The structure of persuasion
What we do when we discuss
1.
Propose
5. Refute
4.
Question
2.
Support
3. Build
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…'
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…'
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…'
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…'
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…'
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.
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.
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 ).
• Discuss how the writer structures her
arguments.
• Can you see a cycle in the article?
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.
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.
But in Britain, bankers were
given lots of money after ruining
the economy, and the public
suffer because of cutbacks and
recession.
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.
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?
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.
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.
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.