2. AN INTRODUCTION TO PERSUASIVE WRITING

3. Persuasion vs. Argument  persuasion and argument are often used interchangeably  persuasion is a broad term, which includes many tactics designed to move people to a position, a belief, or a course of action  argument is a specific kind of persuasion based on the principles of logic and reasoning

4. The Importance of Argument and Persuasion  In everyday life… appealing a grade, asking for a raise, applying for a job, negotiating the price of a new car, arguing in traffic court  In academic life… defending your ideas, engaging in intellectual debate  On the job… getting people to listen to your ideas, winning buy-in, getting your boss to notice, getting cooperation, moving people to action  In writing… irrefutably making your point, writing to be read  In reading and listening… critically evaluating other’s arguments, protecting yourself from unethical persuasive tactics, recognizing faulty reasoning when you see it

5. What Exactly is an Argument?  an argument involves the process of establishing a claim and then proving it with the use of logical reasoning, examples, and research

6. The Essential Ingredients of an Argument  An issue open to debate  Your position on the issue  Your reasons for that position  Evidence to support your reasons experience, expert opinion, research, statistics

7. The Architecture of Argument YOUR POSITION THE OPPOSITION

8. The Architecture of Argument THE OPPOSITION YOUR POSITION

9. The Architecture of Argument YOUR POSITION REASON THE OPPOSITION

10. The Architecture of Argument YOUR POSITION REASON THE OPPOSITION

11. The Architecture of Argument YOUR POSITION REASON EVIDENCE THE OPPOSITION

12. The Role of Your Audience  Understanding your audience is key to effective writing of all kinds, especially persuasive writing  An argument is an implicit dialogue or exchange with your audience, so in writing arguments, assume there is a reader that will not agree with you  Audience awareness is absolutely essential to successful persuasion and argument; therefore…  Know your audience  What is their position on the issue?  How strongly do they feel about it?  Are they open-minded enough to consider other views?  What will their objections be to your argument?

13. The Structure of Classical Argument Introduction Thesis Statement Background Information Reasons and Evidence The Opposing View and the Refutation Conclusion

14. Using a Reasonable Tone  Shows you are fair-minded and therefore adds to your credibility  When you acknowledge the opposition with balanced language, it shows that your respect the opposing views  No matter how passionate you are about the issue, don’t resort to careless, harsh words; this would show more about your than the issue

15. Offering a Counterargument  Addressing the opposition demonstrates your credibility as a writer  It shows that you have researched multiple sides of the argument and have come to an informed decision  Remember, keep a balanced tone when attempting to debunk the opposition

16. Counter-arguing Effectively

17.  conceding to some of your opposition’s concerns can demonstrate respect for their opinions  remain tactful yet firm  using rude or deprecating language can cause your audience to reject your position without carefully considering your claims

18. Aristotle (384–322 BC)  philosopher  author (170 books; 47 surviving)  teacher  scientist His primary gift to the world was proof that the universe was not controlled by blind chance or magic, but by a set of rational laws which could be discovered, analyzed, and catalogued to guide human behavior. Aristotle gave mankind the gift of logic.

19. Three persuasive appeals  Logos (Logic)  The appeal to reason  Pathos (Emotion)  The appeal to emotion  Ethos (Credibility)  The appeal of one’s character All persuasive appeals are really about involving your audience.

20. Example of emotional appeal (Pathos) “For Brutus, as you know, was Caesar’s angel. Judge, O you gods, how dearly Caesar lov’d him! This was the most unkindest cut of all” – from Julius Caesar

21. Example of emotional appeal (Pathos) “…But one hundred years later, we must face the tragic fact that the Negro is still not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land…” – Martin Luther King Jr.

22. Leveraging your credibility (Ethos)  credibility is the audience’s response to you as the source of the message  credibility has three sources:  knowledge  image  relationships

23. Questions to test credibility  Has the reader been able to rely on what you have said in the past? If they are unfamiliar with you…  Do you know what you’re talking about? Are you familiar with all sides of the issue?  Have you done your research on the issue?  Have you documented your research thoroughly and accurately?  Have your thoughtfully addressed the opposition?

24. “I think; therefore, I am.” Example of logical appeal (Logos)  There is no room for the clouds of emotion in this straightforward formula; it makes purely a logical appeal. Logic is the most important and the most effective of the persuasive appeals.

25. Some Ways to Use the Three Appeals CredibilityLogicEmotion  Show that you are fair- and open- minded  Point to other “experts” or an authority other than yourself  Cite research  Show why people should listen to you and believe you  Rely primarily on facts  Use deductive or inductive reasoning to reach your conclusion  Use classical argument, including reason and evidence to support your claim  Use emotionally charged or highly connotative words  Appeal to peoples fears, concerns, passions, vanity, sense of justice, and so forth  Take advantage of rhythm and refrain in language

26. If you wish to persuade me, you must think my thoughts, feel my feelings, and speak my words. –M ARCUS T ULLIUS C ICERO

27. The Introduction Paragraph

28. The introduction paragraph in an essay of literary analysis functions as follows:  It focuses the reader’s attention on the topic and arouses curiosity for the reader about what you, as the writer, have to say.  It specifies your subject and implies your attitude and tone.  It provides background necessary to understand the thesis statement.  It is concise and sincere.  It comes to a point with the thesis statement.

29. Structure of the Introduction Paragraph:  1 st sentence: hook or opening sentence  2 nd – 3 rd sentence: transitions from hook while including T.A.G. (complete title, author’s complete name, and genre of the work(s) being analyzed)  3 rd – 5 th sentence: further logical transitions  Thesis Statement: final sentence(s) of the introductions

30. Strategies for Composing Hooks or Opening Statements:  Use a vivid or powerful quotation that has relevance to your topic.  Create an analogy for your subject.  Offer an interesting fact or statistic.  State an opinion related to your thesis.  Define a concept central to your argument.

31. What to Avoid When Composing Hooks or Opening Statements:  Cliché statements: “Webster’s dictionary defines friendship as …”  First person point of view: “In this essay I will show…”  Asking rhetorical questions: “Have you ever wondered what would happen…” (Also avoid addressing the reader)  Vague or abstract language  Broad generalizations: “Symbolism is a powerful tool used in literature…”  Any attempt at humor, cleverness, or sarcasm

32. Consider the following checklist when composing an introduction paragraph: □ The hook/opening sentence engages the reader’s curiosity while remaining academic and sophisticated. □ The introduction avoids 1 st person point of view, slang, and poor diction. □ Specific terms or language are defined. □ Necessary background information is provided. □ The paragraph transitions clearly and logically from the hook to the thesis statement.

33. □ Avoid vague and abstract language and slang. □ The thesis statement appears at the end of the introduction. □ The introduction should be clear, logical, and reasonable. □ Avoid attempts to be clever, funny, or sarcastic. □ Use present tense verbs consistently.

34. □ The introduction need not be longer than 4 – 6 sentences. Lengthy introductions tend to ramble and can distract from the topic and lose focus.

35. Sample Introductions:  As you read the following samples, consider their strengths and weaknesses in light of the previous checklist.  Identify the hook or opening statement in each sample.  Identify T.A.G. (title, author, genre).  Identify transition sentences.  Identify the thesis statement.  Identify awkward, vague, wordy, or abstract diction.  Identify analytical and critical approach.

36. The Thesis Statement

37. What is a thesis statement? 4 It is an arguable statement. 4 It is a complete sentence that expresses your position/opinion on a given topic. 4 It narrows down your topic to a specific, single focus of investigation. 4 It establishes a direction for the entire paper. 4 It is usually stated in your introduction.

38. What is not a thesis statement? 4 A thesis is never a question; it could be the answer to a question. 4 A thesis is not an announcement of purpose. 4 A thesis is not simply a topic. 4 A thesis is not a fact.

39. Writing a Thesis  A thesis has two parts Topic: the main subject to be discussed in the essay Opinion: what the writer thinks about the main subject to be discussed (the topic) Topic: Community College Students Opinion: Work diligently to pass class, to transfer to universities, and to earn four-year degrees. Thesis: Community college students work diligently to pass class, to transfer to universities, and to earn four-year degrees.

40. Determine whether the following is a good or poor thesis statement What causes violence in children? Poor A thesis statement is not a question!

41. Determine whether the following is a good or poor thesis statement The purpose of my paper is to identify the causes of violence. Poor A thesis is not an announcement of purpose!

42. Determine whether the following is a good or poor thesis statement The education system in the United States. Poor A thesis statement is not just a topic!

43. Determine whether the following is a good or poor thesis statement Teen pregnancy can be reduced with good education, parental support, and birth control. Yes, a thesis statement reflects a position!

44. Determine whether the following is a good or poor thesis statement I would like to discuss how teachers and students can develop better relationships. Poor A thesis is not an announcement of purpose!

45. Determine whether the following is a good or poor thesis statement I had squash, tomatoes, and corn in my garden last year. Poor A thesis statement is not too narrow!

46. Determine whether the following is a good or poor thesis statement Vegetable gardening can be a frustrating hobby. Yes, a thesis statement reflects a position!

47. Determine whether the following is a good or poor thesis statement Honesty and trust in the classroom. Poor A thesis statement is not just a topic!

48. Determine whether the following is a good or poor thesis statement Honesty and trust play an important role in successful teacher-student relationships. Yes, a thesis statement reflects a position!

49. Determine whether the following is a good or poor thesis statement Advertising has bad effects on all of society. Poor A thesis statement is not too broad!

50. Determine whether the following is a good or poor thesis statement What can be done to reduce violence in schools? Who is to blame-- the parents, the schools, or society in general? Poor A thesis statement is not a question!

51. Determine whether the following is a good or poor thesis statement Toy ads on television teach children to be greedy, competitive, and snobbish. Yes, a thesis statement reflects a position!