That’s debatable: Persuasive writing in the workshop model

1. That’s debatable: Persuasive writing in the workshop model English SOL Institute Secondary Persuasive Writing Workshop Carrie Honaker & Amanda Biviano Blue Ridge Writing Project Teacher Consultants

2. Persuasive Writing • Move students away from 5 paragraph, formulaic writing • Conferencing, guided writing, revising, sharing, and using mentor texts builds skills • Writing portfolios support student growth K-12 English SOL Institute October 2013

3. Persuasive Writing • Teach writing; don’t merely assign it • Teach peer revision/editing; putting students in groups is NOT teaching peer editing • Focus on purpose and audience • Provide opportunities for students to change voice and audience K-12 English SOL Institute October 2013

4. Persuasive Writing • Every piece of writing does not have to be graded! • Do incorporate writing into every lesson • Don’t correct every error in student papers • Use VDOE Resources including anchor sets and writing checklists K-12 English SOL Institute October 2013

5. Instruction Anchor Sets K-12 English SOL Institute October 2013

6. Persuasive Writing Checklist • Add screenshot K-12 English SOL Institute October 2013

7. Time to Write!! Spend a few minutes writing about what you consider the most effective persuasive moment from the debate clip.

8. SOL EOC Writing Prompt Technology allows people to complete many tasks without having contact with others. People can check out books, shop, and play games without speaking to another person. Has the limitation of human contact due to the use of technology had positive or negative effects on people’s lives? Take a position on this question. Support your response with reasons and specific examples.

9. Time to build our arguments!!!

10. Thesis Statements • A strong Thesis Statement in the opening paragraph indicates a narrow topic • Concise, one- or two-sentence statement telling reader the topic, writer’s position towards the topic, and the specific supporting points of paper • A good thesis is an idea that could be easily disagreed with (not: the sky is blue, we need to help the poor…) • A good thesis takes a stand. The Argument Outline handout can help students plan a solid argument before writing.

11. Helping Students Make Convincing Arguments • Acknowledge and treat opposing viewpoints fairly • Ask students to maintain an objective and professional or scientific stance towards their position and the evidence which supports it • Use mentor texts such as those found on Intelligence Squared: http://intelligencesquaredus.org/ and the Department of Education Anchor Sets • Avoid common Logical Fallacies

12. Logical Fallacies • Flaws in the logical structure of an argument • TED-Ed Logical Fallacies http://ed.ted.com/on/tBmicW2I • Can be shown dissonant or contradictory in logical or symbolic terms (2+2=5).

13. Common Logical Fallacies • Strawman • Appeal to authority • Ad Hominem • False Dichotomies/Black and White Dichotomies • Appeals to tradition • Rhetorical Questions • Hasty/Broad Generalizations • Post Hoc Ergo Propter Hoc (after this, therefore because of this)

14. Strawman • Ignoring a sound opposing position—or—setting up, substituting, distorting, or exaggerating it with a weaker one. • Basically, broad generalizations which you can easily defeat with your own position. “Free marketeers don’t believe in rules or laws of any kind.” “Skeptics of global warming and other alleged environmental terrors care nothing about future generations and might also be in the pay of Big Oil.”

15. Appeal to Authority Someone without expertise in the subject argued is used as an authority on the subject.

16. Ad Hominem abagond.wordpress.com

17. False Dichotomy • Also “Black and White Fallacy,” “False Dilemma” • Presenting a limited set of alternatives (usually two) and then arguing as if there are only these two. “If you don’t like the current policies, leave the country.” "It’s owls versus jobs: the environment or the economy."   “If you’re not for the war, you’re unpatriotic.”

18. Appeals to Tradition • Premise is held true because it has a tradition of being thought to be true. • “This mode of government has lasted over 200 years without any change. It must be right.” • “What opponents of strip mining in West Virginia fail to realize is that mining is one of civilization’s oldest industries.”

19. Rhetorical Question • Asking question for the “effect” rather than for the actual information (soap box). • It doesn’t expect a reply • “When are we going to give this country’s old folks the health care they deserve?” • "With all the violence on TV today, is it any wonder kids bring guns to school?“ • "Marriage is a wonderful institution, but who wants to live in an institution?“

20. Hasty & Broad Generalizations • Drawing a conclusion based on a small sample size, rather than looking at statistics that are much more in line with the typical or average situation. • “My father smoked four packs of cigarettes a day since age fourteen, and lived until age sixty-nine.  Therefore, smoking really can’t be that bad for you.” • “Teenagers today are increasingly online playing video games; as a result most teenagers lack in social and critical thinking skills.”

21. Post Hoc Ergo Propter Hoc(after this, therefore because of this) • Also “the false cause” or “correlation not causation” • Since event B followed event A, then B must have been caused by A • The rooster crows just before dawn; therefore, the crowing causes the sun to rise. • “More and more young people are attending high schools and colleges today than ever before. Yet there is more juvenile delinquency and more alienation among the young. This makes it clear that these young people are being corrupted by their education.”

22. Can You Name the Fallacy? Ask students to find fallacies in movies, advertisements, or commercials, as well as from experts in the field. For example) http://www.youtube.com/watch?v=yp_l5ntikaU http://intelligencesquaredus.org/press/item/619-should-college-football-be-banned?

23. Check your answers • Monty Python Clip—Too numerous to name!! • Football Should Be Banned— Strawman—opponents argue for “hitting self over the head” • Colleges are not educating, they’re harming students.

24. Football Should Not Be Banned Wins!! • Defeats the Strawman—Colleges are educating students that play football • Refutes the facts presented—teams are no longer as risky with players • Adds emotional appeal—football helps others play sports and brings in money

25. Time to revisit our arguments to check for a strong thesis and possible fallacies! Let’s see who built the strongest case…

26. Reflection Writing Please write about the process you went through today and how any part of this presentation could be used in your own classroom.

27. Contact Information Blue Ridge Writing Project • Carrie Honaker • Roanoke County Public Schools • chonaker@rcs.k12.va.us • Amanda Biviano • Montgomery County Public Schools • amandabiviano@mcps.org

28. Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.