Assessment: Writing the Persuasive Essay
Read aloud Chapter 11 of Slow Way Home
Convince the state legislature that kids should be allowed to choose who they live with.
Convince a judge that kids should not be allowed to choose who they live with.
Remember: the purpose of a persuasive essay is to either change someone’s mind about something, or to get them to take an action, that is get them to do something about a situation.
To persuade someone of something, you have to first get inside of his head and figure out what he might be thinking so that you can effectively deal with your opposition.
If you don’t know what your audience is thinking, you need to imagine that you are writing to one person who believes in a certain way.
For example, for this essay, a judge may have had a thirteen year old child who wanted to live with his father because his father had no rules and was rarely home, while the mother was home, had rules and loved her son.
Or, on the opposite side, a judge may have had an 8 year old child like Brandon who loved his mother, but really needed to live with his grandparents.
When you are writing a persuasive essay, if you can see the face of the person you are persuading, you will write a more effective essay.
Ok, so let’s write.
Teacher, divide the class into groups of those who want to convince a judge they should let kids decide, and those who want to convince a judge they shouldn’t let kids decide.
Now, further divide the class so that there are no more than six people in each group.
Organize an informal debate
Give each group a chance to make note cards using the Debate Note Card Word Document.
Three note cards,(Debate Note Cards Reason 1, 2 and 3) each with one good reason in support of their argument, with at least one good illustration or specific example with emotional appeal. The reason should appeal to the listener’s logic, but the illustration should appeal to their emotions! Personal stories about people, either people you know, have read about in a book or seen in a movie or TV show have emotional appeal.
Three note cards that argue against the opposition, that is three note cards in which there is an argument on each that argues against a reason that you think your opposition will give in favor of their argument.(Debate Note Cards Opposing 1,2,3)Remember, once again, one logical reason, then one illustration that offers emotional support, a real story about a person, or a group of people, or a real life situation.
Class will divide into rounds. Set up a table or desks in the front of the class for 12 people, six on each team.
Let each student take a turn, so that the debate goes like this:
1.Each group takes turns presenting one piece of evidence in favor of their argument. Pro presents one piece, con presents one piece until each group has taken turns presenting each of their three pieces of evidence. As the opposing group presents their evidence, take notes on each piece of evidence your opposing group presents so that you can come up with one piece of evidence to refute each.
2.Now, the groups take a five minute break and organize their evidence so that they can rebut each of the three reasons the opposite group has given. Be certain you offer an illustration to support each rebuttal (Debate Note Cards Refutation 1,2,3).
3.At the end of the break the rebuttal begins. Each group, once again, takes a turn. “in response to Jane’s evidence that…. We would like to say…. For this reason….”
4.Each group should do this three times until each original reason has been rebutted.
5.Again, as the speakers are speaking, take notes so that in your closing statements, you can walk away with a strong argument!
6.After all have presented, take five minutes and prepare your closing statements (Debate Note Cards Closing Statement). Use your best persuasive language and strategies to convince your panel of judges that your argument is, in fact, the best one.
7.Each group takes turns presenting one final closing statement.
8.The panel of judges votes on which group wins the debate.
Let the debates begin!
9.After each team has presented, students now have enough evidence to write their own essay.
10.The rubric is enclosed. This essay will be graded based on how convincing the essay is. Does the reader feel persuaded after having read the essay?
11.Class will spend 45 minutes of class time tomorrow writing the persuasive essay.