Expository vs. Persuasion –
Sorting Activity
1. Sort your envelope of cards into two columns titled
“Expository Writing” and “Persuasive Writing.”
2. Try to come to agreement in your group.
3. Be prepared to defend your choice with evidence
from the card.
4. If you finish before the rest of the class, match up
the persuasive characteristic with its expository
partner.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Writing – definition

In persuasive writing, a writer takes a position
FOR or AGAINST an issue and writes to
convince the reader to believe or do
something.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Characteristics of Persuasive Writing
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Clear position
Audience awareness
Persuasive language
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Rhetorical questions
Semantics: Connotation vs. Denotation
Euphemism
Persuasive strategies
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Inclusion of statistics
Expert testimony
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Characteristics of Persuasive Writing

Organizational
Structures
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Order of Importance
Causal Chain
Concession/Rebuttal
(or counter argument)
Cause and Effect
Problem/Solution
Definition
Combination of several
structures
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Introductions
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Conclusions
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Explanation/Definition
Scenario/Anecdote
Questioning
Call to action
Predict outcome
Offer a solution
Assessment
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Purposes of Persuasion
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Support a cause
Urge people to action
Promote change
Refute a theory
Arouse sympathy
Stimulate interest
Win agreement
Solve a problem
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasion is Powerful
Use it to:

Urge people to
action
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasion is Powerful
Use it to:
 Support
a cause
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasion is Powerful
Use it to:
 Stir
up sympathy
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasion is Powerful
Use it to:
 Prove
something
wrong
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasion is Powerful
Use it to:
 Make
a change
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasion is Powerful
Use it to:

Get people to agree
with you
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasion is Powerful
Use it to:
 Create
interest
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
What Persuades You?
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Why do you decide to go along with
something?
How do you convince others to go along with
you?
How persuasive are you?
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Who Should Win?
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You will be working in small groups.
There are only enough _______ today for one group.
Think of reasons why your group should get the
______. Persuade the class that your group should
be rewarded.
Your group’s task is work together to write your best
arguments. You will have 15 minutes.
Your classmates will be voting for the best group.
Keep in mind that you will not be able to vote for
your own group.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Who Should Win?
Present Your Case
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Appoint a member of your group to draw a number
to decide which team presents its case first.
Decide how you will present your information (one
or more people).
Present your case when it’s your turn.
Teams should present without interruption or
questions.
Take notes about each team’s position, arguments,
and support (noting the team’s number).
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Who Should Win?
Vote and Discuss

Vote on which group presented the best case.
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You cannot vote for your own team.
Each individual can only vote once.
Discuss why you voted the way you did.
Discuss the persuasive strategies you used or
observed.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Writing
Essentials
Audience Awareness
Firm Position
Persuasive Language
Organizational Structure
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Audience Awareness

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Know your audience before you start writing.
 The audience is who will read your writing.
 The audience may include your teacher, your
parents, your friends, or the President of the
United States.
Think about the needs of your reader (audience) so
you can give reasons that will persuade him/her.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Audience Awareness

Knowing your audience helps you to decide
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how to connect with the ideas, knowledge, or
beliefs of the person or group.
what information to include.
how informal or formal the language should be.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Audience Awareness – example
Dear Mrs. Gillingham,
Imagine you were a student, sitting in
algebra when your teacher says, “Okay, get
out your homework.” You rustle around in
your backpack for a while until you realize -oh no! You left your homework at home,
perfectly done.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Audience Awareness – application
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Form groups of 3 or 4.
Write a short letter persuading someone to give your group a
video game.
You will find out your audience by drawing a card. Your
teacher holds the cards. Don’t tell anyone who your audience
is. Keep it secret.
Do not include the name of the audience in your letter.
Where you would put the name, draw a blank line.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Audience Awareness – follow up
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Each group will read its letter without naming
the audience.
As you listen, write down who you think the
audience might be.
Discuss why it was difficult or easy to figure
out the audience.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Clear Position
The writer must have a clear position and stay
focused on that position. Generally, the
position is stated in the opening paragraph or
introduction.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Clear Position – example
Anxiety creases the brows of many students trying to finish
their homework on time. If they don’t finish on time, they won’t get
any credit. Having a no late homework rule is a very bad idea.
Students’ grades will drop, their work will be of lesser quality, and
school won’t feel as welcoming. Students won’t be able to do work
worth a lot of merit.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Clear Position –
Find the Position Statement
I think late homework should be accepted. Imagine you
were a student sitting in your math class when your teacher says,
“Okay, get out your homework!” You rustle around in your
backpack for a while until you realize – oh no! You left your
homework at home perfectly done. The teacher comes by your
desk and you say, “I am sorry. I left my homework at home. My
mom just had a baby, so I was taking care of her, and I just ran
out the door without it.” Your teacher smiles at you. “It’s okay. I
understand. Just bring it in tomorrow.” Isn’t that a better situation
than “Oh too bad! You don’t get any credit for it”?
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Clear Position –
Find the Position Statement
“I’m sorry!”
“Sorry isn’t good enough! This assignment was due
yesterday, not today.” Here I am on my knees begging for mercy
at my teacher’s feet. Tears forming in my eyes, I feel like an outof-order water fountain ready to explode! I sigh and back away
like a puppy dog with its tail between its legs. I slump back down
in my plastic, red chair and stare at the metal desk. “I worked so
hard,” I muttered silently to myself. The teacher turned her back
on me and continued on with today’s lesson. I am against the no
late homework rule because some students did the work but forgot
it at home, and others forgot about the assignment but make it up
the next day.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Clear Position – application
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Choose one of the purposes for persuasion.
Work with a partner to choose an appropriate issue
for that purpose.
Write a strong position statement for that issue and
purpose. This should be a complete sentence.
Write an introductory paragraph that includes your
position.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Language

Connotation and denotation
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Define the following words. Generate connotations.
Discuss which words have positive, neutral, or negative
connotations.
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Group, throng, mob
Insinuate, suggest, imply
Slow, challenged, retarded
Thin, skinny, scrawny
Gentle, benign, harmless
Persnickety, selective, finicky, picky
Create your own groupings of words with similar
denotations, but varying connotations.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Language
Euphemism
 A euphemism is the substitution of a mild, indirect,
or vague expression for an expression thought of as
harsh or blunt.
 Discuss the following and generate more
euphemistic expressions for each blunt word or
expression.
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Pass away vs. To die
Powder Room vs. Toilet
Humanitarian Intervention vs. War
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Language

Persuasive language is choosing just the right words or
phrases to use at just the right time with just the right
audience.
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Strong words trigger strong feelings.
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Effective choice of connotations
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Seizes
Snarls
Dumbstruck
Mean or strict
Late fee or extended-viewing fee
Used or pre-owned
Surge or escalate
Repeated words or phrases for emphasis

I have a dream…(Martin Luther King, Jr.)
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Language –
Find Words that Could Be More Effective
You are a high school student. Essay in one
hand, you go to class. “I’m done!” You
smile. The teacher takes the essay out of your
hands and throws it away. She says, “It’s a
day late!” You look at your hard work. The
teacher didn’t look at it! The No Late
Homework Rule is bad.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Language
Imagine yourself as a high school student. Five page essay
in one hand, you rush into the classroom. “I’m done! I’m
done!” you pant, beaming proudly. The teacher seizes the
essay out of your grasp and tears it to pieces before your
eyes. She snarls, “It’s a day late!” On your knees, you
stare dumbstruck at your hard work, ripped to shreds. The
teacher didn’t even glance at it! The No Late Homework
Rule is a cruel, horrible rule.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Audience Awareness and Persuasive
Language – application
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A philanthropic foundation is giving away an allexpense paid trip to Disneyland. Write a letter
persuading this foundation that you deserve the gift.
Select and use the precise language that would be the
most persuasive for this audience.
Underline specific words or phrases that you think
are the most persuasive for your audience.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Organizational
Structures
Order of Importance
 Causal Chain
 Concession/Rebuttal
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Cause/Effect
Problem/Solution
Definition
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Organizational Structures
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The persuasive structures you select depend
on the ideas in your paper and your audience.
Persuasive organization frequently is very
different from expository organization.
As we look at different structures, we will see
how they effect the organization of the paper.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Organizational Structure –
Order of Importance

Support for a position prioritized from most to
least or least to most important
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Order of Importance
Homework should be abolished because students are too busy
after school to make up for what teachers can’t seem to find time
to teach during the day. Some students are athletes or participate
in club activities while many students spend their after-school
time working. These young adults don’t have time to re-work
algebra problems! If you’re a successful athlete, you may be
lucky enough to get money to go to college – that’s more
important than recopying an essay! Clubs may serve as practice
for the work force. But what really counts in a teen’s life would
be to work in order to live, help out the family by taking care of
siblings, or save money for college. In the face of these
responsibilities or chances to improve life, what student would
instead choose to review history notes?
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Order of Importance –
Discuss Approaches
Recently, a citizen’s group proposed a change to the
rules for obtaining a driver’s license. The group has
proposed that high school students have at least a “B”
average in order to get a driver’s license. Take a
position on this proposal. Write a letter to the editor of
your local paper to persuade voters to agree with your
position.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Order of Importance – application
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Think about the prompt on the previous slide.
Take a position on the issue.
Brainstorm arguments that support your position.
List your arguments in two ways:
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From most important to least important.
From least important to most important.
Discuss
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Which order seems to be the best fit for your audience?
Why?
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Order of Importance –
Transitional Phrases
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Of most importance
Primarily
Significantly
Of particular concern
Foremost, furthermore
The most, greatest
In particular
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Most bothersome
Particularly difficult
The worst
Of greatest concern
Of less (or least)
importance
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Order of Importance – application

Prompt
Recently, a citizen’s group proposed a change to the rules
for obtaining a driver’s license. The group has proposed
that high school students have at least a “B” average in
order to get a driver’s license. Take a position on this
proposal. Write a letter to the editor of your local paper to
persuade voters to agree with your position.
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
Apply the order of importance strategy to your
paper.
Select and apply appropriate transitions as you
write.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Organizational Structure –
Causal Chain

A culminating chain of events where one action
leads to the next (snowball or domino effect)
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Causal Chain
For me school starts at 7:30, which means I need to leave my
house at 7:00 or 7:05. But for other students who ride the bus
they must be ready far earlier than that. I see people half asleep
standing outside waiting for that big yellow bus to take them to a
long, tiring day at school. I think if school started later it would
put many people at ease. Even if you get that extra half an hour
of sleep, it can do wonders. You won’t be tired for that first
period test, you won’t have to take that nap second period and
miss your history notes, and you won’t miss breakfast and have
to spend class time counting down the minutes to lunch. Many
things would be so much better if school started later.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Causal Chain – Definition
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This is about a ballooning cause and effect.
Event A causes event B, which in turn causes
event C, etc.
This organizational structure may be used for
an entire essay or just a portion of it.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Causal Chain

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Read the sample papers.
Identify the sections of each paper that match
the definition of causal chain.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Causal Chain – Transitional Phrases
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After
Consequently
Since, because
Before
Meanwhile, while
At that time
Preceding
Although
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Earlier
Finally
During
Every time
Soon
Simultaneously
As a result
This will lead to
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Causal Chain – application
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Prompt
 To improve student learning, the school board is
proposing required daily homework for every
class. Take a position on this proposal. In a multiparagraph letter, persuade the school board to
support your position.
Apply the causal chain strategy to your paper.
Select and apply appropriate transitions as you write.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Organizational Structure –
Concession/Rebuttal
Recognizing the opposing viewpoint
 Conceding something may have some merit
 Then countering with another argument

Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Take it up a notch!
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What do the words concession/rebuttal mean
to you?
Where have you experienced concession?
Where have you experienced rebuttal?
Defend why it might be a good idea to use
concession and rebuttal.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Concession/Rebuttal
There is nothing more important to students than the ability to
express their unique sense of self. Whether it’s grunge, goth, or glam,
each student at our high school is a person whose voice must be heard.
Dress codes would turn us all into a bland, uniform mass of white and
navy. Having a school dress code might improve discipline, which
might be true in schools where students fight over shoes, but enforcing
a dress code will cause student rebellion, generating even more
discipline issues than we have now. Some say a dress code will reduce
the numbers of cliques in school, but students will adapt and find new
ways to express themselves. Hairstyles, piercings, and tattoos will not
just prove which group the student belongs to, but will make students
even more of a discipline problem when the tattoos permanently
express youth distress. We are still individuals and should be allowed
to express ourselves, and allowed our civil rights. Students must never
be forced to wear uniforms at the school board’s wishes.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Concession/Rebuttal
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A reader of your essay is more likely to listen to you
if you show you can see his/her point of view before
you counter that argument.
Concession is when you acknowledge or consider
the opposing viewpoint, conceding something that
has some merit.
Rebuttal is when your own argument proves the
other side to be flawed, and shows your argument is
stronger.
Read the Cell Phone articles and highlight areas of
concession and rebuttal.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Concession/Rebuttal – Looking at
the Other Side

Concession is a strategy.
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Rebuttal is a strategy.
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Concede only one or two points.
Choose what you concede strategically.
Not everything needs rebuttal.
Rebut the most important or most easily supported points.
Students have used Concession/Rebuttal successfully
on the WASL.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Concession/Rebuttal – Transitional
Phrases
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It is true that…however…therefore…
Certainly…but…in short…
Admittedly…on the other hand…so…
Of course…nevertheless…as a result…
Obviously…on the contrary…finally…
Sure…however…in addition…
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Concession/Rebuttal – example one
Find the transitions in this paragraph.
It is true that students should not have headphones on when their
teachers are giving a lesson. Students should not be allowed to
block out their teachers. However, when every member of the
class is working individually after important information has
been given, listening to music can be a helpful learning tool. It
would create a more relaxing, calm environment for learning.
Some students can concentrate more while listening to music. As
a result grades could go up and it would definitely make school
more enjoyable. Therefore, our school should allow headphones
in the classroom.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Concession/Rebuttal – student sample
Example 1
It is true that students should not have headphones on when their
teachers are giving a lesson. Students should not be allowed to
block out their teachers. However, when every member of the
class is working individually after important information has
been given, listening to music can be a helpful learning tool. It
would create a more relaxing, calm environment for learning.
Some students can concentrate more while listening to music. As
a result grades could go up and it would definitely make school
more enjoyable. Therefore, our school should allow headphones
in the classroom.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Concession/Rebuttal – student sample
Example 2
Find the transitions – some were not listed.
Certainly, some students abuse the absentee policy and lie about
being sick. They usually try to get out of school for one reason or
the other. But the majority of students stay home because they
are sick. When a student is sick, he should be focusing on getting
better, not worrying about missing classes and grades. Also
when a student comes to school when he is sick because he
doesn’t want to lose credits, he is not helping himself. Chances
are he'll have trouble concentrating and won't learn anything. In
fact, he will probably be spreading germs to other students. The
bottom line is a student has no control over when he is going to
get sick. It would be better for everyone if excused absences were
dismissed.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Concession/Rebuttal – student sample
Example 2
Certainly, some students abuse the absentee policy and lie about
being sick. They usually try to get out of school for one reason or
the other. But the majority of students stay home because they
are sick. When a student is sick, he should be focusing on getting
better, not worrying about missing classes and grades. Also
when a student comes to school when he is sick because he
doesn’t want to lose credits, he is not helping himself. Chances
are he'll have trouble concentrating and won't learn anything. In
fact, he will probably be spreading germs to other students. The
bottom line is a student has no control over when he is going to
get sick. It would be better for everyone if excused absences were
dismissed.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Organizational Structure –
Cause/Effect

Explain why something happened and what came
about as a result.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Cause/Effect – example
Just stay home. The unexcused absence policy at our
school is ineffective and needs to be changed.
Currently, this policy actually encourages misbehaving.
If students skip class, they get one hour of detention. If
they then fail to report to detention for three days in a
row, they receive one day of at-home suspension.
Therefore, this policy punishes a student who skips
class by letting them stay home. This actually gives the
student more time away from school – just what the
school doesn’t want.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Cause/Effect – Transitional Phrases
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Because
As a result of
Consequently
Due to
Since
For this reason
Accordingly
For
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Therefore
Hence
Furthermore
If/Then
Thus
Although
Owing to
So
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Organizational Structure –
Problem/Solution

Explain the problem or issue, and suggest how it
can be solved.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Problem/Solution – example
Because the world dumps tons of garbage and waste onto the
planet every day, recycling should become the law. The real
problem is that every week, each family of four generates
enough trash to fill two 32 gallon garbage cans. This happens
because people are lazy, have busy lives, and buy products with
excessive packaging. If people knew there was an immediate
consequence for this waste, they would be more inclined to
recycle. We must acknowledge that no one likes to pay a fine or
have the government tell them what to do, but if recycling were
required, we could reduce the amount of trash produced by at
least 50%. The best solution to curbing pollution is to enforce
recycling by law.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Problem/Solution – Transitional
Phrases
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A possible remedy
The best solution
A better way
A feasible solution
The proposed solution

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

The real problem is
The underlying issue is
The specific problem
We must acknowledge
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Organizational Structure –
Definition

Define the elements of a concept, and explain
how, or whether or not, your definition fits or
does not fit.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Definition – example
Just because the food gets to your table quickly, this doesn’t
mean that the breakfast café down the street is a fast food
restaurant. If there is a waitress or a waiter, you know you’re not
in a fast food restaurant. If there’s a menu on the table and not on
a display over the cash register, then you’re not eating fast food.
When you eat with a plate and utensils, you pay for your meal
after you eat, and are expected to tip the server, then you’re not at
a fast food restaurant. The meal may be greasy, quick, and cheap,
but that’s not enough to tell you that where you are is a fast food
restaurant. The key elements of fast food meals are pre-paid,
packaged, served perfunctorily without wait-staff, and selected
from a sign over the cashier’s head.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Definition – Transitional Phrases
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To illustrate
This means/doesn’t mean
That’s not enough to define
This signifies/constitutes
A key element of
Within the category of
The first criteria is

Other transitions that may
help for this structure
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If/then
In contrast
For example
To explain
Whereas
Furthermore
As well as
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Organizational
Structures
Identification
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Organizational Structures

Order of importance


Topics are prioritized from most to least or least
to most
Causal chain

A culminating chain of events where one thing
leads to the next (snowball or domino effect)
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Organizational Structures

Concession/Rebuttal Organization



Acknowledging or recognizing the opposing
viewpoint
Conceding something that has some merit
Then countering with another argument
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Organizational Structures

Cause/effect


Problem/solution


Explain the problem or issue, and suggest how it can be
solved.
Definition


Explain why something happened, and what came about
as a result.
Define the elements of a concept, and explain how, or
whether or not, your definition fits.
Combination

Effective papers often use a combination of several
structures.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Introductions
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Introductions

Purpose




grabs the reader’s attention.
implies an organizational structure of the
paper.
is connected to the body of the writing and
is a clear lead-in to the position.
includes a position that is stated or implied.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Ineffective Persuasive Introduction
I am strongly against your proposal for
required homework in every class for many good
reasons. Some of these reasons are that there is
too much homework already, kids want to have
fun in school, and finally, everyone would have
to work harder. I will begin by telling you why I
think we have too much homework.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Introductions

Some persuasive introduction strategies



Scenario/Anecdote: The writer provides hypothetical or
personal examples to illustrate the topic.
Inquiry/Questioning: The writer asks thoughtprovoking, maybe even edgy, questions to capture the
reader’s interest.
Preparatory Definition/Explanation: The writer
defines or explains the subject before discussing it in
detail.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Introductions – sample one
Who in their right mind thought that high school
students should get up in the dark when their natural
rhythm is just the opposite? Who in their right mind
would put the most inexperienced drivers on the road
before the sun is even up? What parents in their right
minds would sign up for a morning fight 180 days a
year? What teacher in his or her right mind would want
to motivate a somnambulant first period class? Only
someone who is actually in their right mind would move
the start time of high school to a sensible 10 am.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Introductions – sample two
The majority of high schools have kept a starting
time that was begun in the 1920’s when students needed
to get back to their farms to tend to chores. This means
that class still starts at 7:30 am, which current research
proves is the worst time for the teen mind. Why then do
we continue to use a system that we know doesn’t work
well for the very students that the school is trying to
teach? To ensure student success, we must change our
schedule to start school at 10 am.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Introductions – sample three
It is 5:45 a.m. Time to get up. “Mom, just a little
longer,” I beg. Six o’clock rolls around; time to get up.
“OK, Mom. I am getting up,” I say as my eyes drift
back shut. It is now 6:25 and I spring up out of bed and
try to get ready in time to leave at 7:00. Skipping
breakfast, a mistake I will regret later, this is my typical
morning. So, as a high school student, I know the
concerns that people have expressed about the starting
time for school. School starts too early, and I agree it
should be started later and held an equal time longer.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Introductions – student sample one
First draft
Today the cell phone is considered a
prerequisite for becoming a teenager.
The sound of a ring or a buzz has
become normal and is often
dismissed as nothing. Some schools
however are taking a stand against
the wireless device. Schools in New
York often use metal detectors not
only to catch knives and guns but
also cell phones. The cell phone has
had nothing but a bad influence in
schools because many students use
them to cheat on tests, text during
class, or take inappropriate pictures
in the locker room.
Revised draft
The class is silently taking a test and
every student is concentrating for the
last few precious moments. Suddenly
the theme song from the O.C. comes
on. Every child’s head is turned to the
noise; the blushing student says sorry
and hurriedly turns his phone to vibrate.
The teacher then collects the papers
even though many have blanks at the
bottom. Cell phones in schools are just
another nuisance many students could
live without.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Introductions – student sample two
First draft
Revised draft
Cell phones have become more and more
“Ring! Ring!” Suzy Sophomore reaches into
frequently used in our modern and
her purse to find her pink Razor. “Goodness,
technologically advanced lives. Many
I’m so sorry; I thought I turned this thing
people, mostly men and women from older
off.” Everyone’s eyes divert to Suzy as some
generations, become quite annoyed when
of the other students snicker and Mr. Nelson
someone whips out their cell phone in a
rolls his eyes, waiting impatiently. Mr.
public place or right in the middle of a
Nelson casually strides over to Suzy’s desk
personal conversation. But when cell
and takes away the phone for the rest of the
phones are used at appropriate times and
period. This has happened twice today in his
for appropriate purposes, they make our
class, and he is becoming quite agitated for
lives so much more convenient. Cell
this interruption during his lesson. Instances
phones should be left to use in the hands of
such as these occur frequently in Lawrence
Lawrence Public school students during
Public Schools. Having a “No cell phone on
school under the right guidelines. Cell
school grounds” policy would prevent these
phones provide easy communication
occurrences and would benefit students and
between students in making after school
teachers greatly.
arrangements and for medical and safety
purposes.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Introduction Strategies – application



Return to your baseline paper (“Starting
School Two Hours Later”).
Consider introduction strategies you have
learned and revise your introduction to make
it more effective.
Turn in your original copy and the revision.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Conclusions
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Conclusions

Purpose




clearly connects introduction and body of
the paper.
gives a sense of completion.
does more than restate your arguments and
position.
gives the reader something to think about.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Conclusion Strategies



Call to Action: the writer implores the
audience to change.
Offer a Solution: the writer suggests some
possibilities to resolve the problem posed.
Make a Prediction: similar to a startling
statement, this can be a warning or an
encouragement.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
An Ineffective Conclusion
I have given you three truthful explanations of
why daily homework is an abomination to the
high school. This is due to problems with
participants in after school events, the time we
spend with our families, and our jobs. Thank
you for allowing me to express my feelings.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Conclusions – Call to Action



Include a final appeal to reinforce your
argument.
Clearly and forcefully state your desired
action.
Give information needed to take that
recommended action.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Conclusions – Call to Action –
student sample
Daily mandatory homework for high school students
would serve no real worthwhile purpose but to
unnecessarily stress out students and teachers alike.
Teachers and students are busy, stressed, preoccupied,
and quite frankly, strung-out enough as it is without
this. Please, I urge you not to put this in effect. Not
simply because I don’t want homework for all seven
classes every day, but because it would truly be
detrimental to everyone actively participating in the
public school now and in the future.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Conclusions – Offer a Solution

Restate the problem.
Define and develop the solution.
Focus on the strengths of the solution.

This strategy differs from a call to action.




More of a recommendation
Stresses the solution to a problem
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Conclusions – Offer a Solution –
student sample
According to high schools with the highest test scores
across the country, homework is only necessary when an
individual student doesn’t understand a concept or needs
additional practice. Therefore, mandatory homework in
every class would be meaningless. Instead, teachers should
assign homework on an individual basis. This solution
would provide students with needed practice without
needless busywork for students and endless grading for
teachers. When students work on just their own weaknesses,
rather than work assigned to the whole class, they will
quickly see improvement and will be more motivated to stay
in school.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Conclusions – Make a Prediction




Takes the argument a step further than a
summary
Keeps the reader thinking after reading your
essay
Is based on the main points (arguments),
creating joy, hope, gloom, suspense, etc.
Draws reader’s attention to the significance of
the argument
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Conclusions – Make a Prediction –
student sample
Imagine an empty classroom. As students trickle in,
without a word, they immediately take out a piece of
paper and a pencil to start writing down today’s
homework assignment. The teacher walks to the front of
the class to admire her focused students as they work
silently. Ring! Class is in session. We can make this
longed-for dream a reality. Our high school’s motto has
always been “Be the Best You Can Be” and if the
required homework proposal is implemented, we really
would be.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Conclusions – student sample one
First draft
My plan seems very hard
for teenagers to achieve,
but it is not impossible.
Maybe one day I can do
this. If not me, hopefully
someone else.
Revised draft
So if my plan really worked and
some people helped me out, tons
of people who lost their family
would feel better. My friends and
I would go to NYC and help the
people who have no one anymore.
They wouldn’t feel as lonely and
they would know that there are
still good people in the world. I
hope one day I or someone else
could do this.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Conclusions – student sample two
First draft
In my mind this is pretty doable.
But many schools have been
trying for a long time to change
hazing and have made many
errors and are still on the brink of
trying to stop this conflict, and
need more discipline to make this
idea work. What would help to
make it work is have a national
meeting in Washington D.C. and
have all the people willing to help
change this problem and have a
better result than what it is now.
Revised draft
My idea compared to others is a plan that
can work, but only if we have many
people pitch in and help, or make other
suggestions on how we could change the
problem or hazing younger students.
Many people believe there isn’t a
problem with bullying at our school, but
the truth is they don’t see what’s going on
when there is no teacher or adult in sight.
If my suggestion were acted on and if the
people that bully others could really see
what they’re doing to the victims, then I
think they would understand that what
they’re doing is wrong. So bring this plan
into action, and have the bullies learn
what life is like for the students they
bully. This would stop the hazing in our
school.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Conclusion Strategies – application



Return to your baseline paper (“Starting
School Two Hours Later”).
Consider conclusion strategies you have
learned and revise your conclusion to make it
more effective.
Turn in your original copy and the revision.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Assessment
Evaluating the quality of the persuasion
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Persuasive Scoring Guide
1
2
3
4
 Has no position.
 Shows little or no awareness of the
audience.
 Has few or no persuasive words,
phrases, or strategies to support or
show commitment to the position.
 Has little or no variety in sentence
length and structure.
 Includes arguments but does not
support position. Has little or no
consideration of opposing
arguments.
 Has little or no elaboration, often
only a list of arguments.
 Lacks an organizational pattern, or
simply lists reasons.
 Uses few or no transitions to
connect position, arguments, or
evidence.
 Has no recognizable opening.
 Has no recognizable conclusion
 Has an unclear or inconsistent
position or may lose focus on that
position.
 Shows some awareness of the
audience.
 Has some use of persuasive
words, phrases, and strategies to
support or show commitment to the
position.
 Uses some variety in sentence
length and structure.
 Includes arguments that somewhat
support position. Has some
consideration of the opposing
argument(s).
 Uses some elaboration to support
arguments.
 Uses a basic organizational pattern
or lacks sentence-to-sentence
progression.
 Uses basic transitions to connect
position, arguments, or evidence.
 Uses undeveloped or ineffective
openings that are often list-like.
 Ends with undeveloped or
ineffective conclusions such as a
repeated list of reasons.
 Has an identifiable position and
stays adequately focused on that
position.
 Shows an adequate awareness of
the audience.
 Uses adequate persuasive words,
phrases, and strategies to support
or show commitment to the
position.
 Uses sentences or phrases that
are somewhat varied in length and
structure to adequately persuade.
 Has arguments that adequately
support position. Addresses the
opposing argument(s) adequately
and, if important, refutes.
 Uses adequate elaboration as
needed to support arguments.
 Organizes adequately and
progresses logically to persuade
the reader.
 Uses transitions adequately to
connect position, arguments, and
evidence.
 Begins with an adequate opening.
 Ends with an adequate persuasive
conclusion.
 Has a clear position and stays
purposefully focused on that
position.
 Shows a consistent awareness of
the audience.
 Selects effective persuasive words,
phrases, and strategies that show
commitment and urge the audience
to support the position.
 Uses sentences or purposeful
fragments of varied length and
structure effectively to persuade.
 Has arguments that effectively
support position. Addresses the
opposing argument(s) consistently
and, if important, refutes.
 Uses purposeful elaboration as
appropriate to support arguments.
 Organizes writing effectively and
progresses logically to make the
best case to support position.
 Uses purposeful transitions to
show logical relationships between
position, arguments, and evidence.
 Begins with a compelling opening
that engages the audience,
establishes context, and states or
implies the position.
 Ends with an effective persuasive
conclusion, such as a call for
action.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Assessment




Read the paper.
Refer to the scoring guide and identify where
this paper best fits.
Be able to point to elements of the paper that
support your opinion.
Discuss as a class.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.
Assessment



Score the paper for effective persuasion using
the Persuasion Scoring Guide.
Analyze what organizational structures and
persuasive strategies have been used.
Analyze the introduction and conclusion
strategies that have been used.
Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.