1. Persuasive Text- Reading and Writing

3. Purposes of Persuasive Text

15. Effective Persuasion Essentials Audience Awareness Clear Position Persuasive Language Organizational Structure

16. Persuasive Text Position Persuasive Language Assessment Audience Awareness Organizational Structures Persuasive text is recursive in nature. These essential elements are constantly working together to make the best case for the writer ’s position.

17. Audience Awareness Providing information an audience may need and/or anticipating an audience ’s point of view

22. Possible Audiences – Persuasive Letters

24. Clear Position A position or argument; the audience knows exactly what the writer wants

30. Persuasive Language Words and phrases that urge or compel the reader to support the position of the author

38. Organizational Structure – Concession/Rebuttal Acknowledging or recognizing the opposing viewpoint, conceding something that has some merit, and then refuting it with another argument

47. Organizational Structure – Causal Chain A connected series of cause/effect events

50. If you give a mouse a cookie, He ’s going to ask for a glass of milk. When you give him the milk, He ’ll probably ask you for a straw. When he ’s finished, he’ll ask for a napkin. ? Try it Together

51. Vote Yes-Yes on Feb. 14 Do you value quality education? Do you believe that the children in our community are our future? If you have answered “yes” to these questions, here’s another one that perhaps you should stop and think about before you answer. Do you plan to support the growth in the Clear Creek Amana School District by voting Yes-Yes to the upcoming school bond issues on Feb.14? If not, you may need to re-evaluate your previous answers above. Clear Creek Amana schools are extremely overcrowded and in desperate need of additional buildings. The upcoming bond issue will not close any of the existing sites; rather, some of the bond will actually be used to upgrade the Amana and Oxford locations. Please do your own research, listen to the facts, and vote responsibly. Do not believe the rumors and other false information floating around. Schools bring residents; residents bring money to the community. Schools bring businesses; businesses bring new jobs, services and income into the community. We all have a chance on Tuesday, Feb. 14, to be active and responsible community members. Will you do your part? We urge all of you to vote Yes-Yes to each of the ballot questions for the upcoming school bond issue. Our future, our children and our community are depending on you.

52. Persuasive Introductions

60. Persuasive Conclusions

77. Compromise or Problem Solving – example I also understand that some students would choose not to do their homework and do it later. But I have solutions to this problem, too. A student could have to bring in a note signed by a parent or guardian that says why a student brought his or her work in late. An alternative solution is that homework can only be accepted a select number of days after it was due.

86. Assessment Evaluating the quality of persuasion

87. Persuasion Scoring Guide Score of 4 Score of 3 Score of 2 Score of 1  Has a clear position and stays focused on that position.  Shows a keen awareness of the audience.  Selects persuasive words, phrases, and strategies that urge or compel the reader to support a position.  Organizes writing to make the best case to support position.  Uses convincing elaboration: arguments, well-chosen, specific, and relevant details, examples, anecdotes, facts, and/or statistics as evidence for support.  Begins with a compelling opening, and ends with an effective persuasive conclusion, such as a call for action.  Addresses the opposing argument(s) consistently and, if important, refutes.  Uses purposeful transitions consistently to connect position, arguments, and evidence.  Has an identifiable position and stays adequately focused on that position.  Shows an adequate awareness of the audience.  Adequately uses persuasive words, phrases, and strategies to support a position.  Organizes in a manner to persuade the reader.  Adequately uses elaboration which may include arguments, specific, and relevant details, examples, anecdotes, facts, and/or statistics as evidence for support.  Begins with an adequate opening, and ends with an adequate persuasive conclusion.  Adequately addresses the opposing argument(s) and, if important, refutes.  Adequately uses transitions to connect position, arguments, and evidence.  Has an unclear or inconsistent position or may lose focus on that position.  Shows a limited awareness of the audience.  Has limited use of persuasive words, phrases, and strategies to support a position.  Uses a basic organizational pattern to persuade the reader.  Uses limited elaboration to support arguments.  Uses undeveloped or ineffective openings and conclusions, which are often list-like.  Has some consideration of the opposing argument(s).  Uses basic transitions to connect position, arguments, or evidence.  Has vague or no position, or lacks focus.  Shows little or no awareness of the audience.  Has few or no persuasive words, phrases, or strategies to support a position.  Lacks any organizational pattern to persuade the reader.  Has little or no elaboration, often only a list of arguments.  Has no recognizable opening or conclusion.  Has no consideration of opposing arguments.  Uses few or no transitions to connect position, arguments, or evidence.