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22 Writing Persuasive Essays

Page
161
from

Writing Persuasive Essays Opening Page

Start-Up Activity

Read aloud and discuss page 161. Point out that the chapters in the previous section ask students to explain what they know or have learned, and the goal is to be clear and complete in their explanations. Writing persuasively adds to that: In persuasive writing students must not only explain their thoughts clearly and completely, but they must do so in a convincing manner because they are supporting an opinion.

Consider sharing with students two articles from a newspaper—one that explains the facts about a topic and another one from the editorial page that expresses an opinion about the topic. Divide students into groups, and ask them to identify similarities and differences between the two articles. 

Think About It

“Find a subject you care about and which you in your heart feel others should care about.”

—Kurt Vonnegut

Page 162 from All Write

Sample Persuasive Essay

Ask for a volunteer to read the essay aloud. Then discuss the essay, using the side notes as a general guide. During the discussion, have students identify the topic, opinion, supporting reasons, and restatement of the opinion. Ask students if they could envision someone developing an opposing point of view about this topic.

Consider providing students with other persuasive essays.

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Page 163 from All Write

Writing Guidelines: Persuasive Essay

The next three pages provide guidelines for writing a persuasive essay. Page 163 addresses prewriting, starting with choosing a topic. Review the persuasive topics on page 28 and/or those listed on the Thoughtful Learning Web site. Also have students pay careful attention to the chart that distinguishes informational topics from persuasive topics (which are stated as opinions). Refer students to page 159 for more about writing opinion statements. Model for students the process of selecting a topic and writing an opinion statement about it. Then have students write an opinion statement about a topic of their choice.  

The second part of page 163 covers gathering details. Point out that the supporting points in persuasive essays are usually reasons answering the question why?  (Capital punishment is wrong. Why? Because it is morally wrong.) Model for students the process of identifying supporting reasons, and then have students try it on their own.

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Page 164 from All Write

Using an Outline

Explain to students that outlining is one way to organize information for a persuasive essay, and that it is useful when a writer has a lot of information to sort through. Add that the information after the Roman numerals are the main supporting reasons and the information after the capital letters are the details that support each reason.

After reviewing the sample outlines, model the outlining process for students. Then have them try creating their own outline. Point out that they should arrange their main supporting reasons according to order of importance.

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Page 165 from All Write

Writing, Revising, and Editing

Discuss with students the first part of page 165, which addresses writing the first draft. Model for students the process of writing the beginning, middle, and ending parts of a persuasive essay. After each part, have students write their own versions.

Then review the revising checklist in the middle of the page, and apply it for students with the essay that you have developed. Make at least two or three changes for students to see. Then have students individually and in pairs review their first drafts, using the checklist as a guide. Instruct them to make at least two or three content-related changes.

Follow the same process for editing (bottom of page 165). Refer students to the editing checklist on page 54 for help. After revising and editing, have students write a final copy of their essays.

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