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Persuasive Essay Instruction Packet
Table of Contents:
Plagiarism
Information
Requirements
Documents to be turned in
Essay Explanation
Outline
Essay Structure
Thesis Statement/Description of Issue
Introduction Paragraph
Body Paragraphs
Conclusion Paragraph
Note Cards
Summarize
Paraphrase
Direct Quotation
In-Text Citation
Work Cited/Bibliography Page
Outline Example
Essay Example
Work Cited
page 2
page 2
page 2
page 3
page 4
page 5
page 6 - 9
page 6
page 7
page 8
page 9
page 10
page 10
page 10
page 10
page 11 - 12
page 13 - 16
page 17 - 18
page 19 - 21
page 22
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Plagiarism:
Plagiarism is using someone else’s words or ideas, intentionally or unintentionally, as though they were your
own. No matter how you use your sources (direct quotation, paraphrase, or summary), be sure to give credit for other
peoples’ ideas as well as their words. Plagiarism is a serious offense and therefore a zero (0) will be given to you on your
research paper project. An administrator and a parent/guardian will determine what necessary measure will be taken
beyond the zero grade. See your handbook for the consequences.
Information:
You will be writing a research paper which is a long formal essay, presenting information taken from several
sources. It proves a point. (A rubric will be given to you).
Your paper will be written in MLA style.
This paper will be written in class and as homework. You will be typing the FINAL on your own time (plan
accordingly). You are welcome to come in for help at any time. I will be happy to help you with any questions you
might have prior to turning in your essay on the due date. I would emphatically urge you to have several people peer
edit your paper. PLEASE DO NOT PROCRASTINATE!
You will, also, be doing a speech on your topic (A rubric will be given to you).
Requirements:
1. Write in third person ONLY. NO forms of “I” (first person) or “you”(second person) - Avoid: “I think” or “in my
opinion” (Your opinions are stronger if you simply state them as fact.). No use of contractions. Use natural
language. Do not use slang, but don’t sound like a dictionary either.
2. Minimum of 3 resources – only one can be an encyclopedia – Internet sources: edu., Gov., and org. sites only – unless
approved.
3. You will have 5 well-developed paragraphs (Introduction Paragraph, 2 Pro Reasons Paragraphs, and 1 Con/Opposing
Argument Paragraph and Conclusion Paragraph).
4. MLA Format:
Typed
Double-Spaced
Size 12 type
Times New Roman font
Margins must be 1 inch on the top and bottom and 1 inch on the right and left
Heading: see example below:
Example of MLA Heading for your Essay
Mraz 1
Kathy Mraz (first and last name)
Mraz (teacher’s name)
English 9, Period 8 (class and period)
1 January 2012 (due date)
Teenager
5. 3 short quotations
6. 1 long quotation
7. In-text Citations using MLA Style
8. Work Cited/Bibliography Page
9. You will be typing the FINAL on your own time (plan accordingly)
10. Essay will be turned into Edmodo
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Documents to be handed in:
Outline – typed
Persuasive Essay Graphic
Essay – Final typed (essay, also, must be turned into Edmodo)
Works Cited/Bibliography Page – typed
Peer Edit Sheet
The Writing Process:
Rough draft outline
Rough draft pre-write graphic
Rough draft essay – revision AND edit/proofreading have been done on your rough draft.
YOU HAVE USED DIFFERENT COLORED PENS AND INDICATED WHICH COLOR IS
REVISION AND WHICH COLOR IS EDIT/PROOFREADING ON THE TOP OF THE ESSAY.
7. All resources that have been used – printed out (hardcopy) must be handed in. AGAIN, whatever resources you used
need to be handed in. (Example: if you used an internet article (print it out and hand it in); if you used a book
(hand it in); if you used a magazine (hand it in); newspapers, surveys, etc. hand them ALL in.
*****The direct quotations, paraphrasing, and summarizing ideas need to be highlighted or marked with a
sticky within the resources used. *****
1.
2.
3.
4.
5.
6.
FYI: Please copy and paste internet items on a word document to control printing. Also make sure you have
copied and pasted the URL, Title, Author (if it has one), and published date or up-date date (if it has one).
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Essay Explanation:
Since your topic has not been assigned you have a broader vision and unlimited choices. It may seem hard for
you to choose a specific topic when your brain is going haywire, boggling will all sorts of ideas. The best is to first find
the purpose of your essay, once you have determined that, search as to where your interest lies, evaluate all your ideas and
then shortlist them selecting the ones you think you will write easily and with interest.
One of the best techniques that I have come across recently is a four-question process. Basically, you take
the four questions and write two on each side of a piece of paper. Use one piece of paper because then the white space is
not so intimidating. If you think your guided brainstorming session will be successful, you may want to write each
question at the top of a new piece of paper. Here are the questions:
 What possible topics do I already have experience in?
 What do I want to know more about?
 What goals do I have in life right now?
 What challenges and problems do I have right now?
And if all else fails you can search the Internet endlessly until an hour before it is due!
By Persuasive, we mean tending or having the power to persuade a persuasive argument. Through
persuasive essays, you have to persuade the reader into convincing that your point of view is correct by adopting logical
reasoning to show that one idea is more legitimate than the other idea. Basically all essays are persuasive essays.
Sometimes you are assigned a controversial topic such as different law acts, political related issues, and nuclear issues for
your persuasive essays, but an essay on the meaning of an article or poetry is also a persuasive essay. The only difference
being that through persuasive essays your attempt or task is to persuade a reader to take some kind of action or adopt a
certain point of view.
When planning a persuasive essay, follow these steps:
1. Choose your position. Which side of the issue or problem are you going to write about, and what solution
will you offer? Know the purpose of the essay.
2. Analyze your audience. Decide if your audience agrees with you, is neutral, or disagrees with your position.
3. Research your topic. A persuasive essay must provide specific and convincing evidence. Often it is
necessary to go beyond your knowledge and experience. You might need to go to the library or interview people who are
experts on your topic.
4. Structure your essay. Figure out what evidence you will include and in what order you will present the
evidence. Remember to consider your purpose, your audience, and your topic.
The following criteria are essential to produce an effective argument:
1. Be well informed about your topic. To add to your knowledge of a topic, read thoroughly about it and use
legitimate sources. Take notes.
2. Test your thesis. Your thesis, i.e., argument, must have two sides. It must be debatable. If you can write
down a thesis statement directly opposing your own, you will ensure that your own argument is debatable.
3. Disprove the opposing argument. Understand the opposite viewpoint of your position and then counter it by
providing contrasting evidence or by finding mistakes and inconsistencies in the logic of the opposing argument.
4. Support your position by citing evidence. Remember that your evidence must appeal to reason. The
following are different ways to support your argument:
Facts - A powerful means of convincing, facts can come from your reading, observation, or personal
experience. Note: Do not confuse facts with truths. A “truth” is an idea believed by many people, but it cannot
be proven.
Statistics – These can provide excellent support. Be sure your statistics come from responsible sources.
Quotes – Direct quotes from leading experts that support your position are invaluable.
Examples – Examples enhance your meaning and make your ideas concrete. They are the proof.
ALWAYS CITE YOUR EVIDENCE
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Outline:
Once you have determined your topic, put together a working outline. This plan can range from a brief sketch of
main points to a detailed point-by-point outline complete with paragraphs. You will need to do a phrase/sentence
outline. The idea is to provide yourself with a rough map of where the essay will go, making a diagram of your thoughts
to sharpen and define your purpose. At this point, you can also give your essay a working title. The outline shows where
to begin and breaks the assignment into manageable parts.
Structure:
The beginning is the introduction containing your thesis statement/description of issue; the end is the conclusion;
and the middle or body of the essay contains the pro and con arguments, supported by evidence or examples and designed
to prove your thesis.
The essay should progress towards the conclusion. At this stage, all you are preparing is the outline, which will
take you from one end of the essay to the other, like a road map. It should be constructed to keep you from losing your
sense of direction as you research and write the essay. A good outline will ensure that everything you write in the essay
supports your thesis, preventing you from wandering off into the tempting byways of irrelevance.
Construct your outline by listing all the important points you want to cover in your essay. You should provide
one main point for each paragraph. Start with the introduction, under which you will write out your thesis statement and
work through logically, point by point, until you reach the conclusion. Categorize your points according to their
importance, keeping in mind the method of organization you intend to use.
Group related ideas together under general headings and arrange them so they flow logically. It will be necessary
for you to number each point, giving more weight to major points and less to minor ones (e.g. A 1 2 a b 3 B 1 2 3 a b c);
alternatively, you can simply set the points off further from the margin of the paper as they decrease in importance.
Some essays read as if each point had been written on an index card, then the pile thrown down a flight of stairs to
determine the order. Make clear why one point follows another: each point in your outline should connect with the next;
each main category should be linked to your thesis; and each sub-category should be linked to the main category. Focus
your outline by discarding anything not useful or pertinent to your thesis.
One of the most helpful things about a full outline is that it will quickly make clear to you where the gaps lie. If
you don’t yet have enough support in one area, you will know that you have more reading or thinking to do. Remember
that sometimes your reading will unearth new facts or ideas – and you will modify your essay to reflect them.
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ESSAY STRUCTURE
Thesis Statement/Description of Issue: (this goes into the Introduction Paragraph)
All essays that involve the development of an argument require a thesis/description of issue: the point you are
arguing. While the topic is your subject, the thesis defines your position on that subject. Your essay will take a position
and will provide convincing evidence to support that view. It is important to develop a working thesis early because it will
help direct your thoughts and research; of course, your thesis may change as your reading and writing progresses and you
begin to incorporate new information.
Once you have chosen your topic, you can begin to formulate your thesis by thinking closely about it, doing some
exploratory reading, or drawing from lectures or conversations with classmates and friends. One way to develop a thesis is
to ask yourself questions about the topic and to focus on a central issue or problem, which the topic raises. Your answer to
this question will be your thesis.
Brainstorming:
If you are having trouble developing a thesis, try brainstorming. You can brainstorm verbally with other people,
or work alone, writing all your ideas on paper. The important thing about brainstorming is not to edit your thoughts. Write
down everything, which occurs to you about the topic, no matter how irrelevant or bizarre.
The next stage is to make connections between your ideas, and to group them into sub-topics, expanding those
that you can explore in more detail. Then see if you can put the groups into some kind of logical order, discarding those
that do turn out to be irrelevant or bizarre. In most cases, you will find that you have the beginning of an essay something that implies a basic point of view you can explore further and refine into a fully developed argument.
To further, elaborate on thesis keep in mind these goals, which will help you even more in writing a thesis for
your essay.
1. Building a strong thesis. Your thesis should have a strong stand, conclude your thesis with strong
statements.
For example: A vague thesis statement – “There are some positive and negative aspects to the
All-slim diet plan.”
For example: A strong thesis statement – “Because all-slim diet plans take into account diet
pills and no amount of carbohydrates all day which can result in harming a person’s body
if he doesn’t follow his doctor’s advice and start this diet without his recommendation his
weight will be lost but in the long process his health will suffer.”
2. Give your thesis a justification. Your thesis should not be a simple sentence, make it in a form that
discussion arises from it which is duly justified by proper reasoning.
3. A strong thesis follows only one main idea. Never confuse a reader giving him more than one idea,
try to focus your thesis statement on one main idea and work on it the whole way.
4. Make your thesis specific. Try to make your thesis specific and to the point, don’t let your point
stray in the opposite direction as this will help in making your essay manageable.
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Introduction Paragraph:
The Introduction is the first paragraph.
1. Begin with a statement, which interests and orients the reader, often referred to as the Attention
Grabber/Getter.
The Attention Grabber/Getter statement that you make should be true and verifiable, make sure the reader
doesn’t get any doubts about its authenticity. Try elaborating your attention grabber/getter to prolong the
interest of the reader.
Some ideas:
A. Anecdote – For more effective impression begin your essay with an anecdote which is a story that
illustrates a point. It should be short, relevant to the topic, highlighting the main point you wish to
make.
B. Dialogue – An appropriate dialogue does not have to identify the speakers, but the reader must
understand the point you are trying to convey. Use only two or three exchanges between speakers to
make your point. Follow dialogue with a sentence or two of elaboration.
C. Facts - A powerful means of convincing, facts can come from your reading, observation, or personal
experience. Note: Do not confuse facts with truths. A “truth” is an idea believed by many people,
but it cannot be proven.
D. Statistics – These can provide an excellent attention grabber/getter. Be sure your statistics come
from responsible sources.
E. Quotes – Direct quotes from leading experts that support your position are invaluable for your
attention grabber/getter.
F. Examples – Examples can enhance your attention grabber/getter.
2. Should contain Thesis statement/ Description of Issue/controlling idea (see above).
3. Should have (Preview of major points) summary of your 2 pro reasons and 1 con/opposing argument.
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Body Paragraphs:
Write the Body Paragraphs:
In the body of the essay, all the preparation up to this point comes to fruition. The topic you have chosen must
now be supported, explained, described, or argued.
Each major point that you wrote down in your outline will become one of the body paragraphs (you will have
three body paragraphs).
Each Pro-Reason body paragraph will have the same basic structure:
1. Make sure you use a transition (word, phrase or sentence).
2. Then write down one of your pro-reason major points (from introduction paragraph), in sentence form – this
will be your topic sentence. If one of your major points is: “reduces freeway congestion,” you might say this:
“Public transportation reduces freeway congestion.”
3. Next, cite your evidence (use proper citation-see In-text Citation).
4. Next, you will give an example.
5. Then an explanation/detail.
6. You can cite more evidence, give another example, and another explanation/detail (do as many as you need
for each paragraph).
7. Lastly, you will write a concluding sentence (s).
8. Continue this structure for each Pro-Reason Body Paragraph.
Con/Opposing Argument (counterargument) body paragraph will have the same basic structure:
1. Make sure you use a transition (word, phrase or sentence).
2. Then write down your con/opposing argument major point (from introduction paragraph), in sentence form –
this will be your topic sentence.
3. Next, cite your evidence (use proper citation – see In-text Citation)
4. Next, you will give an example.
5. Then an explanation/detail.
6. The next step is writing a rebuttal (explain the error of the counterargument).
7. Then you will provide an alternative (explain why your idea is better).
8. Next, cite your evidence (use proper citation – see In-text Citation)
9. Next you will give an example.
10. Then an explanation/detail.
11. Lastly, you will write a concluding sentence (s).
Once you have fleshed out each of your body paragraphs, one for each major point, you are ready to continue.
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Conclusion Paragraph:
The conclusion is the end of the journey. It looks back on the points you have shown the reader, and reinforces,
but does not necessarily repeat, the main idea. It also should create a feeling of ending, a farewell to the reader.
This is your final paragraph, therefore the most important. This will be the paragraph that is most fresh in the
readers’ mind after they put the term paper down. A good way to form your conclusion is to reform the introductory
paragraph in reverse form. In other words, have the conclusion contain the following, in the order written:
1.
2.
3.
4.
Restate your thesis/description of issue, but in different words than before.
Summarize your 2 pro reasons and 1 con/opposing argument.
Closing statement or call to action.
Clincher
This paragraph may begin with “In conclusion” or “To conclude” (although some find these somewhat mundane)
or “Clearly” and often restates the thesis statement in different words. It may move from there to a general comment
about life, or to a final important point, or to a suggestion about future action that may be needed. Some writers like to
end with a relevant quotation, or end with a question, or end with a prediction or warning. Another concluding technique
is to end with some idea or detail from the beginning of the essay (thus bringing this idea full circle). Yet another means
of concluding is to end with an allusion to a historical or mythological figure or event.
ALWAYS CITE YOUR EVIDENCE WHETHER IT IS DIRECT
QUOTATION OR PARAPHRASING!
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Notecards:
Fifteen note cards will be required along with a least three work cited/bibliography cards.
There are three basic formats for taking notes:
1. Summary – Presents the author’s main ideas in your own words. Usually take a long passage or paragraph and
make it into a shorter statement. For example, you might summarize the plot of The Odyssey in a research paper
about an epic.
Reminder: You will need to do In-text Citation of your resources.
2. Paraphrase – Presents specific facts or details in your own words. Paraphrasing demonstrates that you
understand the idea, and it maintains your voice within your paper. In a research paper, paraphrasing is more
commonly used than direct quotation or summarizing.
Reminder: You will need to do In-text Citation of your resources.
3. Direct Quotation – Presents the exact words/text of the resource. Use a direct quote when exact wording is
needed for accuracy, when language is especially specific or vivid, or when the words of an authority lend weight
to your point. “Quotation marks” must be placed around a direct quote.
Reminder: you need 3 short direct quotations (four typed lines or fewer and it is worked into the body of
your paper and quotation marks are needed).
Reminder: you need 1 long direct quotation (more than four typed lines –the entire direct quotation is
indented 10 spaces and no quotation marks are needed).
Reminder: If you want to leave out part of the direct quotation, use an ellipsis to signify the omission.
An ellipsis (…) is three periods with a space before and after each one.
Reminder: Use brackets around words you add to the direct quotation: example: [and the].
Reminder: You will need to do In-text Citation of your resources.
Example Note Card for your notes from your resources
Major Point (heading)
Resource # goes here
Page # goes here
Paraphrase, summary or direct quotation goes here:
You will paraphrase your information unless the text is really good and it would be better not to paraphrase – put the
direct quotation in quotation marks (“”) and copy it word for word. Also remember you will need 3 short direct
quotations and 1 long quotation.
Direct Quotation: You can use an ellipsis (…) when you leave words out of the direct quotation
You can use brackets ([ ]) when you add your own words to the direct quotation
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In-Text Citation:
Guideline on when to cite resources:
1. You don’t need to mention resources for facts or ideas you know based on firsthand experience
2. You don’t need to cite resources of common knowledge. For example, you would not need to explain where you
learned that Robert Kennedy was assassinated.
3. You DO need to cite information, ideas, or opinions that you take from others that is NOT considered common
knowledge. In general, if it’s not your idea or you didn’t know it before you started your research, then you need
to cite it.
Transitioning/Weaving resource material:
You cannot simply “drop” information from your resources into your paper. Instead, you would transition direct
quotations or paraphrases smoothly into your own sentences. Introduce them somehow. One way to do this is with signal
phrases:
Examples:
According to William Shakespeare, “……”
(direct quotation)
Author John Steinbeck has noted, “…….”
(direct quotations)
Mark Twain has stated that …..
(paraphrase)
Emily Dickenson believes …….
(paraphrase)
Once you work your resource material into your essay, you must be prepared to comment on it. You cannot just
throw in a paraphrase or direct quotation and let it stand on its own. You should show a relationship between the direct
quotation and the point you are trying to make or explain in your own words what the direct quotation means and/or how
it relates to what you are trying to say. Helpful lead-ins to your comments include:
Examples:
In other words, …..
It seems that ……
It is clear how …….
As Jane Doe points out, ……
You should present about EQUAL amounts of borrowed material and your own comments.
Examples of Direct Quotations:
Book with signal phrase, page number in parentheses:
Example: According to Francis Lerner, “America’s heritage is fast becoming a thing of the past. Traditions once
considered sacred are now being replaced with a hodgepodge of makeshift pageantries” (17).
Book without signal phrase; author and page number in parentheses:
Example: Some people believe that America’s heritage is fast becoming a thing of the past. Traditions once
sacred are now being replaced with a hodgepodge of makeshift pageantries” (Lerner 17).
Article with signal phrase, page number in parentheses:
Example: According to the article “Impact of Global Warming”, we see so many global warming hotspots in
North America likely because this region has “more readily accessible climatic data and more comprehensive
programs to monitor and study environmental change …” (6).
Article without signal phrase; author and page number in parentheses:
Example: We see so many global warming hotspots in North America likely because this region has “more
readily accessible climatic data and more comprehensive programs to monitor and study environmental change
…” (“Impact of Global Warming” 6).
NOTE: Direct quotations of more than four typed lines (long quotation) are indented ten spaces and have NO quotation
marks. In-Text Citation punctuation goes after the end of the text – before the parentheses. “Text then”. (Lerner 17)
Direct quotations of four or fewer typed lines (short quotation) are worked into the body of your paper and
quotation marks are needed. In-Text Citation punctuation goes after the parentheses. “Text then” (Lerner 17).
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Examples of Paraphrases:
Article (no author) with signal phrase; page number:
Example: The article “The American Patriot” says, American’s heritage ceases to be what it once was. New
customs are replacing the old ways (2).
Article (no author) without signal phrase; article title and page number in parentheses:
Example: Many hard-core patriots think that America’s heritages ceases to be what it once was. New customs
are replacing the old ways (“The American Patriot” 2).
Book with signal phrase, page number in parentheses:
Example: Wordsworth extensively explored the role of emotion in the creative process (263).
Book without signal phrase; author and page number in parentheses:
Example: The role of emotion in the creative process has been extensively explored (Wordsworth 263).
NOTE: A shortened version or acronym of the title of an article from the website should be placed in parentheses – do
not put the URL (web address) in your citation. End punctuation (period) is placed AFTER the parentheses.
Format for Citation With-in the Text:
The simplest way to credit a resource and avoid plagiarism is to insert the information (usually the author’s last name – if
no author the title of the article – and page number) in parentheses after the direct quotations or paraphrasing taken from
that resource. Include only enough information to enable the reader to identify the resource in the Work
Cited/Bibliography page.
A. If the author’s name is included in the text, only the page number is needed within the parentheses.
Example: According to Chris Hart, the process of the literature searing and analytical reading can be
time consuming (7).
B. Multiple authors:
Example: These ideas have been emerged from several works (Hart and Marshall 32).
C. More than three authors:
Example: text and then (Hart et al. 43).
D. Two different works:
Example: text and then (Hart 67, Griffith 58).
E. Citing from more than one location of the resource:
Example: (Hart 26, 75).
F. Citing from a resource without an author – use the title:
Example: text and then (“Literature” 48).
G. Citing from an article in a newspaper, journal, magazine etc. – name of the article and then page or section
number:
Example: text and then (“The Books on the Top Ten List” A5).
H. Citing from a dictionary: type the dictionary word with quotation marks and give the page number:
Example: text and then (“Determination” 32).
I. If more than one work by the author is listed in the Works Cited/Bibliography, the citation should include the
author’s name whenever possible, and use the resource’s title otherwise (or a shortened version of the title) along
with page number:
Example: text and then (Hart 1) or (“Literature Analysis” 1).
Again, keep in mind that the primary purpose of an in-text citation is simply to point readers to the correct entry on the
Work Cited/Bibliography page.
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Work Cited/Bibliography Page:
Examples:
Book with a single author (also the format for a pamphlet)
o Author’s last name
o Comma
o Author’s first name
o Period
o Title of book (in italics)
o Period
o City book was published in
o Colon
o Publisher’s name
o Comma
o Date published
o Period
o Medium of publication – Print – all ‘hard copy’ books are listed as “print”
o Period
Sample: Jones, Alexander. The Wonders of Ireland. Dublin: Green Isle Press, 1996. Print.
Book by two authors
o Last name of first author
o Comma
o First name of first author
o Comma
o and (type the word and)
o Second author’s first name
o Second author’s last name
o Period
o Title of book (in italics)
o Period
o City book was published in
o Colon
o Publisher’s name
o Comma
o Date published
o Period
o Medium of publication – Print – all ‘hard copy’ books are listed as “print”
Sample: Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn, 2000. Print.
Book with an editor
o Editor’s last name
o Comma
o Editor’s first name
o Comma
o ed – actually type: ed
o Period
o Title of book (in italics)
o Period
o City published in
o Colon
o Publisher
o Comma
o Year published
o Period
o Medium of publication – print – all ‘hard copy’ books are listed as “print”
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o Period
Sample: Peterson, Nancy J., ed. Toni Morrison: Critical and Theoretical Approaches. Baltimore: Johns Hopkins UP,
1997. Print.
Dictionary Entry
o Word looked up (in quotation marks)
o Period (inside of end quotes)
o Title of dictionary (in italics)
o Period
o Number of the Edition (if available
o Period
o Publication date
o Period
o Medium of publication – print – all ‘hard copy’ books are listed as “print”
Sample: “Ideology.” The American Heritage Dictionary. 3rd ed. 1997. Print.
Magazine Article
o Author’s last name (if no author use title – goes in quotation marks)
o Comma
o Author’s first name
o Period
o Title of the article in quotation marks
o Period (inside of the ending quotation marks)
o Title of the magazine (in italics)
o Date of magazine
o Colon
o Pages of article
o Period
o Medium of publication – print – all ‘hard copy’ magazine are listed as “print”
Sample: Buchman, Dana. “A Special Education.” Good Housekeeping Mar. 2006: 143-48. Print.
Newspaper Article
o Author’s last name (if no author use title – goes in quotation marks)
o Comma
o Author’s first name
o Period
o Title of the article in quotation marks
o Period (inside of the ending quotation marks)
o Name of newspaper (in italics)
o Date of newspaper
o Colon
o Pages of article
o Period
o Medium of publication – print – all ‘hard copy’ newspapers are listed as “print”
Sample: Krugman, Andrew. “Fear of Eating.” Rapid City Journal 21 May 2007: A1. Print.
Interview (that you conducted)
o Last name of the person who was interviewed
o Comma
o First name of the person who was interviewed
o Period
o Personal interview (actually type Personal interview)
o Period
o Date of the interview
o Period
Sample: Purdue, Pete. Personal interview. 1 Dec. 2000.
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Web Sites
Here are some common features you should try and find before citing electronic resources in MLA style. Not every
Web page will provide all of the following information. However, collect as much of the following information as
possible both for your citations and for your research notes:
 Author and/or editor names (if available)
 Article name in quotation marks (if applicable)
 Title of the Website, project, or book in italics. (Remember that some Print publication have Web publication
with slightly different names. They may, for example, include the additional information or otherwise
modified information, like domain names [e.g. .com or .net].)
 Any version numbers available, including revisions, posting dates, volumes, or issue numbers.
 Publisher information, including the publisher name and publishing date.
 Take note of any page numbers (get these from when you print the resources out)
 Medium of publication.
 Date you accessed the material.
 URL
 If there is no publisher name – use n.p. OR if no publishing date is given - use n.d.
Web Site
o Author’s last name (if no author use title – goes in quotation marks)
o Comma
o Author’s first name
o Period
o Name of the site (in italics)
o Period
o Name of institution/organization affiliated with the site (sponsor or publisher)
o Comma
o Date site was updated or published
o Period
o Medium of publication for electronic resources, list the medium as Web
o Period
o Date you printed out the information
o Period
o <
o URL/website address
o >
o Period
Sample: Perdue, Pete. The Purdue Owl Family of Sites. The Writing Lab and OWL at Purdue and Purdue U, 2008. Web.
23 Apr. 2008. < http://owl.english.purdue.edu/owl/resource/747/08/>.
A Page on a Web Site
o Title of the article (use quotation marks) (if you have an author use that)
o Period (inside of the ending quotation marks)
o Title of the website (in italics)
o Period
o Name of institution/organization affiliated with the site (sponsor or publisher)
o Comma
o n.d. (no publishing date is given)
o Period
o Medium of publication for electronic resources, list the medium as Web
o Period
o Date you printed out the information
o Period
o <
o URL/website address
o >
o Period
16
Sample: “How to Make Vegetarian Chili.” eHow. Demand Media, n.d. Web. 24 Feb. 2009.
< http://www.ehow.com/how_10727_make-vegetarian-chili.html>.
An article from an online magazine or newspaper
o Author’s last name (if no author use title – goes in quotation marks)
o Comma
o Author’s first name
o Period
o Title of the article (in quotation marks)
o Period (inside of the ending quotation marks)
o Title of the Web magazine (in italics)
o Period
o Publisher name
o Period
o Publication date
o Period
o Medium of publication for electronic resources, list the medium as Web
o Period
o Date you printed out the information
o Period
o <
o URL/website address
o >
o Period
Sample: Bernstein, Mark. “10 Tips on Writing the Living Web.” A List apart: For People Who Make Websites. A List
Apart Mag., 16 Aug. 2002. Web. 4 May 2009. < http://www.alistapart.com/articles/writeliving/>.
If the kind of resource you are using is not listed, please ask me or look at the MLA Purdue packet.
Example of Work Cited/Bibliography Card
Resource # goes here
In order to create a resource card, you will need to look up the proper MLA format for the kind of resource you are using
and write down the information just as it will appear on your Work Cited/Bibliography page.
Example of a book:
Huff, Dana. How to Write Research Papers. Dunwoody: Weber School Press, 2005. Print.
FYI: Your resources will be arranged alphabetically by author’s last name or title of the article for your Work
Cited/Bibliography page.
By following these instructions you will avoid plagiarizing!
17
How to write an outline
An outline breaks down the parts of your essay in a clear, hierarchical manner. Most students find that writing an
outline before beginning the paper is most helpful in organizing one’s thoughts. If your outline is good, your paper should
be easy to write. If you write a sentence outline, all headings and sub-headings must be in sentence form.
The basic format for an outline uses an alternating series of numbers and letters, indented accordingly, to indicate
levels of important.
**INCLUDE YOUR RESOURCE NUMBERS AND PAGE NUMBERS:
(Title is Centered)
Introduction: (write Introduction)
A. Attention grabber/getter (write your attention grabber/getter)
B. Thesis statement (write your thesis statement)
C. Major points (write your 2 pro reasons and 1 con/opposing argument (counterargument) out – these
will become your topic sentences)
Body: (write Body)
I. This is your first pro reason - write out your first topic sentence (Major Point)
A. Evidence (Sub-point – support for your first pro reason)
B. Example (Sub-point – information about your first pro reason)
C. Explanation/details (Sub-point – information about your first pro reason)
1. (sub-sub-sub-point – information about Sub-point C)
2. (sub-sub-point – information about Sub-point C)
D. Concluding sentence (Sub-point – information about your first pro reason)
FYI : You could have sub-sub-points (these would give information about the Sub-points). See above
example.
FYI: You may have several more Sub-points (more evidence, example, and explanation/detail).
II. This is your second pro reason – write out your second topic sentence (Major Point)
A. Evidence (Sub-point – support for your first pro reason)
B. Example (Sub-point – information about your first pro reason)
1. (sub-sub-point – information about Sub-point B)
C. Explanation/details (Sub-point – information about your first pro reason)
1. (sub-sub-sub-point – information about Sub-point C)
2. (sub-sub-point – information about Sub-point C)
D. Concluding sentence (Sub-point – information about your second pro reason)
FYI: You could have sub-sub-points (these would give information about the Sub-points). See above
example.
FYI: You may have several more Sub-points (more evidence, example, and explanation/detail).
18
III. This is your con/opposing argument (counterargument) – write out your third topic sentence (Major Point)
A. Evidence (Sub-point – support for your con/opposing argument)
B. Example (Sub-point – information about your con/opposing argument)
1. (sub-sub-point – information about Sub-point B)
C. Explanation/details (Sub-point – information about your con/opposing argument)
D. Write a rebuttal (Sub-point – explain the error of the counterargument – why is this argument
incorrect.)
1. (sub-sub-point – information about Sub-point C)
2. (sub-sub-point – information about Sub-point C)
3. (sub-sub-point – information about Sub-point C)
E. Provide an alternative (Sub-point – explain why your idea is better)
1. (sub-sub-point – information about Sub-point D)
2. (sub-sub-point – information about Sub-point D)
F. Evidence (Sub-point – support for your rebuttal – counterargument)
G. Example (Sub-point – information about your rebuttal – counterargument)
1. (sub-sub-point – information about Sub-point F)
2. (sub-sub-point – information about Sub-point F)
H. Explanation/Details (Sub-point – information about your rebuttal – counterargument)
I. Concluding sentence ((Sub-point – information about your rebuttal - counterargument)
FYI: You could have sub-sub-points (these would give information about the Sub-points). See above
example.
FYI: You may have several more Sub-points (more evidence, example, and explanation/detail).
Conclusion: (write Conclusion)
A. Restate your thesis statement (write your thesis statement)
B. Restate your Major Points (write your 2 pro reasons and 1 con/opposing argument)
(counterargument)
C. Restate Closing statement (or call to action) – urge the reader to act (write your closing statement)
D. Clincher (write your clincher)
19
Italics and bold are used for emphasis ONLY. The entire paper is double-spaced ONLY, 12 size type, Times
New Roman font. Don’t forget to use transitions!
Last name and page number: Mraz 1
Kathy Mraz (first and last name)
Mraz (teacher’s name)
English 9, Period 8 (class and period)
31 January 2013 (due date)
Summer: 15 Days or 2 ½ Months? (Title is Centered)
The final bell rings. (Attention grabber/getter) 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 ½ months. That is the way it should always be.
Schools should continue using the traditional calendar and not a year-round schedule. (Thesis
statement/description of issue) There are numerous downsides to year-round schooling. It has no positive
effects on education because it adds to costs, it disrupts the long-awaited summer vacation and students
would miss out on some childhood experiences; however, some would say that we need to have yearround school because this would help student achievement. (Major points – 2 pro reason and 1
con/opposing argument)
One reason why there should be no year-round school is because, like any other facility, keeping a
school open requires a great deal of money. (Transition and topic sentence – first pro reason) “Budget and
staffing issues simply may not allow for extended school programs” (Morin 1). (evidence cited) When a
school changes to a year-round schedule, the costs skyrocket. Keeping school open in the middle of summer
requires air conditioning, and that adds significantly to the school’s expenses. The usual utility bills grow
because of the additional open-school time. Finally, teachers must be paid for all the weeks they are working,
and “many schools already struggle to pay teaches a competitive wage, making it hard to keep high quality
teachers. The cost of teaching as a full-time endeavor may not be feasible either locally or federally (2). (For a
paraphrase, the author has already been given so only need the page number put in parentheses) With all these
factors, the cost of keeping schools open becomes immensely high. For example, a high school in Arizona had a
20
cost increase of $157,000 when they switched to year-round schooling (“Student Model” 1). Some schools 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?
Another reason there should be no year-round school is because an important part of a child’s life is
summertime. With year-round schedules, students would hardly have any time to relax. During the 15-day
breaks, they would be thinking about their quick return to school. It would also be difficult to coordinate family
vacations with parents’ work schedules. Similarly, children would not be able to go to most summer camps.
“Students in year-round school may miss out on opportunities to spend time with children of other ages and/or
learn about nature as typical summer camp experiences may no longer be a part of the childhood experience”
(Morin 1). (Direct Quotation needs to have the author or title and the page number) One expert, Dr. Peter
Scales, says,
(Long quotation – it is indented 10 spaces, no quotation marks and there is no period after the
parentheses – the title and page number are put in parentheses at the end of the long quote)
Children need resiliency skills: self-esteem, life skills, self-reliance, and prosocial behaviors.
The camp experience offers a nurturing environment away from the distractions and, in some
cases, hostile environment of the city. … (Ellipsis dots show that words have been omitted)
[The biggest plus of camp is that] (brackets show that you added your own words) ‘camp is one
of the few institutions where young people experience and satisfy their need for physical activity,
creative expression, and true participation in a community environment. Most schools don’t
satisfy all these needs.’ (Psychological Aspects: the Camp Experience” 1)
Children who have these kinds of 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?
However, others are of the opinion that year-round school helps with student achievement. According
to the article entitled, “Year-Round Schooling, “a 1994 report, “Prisoners of Time,” released by the National
21
Education Commission on Time and Learning, argued that a departure from the traditional school calendar
could … result in increased student achievement” (1). (A direct quotation is introduced by a signal phrase
naming the article; a page number is given in parentheses.) The reason achievement could increase is because
there would be less time for children to incur summer learning loss. Contrary to this belief, year-round
schooling has no constructive impact on student achievement. “… research that attempts to measure the
influence of year-round education on student achievement is inconclusive and contradictory” (“Year-Round
Schooling” 1). For example, there was a study that was done that said student achievement was as good as or
better than students that attend a traditional school. On the other hand, another study found no real connection
between a student that attended school year-round and their achievement (1-2). It is obvious that changing to
year-round schooling does not help student; therefore, why is the change necessary?
It is evident that year-round schooling is not the best option for the school calendar. (Thesis
statement/description of issue) It has been shown that year-round schooling affects costs, takes away from
children’s childhood, although some feel that student achievement goes up but this belief is inconclusive.
Major Points – 2 pro reasons and 1 con/opposing argument) There is absolutely nothing wrong with the
traditional school year. Why change something that has been proven to work so well? (Closing statement
or call to action) The last bell rings. Let’s make sure this bell means that the “real” summer vacation has
come. (Clincher)
22
Works Cited (Heading is Centered)
(Double-spacing is used throughout)
(List is alphabetized by author’s last names OR by title, if a work has no author)
(The first line of each entry is at left margin; next lines are indented five spaces)
Morin, Amanda. “The Pros and Cons of Year-Round School.” About.Com. n.d. Web. 17 Jan. 2013.
<http://child parenting.about.com/od/schoollearning/a/year-round-school-pros-cons.htm.>.
“Persuasive Writing.” Wikis. n.d. Web. 17 Jan. 2013. <https://wikis.engrade.com/persuasivewriting3>.
“Psychological Aspects: The Camp Experience.” American Camp Association. 2006-2013. Web. 17 Jan. 2013.
<http://www.education.com/reference/article/Ref_Psychological/>.
“Year-Round Schooling.” Education Week. 3 Aug. 2004. Web. 17 Jan. 2013.
<http://www.edweek.org/ew/issues/year-round-schooling/>.
23
Persuasive Essay Topics
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8.
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10.
11.
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Should college athletes be paid for playing?
Should the elderly receive free bus rides?
Should state colleges be free to attend?
Should marijuana be legal for medicinal purposes?
Should the voting age be lowered to thirteen?
Should the driving age be raised to twenty-one?
Should students’ textbooks be replaced by notebook computers?
Should students have to pass a basic skills test to graduate from high school?
Should schools raise money by selling candy and sugary soft drinks to students?
Should our country have a universal health care program?
Should people who download music and movies illegally be punished?
Should the government censor lyrics of songs that are violent or expletive?
Should smoking be allowed at parks and other outdoor public venues?
Should the Second Amendment give citizens the right to own assault weaponry?
Should there be tougher federal restrictions for content on the internet?
Should schools offer fast food options like McDonalds or Taco Bell?
Should people have to get a license to become parents?
Should corporations be allowed to advertise in schools?
Should more be done to protect and preserve endangered animals?
Should students learn about world religions in public schools?
Should schools be allowed to teach creationism alongside evolution as part of the science curriculum?
Should school athletes have to take drug tests?
Should high school students be required to complete community service hours to graduate?
Should scientists be allowed to test products intended for human use on animals?
Should unhealthy fast food products be sold with a warning label?
Should students be allowed to drop out of school before the age of 18?
Should students as young as 14 be allowed to hold jobs?
Should people who are caught driving drunk lose their licenses for a year?
Should gambling and sports betting be illegal or should the government regulate it?
Should children who commit violent crimes be tried as adults?
Should the minimum wage be raised?
Should schools include a moment of silence in their morning routine?
Should students be required to participate in sports or other activities?
Should the Rapid City School District offer more exploratory classes?
Should the government regulate the sale of violent video games?
Does violence in the media affect behavior?
Should schools do more to prevent violence or bullying?
Should students be in multi-grade classes?
Should stem-cell research be allowed?
Should young people be subjected to curfews as a way to reduce crime?
Should immigration laws be changed?
Should high school students be able to earn free college tuition?
Should cell phone use in cars be banned?
Should negative advertising in political campaigns be banned?
Should America convert to the metric system?
Should high schools use standards-based report cards?
Should all high school students be required to successfully complete a job internship before graduating?
Should schools have the right to search students’ lockers?
Should class sizes be smaller?
Should schools require their students to wear a school uniform?
24
Persuasive Essay Graphic
Example: Adults often accuse teenagers of being irresponsible and immature. At the same time, parents argue that teens
need to learn how to be more responsible. When should teenagers be allowed to date? Middle school? High school?
After high school? Explain your reasoning.
Example Prompt: How old does a teenager have to be to start dating? Why?
Format: MLA
1. At least 6 well-developed paragraphs
2. Font – Times New Roman
3. Type size – 12
4. Margins – 1 inch all around
5. Spacing – double spaced
6. Heading: Upper right hand corner (last name and page)
7. Heading: Upper left hand corner (double spaced – see below)
Mraz 1
Kathy Mraz (first and last name)
Mraz (teacher’s name)
English 9, Period 8 (class and period)
1 January 2012 (due date)
Teenager
Directions: Complete the following steps in order to complete the assignment.
1. Set-up your framework form: Thesis statement/description of issue and topic sentences-major points (2 pro
reasons and 1 con/opposing argument)
2. Fill out your Essay Graphic
3. Write Introduction Paragraph – paragraph 1: Attention Grabber/Getter; Thesis Statement/Description of
Issue/; Preview of major points: 3 pro reasons (one of these will be in the con paragraph) and 1 con/opposing
counterargument
4. Write Conclusion Paragraph – paragraph 5: Restate your thesis/description of issue, but in different words
than before; summarize your three major points (2 pro reasons and 1 con/opposing argument); close with a
general statement that reflects insight on your topic
5. Write Body Paragraphs – paragraphs 2 and 3 (pro reasons)
6. Write Body Paragraph – paragraph 4 (con/opposing argument)
25
Framework
I. Introduction Paragraph:
Begin with a statement, which interests and orients the reader, often referred to as the Attention Grabber/Getter. The
Attention Grabber/Getter statement that you make should be true and verifiable, make sure the reader doesn’t get any
doubts about its authenticity. Try elaborating your attention grabber/getter to prolong the interest of the reader.
Some ideas: Anecdote, dialogue, facts, statistics, quote, examples etc.
Example: One of the biggest questions that teenagers face is the question of dating.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Write your thesis/description of issue by ANSWERING THE PROMPT. Write your thesis statement/description of
issue based on reasons for why you feel the way that you do.
Write your thesis: (answer the prompt in one sentence)
Example Prompt: How old does a teenager have to be to start dating? Why?
Example Thesis: Most teenagers should not be able to start dating until after high school because before then,
their main focus should be on school.
 Teenagers should be allowed to date _____________________ because…
 A good time for young people to begin dating is ____________________________ because …
 The most appropriate time for adolescents to start dating is __________________ because…
__________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Write your two pro reasons – major points (these will be your topic sentences for each paragraph): What are the two
main reasons why you feel the way that you do?
Example: One main reason why teenagers should wait until after high school to date is because high school
students should stay focused on preparing for college or for a future career.
 One main reason why teenagers should ________________________ is because …
 We should consider ____________________________, when discussing the appropriate age for
teenagers to date.
 This is an important topic for teenagers because …
First pro reason (major point – topic sentence)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
26
Second pro reason (major point – topic sentence)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Write your con/opposing argument. Now that you have given your opinion, anticipate what somebody might say if
they disagreed. Then, give a rebuttal, where you show why your idea is superior to theirs. This is called a
counterargument. Write your con/opposing argument (topic sentence). This will be the actual counterargument (one
sentence).
Example: Some people feel that teenagers should date much earlier, such as in middle school.
 Some individuals claim that …
 Some people would disagree, claiming that …
 Others are of the opinion that …
Con/Opposing Argument – (major point - topic sentence)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
II. Body Paragraphs 2, 3, 4
First pro reason #1 – paragraph 2 (the grounds for your opinion)
You will need to use text support (citing evidence from the resource – quoting and paraphrasing). Make sure you
have cited your quoting and paraphrasing correctly – see handout for proper citing information.
Transition (word, phrase or sentence):
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Topic sentence:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
27
Evidence: (direct quotation)
__________________________________________________________________________________________
__________________________________________________________________________________________
Example:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Explanation/details (what does your example show?):
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Example:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Explanation/details (what does your example show?):
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Concluding sentence:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
28
Second pro reason #2 – paragraph 3 (the grounds for your opinion)
You will need to use text support (citing evidence from the resource – quoting and paraphrasing). Make sure you
have cited your quoting and paraphrasing correctly – see handout for proper citing information.
Transition (word, phrase or sentence):
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Topic sentence:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Evidence: (direct quotation)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Example:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Explanation/details (what does your example show?):
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Example:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
29
Explanation/details (what does your example show?):
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Concluding sentence:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Con/Opposing Argument (Counterargument) – paragraph 4 (the grounds for your opinion)
You will need to use text support (citing evidence from the resource – quoting and paraphrasing). Make sure you
have cited your quoting and paraphrasing correctly – see handout for proper citing information.
Transition (word, phrase or sentence):
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Topic sentence (state a possible counterargument):
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Evidence: (direct quotation)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Example:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
30
Explanation/details (what does your example show?):
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Write a rebuttal: (Explain the error of the counterargument (why is this argument incorrect? (1-3 sentences).



Example: What these individuals might fail to consider, is the fact that middle school youths, though they
may want to be in relationships, will likely end up hurting each other.
However, this view fails to take into account the fact that …
Nevertheless, we must still understand that …
This claim is mistaken because …
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Provide an alternative (explain why your idea is better)



Example: Waiting until after high school is a better idea because it gives young people time to figure out
what they want to do in life.
_______________________ is a better idea because …
_______________________ makes more sense because …
Looking at most situations though, ___________________________ is still a better idea because …
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Evidence: (direct quotation)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Give an example of your idea:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
31
__________________________________________________________________________________________________
Explanation/details (what does your example show?):
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Concluding sentence:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
III. Conclusion: Now that you have finished the first four paragraphs of your essay, it is time to begin your
conclusion. Your conclusion should restate your thesis/description of issue; restate your major points (pro
reasons and con/opposing argument, provide a closing statement/call to action, and clincher.
Restate your thesis statement/description issue (one sentence):
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
________________________
Restate your major points (2 pro reasons and 1 con/opposing argument) – three sentences:
Example: One main point to consider is that teenagers need to focus on their academic lives above all else.
 One main reason why teenagers should _____________________ is because …
 We should consider that ________________________, when discussing the appropriate age for teenagers
to date.
 Teenagers should be allowed to date ____________________________ because …
 A good time for young people to begin dating is ____________________ because …
 The most appropriate time for adolescents to start dating is __________________________ because …
Restate first pro reason:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
32
Restate second pro reason:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Restate con/opposing argument (counterargument):
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Closing statement (or call to action) – urge the reader to act (two sentences):
Example: Parents, before you allow your children to date, make sure that they know their priorities.
 Parents, before you allow your children to date …
 Teens, if you have not proven yourselves to be responsible then …
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Clincher – provide a clincher (one sentence):
* Perhaps it would be a good idea to …
* Hopefully, people will learn to …
* We would all be wise to consider...
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
33
Research Persuasive Essay Rubric
IDEAS/ORGANIZATION: (122 Points)
1. Introduction Paragraph: (16 points)
Student has an attention getter/grabber
Student has a thesis statement /description of issue
Student has stated 2 pro reasons and 1 con/opposing argument
Student has a transition statement
2. Body Paragraphs: (90 points)
Student has 2 Pro Reason paragraphs and 1 Con/Opposing Argument paragraph
Student has used transitions for each paragraph
Student has used topic sentences at the beginning of each body paragraph
Student has used evidence for each body paragraph
Student has given an example for each body paragraph
Student has given an explanation/detail for each body paragraph
Student has given a concluding sentence for each body paragraph
3. Conclusion Paragraph: (16 points)
Student has restated the thesis statement/description of issue
Student has summarized 2 pro reasons and 1 con/opposing argument
Student has a closing statement or call to action
Student has a clincher
2 points
4 points
8 points
2 points
______
______
______
______
40 points
6 points
6 points
12 points
12 points
8 points
6 points
______
______
______
______
______
______
______
4 points
8 points
2 points
2 points
______
______
______
______
VOICE: (6 points)
4. Presents information with a knowledgeable and formal voice
6 points
______
WORD CHOICE: (10 points)
5. Uses specific concrete nouns and active verbs
10 points
______
SENTENCE STYLE: (10 points)
6. Moves smoothly from sentence to sentence
7. Includes a variety of sentence lengths and types
5 points
5 points
______
______
8 points
3 points
5 points
4 points
2 points
______
______
______
______
______
30 points
25 points
______
______
30 points
______
15 points
______
36 points
4 points
______
______
FORMAT: (77 POINTS)
8. Student has used the MLA heading format correctly
9. Student has used 12 size type, Times New Roman font and double-spaced
10. Student has a creative title
11. Student has not used first person or second person
12. Student has not used contractions
13. Student has used In-Text Citation for ALL direct quotations and paraphrases
correctly using MLA requirements
14. Student has incorporated 3 short direct quotations and 1 long direct quotation
Work Cited: (45 points)
15. Student has used at least 3 resources (minus 10 points for each missing resource)
16. MLA format has been used – alphabetized, correct punctuation, spacing, etc. and
indentation of the 2nd line
Peer Edit Sheet: (40 points)
17. Student has had someone fill in the sheet COMPLETELY
18. The editor has written his/her name on the sheet
34
THE WRITING PROCESS: (130 points)
19. Student has handed in the following:
Pre-Write – Outline
Persuasive Essay Graphic
Rough Draft
Revision – done in one color
Edit and Proofreading – done in a different color
30 points
50 points
30 points
10 points
10 points
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______
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Edmodo: (20 points)
20. Student has turned the essay into Edmodo CORRECTLY
20 points
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CONVENTIONS:
21. Correctly applies the basic rules of writing (spelling, grammar usage and punctuation)
3 errors = minus 1 point
TOTAL POSSIBLE POINTS (460)
If plagiarism found = zero
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35
Freshman Paper Speech Rubric
Introduction: (12 points total)
Attention-grabber/getter (4 points)
Thesis Statement/description of issue (4 points)
Major Points (2 pro reasons and 1 con/opposing argument (4 points)
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______
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Body:
First Pro Reason (20 points)
Idea clearly explained
Sufficient details given
Transition
______
Second Pro Reason (20 points)
Idea clearly explained
Sufficient details given
Transition
______
First Con/Opposing Argument (20 points)
Idea clearly explained
Sufficient details given
Transition
______
Poise and Volume: (10 points)
Good posture, no fidgeting, no gum, etc.
Make sure we can all hear you.
______
Eye Contact (10 points)
Looks at audience members, doesn’t read to us
______
Conclusion: (8 points total)
Transition & restate Thesis statement/description of issue
– not redundant (4 points)
Restate Major Points (2 pro reasons and 1 con/opposing
Argument – not redundant (2 points)
Closing statement/call to action and Clincher (2 points)
______
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Time Limit: 3 to 5 minutes
-10 points for each minute too short
-10 points for each minute too long (over 6 minutes)
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Total Possible Points: 100
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