Persuasion

What is persuasion? = Find a topic that you are passionate about: = Here are a couple of good sites:





= Collect Research on both sides of the argument: = Use sites like Google Slides or Padlet to collect your evidence:

Here is a video on how to use google slides for research: google slides for research

Google Slide Show

Create Three slides or walls for your groups' research:

Slide or Wall One: Slide One Examples: These are quotes, personal experiences, and testimonial Slide Two Knowledge: Expert Opinions, Facts, Logical Arguments, comparisons Slide Three Statistics: Ratios, surveys, Tables, and Graphs.

Please create a legend:

EQ= Examples with quotes EP= Examples with personal experiences ET= Examples with testimonials EO= other examples KE= Expert Opinions KL= Logical Argument KC= Comparisons KE= Other knowledgeable source SR=Ratios or percentages SS= Surveys ST= Graphs SO= other math Argument Essay





Why be persuasive?

- Or, you may just want to whew the person of your dreams one day! media type="custom" key="23634500" Let's make an Oreo cookie!





Topics for Consideration:

Thought stems to help you write:



Ethos, Pathos, Logos video =Tips on How to Write a Persuasive Essay: = toc Make a list of pros and cons: media type="custom" key="21890914" Point and Counter-Point media type="custom" key="21890946" Remember: Download the following document. They are templates to fill out as you watch these videos and read the text.
 * 1) Attention Grabber
 * 2) Argument
 * 3) Counter-Point
 * 4) Summary

What is academic style:

media type="custom" key="22504372" =Introductory Paragraph = media type="custom" key="21890982" media type="youtube" key="UEgRQZBalJk" width="560" height="315"

Color code your introductory paragraph: > (What ever you do, never skip a hook even if you use an overused hook). > media type="custom" key="21891722"
 * Blue Attention Grabber or Hook: Very good video below:
 * media type="custom" key="21891776"
 * Question: Do not restate. Lead or create bias.
 * Anecdote: A short biased scenario that brings the reader to the story.
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 160%;">media type="custom" key="21891700"
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 160%;">Scenario: An imaginary situation which is biased to your argument.
 * Fact or statistic: Use a startling fact and transition it to your thesis
 * Hooks that are overused and often boring:
 * Dictionary Quote
 * Googled Quotes should only be used in the body of the text and they need to be commented upon with originality
 * I was thinking about what to write and ....
 * Red Thesis Statement
 * 1) One sentence that clearly states the topic and your point of view.
 * Preview of Points
 * 1) Gives points in one sentence using listed commas. These points should be broad statements. Ex. I should be president because I am a hard worker, or School uniforms limit individual freedom.
 * 2) Order of points is the same order that you will use in your body paragraphs.
 * 3) This sentence should transition you to the body, or a second sentence can be used to make the transition.

= Body Paragraphs: =

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 * Each point becomes a fully developed paragraph.
 * The paragraphs should be in the same order as the points were listed.
 * Each point should be a broad statement.

Color code your body paragraphs: Topic Sentence:
 * One idea
 * Broad statement
 * First sentence
 * Clearly stated

Red Supporting statements:


 * Examples
 * Evidence
 * Quotes
 * Personal Experience
 * Testimonials
 * Prior knowledge
 * Statistics
 * Facts
 * Logical arguments

Green Connecting your support to the topic:

Connect to the topic with leads such as
 * This shows
 * In the future

Black Now elaborate: Here are some thought stems:


 * Another way to say that is
 * What I mean is
 * This connects to my argument because
 * This shows that
 * The reason for this is that
 * This is important because
 * In other words



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Rules for writing your body paragraphs:

1. Always cite your source within the text. There are a couple of ways to do this: Example A In Hayes paper "Thoughts about Pets", he states that blood pressure drops when people are around animals. With this in mind, I believe that students would therefore be more relaxed when taking high stakes tests. Furthermore, I strongly suggest that students would then perform at a higher level.

Example B Despite the fact that this topic is two sided Table 1, Appendix A overwhelmingly suggests that most people believe pets to be beneficial to students. Twenty out of twenty people polled indicated that classroom pets make for a better learning environment.

Example C

Animals are of value to children with medical issues such as anxiety, epilepsy, and hearing impairments (Morris, 1998). It is clear that with this said, it comes down to the fact that animals are not just desirable but needed in our schools.

2. Never quote a source without writing about it also. In other words write your thoughts and then directly or indirectly cite the source. 3. Never write something without backing it up with evidence.

Counterpoint Paragraph:

A somewhat biased, but good example of a counter-point argument: media type="custom" key="25236888" Both Sides of the Argument

Below is a document which explains hedge statements and gives language examples for using them.
 * This paragraph rebukes counter opinions by giving evidence against their claims.
 * This paragraph is constructed like the body point paragraphs with personal opinions and evidence.
 * It uses in text citation like the body paragraphs use
 * It uses hedge statements.



In this pyramid, the top three are the ones you want to use: Refuting the central point, Refutation, and Counterargument. media type="custom" key="25288442"



Language used in hedging:
 * 1. || Introductory verbs: || e.g. seem, tend, look like, appear to be, think, believe, doubt, be sure, indicate, suggest ||
 * 2. || Certain lexical verbs || e.g. believe, assume, suggest ||
 * 3. || Certain modal verbs: || e.g. will, must, would, may, might, could ||
 * 4. || Adverbs of frequency || e.g. often, sometimes, usually ||
 * 4. || Modal adverbs || e.g. certainly, definitely, clearly, probably, possibly, perhaps, conceivably, ||
 * 5. || Modal adjectives || e.g. certain, definite, clear, probable, possible ||
 * 6. || Modal nouns || e.g. assumption, possibility, probability ||
 * 7. || That clauses || e.g. It could be the case that.

e.g. It might be suggested that.

e.g. There is every hope that. ||
 * 8. || To-clause + adjective || e.g. It may be possible to obtain.

e.g. It is important to develop.

e.g. It is useful to study. || Adverbial Conjunctives:

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media type="youtube" key="9Jutf3WvWP0" width="560" height="315" consequently

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= Concluding Paragraph: = [|Learn Zillion Call for Action] media type="youtube" key="cCBoF-YzhkM" width="560" height="315"
 * This paragraph ends with a strong conclusion

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Color code your concluding paragraph:

Blue Summarize:


 * Restate the thesis but be more argumentative
 * Restate each point with key supports in a new way

Red Identify a solution or two:

= =
 * Research solutions
 * State these
 * Identify the source of these solutions

End with the consequences of inaction: (Leave them with a desire to not only act but to pass the word).
 * Research inaction
 * State these
 * Identify the source of these thoughts
 * Leave with a plea



Requirements for your Essay: This explains what needs to be included in your final product.

An example of an appendix for primary sources:









How to cite in text?

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Cover page sample: