Presentation Transcript

1. Persuasive Writing

2. Day 1

3. What is Persuasive Writing? Persuasive writing expresses the writer’s opinion and attempts to convince the reader that his/her opinion is correct. The writer must back up his/her opinion with facts and reasons in order to be persuasive. The writer’s opinion is generally stated very clearly at the beginning of the essay.
4. Brainstorming for Persuasive Writing Before you are able to begin working on ANT, body paragraphs, or SSS- you must first brainstorm. “TASK” is an effective method for brainstorming for persuasive writing tasks. This brainstorming method should be used before your begin writing.
5. Your Turn! Before we continue, fill out TASK charts for each of the scenarios below. TYPE AUDIENCE KNOWN REQUIREMENTS SITUATION

6. Day 2

7. Deciding Your Point of View After completing TASK, you need to figure out what your point of view is on the issue. This is an important step, because most prompts ask you to defend only one side of the issue. It is absolutely imperative that you do just that, defend ONLY ONE side of the issue.
8. Deciding Your Point of View There is a strategy that can help you decide which side of the controversy you would be able to write the stronger, more persuasive paper about. After completing the TASK chart, use a T-Chart to jot down both sides of the issue. Use the chart to decide which reasons you would be able to defend more persuasively and which reasons seem stronger to you (and therefore the reader).
9. Deciding Your Point of View Example: Should homework be eliminated? POV Chart:
10. Deciding Your Point of View Which point of view is stronger and why? The argument that homework should not be eliminated is stronger because there are more reasons to support that position. POV Statement:Homework should not be eliminated.(Thesis!)
11. Supporting Your P.O.V./Using Strong Supporting Details After deciding what your point of view is, you need to state the specific reasons for your point of view. These reasons are called your supporting details. Generally, good writers come up with at least three supporting details to support their view on an issue.
12. Supporting Your P.O.V./Using Strong Supporting Details If you can only come up with two strong reasons and one weak reason, go with the two strong ones only. Each of these reasons should be developed in a separate paragraph in detail.
13. Supporting Your P.O.V./Using Strong Supporting Details You can use RFCAE as an outline for the different types of evidence to support your ideas. R = Reasons F = Facts C = Comparisons A = Anecdotes E = Emotional Appeal
14. Examples for an essay about why Classrooms should have A/C
15. Your Turn: Middle School should have Nap Time
16. Supporting Your P.O.V./Using Strong Supporting Details Once you choose your best reasons, it’s time to come up with… details for your details!For example, going back to the “cell phones in school” debate…. POV Statement: The school board should NOT ban cell phones.
17. Supporting Your P.O.V./Using Strong Supporting Details Now, eliminate your weaker ideas and choose your stronger ideas.
18. Supporting Your P.O.V./Using Strong Supporting Details Now, determine supporting ideas for your reasons (details for your details). Contacting parents is easier with cell phones in school. Cellphones can facilitate greater student learning. -emergencies - forgotten materials - organize after school activities - ebooks -internet - calculator - apps (google drive)

19. Day 3

20. Now you are ready to WRITE… Right? You’ve used TASK to identify your type of essay, audience, situation, and known requirements. You’ve used a T-Chart to analyze both possible points of view. You’ve chosen a point of view based on which arguments are stronger. You’ve used RFCAEto support your point of view and added strong supporting details. Now what?
21. Steps in Persuasive Writing Introductory Paragraph Three Body Paragraphs Closing Paragraph Miscellaneous: Transition words to help the essay flow Variety of word choice/sentence structure Proper spelling (Especially words used in prompt) Format (If the prompt calls for a letter, write in letter form. If it doesn’t, DON’T!)
22. Introductions: ANT Attention getter- (THE HOOK)The first sentence of the paragraph designed to get the reader’s attention and generate interest. (See introduction notes for hook ideas) Necessary Information- Information about the prompt that reminds the reader what the topic is Thesis- What your essay is about; the point; your argument with three reasons. - Your opinion stated as a fact - Avoid personal pronouns (I, me, you, we)
23. Body Paragraph #1 Topic Sentence- state the first argument/reason. Explain how this argument proves your argument/reason. Give examples of the argument:- Real world, actual examples are best- Hypothetical (made-up, but realistic) examples are another option Closing sentence
24. Body Paragraph #2 Topic Sentence- state the second argument/reason OR counter argument (why others think your main idea is wrong) Explain how this second argument proves your argument/reason OR immediately follow up with an argument that explains why the counter argument is wrong. Give examples of the argument- Real world, actual examples are best- Hypothetical (made-up, but realistic) examples are another option Closing Sentence
25. Body Paragraph #3 Topic Sentence- state the third argument/reason OR possible solution. Explain how this third argument proves your argument/reason Give examples of the argument- Real world, actual examples are best- Hypothetical (made-up, but realistic) examples are another option Closing Sentence
26. Closing Paragraph: SSS Summary of thesis- Remind your reader about your thesis by saying it again, but in different words So What- Briefly discuss the importance of your three arguments in about one or two sentences Stop- Give the reader a final thought to consider about your main idea. Referring back to your attention getter is a good way to bring the essay “full circle”.
27. Putting it All Together: The Writing Process List the three parts of the brainstorming process in order: 1. ________________________________2. ________________________________3. ________________________________ TASK POV Chart/Statement RFCAE/Details for Details
28. Putting it All Together: The Writing Process Here is how these brainstorming parts fit into your essay: Task “S” = Necessary Info. in ANT POV Chart/POV Statement  POV Statement = Thesis RFCAE/ Details for Details  Body Paragraphs
29. Putting it All Together: The Writing Process We will now re-visit our cell phone prompt; re-read it to refresh your memory.
30. Putting it All Together: The Writing Process 1. After re-reading the prompt, your TASK chart probably looks like this:
31. Putting it All Together: The Writing Process 2. The purpose of the Necessary Information piece of the introduction is to give the reader background as to what is being argued, as well as how the opposing sides feel. So, use the “S” of “TASK” in your “N” of your intro!
32. Putting it All Together: The Writing Process A = Although a relatively new piece of technology, cell phones have quickly become an essential part of our everyday lives. Questions: 1. What type of Attention Getter is this?
33. Putting it All Together: The Writing Process N = However, at the beginning of the year, the school board put a rule into place that stated that these very essential parts of our lives were banned from the school building. Some parents and students opposed this new policy because they felt that students should be allowed to carry cell phones. Theschool board is considering a change in the rules. Questions: 1. List the three points the author will be addressing in his/her essay. 2. Look at the Situation part of your Brainstorming web, and now look at the “N” section above. What is the importance of the italicized words?
34. Putting it All Together: The Writing Process T = ? After listing TASK, you made a POV chart that listed reasons in support of both sides of the argument. Then you wrote a POV statement that clearly stated what side of the argument you chose.
35. Putting it All Together: The Writing Process The school board should overturn the cell phone ban and allow students to carry them in school.
36. Putting it All Together: The Writing Process So, here is your intro. paragraph: Although a relatively new piece of technology, cell phones have quickly become an essential part of our everyday lives. However, at the beginning of the year, the school board put a rule into place that stated that these very essential parts of our lives were banned from the school building. Some parents and students opposed this new policy because they felt that students should be allowed to carry cell phones. Theschool board is considering a change in the rules. Therefore, the school board should overturn the cell phone ban and allow students to carry them in school.
37. Putting it All Together: The Writing Process Now, take your thesis one step further…. Current: Therefore, the school board should overturn the cell phone ban and allow students to carry them in school. New and Improved: Therefore, the school board should overturn the cell phone ban because cell phones facilitate greater learning, allow for easier parent contact, and encourage greater communication and collaboration inside and outside the classroom. Questions: Why is the second thesis statement the better choice? What can the writer do with the three main points addressed in the thesis statement in his/her body?
38. Putting it All Together: The Writing Process Your POV Chart determines the topics of your three body paragraphs (the main points in the “N” of ANT and the 2nd “S” in SSS. This creates a “3-pronged thesis”: A thesis that combines the point of view statement and the three ideas that will be presented in your paragraphs. Therefore, the school board should overturn the cell phone ban because cell phones facilitate greater learning, allow for easier parent contact, and encourage greater communication and collaboration inside and outside the classroom. (POV Statement + three main ideas = AWESOME THESIS)
39. Putting it All Together: The Writing Process Once you have a great thesis that includes your three main points, and wrote your introduction- it’s time to find “details for your details.”
40. Putting it All Together: The Writing Process Contacting parents is easier with cell phones in school. Cell phones promote greater communication and collaboration between students, their peers, and their teachers. Cellphones can facilitate greater student learning. -emergencies - forgotten materials - organize after school activities - wikis -chat room -Edmodo - organize group projects through text - ebooks -internet - calculator - apps (google drive)
41. Putting it All Together: The Writing Process Use these main ideas as topic sentences for each body paragraph! Cell phones promote greater communication and collaboration between students, their peers, and their teachers. Contacting parents is easier with cell phones in school. Cellphones can facilitate greater student learning. Use these to form your supportingdetail sentences! -emergencies - forgotten materials - organize after school activities - wikis -chat room -Edmodo - organize group projects through text - ebooks -internet - calculator - apps (google drive)
42. First, cell phones can facilitate greater student learning. Students can have access to many different ways of learning that books or regular computers cannot provide. For example, students can access e-books anywhere in the building. Specifically, the 6th grade math textbook is available online. Students would be able to complete math work anywhere in the building with their cell phones. Calculator access on the phone, in addition to an e-book, would be a more efficient and engaging way for students to work. Finally, accessibility to easy internet access and many educational apps will be a better way to engage young learners. Students spend endless hours outside of school on their cell phones. It is the way they learn. Why not bring this into the classroom? Flash card apps, spelling apps, and dictionary apps are all good ways to reach kids, rather than using a boring text book. Further, the internet on cell phones works much more efficiently than the slower chrome books in our classrooms. Without the frustration of lost internet connection and waiting for computers to load, students are freer to explore and research. All in all, cell phones in the classroom are essential to promoting greater learning.
43. Can YOU write an essay using everything you’ve learned?