Copyright 2007 Washington OSPI. All rights reserved. Persuasive Writing The Persuasive Writing Course contains instructional materials to support most of the GLEs. The students are learning to use a writing process (EALR 1) for the purpose of persuading specific audiences (EALR 2). Students are also working to evaluate their own and others’ writing (EALR 4). However, the focus of the course is on EALR 3 – writing clearly and effectively. This focus was chosen after analyzing papers of students who scored at Level 2. Specifically, these Grade Level Expectations for EALR 3 are 1) narrowing a topic, 2) organizing ideas, 3) elaborating ideas, 4) writing introductions and conclusions, and 5) editing for conventions. Copyright 2007 Washington OSPI. All rights reserved.
Expository vs. Persuasive 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. 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. Use this slide and the following 3 slides to compare and contrast expository and persuasive writing. These slides can also be used as an answer key to the sorting activity. If you are unclear about persuasive strategies, the document folder contains a handout titled Persuasive Strategies.doc that lists and defines the various strategies. Copyright 2007 Washington OSPI. All rights reserved.
Expository vs. Persuasive Expository writing includes information that is interesting, thoughtful, and necessary for the audience. uses transitions to connect ideas. Persuasive writing is organized to make the best case for my position. uses transitions to connect position, arguments, and evidence. Persuasive organization will be addressed later as a separate topic. There are many ways to organize persuasive writing. Note that students sometimes try to use an expository structure to write persuasively, and this is frequently not effective. Occasionally, a student can use preponderance of evidence to support a contention (example--Michael Jordan is the best basketball player ever because…). But there are other organizational structures and strategies for persuasion. Transitions will also be addressed at a later point. Copyright 2007 Washington OSPI. All rights reserved.
Expository vs. Persuasive Expository writing is organized with an introduction, supporting paragraphs with main points and elaboration, and an effective conclusion. Persuasive writing is organized to make the best case with an opening, including the position statement, and an effective persuasive conclusion, such as a call to action. anticipates and refutes the opposing position. Specific strategies for writing persuasive introductions and conclusions are covered later in this module. Copyright 2007 Washington OSPI. All rights reserved.
Expository vs. Persuasive Expository writing shows commitment to topic with voice and language appropriate for the audience. uses specific words and phrases. Persuasive writing shows commitment to position with voice and language appropriate for the audience. uses specific words, phrases, and persuasive devices that urge or compel. As you go through the specifics about persuasive writing, you may want to come back and review the differences. Copyright 2007 Washington OSPI. All rights reserved.
Copyright 2007 Washington OSPI. All rights reserved. Persuasive Example The purpose of persuasive writing is to persuade. Some late work counts as 70% credit, giving kids a C- which is passing. Some kids are happy because they think a C- is a good grade. How can we allow students to turn in all of their work late but still have a passing grade? The kids that have C-’s don’t care about their work because even if they turn it in late, they can still get a passing grade. These kids have sort of twisted the grading system to benefit themselves. This can no longer be allowed. This is an excerpt from a 7th grade persuasive paper from the 2006 anchor set—scoring 4 on Content, Organization, and Style (COS). Discuss why this piece of writing is persuasive. Key: The writer takes a clear position—late work can no longer be allowed. The writer uses evidence to elaborate and support his/her position and persuade. “…counts as 70% credit, late work earns a passing grade, some kids don’t care if they get a C-, this twists the grading system…” Copyright 2007 Washington OSPI. All rights reserved.
Persuasion is Powerful Use it to: Support a Cause Copyright 2007 Washington OSPI. All rights reserved.
Persuasion is Powerful Use it to: Urge People To Action Copyright 2007 Washington OSPI. All rights reserved.
Persuasion is Powerful Use it to: Make A Change Copyright 2007 Washington OSPI. All rights reserved.
Persuasion is Powerful Use it to: Prove Something Wrong Copyright 2007 Washington OSPI. All rights reserved.
Persuasion is Powerful Use it to: Stir Up Sympathy Copyright 2007 Washington OSPI. All rights reserved.
Persuasion is Powerful Use it to: Create Interest Copyright 2007 Washington OSPI. All rights reserved.
Persuasion is Powerful Use it to: Get People To Agree With You Copyright 2007 Washington OSPI. All rights reserved.
Persuasion is Powerful! Use it to… Purpose Support a cause Urge people to action Make a change Prove something wrong Example Please support my soccer team by buying discount coupons. Vote for Pedro. Let’s get the principal to let us wear hats. Cars do not cause global warming. Here are the same purpose statements paired with more examples. Copyright 2007 Washington OSPI. All rights reserved.
Persuasion is Powerful! Use it to… Purpose Stir up sympathy Create interest Get people to agree with you Example If you don’t adopt a dog, it could be put to death. Better grades get you a better job and more money. I am sure you’ll agree Snickers are the best candy bars. Here are the same purpose statements paired with more examples. Copyright 2007 Washington OSPI. All rights reserved.