NAME:_________________________________________
Level 11, PERIOD:____________
WHAT MAKES A BELIEVER OUT OF YOU? (How are you persuaded?)
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Watch the video and TAKE NOTES on the questions below.
You will have the chance to participate in MANY activities to get learning targets afterwards, so be prepared.
Think critically. Judge not only WHAT is said, but HOW it is said, to form your opinions/conclusions.
1. How does the narrator try to convince her audience that the Illuminati is REAL? List at least 3 of her key
arguments.
2. Even if you don’t believe her claims, explain how her tone and choice of words is convincing. (What kinds of
vocabulary does she use? How do these choices interest or convince the viewer?)
3. Pick 2 of her ideas and explain how they could be WRONG.
4. How does the use of video and images HELP her persuade an audience?
5. How can her use of video and images be challenged as false or untrue? How could you argue against pictures?
6.
Why do you think people want to believe in secret organizations or conspiracy theories?
Common Persuasive Techniques
Bandwagon
You are urged to do Be where the action is. Shop at Hang-out Mall.
or believe
something because
everyone else does.
Testimonial
Famous people
I'm professional football player Marcus Browning,
endorse a product or and I use Wash Out window cleaner.
idea.
Emotional
Appeal
Plain Folks
Snob Appeal
Words or images
What would you do if all your possessions were
that appeal to the
lost in a fire? Get the Save-All fireproof safe and
audience's emotions protect your valuables.
are used. The appeal
may be to positive
emotions, such as
desire for success,
or to negative ones,
such as fear.
Ordinary people sell As a construction worker, I often get headaches on
a message. You are the job. That's why I use PainAway aspirin.
to believe that
because these
people are like you,
they can be trusted.
This technique
I accept only the best, and that's why I buy Aloft
suggests that you
perfume.
can be like the
expensively dressed,
perfectly shaped
people who use this
product.
From: Elements of Language, Holt, Rinehart & Winston
Persuasive Words
Try using these instead of your “normal” choices…see how your writing expands and becomes more powerful!
Positives/”I am FOR”Words:
Negatives/”I am AGAINST” Words:
Accurate
Advantage
Always/Never
Best
Certain
Confident
Convenient
Definitely
Effective
Emphasize
Expect
Interesting
Magnificent
Most
Most Important
Popular
Profitable
Should
Strongly Recommend
Superb
Superior
Tremendous
Truly
Trustworthy
Workable
Worthwhile
Aggravate
Agony
Atrocious
Confusing
Cruel
Damaging
Disadvantages
Displeased
Dreadful
Harmful
Harsh
Horrible
Inconsiderate
Inferior
Irritate
Offend
Ordeal
Outrageousness
Provoke
Repulsive
Severe
Shameful
Shocking
Terrible
Unreliable
Unstable
Now, here are some hints to make your writing really persuasive, convincing, and solid!
Provide Reasons Why
Concrete, logical evidence that your reason is the right one can be most persuasive. Use factual evidence!
Show Consistency
Be very consistent in your overall message. Don’t contradict yourself.
Use Comparisons
Use similes, metaphors, analogies—anything powerful to get your idea across.
Address Objections
Try to foresee any objections someone might have to you being part of their program or job. Then explain the object to show
how you are, after all, really the best choice they have. (SHOW them, don’t TELL them.)
Appeal to Emotion
Try to win the audience over by appealing to their sense of sympathy or compassion. Honesty helps.
For your persuasive essay, make sure you write an introduction that includes a strong, 3 point thesis. Your thesis will
state THREE things you will be explaining, so make sure it works! SEE ME FOR APPROVAL BEFORE YOU BEGIN!
Thesis: (Example: __________________________________________________________________________________)
__________________________________________________________________________________________________
Body Paragraph #1
P (Topic Sentence – Your
paragraph’s POINT. Ties to
thesis! Debatable!)
E (Evidence – Quote or
paraphrasing from text that
supports the P you just
wrote! NOT OPINIONATED,
just the fact, Jack!)
A (Analysis – SO WHAT?!
Explain how/why your
evidence supports your P!)
L (Link – Tie up your
thoughts and transition to
your next idea!)
E (Evidence – Quote or
paraphrasing from text that
supports the P you just
wrote! NOT OPINIONATED,
just the fact, Jack!)
A (Analysis – SO WHAT?!
Explain how/why your
evidence supports your P!)
L (Link – Tie up your
thoughts and transition to
your next idea!)
E (Evidence – Quote or
paraphrasing from text that
supports the P you just
wrote! NOT OPINIONATED,
just the fact, Jack!)
A (Analysis – SO WHAT?!
Explain how/why your
evidence supports your P!)
L (Link – Tie up your
thoughts and transition to
your next idea!)
Body Paragraph #2
P (Topic Sentence – Your
paragraph’s POINT. Ties to
thesis! Debatable!
DIFFERENT IDEA THAN #1)
Body Paragraph #3
P (Topic Sentence – Your
paragraph’s POINT. Ties to
thesis! Debatable!
DIFFERENT IDEA THAN #1 or
#2)
NOTE: Solid essays often require depth. If you need to add more information about your P, just use your A keep emphasizing your point. Always make SURE E and
A don’t stray off topic. Also, this is just the BODY of your essay. You will need to add an introduction (and your thesis) and conclusion. Good luck!
Ask yourself…
What do you think about the existence of secret organizations like the Illuminati? Write a 5-paragraph essay that
persuades the reader that you are correct. (USE PEAL to explain your idea!)
Brainstorm:
WHAT DO YOU KNOW for a FACT?
WHAT DO YOU definitely NOT BELIEVE?
WHAT GIVES YOU DOUBTS?
TARGET POSSIBILITIES:
Discussion:
LI.11.912.05.03 Evaluate arguments and evidence.
LI.11.912.06.03 Explain how variables such as background knowledge, experiences, values, and beliefs can affect communication.
LI.11.912.07.03 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the
credibility and accuracy of each source.
LI.11.S12.07.03 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
LI.11.S12.08.03 Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify
their own views and understanding and make new connections in light of the evidence and reasoning presented.
LI.11.S12.09.03 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or
distorted evidence. FALLICIOUS = ___________________________________________ DISTORTED = ______________________________
Writing:
LI.11.932.01.03 Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence. CLAIM = ________________________________________________________
LI.11.932.02.03 Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a
manner that anticipates the audience’s knowledge level and concerns.
LI.11.932.03.03 Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
LI.11.932.04.03 Use appropriate rhetorical appeals and genre to engage and guide the intended audience. RHETORIC = _______________________
LI.11.932.05.03 Anticipate and address readers’ biases and expectations. BIAS = ______________________________________________________
LI.11.932.06.03 Revise ideas and structure to improve depth of information and logic of organization.
LI.11.932.08.03 Establish and maintain a formal style and objective tone.
LI.11.932.09.03 Provide a concluding statement or section that follows from and supports the argument presented.
LI.11.933.01.03 Identify comma splices and fused sentences in writing and revise to eliminate them.
LI.11.933.02.03 Distinguish between phrases and clauses and use this knowledge to write varied, strong, correct, complete sentences.
LI.11.933.03.03 Use a colon to introduce a list or quotation.
LI.11.933.04.03 Spell correctly.
LI.11.933.05.03 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LI.11.933.06.03 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
LI.11.933.07.03 Use technology, including the Internet, to produce, publish, and update individual or shared writing products.
Research:
LI.11.941.01.03 Integrate information from different sources to research and complete a project.
LI.11.941.02.03 Integrate information from different sources to form conclusions about an author’s assumptions, biases, credibility, cultural and social
perspectives, or world views.
LI.11.941.03.03 Judge the usefulness of information based on relevance to purpose, source, objectivity, copyright date, cultural and world perspective
(such as editorials), and support the decision.
LI.11.941.04.03 Examine materials to determine appropriate primary and secondary sources to use for investigating a question, topic, or issue (e.g., library
databases, print and electronic encyclopedia and other reference materials, pamphlets, book excerpts, online and print newspaper and magazine articles,
letters to an editor, digital forums, oral records, research summaries, scientific and trade journals).
LI.11.942.01.03 Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions and concepts
inherent in thinking.
LI.11.942.02.03 Assess strengths and weaknesses of their thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness,
significance, depth, breadth, logic and precision. ??? = ____________________________________________________________________________
LI.11.942.03.03 Implement a purposeful and articulated process to solve a problem.
LI.11.942.04.03 Monitor and reflect on the rationale for, and effectiveness of, choices made throughout the problem-solving process.
LI.11.S42.01.03 Analyze the logic (including assumptions and beliefs) and use of evidence (existing and missing information, primary sources, and
secondary sources) used by two or more authors presenting similar or opposing arguments (such as articles by two political columnists that address the
same issue).
LI.11.S42.02.03 Evaluate the accuracy of the information in a text, citing text-based evidence, author’s use of expert authority, and author’s credibility to
defend the evaluation.