3. An argument Persuades the audience to believe in your opinion on the topic. Uses reasoning, facts, examples, and quotes to convince the reader.

4. http://www.youtube.com/watch?v=0cThuaPUD_Q&feature=PlayList&p=16B069ABF7F2 4A36&playnext=1&playnext_from=PL&index=15 http://www.youtube.com/watch?v=0cThuaPUD_Q&feature=PlayList&p=16B069ABF7F2 4A36&playnext=1&playnext_from=PL&index=15 In an episode of “Everybody Loves Raymond,” Marie writes a persuasive letter to the FBI interviewer whom is interviewing Robert (her son)… What is the issue that Marie is arguing to the FBI boss? What reasons/examples does she use in her letter to persuade the boss?

6. FIRST ASK YOURSELF :  How will this situation/controversy affect me?  How will it affect my family?  How will it affect my school/peers?  How will it affect my community?  How will it affect our society?  How will it affect us physically, emotionally, financially, and socially?

8. Pick your position: which side of the problem/issue are you on? Phillies Blackberry Giants Yankees iPhone Jets SUPPORTAGAINST

9. FIRST BODY PARAGRAPH:  Transition Word: ______  First Body Paragraph Reason  Supporting Detail 1  Supporting Detail 2  Supporting Detail 3  SECOND PARAGRAPH:  Transition Word: ______  Second Body Paragraph Reason  Supporting Detail 1  Supporting Detail 2  Supporting Detail 3  INTRODUCTION PARAGRAPH: List your hook, opinion and 3 reasons  THIRD BODY PARAGRAPH:  Transition Word: ______  Third Body Paragraph Reason  Supporting Detail 1  Supporting Detail 2  Supporting Detail 3 CONCLUSION :  Can you state a possible alternative? (Another option)  Restate your opinion with your three reasons.  End with a closing, thought-provoking sentence.

10. PERSUASIVE ESSAY Next Step After Brainstorming it is important we clearly identify and understand who our audience is for this particular topic.

11. Identify in the “WRITING TASK” If you’re writing a letter and to whom. “Write a letter to the newspaper” = Dear Editor, “Write a letter to board members” = Dear Board of Education Members, “Write a letter to your principal” = Dear Principal, “Write a letter to the mayor” = Dear Mayor, “Write an essay” = You do not need an opening salutation

12. INTRODUCTION H OOK H OOK  S TARTLING S TATISTIC /F ACT  I NTERESTING Q UOTE  S TRONG /I NTERESTING STATEMENT  E XAMPLE ( EXPLAIN IN DETAIL ) OR “I MAGINE I F ….”  R ELATE TO EVERYDAY LIFE  A THOUGHT PROVOKING OR RHETORICAL QUESTION  A NECDOTE ( VERY BRIEF, SOMETIMES FUNNY STORY RELATING TO YOUR TOPIC.) S TATE THE S ITUATION S TATE THE S ITUATION  W HAT IS THE PROBLEM / SITUATION ? (Y OU CAN PULL FROM THE PROMPT ) S TATE YOUR OPINION WITH YOUR 3 REASONS S TATE YOUR OPINION WITH YOUR 3 REASONS  “I FIRMLY BELIEVE ….” = THESIS STATEMENT REMEMBER: You must connect your HOOK to the writing situation. They can’t remain separate. There must be a sentence linking the two thoughts together.

13. Common Transition words or phrases: Therefore Furthermore Also In addition On the other hand (to show the opposite side) For example Moreover As a result Finally Similarly Likewise SEE ATTACHED SHEET FOR MORE TRANSITION WORDS/PHRASES

14. E XAMPLE : Imagine opening your closet to find something to wear to school, and all you can find are khaki pants and white shirts. Does that sound like a nightmare? Well, for many public school students in America, it is a reality! TOPIC: Should students be forced to wear uniforms?

15. I am going to tell you about… Once upon a time… This is an essay about… The assignment says I have to write about… FIRE! Now that I have your attention… (Attention-getter has to relate to thesis.) My first main idea is…

16. TRANSITION WORDS WORDS THAT CAN BE USED TO SHOW LOCATION: AboveAcrossAgainstAlongAmongAroundBehindBelowBeneath BesideBetweenBeyondByDownIn back ofIn front ofInsideInto NearOffOntoOutsideOverThroughoutTo the right Underunderneath WORDS USED THAT CAN BE USED TO SHOW TIME: WhileAfterAtBeforeDuringFirstSecondThird NowUntilMeanwhileTodayTomorrowNext weekYesterdaySoon LaterAfterwardAboutFinallyThenNextAs soon asWhen suddenly WORDS THAT CAN BE USED TO COMPARE TWO THINGS: LikewiseAlsoWhileIn the same way LikeAsSimilarly

17. TRANSITION WORDS WORDS THAT CAN BE USED TO CONTRAST TWO THINGS: ButStillAlthoughOn the other hand HoweverYetOtherwiseEven though WORDS THAT CAN BE USED TO CLARIFY: That isFor instanceIn other words WORDS THAT CAN BE USED TO EMPHASIZE A POINT AgainTrulyEspeciallyFor this reason To repeatIn factTo emphasize WORDS THAT CAN BE USED TO ADD INFORMATION AgainAnotherFor instanceFor example AlsoAs wellNextAnd BesidesFinallyMoreoverAlong with In additionFor exampleAdditionallyOther

18. Concluding Transitions C learly H ence E vidently Ergo (a continuing thought) Thus Therefore As one can see CHEETTA

19. NO SECOND PERSON PRONOUNS! “YOU” “YOUR “YOURS” SHOULD NOT BE USED IN FORMAL WRITING! “You” is sometimes acceptable in the introduction paragraph for your HOOK only, but nowhere else. It is considered informal. We should NOT write how we speak, put your tuxedo and best dress on when you write! Use “we, us, our, ours” or “one” or “students”

20. First Body Paragraph ALWAYS NEED A TRANSITION WORD/PHRASE:ALWAYS NEED A TRANSITION WORD/PHRASE: S TATE ONE REASON WHY YOU AGREE OR DISAGREE S TATE ONE REASON WHY YOU AGREE OR DISAGREE CAN APPEAL TO THE AUDIENCE ’ S LOGIC, EMOTIONS, OR MORALS CAN APPEAL TO THE AUDIENCE ’ S LOGIC, EMOTIONS, OR MORALS E XPLAIN 3 SUPPORTING DETAILS TO SUPPORT / PROVE YOUR REASON : E XPLAIN 3 SUPPORTING DETAILS TO SUPPORT / PROVE YOUR REASON :  S UPPORTING DETAIL Include specific examples and allusions. BONUS POINTS!

21. Types of Arguments L OGOS (logic) means an argument based on reason. P ATHOS (passion or emotions) is the use of emotional arguments to get the audience to accept one’s viewpoint. It is intended that the message inspire followers. E THOS (ethics or morals) is a moral or ethical argument that appeals to the reader’s morals or values; what the reader believes is morally or ethically right. Aristotle called it the “moral rightness” of an argument.

22. Rhetoric = The Art of Persuasion The history of rhetoric and the concepts of ethos, pathos and logos began in Greece.

23. Who was Aristotle? Aristotle was a famous Greeek philosopher who studied the art of persuasion. Plato, another famous Greek philosopher, was his teacher.

24. Ethos, Logos and Pathos In approximately 300 B.C.E. Aristotle, who was a famous Greek philosopher, wrote a book entitled, “The Art of Rhetoric.” In his book, Aristotle identified the three methods of persuasion. He called them ethos, pathos and logos.

25. Ethos = a MORAL argument The word "ethos" came from the Greek word “ethikos” meaning moral or showing moral character. An “ethos” argument demonstrates a moral or ethical argument that appeals to the reader’s morals or values; what the reader believes is morally or ethically right. For example: If your friend did something to offend you (hurt you) your mother or father may argue that forgiveness is the right or moral path to choose and that holding a grudge or showing resentment will get you nowhere.

26. Pathos = an EMOTIONAL argument An effective use of “pathos” will alter the mindsets of the audience through the use of emotional appeal. Appeals to pathos touch a nerve and compel people to not only listen, but to also take the next step and act in the world. Those who wish to persuade you will play with your emotions. They may persuade you with fear, love, patriotism, guilt, hate or joy.

27. Logos Logos means logic Logos refers to any attempt to appeal to the intellect OR, our brains. Logos appeals to the left side of the audience's brain. The audience relies on reasoning and facts to make its decision. – Numbers, polls and statistics are also examples of the persuasive use of logic.

28. Logos (logic) Support your reasons with proof. –Facts - can be proven. –Expert opinions or quotations –Definitions - statement of meaning of word or phrase –Statistics – number facts; offer scientific support –Examples - powerful illustrations –Anecdote - incident, often based on writer's personal experiences –Present opposition - and give reasons and evidence to prove the opposition (the other side) wrong

29. REVIEW Ethos, Pathos and Logos 1.ETHOS= an ethical or moral argument 2.PATHOS= an emotional argument 3.LOGOS= a logical argument

30. Logos (logic) means an argument based on reason. Examples: – “OnStar service inside your car is better than carrying a cell phone because a cell phone can’t call for you when you’re injured.” – “There was no discernible difference in the ACT scores of graduating seniors who wore school uniforms and those who didn’t.” – “Stand firm, parents. If you say ‘no’ at first and then give in later, you are only teaching your children to beg, whine and pester you.”

31. P ATHOS (passion or emotions) is the use of emotional arguments to get the audience to accept one’s viewpoint. It is intended that the message inspire followers. Examples: – A politician says that we have to fight the war “over” there so that we don’t have to fight it here at home. – A newspaper editorial for private-school vouchers states that our public schools are “dens of thieves and thugs”. – If you loved me you would do this. – Persuading lower gas prices might want some anger in the current prices or the frustration in nothing being done about

32. E THOS (ethics or morals) is a moral or ethical argument that appeals to the reader’s morals or values; what the reader believes is morally or ethically right. Examples: – “Ask not what your country can do for you; ask what you can do for your country.” — John Fitzgerald Kennedy – “The way ahead is not easy. We shall need all the wisdom, imagination, and courage we can muster. We must and shall guarantee the civil rights of all our citizens.” – Harry Truman addressing the NAACP

33. Ethos, Pathos, or Logos? Identify what type of argument matches each statement. Write your answer beneath the quote. “We are the only company who will roll over and save your unused phone minutes each month.” LOGOS!! “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.” – Martin Luther King Jr. ETHOS !! A high school runs an article about drinking and driving with detailed descriptions and graphic pictures of automobile crashes. PATHOS!!

34. How to Build Strong Body Paragraphs

35. Real-Life Examples & Allusions in Body Paragraphs It is also important that we try to include “real-life” examples in our body paragraphs. Including real-life examples will enhance your writing. SAMPLE: –T–Topic: Athlete's are overpaid. –R–Real life example in body paragraph: I remember my thirteenth birthday party like it was yesterday. It was a wonderful day until my father informed me that he could not afford to purchase the tickets to the Giant’s game I wanted so badly to attend. At first I became angry, but then I realized that the tickets were over $200 each for average seats. I then realized I could enjoy the game more with my family at home and big bowl of popcorn.

36. Allusion – Reference to something outside the text. Including allusions in our writing can also enhance our essays. – Historical figures – A time period in history – Current event in the media – Literary character – Movie – Book – Poem – Song – Quote by another author Real-Life Examples & Allusions in Body Paragraphs

37. Second Body Paragraph ALWAYS NEED A TRANSITION WORD/PHRASE:ALWAYS NEED A TRANSITION WORD/PHRASE: S TATE ONE REASON WHY YOU AGREE OR DISAGREE S TATE ONE REASON WHY YOU AGREE OR DISAGREE CAN APPEAL TO THE AUDIENCE ’ S LOGIC, EMOTIONS, OR MORALS CAN APPEAL TO THE AUDIENCE ’ S LOGIC, EMOTIONS, OR MORALS E XPLAIN 3 SUPPORTING DETAILS TO SUPPORT / PROVE YOUR REASON : E XPLAIN 3 SUPPORTING DETAILS TO SUPPORT / PROVE YOUR REASON :  S UPPORTING DETAIL Include specific examples and allusions. BONUS POINTS!

38. Third Body ParagraphALWAYS NEED A TRANSITION WORD/PHRASE: S STATE ONE REASON WHY YOU AGREE OR DISAGREE CAN APPEAL TO THE AUDIENCE’S LOGIC, EMOTIONS, OR MORALS EXPLAIN 3 SUPPORTING DETAILS TO SUPPORT/PROVE YOUR REASON:  S S S SUPPORTING DETAIL  S S S SUPPORTING DETAIL  S S S SUPPORTING DETAIL This is where you can acknowledge the opposition. Prove the other side is wrong. Choose one argument from the other side and prove it is wrong. Include specific, real-life examples and allusions. BONUS POINTS!

39. Explain and refute the opposite view within your essay… These newscasters argue that cell phones SHOULDN’T be allowed in schools. One newscaster tries to refute or negate their argument, but she doesn’t do a great job. What other argument could you use to “negate the opposition” (prove the other side wrong). How would you refute or negate the two newscasters’ opinion that cell phones shouldn’t be permitted in schools? http://www.youtube.com/watch?v=ZTKZ6jovfso

40. CONCLUSION PARAGRAPH T RANSITION P HRASE : “A S ONE CAN SEE …..”T RANSITION P HRASE : “A S ONE CAN SEE …..” 1. R ESTATE YOUR OPINION AND THREE REASONS.1. R ESTATE YOUR OPINION AND THREE REASONS.  S TATE A POSSIBLE ALTERNATIVE { ANOTHER OPTION }. (N OT IN EVERY ESSAY ) 2. I NCLUDE A SENTENCE OR A QUESTION TO BRING CLOSURE.  T HOUGHT - PROVOKING STATEMENT OR QUESTION

41. Final Thoughts… Wrap up your final thoughts, and restate your opinions in the last paragraph on the essay. Restate (in a creative way) the important points/main idea in the essay Regain your audience’s interest in your ideas Address your audience with a call of action or question Most important part of the essay: Spend time editing and planning your conclusion carefully!! CONCLUSION

42. Reasons to Know How to Write a Persuasive Essay… Every good speech, discussion or essay needs strong closure to force the reader or listener to think carefully about what you have just said or written. Emphasizes critical thinking and analysis skills Relativity: Writing to a newspaper on a local/national issue that concerns you  Or to sway a institution/company’s decision Provides practice for college admissions/cover letter writing Required to demonstrate this skill on the Standardized Testing

43. Persuasive Techniques are Everywhere! http://www.youtube.com/watch?v=jaGJNxCxB -s&feature=related http://www.youtube.com/watch?v=jaGJNxCxB -s&feature=related

44. Bringing Life to Persuasive Writing That’s SO TRUE! Who CARES?

45. Having a Strong VOICE in your Writing You feel a strong connection to the writer’s… –Emotion –Energy –Conviction –Integrity feel –…you feel SOMETHING!

46. Voice is… Person behind the words Reader Writer Involvement Awareness of audience Individualistic Expressive

47. Who’s Voice is This? 8:00 am – Dog food! My favorite thing! 9:30 am – A car ride! My favorite thing! 9:40 am – A walk in the park! My favorite thing! 10:30 am – Got rubbed and petted! My favorite thing! 12:00 pm – Lunch! My favorite thing! 1:00 pm – Played in the yard! My favorite thing! 3:00 pm – Wagged my tail! My favorite thing! 5:00 pm – Milk bones! My favorite thing! 7:00 pm – Got to play ball! My favorite thing! 8:00 pm – Wow! Watched TV with the people! My favorite thing! 11:00 pm – Sleeping on the bed! My favorite thing!

48. Who’s Voice is This? Day 983 of my captivity. My captors continue to taunt me with bizarre little dangling objects. They dine lavishly on fresh meat, while the other inmates and I are fed hash or some sort of dry nuggets. Although I make my contempt for the rations perfectly clear, I nevertheless must eat something in order to keep up my strength. The only thing that keeps me going is my dream of escape. In an attempt to disgust them I once again vomit on the carpet. Today I decapitated a mouse and dropped its headless body at their feet. I had hoped this would strike fear into their hearts, since it clearly demonstrates what I am capable of. However, they merely made condescending comments about what a ‘good little hunter’ I am. There was some sort of assembly of their accomplices tonight.

49. Who’s Voice is This? I was placed in solitary confinement for the duration of the event. However, I could hear the noises and smell the food. I overheard that my confinement was due to the power of ‘allergies.’ I must learn what this means and how to use it to my advantage… Today I was almost successful in an attempt to assassinate one of my tormentors by weaving around his feet as he was walking. I must try this again tomorrow – but at the top of the stairs. I am convinced that the other prisoners here are flunkies and snitches. The dog receives special privileges. He is regularly released – and seems to be more than willing to return. He is obviously an idiot. The bird has got to be an informant. I observe him communicating with the guards regularly. I am certain that he reports my every move. My captors have arranged protective custody for him in an elevated cell, so he is safe. For now…

50. Be certain to: Read each paragraph carefully more than once to see what makes this sample essay a good one. Review actual graded NJ ASK persuasive essays on the class website. Note the scores and understand WHY they received them. Note the strengths AND the weaknesses!! Be certain to: Read each paragraph carefully more than once to see what makes this sample essay a good one. Review actual graded NJ ASK persuasive essays on the class website. Note the scores and understand WHY they received them. Note the strengths AND the weaknesses!!

51. Summer: 15 Days or 2 1/2 Months? Student Example – INTRODUCTION paragraph Schools should continue using the traditional calendar and not a year- round schedule (position). It has no positive effects on education (1)it adds to costs (2), it disrupts the long-awaited summer vacation (3) The final bell rings. It’s the last day of school, and summer has finally come! Students don’t have to think about school for at least another 2 1/2 months. That is the way it should always be. Schools should continue using the traditional calendar and not a year- round schedule (position). There are numerous downsides to year-round schooling. It has no positive effects on education (1), it adds to costs (2), and it disrupts the long-awaited summer vacation (3). Student’s Opinion Student’s 3 reasons OPINION + 3 REASONS = THESIS STATEMENT

52. Paragraph 2 – Reason 1 = Student Example Contrary to the well-accepted belief, year- round schooling has no constructive impact on education. (1) (2) (3) why is the change necessary? Contrary to the well-accepted belief, year- round schooling has no constructive impact on education. (1) Most year-round schedules use the 45-15 method: 45 days of school followed by 15 days off. Because of this, there are many first and last days of school. All those transitions disrupt the learning process. Also, (2) there is no evidence of higher test scores. Due to that, many schools that change to year-round schedules end up switching back. For example, (3) since 1980, 95 percent of schools that tried the year-round schedule changed back to a traditional calendar. It is obvious that changing to year-round schooling does not help students; therefore, why is the change necessary? Reason 1 Supporting Detail 2 Supporting Detail 1 Supporting Detail 3 Get the reader thinking with a thought-provoking question.

53. Paragraph 3 – Reason 2 - Student Example Like any other facility, keeping a school open requires a great deal of money. (1) (2) (3) Is year-round school really where the money should go? Like any other facility, keeping a school open requires a great deal of money. When a school changes to a year-round schedule, the costs skyrocket. (1) Keeping school open in the middle of summer requires air conditioning, and that adds significantly to the school’s expenses. The usual utility bills grow because of the additional open-school time. Finally, (2) teachers must be paid for all the weeks they are working. With all these factors, the cost of keeping schools open becomes immensely high. For example, (3) a high school in Arizona had a cost increase of $157,000 when they switched to year-round schooling. Some schools may not be able to handle such increases, and other schools that can handle these expenses could be doing better things with the money. Is year-round school really where the money should go? Reason 2 Supporting Detail 3 Supporting Detail 2 Supporting Detail 1

54. Paragraph 4 – Reason 3 - Student Example An important part of a child’s life is summertime. With year-round schedules, students would hardly have any time to relax. (1) (2) (3) (4) Why should this invaluable part of a young person’s life be taken away? An important part of a child’s life is summertime. With year-round schedules, students would hardly have any time to relax. (1) During the 15-day breaks, they would be thinking about their quick return to school. (2) It would also be difficult to coordinate family vacations with parents’ work schedules. (3) Similarly, children would not be able to go to most summer camps. (4) One expert, Dr. Peter Scales, says, “The biggest plus of camp is that camps help young people discover and explore their talents, interests, and values. Most schools don’t satisfy all these needs. Kids who have these kinds of [camp] experiences end up being healthier and have fewer problems.” Obviously, the summer is crucial to a child’s learning and development. Why should this invaluable part of a young person’s life be taken away? Reason 3 Supporting Detail 1 & 2 Supporting Detail 3 & 4 Get the reader thinking with a thought-provoking question.

55. Paragraph 4 Reason 3 (also includes negating the opposition) Despite my personal opinion, I understand that some may not fully agree with the idea of continuing the traditional ten month school year. Nevertheless, for those who believe adjusting the school calendar is beneficial for all students and can contribute to a consistent learning process, I have two words for you: overwhelming anxiety. Students are in need of an elongated summer break to ensure they can set the anxiety and stress associated with school and enjoy time with their families. Even my mother and father take the time to vacation in the summer in order to get away. By stepping away from the traditional school calendar we will create more havoc in the lives of our families and in all students’ lives creating overwhelming anxiety for all involved.

56. Paragraph 5 – Conclusion - Student Example As one can see, it is evident that year-round schooling is not the best option for the school calendar. There is absolutely nothing wrong with the traditional school year Let’s make sure this bell means that the “real” summer vacation has come. As one can see, it is evident that year-round schooling is not the best option for the school calendar. There is absolutely nothing wrong with the traditional school year. Why change something that works so well? The final bell rings. Let’s make sure this bell means that the “real” summer vacation has come. Concluding transition phrase

57. An example for the other side….

58. Counterargument –(opposite side) Student Example (1) Teachers and other education professionals spend a lot of time at the beginning of the school year reviewing material from the previous year. (2) there are no classes taking place during summer hours, the building is still being used, therefore utility costs remain consistent throughout the year. (3), there has been a significant increase in families staying home during the summer months due to the downturn in the economy. travel and vacations have become practically nonexistent for families with school age children. But does this really make sense to everyone? (1) Teachers and other education professionals spend a lot of time at the beginning of the school year reviewing material from the previous year. These days and weeks of “review” could be used more effectively if the lessons continued to move forward, not backward. Also, By having their children in school with short breaks in between sessions, parents would not have to pay for additional, expensive childcare. Even if (2) there are no classes taking place during summer hours, the building is still being used, therefore utility costs remain consistent throughout the year. (3) And finally, there has been a significant increase in families staying home during the summer months due to the downturn in the economy. Because of this, travel and vacations have become practically nonexistent for families with school age children. According to AAA, last year alone, there was a 53% decrease in air travel. Reason 1 Reason 2 Reason 3

59. Planning Your Persuasive Essay 1. Clearly state your position. What do you believe about the issue? What are your reasons for believing that way? 2. Consider your audience. What do your readers know about the issue? What are their opinions on it? 3. Gather support for your arguments. Where will you find the information you need? What facts, statistics, examples, anecdotes, and quotations support your position? Which evidence is strongest? What support might people who object to your position present? How can you answer those objections?

60. Follow along very closely as we write our persuasive essay together in parts. First – – Read the WRITING SITUATION OVER AND OVER AGAIN. – Know your audience – BRAINSTORM One paragraph every day. You are required to REWRITE your paragraph each night to ensure it is nearly ruined. The final draft will count as two TEST GRADES. If you are experiencing trouble, it is your responsibility to see me after school or before school for additional help.

61. Writing Situation: Within the past several years, students have come to utilize their phone on a daily basis. Their phone has become their tool to not only contact their parents and friends, but as a gateway to information they may access at the press of a finger. This has become a challenge for most schools, however, because students refuse to relinquish their cell phones throughout the day. Your school district is deciding whether or not they should allow cell phones to be utilized in school on a daily basis. Writing Task: Write a letter to the principal identifying whether or not cell phones should be permitted for use in schools. Be specific and develop strong reasons in your response.

62. Pick your position: which side of the problem/issue are you on? Do you believe cell phones should be permitted for use in schools? SUPPORT AGAINST 1. Cell phones could be used as safety in case of emergency or pickup changes after school. 2. Cell phones could send and receive important messages from home without interrupting the entire class. (Can not choose reason 2 if you choose reason 1.) 3. Student could use cell phones to look up information for school. 4. Cell phones could be used as a reward – once students finish their work they could listen to music or play educational games. 1.If cell phones are permitted in school students may not pay attention in class. 2. If cell phones are permitted in school students may text each other answers to their work or tests. 3. If cell phones are permitted in school they could get stolen or broken.

63. 1. HOOK – grab the reader’s attention  S TARTLING S TATISTIC /F ACT  I NTERESTING Q UOTE  S TRONG /I NTERESTING STATEMENT  E XAMPLE ( EXPLAIN IN DETAIL ) OR “I MAGINE I F ….”  R ELATE TO EVERYDAY LIFE  A THOUGHT PROVOKING OR RHETORICAL QUESTION  A NECDOTE ( VERY BRIEF, SOMETIMES FUNNY STORY RELATING TO YOUR TOPIC.) DIRECTIONS: Now write your own HOOK on your paper.

64. E XAMPLE : Imagine opening your closet to find something to wear to school, and all you can find are khaki pants and white shirts. Does that sound like a nightmare? Well, for many public school students in America, it is a reality! TOPIC: Should students be forced to wear uniforms?

65. E XAMPLE : Recently I was watching the news with my parents and found myself clutching my mother’s hand as we nervously listened to a news report about a bomb scare in a surrounding school district. Parents were terrified when the school was placed on lock down and had no way of getting in touch with their children since the schools were not answering their phones. Thank God for cell phones. Both my mom and I were relieved to hear that many parents were able to calm their children by texting them in the midst of this sudden emergency. TOPIC: Should cell phones be permitted for use in school?

66. 1. HOOK – grab the reader’s attention  S TARTLING S TATISTIC /F ACT  I NTERESTING Q UOTE  S TRONG /I NTERESTING STATEMENT  E XAMPLE ( EXPLAIN IN DETAIL ) OR “I MAGINE I F ….”  R ELATE TO EVERYDAY LIFE  A THOUGHT PROVOKING OR RHETORICAL QUESTION  A NECDOTE ( VERY BRIEF, SOMETIMES FUNNY STORY RELATING TO YOUR TOPIC.) DIRECTIONS: Now write your own HOOK on your paper.

67. 2. STATE THE SITUATION  C OPY FROM THE PROMPT – BUT BE SURE TO CHANGE THE PRONOUNS IN THE PARAGRAPH. E XAMPLE :E XAMPLE : M ANY TEACHERS AND SCHOOL BOARD MEMBERS BELIEVE THAT STUDENTS ARE EASILY DISTRACTED BY THE CLOTHES AND ACCESSORIES THEIR PEERS WEAR TO SCHOOL ON A DAILY BASIS. I N ORDER TO PREVENT ADDED DISTRACTION IN THE CLASS, YOUR B OARD OF E DUCATION IS CONSIDERING ENFORCING A NEW POLICY THAT WOULD REQUIRE THE STUDENTS IN YOUR DISTRICT TO WEAR UNIFORMS. M ANY PARENTS IN YOUR TOWN SUPPORT THIS POLICY AND ARE TAKING STEPS TO ENACT THIS POLICY. W RITE A LETTER TO YOUR B OARD OF E DUCATION EITHER SUPPORTING OR OPPOSING THIS NEW POLICY.

68. 2. STATE THE SITUATION  T HIS IS WHAT SHOULD BE WRITTEN ON YOUR PAPER : E XAMPLE :E XAMPLE : M ANY TEACHERS AND SCHOOL BOARD MEMBERS BELIEVE THAT STUDENTS ARE EASILY DISTRACTED BY THE CLOTHES AND ACCESSORIES THEIR PEERS WEAR TO SCHOOL ON A DAILY BASIS. I N ORDER TO PREVENT ADDED DISTRACTION IN THE CLASS, THE B OARD OF E DUCATION IS CONSIDERING ENFORCING A NEW POLICY THAT WOULD REQUIRE ALL STUDENTS TO WEAR UNIFORMS. I UNDERSTAND THAT MANY PARENTS IN OUR TOWN SUPPORT THIS POLICY AND ARE TAKING STEPS TO ENACT THIS POLICY. W RITE A LETTER TO YOUR B OARD OF E DUCATION EITHER SUPPORTING OR OPPOSING THIS NEW POLICY. {T AKE THIS LAST SENTENCE OUT. REMEMBER WHO YOUR AUDIENCE IS.}

69. DIRECTIONS: Now copy the situation clearly onto your paper. Be sure to change all necessary pronouns.

70. INTRODUCTION – State the Situation It has, however, come to my attention that within the past several years students have come to utilize their phone on a daily basis. Their phone has become their tool to not only contact their parents and friends, but as a gateway to information they may access at the press of a finger. I understand this is a concern for our district which deciding whether or not they should allow cell phones to be utilized in school on a daily basis.

71. 3. STATE YOUR OPINION with your THREE REASONS  T HIS IS CONSIDERED YOUR THESIS STATEMENT = MAIN IDEA OF YOUR ESSAY. E XAMPLE :E XAMPLE : R EGARDLESS OF WHAT THE PARENTS MAY BELIEVE IS BENEFICIAL FOR STUDENTS, THIS POLICY WILL NOT BENEFIT THE STUDENT BODY. I FIRMLY BELIEVE THIS POLICY SHOULD NOT BE ENACTED BECAUSE STUDENTS NEED TO BE ABLE TO EXPRESS THEIR INDIVIDUALITY AMONGST THEIR PEERS, ONE CANNOT REQUIRE A MIDDLE - CLASS FAMILY TO PURCHASE MULTIPLE UNIFORMS FOR EACH ACADEMIC YEAR AND WE MUST STEER OUR ATTENTION TOWARDS THE GREATER DISTRACTIONS IN SCHOOL THAT ALREADY CREATE HAVOC IN THE CLASSROOM.

72. D ON ’ T USE PHRASES LIKE THESE : This essay is about... I am going to tell you about... I am writing about... This is where I talk about... In this paragraph, I will write about… In the last paragraph I wrote about...

73. DIRECTIONS: Now state your opinion with your three reasons clearly onto your paper. Be sure to change all necessary pronouns. Begin with “However, I firmly believe cell phones should/should not (choose one) be permitted for use in schools because……..”

74. Looking more carefully at BODY PARAGRAPHS After you write your INTRODUCTION paragraph then you need to move on to your BODY paragraphs. BEGIN WITH YOUR TRANSITION word/phrase FIRST. Use your list Next, state your reason clearly.

75. D ON ’ T USE PHRASES LIKE THESE : This essay is about... I am going to tell you about... I am writing about... This is where I talk about... In this paragraph, I will write about… In the last paragraph I wrote about...

76. Start each body paragraph with stating your strong reason/argument. Keep in mind there are several ways you can create STRONG body paragraphs: – LOGOS – A LOGICAL argument/reason – PATHOS – An EMOTIONAL argument/reason – ETHOS – A moral argument/reason Example: – Everyone can think back to their childhood and remember the pressure associated with picking out their outfit for the first day of school. The outfit a student wears on the first day of school can help express his/her individual personality. A new outfit can give a student the confidence he/she needs to enter school amidst a sea of adolescents.

77. At the end of your first paragraph, make a statement that either moves the reader smoothly into the next paragraph or restates your thesis in different words. Example: – Mandatory school uniforms create more problems than they solve.

78. DIRECTIONS: Now begin writing your first body paragraph. Be sure to use your list of transition words to begin your paragraph. State your reason clearly. Be sure you have a STRONG reason. You must include three supporting details in your body paragraph. (7-9 sentences)

79. SAMPLE FIRST BODY PARAGRAPH: Everyone can think back to their childhood and remember the pressure associated with picking out their outfit for the first day of school. The outfit a student wears on the first day of school can help express his/her individual personality. A new outfit can give a student the confidence he/she needs to enter school amidst a sea of adolescents. By stripping students of this privilege many may feel that they are lost in a never-ending and tumultuous tornado of robots traveling from one classroom to another. The idea of having school uniforms only emphasizes conformity. As our nation is growing more diverse by the minute, schools are trying to have students accept and understand diversity in our society, so why would we want to take that diversity and individuality away from them? In addition, clothing can present one’s individuality and their voice. So many times students feel as if they are unable to have their voice be heard. Many students feel intimidated to share their opinions and thoughts in the classroom. They share their voice in the smallest ways, one of which is through the clothes they wear. One may be brave enough to share his/her voice as an adult, but it’s easy to remember one’s childhood years when it wasn’t so easy and clothes were all you had to express your personality and voice.

80. Begin by using one of your TRANSITION words/phrases – CHEETA RESTATE your opinion with your three reasons Consider inserting a possible alternative. – Perhaps the Board of Education will consider…….instead….. End with a thought-provoking statement or question for closure. – Let us keep color in our closets! Let us stand out in a crowd. America, don’t lose your youth in a sea of khaki!

81. DIRECTIONS: Now BEGIN writing your conclusion. 1.Restate your opinion with your three reasons (your thesis statement) 1.I firmly believe cell phones should/should not (choose one) be permitted for use in the classroom because…… 2.Ask yourself: can I give a possible alternative? If so, include one in this paragraph. 2. I understand you may believe ………however….perhaps you could consider…… 3.End with a thought-provoking statement or question for closure

82. D ON ’ T USE PHRASES LIKE THESE : This essay is about... I am going to tell you about... I am writing about... This is where I talk about... In this paragraph, I will write about… In the last paragraph I wrote about...