THE PERSUASIVE ESSAY

1. INTRODUCTION PRE-WRITING PROCESS THE PERSUASIVEESSAY LANGUAGE PERSUASIVE TECHNIQUES WHAT EVERY STUDENTS NEEDS TO KNOW BEFORE & During WRITING SAMPLE ESSAYS

2. What is a Persuasive Essay?

3. Persuasive Techniques are Everywhere! • http://www.youtube.com/watch?v=jaGJNxCxB-s&feature=related

4. What is the objective or goal of persuasive writing? • tostate the writer’s opinion • togivereasons why the reader should agree • toconvince the reader to take action Copying permitted

5. Reasons to Know How to Write a Persuasive Essay… • Every good speech, discussion or essay needs strong closure to force the reader or listener to think carefully about what you have just said or written. • Emphasizes critical thinking and analysis skills • Relativity: • Provides practice for college admissions/cover letter writing • Required to demonstrate this skill on the Standardized Testing • Where else? Home Page

6. How to Begin: .

7. Read the prompt carefully before you begin. • Writing Situation: Many eighteen year olds who are old enough to vote, choose not to register, not participating in elections. Do you think it is important to register and exercise your right to vote? Consider the reasons one would want to register and participate in elections. • Write an essay in support of or against voting. • OR Writing Situation: For your annual seventh grade field trip, your principal has decided to allow the students to help decide where the trip will take place. The person who provides the best argument will get to decide where the students go. • Write a letter to your principal explaining where you want to go and why it is the best place.

8. What am I doing? Identify in the “WRITING TASK” If you’re writing a letter and to whom. • “Write a letter to the newspaper” = Dear Editor, • “Write a letter to board members” = Dear Board of Education Members, • “Write a letter to your principal” = Dear Principal, • “Write a letter to the mayor” = Dear Mayor, • “Write an essay” = You do not need an opening salutation

9. Purpose & Audience • It is important to always keep your PURPOSE for writing in mind. • Persuasive • Expository • Narrative • Descriptive • Knowing your AUDIENCE determines the tone and language or vocabulary of your writing • FORMALWRITING-for a teacher, boss, principal, parent, political representative, etc… • INFORMAL WRITING-for a friend, cousin, close family member, etc…

10. Persuasive Essay: Ways to Brainstorm

11. PLANNING Use MEETS Imagine you are writing an essay in support of school uniforms.

12. T-Chart • Pick your position: which side of the problem/issue are you on? M E E T S SUPPORT AGAINST

13. M: Money • Parents can save money on clothes because they are buying uniforms. • Can you think of another reason for or against?

14. E: Education • Students will concentrate more on their school work and less on what other people are wearing. • Can you think of another reason for or against?

15. E: Effort • You do not have to think about what you are going to wear every day. • Can you think of another reason for or against?

16. T: Time • You can sleep later in the morning because you already know what you are going to wear. • Can you think of another reason for or against?

17. S: Safety • There will be less teasing because everyone is dressed the same. • Can you think of another reason for or against?

18. FOUR- SQUARE BRAINSTORMING METHOD: Home Page

19. Five Paragraph Essay Structure Introduction-GRAB your reader’s attention. Go from GENERAL to SPECIFIC. The last line is your thesis statement! Body #1: Begin with a transition and discuss your first example Include persuasive techniques! Body #2: Begin with a transition and discuss your second (weakest) example. Include persuasive techniques! Body #3: Begin with a transition and discuss your third example Include persuasive techniques! Conclusion: Final paragraph should restate thesis IN A NEW WAY. Wrap up your topic with a “call for action” and a clincher sentence. MAKE IT MEMORABLE!

20. INTROUSE A LEAD!!! • Direct lead – defines the problem or solution “Parents of a school are demanding a rule that would forbid students from going across the street to the store in the morning” • Question lead – the writer asks the reader a rhetorical question “What would happen at our school if students had no consequences for their behavior?” • Statistical lead – facts (real or pretend) “According to the Journal of Education, 3 out of 5 children score higher on standardized tests when they are in a self contained classroom.” • Narrative lead – start with an interesting story or personal anecdote “Last year, in my old school, getting ready in the morning was much easier because we wore uniforms.” • Word Lead This starts with a great word, WORD CHOICE, and makes the reader think, followed by a creative statement Nutrition . . . it will be a thing of the past if students gorge themselves on Big Macs every day!

21. The Descriptive Lead This lead splashes images like poetry, painting vivid characters, animals, objects, or unusual settings. The smell of fries gives me a rush as soon as I exit the school building. I follow my nose until the golden arches come into sight, and I burst through the gleaming glass doors like a man with a mission. The whirring of milk shakes and sizzle of burgers on the griddle excite me, and I’m looking forward to a hot lunch as I’ve never looked forward to lunch in our school cafeteria. I wish parents would try to understand this instead of asking for a rule that would forbid us from leaving the building for lunch. I strongly oppose their demands. • The Imagine Lead The writer asks the reader to imagine something. It is closely related to the descriptive lead. Can you imagine having the freedom to choose your lunch from a delicious variety of selections served piping hot? Isn’t it great to be able to sit and talk to your friends for forty minutes without the blasting noise of the cafeteria? Well, that’s what the students from our school have been enjoying for the past month; however we may lose that privilege if the groups of parents who oppose this practice are supported by the school board. I personally take pleasure in this relaxing lunch and would like it to continue. • The Combination Lead This technique combines two or more of the above leads in an opening. For example, the question and descriptive leads work well together. I can just smell it now. I love fast food restaurants. They are the best for me. I can’t live without them, can you? Ever since Burger King opened up across the street from my school, each day has been so delicious. Up until last week, I read an article in the school newspaper which brought me to my feet. It stated that some parents are demanding a school rule that would forbid students from entering the restaurant during school hours. After reading the article I started thinking. Then I realized that I oppose this controversial issue. I find this demand very inappropriate for many reasons.

22. State The Problem/Situation • After your write a lead, you need to give a clear statement of what your problem is. • Let the reader know what your essay will be focused on

23. Thesis Statements A THESIS STATEMENTis one sentence that states the purpose of your paper. A specific subject + A particular stand, feeling or position THESIS STATEMENT

24. Creating a Thesis… Your thesis should ANSWER a single QUESTION you have about your topic. • STEP 1: Come up with a specific question about your topic based upon your opinion. • STEP 2: Answer the question. • The answer to your question should be the beginning of your thesis statement.

25. First Body Paragraph ALWAYS NEED A TRANSITION WORD/PHRASE: State one reason why you agree or disagree can appeal to the audience’s logic, emotions, or morals Explain 3 supporting details to support/prove your reason: Supporting detail Supporting detail Supporting detail Include specific examples and allusions. BONUS POINTS!

26. Second Body Paragraph ALWAYS NEED A TRANSITION WORD/PHRASE: State one reason why you agree or disagree can appeal to the audience’s logic, emotions, or morals Explain 3 supporting details to support/prove your reason: Supporting detail Supporting detail Supporting detail Include specific examples and allusions. BONUS POINTS!

27. Third Body Paragraph ALWAYS NEED A TRANSITION WORD/PHRASE: State one reason why you agree or disagree can appeal to the audience’s logic, emotions, or morals Explain 3 supporting details to support/prove your reason: Supporting detail Supporting detail Supporting detail This is where you can acknowledge the opposition. Prove the other side is wrong. Choose one argument from the other side and prove it is wrong. Include specific, real-life examples and allusions. BONUS POINTS!

28. CONCLUSION PARAGRAPH Transition Phrase: “As one can see…..” 1. Restate your opinion and three reasons. • State a possible alternative {another option}. (Not in every essay) 2. Include a sentence or a question to bring closure. • Thought-provoking statement or question

29. Call For ACTION! • Offer a solution to your problem/thesis. • Give your audience suggestions as to what they can do to support your position/opinion. • EX: ~Write a letter to the principal. ~Start a petition. ~Attend the Board of Education meeting this Thursday to support school uniforms.

30. Final Thoughts… Wrap up your final thoughts, and restate your opinions in the last paragraph on the essay. Home Page

31. PERSUASIVE WORDS A – ZPersuasive words motivate readers. Imagine the impact of persuasive words in your writing. Here are a few sparks for igniting the power of your persuasive essay.

32. PERSUASIVE WORDS A – ZPersuasive words motivate readers. Imagine the impact of persuasive words in your writing. Here are a few sparks for igniting the power of your persuasive essay.

33. TRANSITION WORDS

34. TRANSITION WORDS

35. Concluding Transitions CHEETTA • Clearly • Hence • Evidently • Ergo(a continuing thought) • Thus • Therefore • As one can see

36. NO SECOND PERSON PRONOUNS! “YOU” “YOUR “YOURS” SHOULD NOT BE USED IN FORMAL WRITING! “You” is sometimes acceptable in the introduction paragraph for your HOOK only, but nowhere else. It is considered informal. We should NOT write how we speak, put your tuxedo and best dress on when you write! Use “we, us, our, ours” or “one” or “students”

37. Having a Strong VOICE in your Writing • You feel a strong connection to the writer’s… • Emotion • Energy • Conviction • Integrity • …you feel SOMETHING!

38. Voice is… • Person behind the words • Reader Writer • Involvement • Awareness of audience • Individualistic • Expressive

39. Who’s Voice is This? 8:00 am – Dog food! My favorite thing! 9:30 am – A car ride! My favorite thing! 9:40 am – A walk in the park! My favorite thing! 10:30 am – Got rubbed and petted! My favorite thing! 12:00 pm – Lunch! My favorite thing! 1:00 pm – Played in the yard! My favorite thing! 3:00 pm – Wagged my tail! My favorite thing! 5:00 pm – Milk bones! My favorite thing! 7:00 pm – Got to play ball! My favorite thing! 8:00 pm – Wow! Watched TV with the people! My favorite thing! 11:00 pm – Sleeping on the bed! My favorite thing!

40. Who’s Voice is This? Day 983 of my captivity. My captors continue to taunt me with bizarre little dangling objects. They dine lavishly on fresh meat, while the other inmates and I are fed hash or some sort of dry nuggets. Although I make my contempt for the rations perfectly clear, I nevertheless must eat something in order to keep up my strength. The only thing that keeps me going is my dream of escape. In an attempt to disgust them I once again vomit on the carpet. Today I decapitated a mouse and dropped its headless body at their feet. I had hoped this would strike fear into their hearts, since it clearly demonstrates what I am capable of. However, they merely made condescending comments about what a ‘good little hunter’ I am. There was some sort of assembly of their accomplices tonight.

41. Who’s Voice is This? I was placed in solitary confinement for the duration of the event. However, I could hear the noises and smell the food. I overheard that my confinement was due to the power of ‘allergies.’ I must learn what this means and how to use it to my advantage… Today I was almost successful in an attempt to assassinate one of my tormentors by weaving around his feet as he was walking. I must try this again tomorrow – but at the top of the stairs. I am convinced that the other prisoners here are flunkies and snitches. The dog receives special privileges. He is regularly released – and seems to be more than willing to return. He is obviously an idiot. The bird has got to be an informant. I observe him communicating with the guards regularly. I am certain that he reports my every move. My captors have arranged protective custody for him in an elevated cell, so he is safe. For now… Home Page

42. SAMPLE ESSAYS • Be certain to: • Read each paragraph carefully more than once to see what makes this sample essay a good one. • Review actual graded NJ ASK persuasive essays on the class website. • Note the scores and understand WHY they received them. • Note the strengths AND the weaknesses!!

43. Summer: 15 Days or 2 1/2 Months?Student Example – INTRODUCTION paragraph The final bell rings. It’s the last day of school, and summer has finally come! Students don’t have to think about school for at least another 2 1/2 months. That is the way it should always be. Schools should continue using the traditional calendar and not a year-round schedule(position). There are numerous downsides to year-round schooling. It has no positive effects on education (1), it adds to costs (2), and it disrupts the long-awaited summer vacation (3). Student’s Opinion Student’s 3 reasons OPINION + 3 REASONS = THESIS STATEMENT

44. Paragraph 2 – Reason 1 =Student Example Reason 1 Supporting Detail 1 Contrary to the well-accepted belief, year-round schooling has no constructive impact on education. (1) Most year-round schedules use the 45-15 method: 45 days of school followed by 15 days off. Because of this, there are many first and last days of school. All those transitions disrupt the learning process. Also, (2) there is no evidence of higher test scores. Due to that, many schools that change to year-round schedules end up switching back. For example, (3) since 1980, 95 percent of schools that tried the year-round schedule changed back to a traditional calendar. It is obvious that changing to year-round schooling does not help students; therefore, why is the change necessary? Supporting Detail 2 Supporting Detail 3 Get the reader thinking with a thought-provoking question.

45. Paragraph 3 – Reason 2 - Student Example Reason 2 Like any other facility, keeping a school open requires a great deal of money. When a school changes to a year-round schedule, the costs skyrocket. (1) Keeping school open in the middle of summer requires air conditioning, and that adds significantly to the school’s expenses. The usual utility bills grow because of the additional open-school time. Finally, (2) teachers must be paid for all the weeks they are working. With all these factors, the cost of keeping schools open becomes immensely high. For example,(3) a high school in Arizona had a cost increase of $157,000 when they switched to year-round schooling. Some schools may not be able to handle such increases, and other schools that can handle these expenses could be doing better things with the money. Is year-round school really where the money should go? Supporting Detail 1 Supporting Detail 2 Supporting Detail 3

46. Paragraph 4 – Reason 3 - Student Example Reason 3 An important part of a child’s life is summertime. With year-round schedules, students would hardly have any time to relax. (1) During the 15-day breaks, they would be thinking about their quick return to school. (2) It would also be difficult to coordinate family vacations with parents’ work schedules. (3) Similarly, children would not be able to go to most summer camps. (4) One expert, Dr. Peter Scales, says, “The biggest plus of camp is that camps help young people discover and explore their talents, interests, and values. Most schools don’t satisfy all these needs. Kids who have these kinds of [camp] experiences end up being healthier and have fewer problems.” Obviously, the summer is crucial to a child’s learning and development. Why should this invaluable part of a young person’s life be taken away? Supporting Detail 1 & 2 Supporting Detail 3 & 4 Get the reader thinking with a thought-provoking question.

47. Counterargument – Could be part of your 3rd Body Paragraph (4th paragraph of your essay)Student Example Reason 1 But does this really make sense to everyone? (1) Teachers and other education professionals spend a lot of time at the beginning of the school year reviewing material from the previous year. These days and weeks of “review” could be used more effectively if the lessons continued to move forward , not backward. Also, By having their children in school with short breaks in between sessions, parents would not have to pay for additional, expensive childcare. Even if (2) there are no classes taking place during summer hours, the building is still being used, therefore utility costs remain consistent throughout the year. (3)And finally, there has been a significant increase in families staying home during the summer months due to the downturn in the economy. Because of this, travel and vacations have become practically nonexistent for families with school age children. According to AAA, last year alone, there was a 53% decrease in air travel. Reason 2 Reason 3

48. Paragraph 5 – Conclusion - Student Example Concluding transition phrase As one can see, it is evident that year-round schooling is not the best option for the school calendar. There is absolutely nothing wrong with the traditional school year. Why change something that works so well? The final bell rings. Let’s make sure this bell means that the “real” summer vacation has come. Home Page

49. PERSUASIVE TECHNIQUES & TOOLS

50. In an episode of “Everybody Loves Raymond,” Marie writes a persuasive letter to the FBI interviewer whom is interviewing Robert (her son)… http://www.youtube.com/watch?v=0cThuaPUD_Q&feature=PlayList&p=16B069ABF7F24A36&playnext=1&playnext_from=PL&index=15 What is the issue that Marie is arguing to the FBI boss? What reasons/examples does she use in her letter to persuade the boss?