1. All About Writing Persuasively
So You Think You Can
ARGUE
All About Writing
Persuasively

2. What is an argument?

3. Kids should be in school Monday through Saturday!
An argument is just a statement that someone believes is or should be true.
Kids should be in school Monday through Saturday!
For the next three slides, have students fill in the missing words in the “notes” at the top of the guided worksheet.

4. A counterargument expresses the opposite point of view.
Kids should not have to go to school on Saturdays.

5. “I need backup!”
A main argument all by itself is not very strong. Supporting arguments explain why the main argument is true.

6. Main Argument Kids should not have to go to school on Saturdays.
Supporting Arguments
Students need a rest.
Most working parents have weekends off, and students need to be with their families.
Some students have jobs.
Students need time for other activities.

7. Are you laboring under a
MISCONCEPTION??
Common myths about arguing

8. Common Myths about Arguing
An argument is just people yelling at each other.
Reality
Arguments can be very calm. An argument in writing is silent!
As you go through the myths and realities, have students fill in the chart on the first page of the Power Point Worksheet.

9. Common Myths about Arguing
You have to totally believe in what you are arguing.
Reality
Making an argument has nothing to do with how you feel.
As you go through the myths and realities, have students fill in the chart on the first page of the Power Point Worksheet.
(Bet you can think of one reason why school should be on Saturdays…)

10. Common Myths about Arguing
Every argument has a right and wrong side.
Reality
Most of the time, the two sides of an argument are just different opinions. Neither side is really right or wrong.
As you go through the myths and realities, have students fill in the chart on the first page of the Power Point Worksheet.

11. Common Myths about Arguing
You can’t be good at arguing unless you can think fast on your feet.
Reality
A lot of great arguing takes place on paper, where you can take as much time as you need to think everything through.
As you go through the myths and realities, have students fill in the chart on the first page of the Power Point Worksheet.

12. Argue on paper? Why would I want to do that?

13. Imagine this: Your state legislature is thinking about passing a law that says kids can’t drive until they are 18. You want to write a letter to convince your state senator to vote against the idea. What would you say?
This slide and the next few scenarios do not have a corresponding section on the guided worksheet. Read through the scenarios with the class to help students understand how learning to argue effectively can be helpful in life.

14. Or this: Your city decided to close the park where you always hang out and play basketball. The city officials say there was too much trouble at the park and there was trash everywhere. Would you know what to write in a letter that would convince them to re-open the park?
Uh-oh ...
This slide and the next few scenarios do not have a corresponding section on the guided worksheet. Read through the scenarios with the class to help students understand how learning to argue effectively can be helpful in life.

15. Or even this: You bought a used truck from the car lot downtown, but the truck didn’t have a stereo. The salesman told you they would take a stereo from a different truck and install it in your truck. He said it would work great. You drove your truck home and discovered the stereo doesn’t work at all!
You called the car lot, but they refuse to fix the problem. You want to write a letter demanding they fix the stereo!
This slide and the next few scenarios do not have a corresponding section on the guided worksheet. Read through the scenarios with the class to help students understand how learning to argue effectively can be helpful in life.

16. You’re gonna need…
PERSUASIVE WRITING

17. ____________________________
What word do you see inside the word “persuasive”?
____________________________
persuade
Students should fill in the blank on the guided worksheet.

18.  What does it mean to “persuade” someone?
To disturb someone about something
To sweat on someone
To convince someone that something is true
To cause someone to be confused about something 
Have students answer the question on the guided worksheet before you reveal the answer.
When you write persuasively, you use arguments to convince the reader that something is true.

19. Two kinds of arguments

20. Two Kinds of Arguments Should/Should Not Does/Does Not
Argue why something should or should not be true.
As you advance through this chart, have students fill in the blanks in the chart at the top of page 2 of their guided worksheets.

21. Two Kinds of Arguments Should/Should Not Does/Does Not
Argue why something should or should not be true.
Argue why something does or does not violate a rule.
As you advance through this chart, have students fill in the blanks in the chart at the top of page 2 of their guided worksheets.

22. Two Kinds of Arguments Should/Should Not Does/Does Not
Argue why something should or should not be true.
Argue why something does or does not violate a rule.
Use this kind of argument when you are arguing your opinion about something.
As you advance through this chart, have students fill in the blanks in the chart at the top of page 2 of their guided worksheets.

23. Two Kinds of Arguments Should/Should Not Does/Does Not
Argue why something should or should not be true.
Argue why something does or does not violate a rule.
Use this kind of argument when you are arguing your opinion about something.
Use this kind of argument when there is already a rule in place.
As you advance through this chart, have students fill in the blanks in the chart at the top of page 2 of their guided worksheets.

24. Two Kinds of Arguments Should/Should Not Does/Does Not
Argue why something should or should not be true.
Argue why something does or does not violate a rule.
Use this kind of argument when you are arguing your opinion about something.
Use this kind of argument when there is already a rule in place.
Example: Should school be held Monday through Saturday?
As you advance through this chart, have students fill in the blanks in the chart at the top of page 2 of their guided worksheets.

25. Two Kinds of Arguments Should/Should Not Does/Does Not
Argue why something should or should not be true.
Argue why something does or does not violate a rule.
Use this kind of argument when you are arguing your opinion about something.
Use this kind of argument when there is already a rule in place.
Example: Should school be held Monday through Saturday?
Example: The school rule says no hats. Sarah wore a giant ribbon on her head. Did Sarah break the rule?
As you advance through this chart, have students fill in the blanks in the chart at the top of page 2 of their guided worksheets.

26. Creating main “does/does not” arguments

27. Did Sarah really violate the rule?
Let’s Practice!
Your kid sister Sarah attends 2Cool4U Elementary School. The school rules say students are not allowed to wear hats inside the building. The rules say a hat is anything that covers and protects a person’s head. Sarah wore a giant ribbon in her hair and got in trouble for violating the no-hat rule!
This scenario is for class practice. It does not have a corresponding section on the guided worksheet.
Did Sarah really violate the rule?

28. There are two possible main arguments:
Sarah did not violate the rule because her ribbon is not a hat, or
Sarah did violate the rule because her ribbon is a hat.
This scenario is for class practice. It does not have a corresponding section on the guided worksheet.
What do you think?
(Wait—Don’t answer that yet…)

29. Ha! That was a trick question.
Making arguments is a skill that you learn. “What you think” doesn’t really matter at all. You should be able to argue for both sides no matter which side you think is right.
Have students fill in the “Who Cares What You Think?” box on their guided worksheets. You may wish to discuss with students whether it would be easier to argue both sides of this issue than both sides of an issue they really care about. Point out that being able to argue both sides of an issue can help them see flaws in the other side’s argument, which will help their own argument be stronger.

30. The two possible arguments are…
Let’s try another:
The park rules say, “Don’t walk on the grass.” Misti avoided a neatly-mowed lawn but cut across another mowed area that was mostly weeds. Did Misti violate the rule?
The two possible arguments are…
___________________________________ ___________________________________
Misti did not violate the rule because she walked on a
One could also argue that the park rule meant for people to stay off any green, mowed area.
weedy area, not on the grass.
Misti did violate the rule because there was grass in
the area where she walked.

31. The two possible arguments are…
And another:
The beach rules say “Don’t feed the ducks.” Jason ate all but the corner of his sandwich, then tossed the last bite to a goose standing nearby. Did Jason violate the rule?
The two possible arguments are…
___________________________________ ___________________________________
Jason did not violate the rule because a goose
Another way to put argument two is that a goose is like a duck.
is not a duck.
Jason did violate the rule because the beach rule
means any water bird and a goose is a water bird.

32. Developing supporting arguments

33. A main argument by itself is not enough
A main argument by itself is not enough. You have to convince people why your main argument is true.
You do this by using supporting arguments.

34. Hat or Not?
Next, let’s look at some supporting arguments. You will decide which main argument each supporting argument supports.
Ready?

35. Supporting Argument #1: The ribbon is something on her head.
Hat or Not?
School Rule: A hat is anything that covers and protects a person’s head.
Supporting Argument #1:
The ribbon is something on her head.
This argument supports the idea that Sarah did not violate the rule because her ribbon is not a hat.
This argument supports the idea that Sarah did violate the rule because her ribbon is a hat.
Have the class respond “A” or “B” as a chorus before you reveal the answer. 

36. Hat or Not?
School Rule: A hat is anything that covers and protects a person’s head.
Supporting Argument #2:
The ribbon is too flimsy to protect Sarah’s head. 
This argument supports the idea that Sarah did not violate the rule because her ribbon is not a hat.
This argument supports the idea that Sarah did violate the rule because her ribbon is a hat.
Have the class respond “A” or “B” as a chorus before you reveal the answer.

37. Supporting Argument #3: The ribbon does not cover all of Sarah’s head.
Hat or Not?
School Rule: A hat is anything that covers and protects a person’s head.
Supporting Argument #3:
The ribbon does not cover all of Sarah’s head. 
This argument supports the idea that Sarah did not violate the rule because her ribbon is not a hat.
This argument supports the idea that Sarah did violate the rule because her ribbon is a hat.
Have the class respond “A” or “B” as a chorus before you reveal the answer.

38. Hat or Not?
School Rule: A hat is anything that covers and protects a person’s head.
Supporting Argument #4:
The ribbon could protect her head from rain or dust.
This argument supports the idea that Sarah did not violate the rule because her ribbon is not a hat.
This argument supports the idea that Sarah did violate the rule because her ribbon is a hat.
Have the class respond “A” or “B” as a chorus before you reveal the answer. 

39. Supporting Argument #5: The ribbon would not keep Sarah’s head warm.
Hat or Not?
School Rule: A hat is anything that covers and protects a person’s head.
Supporting Argument #5:
The ribbon would not keep Sarah’s head warm. 
This argument supports the idea that Sarah did not violate the rule because her ribbon is not a hat.
This argument supports the idea that Sarah did violate the rule because her ribbon is a hat.
Have the class respond “A” or “B” as a chorus before you reveal the answer.

40. Supporting Argument #6: The ribbon covers most of Sarah’s head.
Hat or Not?
School Rule: A hat is anything that covers and protects a person’s head.
Supporting Argument #6:
The ribbon covers most of Sarah’s head.
This argument supports the idea that Sarah did not violate the rule because her ribbon is not a hat.
This argument supports the idea that Sarah did violate the rule because her ribbon is a hat.
Have the class respond “A” or “B” as a chorus before you reveal the answer. 

41. Hat or Not?
School Rule: A hat is anything that covers and protects a person’s head.
Supporting Argument #7:
The ribbon could protect Sarah’s head from sunlight.
This argument supports the idea that Sarah did not violate the rule because her ribbon is not a hat.
This argument supports the idea that Sarah did violate the rule because her ribbon is a hat.
Have the class respond “A” or “B” as a chorus before you reveal the answer. 

42. Supporting Argument #8: The ribbon is not fitted to Sarah’s head.
Hat or Not?
School Rule: A hat is anything that covers and protects a person’s head.
Supporting Argument #8:
The ribbon is not fitted to Sarah’s head. 
This argument supports the idea that Sarah did not violate the rule because her ribbon is not a hat.
This argument supports the idea that Sarah did violate the rule because her ribbon is a hat.
Have the class respond “A” or “B” as a chorus before you reveal the answer.

43. If you’ve seen one argument...

44. … you have not seen them all. Some arguments are better than others
… you have not seen them all! Some arguments are better than others. Look at the four arguments below. Which one do you think is the strongest? Weakest?
The ribbon is too flimsy to protect Sarah’s head from anything.
The ribbon does not cover all of Sarah’s head.
The ribbon would not keep Sarah’s head warm.
The ribbon is not fitted to Sarah’s head.
Discuss as a class. Explain to students that some answers are better than others, but there is not necessarily a “right” answer. This slide does not have a corresponding section on the guided worksheet.

45. Mini-Quiz!

46. Mini Quiz
You can only make an argument about something if you feel very strongly about it.
 True
 False 
Have the class respond “True” or “False” as a chorus before you reveal the answer.
Making an argument has nothing to do with how you actually feel. It is a skill you learn.

47. Mini Quiz
Persuasive writing is meant to convince someone that something is true. 
 True
 False
Have the class respond “True” or “False” as a chorus before you reveal the answer.
Exactly! The whole point is to “persuade” someone.

48. Mini Quiz  All arguments are equally strong.  True  False
Have the class respond “True” or “False” as a chorus before you reveal the answer.
Some arguments are stronger and more convincing than others.

49. Mini Quiz
If there is already a rule in place, you will use a should/should not argument.
 True
 False 
Have the class respond “True” or “False” as a chorus before you reveal the answer.
When there is already a rule, you will argue whether something does or does not violate that rule.

50. Mini Quiz
An argument is a statement that someone claims is or should be true. 
 True
 False
Have the class respond “True” or “False” as a chorus before you reveal the answer.
Whether you’re arguing that Sarah did violate the rule or that students should not go to school on Saturdays, you are claiming that statement is true.

51. Mini Quiz  An argument can take place without any yelling at all.
 True
 False
Have the class respond “True” or “False” as a chorus before you reveal the answer.
We’re talking about arguments that are meant to persuade. Yelling won’t help, but good reasoning will.

52. Mini Quiz  There is a right and wrong side to every argument.  True
 False 
Have the class respond “True” or “False” as a chorus before you reveal the answer.
Most of the time, the different sides of an argument are just different opinions. However, people may believe very strongly that one side is correct.

53. Mini Quiz Sarah looks very cool in her big ribbon.  True  False
Um… Everyone is entitled to an opinion!

54. Mini Quiz
People often use persuasive writing when writing letters about important issues. 
 True
 False
Have the class respond “True” or “False” as a chorus before you reveal the answer.
Writing letters is one of the most common uses of persuasive writing in everyday life.

55. Mini Quiz
You use arguments to persuade someone that your viewpoint is correct. 
 True
 False
Have the class respond “True” or “False” as a chorus before you reveal the answer.
That’s why it’s called “persuasive” writing!

56. Next time:
What would you do if your school suddenly changed the rules and banned something you like to wear?
This sounds like trouble . . .
In tomorrow’s lesson, students will begin examining evidence they will use to make arguments in their persuasive essays. They will look at a fictional situation in which Ben Brewer, a middle school student, gets suspended for wearing his favorite band t-shirt to school after the school changed its dress code policy to prohibit all band t-shirts. Does Ben have the right to wear his shirt?