Our genre-inspired teacher workshops include discussion topics for all of the six writing traits, but with each class we offer we try to focus in on one. With persuasive writing, our natural focus becomes voice.
We demonstrate for our workshops participants various mini-lessons on style, perspective, and passion. We invite them to write and share new mini-lessons on these three foundational topics, and then we challenge them to design larger lessons that make persuasive writing feel real and important to students.
Earn a free copy of the Barry Lane book our class uses: One important theme in our Persuasive Writing Across the Curriculum workshop is teaching voice with lessons that allow student to use a sense of humor. To promote this theme, each teacher participant receives a complimentary copy of Barry Lane and Gretchen Bernabei's awesome book, . In exchange for this book, teacher participants propose an original lesson that we consider posting on this page. Below, you will find several original lessons that were proposed by class participants who are now enjoying their personal copies of Barry and Gretchen's book.
What is it?
This is the type of essay where you prove that your opinion, theory or hypothesis about an issue is correct or more truthful than those of others. In short, it is very similar to the persuasive essay (see above), but the difference is that you are arguing for your opinion as opposed to others, rather than directly trying to persuade someone to adopt your point of view.
A response is a critique or evaluation of the author's essay. Unlike the summary, it is composed of YOUR opinions in relation to the article being summarized. It examines ideas that you agree or disagree with and identifies the essay's strengths and weaknesses in reasoning and logic, in quality of supporting examples, and in organization and style. A good response is persuasive; therefore, it should cite facts, examples, and personal experience that either refutes or supports the article you're responding to, depending on your stance.
The Northern Nevada Writing Project--sponsors of this WritingFix website--hosts an annual workshop on the topic of persuasive writing. 3rd-12th grade teachers join us to discuss research-based ideas that teach persuasive skills alongside voice skills. This resource webpage has been specifically designed for not only teachers taking our workshop but also for any teacher interested in improving their classroom skills and resources for teaching these two important topics. We hope you find our workshop's resources useful, even if you're not taking our inservice class.
For example: while a persuasive paper might claim that cities need to adopt recycling programs, an argument paper on the same topic might be addressed to a particular town. The argument paper would go further, suggesting specific ways that a recycling program should be adopted and utilized in that particular area.
Elements toward building a good persuasive essay include * establishing facts to support an argument * clarifying relevant values for your audience (perspective) * prioritizing, editing, and/or sequencing the facts and values in importance to build the argument * forming and stating conclusions * "persuading" your audience that your conclusions are based upon the agreed-upon facts and...
A summary is a concise paraphrase of all the main ideas in an essay. It cites the author and the title (usually in the first sentence); it contains the essay's thesis and supporting ideas; it may use direct quotation of forceful or concise statements of the author's ideas; it will NOT usually cite the author's examples or supporting details unless they are central to the main idea. Most summaries present the major points in the order that the author made them and continually refer back to the article being summarized (i.e. "Damon argues that ..." or "Goodman also points out that ... "). The summary should take up no more than one-third the length of the work being summarized.
Find several content-appropriate columns by these two writers, both of who have strong opinions about contemporary topics. Read them aloud with your students. Analyze the stylistic elements in the writing and challenge your students to "try on" these styles the next time they do a quick-write. When it is time to write something persuasive, challenge your students to remember Pitts and Reilly's styles.
For instance, how the context of the message is written, sometimes is not perceived the same way, specifically when the audience believes on the opposite view; therefore, by writing a specific persuasive argument...