Deconstruction Lesson – Part 3 of 3
Identifying Components of Persuasive/Argumentative Essays
Learning Targets:
By reading persuasive/argumentative examples of writing, students identify/review
components of persuasive/argumentative essay, in particular, the rebuttal and counterargument
Standards: Reading for Information
6.07 Distinguish among facts, supported inferences, and opinions in text. (6.7.2)
7.04 Identify and trace the development of an author’s argument, point of view, or
perspective. (7.6.6)
8.06 Note and analyze instances of unsupported inferences, deceptive reasoning, persuasion,
and propaganda in text. (8.7.9)
.
Materials:
1. Copy of Color for Identifying Parts of Persuasive/Argumentative Essay sheet. *
(1 per student)
2. Projection of Hang Up and Drive argumentative student letter
(http://thewritesource.com/studentmodels/ws2k-phoneed.htm)
3. Copy of Fine Arts persuasive student letter
(http://thewritesource.com/studentmodels/ws2k-musiced.htm.) (1 per student pair)
4. Sentence strips or cut construction paper to sentence strip size.
5. Copy of “Ain’t I a Woman”
6. Copy of “Cats are good pets”
7. Copy of “Mammals”
8. Colored highlighters or pencils (blue, green, red, yellow)
9. Data projector, document camera, or overhead projector.
Connection:
 Tell the students how important it is when arguing to be fair and to demonstrate that
others may have differing opinions. **
 Explain to students that their job after identifying a strong differing opinion is to
directly and convincingly challenge it. **
Angela Gadbois
Modeling (I do):
 Briefly project Fine Arts essay again, and ask why it is not argumentative. (Students
should respond: No counter-argument or rebuttal.
 Revisit and Model/Think Aloud of Hang- Up and Drive and identify that while it has
a counter-argument statement, it is missing the rebuttal.
 Continue Think Aloud by adding rebuttal ideas to support the Hang Up and Drive
essay. (For example, the need to distinguish between inconvenience and
emergencies)
Guided Practice (We do):
 Teacher/class identifies and copies onto sentence strips, possible counter-arguments
missing in the Fine Arts persuasive letter. In essence, begin to turn it into an
argumentative paper.
 Post sentence strip counter-arguments around the room.
Independent Practice (You do):
 Student groups of four choose 3 of the class created Fine Arts essay counterarguments and develop one rebuttal statement for each.
 Students groups post their rebuttals below the pertinent counter-argument.
 Teacher leads review of each counter-argument/rebuttal collation and whole class
decides, thumbs up/thumbs down and makes changes as necessary.
Closure:
 Ask students: How do we know if a paper is persuasive? (no counterargument/rebuttal) How do you know if a paper is argumentative? (has them)
Assessment – Check for Understanding
 Project or pass out copies to student pairs Ain’t I a Woman, Cats are Good Pets, and
Mammals.
 Students do a counter-argument/rebuttal hunt while skimming the essays to judge
whether they are persuasive or argumentative. Have them stand up as soon as they
know.
Reflection:
Angela Gadbois
Resources & References: (adapted from, acknowledgments)
* Based on Step Up to Writing curriculum.
**Mark A. Schneberger, Oklahoma City Community College, (http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Lessons/Language_Arts/Debate/DEB0201.html)
Angela Gadbois