An
argument
Persuades
the audience
to believe in
your opinion
on the topic.
Uses
reasoning,
facts,
examples,
and quotes
to convince
the reader.
In an episode of “Everybody Loves Raymond,” Marie
writes a persuasive letter to the FBI interviewer whom
is interviewing Robert (her son)…
http://www.youtube.com/watch?v=0cThuaPUD_Q&feature=PlayList&p=16B069ABF7F2
4A36&playnext=1&playnext_from=PL&index=15
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?
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?
Pick your position: which side of the
problem/issue are you on?
SUPPORT
AGAINST
• Phillies
• Yankees
• Blackberry
• iPhone
•Giants
•Jets
FIRST BODY PARAGRAPH:
SECOND PARAGRAPH:
Transition Word: ______
Transition Word: ______
First Body Paragraph Reason
 Supporting Detail 1
 Supporting Detail 2
 Supporting Detail 3
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.
PERSUASIVE ESSAY
Next Step
• After Brainstorming it is
important we clearly
identify and understand
who our audience is for
this particular topic.
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
 HOOK
INTRODUCTION
 STARTLING STATISTIC/FACT
 INTERESTING QUOTE
 STRONG/INTERESTING STATEMENT
 EXAMPLE (EXPLAIN IN DETAIL) OR “IMAGINE IF….”
 RELATE TO EVERYDAY LIFE
 A THOUGHT PROVOKING OR RHETORICAL QUESTION
 ANECDOTE (VERY BRIEF, SOMETIMES FUNNY STORY
RELATING TO YOUR TOPIC.)
 STATE THE SITUATION
WHAT IS THE PROBLEM/SITUATION? (YOU CAN PULL
FROM THE PROMPT)
 STATE YOUR OPINION WITH YOUR 3 REASONS
= 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.
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
SEE ATTACHED
SHEET FOR MORE
TRANSITION
WORDS/PHRASES
TOPIC: Should students be forced to wear uniforms?
EXAMPLE:
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!
•
•
•
•
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…
TRANSITION WORDS
WORDS THAT CAN BE USED TO SHOW LOCATION:
Above
Across
Against
Along
Among
Around
Behind
Below
Beneath
Beside
Between
Beyond
By
Down
In back of
In front of
Inside
Into
Near
Off
Onto
Outside
Over
Throughout
To the
right
Under
underneath
WORDS USED THAT CAN BE USED TO SHOW TIME:
While
After
At
Before
During
First
Second
Third
Now
Until
Meanwhile
Today
Tomorrow
Next week
Yesterday
Soon
Later
Afterward
About
Finally
Then
Next
As soon as
When
suddenly
WORDS THAT CAN BE USED TO COMPARE TWO THINGS:
Likewise
Also
While
Like
As
Similarly
In the same way
TRANSITION WORDS
WORDS THAT CAN BE USED TO CONTRAST TWO THINGS:
WORDS THAT CAN BE USED TO CLARIFY:
But
Still
However
Although
Yet
On the other
hand
Otherwise
That is
For instance
Even though
WORDS THAT CAN BE USED TO EMPHASIZE A POINT
Again
Truly
Especially
To repeat
In fact
To emphasize
For this reason
WORDS THAT CAN BE USED TO ADD INFORMATION
Again
Another
For instance
For example
Also
As well
Next
And
Besides
Finally
Moreover
Along with
In addition
For example
Additionally
Other
In other words
Concluding Transitions
•
•
CHEETTA
•
•
•
•
•
Clearly
Hence
Evidently
Ergo (a continuing thought)
Thus
Therefore
As one can see
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”
First Body Paragraph
ALWAYS NEED A TRANSITION WORD/PHRASE:
 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:
 SUPPORTING DETAIL
 SUPPORTING DETAIL
 SUPPORTING DETAIL
Include specific
examples and
allusions. BONUS
POINTS!
Types of Arguments
• LOGOS (logic) means an argument based on reason.
• PATHOS (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.
• ETHOS (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.
Rhetoric = The Art of Persuasion
The history of rhetoric and the concepts of
ethos, pathos and logos began in Greece.
Who was Aristotle?
Aristotle was a famous Greeek
philosopher who studied the art of
persuasion.
Plato, another
famous Greek
philosopher, was
his teacher.
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.
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.
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.
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.
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
REVIEW
Ethos, Pathos and Logos
1. ETHOS= an ethical or moral
argument
2. PATHOS= an emotional
argument
3. LOGOS= a logical argument
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.”
PATHOS (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
ETHOS (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
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!!
How to Build Strong Body Paragraphs
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:
– Topic: Athlete's are overpaid.
– 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.
Real-Life Examples & Allusions
in Body Paragraphs
• 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
Second Body Paragraph
ALWAYS NEED A TRANSITION WORD/PHRASE:
 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:
 SUPPORTING DETAIL
 SUPPORTING DETAIL
 SUPPORTING DETAIL
Include specific
examples and
allusions. BONUS
POINTS!
1.What does it mean to “negate/acknowledge the opposition”?
_______________________________________________________________________________________
Third Body Paragraph
ALWAYS NEED A TRANSITION WORD/PHRASE:
 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: This is where you can
 SUPPORTING DETAIL
 SUPPORTING DETAIL
 SUPPORTING DETAIL
Include specific, real-life
examples and allusions.
BONUS POINTS!
acknowledge the
opposition. Prove the
other side is wrong.
Choose one argument
from the other side and
prove it is wrong.
Explain and refute the opposite view within your essay. To
“negate or acknowledge the opposition” means to prove the
other side is wrong and give a stronger reason of your own.
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).
http://www.youtube.com/watch?v=ZTKZ6jovfso
How would you
refute or negate
the two
newscasters’
opinion that cell
phones shouldn’t
be permitted in
schools?
CONCLUSION PARAGRAPH
TRANSITION PHRASE: “AS ONE CAN SEE…..”
1. RESTATE YOUR OPINION AND THREE REASONS.
 STATE A POSSIBLE ALTERNATIVE
{ANOTHER OPTION THAT YOU CAN PRESENT TO THE
READER}. (NOT IN EVERY ESSAY)
EXAMPLE: IF YOU ARE AGAINST HAVING CELL PHONES IN
THE CLASSROOM, AS AN ALTERNATIVE YOU COULD TELL
THE READER THAT PERHAPS STUDENTS COULD BRING THE
CELL PHONES TO SCHOOL AND LEAVE THEM IN THEIR
LOCKER FOR EMERGENCY PURPOSES ONLY.
2. INCLUDE A SENTENCE OR A QUESTION TO BRING
CLOSURE.
 THOUGHT-PROVOKING STATEMENT OR QUESTION
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
CONCLUSION
Address your audience with
a call of action or question
Most important part of the
essay: Spend time editing
and planning your
conclusion carefully!!
Reasons to Know How to
Write a Persuasive Essay…
•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
Persuasive Techniques are Everywhere!
• http://www.youtube.com/watch?v=jaGJNxCxB
-s&feature=related
Bringing Life to
Persuasive Writing
That’s
SO
TRUE!
Who
CARES?
Having a Strong VOICE in your
Writing
• You feel a strong connection to the
writer’s…
–Emotion
–Energy
–Conviction
–Integrity
–…you feel SOMETHING!
Voice is…
• Person behind the words
• Reader
Writer
• Involvement
• Awareness of audience
• Individualistic
• Expressive
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!
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.
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…
 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!!
School Year-Round: 45 days on and 15 days off,
or 10 months on and 2 months off
Student Example – INTRODUCTION paragraph
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
Student’s
using the traditional calendar and not a yearOpinion
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
Student’s
disrupts the long-awaited summer vacation
3 reasons
(3).
OPINION + 3 REASONS = THESIS STATEMENT
Paragraph 2 – Reason 1 = Student Example
Contrary to the well-accepted belief, yearReason 1 round schooling has no constructive impact on
education. (1) Most year-round schedules use the
Supporting 45-15 method: 45 days of school followed by 15
days off. Because of this, there are many first and
Detail 1
last days of school. All those transitions disrupt
the learning process. Also, (2) there is no evidence
Supporting of higher test scores. Due to that, many schools
Detail 2
that change to year-round schedules end up
switching back. For example, (3) since 1980, 95
Supporting percent of schools that tried the year-round
Detail 3
schedule changed back to a traditional calendar. It
is obvious that changing to year-round schooling
does not help students; therefore, why is the
with a thought-provoking
change necessary? Get the reader thinking
question.
Paragraph 3 – Reason 2 - Student Example
Like any other facility, keeping a school open
requires a great deal of money. When a school changes
Reason 2 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
Supporting
school’s expenses. The usual utility bills grow because
Detail 1
of the additional open-school time. Finally, (2) teachers
Supporting must be paid for all the weeks they are working. With
Detail 2
all these factors, the cost of keeping schools open
becomes immensely high. For example, (3) a high
Supporting school in Arizona had a cost increase of $157,000 when
they switched to year-round schooling. Some schools
Detail 3
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?
Paragraph 4 – Reason 3 - Student Example
Reason 3
Supporting
Detail 1 & 2
Supporting
Detail 3 & 4
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?
Get the reader thinking with a thought-provoking question.
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 eliminate
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.
Paragraph 5 – Conclusion - Student Example
Concluding
transition
phrase
As one can see, it is evident that yearround schooling is not the best option for the
school calendar. There is absolutely nothing
wrong with the traditional school year. We
should not follow the 45-15 schedule because
year-round schooling has no constructive
impact on education (reason 1), keeping a
school open requires a great deal of money,
(reason 2), and an important part of a child’s
life is summertime. With year-round
schedules, students would hardly have any
time to relax (reason 3). Why change
something that works so well? When the final
bell rings, let’s make sure this bell means that
the “real” summer vacation has come.
An example for the other side….
Counterargument –(opposite side)
Student Example
Reason 1
Reason 2
Reason 3
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.
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?
• 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.
Writing Situation:
Within the past several years, students have come to utilize their
cell 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.
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
1. Cell phones could be used as
safety in case of emergency or
pickup changes after school. {One
supporting detail could include that having cell
phones in school would put parents at ease.}
2. Cell phones could send and
receive important messages from
home without interrupting the
entire class. (Can not choose reason 2 if you
AGAINST
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.
choose reason 1.)
3. Students could use cell phones
to look up information for school.
3. If cell phones are permitted in
school they could get stolen or
broken.
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
4. Cell phones could be used as a
reward – once students finish their
work they could listen to music or
play educational games.
AGAINST
4. By permitted cell phones in the
classroom, many veteran or
experienced teachers may not
understand how to utilize the
benefits of the phone correctly and
Schools could potentially save
may become overwhelmed. These
money by utilizing the cell phone, or
teachers may not be able to help
smart phone WiFi Hot Spot and pull
an internet connection from the phone their students the way they should.
5.
rather than paying an internet
provider.
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
6. Every decade a new piece of
technology is introduced to our
generation. Once society opens their
arms to the various types of
technology, we learn that there can
be numerous benefits. Therefore,
school officials should consider
allowing Smart phones, a new
technology, in the classroom.
Technology always improves over
time and we should be open to the
many ways we can utilize our cell
phones in the classroom.
AGAINST
5. Very often students do not pay
attention when they are on their
phones. If students choose to text
while walking in the hallway, they
may inadvertently injure themselves.
{Need to use real-life examples to support this
reason.}
6. By permitted cell phones in schools,
students will be utilizing them
throughout the entire day. This may
inhibit their social skills. School is a place
where students are suppose to enhance
their social skills with their peers.
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
7. Cell phones could also
help students stay
organized. {As an agenda,
could also use the calendar, one
could also add notes and set
reminders or alarms.}
AGAINST
7. If cell phones are permitted in
school, students MAY utilize them to
contribute to cyber bullying. It would
be very easy for a student to do this
throughout the day.
{Supporting detail could focus on how
students may take inappropriate pictures or
videos throughout the day and post them on
the internet.}
Writing Situation:
Within the past several years, students have come to utilize their
cell 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.
• What does the Writing Task say to
do?
• “Write a letter to your principal”
• Begin your essay with:
Dear Principal,
1. HOOK – grab the reader’s attention
STARTLING STATISTIC/FACT
 INTERESTING QUOTE
 STRONG/INTERESTING STATEMENT
 EXAMPLE (EXPLAIN IN DETAIL) OR “IMAGINE IF….”
 RELATE TO EVERYDAY LIFE
 A THOUGHT PROVOKING OR RHETORICAL QUESTION
 ANECDOTE (VERY BRIEF, SOMETIMES FUNNY STORY
RELATING TO YOUR TOPIC.)
DIRECTIONS: Now write your own HOOK on
your paper.
TOPIC: Should students be forced to wear uniforms?
EXAMPLE:
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 cell phones be permitted for use in school?
EXAMPLE:
“Ring, ring!” In the middle of class the teacher
hears a cell phone ring. She tries to tune it out,
but then another cell phone goes off, then
another. Is that really how a principal like you
would want your classes run? This is exactly the
picture of a classroom that will be found in your
school, IF you allow cell phones into the
classroom.
TOPIC: Should cell phones be permitted for use in school?
EXAMPLE:
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.
2. STATE THE SITUATION
COPY FROM THE PROMPT – BUT BE SURE TO CHANGE THE PRONOUNS IN THE PARAGRAPH.
EXAMPLE OF A SAMPLE PERSUASIVE ESSAY
ASSIGNMENT:
MANY TEACHERS AND SCHOOL BOARD
EXAMPLE OF PERSUASIVE ESSAY ASSIGNMENT
THAT YOU WOULD WRITE ON YOUR PAPER:
MANY TEACHERS AND SCHOOL BOARD MEMBERS
MEMBERS BELIEVE THAT STUDENTS ARE EASILY
DISTRACTED BY THE CLOTHES AND ACCESSORIES
THEIR PEERS WEAR TO SCHOOL ON A DAILY
BASIS. IN ORDER TO PREVENT ADDED
BELIEVE THAT STUDENTS ARE EASILY DISTRACTED
DISTRACTION IN THE CLASS, YOUR BOARD OF
EDUCATION IS CONSIDERING ENFORCING A
NEW POLICY THAT WOULD REQUIRE THE
STUDENTS IN YOUR DISTRICT TO WEAR
UNIFORMS. MANY PARENTS IN YOUR TOWN
SUPPORT THIS POLICY AND ARE TAKING STEPS
TO ENACT THIS POLICY. WRITE A LETTER TO
YOUR BOARD OF EDUCATION EITHER
SUPPORTING OR OPPOSING THIS NEW POLICY.
BY THE CLOTHES AND ACCESSORIES THEIR PEERS
WEAR TO SCHOOL ON A DAILY BASIS. IN ORDER
TO PREVENT ADDED DISTRACTION IN THE CLASS,
THE BOARD OF EDUCATION 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.
WRITE A LETTER TO YOUR
BOARD OF EDUCATION EITHER SUPPORTING OR
OPPOSING THIS NEW POLICY. {TAKE THIS LAST
SENTENCE OUT. REMEMBER WHO YOUR
AUDIENCE IS.}
DON’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...
STEP 1:
• Now, write your HOOK on your
lined sheet of paper.
• You may copy it from your foursquare method, BUT you must
add more detail and description.
STEP 2:
• Now, write the SITUATION on
your lined sheet of paper.
• I wrote it out for you on your
four-square graphic organizer.
• Sample of the SITUATION:
The district is frustrated with students’ use
of cell phones in school and are debating
whether or not cell phones should be
permitted for use in schools.
2. STATE THE SITUATION
SAMPLE OF WHAT YOU SHOULD HAVE NOW:
HOOK
State the
Situation
“Ring, ring!” In the middle of class the teacher
hears a cell phone ring. She tries to tune it out,
but then another cell phone goes off, then
another. Is that really how you, principal,
would want your classes run? This is exactly
the picture of a classroom that will be found in
your school, IF you allow cell phones into the
classroom. I understand that the district is
considering allowing students to bring their
cell phones to school.
STEP 3:
• Now, write your THESIS (opinion
with your three reasons} on your
lined sheet of paper.
• Begin with “Cell phones should/should
not (choose one) be permitted for use
in schools because……..”
SAMPLE THESIS STATEMENT:
Cell phones should not be permitted for use in
schools because (1) cell phones are unnecessary
and they will only be a distraction to students, (2)
cell phones can hinder students’ social skills, and
(3) they may contribute to the already growing
cyberbullying in our school.
TOPIC: Should students be forced to wear uniforms?
EXAMPLE #2 FOR THESIS STATEMENT:
REGARDLESS OF WHAT THE PARENTS MAY BELIEVE IS
BENEFICIAL FOR STUDENTS, THIS POLICY WILL NOT BENEFIT
THE STUDENT BODY. THE POLICY SHOULD NOT BE ENACTED
BECAUSE (1) STUDENTS NEED TO BE ABLE TO EXPRESS THEIR
INDIVIDUALITY AMONGST THEIR PEERS, (2) ONE CANNOT
REQUIRE A MIDDLE-CLASS FAMILY TO PURCHASE MULTIPLE
UNIFORMS FOR EACH ACADEMIC YEAR AND (3) WE MUST
STEER OUR ATTENTION TOWARDS THE GREATER
DISTRACTIONS IN SCHOOL THAT ALREADY CREATE HAVOC IN
THE CLASSROOM.
• SAMPLE OF WHAT YOU SHOULD HAVE NOW:
– “Ring, ring!” In the middle of class the teacher
HOOK
hears a cell phone ring. She tries to tune it out, but
then another cell phone goes off, then another. Is
that really how you, principal, would want your
classes run? This is exactly the picture of a
classroom that will be found in your school, IF you
allow cell phones into the classroom. I understand
that the district is considering allowing students to
State the
Situation
bring their cell phones to school. This is not a good
idea because (1) cell phones are unnecessary and
they will only be a distraction to students, (2) cell
State
OPINION with
phones can hinder students’ social skills, and (3)
three reasons
they may contribute to the already growing
(thesis)
cyberbullying in our school.
DIRECTIONS:
Take out a clean sheet of lined paper
and place the proper heading in the
upper left-hand corner of your lined
paper:
Name
Date 11/7/12
Period: 3
Persuasive Essay: BODY PARAGRAPH 1
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.
•Choose a transition phrase from the
graphic organizer.
• Next, state your reason very clearly.
DON’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...
• My first reason is …..
• My second reason is….
• 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.
• 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.
State your first
REASON from your
FIRST body paragraph
box in your Four
Square Graphic
Organizer.
• To begin with one thought,
cell phones in class can be
very distracting to students.
•
AFTER you write
REASON 1, you will
add your three
SUPPORTING
DETAILS
Provide a real-life
example to
enhance your
writing.
End with a
connecting and
thought-provoking
sentence. Force
your reader (the
principal) to think
carefully about
what you’ve said.
To begin with one thought, cell phones in class can be very
distracting to students. For example, (1) if students were to have cell
phones during class, they could easily take it out, and do as they
please. They could play games, text, go on the internet and many
other things during the time they should be learning. Also, (2) if
students bring cell phones wherever they go, they might text in the
hallway, a catastrophic mistake. When children are distracted while
walking, they have tendency to fall, trip, or in simpler terms, hurt
themselves. I have personally experienced this kind of situation.
Once as I was walking down a flight of stairs while reading a book, I
absent-mindedly tripped, landing on the hard asphalt below. I
sustained a serious injury; it didn’t heal for one month and I still
have the scar. If this could happen while reading a book, what would
happen when a child reads or texts? Furthermore, (3) if students are
distracted, their grades are bound to fall. If students don’t pay
attention, they will never learn, ruining the entire learning process.
Besides, isn’t school’s purpose to teach children in hopes that one
day they will go to a good college and be able to be independent? By
allowing cell phones in school, one must consider, will education
truly be serving its purpose?
• Your reason was your opening sentence.
You MUST have a closing sentence:
• Example:
– By allowing cell phones in school, one must consider,
will education truly be serving its purpose?
– Numerous accidents could take place if the
district allows cell phones to be utilized in school.
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.
• DIRECTIONS: Now begin adding your supporting details to prove
your reason is true. Be sure to use your list of transition words to
help you move from one thought to another.
• You must include three supporting details in your body paragraph.
(7-9 sentences)
• NO “YOU,” “YOUR,” OR “YOURS”. Use the following instead:
•
•
•
•
•
•
•
STUDENTS
WE
US
OUR
OURS
ONE
PEOPLE
You must use helping verbs like “might,
may, could, would” not “will or won’t”
because we don’t know for sure what
the students will or won’t do.
• Your reason was your opening sentence.
You MUST have a closing sentence:
• Example:
– By allowing cell phones in school, one must consider,
will education truly be serving its purpose?
– Numerous accidents could take place if the
district allows cell phones to be utilized in school.
• Next, not only may cell phones distract students, but they
may hinder the important life skill of being social. (1) If all
students do all day is play on their phone and text their
friends, they will never interact with each other. Can you
•Then state
imagine students walking down the hallway, not saying
REASON 2
“hello,” or “how are you”? They will be staring at their allimportant phones. (2) Not only will students stop
Next, add your
interacting, some students may become more introverted
three supporting
(hide inside themselves), and live their life on their phone. If
details.
a person only plays on their phone every day, it will become
harder for them to socialize, and furthermore, make friends.
This may cause them to lose confidence, and fall more
End with a
deeply into a “phone-only” world. Would a parent want
connecting and
their child to act this way? (3) Also, students may find it
thought-provoking
harder to get a job in the future. If they cannot socialize, or
sentence. Force
speak to people, it will be harder for them to get jobs where
your reader (the
principal) to think
they are a public speaker, such as a politician or CEO. That
carefully about
eliminates a lot of chances for these students.
what you’ve said.
•Start with your
TRANSITION
WORD/PHRASE
• Finally, cell phones can be the root of cyber-bullying, or
•Start with your
be used for inappropriate reasons. (1) For instance,
TRANSITION
students may take inappropriate pictures or videos.
WORD/PHRASE
This actually has happened before in our school. In the
•Then state REASON 3 past, a female student decided it was a marvelous idea
to take pictures in the locker room. Chaos would
definitely ensue (followed). Also, (2) students may use
Next, add your
three supporting
their phones to text something embarrassing to their
details. Include a
real-life example to
friends. The student who is the victim might be
enhance your
humiliated. This is just one example of how they can be
writing.
used for cyber-bullying. In addition, (3) not only can
they be used for such reasons, but on phones, one must
remember things go around fast. What might have
End with a connecting and
taken a week for everyone to know by word of mouth,
thought-provoking
could spread in a day through cell phones. So not only
sentence. Force your
reader (the principal) to will it be the cause of cyber-bullying, but it will spread
think carefully about what
quickly. Think very carefully about the dangers a small
you’ve said.
cell phone could cause your students.
• Begin by using one of your TRANSITION
words/phrases – CHEETTA
• RESTATE your opinion with your three reasons
• Consider inserting a possible alternative.
– Perhaps the school district could 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!
•Start with your
TRANSITION
WORD/PHRASE
•RESTATE your
opinion with your
three reasons
Include a
possible
alternative IF
possible.
ALTERNATIV
E = another
option; a
compromise
• So as one can see, cell phones should not be permitted
in school since they distract students, inhibit social skills,
and can be the cause of cyber-bullying. Of course, cell
phones do have their good points, such as the fact they
can be used if you need to contact someone, but I still
feel that this reason is weak, because if that’s the
problem, why not give teachers the cell phones? Of
course, if someone were to really want to bring cell
phones, we could always leave them in our lockers, or
put parental controls on them. This way, everything is
controlled. Now, let’s play that scenario from the
beginning again. Instead of hearing cell phones ringing,
one only hears complete silence. A person can easily
concentrate now and everyone is diligently working.
Isn’t that a much better learning environment?
End with a thought-provoking sentence. Force your reader (the
principal) to think carefully about what you’ve said.
•Start with your
TRANSITION
WORD/PHRASE
•RESTATE your
opinion with your
three reasons
Include a
possible
alternative IF
possible.
ALTERNATIV
E = another
option; a
compromise
• As one can see, students shouldn’t have cell phones in
class because they can become broken or stole, they can
be a distraction for other students, and they can be used as
a cheating device. Because cell phones can cause chaos
during class, perhaps they could be kept inside the locker
and only be used before and after school. Instead of
students using their phones in class or students worrying
about not having it with them, their cell phones will be
locked away safely in their lockers. If that is the case, the
student will be content, the teacher will be happy with the
productivity and silence in class, and even parents will be
happy because of their child’s progress in class. Which do
you, principal, think is better? Grades plummeting and cell
phones out in action during class, or a silent classroom full
of well-minded and active students in a cell phone-free
zone?
End with a thought-provoking sentence. Force your reader (the
principal) to think carefully about what you’ve said.
• End with a thought-provoking statement or question
for closure.
AGAINST: Principal Cortright, don’t you want the
classrooms in our school to reflect a focused and
productive learning environment without the constant
ringing or buzzing and distraction of cell phones? I
challenge you to consider how you can protect our
students from such chaos.
SUPPORT: Principal Cortright, as you can see the need
for cell phones in the classroom is immense (so great)
and students could truly benefit from them since they
already do outside of school. Don’t you want our
school to be a place that is on the cutting edge of
technology? I challenge you to consider how you can
make our school better.
DON’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...
• My first reason is …..
• My second reason is….