1. Persuasive and Argumentation Writing

2. Expository vs. Persuasion
Draft
Expository vs. Persuasion
Expository writing
has a narrow topic.
stays focused on the main ideas.
is elaborated using reasons, well-chosen and specific details, examples, and/or anecdotes to support ideas.
includes information that is interesting, thoughtful, and necessary for the audience.
is organized with an introduction, supporting paragraphs with main points and elaboration, and an effective conclusion.
uses transitions to connect ideas.
shows commitment to topic with voice and language appropriate for audience and purpose.
uses specific words and phrases that help the reader understand ideas.
Some students are not certain about the differences between persuasive writing and expository writing. Another hurdle many students have to overcome is the difference between argumentation and persuasion. Discuss the slide with your students.
Argumentation presents two sides of a case so that both sides may be considered while persuasion intentionally emphasizes one position over another with the goal to influence the reader.
Copyright 2006 Washington OSPI All rights reserved.

3. Expository vs. Persuasion
Draft
Expository vs. Persuasion
Persuasive writing
has a clear position and is focused on that position.
has more than one argument to support a position.
is elaborated by using reasons, well-chosen and specific details, examples, anecdotes, facts, and/or statistics as evidence to support arguments.
is organized to make the best case for a position.
anticipates and refutes the opposing position.
begins with an opening, including a statement of position, and ending with an effective persuasive conclusion, such as a call for action.
uses transitions to connect position, arguments, and evidence.
shows commitment to position by writing in a voice appropriate for audience and purpose.
use words, phrases, and persuasive strategies that urge or compel the reader to support a position.
Up until this point, students have been learning about prewriting and elaboration strategies that are applicable to both expository and persuasive writing. This week they will learn specific strategies for writing persuasive essays. These slides give students an overview of the difference between the two.
Copyright 2006 Washington OSPI All rights reserved.

4. Draft
Persuasive Writing
In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to convince the reader to believe or do something.
Tell the students that as a general guideline, when writing a persuasive essay, you should
Have a firm opinion that you want your reader to accept.
Begin with a grabber or hook to get the reader's attention.
Offer evidence to support a position.
Conclude persuasively, for example, with a call to action.
Before going to the next slide, ask your students “What are the reasons for persuasion?” Chart their answers and compare to the next slide.
Copyright 2006 Washington OSPI All rights reserved.

5. Getting Ready - Purposes of persuasion
Draft
Getting Ready - Purposes of persuasion
Support a cause
Urge people to action
Promote change
Refute a theory
Arouse sympathy
Stimulate interest
Win agreement
This week - focus on persuasive writing. The agenda for day 1 will follow on the next two slides.
Discuss this list with your students, compare to the charted responses from the previous slide, and translate into their own lives (e.g., for the first bullet, I want someone to pay for my gas).
Copyright 2006 Washington OSPI All rights reserved.

6. Persuasive Strategies
Draft
Persuasive Strategies
Expert testimony
Inclusion of statistics
Compromises or problem-solving
Call to action
Rhetorical questions
Emotional appeal
“House that Jack Built”
Preponderance of evidence (more expository)
Firm position
Audience awareness
Concession and rebuttal (or counter argument)
Persuasive word choice
Persuasive strategies (10 minutes)
Compare the student generated list with those listed on this slide.
Instead of learning abstract persuasive terms, students simply have given names to the argumentative and persuasive strategies they just used. Connect the student-named strategies used with this list. This list becomes a resource for future writes.
Folder alert - Put handout (Persuasive Strategies from Document Folder) into student folder.
Copyright 2006 Washington OSPI All rights reserved.

7. Draft
Three Corners
The school board has suggested that cell phones be banned from school.
Is your position
Cell phones should be banned.
Cell phones should not be banned.
Cell phones should be used with guidelines.
Take a position and move to the corner that matches how you feel.
Discuss with your group how to support the position.
An active learning piece, three corners provides students an additional opportunity to engage in using persuasive strategies and then evaluating the effectiveness of those strategies. (20 minutes)
Read the school board statement.
Have students write on a piece of paper whether they strongly agree, agree, disagree, or strongly disagree with the statement and why. (No consulting with their neighbors on this one—just their opinions.)
Label each corner of the room as banned, not banned, not banned with guidelines.
Direct students to go to corners of the room based on their responses.
5. Give students time to talk with their groups.
6. Each of the groups should
choose a spokesperson.
make a case to present to their classmates to persuade classmates to agree with their viewpoint. 
7. Once groups are ready, each spokesperson presents the group's case to the others.  Allow time afterwards for students to ask questions of each group. 
Optional - Close the activity by asking students to think about what they have heard and then move to a new corner if they were swayed by another group's presentation.  With the new group, have students discuss why they may have been persuaded to make a move.
Copyright 2006 Washington OSPI All rights reserved.

8. The school board has suggested that cell phones be banned from school.
Draft
The school board has suggested that cell phones be banned from school.
Take a position on this issue.
Using the strategies you found effective from the three-corners activity, write a multiple-paragraph letter to your school board members, persuade them to agree with your position.
This is an opportunity for students to apply independently what they have already practiced with the support of a group.
(30 minutes)
Have students write to the prompt incorporating effective strategies they identified. You may wish to have them refer to the handout of persuasive strategies from yesterday’s lesson.
Folder alert - Persuasive strategies handout is in student folders.
Copyright 2006 Washington OSPI All rights reserved.

9. Draft
Cell Phone Articles
Read the two articles written by high school students.
Take out your handouts and underline and label the persuasive strategies used.
Share with a partner strategies you saw being used.
Identify which strategies you have also tried in your writing.
This activity offers students another opportunity to look at articles using persuasive strategies. (20 minutes)
Materials
Two persuasive articles. See Document Folder for these articles (Cell Phone Yes, Cell Phone No, Persuasive Strategies).
Copyright 2006 Washington OSPI All rights reserved.