To Kill a Mockingbird: Persuasive Essay The Art of Persuasion

TKAM: Banned in Schools  Harper Lee’s classic, To Kill a Mockingbird, frequently appears on banned book lists and is not allowed to be taught in many parts of the country. Based on your reading of the novel, should this novel be banned from public schools?

Understanding the Prompt  Your assignment is to brainstorm reasons for defending AND rejecting the book.  When writing a persuasive essay, be objective first and look at BOTH sides!  Be sure that you are naming a general reason as opposed to specific examples. For example, “The book has people who are racist” is more general than “The book shows how Crooks is segregated.”

Come up with at least three general reasons for EACH side of the issue.  Reasons to support the teaching of this book include:  Reasons to reject the teaching of this book include:

Persuade  What does it mean to persuade someone?  Examples?  How many sources should you have when persuading? One? Two? More than two?

Gather Data to Support Your Claim  Complete research as necessary  Use appropriate web sites  Read/research through TWO or more resources!  Make a list of BOTH SIDES: Reasons to support the teaching of To Kill a Mockingbird Reasons to reject the teaching of To Kill a Mockingbird

Links to Resources:  equentlychallenged/challengedclassics/reasonsba nned/index.cfm equentlychallenged/challengedclassics/reasonsba nned/index.cfm  equentlychallenged/21stcenturychallenged/2009/ index.cfm equentlychallenged/21stcenturychallenged/2009/ index.cfm   ticle/ complaint-prompts-school-to-kill- mockingbird ticle/ complaint-prompts-school-to-kill- mockingbird

Logos, Pathos, and Ethos  Logos-logical appeal Evidence and the reasoning based on proof  Evidence, support through quotations  Ethos-ethical appeal According to Aristotle--the credibility or trustworthiness that the author establishes in his writing  An essay written by Martin Luther King, Jr. vs. Jerry Springer  Pathos-Emotional appeal Persuades the audience by using emotions  “Don’t our children deserve to know the truth?”

Introduction: HBIT  Get the attention of the audience Attention Getter or Hook  Provide background information to orient the reader to the issue What does the reader need to know about this issue? Define terms  Create a thesis statement or assertion to guide the reader THESIS:  1. Subject (To Kill a Mockingbird), 2. Assertion (should continue to be taught in schools), 3. Why/So What? (because it offers its readers valuable lessons on life)

The Antithesis (Counterargument, Con)  Address the case of the opposition Several paragraphs at the beginning or weaved throughout the paper (argument-concession)  Concede points which can not be refuted Use signal words and phrases such as Admittedly, While it is true that etc.  Offer refutation for claims which can be countered Use signal words and phrases such as It has been argued, However etc.

Body Paragraphs  Provide a clear topic sentence for each paragraph  Use Topic Sentence, Concrete Detail, Commentary (TS, CD, CM)  Build to the strongest argument  Use a variety of appeals  Demonstrate logic and reasoning  Address the opposition

Conclusion  Restate your main premise  Provide a brief summary of your argument  Show how a group will benefit from following your assertion  Explain what might happen if your idea is not accepted  Ask for a call to action To Kill a Mockingbird should/should not be taught in schools and people everywhere should fight for this to happen!

Sample Argument Essay  Sample Outline: Hook Background/thesis Antithesis (con)- address opposition’s POV Refute the con Connective words— transitions Development of your arguments (save best for last) Conclusion <- Introduction <- First body paragraph <- 2 nd, 3 rd etc. body paragraphs