Persuasive Writing Workshop
“The moment we want to believe something, we suddenly see all the arguments for it, and become blind to the arguments against it.”
Instructions: Working with your group, use this worksheet to help you build all the components of your persuasive essay. Reflect back on the above quote, and remember the goal of a persuasive essay is to make your reader believe.
Helpful Key Terms
persuasion- a tool to show your readers that your point of view is the right one
pro- for, the positive, the benefits, the good
con-against, the negative, the bad
purpose- the final goal
issue-a subject about which people disagree
audience-specific group of people to which your paper is addressed
logical appeal- speaking to the reader’s head
emotional appeal- speaking to the reader’s heart
Fill in the required information:
What is your issue:__________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________
In a persuasive essay, your thesis statement should tell both your issue and your point of view on it.
Formula: Issue + Point of View = Thesis Statement
Example:
Issue- Should minors be allowed to get tattoos with parent consent?
Point of View- No they should not (con)
Thesis- Minors should not be allowed to get tattoos with their parent’s consent.
Thinking about your persuasive purpose, write a thesis statement on your issue:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
To Whom It May Concern: You should write a persuasive essay with a specific group of people, your audience, in mind.
Which groups of people would find my issue important? _________________________________________
____________________________________________________________________________________________________________________________________________________________________________________
Which specific group do I want to convince? _______________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________
What type of people make up my audience? _______________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________
How does this group feel about my issue? _________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________
What objections might this group have to my opinion? _______________________________________________
____________________________________________________________________________________________________________________________________________________________________________________
Counterarguments
After brainstorming reasons with group members with the same point of view, share your responses with your opponents to determine possible counterarguments.
Possible Counterarguments:
1.)____________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________
2.) ______________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________
3.) ______________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________
Sunday, January 27, 2008
Saturday, January 26, 2008
Persuasive Writing Workshop
1/28/08 Daily Classroom Agenda
Today’s Focus: Persuasion-Thesis Statement and Audience
Standard: 8WS2.4-Well-defined thesis
8WS1.0- Awareness of audience
Objective: Students should be able to write a well-defined thesis, and identify and analyze an audience for a persuasive essay.
Anticipatory Set: Teacher will review with students last week’s lesson, the introduction to persuasive writing, focusing on thesis.
Teaching: The teacher and students will read together pp.711-12. The teacher will use an example issue to demonstrate how to combine an issue and point of view to construct a well-defined thesis statement.
Guided Practice: The teacher will use an example issue to practice identifying and analyzing an audience with the students.
Independent Practice: The students will form groups of about six (teacher assigned) and each group will be assigned a debatable issue. The group will discuss their issue and divide into pro/con (3 to a side).The groups will be given a worksheet in which they develop a thesis based on their point of view as well as identify and analyze an audience (elements of Practice 2&3).
Additional Topics
8WC1.1-Use correct and varied sentence types.
The students will be reminded of the importance of correct sentence structure and varied sentence style in order to become a strong writer.
The students, with guidance from the teacher, will complete lesson 1 Fragments of Standards Plus sentence structure lessons. The teacher will review clauses and preview tonight’s homework, Holt Handbook p. 120 #1,3&5 of exercise 1.
8RW1.0- Word analysis, Fluency, and Systematic Vocabulary Development
The students will continue with the Standards Plus Reading Vocabulary Lessons.
Closure: Students must confirm their point of view and share their thesis as their ticket out of the room.
1/29/08 Daily Classroom Agenda
Today’s Focus-Evaluate and Support Reasons
Standard: 8WS2.4b-Present detailed evidence, examples and reasoning to support arguments, differentiating between fact and opinion.
Objective: Students should be able to develop reasons with evidence, using both logical and emotional appeal, in order to build a strong persuasive essay.
Anticipatory Set: The teacher will ask the students to recall and share a time in which they had to convince their parents to let them do or buy something and the methods they used that were a success.
Teaching: The teacher and students will read pp.712-716. The teacher will go into detail about reasons v. evidence and the possible sources. The teacher will explain and model how to organize support by creating a controlling impression and an order of importance.
Guided Practice: Together, the teacher and students will use an example issue to gather reasons and evidence, from varied sources. Next, the class will create a controlling impression by organizing the reasons by level of importance.
Independent Practice: The students will gather back in their groups. Together, they will complete their individual graphic organizers that help them fill in reasons and evidence (components from Practice 4 & 5). The pro’s and the con’s will switch papers in order to see possible counterarguments to include in their essays.
Additional Topics
8WC1.1-Use correct and varied sentence types.
The students will continue practicing sentence structure, using Standards Plus lesson 2 on run-on sentences. The teacher will preview tonight’s homework, Holt Handbook p.122, # 1,3&5 on Oral Practice.
8RW1.0- Word analysis, Fluency, and Systematic Vocabulary Development
The students will continue with the Standards Plus Reading Vocabulary Lessons.
Closure: The teacher will recap the day’s learning.
1/30/08 Daily Classroom Agenda
Today’s Focus- Parallel Structure and Repetition
Standard: 8WC1.2-Correct for correct use of parallelism in items in a series
Objective: Students should be able to establish a coherent essay through parallel structure.
Anticipatory Set: The teacher will remind students of controlling impression and coherence before introducing parallel structure.
Teaching: The teacher will use Standards Plus sentence structure lesson 8 to illustrate examples of parallel structure.
Guided Practice: The teacher will walk the students through the questions accompanying lesson 8.
Independent Practice: Students will continue to study sentence structure for homework, Holt Handbook, p.122 #1,3&5 exercise 2.
Additional Topics
8WC1.2-Correct for correct use of parallelism in items in a series
Students will continue to study parallel structure as it pertains to their persuasive essays. They will do the Mini-Lesson THE WRITERS LANGUAGE on p.717.
8WS2.4b-Present detailed evidence, examples and reasoning to support arguments, differentiating between fact and opinion.
Students will continue to work in their groups researching reasons and supporting evidence for their assigned issue.
8RW1.0- Word analysis, Fluency, and Systematic Vocabulary Development
The students will continue with the Standards Plus Reading Vocabulary Lessons.
Closure: The teacher will recap the day’s learning.
1/31/08 Daily Classroom Agenda
Today’s Focus-Drafting a Persuasive Essay
Standard: 8WS1.0-Students write clear and cohesive essays, exhibiting students’ awareness of audience and purpose. Essays contain introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process
Objective: Students should be able to use their notes from the week to draft a cohesive persuasive essay.
Anticipatory Set: The teacher will review all the components of persuasive writing.
Teaching: Together, the students and teacher will look at the Writer’s Framework on p.718.
Guided Practice: The teacher and students will closely examine the Writer’s Model on p.719 and point out all the crucial components.
Independent Practice: Students will draft their own persuasive essay.
Additional Topics
8WC1.1-Use correct and varied sentence types.
Students will continue practicing sentence structure by completing Standards Plus sentence structure lesson 6 on awkward construction.
For homework students will complete Holt Handbook, p.123 # 1,3,&5 exercise 3.
Closure: Students will hand in a completed essay before exiting the room.
2/1/08 Daily Classroom Agenda
Students will be presenting their issues in their groups in a debate format.
Today’s Focus: Persuasion-Thesis Statement and Audience
Standard: 8WS2.4-Well-defined thesis
8WS1.0- Awareness of audience
Objective: Students should be able to write a well-defined thesis, and identify and analyze an audience for a persuasive essay.
Anticipatory Set: Teacher will review with students last week’s lesson, the introduction to persuasive writing, focusing on thesis.
Teaching: The teacher and students will read together pp.711-12. The teacher will use an example issue to demonstrate how to combine an issue and point of view to construct a well-defined thesis statement.
Guided Practice: The teacher will use an example issue to practice identifying and analyzing an audience with the students.
Independent Practice: The students will form groups of about six (teacher assigned) and each group will be assigned a debatable issue. The group will discuss their issue and divide into pro/con (3 to a side).The groups will be given a worksheet in which they develop a thesis based on their point of view as well as identify and analyze an audience (elements of Practice 2&3).
Additional Topics
8WC1.1-Use correct and varied sentence types.
The students will be reminded of the importance of correct sentence structure and varied sentence style in order to become a strong writer.
The students, with guidance from the teacher, will complete lesson 1 Fragments of Standards Plus sentence structure lessons. The teacher will review clauses and preview tonight’s homework, Holt Handbook p. 120 #1,3&5 of exercise 1.
8RW1.0- Word analysis, Fluency, and Systematic Vocabulary Development
The students will continue with the Standards Plus Reading Vocabulary Lessons.
Closure: Students must confirm their point of view and share their thesis as their ticket out of the room.
1/29/08 Daily Classroom Agenda
Today’s Focus-Evaluate and Support Reasons
Standard: 8WS2.4b-Present detailed evidence, examples and reasoning to support arguments, differentiating between fact and opinion.
Objective: Students should be able to develop reasons with evidence, using both logical and emotional appeal, in order to build a strong persuasive essay.
Anticipatory Set: The teacher will ask the students to recall and share a time in which they had to convince their parents to let them do or buy something and the methods they used that were a success.
Teaching: The teacher and students will read pp.712-716. The teacher will go into detail about reasons v. evidence and the possible sources. The teacher will explain and model how to organize support by creating a controlling impression and an order of importance.
Guided Practice: Together, the teacher and students will use an example issue to gather reasons and evidence, from varied sources. Next, the class will create a controlling impression by organizing the reasons by level of importance.
Independent Practice: The students will gather back in their groups. Together, they will complete their individual graphic organizers that help them fill in reasons and evidence (components from Practice 4 & 5). The pro’s and the con’s will switch papers in order to see possible counterarguments to include in their essays.
Additional Topics
8WC1.1-Use correct and varied sentence types.
The students will continue practicing sentence structure, using Standards Plus lesson 2 on run-on sentences. The teacher will preview tonight’s homework, Holt Handbook p.122, # 1,3&5 on Oral Practice.
8RW1.0- Word analysis, Fluency, and Systematic Vocabulary Development
The students will continue with the Standards Plus Reading Vocabulary Lessons.
Closure: The teacher will recap the day’s learning.
1/30/08 Daily Classroom Agenda
Today’s Focus- Parallel Structure and Repetition
Standard: 8WC1.2-Correct for correct use of parallelism in items in a series
Objective: Students should be able to establish a coherent essay through parallel structure.
Anticipatory Set: The teacher will remind students of controlling impression and coherence before introducing parallel structure.
Teaching: The teacher will use Standards Plus sentence structure lesson 8 to illustrate examples of parallel structure.
Guided Practice: The teacher will walk the students through the questions accompanying lesson 8.
Independent Practice: Students will continue to study sentence structure for homework, Holt Handbook, p.122 #1,3&5 exercise 2.
Additional Topics
8WC1.2-Correct for correct use of parallelism in items in a series
Students will continue to study parallel structure as it pertains to their persuasive essays. They will do the Mini-Lesson THE WRITERS LANGUAGE on p.717.
8WS2.4b-Present detailed evidence, examples and reasoning to support arguments, differentiating between fact and opinion.
Students will continue to work in their groups researching reasons and supporting evidence for their assigned issue.
8RW1.0- Word analysis, Fluency, and Systematic Vocabulary Development
The students will continue with the Standards Plus Reading Vocabulary Lessons.
Closure: The teacher will recap the day’s learning.
1/31/08 Daily Classroom Agenda
Today’s Focus-Drafting a Persuasive Essay
Standard: 8WS1.0-Students write clear and cohesive essays, exhibiting students’ awareness of audience and purpose. Essays contain introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process
Objective: Students should be able to use their notes from the week to draft a cohesive persuasive essay.
Anticipatory Set: The teacher will review all the components of persuasive writing.
Teaching: Together, the students and teacher will look at the Writer’s Framework on p.718.
Guided Practice: The teacher and students will closely examine the Writer’s Model on p.719 and point out all the crucial components.
Independent Practice: Students will draft their own persuasive essay.
Additional Topics
8WC1.1-Use correct and varied sentence types.
Students will continue practicing sentence structure by completing Standards Plus sentence structure lesson 6 on awkward construction.
For homework students will complete Holt Handbook, p.123 # 1,3,&5 exercise 3.
Closure: Students will hand in a completed essay before exiting the room.
2/1/08 Daily Classroom Agenda
Students will be presenting their issues in their groups in a debate format.
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