Module 8: Persuasive Writing

Time

10 - 20 hours

Module Description

This optional module provides students with experience in clarifying a position, preparing arguments, and organizing a persuasive written report or article. Students will have opportunities to read and respond to the persuasive writing of other s, and decide what it is that makes an effective piece of persuasive writing. Students will also examine moral and ethical issues related to persuasion techniques.

Purposes

• to convince students of the importance of effective communication in all aspects of their lives
• to encourage students to see the benefits of being able to write persuasively
• to provide opportunities for students to practise writing persuasively

Foundational Objectives

• recognize the importance of effective communication in various situations
• recognize that communication is a multi-faceted process
• recognize that communication involves problem solving and decision making
• recognize writing as a constructive, meaningful process
• practise the behaviours of effective writers
• write confidently in a variety of formats for a variety of purposes and audiences
• practise the behaviours of effective, strategic readers
• enhance written presentations with appropriate visual, audio, multimedia, and other aids

Specific Learning Objectives

• recognize the importance of effective communication in one's personal life
• recognize the importance of effective communication in work and professions
• recognize the importance of effective communication in lifelong learning experiences
• select and apply appropriate methods of communication in various experiences
• recognize that communication is an interactive process between sender and receiver
• recognize the role of culture in communication
• consider purpose, occasion, and audience in communication endeavours
• approach communication experiences (both sending and receiving) as active, thinking participants
• think creatively and critically when speaking, listening, reading, writing, viewing, and representing
• consider various types of reasoning
• consider various appeals to an audience
• consider the communicator's moral and ethical responsibilities
• use the writing process to organize thoughts and discover new areas of knowledge
• demonstrate the ability to transmit existing information with clarity and brevity
• use specific concrete language to protect the integrity of the message
• confer with peers and teachers
• analyze and evaluate own and others' writing
• demonstrate the ability to find and select relevant text
• recognize patterns of organization within text (chronological, spatial, logical)

Suggested Topics

Types of Persuasive Writing
Persuasive Strategies
Direct and Indirect Patterns of Organization
Voice
Credibility

Suggested Resources

• English language arts bibliography for grade 11
• Published examples of persuasive writing
• Letters to the editor from local and national newspapers and magazines
• Newspaper and magazine editorials

Teacher Information for Module 8

This section includes information that may be of use to teachers selecting Module 8. However, teachers should keep in mind that the information provided here is basic; that the field of communication is an evolving one; and that new resources, including multimedia resources, will continue to become available. For more information on researching, organizing, and presenting written material, teachers should refer to the English language arts bibliography for grade 11. In addition, they might wish to consult with people who work in the field of communication in their own community.

For persuasive writing, students should do the following, as appropriate to their writing task:

• select and narrow a topic
• think about their audience attitudes, values, and beliefs
• evaluate sources of information
• make notes from sources of information, relating to arguments and evidence
• use what is known as the writing process
• consider the reasoning process and types of reasoning
• select an organizational pattern
• consider the beginning and ending
• develop the main body
• edit and revise
• proofread for style and mechanics in order to present a positive image
• share their drafts with others and consider their comments
• present their writing in an appropriate format.

Note: It is not intended that the information here be taught routinely, outside of the context of students' communication experiences. Teachers may incorporate the information in mini-lessons or other learning activities, as need arises.

Persuasive Objectives

The purpose of persuasive writing is generally to bring about attitudinal and/or behavioural change in the readers. Writers must first try to identify the readers' current position, then decide if they want to:

• shape readers' attitudes on a topic about which they know little or have not given serious thought (e.g., convince them that drinking water should/should not be fluoridated)

• reinforce existing attitudes about which they would like readers to feel even more strongly (e.g., convince them that they should be vigilant in their concern for high quality health care)

• reverse attitudes they want readers to abandon (e.g., convince them to like something which they now dislike or persuade them that a problem exists where they feel everything is fine).

Planning Persuasive Strategies

Persuasive writers must plan the strategies they will use to gain reader support for the actions they recommend and the positions they advocate. Possible persuasive strategies include: emphasizing benefits for the readers, addressing readers' concerns, showing sound reasoning, and presenting reliable evidence.

Emphasizing Readers' Benefits

The writer explains to readers how they will benefit from performing the action, taking the position, or purchasing the product recommended. If the targeted readers are members of an organization, the writer might stress organizational objectives and organizational growth needs.

Addressing Readers' Concerns

It is always a good strategy for persuasive writers to try to predict what the readers' responses will be. They should try to counteract any negative thoughts or arguments that could possibly arise in their readers' minds.

Showing Sound Reasoning

Sound reasoning is the persuasive writer's best weapon. In many cases, it is not enough merely to identify the benefits of taking a position or an action. The writer needs to persuade readers that the decisions or actions recommended will actually bring about benefits, and explain why (e.g., the new equipment recommended will reduce costs because ...; the product modifications recommended will boost sales because ...).

Sound reasoning is essential when writers are drawing conclusions from a group of facts. Writers must persuade readers that the conclusions drawn are justified in the light of real evidence.

The Reasoning Process

In order to have confidence in the writer, readers must understand the following: the writer's claim, the evidence, and the line of reasoning.

• The claim is the position the writer wants readers to accept.

• The evidence consists of observations, facts, and other information provided in support of the claim.

• The line of reasoning is the connecting link between the claim and the evidence-the reasons given for believing that the evidence proves the claim.

Presenting Reliable Evidence

Reliable evidence is the kind of evidence readers are willing to accept. This varies, depending on the field. For example, in many business situations, personal observations and anecdotes by knowledgeable individuals are accepted as reliable evidence. In scientific fields, certain experimental procedures are accepted as reliable, whereas common wisdom and ordinary observations are not. A writer needs to use common sense to determine what type of evidence is needed.

Note: Persuasive writing is an area in which students should pay particular attention to ethical considerations. Persuasion can be self-serving and manipulative. Students should be reminded to consider their readers' needs, and to build a case using facts and logic rather than unethical methods.

Organizing to Create a Positive Response

It is not only the variety and amount of information that is critical in a communication, but also the way in which readers process that information. As a persuasive writer, you must carefully choose the organizational pattern which best suits your purpose. You must also ensure that all the parts of your persuasive piece fit together tightly.

Direct Pattern of Organization

In a direct pattern of organization, the writer's main point is stated first. Evidence and other related information are given afterwards. For example, if a writer is recommending that a company make a particular purchase, he or she would begin with the recommendation, and present the arguments in favour of the purchase.

The direct organizational pattern works well when your readers' initial response is all important (e.g., you have worked out a solution to a problem, or you have good news). The direct pattern also works well when you are recommending a course of action, or presenting an analysis which you expect your readers to view favourably.

Indirect Pattern of Organization

An indirect pattern of organization postpones the "bottom line" statement until all the evidence and related information have been presented. You would first discuss the situation; then, make your recommendations after presenting your arguments. By using an indirect pattern, the writer can prepare readers for the recommendations about to be made (e.g., by discussing goals and strategies beforehand). The indirect pattern is particularly useful when you are conveying information which your readers might view as threatening. The indirect pattern avoids the risk of inciting readers' initial negative reactions. However, it can frustrate the reader who wants to know the "bottom line" first.

Choosing an Appropriate Voice

The voice you choose to write in is an important element of your persuasive strategy; it represents both the role you assign yourself and the role you assign your readers. For example, if you intend to write for your peers, but you assume the voice of a superior authority, your readers may resent their implied role as inferiors. If your audience responds to your voice in a negative way, it will not receive your message openly.

Establishing Your Credibility

Your credibility is the belief your readers have regarding whether you are a good source of information and ideas. When people believe you are credible, they are more likely to accept the things you say. If people do not find you credible, they may refuse to consider your ideas seriously, no matter how soundly you present your case.

Suggested Activities for Module 8

This section includes brief descriptions of activities that teachers can use for this module. The activities are suggestions only, and teachers should adapt and add other activities appropriate for their students and teaching styles. A Sample Assessment for Persuasive Writing is provided at the end of this module.

Note: Teachers should take care to introduce all activities within the context of their applicability to effective communication in personal life, work, and lifelong learning. Activities and projects should be relevant to students' lives, and whenever possible students should create their own scenarios for communication projects. Mini-lessons related to module content and language processes should be taught to individual students, small groups, or the whole class as demanded by need.

Activity: Workshopping

Have students find an ad, letter to the editor, or very short article in the newspaper, TV guide, etc. Place students in small workshop groups (four or five students). Ask students to workshop the pieces they have selected and then rewrite them based on the other students' comments.

From an activity such as this, the teacher can determine what experience the students have with workshop groups and how much time they need to spend teaching the writing process and workshopping methods.

Activity: Writing

Have students write a brief report (less than a page) of an event that occurred in their school or community. Have them work through the steps of pre-writing, drafting, revising, and sharing or publishing. Again, this activity will tell teachers how much experience their students have with the writing process.

Activity: Recognizing Persuasive Writing Objectives and Patterns

Have each student find two persuasive messages of one to two pages each in length (e.g., memos, reports, marketing letters, articles). Ask the students to:

1. Identify the writer's objective(s).

2. Determine (and comment on) the persuasive strategies used :

• What are they?
• Do they work well? Explain.
• Could different strategies be equally effective in this particular situation? Elaborate.

3. Comment on the pattern(s) and voice being used, indicating whether they believe they are appropriate.

4. State whether they, as readers, found the persuasive piece convincing. They should provide reasons to justify their statement.

Ask students to hand in their responses in a written format, with copies of the articles or messages attached.

Activity: Organizational and Personal Objectives

Have students work in small groups. Ask groups to brainstorm 10 statements that they could argue persuasively; for example:

• people should not smoke
• rock music is better today than it was in the 80s
• schools and workplaces should ban junk food vending machines
• students should go to school only half a day and have a job placement for the other half.

Have students record their statements for later use.

Next, have them research the objectives of three organizations in their community: places of business, clubs such as 4H, charities, sports groups, music groups, etc.

Next, have each person in the group put forward two long-term personal goals (to get a good education, to have adventures, etc.).

Each group should now have a list of arguable statements, a list of organizational goals, and a list of personal goals. The task is to have each group look at the arguable statements and decide if any of them could be argued using the organizational or personal goals if the circumstances were appropriate. Have students go through the statements one by one, and then present their findings briefly to the rest of the class.

Activity: Journal Entry--Recalling Persuasive Tactics

Have students write a journal entry about a situation in which they tried to persuade an adult to make a particular decision or to take a certain action:

• convincing a parent to let them go away for the weekend
• convincing a teacher to let them hand in an assignment late
• convincing a coach to let them play a certain position.

Have students describe the person, the situation, and the person's attitude before they made their persuasive effort, and the outcome they desired. Ask students to decide whether they needed to bring about a change in attitude to achieve the desired outcome and, if so, whether that change involved shaping, reinforcement, or reversal. Then ask students to describe their persuasive strategies. For example, if they anticipated counter arguments, have them identify the arguments and explain how they dealt with each.

Did their persuasive effort work? Have students think about how they might argue differently if they were to make their argument again.

Activity: Counter Arguments

Create a number of different scenarios to give to small groups of students. The following are three examples:

• a group of students is putting forward the argument with teachers and principal that they should get a week away from regular classes to organize and carry out fundraising activities for local charities
• art students in the school are putting forward the argument that they should be allowed to paint the outside of the school with murals
• a group of part-time employees at a local fast food restaurant is arguing with the employer that a union would be beneficial.

Give each small group a different scenario. Have the group imagine at least three counter arguments to its position, and then decide how to deal with these.

Activity: Planning and Designing a Promotional Brochure

Give students the following scenario: You have a summer job as an assistant recreation director for youth, in an area where there are many elementary school children. You have access to a gymnasium and a park, and an operating grant which allows you to hire two helpers.

Have students briefly outline a program they might offer. Then have them prepare a promotional brochure describing their program, to be sent to parents and to schools before the summer break. Students should use appropriate persuasive strategies and patterns of organization in their brochure.

Activity: Creating a Promotional Poster

Have students design a promotional poster to be posted in their school, inviting students to come out and support a fundraising drive for one of their favourite charities. Before constructing the poster, students should prepare an outline which includes their persuasive objectives, strategies, pattern, and voice. In their outline, they should also state how they will attempt to establish their credibility.

Activity: Studying Propaganda

Propaganda is a form of persuasion. As a class, discuss propaganda and various techniques. In small groups, have students select one aspect of propaganda and undertake a group project, to be presented in some way to the rest of the class. Possible topics include:

• propaganda in journalism
• propaganda in World War II
• propaganda during the Gulf War
• propaganda in China during the Cultural Revolution
• propaganda in American movies.

In their project, students should focus on persuasion techniques that are used in propaganda. They might also focus on ethics and propaganda.

Writing a Persuasive Article

Have students choose a controversial arguable topic, taking one side of the argument. Have each student write an editorial for the daily newspaper, stating his or her view and attempting to persuade readers.

Have students prepare an outline first, in which they analyze their reading audience, state their objectives, plan their strategies, choose appropriate patterns, and establish credibility.

Activity: Writing Short Persuasive Pieces

• In the format of a letter, or in the format of a newspaper advertisement, have students plan and create an appeal to obtain financial backing for a school team or club.

• Have students take the role of an author and create a written description of their latest book. This description must be designed to persuade people to buy the book.

• Have students take the role of a film script writer and write a description of their latest movie idea. They must then prepare a written "pitch" to film producers, trying to convince them that they should produce the movie.

Note: Teachers should conclude each module with discussion or other reflective activity that encourages students to make and understand connections between the module and communication in people's personal lives, work experiences, and lifelong learning.

Sample Assessment for Persuasive Writing

Student's Name:

Purpose:

Audience:

Date:

Rating Scale: 5 = excellent, 4 = very good, 3 = good, 2 = fair, 1 = poor

Comments: