Day 2_Session II_Increasing rigor_writing
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  • Create a need - This type of persuasion appeals to a person’s fundamental needs for shelter, love, self-esteem, and self-actualization.Appeal to social needs – This method appeals to the need to be popular, prestigious, or similar to others. TV commercials are the best example of this. “Be like Mike.”Using loaded words – Includes the power of positive words but can also mean using negative words to make a point.Appeal to emotion – Puppies and babies, those things that tug on the heart strings of a reader. Also called pathos.Appeal to intelligence – Using facts and data to appeal to a reader’s reason and logic to come to your conclusions. Also called logos.
  • Hand out texts: Climate of Fear - What does the writer do in this extract? Explain, supporting your points with examples.Cutting and Pasting: A Senior Thesis by (Insert Name) - Do you think schools and professors have gone too far to combat plagiarism? Why or why not?
  • Can also ask students to specifically look for and mark persuasive techniques when annotating a text. Ad is persuasive because it plays on appeal to emotion – fear of your care being hit by a driver like this. For students it is appealing because they can all relate to the texting and the situation of the boy-girl dynamics so it holds interest as a teaching tool.I will bring copies of other texts to workshop. How many copies?
  • IB Paper 1 and Paper 2 rubric – 2 pages
  • Handouts: Persuasive Writing Prompts – 3 pages

Day 2_Session II_Increasing rigor_writing Day 2_Session II_Increasing rigor_writing Presentation Transcript

  • Increasing Rigor – Preparing Students for College Level Writing
    Ms. Kimberley Daly
    Afternoon Session 1:30-3:45
    August 3, 2010
  • Session Objectives
    To understand the importance of persuasive writing at the high school level
    To understand how the practice of annotation is often connected to persuasive writing
    To develop a unit or set of plans that increase student proficiency in persuasive writing
  • The Big Picture
    If you can have an opinion, with practice, you can write a persuasive essay.
    It is not enough to say, “I believe this”. You must prove your points using PERSUASIVE TECHNIQUES.
    Create a need Appeal to social needs
    Use loaded wordsAppeal to intelligence
    Appeal to emotion
  • Some Strategies I Use:
    Engaging texts that immediately evoke a response
    Toolbox of persuasive techniques
    Time for peer review and discussion
    Comprehensive feedback to ensure future improvement
  • Engaging Texts
    Choose texts that are high interest for students.
    Provide a mix of non-fiction and fiction pieces.
    Require students to annotate texts as pre-writing --- getting their thoughts down on paper is a prelude to developing an opinion about the issue, the subject or the writing.
    Allow students time to discuss and process the text.
  • Toolbox of Persuasive Techniques
    Teach techniques slowly
    Provide for guided and independent practice
    Showcase examples of techniques in texts read in class
    Video Clip: http://www.youtube.com/watch?v=5-Sjld5yy3Q&NR=1
    Questions for participants: Why is this ad persuasive? Why it is appealing to students?
  • Peer Review and Discussion
    Allow students time to share essays and undertake guided peer review
    Provide time for whole class discussion for general issues
    Facilitate and guide small writing groups
  • Comprehensive Feedback
    After writing is completed, allow time for student reflection on process.
    Provide timely feedback using rubric.
    Identify areas for future improvement.
  • For More Information
    Please contact session presenter:
    Ms. Kimberley Daly
    IB English Teacher, Thomas A. Edison High School
    kbdaly@fcps.edu / kdaly1@gmu.edu