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By: Betsy Hubbard,
on 10/27/2016
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
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By: Carolyn Napolitano,
on 10/9/2016
Blog: OUPblog (Login to Add to MyJacketFlap)
JacketFlap tags: Books, Education, Language, persuasive writing, grant writing, Linguistics, business writing, academic writing, *Featured, Business & Economics, argumentative writing, Edwin Battistella, Sorry About That, Between the Lines with Edwin Battistella, The Language of Public Apology, Battistella, business proposal, grant application, grant funding, grant proposal, project proposal, Add a tag
By: Stacey Shubitz,
on 5/15/2016
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By: Stacey Shubitz,
on 5/15/2016
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By: Anna Gratz Cockerille,
on 4/3/2016
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By: Anna Gratz Cockerille,
on 10/14/2015
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By: Stacey Shubitz,
on 10/2/2015
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By: Tara Smith,
on 5/16/2015
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By: Anna Gratz Cockerille,
on 3/26/2015
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By: Anna Gratz Cockerille,
on 8/15/2014
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By: Stacey Shubitz,
on 5/30/2014
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By: Ruth Ayres,
on 5/20/2013
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By: guestteacher,
on 2/20/2013
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By: Keith Schoch ,
on 2/15/2013
Blog: Teach with Picture Books (Login to Add to MyJacketFlap)
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So what's the difference between persuasive writing and argumentative writing?
In persuasive writing, students passionately defend their point of view, relying upon opinion, personal experience, anecdotes, data, and examples. Argumentative writing, however, seeks to offer a more balanced approach, as it acknowledges points from the opposing view.
This approach may sound counterproductive; after all, won't writers weaken their arguments by providing the reader with counterclaims? Surprisingly, no. By naming objections and then refuting them effectively, writers actually strengthen the position of their arguments. Persuasion, on the other hand, is weak by comparison: it ignores, in a cowardly way, any viewpoint that is contrary and threatening to its own. It's blatantly one-sided and subjective.
So where can our young readers witness the power of argumentative writing? In picture books, of course!
In George Bellows: Painter with a Punch, author Robert Burleigh chronicles the career of a fascinating and prolific artist who is celebrated for his gruff and gritty observations of the vitality and vigor of early twentieth century New York City. Burleigh provides the reader with "just enough" details of Bellows the man to make him real and rounded, and "just enough" context of the art scene of the time to build color and context. The majority of the text rightfully focuses on the images (profusely provided in beautiful color) and on Bellows' artistic legacy.
As a teacher of reading and writing, I am struck by Burleigh's use of argumentative text structures which can serve as wonderful exemplars for young writers. Consider this passage from early in the text:
In that example, a series of questions defines the opposing viewpoint. We know that George will need a pretty darn good reason for choosing subjects so contrary to those of traditional artists!
In another selection, the opposing argument is presented more traditionally as a juxtaposition of one perspective to another:
One critic, although won over by Bellow's radical approach, still qualifies his admiration for the artist in a compliment that acknowledges the two opposing viewpoints of the time:
As you can see, the examples of argumentation are there. They're subtly written, however, so as not to crowd out the narrative. That is exactly what makes them effective, and so worthy of our students' admiration and study and replication.
In the excerpt below, note that the first two sentences juxtapose opposing viewpoints, with the word yet being the giveaway. The second pair of sentences follows the classic "some people say ______, but _______" format, with though serving in place of but:
Can students incorporate this same argumentative style into their writing? Absolutely. The key, in my opinion, is starting with some great exemplars. The next step is getting students to see that argumentative writing often relies upon a fairly standard set of sentence structures. This "sentence grammar" is more common in writing than you think!
Consider these templates:
Somewhat better than what students typically produce, right? But with the models, it's possible.
And again, those same templates as part of an expository paragraph about common misconceptions of the Holocaust, based upon a reading of An Introduction to the Holocaust for the Young Reader:
A perfect paragraph? No. But one that shows a balanced consideration of ideas; one that acknowledges common misconceptions, and then dispels them, one at a time.
If you're looking for a single, go-to title for working with argumentative text models like those above, check out They Say, I Say: The Moves That Matter in Academic Writing. This book explains in clear words, dozens of templates, and numerous real-world examples the powerful concepts which guide argumentative writing.
Here you'll find templates for openings, closings, discussion, disagreement, etc. You'll also have at your fingertips many professionally written articles, essays, and speeches which show these same templates at work (check out the explanation of argumentative writing in Martin Luther King, Jr.'s Letter from Birmingham Jail shown in the book preview on Amazon).
This work, aimed at both instructors and high school- and college-aged students, is must reading.
By: Keith Schoch ,
on 2/10/2013
Blog: Teach with Picture Books (Login to Add to MyJacketFlap)
JacketFlap tags: poems, vocabulary, persuasive writing, animal reports, poetry, writing, creative writing, animals, research, Valentine's Day, Add a tag
Looking for a fun writing activity that integrates well with Valentine's Day? Then look no further than Vulture Verses: Love Poems for the Unloved.
This book is a funny and fact-filled collection of "friendship notes" written to some of the most unlovable creatures one could imagine. Through her poems and accompanying facts, author Diane Lang helps us see that even bats, turkey vultures, spiders, skunks, and mosquitoes (to name but a few of the animal dignitaries) deserve some love.
By: Ruth,
on 3/26/2012
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
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By: Ruth,
on 2/6/2012
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By: Ruth,
on 2/6/2012
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By: Keith Schoch ,
on 5/4/2010
Blog: Teach with Picture Books (Login to Add to MyJacketFlap)
JacketFlap tags: advertising, Scholastic, media literacy, persuasive writing, financial literacy, Annick, Lerner, Admongo, Capstone, Add a tag
Our students represent a lucrative target audience. Companies bombard them daily with ads through every possible venue, so much so that most advertising is now an integral, barely noticed part of the American landscape.
And there's the rub. Barely noticed, yet there, exerting a powerful influence on how children choose to buy, think, and act.
In previous posts I've discussed persuasive writing (Convince Me: Real-Life Uses for Persuasive Writing and So What’s Your Point? Persuasive Writing Using Picture Books) as well as financial literacy (Dollars and Sense for Students). Now Scholastic has teamed up with the Federal Trade Commission to combine these two ideas, plus the concept of media literacy, to produce the Admongo site and its related teacher resources.
The FTC site explains that
By: Stacey,
on 12/22/2008
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
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By: Stacey,
on 12/7/2008
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By: Stacey,
on 10/22/2008
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By: Ruth,
on 10/14/2008
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By: Stacey,
on 6/12/2008
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By: Betsy Hubbard,
on 10/27/2016
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
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By: Carolyn Napolitano,
on 10/9/2016
Blog: OUPblog (Login to Add to MyJacketFlap)
JacketFlap tags: Books, Education, Language, persuasive writing, grant writing, Linguistics, business writing, academic writing, *Featured, Business & Economics, argumentative writing, Edwin Battistella, Sorry About That, Between the Lines with Edwin Battistella, The Language of Public Apology, Battistella, business proposal, grant application, grant funding, grant proposal, project proposal, Add a tag
Whatever its scale or ambition, a grant proposal aims to do two things: to show that a particular project needs to be supported by a funder and to show why some individual, group or organization is the right one—the best one—to carry out the project. Showing the "need" is largely an exercise in argumentative writing. It’s argumentative not in the hostile, red-faced, fist-shaking sense but in the classical sense of establishing a claim
The post How to write a grant proposal appeared first on OUPblog.
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By: Stacey Shubitz,
on 5/15/2016
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
JacketFlap tags: picture book, poetry, Read Aloud, primary grades, narrative, immersion, persuasive writing, informational writing, argument writing, Add a tag
Janiel Wagstaff's books will help you teach primary writers about the four types of writing in an engaging way. Leave a comment on this post for a chance to win her series of Stella books.
By: Stacey Shubitz,
on 5/15/2016
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
JacketFlap tags: poetry, narrative, immersion, Read Aloud, primary grades, persuasive writing, informational writing, argument writing, picture book, Add a tag
Janiel Wagstaff's books will help you teach primary writers about the four types of writing in an engaging way. Leave a comment on this post for a chance to win her series of Stella books.
By: Anna Gratz Cockerille,
on 4/3/2016
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
JacketFlap tags: persuasive writing, independent writing, Add a tag
By: Anna Gratz Cockerille,
on 10/14/2015
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
JacketFlap tags: opinion writing, expository, persuasive writing, Add a tag
To be an effective democratic citizen, the ability to engage in debate is crucial. For anyone remotely interested in politics (don’t worry, I won’t stay on this topic long, I promise!), debate is… Continue reading 
By: Stacey Shubitz,
on 10/2/2015
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
JacketFlap tags: mentor texts, persuasive writing, Jim Averbeck, Yasmeen Ismail, argument writing, opinion writing, picture book, Add a tag
Finally! I've found a new picture book I can use in opinion writing units of study. Learn more about One Word from Sophia by Averbeck and Ismail in this post. Then, leave a comment on this post for a chance to win a copy of this book.
By: Tara Smith,
on 5/16/2015
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
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At TC’s Summer Institute a few years ago, Mary Ehrenworth introduced our session to the Argument Protocol: a highly engaging and interactive way in which to gather evidence and formulate strong, well-reasoned claims, which could then lead to compelling persuasive writing....
By: Anna Gratz Cockerille,
on 3/26/2015
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
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By: Anna Gratz Cockerille,
on 8/15/2014
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Want some fresh ways to channel your students to write about history? This post offers some light and fast tips that could easily be turned into weighty and meaningful instruction. 
By: Stacey Shubitz,
on 5/30/2014
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
JacketFlap tags: travel, writing, technology, San Francisco, mentor texts, field trips, parent involvement, persuasive writing, Add a tag
A recent visit to San Francisco inspired me to think about oral story telling, publishing, an persuasive writing. Here are five things my trip left me thinking about. PLUS, leave a comment on this blog post for a chance to win a copy of a new picture book from Chronicle Books.
By: Ruth Ayres,
on 5/20/2013
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
JacketFlap tags: student work, persuasive writing, Add a tag
“Mom, you need to talk to Noah and tell him I need more cinnamon on my morning toast.” I raised my eyebrows at the first grader. “I doubt you need more. You already… Read More 
By: guestteacher,
on 2/20/2013
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
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We are thrilled and honored to be guest blogging here this week. We are both huge fans of the blog, the Two Writing Teachers community and of Ruth and Stacey’s work. Having recently… Read More 
By: Keith Schoch ,
on 2/15/2013
Blog: Teach with Picture Books (Login to Add to MyJacketFlap)
JacketFlap tags: nonfiction, Holocaust, mentor texts, persuasion, titles, persuasive writing, expository writing, Abrams Books, writing models, CCSS, Common Core, argumentative writing, writing exemplars, Add a tag
In persuasive writing, students passionately defend their point of view, relying upon opinion, personal experience, anecdotes, data, and examples. Argumentative writing, however, seeks to offer a more balanced approach, as it acknowledges points from the opposing view.
This approach may sound counterproductive; after all, won't writers weaken their arguments by providing the reader with counterclaims? Surprisingly, no. By naming objections and then refuting them effectively, writers actually strengthen the position of their arguments. Persuasion, on the other hand, is weak by comparison: it ignores, in a cowardly way, any viewpoint that is contrary and threatening to its own. It's blatantly one-sided and subjective.
So where can our young readers witness the power of argumentative writing? In picture books, of course!
In George Bellows: Painter with a Punch, author Robert Burleigh chronicles the career of a fascinating and prolific artist who is celebrated for his gruff and gritty observations of the vitality and vigor of early twentieth century New York City. Burleigh provides the reader with "just enough" details of Bellows the man to make him real and rounded, and "just enough" context of the art scene of the time to build color and context. The majority of the text rightfully focuses on the images (profusely provided in beautiful color) and on Bellows' artistic legacy.
As a teacher of reading and writing, I am struck by Burleigh's use of argumentative text structures which can serve as wonderful exemplars for young writers. Consider this passage from early in the text:
One man - seated at ringside - observes the events somewhat differently. He watches closely both the fury of the fighters and the fans' reactions. But who wins the bout doesn't matter to him. He has his own goal: to wrestle a picture from the chaotic scene, to capture the wild energy of this moment!
Is this strange? An artist here, in a smelly, grungy saloon?
Shouldn't an artist be searching for beautiful things to paint? Golden sunsets? Quiet, tree-lined rivers? Or perhaps a wealthy gentleman, or a celebrity dressed in her finest clothes? Many people would say just that.
But not George Bellows.
Is this strange? An artist here, in a smelly, grungy saloon?
Shouldn't an artist be searching for beautiful things to paint? Golden sunsets? Quiet, tree-lined rivers? Or perhaps a wealthy gentleman, or a celebrity dressed in her finest clothes? Many people would say just that.
But not George Bellows.
In that example, a series of questions defines the opposing viewpoint. We know that George will need a pretty darn good reason for choosing subjects so contrary to those of traditional artists!
In another selection, the opposing argument is presented more traditionally as a juxtaposition of one perspective to another:
George's paintings gain attention. He is among a group of artists who focus on the less romantic parts of the city, like bars, train stations, movie theaters, and alleyways...Reviewers attack the group, calling them "apostles of ugliness" because they dare to paint the seamier side of life...But a few reviewers find complimentary things to say about George's art. They especially praise his ability to convey strong feelings in his work.
One critic, although won over by Bellow's radical approach, still qualifies his admiration for the artist in a compliment that acknowledges the two opposing viewpoints of the time:
"It's in bad taste," one says, "but it's life - and that is the main thing."
As you can see, the examples of argumentation are there. They're subtly written, however, so as not to crowd out the narrative. That is exactly what makes them effective, and so worthy of our students' admiration and study and replication.
In the excerpt below, note that the first two sentences juxtapose opposing viewpoints, with the word yet being the giveaway. The second pair of sentences follows the classic "some people say ______, but _______" format, with though serving in place of but:
"I don't know anything about boxing," he likes to say. Yet the paintings he makes based on these fights will become his best known works. Some critics note that the figures in the paintings are awkwardly drawn or that the ringside spectators have odd, caricatured faces. What concerns George most, though, is creating a "you-are-there" feeling.
Can students incorporate this same argumentative style into their writing? Absolutely. The key, in my opinion, is starting with some great exemplars. The next step is getting students to see that argumentative writing often relies upon a fairly standard set of sentence structures. This "sentence grammar" is more common in writing than you think!
Consider these templates:
- At first you might think _____, but _____.
- While it's true that _____, you need to remember that _____.
- It's possible that _______, but __________.
- Some people believe that _____; however, _____.
- At first you might think that vivacious children are wonderful, but after three hours you would find them to be very exhausting.
- While it's true that vitamins are part of a healthy diet, you need to remember that they can't take the place of nutritious foods.
- It's possible that coffee increases vitality, but it's still no substitute for a good night's rest.
- Some people believe that bees are attracted to sugar; however, bees are equally attracted to vivid colors.
Somewhat better than what students typically produce, right? But with the models, it's possible.
And again, those same templates as part of an expository paragraph about common misconceptions of the Holocaust, based upon a reading of An Introduction to the Holocaust for the Young Reader:
At first you might think that World War II caused the Holocaust since the two events are mentioned together so often; after some study, however, you would find that persecution of Jews in Germany began six years earlier. And while it's true that six million Jews were exterminated by the Nazis, you need to remember five million others who were considered undesirable were killed as well. It's possible to believe now that people should have stepped in to save the Jews, but you'd be surprised how few countries seemed to care at the time. You might think the United States was the exception, that we cared enough to step in; however, of the thirty-two countries that attended the Evian Conference, only one chose to accept Jewish refugees, and it wasn't the United States.
A perfect paragraph? No. But one that shows a balanced consideration of ideas; one that acknowledges common misconceptions, and then dispels them, one at a time.
Extensions:
- Share George Bellows: Painter with a Punch with students, reading through from beginning to end for the sheer enjoyment of the narrative and images. Show students additional Bellows' paintings in over-sized library books or online. I prefer using images online, as I can often resize them on-screen to match their approximate real-life sizes.
- Reread selections from the text in order to discuss the use of opposing viewpoints. Why does the author include them here? In what way is this text argumentative? How does mentioning the opposite viewpoint strengthen each point that author Robert Burleigh makes?
- Once students have discussed some text selections, work with them to identify the "skeleton" or "template" of each argumentative structure. Then, supply students with new content to be rephrased in argumentative format using the author's exemplars. One example from above reads, "Some critics note that the figures in the paintings are awkwardly drawn or that the ringside spectators have odd, caricatured faces. What concerns George most, though, is creating a "you-are-there" feeling." This excerpt relies upon the "Some people..." format, with the counter-punch statement using "though" to express opposition (however could have been used as effectively as though).
- Discuss the book's title with students. Some students will notice that the subtitle is alliterative, in that words share the same beginning sounds. If your students have recently read biographies, challenge them to write fictitious subtitles that rely upon either alliteration, rhyme, or word play. (Other students will notice that the top rope of the ring serves to underline the book's main title).
- Show students other nonfiction books which utilize a title and subtitle, and discuss this feature's purpose. Authors and editors may do write titles in this manner for many different reasons: to separate their book from others on the same topic, to add a creative twist while still keeping the main topic "out in front," or to provide prospective readers with the book's focus (for example, Abraham Lincoln: A Pioneer Boyhood is aimed at a different audience than Abraham Lincoln: Making of a President).
- Require that students use sentence stems (aka templates, models, patterns) such as those above to contrast simple ideas. Start with simple single sentences, move to paired sentences, and finally to paragraphs. My own students have used them for lesson summaries, spelling sentences, responses to current events, summary paragraphs (such as the Holocaust piece above), and comparison/contrast writings about character motives.
- Check out this fantastic break-down of argumentative writing from Smekens Education Solutions, Inc. In addition to some teaching tips, you'll find a ready-to-go activity that challenges students to identify what makes a revised piece of writing argumentative. They've also produced a clever student friendly/teacher friendly interpretation of the ELA Writing Standard (6.1) for Text Types and Purposes.
Recommended Reading
Here you'll find templates for openings, closings, discussion, disagreement, etc. You'll also have at your fingertips many professionally written articles, essays, and speeches which show these same templates at work (check out the explanation of argumentative writing in Martin Luther King, Jr.'s Letter from Birmingham Jail shown in the book preview on Amazon).
This work, aimed at both instructors and high school- and college-aged students, is must reading.
2 Comments on Fightin' Words: Using Picture Books to Teach Argumentative Writing, last added: 2/19/2013
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By: Keith Schoch ,
on 2/10/2013
Blog: Teach with Picture Books (Login to Add to MyJacketFlap)
JacketFlap tags: poems, vocabulary, persuasive writing, animal reports, poetry, writing, creative writing, animals, research, Valentine's Day, Add a tag
Looking for a fun writing activity that integrates well with Valentine's Day? Then look no further than Vulture Verses: Love Poems for the Unloved.This book is a funny and fact-filled collection of "friendship notes" written to some of the most unlovable creatures one could imagine. Through her poems and accompanying facts, author Diane Lang helps us see that even bats, turkey vultures, spiders, skunks, and mosquitoes (to name but a few of the animal dignitaries) deserve some love.
The friendship note to the fly, for example, reads:
Oh fly, though no one seeks to ask,
Recycling is your secret task.
You eat the things that die or spoil
And make them part of growing soil.
So, though I shoo you from my plate,
You're someone I appreciate!
Recycling is your secret task.
You eat the things that die or spoil
And make them part of growing soil.
So, though I shoo you from my plate,
You're someone I appreciate!
Below that we read:
Flies are specialists at eating things that are dead and decaying, getting them ready to become part of new, healthy soil.
Lovely paintings by Lauren Gallegos illustrate each animal at its most industrious, making even the most scream-worthy of the lot seem noble, or, at the very least, tolerable.
Extensions:
- The book closes with a request: "So many cards to write! So many animal friends! I may need some help. Do you know someone who is misunderstood? Will you help me write friendship notes, too?" Such a fantastic suggestion! Working in pairs or teams, students can research basic facts about other unloved animals that "scuttle, slither, buzz, and sting." Why are these creature seen as so horrible? What makes them worthy of our admiration? See if your students can write similar poems to change the loathsome to the lovable. Picture books such as Melissa Stewart's marvelous Animal Grossapedia will provide ample information and inspiration for even the most reluctant writers.
- As an additional challenge, ask students to write the above poems in the first person, as if they are the animal. They must defend themselves to humans, and justify the "bad rap" which they've been given. Students could be further challenged to write these poems without naming themselves (the animal could be identified at poem's end or in the title alone). Students can then read the poems aloud, and classmates can guess the identity of the nefarious narrator.
- What role do these animals play in other stories, whether fables, myths, or folktales? With what traits have they been branded? Have students create original fables using one of the creatures from Vulture Verses: Love Poems for the Unloved, or from their research project above. See my earlier post Animal Attractions for more ideas and suggested titles for fables.
- Diane Lang uses fantastic vocabulary in both her poems and follow-up facts. Discuss some of these words and challenge students to define them, using context clues alone. Why did the author choose these and not their simpler synonyms? If students completed any of the above activities, ask them to revisit their writing to substitute words that are more exacting and creative for those which are overused or ordinary.
Do you have a favorite reading or writing activity to celebrate Valentine's Day? If so, please leave a comment below!
And if you haven't entered yet, be sure to get in on the raffle for one of three animal picture books happening on this blog (scroll to the bottom of that page).
7 Comments on Valentines for Vermin: Love Poems for the Unloved, last added: 2/19/2013
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By: Ruth,
on 3/26/2012
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
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In one of the kindergarten classrooms I’ve been working in, we’ve been learning: Writers share their opinions. This has been a unit of study inspired by the Common Core State Standards, which place a heavy emphasis on opinion writing. What does that look like in kindergarten, I wondered. So I’ve been trying out a few [...]
By: Ruth,
on 2/6/2012
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
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Yesterday I heard James Kofi Annan tell his story of child slave to business man to freedom fighter for the children in Ghana. Check out this CNN video for a taste of what I had the privilege of hearing first hand. His story moved me and compelled me to think about how I can use my corner [...]
By: Ruth,
on 2/6/2012
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
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Yesterday I heard James Kofi Annan tell his story of child slave to business man to freedom fighter for the children in Ghana. Check out this CNN video for a taste of what I had the privilege of hearing first hand. His story moved me and compelled me to think about how I can use my corner [...]
By: Deb Larson,
on 7/28/2011
Blog: ACME AUTHORS LINK (Login to Add to MyJacketFlap)
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JacketFlap tags: storytelling, persuasive writing, Add a tag
Persusasive writing can be filled with statistics, but many readers have become skeptical, knowing stats can be manipulated and the message muddled. Research is another avenue used in persuasive writing, but it too can be twisted with half truths and unreliable sources. Storytelling, a human interest tidbit may well be the way to go when wanting to make a point.
The following story is an old one, remade and shortened, and it delivers a point of view the reader may or may not agree with, but the important part is it compells the reader to absorb the persuasive message.
The story:
A young woman was about to finish her first year of college. She considered herself a liberal and in favor of higher taxes to support more government programs to redistribute the wealth in the country. She was rather upset her father held a different view. She had participated in class discussions and listened to professors explain their reasonings of fair distribution regarding the needs of the people.
One day she challenged her father on his opposition to higher taxes and more government programs. He in turn asked how her classes were going. Thinking he was trying to change the subject she quite adamently told him she was working hard and holding a 4.0 GPA. It was tough keeping her grades up with such a heavy course load. She studied every day and spent very little time partying like other people she knew. She didn't have time for a boyfriend, and had only made a small group of friends who worked as hard as she did.
Her father nodded in understanding and asked, "How is your friend Audrey doing in school?"
"She's barely getting by. She takes only easy classes, never studies and she barely has a 2.0 GPA. But she is popular and thinks college is a blast. She's always invited to these great parties and then misses class because she stays out so late."
The father then said, "Why don't you go to the Dean's office and ask him to deduct 1.0 of your GPA and give it to Audrey. Then you will both have a 3.0 GPA. That would be a generous and equal distribution to someone who sounds as if they could use a little help."
The daughter, visibly upset replied, "That's crazy! And so unfair! I've worked hard for my grades. I've invested a lot to time and effort to keep my GPA. Audrey has done next to nothing toward her degree. She's playing while I've worked my tail off."
The father smiled a bit and said gently, "Welcome to the conservative side of thinking!"
Persuasion techniques are valuable tools every writer needs. Share with us on how you have manipulated a plot with persuasive methods.
Til next time ~
DL Larson
6 Comments on Persuasive Writing by DL Larson, last added: 7/30/2011
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By: Keith Schoch ,
on 5/4/2010
Blog: Teach with Picture Books (Login to Add to MyJacketFlap)
JacketFlap tags: advertising, Scholastic, media literacy, persuasive writing, financial literacy, Annick, Lerner, Admongo, Capstone, Add a tag
And there's the rub. Barely noticed, yet there, exerting a powerful influence on how children choose to buy, think, and act.
In previous posts I've discussed persuasive writing (Convince Me: Real-Life Uses for Persuasive Writing and So What’s Your Point? Persuasive Writing Using Picture Books) as well as financial literacy (Dollars and Sense for Students). Now Scholastic has teamed up with the Federal Trade Commission to combine these two ideas, plus the concept of media literacy, to produce the Admongo site and its related teacher resources.
The FTC site explains that
Advertising is a multi-million dollar business. Truthful advertising provides benefits to consumers and competition. It gives consumers the information they need to make better-informed purchasing and product use decisions. It also gives companies an incentive to modify their products to provide features that customers want. By contrast, false advertising interferes with decision-making and hinders competition.
Tweens have their own money to spend, and parents report that children play an important role in family buying decisions. Because kids are an important part of the marketplace, they often are the targets of advertising and marketing programs. The result is that American kids see ads wherever they go.
The four components of the campaign (a game-based website at Admongo.gov, sample ads that can be used in the classroom; a free curriculum, and teacher training videos) are designed to help students learn to ask three key "critical thinking" questions when they encounter advertising:
- Who is responsible for the ad?
- What is the ad actually saying?
- What does the ad want me to do?
0 Comments on As Seen on TV! Media Messages Unmasked as of 1/1/1900
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By: Stacey,
on 12/22/2008
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
JacketFlap tags: letter writing, persuasive writing, publishing, Add a tag
Dropping a Stamped Persuasive Letter Into the Outgoing Mail Basket IS a Form of Publishing! Originally uploaded by teachergal Eleven of my kids showed up to school on this very icy Monday. 10:11 of them completed their persuasive letters when they had off on the snow day. (WOW!!!!!!!!!!!!!!!!!!) Therefore, all of them were able [...]
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By: Stacey,
on 12/7/2008
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
JacketFlap tags: letter writing, persuasive writing, Add a tag
Tuesday’s News & Announcements Chart Originally uploaded by teachergal As you know, Sunday’s are for chart-making in my home. I just finished creating this week’s News & Announcements Charts (for Morning Meeting) as well as a few strategy charts for Writing Workshop. Feels good to be finished! For the past couple of years, I’ve created letterhead, [...]
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By: Stacey,
on 10/22/2008
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
JacketFlap tags: persuasive writing, Election 2008, creativity, art, copywriting, Add a tag
This afternoon, I’m going to teach a Social Studies Lesson about voting I found on Scholastic.com. It’s a lesson about having kids persuade adults to vote in a non-partisan way. I created a PowerPoint to go along with the lesson. Feel free to use it if you’re interested in teaching the same [...]
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By: Ruth,
on 10/14/2008
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
JacketFlap tags: conventions, publishing, grammar, news and announcements, persuasive writing, Add new tag, Add a tag
Check out this Providence Journal article about a student who wrote a persuasive letter to Lowe’s and was granted a response bigger than he ever imagined. Bernardo Garcia wanted mulch for their outside play area, so he wrote a persuasive letter to the executive vice president of store operations for Lowe’s, Michael K. Brown. Brown, upon returning from [...]
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By: Stacey,
on 6/12/2008
Blog: TWO WRITING TEACHERS (Login to Add to MyJacketFlap)
JacketFlap tags: photograph, letter writing, persuasive writing, yearbook, Add a tag
Here’s what I’m working on now… Originally uploaded by teachergal Last year one of my fifth graders, Lauren, wrote a persuasive letter to a very large yearbook company’s CEO asking him to give our class yearbooks. She successfully persuaded him to discount the price of a full-color yearbook for the entire class (the kids paid $15 [...]
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So much to think about here, Keith! Thanks for another thought-provoking insight into using picture books as the basis for teaching writing.
Thanks for pointing out the idea of sentence templates. I suppose some teachers might steer away from them because they're afraid the writing might sound staged, but I can see my students adapting these to their own styles once they get the hang of it.