason by answering the question how? Or why? Some form of evidence such as a personal anecdote, extended explanation, facts, or statistics is more effective here. Example: In my English class, there is a kid named Justin who has a Mohawk. Everyday, he colors it a different color and Mr. Ybarra always has to stop class and send him to the office. We are guaranteed a least a ten-minute interruption when Justin and Mr. Ybarra argue about his hair. If there was a dress code, then Justin would either have to change his hair style or move to a different school.
The CompleteCRSExample One reason why there should be a dress code is that many of the styles are too distracting and can cause discipline issues. For instance, some of the hair styles that are fashionable today call for extreme looks like the spiked Mohawk, where the hair is gelled into colored spikes that radiate down the midpoint of the hair. There are usually six to seven spikes with each one extending two to four inches outward! In my English class, there is a kid named Justin who has a Mohawk. Everyday, he colors it a different color and Mr. Ybarra always has to stop class and send him to the office. We are guaranteed a least a ten-minute interruption when Justin and Mr. Ybarra argue about his hair. If there was a dress code, then Justin would either have to change his hair style or move to a different school.
ApplyingCRS Chart: Use of Index Cards • For each CLAIM (written on GREEN card), your group must develop a Reason and write it on a yellow index card. Only write on one side of the index card! Now tape your Reason to your GREEN Claim.
ApplyingCRS Chart: Use of Index Cards • For each REASON (written on the index yellowcard), your group must develop SUPPORT and write it on blue index card. Only write on one side of the index card! Use as many index cards as needed. Now tape your Support to your Reason. You should CRS your layered elaboration!
Organizing Your Argument Decisions to make: What reasons should I use? Do I use any opposition reasons? If so, where? What order should I put them in? Are they all equal in strength or are some stronger than others? Which one do I want to begin with? To end with? Why?
Creating Your Argument • Once you’ve answered those questions, you are ready to create your argument by taping the elaborated claims in order on the butcher paper.
Adding Transitions Transitions are key words that show order and importance. Using the small Post-its, add appropriate transitions words between reasons, between opposing viewpoints, and also to show importance. On the other hand… First of all… First and most importantly… Finally… Additionally… For example… Finally and most importantly…
