Transcript Finding Your Way Into a Topic

Persuasive Writing –
Week 3
OSPI High School Instructional Support Materials for
Writing
These materials were developed by Washington teachers to help students improve
their writing.
Version 2
Copyright 2006 Washington OSPI.
All rights reserved.
OSPI Writing Instructional Support Materials
Core Development Team

Nikki Elliott-Schuman – OSPI, Project Director

Charlotte Carr – Retired Seattle SD, Facilitator

Barbara Ballard – Coupeville SD

Anne Beitlers – Seattle SD

Marcie Belgard – Richland SD

Betsy Cornell – Moses Lake SD

Lydia-Laquatra Fesler – Spokane SD

Lori Hadley – Puyallup SD

Lissa Humphreys – East Valley SD (Spokane)

Kathleen McGuinness – Kennewick SD

Lisa McKeen – East Valley SD (Yakima)

Sharon Schilperoort – Yakima SD

Holly Stein – Eastside Catholic High School
Copyright 2006 Washington OSPI.
All rights reserved.
Expository vs. Persuasion

Expository writing
 has a narrow topic.
 stays focused on the main ideas.
 is elaborated using reasons, well-chosen and specific
details, examples, and/or anecdotes to support ideas.
 includes information that is interesting, thoughtful, and
necessary for the audience.
 is organized with an introduction, supporting paragraphs
with main points and elaboration, and an effective
conclusion.
 uses transitions to connect ideas.
 shows commitment to topic with voice and language
appropriate for audience and purpose.
 uses specific words and phrases that help the reader
understand ideas.
Copyright 2006 Washington OSPI.
All rights reserved.
Expository vs. Persuasion

Persuasive writing
 has a clear position and is focused on that position.
 has more than one argument to support a position.
 is elaborated by using reasons, well-chosen and specific
details, examples, anecdotes, facts, and/or statistics as
evidence to support arguments.
 is organized to make the best case for a position.
 anticipates and refutes the opposing position.
 begins with an opening, including a statement of position,
and ending with an effective persuasive conclusion, such
as a call for action.
 uses transitions to connect position, arguments, and
evidence.
 shows commitment to position by writing in a voice
appropriate for audience and purpose.
 use words, phrases, and persuasive strategies that urge or
compel the reader to support a position.
Copyright 2006 Washington OSPI.
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Persuasive Writing
In persuasive writing,
a writer takes a
position FOR or
AGAINST an issue
and writes to
convince the reader
to believe or do
something.
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Getting Ready Purposes of persuasion
 Support
a cause
 Urge people to action
 Promote change
 Refute a theory
 Arouse sympathy
 Stimulate interest
 Win agreement
Copyright 2006 Washington OSPI.
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Agenda – Day 1
Write
to a persuasive prompt
Quick write in a group -- cookie lesson
Introduce persuasive strategies
Reflect
Copyright 2006 Washington OSPI.
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Write to a Persuasive Prompt

Many people have expressed concern
about the starting time for high school. The
school board has suggested that school
begin two hours later and end two hours
later. Take a position on this proposal, and
write a multiple-paragraph letter to the
school board to persuade them to agree
with your position.
Copyright 2006 Washington OSPI.
All rights reserved.
Remember

Use what you’ve already learned about
 choosing
a topic
 narrowing a topic
 organizing your ideas
 elaborating your ideas
 checking for conventions
Copyright 2006 Washington OSPI.
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Read for conventions.
 Basic
spelling (including homonyms)
 Capitalization
 Punctuation
 Periods (run-togethers), apostrophes
(possessives), commas, question marks especially
in rhetorical questions
 Subject-verb agreement, particularly number
agreement with “their” (pronoun referents and verb
agreement)
 Complete sentences
 Paragraphing
 Conventions on your own personal list in your folder
Copyright 2006 Washington OSPI.
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Group Quick Write
Make the Best Case
Persuade the class that your group should
be rewarded (cookies, candy, etc.) for
having written the best argument.
 Your group’s task is work together to write
your best arguments.

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Present Your Case
Appoint a member of your group to draw a
number to decide which team presents its
case first.
 Present your case when it’s your turn.
 Take notes about each team’s position,
arguments, and support.

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Vote and discuss.

Vote on which group presented the best
case.
 A group
cannot vote for itself.
 Each individual can only vote once.
Discuss why you voted the way you did.
 Discuss the persuasive strategies you
used or observed.

Copyright 2006 Washington OSPI.
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Persuasive Strategies





Preponderance of
evidence (more
expository)
Firm position
Audience awareness
Concession and rebuttal
(or counter argument)
Persuasive word choice







Expert testimony
Inclusion of statistics
Compromises or
problem-solving
Call to action
Rhetorical questions
Emotional appeal
“House that Jack Built”
Copyright 2006 Washington OSPI.
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Reflect
Reread your persuasive writing from the
beginning of today’s class. Think about the
strategies you identified as being effective
for persuasion.
 Which strategies did you use?
 What other strategies might you have
used?

Copyright 2006 Washington OSPI.
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Agenda -- Day 2







Share reflections
Go to three corners – cell phones in school
Write using strategies
Share your strategies
Read for conventions
Discuss cell phone articles
Reflect
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Share Reflections
Exchange yesterday’s reflections with a
partner and read them.
 Compare strategies with your partner.
 What did you have in common? What was
different?

Copyright 2006 Washington OSPI.
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Three Corners

The school board has suggested that cell
phones be banned from school.
Is your position
 Cell
phones should be banned.
 Cell phones should not be banned.
 Cell phones should be used with guidelines.


Take a position and move to the corner that
matches how you feel.
Discuss with your group how to support the
position.
Copyright 2006 Washington OSPI.
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The school board has suggested
that cell phones be banned from
school.
Take a position on this issue.
 Using the strategies you found effective
from the three-corners activity, write a
multiple-paragraph letter to your school
board members, persuade them to agree
with your position.

Copyright 2006 Washington OSPI.
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Share Strategies


Trade papers with a partner.
After reading your partner’s paper, identify and
discuss the strategies that are most effective.
 What
makes those strategies effective?
 Are you persuaded?
 What could be done to strengthen the arguments?
Copyright 2006 Washington OSPI.
All rights reserved.
Read for conventions.
 Basic
spelling (including homonyms)
 Capitalization
 Punctuation
 Periods (run-togethers), apostrophes
(possessives), commas, question marks especially
in rhetorical questions
 Subject-verb agreement, particularly number
agreement with “their” (pronoun referents and verb
agreement)
 Complete sentences
 Paragraphing
 Conventions on your own personal list in your folder
Copyright 2006 Washington OSPI.
All rights reserved.
Cell Phone Articles




Read the two articles written by high school
students.
Take out your handouts and underline and label
the persuasive strategies used.
Share with a partner strategies you saw being
used.
Identify which strategies you have also tried in
your writing.
Copyright 2006 Washington OSPI.
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Reflect

What do you need to remember from
today’s lesson to be more effective on the
WASL persuasive prompt? Be specific.
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Agenda – Day 3
Define concession
 Take this! Take that!
 Look at the other side
 Concessions and rebuttals - your turn

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Definition -Concession
Concession is when you acknowledge or
recognize the opposing viewpoint,
conceding something that has some merit.
 A reader of your essay is more likely to
listen to you if you show you can see
his/her point of view before you counter
that argument.

Copyright 2006 Washington OSPI.
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Take this! Take that!
(a concession / rebuttal exercise)

You have been asked to be on a committee to
review your high school’s rules. Choose one
rule that needs to be revised, added, or
eliminated. Write a multiple-paragraph letter to
your principal persuading him or her to adopt
your recommendation.
Copyright 2006 Washington OSPI.
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Take this! Take that!



Trade your paper with a
partner.
Acting as principal,
respond to your partner’s
paper with your own
arguments.
When you get your own
paper back, counter the
principal’s argument.



Repeat, following the
same procedure.
Repeat procedure once
more.
Your paper, when
complete, will be
argument and counterargument.
Copyright 2006 Washington OSPI.
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Group discussion
• Say goodbye to your partner and find two
other people for a discussion.
• Select one paper to read aloud as a group
and discuss the answers to the following
questions
 Were
the concessions and rebuttals effective?
 What made them effective?
 Were you persuaded? Why or why not?
Copyright 2006 Washington OSPI.
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Looking at the other side


When you write a good argument (as you did in
Take This, Take That!), it is important to look at
the other side.
Here is a form to help you write a concession
and counter argument. Look at this student’s
sample.
Copyright 2006 Washington OSPI.
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Rule to be changed: Closed Campus at lunch time
My position: Open campus benefits everyone.
(Write as a statement, not a question.)
My reasons
1. Eat what you like.
2. Get a mental
break from school
environment.
3. Teachers have
options for how to
spend their lunch
time.
4. It benefits
merchants in the
area.
Their response
1. What students
like is usually
unhealthy.
2. Students don’t
return from lunch.
My counter argument
1. Cafeteria food
(pizza, fries) very
greasy.
2. Students who do
not return will lose
off-campus privilege.
3. Teachers have the 3. Teachers would
option to earn more rather have the time
pay if they supervise than the money.
in the cafeteria.
4. Money becomes
4. Students who
an issue for some
can’t afford it can eat
students.
at school.
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Transitional Phrases for Looking at
the Other Side
It is true that…however…therefore…
 Certainly…but…in short…
 Admittedly…on the other hand…so…
 Of course…nevertheless…as a result…
 Obviously…on the contrary…finally…
 Sure…however…in addition…

Copyright 2006 Washington OSPI.
All rights reserved.
Concessions from WASL
Example 1
It is true that students should not have headphones on when
their teachers are giving a lesson. Students should not be
allowed to block out their teachers. However, when every
member of the class is working individually after important
information has been given, listening to music can be a helpful
learning tool. It would create a more relaxing, calm
environment for learning. Some students can concentrate more
while
listening to music.
As a result grades could go up and it would definitely make
school more enjoyable. Therefore, our school should allow
headphones in the classroom.
Copyright 2006 Washington OSPI.
All rights reserved.
Concessions from WASL
Example 2
Certainly, some students abuse the absentee policy and lie
about being sick. They usually try to get out of school for one
reason or the other. But the majority of students stay home
because they are sick. When a student is sick, he should be
focusing on getting better, not worrying about missing classes
and grades. Also when a student comes to school when he is
sick because he doesn’t want to lose credits, he is not helping
himself.
Chances are he'll have trouble concentrating and won't learn
anything. In fact, he will probably be spreading germs to other
students. The bottom line is a student has no control over
when he is going to get sick. It would be better for everyone if
excused absences were dismissed.
Copyright 2006 Washington OSPI.
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Concession - your turn
• Look at your arguments from your Take This!
Take That! activity.
•Fill in the blank Concessions/Rebuttal Form using
the information from Take This! Take That! making
revisions as needed.
•Include your arguments in a multiple-paragraph
letter convincing your principal to your position.
•Include concessions and rebuttals.
Copyright 2006 Washington OSPI.
All rights reserved.
Agenda -- Day 4
Read for conventions
 Reflect from yesterday
 Organize your argument

 Order
of importance
 The House that Jack Built

Reflect
Copyright 2006 Washington OSPI.
All rights reserved.
Read for conventions.
 Basic
spelling (including homonyms)
 Capitalization
 Punctuation
 Periods (run-togethers), apostrophes
(possessives), commas, question marks especially
in rhetorical questions
 Subject-verb agreement, particularly number
agreement with “their” (pronoun referents and verb
agreement)
 Complete sentences
 Paragraphing
 Conventions on your own personal list in your folder
Copyright 2006 Washington OSPI.
All rights reserved.
Reflect
What did you learn yesterday that you
need to remember?
 Review your goals (check goal form in
your folder).
 Change goals as necessary and include
persuasive strategies.

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Some Ways to Organize Your
Persuasion
Order of Importance
 “The House that Jack Built”

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Order of Importance
Look at the prompt on the next slide.
 List arguments on one side or the other.
 Try organizing the arguments two ways

 From
most important to least important.
 From least important to most important.
Which one seems to be the best fit for
your audience?
 Why?

Copyright 2006 Washington OSPI.
All rights reserved.
Persuasive Prompt

Recently, a citizen’s group proposed a change to the
rules for obtaining a driver’s license. The group has
proposed that high school students have at least a “B”
average in order to get a driver’s license. Take a
position on this proposal. Write a letter to the editor of
your local paper to persuade voters to agree with your
position.
Copyright 2006 Washington OSPI.
All rights reserved.
Remember this Nursery Rhyme?
This is the house that Jack built.
This is the malt
That lay in the house that Jack built.
This is the rat
That ate the malt
That lay in the house that Jack built.
This is the cat
That killed the rat
That ate the malt
That lay in the house that Jack built…
Copyright 2006 Washington OSPI.
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The House that Jack Built as an
Effective Organizational Strategy



Basically, this is about a ballooning cause and
effect.
Event A causes event B, which in turn causes
event C, etc.
This organizational strategy may be used for an
entire essay or just a portion of it.
Copyright 2006 Washington OSPI.
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If you give a mouse a cookie,
When you give him the milk,
He’s going to ask for a
glass of milk.
He’ll probably ask you for
a straw.
When he’s finished, he’ll ask
for a napkin.
Copyright 2006 Washington OSPI.
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The House that Jack Built as a
Persuasive Strategy
Look at a WASL sample using this strategy.
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To the school board,
It is 5:45 a.m. Time to get up. “Mom, just a little longer,” I beg.
6 o’clock rolls around, time to get up.
“OK Mom, I am getting up,” I say as my eyes drift back shut. It is now 6:25 and I
spring up out of bed and try to get ready in time to leave at 7:00. Skipping
breakfast, a mistake I will regret later, this is my typical morning. So, as a high
school student I know the concerns that people have expressed about the starting
time for school. School starts too early and I agree it should be started later and
held an equal time longer.
For me school starts at 7:30, which means I need to leave my house at 7:00 or
7:05. But for other students who ride the bus they must be ready far earlier than
that. I see people half asleep standing outside waiting for that big yellow bus to
take them to a long, tiring day at school. I think if school started later it would put
many people at ease. Even if you get that extra 1/2 an hour of sleep it can do
wonders. You won’t be tired for that first period test, you won’t have to take that
nap 2nd period and miss your history notes, You won’t miss breakfast and have to
spend class time counting down the minutes to lunch. Many things would be so
much better if school started later…
In other words getting up too early makes you tired, which makes it hard to take
the test, which causes you to nap and miss your notes, which causes you not to
pay attention because you are hungry because you missed breakfast.
Copyright 2006 Washington OSPI.
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Vote Yes-Yes on Feb. 14
Do you value quality education? Do you believe that the children in our
community are our future? If you have answered “yes” to these questions, here’s
another one that perhaps you should stop and think about before you answer. Do
you plan to support the growth in the Clear Creek Amana School District by
voting Yes-Yes to the upcoming school bond issues on Feb.14? If not, you may
need to re-evaluate your previous answers above.
Clear Creek Amana schools are extremely overcrowded and in desperate
need of additional buildings. The upcoming bond issue will not close any of the
existing sites; rather, some of the bond will actually be used to upgrade the
Amana and Oxford locations. Please do your own research, listen to the facts,
and vote responsibly. Do not believe the rumors and other false information
floating around.
Schools bring residents; residents bring money to the community. Schools
bring businesses; businesses bring new jobs, services and income into the
community. We all have a chance on Tuesday, Feb. 14, to be active and
responsible community members. Will you do your part?
We urge all of you to vote Yes-Yes to each of the ballot questions for the
upcoming school bond issue. Our future, our children and our community are
depending on you.
Copyright 2006 Washington OSPI.
All rights reserved.
Try it – The House that Jack Built

Remember this prompt?
 Recently,
a citizen’s group proposed a change
to the rules for obtaining a driver’s license.
The group has proposed that high school
students have at least a “B” average in order
to get a driver’s license. Take a position on
this proposal. Write a letter to the editor of
your local paper to persuade voters to agree
with your position.

Write an argument using the House that
Jack Built organizational strategy.
Copyright 2006 Washington OSPI.
All rights reserved.
Read for conventions.
 Basic
spelling (including homonyms)
 Capitalization
 Punctuation
 Periods (run-togethers), apostrophes
(possessives), commas, question marks especially
in rhetorical questions
 Subject-verb agreement, particularly number
agreement with “their” (pronoun referents and verb
agreement)
 Complete sentences
 Paragraphing
 Conventions on your own personal list in your folder
Copyright 2006 Washington OSPI.
All rights reserved.
Reflect




Imagine that you are coaching a 7th grader who
is having trouble writing to the persuasive
prompt of the WASL.
Considering the strategies that worked for you
this week, what should you be sure to tell the
student to include?
What should he or she avoid?
From your point of view, what can you tell the
student about good persuasive writing?
Copyright 2006 Washington OSPI.
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Agenda -- Day 5
Write to WASL persuasive prompt
 Read for conventions
 Reflect

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Write On-demand

Some nutritionists think the snack offerings at
your school are terrible. Because of this,
parents are asking the principal to remove all
soda pop and candy machines. Take a position
on this proposal. Write a multiple-paragraph
letter to your principal to persuade him or her to
agree with your position.
 Use
the WASL Persuasive Checklist and Persuasive
Strategies handout.
 You may use a dictionary and/or a thesaurus in print
form.
Copyright 2006 Washington OSPI.
All rights reserved.
Remember

Use what you’ve already learned about
 choosing
a topic,
 narrowing a topic,
 organizing for persuasion,
 elaborating your ideas,
 persuasive strategies,
 organizational strategies (Don’t forget the House
that Jack Built.),
 checking for conventions.
Copyright 2006 Washington OSPI.
All rights reserved.
Read for conventions.
 Basic
spelling (including homonyms)
 Capitalization
 Punctuation
 Periods (run-togethers), apostrophes
(possessives), commas, question marks especially
in rhetorical questions
 Subject-verb agreement, particularly number
agreement with “their” (pronoun referents and verb
agreement)
 Complete sentences
 Paragraphing
 Conventions on your own personal list in your folder
Copyright 2006 Washington OSPI.
All rights reserved.
Final Reflection for the Week
Today you experienced writing in a testing
situation.
 What different persuasive strategies did
you try?
 What goals do you still need to work on?

Copyright 2006 Washington OSPI.
All rights reserved.
Feedback, please
We welcome your comments. Please feel
free to try these lessons and send
feedback to Nikki Elliott-Schuman at
[email protected]. We appreciate
your labeling the subject line as Feedback:
OSPI Instructional Support Materials.
Copyright 2006 Washington OSPI.
All rights reserved.