Today You need: Journal (just in case) Orange Persuasive Strategies sheet Something to write with

Persuasive Body Paragraphs EXAMPLES of Strategies

Persuasive Body Paragraphs Persuasive Language Expert Testimony House that Jack Built Concession/Rebuttal Compromise/Problem Solving Facts/Statistics Anecdotes

Persuasive Language It’s all about VOICE: HOW you say it—emotion words, repetition, etc. Think POLITICAL SPEECHES and you are on the right track! “I have a dream…” Any chance you remember any WORDS associated with Obama’s 2008 presidential campaign?? HOPE CHANGE

Abraham Lincoln’s Gettysburg Address "Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead who struggled here have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us the living rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us--that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion--that we here highly resolve that these dead shall not have died in vain, that this nation under God shall have a new birth of freedom, and that government of the people, by the people, for the people shall not perish from the earth." HINT: Repetition in THREES is a POWERFUL persuasive AND story-telling tool!

Expert Testimony Voices of Authority: “As Abraham Lincoln stated in his Gettysburg Address…” “The Second Amendment of our Bill of Rights states…” Use 1+ arguments to support yourself! “I think chimpanzees should be allowed to go to school with us because…#1…#2…#3…” Shoot for THREE reasons why in your declaratory/thesis statement and you are set! 3 reasons = 3 body paragraphs for 5 paragraph essay

Know these and use them!!!

House that Jack Built Cause & Effect: a + b + c = ?? The original 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. This is the dog that worried the cat That killed the rat that ate the malt That lay in the house that Jack built. This is the cow with the crumpled horn That tossed the dog that worried the cat That killed the rat that ate the malt That lay in the house that Jack built.

This is the maiden all forlorn That milked the cow with the crumpled horn That tossed the dog that worried the cat That killed the rat that ate the malt That lay in the house that Jack built. This is the man all tattered and torn That kissed the maiden all forlorn That milked the cow with the crumpled horn That tossed the dog that worried the cat That killed the rat that ate the malt That lay in the house that Jack built. This is the priest all shaven and shorn That married the man all tattered and torn That kissed the maiden all forlorn That milked the cow with the crumpled horn That tossed the dog that worried the cat That killed the rat that ate the malt That lay in the house that Jack built. This is the cock that crowed in the morn That waked the priest all shaven and shorn That married the man all tattered and torn That kissed the maiden all forlorn That milked the cow with the crumpled horn That tossed the dog that worried the cat That killed the rat that ate the malt That lay in the house that Jack built. This is the farmer sowing his corn That kept the cock that crowed in the morn That waked the priest all shaven and shorn That married the man all tattered and torn That kissed the maiden all forlorn That milked the cow with the crumpled horn That tossed the dog that worried the cat That killed the rat that ate the malt That lay in the house that Jack built!

More Cause & Effect If You Give A Moose A Muffin

APPLYING Cause & Effect “The House That Jack Built”

Cause/Effect – example Draft Cause/Effect – example Just stay home. The unexcused absence policy at our school is ineffective and needs to be changed. Currently, this policy actually encourages misbehaving. If students skip class, they get one hour of detention. If they then fail to report to detention for three days in a row, they receive one day of at-home suspension. Therefore, this policy punishes a student who skips class by letting them stay home. This actually gives the student more time away from school – just what the school doesn’t want. Discuss this example with students. Discuss why this is an effective structure for this issue. There are elements of a causal chain here. However, the structure of an action being taken, and a consequence, is strongly cause/effect.

Cause/Effect – Transitional Phrases Draft Cause/Effect – Transitional Phrases Because As a result of Consequently Due to Since For this reason Accordingly For Therefore Hence Furthermore If/Then Thus Although Owing to So These transitions are particularly well-suited for the cause/effect organizational structure. You may need to define these transitions and give examples of how they might be used. Elicit ideas from students. Feel free to work with this list with your students by soliciting additional cause/effect transitional phrases.

Cause/Effect PRACTICE “Recognizing Cause-and-Effect Relationships” handout

Concession/Rebuttal Recognizing the opposing viewpoint Draft Concession/Rebuttal Recognizing the opposing viewpoint Conceding something may have some merit Then countering with another argument This slide defines the structure.

Draft Concession/Rebuttal There is nothing more important to students than the ability to express their unique sense of self. Whether it’s grunge, goth, or glam, each student at our high school is a person whose voice must be heard. Dress codes would turn us all into a bland, uniform mass of white and navy. Having a school dress code might improve discipline, which might be true in schools where students fight over shoes, but enforcing a dress code will cause student rebellion, generating even more discipline issues than we have now. Some say a dress code will reduce the numbers of cliques in school, but students will adapt and find new ways to express themselves. Hairstyles, piercings, and tattoos will not just prove which group the student belongs to, but will make students even more of a discipline problem when the tattoos permanently express youth distress. We are still individuals and should be allowed to express ourselves, and allowed our civil rights. Students must never be forced to wear uniforms at the school board’s wishes. “Might improve discipline” is a concession – the rebuttal is that students will rebel more. “Might reduce cliques” is a concession – hairstyles, etc., will still identify groups is the rebuttal.

Draft Concession/Rebuttal 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. Concession is when you acknowledge or consider the opposing viewpoint, conceding something that has some merit. Rebuttal is when your own argument proves the other side to be flawed, and shows your argument is stronger. Use cell phone articles cell phones yes.doc, cell phones no.doc in the document folder to have students highlight the sections that are examples of concession and rebuttal. There is an answer key on page two for each article.

Concession/Rebuttal – Looking at the Other Side Draft Concession/Rebuttal – Looking at the Other Side Concession is a strategy. Concede only one or two points. Choose what you concede strategically. Rebuttal is a strategy. Not everything needs rebuttal. Rebut the most important or most easily supported points. Students have used Concession/Rebuttal successfully on the WASL. Conceding to an opposing point is a hallmark of good persuasive writing. It’s important that students understand that not every paragraph has to have a concession or a rebuttal. Perhaps the most important point needs concession and rebuttal, but that is the strategic aspect of persuasive writing. There is a graphic organizer in the document folder (Concessionform.doc) that you can choose to use with your students if they need more practice. In addition there is a Concession form planner.doc that may be used to help students begin. Optional activity: If students are having difficulty with concession/rebuttal, you can try a role-play where one student is a parent and the other is a son/daughter wanting to go to a concert. Here you can have them see the difference between counter arguing and when an individual concedes and rebuts. See the Concession Concert.doc in the document folder for an example. Reminder: If you use the graphic organizer, make sure the students understand that not every point needs rebuttal. It’s better to develop fewer points in depth, than many points superficially.

Concession/Rebuttal – Transitional Phrases Draft Concession/Rebuttal – Transitional Phrases 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… There are certain transitions that signal concession and rebuttal or counter argument. However, they should not become formulaic by being prescribed. You may need to discuss these transitions and give examples of how they might be used. Elicit additional ideas from students. (Some suggestions are below.) Additional examples: One might argue . . . For the most part . . . . Under these conditions . . . Perhaps, possibly, it is possible It must be granted No doubt If it were so In some cases It seems, it may be, in effect

Concession/Rebuttal – example one Draft Concession/Rebuttal – example one Find the transitions in this paragraph. 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. These examples are excerpts from the grade 10 WASL. The next slide has the transitions underlined.

Concession/Rebuttal – student sample Draft Concession/Rebuttal – student sample 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. Notice the transitional phrases from the previous slide (underlined here). This example includes concession /rebuttal as well as a causal chain.

Concession/Rebuttal YOU TRY “The Rebuttal” handout

Problem/Solution Compromise? It’s in the wording! Draft Can be in your last body paragraph or part of your conclusion, you choose! Problem/Solution Compromise? It’s in the wording! This slide defines the structure. …Explain the problem or issue, and suggest how it can be solved…

Problem/Solution – example Draft Problem/Solution – example Because the world dumps tons of garbage and waste onto the planet every day, recycling should become the law. The real problem is that every week, each family of four generates enough trash to fill two 32 gallon garbage cans. This happens because people are lazy, have busy lives, and buy products with excessive packaging. If people knew there was an immediate consequence for this waste, they would be more inclined to recycle. We must acknowledge that no one likes to pay a fine or have the government tell them what to do, but if recycling were required, we could reduce the amount of trash produced by at least 50%. The best solution to curbing pollution is to enforce recycling by law. Discuss this example with your students. Identify the elements of the problem/solution structure as well as the transitional elements. Students will need a copy of this paragraph. The problem of pollution is identified and elaborated upon. The solution is offered with an implied consequence. Note also that there is a concession/rebuttal statement (We must acknowledge…) Transitional elements are: The real problem We must acknowledge The best solution is

Problem/Solution – Transitional Phrases Draft Problem/Solution – Transitional Phrases A possible remedy The best solution A better way A feasible solution The proposed solution The real problem is The underlying issue is The specific problem We must acknowledge These transitions are particularly well-suited for the problem/solution organizational structure. You may need to define these transitions and give examples of how they might be used. Elicit ideas from students. Feel free to work with this list with your students by soliciting additional problem/solution transitional phrases.

HOMEWORK Choose one or two of the body paragraph strategies and revise one or more of your TV violence body paragraphs. (If you choose facts and statistics, also try one other strategy…)

Problem/Solution – Generate a Topic Draft Problem/Solution – Generate a Topic Brainstorm several problems within our school or community.  Select one you know the most about and consider possible solutions to this problem.  Decide who could take action on your solution and how to persuade this audience that your proposal is feasible and should have their support.  Consider carefully what questions readers might ask and how you would respond to questions or objections. After charting possible problems and solutions, have the class choose a problem that they will all respond to. Review the sample paragraph for the problem/solution elements including identifying the problem, proposing the solution, countering the opposition, and using transitions.

Problem/Solution – application Draft Problem/Solution – application Refer to your notes from the previous activity. Refer back to the sample paragraph. Present the problem, and define it clearly. Propose a feasible solution. Anticipate and address opposition. Write a paragraph where you include all the elements of problem, solution, and opposition. Organize – Problem/Solution (As mentioned previously, make sure students have a print-out of the sample paragraph on the earlier slide.) The proposal writer must be sure that readers know what the problem is.  The writer may also have to establish that the problem exists and is serious enough to need solving.  Once the problem is established, the writer must present and argue for a particular solution.  Be sure that your topic is narrow and that your solutions are reasonable. The main purpose of a proposal is to convince readers that the writer's solution is the best way of solving the problem.  Proposals argue for their solutions by trying to demonstrate:  that the proposed solution will solve the problem  that it is a feasible way of solving the problem  that it stands up against anticipated objections or reservations  that it is better than other ways of solving the problem Problem-solution writers must use a reasonable tone.  It is important to advance the argument without "having" an argument.  The goal is to narrow any differences that may exist between writer and readers, not widen it.

And let’s not forget the last two body paragraph strategies… Facts/Statistics: Facts, numbers, percents, (citation), etc. to support your argument. Anecdotes: Including a personal story or specific experience to give emotional appeal to your argument.