Persuasive Article - Due March 9th
There are two primary modes in nonfiction writing: informational writing and persuasive writing. Informational writing and persuasive writing share many characteristics. Both types of writing present facts which require supporting evidence. The primary difference between the two modes of writing is that informational writing aims to communicate facts - and just the facts. Persuasive writing has another goal: the author is trying to get you to do something. They might be trying to persuade you to buy something (advertising), or to support something (propaganda), or to change your opinion or mindset about an issue. Persuasive writing, while often appearing objective, is often more personal.
This project will require you to write a persuasive article in which you choose a side of an issue, and then determine appropriate claims supported by researched, supporting evidence. Many of the skills you learned in the research essay will be applied in this project, as well as some of the techniques from our narrative writing.
This project will require you to write a persuasive article in which you choose a side of an issue, and then determine appropriate claims supported by researched, supporting evidence. Many of the skills you learned in the research essay will be applied in this project, as well as some of the techniques from our narrative writing.
Unit Overview, Rubric, and Example
The documents below will give you:
- An outline of the unit, including time frames and learning goals;
- The criteria I'll use for evaluating your writing piece. Feel free to use the rubric to self-assess;
- An example of a persuasive article.
Friday, March 9th
Projects due today!
Please submit your project on the "Project Submission" page. In the brief description, please state what the project is (persuasive article) and if it's a Final Copy, or Not Done.
Final copies will be graded on the rubric. Incomplete projects will receive a score of 69 as a placeholder grade (this grade can be changed at any time - just turn in a final copy!). Students who do not submit a project will receive a 0 until a project is submitted.
If you did not finish, or you did not submit, please make arrangements with Mr. Swank to complete your work.
Please submit your project on the "Project Submission" page. In the brief description, please state what the project is (persuasive article) and if it's a Final Copy, or Not Done.
Final copies will be graded on the rubric. Incomplete projects will receive a score of 69 as a placeholder grade (this grade can be changed at any time - just turn in a final copy!). Students who do not submit a project will receive a 0 until a project is submitted.
If you did not finish, or you did not submit, please make arrangements with Mr. Swank to complete your work.
Monday, March 5th
Writing can sound clunky when moving from paragraph to paragraph isn't done with skill. This is where using transitions comes in.
Learning Goal:
I can use transitions in my writing.
Criteria for Success:
When drafting or revising your article, include transitional words or phrases when beginning a new paragraph.
Learning Goal:
I can use transitions in my writing.
Criteria for Success:
When drafting or revising your article, include transitional words or phrases when beginning a new paragraph.
Thursday, March 1st
Crafting nonfiction writing is a lot like construction. Before you ever hammer a nail, you need a blueprint, a plan that shows you how all of the parts fit together. Today, we'll be creating a template for our persuasive articles that will serve as the blueprint for your final project.
Learning Goal:
I can organize my writing.
Criteria for Success:
To meet today’s learning goal, you’ll need to use the 2-3-1 format to arrange the claims in your writing.
The 2-3-1 Format:
The “2-3-1” refers to the order of the claims in your persuasive writing.
When using the 2-3-1 format, there are a variety of other structures that can be utilized.
Learning Goal:
I can organize my writing.
Criteria for Success:
To meet today’s learning goal, you’ll need to use the 2-3-1 format to arrange the claims in your writing.
The 2-3-1 Format:
The “2-3-1” refers to the order of the claims in your persuasive writing.
- 2 is the second strongest claim.
- 3 is the weakest claim.
- 1 is the strongest claim.
When using the 2-3-1 format, there are a variety of other structures that can be utilized.
- Alternate claims and counterclaims. Ex. Kobe Bryant/Magic Johnson article
- Introduce your argument at the end. Ex. Fossil Fuels article
- Add your counterclaim before your strongest claim. Ex. Wolf Reintroduction article
- Determine the 2-3-1 order for your claims.
- Decide what other structural choices to make: Where will you put your argument? Where will you put your counterclaims?
- Record the order on your planning sheet.
- When you draft, refer to this planning page
persuasive_template.docx | |
File Size: | 46 kb |
File Type: | docx |
Tuesday, February 28th
“The end must connect with the opening. What has been promised must have been delivered. Read the opening over to see what closing it implies. Only rarely in effective writing is the closing a formal summary in which the writer repeats . . . what has already been said.”
—Donald Murray
Learning Goal:
I can write a conclusion for my persuasive article.
Criteria for Success:
To meet today’s learning goal, you’ll need to draft a conclusion for your article.
Three Kinds of Conclusions to Try:
Admonition or instruction: what the reader can do about the issue
If you are a teacher who has students who don’t like to read, give them access to good books and time to read and talk about them. Don’t assign books, and never give prizes for reading.
Prediction: an insight into how the future might be different, better or worse
I believe to ensure that an atomic bomb will never be dropped againthere is only one solution: education. Children need to be educated about the effects of nuclear and atomic weapons, and we need to be taught about what happened at Hiroshima and Nagasaki. The children of today will be the adults of tomorrow, and maybe, if we know enough about nuclear warfare and the missile treaties the U.S. needs to make and keep with other countries, we can prevent it from ever happening again.
Pointed question: leaves the reader thinking
There aren’t many ways to make going to Hoyts cheaper, but to cut the cost, movie-goers can stick to matinees and resist buying anything to eat or drink. Waiting for a film to be released on video and renting videos are also cheaper. If everyone started taking small steps like these, monopolies like Hoyts would start losing their power and begin to rethink their prices. And maybe families could enjoy a Saturday night together at the movies. Wouldn’t that be a welcome change?
Assignment:
Decide what kind of conclusion you think will work for your persuasive article. Then, draft a conclusion in your notebook. When you've finished, you should continue your research, or finish your leads from yesterday.
—Donald Murray
Learning Goal:
I can write a conclusion for my persuasive article.
Criteria for Success:
To meet today’s learning goal, you’ll need to draft a conclusion for your article.
Three Kinds of Conclusions to Try:
Admonition or instruction: what the reader can do about the issue
If you are a teacher who has students who don’t like to read, give them access to good books and time to read and talk about them. Don’t assign books, and never give prizes for reading.
Prediction: an insight into how the future might be different, better or worse
I believe to ensure that an atomic bomb will never be dropped againthere is only one solution: education. Children need to be educated about the effects of nuclear and atomic weapons, and we need to be taught about what happened at Hiroshima and Nagasaki. The children of today will be the adults of tomorrow, and maybe, if we know enough about nuclear warfare and the missile treaties the U.S. needs to make and keep with other countries, we can prevent it from ever happening again.
Pointed question: leaves the reader thinking
There aren’t many ways to make going to Hoyts cheaper, but to cut the cost, movie-goers can stick to matinees and resist buying anything to eat or drink. Waiting for a film to be released on video and renting videos are also cheaper. If everyone started taking small steps like these, monopolies like Hoyts would start losing their power and begin to rethink their prices. And maybe families could enjoy a Saturday night together at the movies. Wouldn’t that be a welcome change?
Assignment:
Decide what kind of conclusion you think will work for your persuasive article. Then, draft a conclusion in your notebook. When you've finished, you should continue your research, or finish your leads from yesterday.
Monday, February 27th
Donald Murray, Pulitzer Prize
winner
Phase III: Adding Style and Voice to Persuasive Writing
“I never proceed without an opening that I think will produce a good piece of writing. That’s the only never in my personal toolbox.”
—Donald Murray
Learning Goal:
I can write a lead for my persuasive article.
Criteria for Success:
To meet today’s learning goal, you’ll need to draft TWO possible leads for your article, and select the best one to use.
Four Types of Lead:
Anecdote (Opening with a Scene): A brief story that captures the essence of the argument.
Beef as a Health Food? You Bet
by Jed Chambers
You’re in the supermarket, shopping for your dinner. You wander to the meat counter and notice that sirloin is on sale. You love beef, and you want to sink your teeth into a nice juicy steak tonight, but you’ve been told by nutritionists that it will raise your cholesterol levels through the roof and probably means heart disease. Well, put that steak in your shopping cart. I’m here to tell you about a side of beef that isn’t talked about enough—the healthy side.
Quotation: A voice that isn’t your own that speaks to the argument.
The Feminist Question
by Anne Atwell-McLeod
Feminism?
“It makes me think of women who don’t shave their legs,” popular TV actress Sarah Michelle Gellar was recently quoted as saying in JUMP magazine. A figure in the media who influences a lot of adolescents, Gellar perpetuates a stereotype of feminism that makes a joke of the bold steps taken over the past century, stereotypes that in today’s society are much more widely recognized than feminism’s reality. As a third-wave feminist, I’d like to challenge people my age to look beyond these mistaken ideas and understand how feminist ideals make life richer and fairer, for both women and men.
Background: Who-What-Where-When-Why
Lethal Possibilities
by Erin K. Witham
It was only this spring that I learned about the atomic bombs dropped on Japan in 1945, near the end of World War Two. I was amazed that my country had done this. And I was shocked to discover the number of people killed by the bombs. On August 6th, 1945, the USA dropped an atomic bomb on the Japanese city of Hiroshima. Three days later another, more powerful, bomb of plutonium was dropped on the city of Nagasaki. I could not believe this happened just fifty-five years ago. I do not believe it was a necessary step to ending the war.
Announcement: The writer announces the issue with an attitude.
What Is the Prize?
by Peter Wilde
An elementary school principal dyes his hair green when students read 10,000 pages. Another school hosts a pizza party for students to celebrate a similar “achievement.” Give me a break. Readers don’t need prizes. Reading itself is the prize.
Assignment:
Write TWO leads for your persuasive article based on the examples above. Then, choose the best one for your piece.
When you finish, you may continue your research.
Lead Checklist:
Using the checklist below, check the quality of your leads. Does one stand out as better than the other? Can you make some revisions that will improve the quality of the lead you've written?
“I never proceed without an opening that I think will produce a good piece of writing. That’s the only never in my personal toolbox.”
—Donald Murray
Learning Goal:
I can write a lead for my persuasive article.
Criteria for Success:
To meet today’s learning goal, you’ll need to draft TWO possible leads for your article, and select the best one to use.
Four Types of Lead:
Anecdote (Opening with a Scene): A brief story that captures the essence of the argument.
Beef as a Health Food? You Bet
by Jed Chambers
You’re in the supermarket, shopping for your dinner. You wander to the meat counter and notice that sirloin is on sale. You love beef, and you want to sink your teeth into a nice juicy steak tonight, but you’ve been told by nutritionists that it will raise your cholesterol levels through the roof and probably means heart disease. Well, put that steak in your shopping cart. I’m here to tell you about a side of beef that isn’t talked about enough—the healthy side.
Quotation: A voice that isn’t your own that speaks to the argument.
The Feminist Question
by Anne Atwell-McLeod
Feminism?
“It makes me think of women who don’t shave their legs,” popular TV actress Sarah Michelle Gellar was recently quoted as saying in JUMP magazine. A figure in the media who influences a lot of adolescents, Gellar perpetuates a stereotype of feminism that makes a joke of the bold steps taken over the past century, stereotypes that in today’s society are much more widely recognized than feminism’s reality. As a third-wave feminist, I’d like to challenge people my age to look beyond these mistaken ideas and understand how feminist ideals make life richer and fairer, for both women and men.
Background: Who-What-Where-When-Why
Lethal Possibilities
by Erin K. Witham
It was only this spring that I learned about the atomic bombs dropped on Japan in 1945, near the end of World War Two. I was amazed that my country had done this. And I was shocked to discover the number of people killed by the bombs. On August 6th, 1945, the USA dropped an atomic bomb on the Japanese city of Hiroshima. Three days later another, more powerful, bomb of plutonium was dropped on the city of Nagasaki. I could not believe this happened just fifty-five years ago. I do not believe it was a necessary step to ending the war.
Announcement: The writer announces the issue with an attitude.
What Is the Prize?
by Peter Wilde
An elementary school principal dyes his hair green when students read 10,000 pages. Another school hosts a pizza party for students to celebrate a similar “achievement.” Give me a break. Readers don’t need prizes. Reading itself is the prize.
Assignment:
Write TWO leads for your persuasive article based on the examples above. Then, choose the best one for your piece.
When you finish, you may continue your research.
Lead Checklist:
Using the checklist below, check the quality of your leads. Does one stand out as better than the other? Can you make some revisions that will improve the quality of the lead you've written?
Thursday, February 23rd - Friday, February 24th
We’re going to be spending a few days researching supporting evidence for the claims we’ve made for our arguments. As you research, you may come across information that challenges your thinking about your argument.
Learning Goal:
I can find supporting evidence for my claims.
Criteria for Success:
To meet today’s learning goal, you’ll need to:
Assignment:
Using Google, search for evidence that supports your claims. Ideally, you should try to find two to three pieces of evidence for each claim. Use the graphic organizer to record your information, determine its accuracy, and then put it into your own words.
Learning Goal:
I can find supporting evidence for my claims.
Criteria for Success:
To meet today’s learning goal, you’ll need to:
- find 2-3 pieces of supporting evidence for each claim that you made;
- determine its accuracy;
- and paraphrase the information.
Assignment:
Using Google, search for evidence that supports your claims. Ideally, you should try to find two to three pieces of evidence for each claim. Use the graphic organizer to record your information, determine its accuracy, and then put it into your own words.
research_go.docx | |
File Size: | 43 kb |
File Type: | docx |
Wednesday, February 22nd
Today we'll be working on developing claims. Before we dive into that, revisit your selected argument. Is it something you feel passionately about? Or did you choose something just to complete the assignment? Remember, lifelong writers write for various meaningful purposes and real audiences. It's ok to change your mind. Check out this poem by Taylor Mali, a former middle school teacher turned slam poet, about a student your age who changed her mind:
“Like Lilly Like Wilson”
I'm writing the poem that will change the world,
and it's Lilly Wilson at my office door.
Lilly Wilson, the recovering like addict,
the worst I've ever seen.
So, like, bad the whole eighth grade
started calling her Like Lilly Like Wilson Like.
Until I declared my classroom a Like-Free Zone,
and she could not speak for days.
But when she finally did, it was to say,
Mr. Mali, this is . . . so hard.
Now I have to think before I . . . say anything.
Imagine that, Lilly.
It's for your own good.
Even if you don't like . . .
it.
I'm writing the poem that will change the world,
and it's Lilly Wilson at my office door.
Lilly is writing a research paper for me
about how homosexuals shouldn't be allowed
to adopt children.
I'm writing the poem that will change the world,
and it's Like Lilly Like Wilson at my office door.
She's having trouble finding sources,
which is to say, ones that back her up.
They all argue in favor of what I thought I was against.
And it took four years of college,
three years of graduate school,
and every incidental teaching experience I have ever had
to let out only,
Well, that's a real interesting problem, Lilly.
But what do you propose to do about it?
That's what I want to know.
And the eighth-grade mind is a beautiful thing;
Like a new-born baby's face, you can often see it
change before your very eyes.
I can't believe I'm saying this, Mr. Mali,
but I think I'd like to switch sides.
And I want to tell her to do more than just believe it,
but to enjoy it!
That changing your mind is one of the best ways
of finding out whether or not you still have one.
Or even that minds are like parachutes,
that it doesn't matter what you pack
them with so long as they open
at the right time.
O God, Lilly, I want to say
you make me feel like a teacher,
and who could ask to feel more than that?
I want to say all this but manage only,
Lilly, I am like so impressed with you!
So I finally taught somebody something,
namely, how to change her mind.
And learned in the process that if I ever change the world
it's going to be one eighth grader at a time.
© Taylor Mali
I'm writing the poem that will change the world,
and it's Lilly Wilson at my office door.
Lilly Wilson, the recovering like addict,
the worst I've ever seen.
So, like, bad the whole eighth grade
started calling her Like Lilly Like Wilson Like.
Until I declared my classroom a Like-Free Zone,
and she could not speak for days.
But when she finally did, it was to say,
Mr. Mali, this is . . . so hard.
Now I have to think before I . . . say anything.
Imagine that, Lilly.
It's for your own good.
Even if you don't like . . .
it.
I'm writing the poem that will change the world,
and it's Lilly Wilson at my office door.
Lilly is writing a research paper for me
about how homosexuals shouldn't be allowed
to adopt children.
I'm writing the poem that will change the world,
and it's Like Lilly Like Wilson at my office door.
She's having trouble finding sources,
which is to say, ones that back her up.
They all argue in favor of what I thought I was against.
And it took four years of college,
three years of graduate school,
and every incidental teaching experience I have ever had
to let out only,
Well, that's a real interesting problem, Lilly.
But what do you propose to do about it?
That's what I want to know.
And the eighth-grade mind is a beautiful thing;
Like a new-born baby's face, you can often see it
change before your very eyes.
I can't believe I'm saying this, Mr. Mali,
but I think I'd like to switch sides.
And I want to tell her to do more than just believe it,
but to enjoy it!
That changing your mind is one of the best ways
of finding out whether or not you still have one.
Or even that minds are like parachutes,
that it doesn't matter what you pack
them with so long as they open
at the right time.
O God, Lilly, I want to say
you make me feel like a teacher,
and who could ask to feel more than that?
I want to say all this but manage only,
Lilly, I am like so impressed with you!
So I finally taught somebody something,
namely, how to change her mind.
And learned in the process that if I ever change the world
it's going to be one eighth grader at a time.
© Taylor Mali
Learning Goal:
I can develop my claims.
Criteria for Success:
To meet today's learning goal, you will need to brainstorm at least five possible claims to research in support of your argument.
Assignment:
In your notebook, write your argument at the top of a blank page. Then, create a list of at least 5 possible claims that support your argument.
I can develop my claims.
Criteria for Success:
To meet today's learning goal, you will need to brainstorm at least five possible claims to research in support of your argument.
Assignment:
In your notebook, write your argument at the top of a blank page. Then, create a list of at least 5 possible claims that support your argument.
Tuesday, February 21st
Learning Goal:
I can determine an argument to write about.
I can determine a counterclaim.
Criteria for Success:
To meet today's learning goals you will need to:
Persuasive writing has one of two objectives:
Assignment:
In your notebook, create a two-column table. Label the first column, "Argument," and the second column, "Counterclaim." Brainstorm a list of at least 5 possible arguments to write about. Then, to make sure they're really arguments, figure out a counterclaim for each argument.
I can determine an argument to write about.
I can determine a counterclaim.
Criteria for Success:
To meet today's learning goals you will need to:
- Brainstorm a list of possible arguments.
- Determine a counterclaim for each argument.
- Decide which argument to write about.
Persuasive writing has one of two objectives:
- To convince your reader to adopt your point of view
- To convince your reader to take a specific course of action
Assignment:
In your notebook, create a two-column table. Label the first column, "Argument," and the second column, "Counterclaim." Brainstorm a list of at least 5 possible arguments to write about. Then, to make sure they're really arguments, figure out a counterclaim for each argument.
Wednesday, February 15th - Thursday, February 16th
Learning Goal:
I can determine the structure of persuasive texts.
Criteria for Success:
In order to meet today's learning goal you will need to do two things:
Read a persuasive article. First, identify the four elements of persuasive writing: Argument, Claim(s), Supporting Evidence, and Counterclaim(s). Then, using the same article, create a visual representation (an outline, a web, etc.) to show the relationship of the elements and the structure of the article.
I can determine the structure of persuasive texts.
Criteria for Success:
In order to meet today's learning goal you will need to do two things:
- Identify the elements of persuasive writing in an article (argument, claim, supporting evidence, counterclaim).
- Create a visual representation of the structure of a persuasive article.
Read a persuasive article. First, identify the four elements of persuasive writing: Argument, Claim(s), Supporting Evidence, and Counterclaim(s). Then, using the same article, create a visual representation (an outline, a web, etc.) to show the relationship of the elements and the structure of the article.
Tuesday, February 14th
Today we're beginning our immersion into persuasive writing. Before we can tackle these texts, there's some background information that we'll need to build or activate.
Learning Goals:
Criteria for Success:
To meet today’s learning goal, you will need to complete a Venn diagram, and vocabulary sheets for:
Assignment:
Glue your Venn diagram into your notebook. Determine what attributes are unique to informational writing and persuasive writing, and what attributes they share.
Then, complete the vocabulary sheets for argument, claim, supporting evidence, and counterclaim. Glue them into your notebook.
Learning Goals:
- I can compare and contrast informational writing and persuasive writing.
- I understand key vocabulary.
Criteria for Success:
To meet today’s learning goal, you will need to complete a Venn diagram, and vocabulary sheets for:
- Argument
- Claim
- Supporting Evidence
- Counterclaim
Assignment:
Glue your Venn diagram into your notebook. Determine what attributes are unique to informational writing and persuasive writing, and what attributes they share.
Then, complete the vocabulary sheets for argument, claim, supporting evidence, and counterclaim. Glue them into your notebook.
venn_diagram.docx | |
File Size: | 23 kb |
File Type: | docx |
argument_go.docx | |
File Size: | 56 kb |
File Type: | docx |
claim_go.docx | |
File Size: | 54 kb |
File Type: | docx |
supporting_evidence_go.docx | |
File Size: | 57 kb |
File Type: | docx |
counterclaim_go.docx | |
File Size: | 56 kb |
File Type: | docx |