Persuasive Writing

Persuasive Writing and the Power of Opinion

         When persuasively writing, an author focuses their attention on reflecting about an issue while at the same time adding an element of opinion to their text. It has been said that opinions are like rear-ends, where, everyone has one and they all stink; however, the philosopher Plato would say that “opinion[s] [are] the medium between knowledge and ignorance” (Plato). I find this thought fascinating as it implies a greater truth regarding opinions; that, they are neither fact, nor are they invalid. Consequently, teaching our students to properly persuade an audience by supporting their opinions with evidence and information is essential for their educational development and empowerment. It involves several processes that promote deeper thinking skills and “should receive a more prominent place in the curriculum” (Read, London-Hays, and Martin-Rivas, 2014).

Sheabosworth-bs-98. (2015, February 12). "Persuasive Writing" [Online Image]. Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi12-bJSryd-gRfJGEI-RO2c2j6qKatnEw2Z9_C0UXpKvZ4prPSc8rcmT4V-atfncfCftCjhw7ueK-5GiwoE3IvUpBIuhsi3LzLwE-Zsg-JWwRzCEEuc4VGFt56jzLQo_QO1e8kq1WqYtaT/s1600/Slide2.JPG

          In our most recent literacy class we read an article entitled Gradually Releasing Responsibility to Students Writing Persuasive Text (Read, London-Hays, and Martin-Rivas). This article discusses how teachers are not spending enough time teaching students to write and even less time when writing for a specific genre or text like persuasive writing. In the Ontario Language Curriculum, “[generating], [gathering], and [organizing] ideas and information to write for an intended purpose and audience; [and] [drafting] and [revising] their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience” are the first and second overall expectations found on page 12 of the writing strand. When persuasively writing, students are required to identify their audience and to use evidence and specific stylistic elements that will allow their text to influence the reader towards an intended purpose. There are a few specific rules and techniques that teachers can use to help their students develop their persuasive writing and deeper thinking skills.

         

        The first way, is to create a graphic organizer, model how to use it, and then let your students independently fill in the information required for their written text:

RSVPaint. (2015, January 15). "Graphic Organizer" [Online Image]. Retrieved from http://www.rsvpaint.com/essay-graphic-organizer-word/

           What I like about this organizer is that it allows for all of the necessary stylistic elements needed for a persuasive text. The main opinion, reasoning for the opinion, evidence for the reasoning, possible counter argument, negating evidence for the counter argument, and a strong concluding point that is solidified by weighing the pros and cons that support the main opinion. Like a well designed assembly line, the organizer is able to develop the student’s opinion and persuasiveness in a step-by-step process that eventually returns full circle, strengthening the intended purpose of the main opinion.

         Other people, like Kindergarten teacher Tracey Cleek, have envisioned this process like an OREO. Where, the opinion acts as the cookie at the beginning and at the end of the persuasive text and the examples and reasoning act as the creamy filling on the inside.

Cleek, Tracey. (2011, October 23). "Oreo Organizer" [Online image]. Retrieved From http://our-cool-school.blogspot.ca/2011/10/persuasive-writing-oreo.html

           In a blog post by in-service teacher, Blair Turner, she mentions that “we [should] really emphasize the use of linking words and phrases...to introduce reasons, to introduce supporting details, and to help summarize” when writing for a persuasive text (Turner, 2013). In her post she lists a useful resource outlining words and phrases to be used in each instance.

Turner, Blair. (2013, November 9). "Linking Words and Phrases" [Online Image]. Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPUZT9B7PvqPExO6tUuCrzo7_6R6a7RIJGTGUtTE9xNp_k0xsvl88G1hkTHTR3-Jbi1wo0AmQUBdOStX0KVD2iAJUI9ldTe5kz-Y7edPKnUZwao3oMN2sTv9-Oq2ijSKI8jcQ9SAaGhTg/s1600/persuasive+writing+hooks+mini-lesson.022.png

           By using these words and phrases, students are able to strengthen their opinion and to further persuade the audience towards their purpose. This is where the deeper thinking skills are developed. Student’s need to identify their intended audience’s triggers. By this, I mean that in order for the text to be persuasive it has to take into account that the topic being addressed is of interest to the audience and that the evidence and wording being used will connect with their motivation instincts and beliefs. Student’s will need to identify what makes their audience actually ‘tick’ and how to keep them interested until the concluding proof of the final persuasive statement. The deeper level thinking skills involved in such a process requires the student “to produce, evaluate, and act on the professional, ethical, and political discourse that is central to our democratic society” (Crammond, 1998). 

Isaksen, David. (2013, July 9). "Arnold Persuasion" [Online Image]. Retrieved From http://intelligenceofpersuasion.blogspot.ca/2013/07/what-is-difference-between-rhetoric-and.html

          When persuading an audience, students need to realize that sometimes asking someone to agree with them or to accept their opinion just because they ask them to or just because they ask them nicely, will not always persuade them to do so. Students need to give their audience the right kinds of motivation that will allow them to accept the persuasive material that they are being given. In doing so, students will better direct their own thinking and formulation of opinions to logically understand the world around them and to have the power to persuade the members of society whose opinions are misguided and ill-informed.

Non-Digital Reference(s)

C r a m m o n d , J . ( 1 9 9 8 ) . The uses and complexity of argument structures in expert and student persuasive writing. Written Communication, 15( 2 ), 230 – 268 .