Persuasive Writing

1. Persuasive Writing Using our Knowledge of Pathos, Ethos, Logos to Craft a Persuasive Essay

2. Purpose of Persuasive Writing • Convince the reader something is true (or to motivate people to change or take action by appealing to their INTELLECT/LOGIC [logos] and/or their EMOTIONS [pathos] and/or their sense of what is morally right/just/fair [ethos]). • A call to action (believe something, buy something, do something, join something) • Effective arguing and persuading relies on REASONS and a clear sense of LOGIC to influence others.

3. Good Persuasive Writing Develops from: • Research that shows understanding of the topic • Clear, concise organization (thanks to an informal outline) • A topic sentence that clearly explains the topic in a way that fits the audience  perhaps start with a persuasive appeal • Respect for and knowledge of the OPPOSING SIDE (aka: counter argument) complete with a REBUTTAL of that opposing side • Solid KEY/STAR IDEAS (yellow’s) that support your topic sentence • Explanations/evidence (red’s) that are CLEAR, MAKE SENSE, and ENGAGE YOUR AUDIENCE • A conclusion that gives audience a final reason to believe you

4. Here’s your scenario…. • Imagine Julius Caesar ended differently: Brutus did not kill himself at Philippi, but rather has been captured by Antony and the Second Triumvirate and is being put on trial for treason. • You will be writing the closing argument in the trial of Brutus and will be either writing in DEFENSE OF BRUTUS (you believe Brutus is overall a good person) or in PROSECUTION OF BRUTUS (you believe he should be prosecuted and either put to death or in jail for the rest of his life for what he did). • Ask yourself, do you feel bad for Brutus? Or do you feel Brutus deserves to be prosecuted for his treason?

5. AHEM, what’s a closing argument? • A closing argument is delivered by attorneys at the end of a trial, after all of the evidence has been presented, witnesses and experts questioned, and the theory behind a prosecution or a defense is put forth. A closing argument is the last chance an attorney has to address the judge and jury. Unlike an opening argument, which can be written well in advance of the trial, a closing argument will be based on the events of the trial. Attorneys usually do not prepare them until both sides of the case have rested. Write a closing argument that is memorable, factual and informative.

6. AHEM again, what’ a closing argument? • Here the attorneys summarize their main arguments, highlighting the main pieces of evidence in the case, to try to persuade the jury/judge to support your perspective and rule in your favor • How did the evidence support your argument? What specific points (could you anticipate) the OPPOSING COUNSEL could’ve made that you could refute? What do you hope to gain from winning the case? Why should the judge/jury decide in your favor?

7. Let’s think for a minute…What was Brutus’ motivation (what lead him to commit TREASON)? • These will become the key/star ideas for the DEFENSE and the key/star ideas for the PROSECUTION.

8. Journal: Tuesday, 3/11/14. Directions: Answer each of the following questions in complete sentences. • Think about something you really, really, want but know your parents would not be on board with. • What would their argument be--why would they say no? • How would you change their mind on those particular points? • DISCUSSION: How can we apply this to our own counter arguments and rebuttals in our closing argument?

9. Introduction Paragraph • PERSUASIVE HOOK AND THESIS STATEMENT: • Start with a hook: “Ladies and gentlemen of the jury, noble Roman citizens………” • State whether you want the jury to find Marcus Brutus GUILTY OF ALL CHARGES or be ACQUITTED OF ALL CHARGES. • Then, give 1 sentence each about your 3 key star ideas in the ORDER in which you will discuss them in your essay. • HAM IT UP LAWYER-STYLE! Have fun with it! Feel free to bash Brutus a little here (if you are prosecuting) or tell the jury to take pity on him/feel bad for him (if you are defending)

10. Body Paragraphs: Key/Star Ideas + Supporting Details (Reds—examples, evidence, explanation) • Body Paragraph 1: Key/Star Idea as Topic Sentence (OPTIONAL TRANSITION WORD) + Supporting Details • Body Paragraph 2:Key/Star Idea as Topic Sentence (WITH TRANSITION WORD) + Supporting Details • Body Paragraph 3: Key/Star Idea as Topic Sentence (WITH TRANSITION WORD) + Supporting Details • **Don’t forget: if you are choosing to “sprinkle” your counter argument and rebuttal throughout the essay, it needs to appear in these 3 body paragraphs. • **If you are choosing to devote an entire paragraph to your counter argument and rebuttal, it should probably be AFTER your 3rd body paragraph (and before your conclusion paragraph) with a TRANSITION WORD TO SHOW CONTRAST (however, on the contrary)

11. 2 Column Chart Brainstorm:

12. Counter Argument + Rebuttal • TWO OPTIONS: Either sprinkled throughout OR in a separate paragraph of its own right before your concluding paragraph • Begin with a transition word showing CONTRAST: However, on the other hand, contrastingly, etc. • NO QUOTES OR EVIDENCE NEEDED • Use the 2-column chart we created in class (see your class notes and previous powerpoint slide) to lay out the opposing side’s 3 key star ideas AND YOUR REBUTTAL TO EACH.

13. Counter Argument Optional Sentence Stems • Feel free to use the following sentence stem to help you BEGIN your counter argument paragraph: • On the other hand/however/contrastingly, the _____________ (opposing side) has tried to show you that Brutus is _______________ because ____________ (key star idea #1), _____________ (key star idea #2), and __________________ (key star idea #3). • Feel free to use the following sentence stem to help you BEGIN your rebuttal of the counter argument: • However, there are many aspects of this theory that are completely wrong. First, __________________________________________ (explain/refute/disprove the other side's theory about key/star idea #1). Additionally, _______________________________________ (explain/refute/disprove the other side's theory about key/star idea #2). Finally, ____________________________________________________ (explain/refute/disprove the other side's theory about key/star idea #3).

14. Inserting Quotations/Evidence Into Your Body Paragraphs (to go along with your “reds”) • STEP 1: Start your sentence by telling, in your own words, exactly what was happening at the time of the quote • Step 2: Insert a comma right after step 1 • Step 3: Put your direct quote in quotation marks, follow it with he/she said, then put a COMMA on the INSIDE of the end quotation mark • Step 4: Use parentheses to show WHERE you got the quote from then end the sentence with a period on the OUTSIDE of the end parenthesis. • Ex: (Act 3 Scene 1 lines 44-45)

15. Examples: • When Caesar saw that his best friend Brutus was also a part of the assassination he said, “Et tu, Brute?” (Act 3 Scene 1 lines 44-45). • Caesar also refused Artemidorus's letter because he was just a commoner, but Artemidorus knew  what the conspirators were doing when he said, "O Caesar, read mine first; for mine's a suit, That touches Caesar nearer, Read it, Great Caesar,"( Act3,scene1, p.105, line 6) • Caesar only went to the capitol to get crowned because Decius told him, "This is all amiss interpreted, it was a vision fair and fortunate; your statue sprouting in many pipes, in which many smiling  Romans bath'd," (Act 2 Scene 2 lines 1-4).

16. Revisiting Rough Drafts: Content Issues MONDAY FOCUS • RAFT • Role • Audience • Format • Topic • Counter Arguments cannot be 1st sentence of your key/star idea. I’d prefer it come later. If you’re doing counter argument paragraphs, please make it the FINAL paragraph before your conclusion. • “I believe that…” “Here is why I think…” “Here are some reasons…”  Take “I” out of it! Be assertive—you’re a lawyer, after all. • Conclusions need to be 3-4 sentences.

17. Writing the Conclusion Paragraph: • Go back to the topic in your introduction • Stay on topic • Use words from the topic sentence (your 1st sentence) and thesis statement (remember, this is your argument—when you lay out your 3 key/star ideas) • Remind your audience (jury) what you want to prove or explain • Use synonyms for important nouns • PATHOS! You want your audience to feel something.

18. Conclusion Layout in Steps • 1. SIGNAL WORD + : In conclusion/as you can see/therefore/in summary… • Restate whether you are arguing that Brutus is a terrible person or someone who the jury should feel bad for. Are you painting Brutus as a terrible back-stabber of a friend, or as a man who was manipulated and only doing what he thought was right for Rome? • 2. Summarize, in slightly new wording, your 3 key/star ideas. • 3. Encourage the jury to take action and either find Brutus guilty (if you are prosecuting him) or acquit him (if you are defending him) • 4. Make one last attempt to convince the jury you are right • OPTIONAL: Find a profound or lyrical quote that complements your argument, or use an anecdote that illustrates your thesis. Make sure that the quote or anecdote perfectly matches your argument. Cite your sources.

19. Burying Transitions • Transitions do not always have to be the first word in a sentence, sometimes it helps to bury the transition • Ex: • Transition starting a sentence: First, my family decided to visit the zoo. • Buried transition: Going to the zoo was the first big event of my summer. • Transition starting a sentence: First, we read the directions. • Buried Transition: We knew it would be tricky to assemble the model, so the first thing we did was read the directions carefully.

20. Obvious and Subtle Transitions • Obvious Transitions: first, second, third, also, additionally  typically at the start of a sentence • Ex 1: First, I gave my hamsters some food. • Ex 2: Next, I locked the cage because the pet store owner said they like to climb out. • Subtle Transitions: aren’t as easy to spot; function as transitions in different ways, usually by being similar to words in the topic (sometimes they are synonyms, related words, or words on the same topic) •  Ex 1: After I put the hamsters in their cage, I gave them some food. •  Ex 2: Before I left for school, I locked the cage because the pet store owner said they like to climb out.

21. Look at your 3 key/star idea body paragraph topic sentences (1st sentence): • Two options: • 1. If you have an OBVIOUS transition for each of your 3 key/star idea body paragraph topic sentences  change to a BURIED transition. *NOTE: This may require you to add in some words or completely change the wording of your original sentence—that is OK* • 2. Change your 3 key/star idea body paragraph topic sentences into SUBTLE transitions (no transition words at all; use synonyms or related words)

22. Ex: Prosecution • OBVIOUS transition: First, Brutus should be prosecuted because he betrayed Caesar. •  BURIED transition: Brutus’s betrayal of Caesar is the first reason why he should be prosecuted. •  Brutus’s betrayal of Caesar is one of many reasons why he should be prosecuted. • SUBTLE transition: Brutus’s betrayal of Caesar shows what an evil, conniving person Brutus is. •  OPTIONAL: If this is TOO subtle for you, you could add in “further” before shows if it’s a second or third key/star idea topic sentence

23. Ex: Defense • OBVIOUS transition: Additionally, Caesar’s out of control ambition gave Brutus fair reason to kill him. •  BURIED transition: Caesar’s out of control ambition provides an additional reason why Brutus should be seen as an honourable man and not as a murderer. • SUBTLE transition: Caesar’s out of control ambition demonstrates how Brutus should be seen as an honorable man and not a murder. •  OPTIONAL: If this is TOO subtle for you, you could add in “further” before shows if it’s a second or third key/star idea topic sentence

24. Thursday: Rubric Review/Checklist • Everyone will have feedback from me by Thursday night at 10pm. You can use this feedback in addition to everything we focused on this work, along with your RUBRIC, to create a final, polished draft • “Add page” in OneNote on ThinkLink365. Title it “Final Draft Closing Argument” • Make final edits (grammar). Due Sun at end of Spring Break.

25. Thursday: Passive vs. Active Voice, CUPS, rubric for final draft • Sentences can be written in active or passive voice. This refers to the subject and verb used in a sentence. • Active voice is more powerful than passive voice  active voice = subject is performing the action; it is more DIRECT, BOLD, CONFIDENT, and LIVELY • Passive voice = the subject receives the action; tends to be signaled by helping or linking verbs attached to action verbs • (helping verbs: could have, should have, etc. linking verbs: am, were, was, is, etc.)

26. Active vs. Passive Voice • The toys were put away by all of the children. • All of the children put their toys away. • Your books should be stacked on the back shelf when you finish. • When you finish, stack your books on the back shelf. • The glass window was shattered by the baseball. • The baseball shattered the glass window.