1. 1 Writing Persuasively in High School Writing Persuasively in High School Barbara Leilani Brazil Keys ESOL Coordinator/ Teacher Albemarle High School

2. 9-12 Expectations for Persuasive Essays Students will generate, gather, and organize writing to address a specific audience and purpose. Students will produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions. Students will clarify and defend a position with precise and relevant evidence. Students will use computer technology to plan, draft, revise, edit, and publish writing. Students will Self- and peer-edit. 2

3. 3 SOL Progression of Expectations Persuasive Essay Writing Grade 9Grade 10Grade 11Grade 12 Communicate clearly the purpose of the writing using a thesis statement where appropriate. Arrange paragraphs into a logical progression and use transitions between paragraphs and ideas. Write clear, varied sentences using specific vocabulary and information. Elaborate ideas clearly through word choice and vivid description. Synthesize information to support the thesis. Organize ideas into a logical sequence using transitions. Write clear and varied sentences, clarifying ideas with precise and relevant evidence. Elaborate ideas clearly through word choice and vivid description. Produce arguments in writing that develop a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions. Organize ideas in a sustained and logical manner. Clarify and defend position with precise and relevant evidence elaborating ideas clearly and accurately. Adapt content, vocabulary, voice, and tone to audience, purpose, and situation. Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions. Clarify and defend a position with precise and relevant evidence. Create arguments free of errors in logic and externally supported. Use a variety of rhetorical strategies to accomplish a specific purpose. Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.

4. 4 Issue: Should there be video cameras in school classrooms? Audience and Purpose: Persuasive essays are perfect opportunities for authentic writing!Audience and Purpose: Persuasive essays are perfect opportunities for authentic writing! How can students come up with their own persuasive essay topics so that the writing is more meaningful to them?How can students come up with their own persuasive essay topics so that the writing is more meaningful to them? Audience and Purpose: Persuasive essays are perfect opportunities for authentic writing!Audience and Purpose: Persuasive essays are perfect opportunities for authentic writing! How can students come up with their own persuasive essay topics so that the writing is more meaningful to them?How can students come up with their own persuasive essay topics so that the writing is more meaningful to them?

5. The Writing Process Pre-Write: Idea Collection OrganizeComposeReviseEdit Submit/ Publish Writing Apprenticeship

6. 6 Pre-Writing Tools to Develop Arguments

7. 7 Drafting Suggestions Give students ample class time to free-writeGive students ample class time to free-write Make computers available for students who want to type their drafts.Make computers available for students who want to type their drafts. Provide a variety of MENTOR TEXTS in the form of newspaper editorials, articles, previous student workProvide a variety of MENTOR TEXTS in the form of newspaper editorials, articles, previous student work Students may be at different places in the writing process at different times. Allow students to revise as they progress through the process. Students will need to talk ideas out with others- allow a space for a writing conference.Students may be at different places in the writing process at different times. Allow students to revise as they progress through the process. Students will need to talk ideas out with others- allow a space for a writing conference. Provide mini-lessons on grammar, thesis development, and organization at the beginning of each writing workshopProvide mini-lessons on grammar, thesis development, and organization at the beginning of each writing workshop As students draft, use the persuasive essay rubric to discuss and score sample papers.As students draft, use the persuasive essay rubric to discuss and score sample papers. Give students ample class time to free-writeGive students ample class time to free-write Make computers available for students who want to type their drafts.Make computers available for students who want to type their drafts. Provide a variety of MENTOR TEXTS in the form of newspaper editorials, articles, previous student workProvide a variety of MENTOR TEXTS in the form of newspaper editorials, articles, previous student work Students may be at different places in the writing process at different times. Allow students to revise as they progress through the process. Students will need to talk ideas out with others- allow a space for a writing conference.Students may be at different places in the writing process at different times. Allow students to revise as they progress through the process. Students will need to talk ideas out with others- allow a space for a writing conference. Provide mini-lessons on grammar, thesis development, and organization at the beginning of each writing workshopProvide mini-lessons on grammar, thesis development, and organization at the beginning of each writing workshop As students draft, use the persuasive essay rubric to discuss and score sample papers.As students draft, use the persuasive essay rubric to discuss and score sample papers.

8. 8 Scoring Sample Papers as a Class

9. 9 Novice 1 Apprentice 2 Practitioner 3 Expert 4 Thesis Development No clear position taken; Reader unclear of writer’s main points. Position emerging but not clearly stated; development of thesis is brief; Unrelated, unsupported general statements, reasons, and details, minimal facts used. Clear position taken and defined Some reasons and some details present but not fully developed. Created a strong thesis, demonstrating knowledgeable judgments, addressing counterclaims, and providing effective conclusions. Organization No evidence of paragraph structure No introduction or conclusion Illogical organization of ideas. Somewhat logical organization; organization of ideas not fully developed Introduction and conclusion present but not fully developed Paragraph development progressing but not perfected. Either introduction or conclusion are weak. Writer attempts to transition through paragraphs in a logical way. Writer demonstrates logical, subtle sequencing of ideas through well-developed paragraphs Transitions are used to enhance organization; A gripping introduction and a strong conclusion evident with a call to action. Ideas and Content Minimal or no evidence given to support main purpose. Use of vocabulary, voice and tone are weak. Counter-arguments are not addressed. Gives some evidence to support main purpose although evidence is weak. More accurate or precise language are needed to convey message. May acknowledge opposing viewpoint but ineffectively, without overcoming objections. Gives evidence to support main purpose using some rhetorical devices, tone, and vocabulary to emphasize main idea. Contains relevant evidence, though thin in some areas Acknowledges and addresses opposing viewpoint. Adapts content, vocabulary, voice, and tone to audience, purpose, and situation. Clarifies and defends position with precise and relevant evidence elaborating ideas clearly and accurately. Acknowledges, addresses, and overcomes opposing viewpoint effectively. Sample Persuasive Essay Rubric

10. 10 Peer Revising and Editing Use peer and self-revision tools like Google docsUse peer and self-revision tools like Google docs Pick a student paper and have a debate based on the arguments and counter- arguments presented in the paperPick a student paper and have a debate based on the arguments and counter- arguments presented in the paper Organize Peer Revision Conferences that are goal-orientedOrganize Peer Revision Conferences that are goal-oriented Pinpoint the editing needs of each student and do topic-centered skill review with small groupsPinpoint the editing needs of each student and do topic-centered skill review with small groups Use peer and self-revision tools like Google docsUse peer and self-revision tools like Google docs Pick a student paper and have a debate based on the arguments and counter- arguments presented in the paperPick a student paper and have a debate based on the arguments and counter- arguments presented in the paper Organize Peer Revision Conferences that are goal-orientedOrganize Peer Revision Conferences that are goal-oriented Pinpoint the editing needs of each student and do topic-centered skill review with small groupsPinpoint the editing needs of each student and do topic-centered skill review with small groups

11. Contact Information Barbara Leilani Brazil Keys bkeys@k12albemarle.org Barbara Leilani Brazil Keys bkeys@k12albemarle.org 11

12. 12 Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education. DisclaimerDisclaimer