lesson: persuasive writing (persuasive letter or editorial ... · pdf filemindy hoffar, all...

Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010

Persuasive Letter/Essay/Editorial

The art of persuasion is an important skill, not just in writing, but in living. When

humans believe strongly in issues, problems, causes. . . they need the skills to explain their

thinking.

The following lessons in persuasive writing, can be used for persuasive letter writing,

opinion/ editorial writing, or persuasive essays. They are not meant to be a complete set of

lessons in a study, but rather a menu of possibilities for lessons that teachers can add to their

repertoire.

Articles and letters have been included at the end, but teachers should use their own

mentor texts as well.

As with any study in writing, this persuasive study will begin with a period of

immersion. We need to read and react as readers and then read and notice from a writer’s

point of view. You will need to meet the unique needs of your students . . . and that may

be different from the plan that follows.

Third grade: Persuasive letters on topics from your life – lessons might include

introductions (leads), reasons to support the stance, and conclusions. It is important

to also continue to teach structure of a letter.

Fourth grade: Persuasive letters using topics from your life and include leads,

reasons, and conclusions. Up the level by teaching point/counterpoint, adding an

anecdote, and organizing your piece.

Fifth grade: Persuasive letters or move to opinion pieces or editorials. using topics

from your life and include leads, reasons, and conclusions, teaching point/counterpoint,

adding an anecdote, and organizing your piece. Up the level creating surveys and

interviewing and collecting quotes.

Sixth grade and above: Persuasive letters or opinion pieces or editorials. using

topics from your life or topics from the world. Include leads, reasons, and conclusions,

teaching point/counterpoint, adding an anecdote, and organizing your piece, creating

surveys and interviewing and collecting quotes. Up the level by finding quotes from

outside sources and experts. Structure can become more complex such as

problem/solution, cause/effect, action/consequence, ―I used to think that, but now I

think this. Students should now begin to research topics as they begin to write on

topics from the world.



Table of Contents

Lesson Title Page number

Discovering elements of persuasive writing 3

through immersion—Day 1

Discovering elements of persuasive writing 4

through immersion—Day 2

Finding a topic from your life 5

Finding a topic from the world 7

Choosing a topic 8

Providing reasons to convince your reader 10

Looking at both sides of an issue: point/counterpoint 12

Creating a giving a survey 14

Organizing your persuasive letter/essay/editorial 16

Creating a lead 19

Adding an anecdote 21

Interviewing and collecting quotes 22

Finding quotes 24

Placing a quote in a persuasive piece 25

Creating a conclusion 26



Lesson: Ideas and Content

Immersion Day 1

Rationale: For students to get a feel for and a sense of “how this kind of writing goes”

they need to read examples of these kinds of texts. One or two of the sample texts can

then become the class touchstone text (the text used over and over as a model).

Materials: overhead projector, transparencies of sample texts, copies of texts for

students to read and write on.

Connection: We are beginning a new study, one that many of you will use out in the

world. Persuasive writing. Many of you are already experts in the art of persuasion. In

the last several days, how many of you have persuaded you parents to allow you to do

something, to go somewhere, or to buy you something that you want? Talk to a partner

about how you were able to convince your parents. (Ask for some feedback.) So you see,

the power of persuasion is something we use often in our lives.

Teach: We will be spending time reading the work of authors that are trying to persuade

readers to believe as they do. First we will read the pieces and respond to them as

readers. I think you may find you have opinions on the subjects of these pieces. Later

we will begin to think about the pieces from a writer’s perspective, but for now, let’s read

and respond as readers!!

(Put a text on the overhead and read to the class. Then ask them to respond to the piece

in small groups. Agree? Disagree? Why?? Then as a whole class, have someone from

each group report their discussion. Do several together. Then, if you have enough

samples, allow kids to read different articles in a small group and discuss.)

(At the end of the session, discuss how this kind of writing affects us as readers.)

Note: Several days should be spent in reading and responding to persuasive letters and

articles. This could coincide or follow a unit of study in reading, in which case, this part

could be done in reading workshop.



Lesson: Ideas and Content Immersion Day 2

Rationale: For students to get a feel for and a sense of “how this kind of writing goes”

they need to read examples of these kinds of texts. One or two of the sample texts can

then become the class touchstone text (the text used over and over as a model).

Materials: overhead projector, transparencies of sample texts, copies of texts for

students to read and write on, chart paper, markers

Connection: We have been reading persuasive articles and letters and having fun

responding as readers to these articles. We know the author of each piece tries to

influence us to believe as he does or tries to change our opinion if we don’t agree. Today

let’s look at some of these pieces again.

Teach: Students gather Information

This time, let’s read them as writers. I’m wondering if you have begun to see some

moves these writers make in common even though they are writing about different

topics.(Examples: - author states an opinion or takes a stance, author gives reasons why,

author uses examples: story from own life, story from someone else’s life, gives facts,

statistics, quotes from experts or famous people, makes comparisons…)

Let’s look at the text: (you choose) and think as a writer. I am noticing some things that

this writer and other writers as well do in their pieces. (Give one or two of the examples

from above to get the students thinking.)

Today you will look at several pieces that we have read. This time, you will need to look

at them as writers. What strategies did the writer use to create the piece of writing?

With a partner, go back through (name two pieces you want them to explore) and make a

list of things you notice the writers doing to persuade the reader. What kind of structure,

what kind of details, what kind of punctuation, and craft seem to be present in this kind of

writing?

We will then come back together as a group and create a chart of what we notice in

persuasive letters and editorials.

Note: The students will not be writing. This time will be used to explore this kind of

writing.

Share: Let’s create a chart together on what we are noticing about this kind of writing.

Someone from each group will need to be a spokesperson for the group to share out what

you noticed. (It is fine for you the teacher to add a few things you noticed as well- but

allow most of the findings to come from the students. This will give you a better idea of

what students understand about this kind of writing, and what you will need to consider

for future lessons to help them better understand.)




Finding a topic from your life

Rationale: Students are more likely to be invested in the writing if they choose a topic

that is important to them.

Materials: overhead projector, teacher’s sample of topic ideas

Connection: Writers, you have been reading articles and letters in which the authors are

trying to persuade the readers to consider their point of view. More than likely they

chose a topic very important to them, something they feel passionate about and

something they have knowledge or experience with in their own life. As a writer, what

things are important to you? What are things or issues in your own life that bug you; that

you would like to change?

Teach: Today writers, I will show you how I generate ideas for topics by thinking of

three areas of my life and then asking myself the question – what are some issues that

bug me; that I would like to change???

1. At home: I think about that question and then list ideas under that topic (show on

overhead to class.)

2. School: I think about things at school that concern me and add those under that

topic. (Show on overhead)

3. In the community: What issues of the community concern me? I add those to my

list as well. (overhead of that list)

These three areas of my life give me many topics to choose from, and they are about

issues I have knowledge of and personal experience with which can help me write well.

Have a go: Turn and talk with a partner about any ideas flowing through your mind right

now. Share some possible ideas with each other. (Give them a few minutes and then

bring everyone back together.) In your writer’s notebooks today spend some time

brainstorming possible topics for your persuasive piece.

Link: See how many issues you may have under the areas of home, school, and

community. We will meet back here later to share some of those issues and maybe add to

our lists when we share!! Get to work writers!

*See next page for example of teacher notebook.


Issues

Home

Kids need to pick up after themselves

Everyone needs to share the responsibility of cleaning the

cat litter

Everyone needs to share house cleaning duties

We need high speed internet

School

Need more time for kids to read independently

More books of high interest in classroom libraries

Lots of paper, highlighters, pens, pencils, etc. for classroom

writing centers

Community

Law to prohibit smoking in restaurants

High school needs a soccer field

Town needs a Starbucks




Finding topics from the world

Rationale: Sometimes writers have concerns that don’t directly affect their own life but

are still important in the world.

Materials: overhead projector, blank overhead page, or chart paper and marker

Connection: I am very lucky that I eat very well every day, but there are places right

here in the US and in the world that people are starving. There are many endangered

species in the world that don’t live near me, but I still want them to survive.

Teach: When writing a persuasive letter or editorial, writers often consider issues that

involve their own life, things close to them, but as citizens of the world, writers also think

about things of the world that concern them as well. Writers can make a list of things in

the world that concern them to consider as possible topics. Let me show you what I do to

generate a list of ideas for topics from the world. I sit with my pen in hand and a free

page in my notebook. Just as I did on other areas from my life, I put a heading at the top-

issues from the world. (Do this in front of class either right in the notebook or on a blank

overhead page.) First I think about things I’ve seen recently on the news or educational

programs that concern me. (Add several to list and give brief description). Then I think

about things I’ve read about that are on my mind and concern me. (Add a few more.) I

also consider topics that my family and friends have been talking about. (Add one or two

more and briefly discuss.) So you see I consider topics I have seen on TV, read about or

have talked about with friends.

Have-a-go: What are some things that come to mind for you? Just stop and think for a

minute. Have you seen anything recently on the news or Animal Planet, or the Discovery

channel, or other shows that concern you- that have stayed on your mind? Or something

you have read about or talked about recently? Think… (Give at least thirty seconds of

think time.) Find a place in your notebook for listing ideas from the world in your

notebook and then spend some time thinking and then listing ideas for possible topics.

Link: We will come back together at the end to share these new ideas so we can continue

to explore topic ideas for our writing. Happy writing!

*Students often need to do research when they choose a topic from this area.

If your students have never written a persuasive piece before, it might be

better to pick a topic they have more knowledge and experience with, so they

can focus more on how to write persuasively and not on researching the

topic.



Lesson: Ideas and content

Choosing a topic: notebook activity

Rationale: When writing a persuasive letter or editorial, it is important to pick a topic in

which you have a lot to say.

Materials: overhead projector and teacher notebook examples on overhead pages.

Students bring notebooks to the meeting area

Connection: We’ve spent a lot of time brainstorming topics we may want to write

persuasive letters (editorials) on. That is important because it gives a writer a wealth of

ideas to choose from. But, at some point, the writer must move from getting ideas to

developing an idea.

Teach: Today we’ll focus on how writers choose a topic that will inspire and/or

persuade an audience. What I do when picking a topic is I go back through all of my lists

I have developed and read through each one. As I read them, I think about the ones that

get me fired up, get me excited just by reading them on the list. (Put up an overhead with

a sample list of yours. Read your list out loud and talk about which ones really get you

fired up and which ones don’t.* See sample list from Lesson: Finding a topic from your

life.) I put a star by the ones I get really excited about.

So now I have a few topics starred. One way I can narrow this down to one topic is to

write about each one a little bit in my notebook. (Show an example of how you spent

some time free-writing about each topic. ) I just free write on how this topic concerns

me- whatever pops in my head. I do that for about one minute on each topic. By doing

this I can really get a feel for which topic I have the most to say. As a writer, I feel I can

do a better job persuading the reader by picking the topic in which I already have a lot to

say.

Have-a-Go: Take a look at your lists of possible topics. Let’s take a few minutes to

quietly look at them and consider several that might make a good piece. (Give them some

silent time.) Turn and talk to partner about the ones you are considering.

Link: As you go back to your writing area, think about which ones you will star. Spend

some time free writing about each of those. Go back then and read each free write.

Which one sparks the most interest? Think over the possibilities for each and then try to

narrow it down to one. We will meet at the end of the writing time to talk about how it

went and where you are in making a topic choice for your piece. Let’s get to work!!

*See sample free write on next page.


I really get tired of cleaning the cat litter

at my house. The kids promised to take

care of the cats when we got them, but I

seem to be the one always cleaning the

litter. The kids don’t mind feeding the

cats—but they hate the dirty job of

cleaning the litter. Well, you know what?

So do I. Life is full of dirty jobs and

someone has to do them. Clint and Lauren

are old enough to take on this

responsibility. Someday they may have

pets when they’re older and I won’t be

around to clean up after them!!




Providing reasons to convince your reader

Rationale: Writers provide reasons for a point of view to persuade their audience to

their way of thinking.

Materials: overhead projector, copy of teacher samples of reasons

Connection: Many of you have picked a topic to write a persuasive argument. I know

that one way to start a draft is to jump right in and just write everything you are thinking

about that subject. But think about this. When you go to a pool to swim, do you jump

right in without testing the water first?? Don’t most of you check first to see that there is

water in the pool, then you stick a toe or a hand in the water to see how cold, and if you

are going to dive, you make sure you are in the deep end of the pool. There are things

you do to get ready before you get in the pool! Writers do things to get ready as well.

Over the next several days we will look at some strategies that writers use to rehearse or

get ready to write a persuasive piece!

Teach: One thing writers do to prepare to write a persuasive letter (or editorial) is

consider the reasons for his point of view. When a writer can state several strong reasons

for his belief on a subject, it helps convince the reader of his argument. I worked on a

topic that I want to spend time on. So I am going to show you how I thought about

reasons for my point of view. (Have your topic as a title at the top of your notebook.

You can have this done already and on an overhead, or you can write in front of the

class.) I began thinking, “Why do I feel so strongly about this?” “Well, one reason is…”

(Begin stating reasons you have come up with) So as I thought about a reason, I listed it

below my topic. After spending some time thinking of reasons, I went to my husband (a

friend or someone else) and told him the reasons I was thinking of and asked him if he

had other suggestions or thoughts on the subject. You will want to do that as well.

Writers often spend time getting some ideas, or in this case, reasons, and then share those

ideas with someone else as a way to think even more about your reasons.

Link: Some of you know your topic and are ready to begin thinking about your reasons

so you may want to try this strategy today. Some of you are still trying to decide which

topic you want to pursue as a draft. You may want to try this strategy on several topics

you are considering. See which topic has better or more reasons to persuade your reader.

That may help you choose your topic today! We will all start by getting some work done

in our notebooks before meeting to discuss our reasons. Let’s get started.

*See sample notebook entry of reasons on next page.


Reasons kids should clean cat litter

Gives responsibility to help prepare them for

when they are on their own

The cats belong to them so they need to help in

the work

If I am gone, the cat litter gets stinky ad that

makes the kid’s rooms smell bad too

It’s a health issue- the cats may begin to go

other places in the house

The kids are old enough to do more




Notebook activity for looking at both sides of an issue

point/counterpoint

Rationale: It is important when writing a persuasive piece to be aware of the

opposing viewpoint or the other side of the story.

You can show your consideration of other’s thinking

You can use the opposition’s viewpoint to better build

your case and persuade your reader to your side of the

issue

Materials: Overhead projector, Overhead-“Too Much Tube” by P Hattenberger, Time

for Kids Level 3 Exploring Writing Kit, handouts of “Too Much

Tube”, overhead marker

Connection: You have been considering things at home and school and even in your

community / state that you would like to change. You have looked at several texts in

which the author persuades someone to change his thinking You’ve discussed some of

the techniques that writers use when they persuade such as jumping on the band wagon

and giving testimonials. Today we are going to use a strategy to help us think more

deeply about our stance- our view on something we want to change. As a writer it’s

important to always consider the opposition’s viewpoint.

You can show your consideration of other’s thinking

You can use the opposition’s viewpoint to better build your case and

persuade your reader to your side of the issue

Teach: Let’s read the article “Too Much Tube” from Time For Kids. As we read let’s

consider the author’s viewpoint on this issue of watching TV. (Read the text.) What is

the author’s stance or viewpoint? Let’s list reasons he takes this point of view. Now

even if you agree with the author. . .for just a minute, let’s play the part of the opposition.

Let’s make a list of reasons TV is good for kids. (Develop a list on a chart on the left

side. Leave space on the right for your counter attack!) Now let’s go back to the text. Do

you see evidence that the author considered the opposing view? On your copy of Too

Much Tube, mark areas where you see evidence that the author considered the opposing

viewpoint. (Give students time to do this and then as a group mark what you noticed on

the overhead on the right side of chart where it counters the oppositions view) We can

build our case for our view better when we look at both sides of an issue. We can make a

list of possible reasons a person has with an opposing view. Then we can think of our

own answers to each of those issues to make our point even stronger.


Have-a-go: Think about the letter you are going to write. What are some of the reasons

you have already thought about to persuade your reader? Turn and talk to a partner about

what the opposing viewpoint might be and what the reasons for that view might be.

Link: I am going to ask you to try this strategy today with the issue you are considering

for your persuasive letter. You have already listed some reasons for change. Today think

about the opposing point of view. What are some reasons a person might disagree with

you? For instance if you want a raise in your allowance, what are some reasons your

parents might disagree with you? (Get some responses.) Make a list of possible reasons

for an opposing viewpoint. Next, consider how you can respond to those reasons to

persuade your reader to your way of thinking. Jot down your ideas for responding to

those opposing opinions. Then you can continue with the work you were doing

yesterday.

Remember, this strategy, looking at the other side of an issue, can provide you with more

ideas to persuade someone to your side. You can use this not just today but for other

issues you think about and write about. Let’s get to work!

*Example of chart

Considering an opposing point of view

Opposing view point Counterpoint

Watching TV can be educational kids who grow up in homes where

TV is on all the time are less likely

to learn how to read by age 6




Creating and giving a survey (works well after looking at opposing point of

view)

Rationale: Surveying groups of people on topic can provide a writer with information

that will persuade the reader towards a certain point of view. (jumping on the band

wagon)

Materials: examples of simple surveys on overheads, overhead projector

Connection: Writers, you are thinking about and planning pieces to persuade a reader to

your point of view. You have many good ideas and today I want to share another

strategy writers use to help persuade their readers.

Teach: Creating a survey that asks for a specific opinion of readers that are affected by

your point of view can give you more fuel for your argument. For instance, if you are

trying to convince your parents to let you stay up later, you might want to create a survey

for students your age to see what time they go to bed. Other questions you might place

on that survey would correlate with the work you have done on the opposing point of

view. Let’s look at a sample survey and see what questions this writer asks and think

about why she wrote each one. (Use the sample and as you read each question, talk about

how each relates to defusing the opposition’s point of view.) By creating, presenting, and

then tallying a survey, the writer can possibly use the information in her piece of writing

to convince her parents to let her stay up later if the information agrees with her stance.

Have-a-go: Think of your argument. Is there something you might want to get a survey

on? Talk with a partner about your thinking.

Link: You will continue working today gathering information for your persuasive piece.

Get to work writers!!

*See sample survey on next page.


Survey to Fifth Graders

What time do you go to bed on school nights?

1. What time do you go to bed on school nights?

2. How do you feel most mornings when you go to bed

at this time? (Pick one)

Tired

Awake

3. What kind of grades do you get in school mostly”

(pick one)

As Bs

Cs

lower



Lesson: Organization

Organizing your persuasive letter/essay/editorial

Rationale: Planning the parts of your writing before you begin to write provides a map

of how you will get from the beginning to the end just like a road map helps drivers get to

their destination.

Materials: Mayor Greatneck letter on an overhead, overhead projector, overhead

markers

Connection: When I get ready to take a trip, the first thing I usually do is get out a map

to see what is the best way to get to my destination. Writers make a map or plan to figure

out the best way to get from the beginning of a piece to the end. Many of you have

gathered some ideas to get you thinking what you may put in your piece and now you are

ready to begin drafting.

Teach: Today I am going to share a strategy writers use to plan out their persuasive

letter (editorial) to help them navigate from the beginning of the piece to the end. Let’s

look at a letter written by a student asking the mayor to consider updating an old park in

the community. (Put the letter on the overhead and read.) This letter has a nice flow to it

and I don’t think that happened by accident. This letter seems to be divided into sections

or parts starting with a lead and moving to a persuasive plea at the end. Let’s see if we

can box out each section starting with the lead. The lead in a persuasive piece includes a

direct statement of what the writer wants. Here we see the author wants the park fixed!

Then the writer has a part telling the reasons for the problem- or what is wrong and needs

to be fixed. The next section or part provides changes to improve the park and make it

better. The last part is the conclusion that gives that last emotional plea to the reader.

The writer is organized so the letter can make sense to his reader. You will want to

organize your thinking as you get ready to write your draft. This writer may have made a

flow chart like this. (create a simple flow chart beside the letter) In the first box he

maybe put something like lead- We need the park repaired and made better. In the

second box he may have put reasons park is bad- equipment in bad shape, people get

hurt, trash everywhere. In the third box he may have put-equipment and things needed to

make a safe happy place for everyone- swings, slides, monkeybars, trashbins, basketball

courts, baseball diamonds, flower gardens, benches and then for the last box he may have

put – conclusion-by working together we can make the park great. Notice the plan just

gives basic ideas to go into each part. The writer probably thought about where each part

would fit best in the piece. Then placed the parts on the flow chart as a way to hold on to

the ideas and how they should progress through the piece.

*It might be a good idea to use another text and show its parts. Maybe it will have a lead,

reason 1, reason 2, point-counterpoint, …

Have-a-go: Think about the work you have been doing to prepare for writing this

persuasive piece. What are some parts that might go into your piece of writing? Know


that everyone will have a lead and an ending part. So what might be some other parts in

your letter? Turn and talk with a partner about what some of your parts will be.

Link: Some of you are ready to plan your sections or parts for your draft and then start

writing your draft. Use your writer’s notebook to make a flow chart of sections for your

piece. Some of you have already started a draft and you will want to reread what you

have so far. Try creating a flow chart of your sections to see if your letter is organized

and to help you think about what which part to write next. Some of you are still working

on other preplanning such a surveys and gathering facts. So take a minute before you

begin to plan your work for today. Happy writing!

(Example from Mayor Greatneck letter)

Lead- descriptive lead to paint a

picture on why park needs repaired

Reasons: Anecdote to further paint a

picture of why park needs repaired and

description of trash problem

Ideas for change: new equipment,

basketball courts, gardens…

Conclusion: emotional plea-call to action


Dear Mayor Greatneck,

I understand that the town is considering making improvements on the old park. Mr.

Mayor, the park is a wreck. Little kids go to the swingset hoping for an enjoyable ride, but

they can’t. Why, you ask? The chains are broken, or the seat of the swing has splintered,

or the swing is completely missing. The monkeybars are rusted, and they leave orange grime

on your hands and clothing. In some places, the bars are bent or broken. Not a pretty

picture is it? Obviously, the park needs to be fixed!

Last week while I was at the park, a little girl on a swing began screaming and crying.

We all ran over to her to see what was wrong. She sobbed and sobbed so hard her father

couldn’t get her to talk. “Honey, calm down. I need to know what’s the matter,” he softly

said to her. Finally, she was able to show her dad her finger. There was a gi-normous

splinter in her pinky. So you can see it is time to repair and replace old equipment!

Another major problem at the park is the trash. There are hardly any trash cans, so

what do people do? They throw their trash on the ground and the trash builds until now our

park looks like the local dump instead of a pleasant park to enjoy.

Mr. Mayor, this has to change. The park needs a major overhaul. Children need new

swingsets, slides, and monkeybars to play on. They need safe equipment so they won’t get

injured and their parents don’t have to worry about them.

They need to be able to run and jump and swing without worrying whether they will

fall into a dirty pile of trash. We need trash barrels that get cleaned regularly.

There is plenty of room at the park to add basketball courts and baseball diamonds.

That would give teens something constructive to do in the summer instead of littering and

destroying the park, they can be exercising and playing a sport. John, a sixteen year old

that lives in this town stated, “I wish we had a place to play baseball in town. My dad has to

drive me to Addison just so I can play.” I also ran a survey at our school asking all middle

school students what kind of things they would like to see added at the park if they could

choose. 89% of those surveyed wanted basketball courts and 73% wanted baseball

diamonds. Think, if kids could play sports at the park, it would give them less time to get in

trouble!

Grownups that come to the park need places to rest, to relax, and wind down after a

hard day at work too. I know my mom loves sitting outside in our flower garden watching

birds search for food and butterflies flit from flower to flower. A beautiful flower garden

at the park would be nice for the whole community to enjoy. Some people would even enjoy

digging their fingers into the rich dirt, planting and caring for the rainbow of flowers.

Adding park benches in that area would give everyone a place to sit, to think, to observe, or

read.

If we make the park inviting to all ages, maybe we ALL will do a better job of taking

care of it. Groups of people, - church groups, school groups, clubs, and businesses that use

the park -will all pitch in together to make the park a great place to be. We will all be proud

to say, “Come enjoy Recovery Park. It has something for everyone!”

Sincerely,

C.C.



Lesson: Voice

Creating a lead for persuasive piece

Rationale: Leads can create voice to a piece of writing, provide the stance of the writer,

and encourage a reader to continue reading.

Materials: Published examples of leads for persuasive letters, essays, editorials on

overheads, overhead projector

(“Summer: 15 Days or 2 ½ Months?” Student model from Write Source Grade 6-8

http://www.thewritesource.com/studentmodels/ws2k-summer.htm and Too Much Tube)

Rationale: When a writer creates a lead that is peaks the interest of a reader, the reader

will want to read on.

Connection: Writers, many of you have begun to draft your persuasive pieces. I think

you have all picked such interesting topics. One thing I noticed when reading them

though, is that some of your leads, or beginnings, seem flat. You may have very

interesting ideas, but if the beginning is bland, your reader may just quit reading before

really getting to the meat of your piece. So the lead is very important!

Teach: Today we will think about two different kinds of leads that writers sometimes

use when writing informational pieces such as you are. There are more than two kinds of

leads, but we will just look at two today.

One lead that some writers use is by putting the reader into a scene. The writer puts the

action in present tense and provides several details that set the scene. This gives the

reader a sense of “being there”. Let’s look at an example where the writer uses this

technique. This is a piece written by a student on year round school, “Summer: 15 Days

or 2 ½ ?” (Put piece on overhead.) Notice in the lead: The final bell rings. It’s the last

day of school and summer has finally come! It creates interest so the reader will want to

find out more. Think about your piece. Is there a way for you to create a scene or setting

to pull your reader into your piece? For instance, if you are writing about wanting people

to stop smoking, you could create a scene where everyone is in a room full of smoke,

eyes are watering, people are coughing, and it is all due to smokers.

A second strategy is to appeal directly to the reader by using the word “you”. The reader

feels the writer is having a conversation directly with him! An example of this is the

editorial “Too Much Tube”. (Place on overhead) “Come on, confess! You know you

watch too much television. How many hours a day do you think you stare at the set?”

By using “you” the writer has a conversation with us! How might you use this strategy as

a lead in your writing?

Each of these strategies pulls the reader in and also lets the reader know what the piece is

going to be about!

http://www.thewritesource.com/studentmodels/ws2k-summer.htm


Have-a-go: Let’s imagine you want to convince readers that littering has become a big

problem on your street. How might we create a lead to set a scene? (Ask for ideas and

provide constructive feedback.) Let’s use the same topic and try talking directly to the

reader. How might we do that? (Again, get ideas and provide feedback. You may want

students to try each strategy in their notebook to get a feel for each kind of lead.)

Link: Remember writers, leads can help to create a mood as well as provide the stance

of the piece so that your reader will want to read on. These two strategies for leads can

be used in many kinds of informational writing, so it is a great tool to keep in your

writer’s tool belt for the rest of your life.



Lesson: Content – detail in informational writing

Adding an anecdote to the piece

Rationale: Writers often add personal stories or stories of others to a persuasive piece to

create an emotional response that will sway the reader to the writer’s opinion.

Materials: Mayor Greatneck letter on transparency, overhead projector, overhead

markers

Connection: We have been looking at kinds of details writers use in persuasive letters

(editorials). Today I will show you another strategy writers use to convince readers of

their viewpoints.

Teach: Let’s look at the Mayor Greatneck piece again. In the second paragraph the

writer says… (Read the paragraph.) This section has a different feel to it. It has the feel of

a story. We call this an anecdote. It isn’t a whole story, but more of a mini story. We

know stories are powerful and create emotions in the reader. By using this little story the

author makes the poor condition of the playground equipment become personal. We now

attach the problem with a person, someone we can relate to and care about.

You all have had much experience writing narratives, so you must decide if you have a

story from your life or you know of a story from someone else that would help move a

reader to your way of thinking.

What I do is think about my opinion. For instance, if I am trying to persuade readers that

drivers should not be allowed to use cell phones when driving a vehicle, I ask myself,

hmmm, do I have a personal story of something that happened to me because either I was

using or someone else was using a cell phone? Or, have I read or heard a story about cell

phones and driving that would help bring my opinion to life…make it personal?

Next, I try to just tell the most important details, including maybe a little of what people

said or felt just as the author in Mayor Greatneck does. Notice the anecdote includes

telling actions such as the girl sobbing, and telling conversation as the dad speaks softly

to her to calm her down. I want to include emotional details to this short story.

Have-a-go: Let’s see if we can imagine how an anecdote for the cell phone piece might

go. Talk to a partner and try thinking through what important details might go into it.

Who wants to share yours? (Let a few kids share.) Just remember that if you add an

anecdote to your piece, you want it to be something that really happened.

Link: As you continue working on your pieces, consider whether you have an anecdote

that would help persuade your reader by making the topic more personal.




Interviewing and collecting quotes for a persuasive piece.

Rationale: Informational writing often includes quotes from experts, famous people, or

people affected by the topic of the piece. A quote provides detail to better inform the

reader of a specific point.

Materials: Mayor Greatneck text on overhead, overhead projector, writers’ notebooks

Connection: I know many of you are working to add details to your persuasive piece

that will help you with your argument. One kind of detail writers use in persuasion is to

quote an expert, a famous person, or a person affected by the topic. That just means that

person tells you things they know or feel about the topic and you write down what they

say, word for word.

Teach: One way to find a quote is to actually interview a person that has been affected in

some way by the topic and write their responses down in your writer’s notebook for

possible use. The writer’s job in this case is to ask several key questions to any persons

close to the topic.

Then, write down what he/she says. When quoting someone, the writer needs to be sure

that quotes are written correctly. It is always a good idea for the writer to read back a

quote to the person being interviewed and ask if it is correct and make changes if

necessary.

Next, the writer must decide if any of the quotes will help to persuade a reader towards

his point of view. When looking at the letter, Dear Mayor Greatneck, there is a section in

which the writer uses a quote from a local teenager. (Read that section of piece.) The

quote doesn’t just say that John the sixteen year old wishes they had a place to play

baseball. The quote also includes that his father has to drive him to another town to play.

That extra information in the quote is what may persuade a reader to want this change.

No one likes to have to drive long distances to do an activity. So a writer must be careful

to include a quote that has something in it that will appeal to the reader.

Some of you may want to add a quote or two in your persuasive piece. Think of one or

two people who have been affected closely by your topic. Would they be willing to talk

with you? Think of one or two questions that you can ask that might be helpful to your

piece of writing. Look at your sections. Think: what you are trying to say in each part?

(Teacher could show sections and give an example of an interview) Let’s use the stop

smoking topic again. If you have a section on how smoking affects people around the

smoker, what are one or two questions you could ask a person affected by a smoker?

(Take several ideas.)

Have-a-go: Go to your notebook and look at your plan. As you look at each section,

think about questions you could ask someone to give you more detail for your piece.


(Give some time for them to look it over) Find a blank page in the notebook and at the

top write: interview questions

Under that, see if you can write one or two questions that might make good interview

questions. (Give some more time to do this.) Write down a few names of people you

may want to interview.

Link: Today as you work on your piece, consider what kind of detail you want to add to

your piece that will help convince readers of your point of view. Interviewing people to

find quotes is one way to get detail into your piece. Some of you may spend more time

on getting interview questions. Some will have other important work to do on your piece.

If you are thinking of interviewing someone, be also thinking about how and when you

will talk with them.




Finding quotes for a persuasive piece.


people affected by the topic of the piece. This gives more authenticity to the article.

Materials: overhead of “Summer: 15 Days or 2 ½ Months?” overhead projector,

overhead markers

Connection: Your persuasive pieces are moving along. Some of you are finished with

your first drafts and are ready for revision and some are still working on the draft. You

may now be thinking, “How can I add more detail to my piece that will help me persuade

my reader?” One kind of detail in persuasive letters, essays, and editorials is to use quotes

from experts, famous people, or from everyday people that are affected by the topic.

Teach: So let’s focus on how can we find and add a quote to our persuasive piece in a

way that is interesting and that will help convince the reader of a certain point of view.

Let’s look at the text, “Summer: 15 Days or 2 ½ Months. In this piece the writer uses a

quote by an expert that helps to convince the reader that kids need time in the summer for

things like camp. (Put piece on the overhead and read the quote.) This section of the

piece is about the need for longer periods of time during the summer away from school so

families can have vacation and kids can go to camp. This expert quote fits very well with

that section and adds detail to support that part. So a writer can look at the focus of one

part of the piece and see if a quote will help explain or expand on the idea of that part.

The writer can research on the web or in books or magazines to find expert quotes or

quotes by famous people. (You should have certain sites available to class that are

considered reliable for factual information.) As you read about your topic, you may find

interesting quotes that may be useful to your piece. Write the quote down including the

person who said it. Then also write down the name of the article or book, the author’s

name, and if it is an article in a magazine, the name of the journal and date. (*See below.)

Link: Remember adding a quote is one more way to convince readers of your point of

view. As you read and continue to work on your pieces be watching for interesting

quotes from experts or famous people that can help move your reader.

*Teacher will need to teach a lesson on: 1. How to punctuate the quote 2. Teacher’s preferred format for giving credit to sources.

Other possible lessons: 1. Format for quoting text 2. Format for crediting sources.




Placing a quote in a persuasive piece (to be done after lesson on

interviewing for quotes)


people affected by the topic of the piece. A quote provides detail to better inform the

reader of a specific point.

Materials: Mayor Greatneck text on overhead, overhead projector, writer’s notebooks

Connection: Some of you have interviewed someone on your topic and are thinking of

adding a quote from that person into your piece.

Teach: To add a quote into a piece of writing, the writer must consider three things that are

important. First, who said the quote? Next, what is the person’s connection to the topic?

Is the person an expert in the field? Is the person affected in some way by the topic? Is

the person famous? (When someone famous makes statements, people tend to listen even

when they aren’t experts!)

Let’s look at the quote in the Mayor Greatneck letter. The author lets us know who made

the comment- John – then the author gives us a little more information about the person

quoted so we know how the person is connected to the topic -a sixteen year old who lives

in this town. Then quotation marks are added around the quote to set off what was said.

Have-a-go:

I have a quote on the overhead. This is from a waitress at a restaurant that allows

smoking. Let’s think how we could write that into a piece on smoking. We can use the

Mayor Greatneck quote as our model. (Have students help write the quote. Example:

Tina Miller, a waitress at the local Ted’s Grill in town said, “I work in smoky conditions

every day at work. It seems I always leave work in coughing fits every day.” We’ve

know who is talking, how she is related to the topic, and we know what she said.

Link:

As you begin your work today on your persuasive piece think: what does my piece need

so my readers see my point of view? Reread what you have so far. Do you have a quote

that will fit well in the piece? Remember, one way to convince your reader is by adding

quotes from people affected by your topic.



Lesson: Voice: Creating a conclusion for a persuasive piece

Rationale: In persuasive writing it is important for the ending of the piece to leave your

reader thinking hard about your opinion.

Materials: Published examples of leads for persuasive letters, essays, editorials on

overheads, overhead projector (Mayor Great piece, and “Hang Up and Drive”

Student model from Write Source Grade 6-8

http://www.thewritesource.com/studentmodels/ws2k-phoneed.htm

Rationale: When a writer ends in a way that leaves the reader thinking more about his

opinion, there is a better chance of persuading the reader to that opinion.

Connection: Writers, you have worked so hard on your letters. (editorials) It is very

important now to write a conclusion that will leave your reader thinking hard about your

stance. (opinion)

Teach: Today we will think about two different kinds of endings writers sometimes use

when writing pieces such as you are. There are more than two kinds of endings, but we

will look at two today.

Notice in the Mayor Greatneck letter, how the writer ends the letter. (Read the last

paragraph.) The author gives a call to action to all citizens of his community. So one kind

of conclusion writers use in persuasive writing is a call to action. This ending makes the

reader want to go out and do something to make things better! If I want to use this kind of

ending, I must ask myself, “What do I want my readers to do now that they have all of

this information?” If I wrote about getting rid of smoking in restaurants, I might end by

telling readers to writer their congressmen and women demanding that restaurants

become smoke free so we can all eat in a safer, cleaner environment.

A second strategy is end with a quote. Here is a chance to maybe use a quote you have

found through an interview or from another source. Look at the student piece, “Hang Up

and Drive.” The last paragraph again states the writers opinion on the topic of using cell

phones while driving. Then she includes a quote that emphasizes that stance--As

professional NASCAR driver John Andretti says, “Driving safely is your first

responsibility.” That further promotes her opinion and leaves the reader thinking more

about the topic.

Have-a-go: Think about your topics. Would a call to action work for your piece? Would

a quote help to emphasize your idea? Talk to a partner about possibilities for your ending.

Link: Remember writers, endings are just as important as leads. As you go to work

today begin thinking about how you might end your piece. Read some of the other

articles and texts and check out those endings. Get to work!

http://www.thewritesource.com/studentmodels/ws2k-phoneed.htm

lesson: persuasive writing (persuasive letter or editorial ... · pdf filemindy hoffar, all...

Documents