Writing Unit: Persuasive Letter Danielle Wright Florida State University

Description of class: I will be teaching a ninth grade standard English class comprised of 18 girls and 10 boys, between the ages of 14-16. They are all from the lower end of the socio-economical spectrum, and most are reading below grade level. The majority of my students do not live in a typical family unit; some live with grandparents, some in single family households, and one student lives in a group foster home. There are four students that require additional focus and attention; Luis, 15, moved to Florida from Cuba in 2010. He is pulled out of core classes several times a week to participate in ESOL, to aid his English acquisition. Jessica is fourteen, and lives in a group foster home, and has an extremely guarded demeanor. She often comes to class unprepared, and rarely participates in classroom discussion. Sarah, 14, is very intelligent, but completely disengaged. She often skips class, and when present she does not take part in most group activities. Shawn, 16, has confided in me that he is considering dropping out; he works an after school job to provide supplemental income to his family. He often comes to class exhausted, and has trouble remaining focused during any extended lectures. Focus The genre of writing we will be focusing on will be the persuasive letter. We will discuss the various elements for composing a persuasive letter, devoting class time to each component. Unit Goals What is persuasive writing? - Students will discover a variety of persuasive techniques in order to write a persuasive letter

Rationale: Students have recently finished a literature unit on beauty, in which they examined the impact the advertising industry has on self-image. Students have spent time in class

writing about their emotional responses to the topic, and they will now have the opportunity to direct a persuasive letter to individual corporations. As my students prepare for annual standardized testing, it is imperative that they understand the elements that comprise persuasive writing. This unit leads students through the components of effective and cohesive persuasive writing. I have chosen the persuasive letter because it provides an effective way for students to express their concerns, a platform for taking and representing an argument, and a vehicle for social responsibility.

Day 1
Students will be able to: - identify the emotional appeals used by advertisements - Explain the purpose of persuasion

Day 2
Students will be able to: - Analyze the composition and persuasive techniques used in an advertisement - To recognize underlying values expressed in an advertisement - Hypothesize about why certain values appear in an ad Materials - Class Set of Dove advertisement - Worksheet with questions [see appendix B] - Pencils - Culminating Assessment

Day 3
Students will be able to: - Distinguish between premise and supporting details Materials: - Journals - Pencils - Class set of handout Premise and supporting details [see appendix C-1] - Class set -Sample Letter [see appendix C-2] Strategies: BW: Students will respond to prompt on white board :There are two sides to every

Day 4
Students will be able to: - analyze an authors position based on evidence in a letter Materials: - Highlighters - Logical fallacy handout [see appendix D-1] - Class set of sample letters[see appendix D-2] Strategies: BW: N/A CW: Discuss logical fallacies, and go over hand out [See Appendix D-1] In groups of three students will locate the illogical fallacies within a sample letter, highlighting

Day 5
Students will be able to: - Identify the characteristics of the persuasive essay Materials: -overhead projector - Class set of handout Characteristics of a persuasive essay - Samples of past students persuasive letters -pens -Pencils Strategies: BW:N/A CW: Discuss the characteristics of the

Materials: - Student journals - Class set of emotional appeals chart - Several advertisements from magazines - 10 Folders filled with 7 advertisements Strategies: Please see attached

introductory lesson plan

Rubric -Culminating Assessment Handout Strategies: Please see attached articulated lesson plans

debatable issue. Recall a time when you had to decide which side of a debatable issue you believed in. Explain and state at least two specific reasons for the decision you made. CW: After learning the definitions and purposes of Premise and supporting statements, students will complete a handout; [see appendix C-1] constructing three premises and defend them with supporting statements. They will then read a sample letter and continue filling in their worksheet, locating the premise and supporting details within the letter. HW: N/A

each a different color HW: N/A

persuasive letter, as well as basic letter writing skills HW: N/A

Day 6
Students will be able to: - Construct a paragraph demonstrating the elements of a persuasive paragraph Materials: - Persuasive writing outline transparency - class set of persuasive letter outline -Paper - Pencils - Projector -Projector screen Strategies: BW: Student volunteers will review elements of previous lessons briefly CW: The teacher will model how to form a paragraph from an outline. Then, the students will write individual paragraphs. They will then group up, and compare paragraphs, noticing that paragraphs vary. HW: Work on Draft

Day 7
Students will be able to: - evaluate the appropriatenes s of the writers supporting statements for the intended audience - identify the appropriate way to address various audience members Materials: -- Class set of sample letters[see appendix D-2] - Class set of worksheets identifying audience Strategies: BW: Pass out sample letter and audience handout [see appendix D-2] CW: in groups, students will identify the writers purpose within the letter and list at least three supporting statements the author uses to defend the issue. Students will then use the provided handout to provide appropriate arguments based on the audience HW: Bring completed outline

Day 8
Students will be able to: - Organize their arguments in a logical manner, reflecting on class activities and lectures - revise their first drafts of a persuasive letter Materials: -Journals - drafts of persuasive letter - Pens - Paper Strategies: BW: Journal entry letter to my inner critic CW: Workshop day. HW: revise drafts

Day 9
Students will be able to: - identify the elements of a persuasive letter - Replace transitions with others that would be appropriate Materials: - Class set of sample letters - highlighters - Paper - Pencils Strategies: BW: Hand out sample letter as well as transitions handout CW: Discuss transitions. Identify the elements of a persuasive letter (Premises, supporting details, label them with highlighters in different colors (create a key) Students then change the transitions located in supporting details with alternates on handout HW: revise drafts, look for proper places to use transitions

Day 10
Students will be able to: - Provide constructive criticism to classmates papers during peer review Materials: - students drafts of persuasive letter - Completed persuasive letter outlines - pens - paper Strategies: Please see articulated lesson plans

Introductory Lesson Plan Rationale: As we begin our unit on persuasive writing, we will begin by reviewing the purposes of persuasion. One effective way to introduce this concept is to have students look at the way persuasion impacts everyone on a daily basis. Students have recently spent time investigating the advertising industrys effect on society, and students will not have an opportunity to have their voices heard. Sunshine State Standards: LA.910.1.6.1: The student will use new vocabulary that is introduced and taught directly; LA.910.1.7.2: The student will analyze the authors purpose and/or perspective in a variety of text and understand how they affect meaning; S.W.B.A.T: - identify the emotional appeals used by advertisements - Explain the purpose of persuasion

Materials: - Student journals - Class set of emotional appeals chart - Several advertisements from magazines - 10 Folders filled with 7 advertisements

Anticipatory Set: Students will write a few sentences in response to the guiding questions: What is persuasion? What are different ways someone could persuade someone?

Time 5 minutes 5 minutes

Student Follow along as teacher reviews chart Referring to chart, students will decide which emotional appeal technique is being utilized in the ads, and raise hands to respond. Students will count off into groups of three. Students will discuss which emotional appeals are being used in each of the 7 ads. Students will select one group member to report their findings to the class Students will respond to the following prompt: Explain what the ad was attempting to get the viewer to do. How effective was the technique(s)? What was the ads strength or weakness? for the remainder of the period

Teacher Review chart with students Teacher will one-byone, hold up several different ads using various emotional appeals while asking students to state which techniques they think are at play in the ads. Teacher will pass out a folder containing various ads to each group. She will circulate to ensure groups are on task. Asks for a group member from each group to report their findings to the class Teacher will observe students and collect ad folders

15 minutes

5 minutes

20 minutes

Summary/Closure: Teacher will inform students that we will be writing a persuasive letter to a company due to their distortion of beauty in the media. Assignment guidelines will be passed out on this day. Assessment: There will be no formal assessment for this lesson; students will be graded based on participation in groups.

Evaluation: Students will be graded based on participation in groups. Homework: N/A Attachments: [see appendix A-1] Accommodations/adaptations: Luis is provided a Spanish/English dictionary, and works with a bilingual classmate whenever possible. When lectures are given, I provide him with written notes. He is sometimes allotted addition time to complete assignments, if the assignment requires a significant amount of writing. I approach Jessica in an unobtrusive manner, encouraging her involvement without being forceful. I reassure her progress through positive feedback. She sits towards the front of the class, and I make eye contact with her often. I take the same approach with Sarah, often probing her with more abstract questions during discussion, because this is where she shines. I work one on one with Shawn during lunch periods, to provide the extra time on assignments that he does not have the luxury of working on outside of class. Lesson Day 2: Rationale: Advertisements provide valuable opportunities for students to analyze the pervasive nature of the advertisement industry. In our beauty unit, students have been provided with multiple evidentiary claims that the advertisement industry has a damaging effect on adolescents self-image. Today they will be receiving the guideline for their persuasive letters, learning of their topic, and choosing an audience. Sunshine State Standards: LA.910.2.2.1: The student will analyze and evaluate information from text features (e.g., transitional devices, table of contents, glossary, index, bold or italicized text, headings, charts and graphs, illustrations, subheadings); S.W.B.A.T: - Analyze the composition and persuasive techniques used in an advertisement - To recognize underlying values expressed in an advertisement - Hypothesize about why certain values appear in an ad Materials - Class Set of Dove advertisement - Worksheet with question - Pencils

- Culminating Assessment Rubric _Culminating Assessment Handout

Time 10

Student Students will listen attentively and read along with the teacher as she goes over the guidelines for their persuasive letters Students count off so that there will be three groups. They look over the controversial Dove advertisement and individually answer the questions written on the provided worksheet Students pair up with someone who shares their number and discuss their responses Students will look through various magazines and decide upon an advertisement that portrays an unrealistic ideal of beauty; this company will become the recipient of students persuasive letter

Teacher Teacher will go over the guidelines for the persuasive letter

15

Teacher hands out worksheet with three questions addressing the issues within the Dove ad, and explains that this advertisement received much backlash due to its controversial content Teacher will circulate

10

20

Teacher will help students having difficulty choosing an advertisement.

Summary/Closure: Teacher will reiterate the assignment. Students are writing to their selected company persuading them to put out advertisements that portray a less unrealistic and unattainable idealization of outward appearance.

Assessment: No formal assessment for this lesson Homework: N/A Attachments: [see Appendix B] Accommodations/adaptations: Luis is provided a Spanish/English dictionary, and works with a bilingual classmate whenever possible. When lectures are given, I provide him with written notes. He is sometimes allotted addition time to complete assignments, if the assignment requires a significant amount of writing. I approach Jessica in an unobtrusive manner, encouraging her involvement without being forceful. I reassure her progress through positive feedback. She sits towards the front of the class, and I make eye contact with her often. I take the same approach with Sarah, often probing her with more abstract questions during discussion, because this is where she shines. I work one on one with Shawn during lunch periods, to provide the extra time on assignments that he does not have the luxury of working on outside of class.

Lesson Plan: Day 10: Rationale: Peer reviewing offers students an alternative method to editing their and will serve to provide students with a fresh perspective to ideas. Students have participated in a peer review previously in the semester; they have blank a tutorial session that introduced a three step strategy to peer editing compliments, suggestions, and corrections. Sunshine State Standards:

LA.910.3.3.1: The student will revise by evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation; LA.910.3.3.4: The student will revise by applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics).

S.W.B.A.T: - Provide constructive criticism to classmates papers during peer review Materials: - students drafts of persuasive letter - Completed persuasive letter outlines - pens - paper Anticipatory Set:
Volunteer students to share the working title and thesis of their essays. Highlight and explain the differences between strong and weak examples.

Time 5 minutes

Student Students will volunteer to share their working thesis.

5 minutes

40 minutes

Teacher Teacher will highlight and explain the differences between strong and weak examples Students will break Teacher will arrange into groups, based students in groups, on the teachers ensuring there is instructions. They one strong writer in will bring their drafts each group. and outlines to group discussion. Students will Teacher will exchange papers circulate, helping

5 minutes

and begin the peer review process. By the end of the process every student in the group should have provided feed back on each persons draft. Students will return drafts, and students will pack up

individual students who may be having difficulty. She will remind students to focus on ideas and concepts before addressing mechanics Teacher answer any last questions students may have

Summary/Closure: The teacher will ask students what they found useful during peer reviews today, and answer any last questions students may have. Assessment: There will not be a formal assessment for this assessment. Students will be receiving points for bringing in their drafts, as well as being active participants in the peer review process. Homework: Students should consider feedback while working on second drafts. Attachments: [See Appendix J] Accommodations/adaptations: Luis is provided a Spanish/English dictionary, and works with a bilingual classmate whenever possible. When lectures are given, I provide him with written notes. He is sometimes allotted addition time to complete assignments, if the assignment requires a significant amount of writing. I approach Jessica in an unobtrusive manner, encouraging her involvement without being forceful. I reassure her progress through positive feedback. She sits towards the front of the class, and I make eye contact with her often. I take the same approach with Sarah, often probing her with more abstract questions during discussion, because this is where she shines. I work one on one with Shawn during lunch periods, to provide the extra time on assignments that he does not have the luxury of working on outside of class.

Culminating Assessment:

Rationale:
As my students prepare for annual standardized testing, it is imperative that they understand the elements that comprise persuasive writing. This unit leads students through the components that create effective and cohesive persuasive writing. I have chosen the persuasive letter because it provides an effective way for students to express their concerns, a platform for taking and representing an argument, and a vehicle for social responsibility.

Dear Students,

As we conclude our literature unit, I would like you to reflect upon our class discussions about beauty. As evidenced through various characters, both living and fictional, the struggle with self-image and self-acceptance is one that most will face at some point in their lives. Reflect on the class discussions regarding societies unrealistic standards for physical appearance, and its influence on our perceptions of self. Recall the evidence provided in class about mainstream medias detrimental effects on teens in our culture. You will now write a persuasive letter in which you will have the opportunity to voice your concerns to the corporation of your choice, and persuade them to portray a more accurate visual representation of men and women in our society. As you develop your persuasive argument you will need to identify specific claims, or reasons, that justify your stance, and be able to provide sound evidence for these claims. Using your claims and corresponding evidence, you should also be able to create a structured outline that organizes your information into an orderly paragraph and/or letter format. Furthermore, you will need to form appropriate persuasive paragraphs; these paragraphs should include a topic sentence, one claim, two pieces of corresponding evidence, and a concluding sentence. In this unit you will become familiar with how to construct persuasive writing that is formatted similar to a traditional essay. You will produce a piece of writing with at least four paragraphs, including an introduction, two (or more) body paragraphs, and a conclusion. You will be scored based on the attached rubric; it outlines the specific expectations for successfully completion of this assignment. You will have several opportunities in class to work on and conduct research to locate evidence to substantiate your arguments.

Please do not hesitate to come to me with any questions or concerns regarding this assignment. That is what Im here for! =)

Sincerely, Ms. Wright

NOVICE

APPRENTICE

PROFICIENT Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience. (25-27 points)

DISTINGUISHED Demonstrates a clear understanding of the reader and uses appropriate ___ vocabulary and 30 arguments to respond to potential questions and concerns. (2830 points)

Audience

Demonstrates It is not clear some that the understanding of audience is the potential writing letter reader and uses to a parent or arguments guardian. (20- appropriate for 22 points) that audience. (23-24 points)

Many of the support details or A few of the arguments support details or Arguments and Arguments and are not in an arguments are support are support are expected or not in an presented in a presented in a logical order, expected or logical order that is ___ Organization fairly logical order distracting the logical order that easy and 30 that is reasonably reader and is both confusing interesting to easy to follow. making the and distracting for follow. (28-30 (25-27 points) essay seem the reader. (23points) very 24 points) confusing. (20-22 points) At least one of the pieces of evidence and Evidence and examples is examples are relevant and has Details and NOT relevant an explanation Support and/or are not that shows how explained. that piece of (20-22 points) evidence supports the author's position. (23-24 points) Grammar Usage Mechanics 9 or more errors (3-4 points) 6-8 errors (5-6 points) Most of the All of the evidence evidence and and examples are examples are specific and specific, relevant relevant. and explanations Explanations that ___ are given that show how each 30 show how each piece of evidence piece of evidence supports the supports the author's position author's position. are given. (28-30 (25-27 points) points) 3-5 errors (7-8 points) 0-2 errors (9-10 points) ___ 10

Appendix A -

Persuasive Techniques Explanations HUMOR GLITTERING GENERALITIES BANDWAGON LOADED LANGUAGE FEAR AND INSECURITIES CELEBRITY ENDORSEMENT Uses jokes, plays on words, clever pictures or cartoons

Examples Dancing men with blue heads see technology products.

Makes broad, unsupported Every time you vote for this statements often using all, candidate, you are supporting every, always, never funding for flag-burning. Suggests everybody is doing People in towns all over it so the reader should too America subscribe! Uses emotionally charged or The unpatriotic hiring of that strong words that evoke stupid coach from the other feels or reactions university... Draws on threats and peoples concerns and insecurities Who will take care of your children if you die without a will? Call Attorney Jones now.

Uses testimonials from wellGot Milk (photo with known or the officialJennifer Lopez in a mustache) sounding Subtle suggestions that a product will improve ones gender image Promises special deals, discounts, bargains (Slinky young woman smoking a Virginia Slim.) 100% refund, no questions asked, if not satisfied...

SEX APPEAL SOMETHING FOR NOTHING PLAIN FOLKS

Appeals to common, average (Grampa sitting on the front readers making product porch downing a Coke and seem honest and authentic rocking Junior.) Uses numbers and scientific Anti-static microfiliament jargon to promote mystique padlets reduce feedback 95% of technology with optional application. Uses competitors Saran Wrap is better than the name/image and put down Kroger brand product every comparisons time.

SCIENCE AND STATISTICS COMPARISONS AND NEGATIVES

SNOB APPEAL

Uses exclusive high class, (Lexus parked in front of a exotic place, life style appeals mansion with youth at wheel.)

http://web2.jefferson.k12.ky.us/CCG/supp/HS_PersuaReadWrite.PDF

Appendix B

1. Describe how you view the ad by listing, in order, the first thing you notice, the second thing, the third thing, and so on, until you have looked at everything in the ad. For each step in your viewing process, write what drew you to look at that element of the ad. For example, if the first thing you noticed was the group of three women, why do you think you went there first? 2. Ads aim to sell products. What product is this an ad for? How does the ad do its job of persuading a viewer to buy the product? If the ad doesn't persuade you, explain how you think it's trying to persuade you and why the strategy hasn't worked for you. 3. Ads usually appeal to commonly held values and beliefs. What values and beliefs does this ad appeal to? For example, the ad assumes that women want to look beautiful. It also assumes that skin is an important element of beauty.

PREMISE
A debatable statement with which others may or may not agree

Convincing

SUPPORTING STATEMENTS

Adapted from http://web2.jefferson.k12.ky.us/CCG/supp/HS_PersuaReadWrite.PDF

Appendix C-2

Dear School Board Members: The gymnasium at __________ High School is not conveniently accessible to persons relying solely on a wheelchair as a means of transportation. There is only one handicapped parking space in the proximity of the high school, and this parking space is often occupied by persons not requiring the convenience of handicapped parking. Surely, the available number handicapped spaces at _________ High falls far short of the recommendations set forth by the A.D.A. Furthermore, there are only four wheelchair accessible entrances to the main school building from the street. None of these is in close proximity to the gymnasium. At night time, only one of the four entrances is available by a wheelchair user. This entrance, being adjacent to the main lobby of the school building, is frequently blocked with the car of an inconsiderate driver, thus rendering all wheelchair accessible entrances to the school unapproachable by an unassisted wheelchair user. In the event that the only ramp to the school is approachable by a wheelchair, the disabled person requiring the assistance of a ramp would have to travel the same distance, if not farther, than most able-bodied persons. Even then, the concrete walkways to the gym are not easily navigated by a wheel chair user. The ground beneath the walkways has shifted leaving the pathways to the gymnasium in poor shape. I have fallen out of my wheelchair twice on these walkways.
High School Persuasive Writing High School Persuasive Reading

24
High School Persuasive Writing High School Persuasive Reading

The ramp connecting the walkways to the gymnasium is also baldly in need of repairs. The base of this ramp has been chipped so severely that one would call it nothing short of a small curb. Assuming that this ramp could be accessed by a wheelchair, the user could not reach the top of the ramp due to its steep incline. Craig Hospital, T.E.A.R. Hospital, the Lakeshore Foundation, and every other rehabilitation facility that I have heard of suggest that any ramp designed for use by a wheelchair should provide one foot of length for every inch of rise thus yielding an incline of a little over eight degrees. It would not surprise me if the presiding ramps at ________________ High School are three times steeper than the ramp incline suggested by these prestigious rehabilitation facilities. I would like to propose a solution to the problems addressed above. There is currently somewhat of an accessible ramp leading to the gymnasium. It leads to a door next to the girls bathroom. If this door was open, a chair could get inside with ease. But, this ramp is even farther from the handicapped parking space than the ramp in poor condition. I propose to build another ramp from the road to the sidewalk on Glen Cove Drive, nearest to the easily accessible ramp as possible. I also propose to designate a parking space on either side of this ramp as handicapped parking. Furthermore, one of these spaces should be deemed as wheelchair only. Your approval would greatly facilitate the ease and enjoyment of all my trips to the high school gymnasium for years to come.

Thank you for your consideration. Sincerely, Senior Student

Taken from http://web2.jefferson.k12.ky.us/CCG/supp/HS_PersuaReadWrite.PDF Appendix D-1

Logical Fallacies of Relevance

A common technique in which one challenges ones opponent personally, rather than his arguments. Example: Mr. K gave me that grade because he doesnt like me. Begging the Question/Circular Reasoning This fallacy generally involves a statement in the form of This is true because it is. (We all know that teachers have stupid rules...) followed by a restating of the writers opinion. (...because thats part of being a teacher.) False Cause and Effect An assumption is made that one event directly caused another to happen. The second event followed the first event; therefore, the first event caused the second event. Example: When teachers refuse to take late work, more students drop out of school. Non Sequitur This fallacy expresses a common bias or appeals to a popular sentiment. It occurs any time the premises and conclusions of an argument are essentially unrelated. Example: A teacher who expects his students to do their work on time is mean. Therefore, students should be able to turn in their work whenever they want. Complex Question Forcing a yes or no answer to a question that includes an underlying assumption that may be false. Example: Should John be cheated of a diploma just because his teacher was totally unreasonable about turning in work late? Hasty Generalization This fallacy involves making a generalized statement about everyone or everything citing one or two circumstances. Example: No one does well in Mr. Ks Class. He just shouldnt be an English teacher.

Taken from http://web2.jefferson.k12.ky.us/CCG/supp/HS_PersuaReadWrite.PDF Appendix D-2

4017 H.S. Truman Drive Louisville, KY 40000 January 24, 2000 Representative Mary Smith U.S. House of Representatives 1004 Longworth House Office Building Dear Representative Smith: Today, in countries like the Philippines, the waiting list for green cards into America peaks well into the thousands. People all over the world want to live in America, the country where dreams come true and new ones can be made. Therefore, it would be a tragedy for America to enforce an English-only law. The law would require all government facilities and public organizations, like schools and colleges, to teach and/or conduct business in English. A decision to enforce the law in America would not be wise because it would go against the publics view of America, encourage illiteracy, and create a lost society. America is considered the melting pot of the world because she consists of people from many different ethnic backgrounds. Despite the fact each citizen is American, cultural differences do exist in this society. One of the main differences is language. Many races take pride in their diverse history. They speak their native tongue at home, cook their native foods, and wear indigenous clothing. Appreciation for heritage, though, does not overshadow non-natives pride in being American. For this reason, creating an English-

only law in America is not advisable. Strict laws mandating rules such as English, or nothing at all may be perceived by non-natives as threatening to their heritage. It could cause them to feel intimidated or looked down upon by native Americans. Instead of letting freedom ring, they may decide to head back home, taking with them their rich culture, customs, and beliefs (which are actually the heart and soul of America today.) In addition to distorted views of America, an English-only law would create another problem. America would have a vast majority of illiterate citizens. The purpose for conducting classes in Spanish, French, or Italian, for example, is to allow the non-native students to learn at their proper level and speed. If the nation were to enforce an Englishonly law, non-natives would be forced to slow their own learning process in order to learn because they cannot understand the language being spoken. Such a predicament would not only hold the students back, it would also discourage students from learning. Some might realize that enforcing English-only laws would slow the rate of learning. They may then feel incapable of succeeding, losing sight of their educational goals. Viewing themselves as lost causes and failures, non-natives may drop out of school, having attained only a minimal level of education. If non-native American citizens decide to stay in America after getting word of the threatening law, their presence may create a lost society. Distorted dreams and broken confidences may eventually cause non-natives to drown themselves in sorrow and selfworthlessness. America is created with people of diverse heritages, cultures, and languages. American must continue to be the melting pot of the world. Do not encourage the English-only law. Sincerely, Student

Taken from http://web2.jefferson.k12.ky.us/CCG/supp/HS_PersuaReadWrite.PDF

Appendix E-1 Combine your ability to support your opinion and your awareness of audience. Provide one argument you feel will appeal to each of the indicated audiences without changing the facts or your position. Defend your opinion that students should have part-time jobs during the school year. a. Audience: Your parent

b. Audience: Your classmates

c. Audience: Your principal

Defend your rights to get your drivers license at age 16. 1. Audience: Your legislature

2. Audience: Your parents

3. Audience: Your classmates Express your desire to see an R rated movie. a. Audience: Your best friend

b. Audience: Your parent

c. Audience: The movie rating committee

I. Introductory statement ________________________________________________________ _________________________________________________________________________ ___ A. Claim #1 ____________________________________________________________ _________________________________________________________________________ ___ a. Supporting Evidence _____________________________________________________

_________________________________________________________________________ ___ B. Claim #2 ____________________________________________________________ _________________________________________________________________________ ___ b. Supporting Evidence ______________________________________________________ _________________________________________________________________________ ___ C. Claim #3 ____________________________________________________________ _________________________________________________________________________ ___ c. Supporting Evidence _______________________________________________________ _________________________________________________________________________ ____ I. Concluding statement ________________________________________________________ _________________________________________________________________________ ____