Persuasive Writing

1. Persuasive Writing 9th Grade

2. WNB What does it take for you to be persuaded? • How can others (classmates, friends, parents, teachers, opponents persuade you?

3. What will we be doing? • Getting a reminder about ethos, pathos, and logos • Using various resources to learn about the parts of an argument: • Claim • Warrant • Counterclaim • Rebuttal • Working collaboratively on a final persuasive writing piece

4. What is persuasive writing? • You will also hear this called argument writing • Writing that takes a stance on a particular issue • Uses various strategies to try and convince its readers that their opinion is the right one • Takes counter arguments into account and addresses them to prove it wrong • Different types of persuasive writing affects you in the real world. Can you think of any kinds?

5. Reminder!

6. Ethos, Pathos, Logos • Ethos, pathos, and logos are the three modes of persuasion • These were developed by Aristotle • We first discussed them when reading To Kill a Mockingbird • Paying attention to these modes of persuasion strengthens your argument. • Do you remember what they mean??

7. Ethos • An appeal to authority or credibility of the presenter; Tries to convince you that the company is more reliable, honest, and credible

8. Pathos • An appeal to the audience’s emotions • Can appeal to a number of emotions to persuade people: • Fear • Happiness • Nostalgia • Compassion • Anger

9. Logos • Logical appeal of an argument • Normally used to describe facts and figures that support the speaker's claims or thesis

10. Components of a Persuasive Essay • Claim • Data/Evidence • Explanation • Counterclaim/Counter-argument • Rebuttal

11. Claim • Another term for your thesis • The overall thesis the writer will argue • The backbone of the paper • Without this sentence, there is no argument

12. Data/Evidence • Evidence gathered to support the claim (thesis) • Information that you use to prove that your opinion is correct and justified

13. Explanation • Explanation of why or how the data supports the claim • Without explaining your evidence, there is no bridge between the facts and your argument

14. Counterclaim • A claim that negates or disagrees with the claim • Also known as the counterargument

15. Rebuttal • Evidence that negates or disagrees with counterclaim • A way of proving that although the counterclaim exists, your argument is still superior

16. WNB • Review: What is a; • Claim • Counter-claim • Rebuttal

17. Today… • We will focus only on claim, counter –claim, and rebuttal. • You received a persuasive writing prompt on the way in. Two other students have the same one. • Find those students, they are your group. When you get together take out a piece of paper and write down your prompt. • Then, create a claim from this prompt. • Ex. Uniforms in school • Claim: Schools should not have uniforms because they would limit students’ ability to express their personalities through their clothing. Don’t stop at this point

18. Today Continued… • Now that you have created a claim, you need to switch papers with another team and read over their prompt and claim. • Then, counter their claim. What would the opposition say about their claim. • Consider whether or not the counter-claim you are making is strong and effective. Is it something that someone might actually say about the topic?

19. Today Continued… • Switch one more time with another group and read through their claim and counter claim. • Then, make a rebuttal! • Counter their counter-argument. • Prove why the original claim is the best.

20. 2nd Claim • Video games shouldn’t be considered a sport because you’re not being physically active. • Gym class benefits students in other classes because it wakes you up. • School should have group work because it helps students learn what others think and not focus on themselves as much • All books should not be digital because not everyone can afford a kindle or IPad and you wouldn’t have to worry about charging it or technical difficulties. Old people might not even know how to work a kindle • Guns should not be allowed on college campuses because students can take out aggression with firearms. • College athletes should be paid because they need money to support themselves outside of their education. • Graffiti is a form of art because it’s a way that people express themselves.

21. 2nd Counter-Claim • Video games should be considered a sport because it stimulates you’re brain and makes you think through you’re actions. • Gym class doesn’t help you because you become fatigued and it’s hard to focus when you’re just thinking about cooling off. • School shouldn’t have group work because some students work better independently • It would save trees • Guns should be allowed on college campuses because they can be used for self defense • College athletes should not be paid because they’re getting free education. • Graffiti is not a form of art because it vandalizes property and is destructive.

22. 2nd Rebuttal • That is true, but there is no needed physical activity like all of the other sports require. • Yes, but it could wake you up and give you more energy to help you focus in class. • Even if you work better independently you still need to know how to work in a group out in the real world. Collaborating lets you understand how other’s minds’ think. • Digital books should not be made because they use electricity. Also they may save some trees but trees are still being cut down because paper books are being made • That may be true, but if you give all they crazy frat party drunks that have been downing shots the past 6 hours guns, somebody is going to get messed up. • Not the students that don’t get a scholarship there. They don’t get free education. Students should be paid to be able to support themselves until they can find a place to live after college. • Graffiti doesn’t need to be an act of vandalism.

23. 5th Claim • No college athletes shouldn’t get paid because they are at college to get an education not to make money. • People spend too much time on their phones because they’re missing out on what’s going on around them • Yes graffiti is art because people are expressing themselves and how they feel. • All books should not be made only in digital format because not everyone can afford to buy the device and libraries would be closed down forcing people to loose their jobs. • No, college students shouldn’t get paid through scholarships because they are not professional. • Guns shouldn’t be permitted on college campuses because it increases violence. • Gym does not help students do better in their other classes because it just adds more stress with trying to meet the standers.

24. 5th Counter Claim • People may say college athletes should get paid because they try hard to get on the team. • People don’t spend too much time on phones because it’s new technology and efficient. • Graffiti is not considered art because it is vandalism. • All books should be made only in digital format because it is more convenient for people to access. • Yes, college sports are at an elite level and they should be paid like the pros • No because it is self defense for when they're in a bad situation • Gym doe help students do better I the other classes because it’s a break from the more stressful classes.

25. 5th Rebuttal • So college athletes should not be paid because they have multiple opportunities to earn money and the people who play sports in college are there for a education. • It deprives us of all physical activity • Not all graffiti delivers a bad massage even if its vandalism, some is a good message, • Books shouldn’t be made in digital format because even though it is more convenient there are chances that is could shut down and stop working. With a hard copy it can’t stop working. • No, they should not be paid because they need to get a scholarship with good grades, not by playing sports. • Guns shouldn’t be allowed because it will increase the violence and tension amongst students. • Gym can be an embarrassing time for some students too.

26. WNB • What ANNOYS you? • Creating a strong persuasive argument means being thoughtful and passionate about the claim you are making. Sometimes an argument can spark from something that bothers or annoys you or is something that you would just like to change. • Consider things that annoy you, jot a few down and then turn one of them into a claim. • Ex. Individuals who do not capitalize i….I • My claim: Individuals who do not capitalize I should receive no credit because they did not take the time to edit and revise their work.

27. What Annoys You? • When you are finished writing, move around the room and find four other people to discuss with. • Read each others’ claims and counter them. • When you have four counter claims return to your seat and work on a rebuttal. • You may have to consider multiple rebuttals because your classmates may have considered multiple angles when countering your claim.

28. Review: Data/Evidence • Evidence gathered to support the claim (thesis) • Information that you use to prove that your opinion is correct and justified

29. Review: Explanation • Explanation of why or how the data supports the claim • Without explaining your evidence, there is no bridge between the facts and your argument

30. Evidence Exercise • “Hang up and Drive” • After your quiz, read this piece of persuasive writing and highlight the different types of evidence you notice as youread. • Make sure you identify the different types as well.

31. Evidence Exercise • “Hang up and Drive” • Listen as I read aloud and highlight the different types of evidence you notice as we read.

32. Pro/Con • http://www.procon.org/ • Today you will use this site, with your partner, to identify and analyze the elements necessary for a strong piece of persuasive writing. • This website is a great resource to get you thinking about how to develop strong argumentation for persuasive writing.

33. Choosing a Topic

34. Structuring your Argument

35. Structure of Your Argument Introduction First argument or reason to support your position Second argument or reason to support your position Third argument or reason to support your position Opposing Viewpoint Conclusion

36. Introduction A. Get the readers attention by using a "hook." B. Give some background information if necessary. C. Claim/thesis statement.

37. First argument or reason to support your position A. Topic sentence introducing your point and reason B. Explanation of your reason/information and possible reference toward opposing argument C. Elaboration to back your point. D. Closing/Transition Statement

38. Second argument or reason to support your position A. Topic sentence introducing your point and reason B. Explanation of your reason/information and possible reference toward opposing argument C. Elaboration to back your point. D. Closing/Transition Statement

39. Third argument or reason to support your position A. Topic sentence introducing your point and reason B. Explanation of your reason/information and possible reference toward opposing argument C. Elaboration to back your point. D. Closing/Transition Statement

40. Opposing Viewpoint A. Opposing point to your argument. B. Your rebuttal to the opposing point. C. Elaboration to back your rebuttal. *Rebuttal: Evidence that negates or disagrees with counterclaim A way of proving that although the counterclaim exists, your argument is still superior

41. Conclusion A. Summary/Wrap up of main points or reasons B. Restate thesis statement.