Persuasive Writing Unit Overview
11th Grade English – 50 minute class periods
Unit Objective: Students will be able to define and effectively us argument to develop a persuasive idea to transform into a short speech and paper. Paper must be at least 2 pages long and include an introductory paragraph, at least three well defined body paragraphs, and a conclusive paragraph.
Unit Standards: 12.1.8 – demonstrate the ability to analyze literary works, nonfiction, films, and media; 12.2.1 – write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling; 12.2.2 – write compositions with focus, related ideas, and supporting details; 12.2.3 – revise and edit persuasive compositions; 12.2.4 – use multiple forms to write for different audiences and purposes; 12.2.5 – demonstrate the ability to use self-generated questions, note taking, summarizing, and outlining while learning; 12.3.2 – make oral presentations that demonstrate consideration of audience, purpose, and information.
Unit Materials: Writing Arguments by John D. Ramage, Successful College Writing by Kathleen T. McWhorter, argument terms worksheet, outline activity overhead, “National ID” essays, introduction and conclusion lecture overhead, persuasive paper rubric.
Day One – Read Chapter 1 in Writing Arguments by John D. Ramage and fill out worksheet.
Day Two – Go over terms and discuss examples from the text. Turn in worksheet.
Day Three – Read Chapter 17 in Successful College Writing by McWhorter and go over examples within the text. Hand out list of topics for students to choose from for persuasive papers.
Day Four – Ask for chosen topics and help students begin to develop an outline.
Day Five – Discuss introductions, conclusions, personal impact and call to action. Finish outline. Encourage students to work on drafts over the weekend.
Day Six – Compare and Contrast “National ID” essays and discuss what makes an effective argument.
Day Seven – Discuss audience and credibility and work on drafts.
Day Eight – Two minute speeches
Day Nine – Two minute speeches
Day Ten – Work on drafts to be due on Monday
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Day One
Objective: Students will take class time to read the first chapter of Writing Arguments by Ramage, and fill out provided worksheet.
Standards: 12.2.5 – demonstrate the ability to use self-generated questions, note taking, summarizing, and outlining while learning.
Anticipatory Set: Take 5 minutes to write in daily journal. Question: What is an argument?
Activity: Pass out worksheet. Give student the remaining class time to read the chapter in class, either aloud or individually.
Homework: Finish worksheet to be turned in at the beginning of class tomorrow.
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Argument- process of cooperative inquiry, used to find the best belief or course of action.
Propaganda- used to persuade even through lies or fallacy.
Counter-Argument- acknowledging and addressing the opposing side of the argument.
Fallacy- false or unsupported evidence; makes assumptions or generalizations.
Sophists- professional argument winners; truth seekers.
“Argument requires justification of its claims, it is both a product and a process, and it combines elements of truth seeking and persuasion.”
< * >
Truth Seeking Persuasion
Exploratory piece that Propaganda – could lie,
lays out several alternative or present false evidence
approaches to a problem. to persuade.
Weighs pros and cons.
*A good argument finds a balance between the two.
“To seek truth, then, means to seek the best or most just solution to a problem while observing all available evidence, listening with an open mind to the views of all stakeholders, clarifying and attempting to justify your own values and assumptions, and taking responsibility for your argument.”
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Argument Terms Worksheet Name: ________________
1. What is an argument?
2. What is propaganda?
3. Who were the Sophists? What were their jobs?
4. What are the defining aspects of an argument?
5. What is a counter-argument?
6. What is Fallacy?
7. What is the purpose of personal impact?
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Day Two
Objective: Students will hand in worksheet for completion grade of 10pts. As a class we will discuss the chapter and terms, and practice examples to better develop our ability to identify and construct arguments.
Standards: 12.1.8 – demonstrate the ability to analyze literary works, nonfiction, films, and media.
Anticipatory Set: Take 5 minutes to write in daily journal. Question: How did your initial definition of argument change?
Activity: Class discussion. As a class decide whether arguments could be formed about the given topics.
Topics for practice and discussion: Science textbook, shoes, book covers, high school sports, Primetime television, the best football team, daycare, school assessments, wages, etc.
Example: School lunches. Is it a topic that can be argued? Yes. How? What should be served, how much, when, why – as opposed to what? Should it be healthy? Etc.
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Day Three
Objective: Students will read chapter 17 of Successful College Writing by Kathleen T. McWhorter in class and discuss essay examples from the text.
Standards: 12.1.8 – demonstrate the ability to analyze literary works, nonfiction, films, and media.
Anticipatory Set: Take 5 minutes to write in daily journal. Question: Could an argument be made about jewelry? What?
Activity: Read the essays and fallacy terms provided in the chapter and discuss.
Allow 10 minutes at the end of class to pass out list of possible persuasive essay topics.
Homework: Choose a topic from the list.
Persuasive Topics
1. Your parent(s) is considering a job in
2.
3. High school athletes must maintain a passing grade in each class to be eligible to participate in their sport. Some teachers and coaches believe that requiring a minimum 60% grade in each class isn’t a high enough standard while others believe grades shouldn’t be a factor in a student’s eligibility. Write a persuasive essay to either support the grade requirement or to abolish it altogether.
4. Many schools in
5. We are becoming increasingly dependent on computers. They are used in businesses, hospitals, crime detection and even to fly planes. What things will they be used for in future? Is this dependence on computers a good thing or should we be more suspicious of their benefits?
6. Many businesses and restaurants now say that no one can smoke cigarettes in any of their facilities. Some governments have banned smoking in all public places. What is your stance on smoking in public places?
7. Zoos are fun and, according to some, necessary, but to others are considered a poor alternative to a natural environment. What is your stance on zoos? Are you for or against keeping animals in zoos?
8. Children should never be educated at home by their parents. Do you agree or disagree?
9. In your opinion should government intervene in the rights of the individual with regard to family planning?
10. Many people believe that women make better parents than men and that this is why they have the greater role in raising children in most societies. Others claim that men are just as good as women at parenting. Write an essay expressing your point of view. Give reasons for your answer.
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Day Four
Objective: Students will turn in their choices for essay topics. As a class, students will begin to develop an outline for our arguments.
Standards: 12.2.2 – write compositions with focus, related ideas, and supporting details.
Anticipatory Set: Take 5 minutes to write your stance on your topic and two-three reasons why you believe in the side you’ve chosen.
Activity: Go over outline activity on the overhead, slowly working through examples to aid the class in developing their own ideas.
Make sure to have students volunteer some of their points to be worked out as examples in class, and take the time to work through any snags individual students might run into.
Homework: Finish outline.
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Day Five
Objective: Students will turn in their completed outline for a grade. It must include thesis, thesis statement, two-three main points, six sub-points, and a conclusion for the full 25pts. Students will learn about introductions, conclusions, personal impact, and call to action.
Standards: 12.2.4 – use multiple forms to write for different audiences and purposes.
Anticipatory Set: Take 5 minutes to write in journal. Question: How does the topic you’ve chosen affect you personally?
Activity: Go over introduction and conclusion lecture overhead. Call on students to offer examples of how they might start or conclude their papers with possible jokes, personal anecdotes, and calls to action.
Homework: Rewrite Introduction to include an attention grabber, and Conclusion to include a call to action.
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Day Six
Objective: Students will have introductions and conclusions checked for a completion grade of 10pts during their journal time. Hand back worksheets and outlines. As a class we will read aloud the two essays on “National ID” and discuss what makes an effective argument.
Standards: 12.1.8 – demonstrate the ability to analyze literary works, nonfiction, films, and media; 12.2.5 – demonstrate the ability to use self-generated questions, note taking, summarizing, and outlining while learning.
Anticipatory Set: Take 5 minutes to write in daily journal. Question: What is propaganda, and when is it okay to use it?
Activity: Have students keep their worksheets out and briefly review covered terms. Pass out two essays on National ID cards. In 20 minutes, read both essays aloud. Have students underline, circle, or highlight examples of aforementioned terms in the essays as you read. Call on students to read, and discuss findings throughout.
Homework: Begin a working draft by fleshing out outline.
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Day Seven
Objective: Students will learn about audience and credibility and work on drafts. Students will receive 20pts for a working draft.
Standards: 12.2.3 – revise and edit persuasive compositions; 12.2.4 – use multiple forms to write for different audiences and purposes.
Anticipatory Set: Take 5 minutes to write in daily journals. Question: Who is the audience for your essay?
Activity: Take 15 minutes to discuss audience and credibility. Make sure that the students know who they are trying to persuade, and emphasize the importance of using truthful information in their arguments. Have a few students share who they wrote was their audience.
Use the rest of the class period to work on drafts individually.
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Days Eight and Nine
Objective: Students will present 2 minute speeches to their classmates more or less stating their basic outline. They will become more comfortable with their ideas and gain the perspective of audience and voice. Each completed presentation is worth 15pts. (This also gives you an idea of how your students are progressing in their arguments.)
Standards: 12.3.2 – make oral presentations that demonstrate consideration of audience, purpose, and information.
Anticipatory Set: Present a two minute speech as an example of what you are expecting from your students.
Activity: Speeches. This won’t take up both days entirely, so with any left over time allow students to work on drafts.
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Day Ten
Objective: Students will work on editing and revising drafts in class with a partner or small group of three. Have partner(s) read and constructively evaluate. Group participation points possible 15pts.
Standards: 12.1.8 – demonstrate the ability to analyze literary works, nonfiction, films, and media; 12.2.1 – write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling; 12.2.2 – write compositions with focus, related ideas, and supporting details; 12.2.3 – revise and edit persuasive compositions.
Anticipatory Set: Explain what constructive and helpful comments are and are not. “It was good” is NOT a helpful comment. “I didn’t understand your second point” IS a helpful comment.
Activity: Work in pairings or small groups to revise and edit essays.
Homework: Finish papers. Due Monday.