1. The structure of persuasion

2. 1. Propose 2. Support 3. Build 4. Question 5. Refute What we do when we discuss

3. Propose When we propose an idea to a listener, we can use a range of language to help us make the point persuasively. Discuss how and why you might use some of these phrases in speech or in writing. 'I believe…''Do you think…''It's possible that…' 'I think that…''Don't you think that…' 'In my opinion…' 'Isn't it obvious that...' 'I would say…''According to…'

4. Support We can use language to support an idea. We may not want to agree with it fully yet, but supporting it allows us to investigate the idea further. Try to suggest other phrases you might use to support ideas in a discussion or in writing. 'That's an interesting idea…'

5. Build As we investigate an idea, we may want to build and extend on it. This allows us to see the possibilities of an idea and to test it out. Again, suggest other phrases you might use to support ideas in a discussion or in writing. 'There's evidence that clearly shows…'

6. Question Testing an idea may mean that we raise questions about it which have to be discussed. What phrases might we use to begin to question an idea in a discussion or in writing? 'But what happens if…'

7. Refute When we have supported, built on and questioned an idea, we may decide that it doesn't work after all: we refute the idea. 'But that doesn't work when…'

8. Re-proposing When we have been through the cycle, we may come to a conclusion that re-proposes the original idea in a different form or in a way that takes into account the problems we noted. Alternatively, the cycle may bring us to the conclusion that the original idea was mistaken or even that the opposite of the original idea is true.

9. The cycle in writing and speaking We can use the discussion cycle as a guide to structuring persuasive or discursive writing. Often, learners adopt a 'one point for, one point against' approach, with no linkage between the different sections of the argument. This can make the essay or speech seem disjointed and random. The cycle demands that we develop our argument persuasively.

10. Looting with the lights on Read 'Looting with the Lights on' by Naomi Klein (The Guardian, http://www.guardian.co.uk/commentisfree/2 011/aug/17/looing-with-lights-off ). http://www.guardian.co.uk/commentisfree/2 011/aug/17/looing-with-lights-off Discuss how the writer structures her arguments. Can you see a cycle in the article?

11. Looting with the lights on Proposition: The English riots weren't political like other riots Re-proposition: The English riots were political, just like other riots. In Iraq, people looted because they had no respect for the dictatorship: England isn't a dictatorship. In Argentina, people looted because the rich had stolen the country's assets and the poor people paid the price. Britain is not like that. But in Britain, bankers were given lots of money after ruining the economy, and the public suffer because of cutbacks and recession. So as in other countries, the poor riot and loot because they see the rich taking more than they deserve, and the government then has to clamp down on the poor because of their civil disobedience.

12. Author's intention Unlike a group discussion, Naomi Klein does not work out her ideas as she is writing: she knows before she starts writing that she wants to come to the conclusion that the riots in England were politically motivated. Why does she then start off apparently agreeing with the alternative point of view?

13. The cycle in other articles It isn't necessary to follow the cycle completely or work through it in the order given, but most articles of a discursive nature will have passages where ideas are supported or refuted or questioned, etc. Analyse some articles your teacher will give you. Identify passages where the author uses the cycle to further the argument.

14. Your writing Use the support sheet to plan your own piece of persuasive writing. Remember, you may use elements of the cycle in any order you wish; however, each part of your argument should relate to what has come before in some way relevant to the cycle.

15. Self / Peer Evaluation Write a few sentences in which you outline the changes you have made or would make to the planning of an essay in the future: how do you think this would make your writing more effective? Share your thoughts with a partner.