This document provides information on writing persuasive paragraphs. It defines persuasion and lists common forms of persuasive writing. It outlines the key components of a persuasive paragraph, including establishing a clear purpose, knowing your audience, doing research to support your opinion, and using methods of persuasion like facts, authorities, examples, predicting consequences, and answering opposition. It provides examples and guidelines for crafting an effective persuasive paragraph, such as considering your audience and avoiding exaggeration.
Paraphrasing is a restatement of the meaning of a text using other words (instead of original words) Summarizing means taking the main ideas from a text and rewriting them in your own words in a brief manner.
Paraphrasing is a restatement of the meaning of a text using other words (instead of original words) Summarizing means taking the main ideas from a text and rewriting them in your own words in a brief manner.
Teaching argumentative writing can help develop students' critical thinking skills through inferences, arguments, facts and critical analysis. This powerpoint presentation provides: a definition for argumentative writing; examples of everyday arguments; elements of argumentative writing; ideas about how to organise an argumentative essay; practice prompts and much more!
My students have to write descriptions very often while making different academic assignments. I prepared this slide show as a supporting material to teach a case study on poverty alleviation.
Teaching argumentative writing can help develop students' critical thinking skills through inferences, arguments, facts and critical analysis. This powerpoint presentation provides: a definition for argumentative writing; examples of everyday arguments; elements of argumentative writing; ideas about how to organise an argumentative essay; practice prompts and much more!
My students have to write descriptions very often while making different academic assignments. I prepared this slide show as a supporting material to teach a case study on poverty alleviation.
Question 1 Evaluate a mode of study that you do well and one.docxIRESH3
Question 1
Evaluate a mode of study that you do well and one that you could improve on. Please explain
how you plan on improving that which you find to be weak in your own study habits.
Your response should be at least 75 words in length. You are required to use at least the attached
textbook as source material for your response. All sources used, including the textbook, must be
referenced; paraphrased and quoted material must have accompanying citations.
Question 2
Describe the two ways that students normally study in a typical college course.
Your response should be at least 75 words in length. You are required to use at least the attached
textbook as source material for your response. All sources used, including the textbook, must be
referenced; paraphrased and quoted material must have accompanying citations.
Question 3
Describe the typical design of a college course and the outcomes that result for students in these
courses. In addition, describe a situation in which you found yourself falling into this style of
learning.
Your response should be at least 200 words in length. You are required to use at least the
attached textbook as source material for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must have accompanying citations.
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
1. Display competence in the art of analyzing the logic of the subject one is studying.
2. Determine the purpose of analyzing the logic of the subject one is studying.
3. Compare and contrast the logic of college as it is and as it should be.
4. Assess the logic of the four modalities of communication.
5. Appraise the criteria for evaluating an author's reasoning by using the elements of thought.
6. Identify how one should assess one's progress in learning.
7. Describe the strategies for self-assessment.
8. Apply the generic model to various applied majors
Unit Lesson
This lecture continues with the discussion of rhetorical devices.
Downplayers
A downplayer is a word that is inserted in a sentence that undermines something that is being discussed. Let’s take a look at two
sentences that mean the same thing in their deepest structure, but that have radically different connotations due to one word.
“Brent got a B on his exam.”
“Brent only got a B on his exam.”
By inserting the word “only,” the person saying sentence two has downplayed Brent’s achievement. Most people would be
happy, or at least satisfied, with a grade of B on an exam. However, the second sentence seems to diminish Brent’s
accomplishment by indicating that a grade of B on the exam does not meet his or her expectations of Brent. You can think of
downplayers as using scare quotes “” in verbal language. Let’s look at some more examples.
“Yeah, Ellen just got her ‘degree’,”
In this case, the person seems to indicate ...
Peer Review 1 Tool Summary Becoming A Reliable.docxhallettfaustina
Peer Review 1 Tool: Summary
Becoming A Reliable Critic by Evaluating Writing
The ability to critique our own writing, to find mistakes and correct them, is developed over time as we read and evaluate the work of others, then apply what we have learned to our own work. To facilitate this process, I am providing some focused questions to help you learn to critique Paper 1 effectively. Particularly since your first paper is a summary, rather than the personal or analytical essays you might be used to writing, the criteria shifts to what the original author is saying, rather than any personal view of the the student summarizer.
You may also use these questions to critique your own work. For your Peer Review, please follow the numbered format of this sheet in answering the questions. For example, discuss thesis first, then main points, etc. Be sure to answer all applicable questions.
Evaluation Questions:
1. The ThesisFollowing summary conventions, is the thesis clearly indicated in the first few sentences, along with original author and title? Is the thesis accurate to the original?Is it expressed in the summarizer’s own words?
2. Main pointsHas the summarizer selected the appropriate main points? Is there a point that you need to hear about, or more about?Are the main points accurately expressed, in the summarizer’s own words? If a quote is used, is it an appropriate quote?If there are any details brought up, are they limited and significant to the main points?
3. Organization/CoherenceAre there appropriate paragraph breaks? (Remember that a summary should not be a series of detached, short paragraphs. Main points will be integrated into paragraphs together.)Does the summary flow well, both between sentences and between paragraphs? Where does the summary seem disjointed or choppy?
4. Paraphrasing/Style/MechanicsOverall, does the summarizer do a good job of using his/her own words? What sentences might seem awkward, choppy or inaccurate? What sentences are good examples of paraphrasing?Are there places where word choices are confusing?Are there places where grammar errors distract from meaning?
5. ToneDoes the summarizer remain consistently objective throughout the summary?
6. Opinion paragraphDoes the summarizer take a clear position on the original essay in this paragraph?Is the opinion well developed with specific support? Where would you like to hear more?
Scenario: Steve recently accepted an opportunity to travel to Venezuela for his American-owned company. This is his first opportunity to travel outside of the United States. Steve is an exemplary employee and takes his job very seriously. His job is to convince a Venezuelan company that they should become partners with his American company.
On his first visit, Steve is upset that no one shows up on time for his important visit. In fact, he almost has to wait an hour for everyone to show up for a scheduled meeting. To top it all off, no one wants to talk business. ...
Why are we doing this again1) Generally speaking,.docxphilipnelson29183
Why are we doing this again?1) Generally speaking, humans are not very good at reasoning.2) The purpose of this class is to make you better at reasoning.3) Fallacies are specific examples of bad reasoning, and they are all around us.Thus, learning to recognize fallacies is likely to make you commit them less often, and consequently become a better reasoner.
Hasty generalizationHasty generalization: inappropriately generalizing from too few examples.Anecdotal evidence
Freewrite: Hasty Generalization
Is there reasoning behind prejudice? What is the motivating force of prejudice or racism (as a subcategory of prejudice)? Does a person’s limited experiences with another group lead them to unjustified conclusions about an entire race (in which case it’s a hasty generalization)? Or is it some deep-seated prejudice that goes beyond reason?
Generalization from an exceptional caseGeneralization from an exceptional case: Inappropriately generalizing from cases that are unique, or unusual.Biased sampleSelf-selection fallacy
AccidentAccident: Assuming a general claim applies to a specific case that could be unusual.Example: “In America we have the right to bear arms. So if I want to point a gun at a police officer, I should be able to do so.”
Weak AnalogyWeak analogy: a weak argument based on unimportant or irrelevant similarities between the things being compared.Example: “Going to SWC is like being in prison. After all, both the campus and the prison are buildings constructed by humans.”Example: “Corporations are like people. If people can be tried in a court of law, then so can corporations.”
Untestable ExplanationUntestable explanation: when someone provides an explanation that cannot even be tested in principle.Example: “Charlene is really good at helping people because she gives off such good vibes.”
Slippery SlopeSlippery Slope: the suggestion that something will progress by degrees to an exaggerated or undesirable outcome.
False cause/correlation is not causationFalse cause: assuming that because one event happened after (or around the same time as) another that it was caused by the other.In assuming that one event causes another, the person committing this fallacy can overlook:CoincidenceA common causeRandom variationRegression to the mean
False cause (random variation)“In our tests, we randomly selected men to drive a golf ball as far as they could. We then had them wear our magnetic bracelet and try again. On the second occasion the men hit the ball an average of ten feet further. Our bracelet can lengthen your drive as well.”
False cause (regression to the mean)“The girls were well below their average on Monday, so I made them do 50 sets of pushups. Guess what? Their average was much better on Tuesday. Pushups did the trick.”
Appeal to AuthorityAppeal to authority: giving the opinion of a non-authoritative source to support a claim.Example: “My smart friend says that Obamacare is bad for the country. So he mu.
General InstructionsThe goal of this assignment is to use eviMatthewTennant613
General Instructions:
The goal of this assignment is to use evidence from the social psychological research literature to address whether or not there is support for a popular proverb or saying about social behavior.
This paper should be 5 - 7 pages in length (double-spaced).
You first need to choose a proverb to write about (see potential list below). You are encouraged to choose one of the proverbs from this list, but you may also come up with your own as long as your instructor approves your choice.
After choosing a proverb, you will need to find at least 2 references from psychological / sociological peer reviewed journals that contain social psychological research that is relevant to your proverb.
You'll need to read the articles and summarize/ describe them in your report. Be sure to only use articles that directly address the issue presented in the proverb.
For the paper itself, you will do the following:
1. Present the proverb you are interested in, along with your own personal "theory" about whether the proverb is true or not.
2. For each of the two articles (studies) you find, do the following:
-Describe the study that was done - what was the hypothesis? What were the independent and dependent variables?
-Describe the findings. If the article is complex, it's ok to just focus on the findings that are relevant for your proverb.
-Offer a summary of whether the study supports or refutes the proverb.
(Do this for each of the two studies)
3. Finish with a final conclusion about your proverb or saying: Do the two studies suggest the proverb is true or not? Also offer comments about shortcomings or weaknesses of the social psychological literature that you examined. Are there problems with the studies that make you question their validity?
Remember, your research might support the proverb, or it may not. It's also possible that you'll find one study supporting your proverb and one refuting it. Any of these possibilities is fine! If your studies are in conflict with each other, be sure to discuss why you think that's the case (e.g., how do differences between the studies account for the different findings?)
4. Provide references for your two articles.
List of proverbs and sayings
1. Birds of a feather flock together.
2. Love is blind.
3. Absence makes the heart grow fonder.
4. There's no such thing as love at first sight.
5. I'd rather be disliked for who I am than liked for who I am not.
6. No one can make you feel inferior without your consent.
7. Only dead fish swim with the stream.
8. With a silver tongue and kindness you can drag an elephant by a hair.
9. A friend in need is a friend indeed.
10. Actions speak louder than words.
11. Beauty is only skin deep.
12. Familiarity breeds contempt.
13. Good fences make good neighbors.
14. Honesty is the best policy.
15. Revenge is sweet.
16. Never judge a book by its cover.
17. You scratch my back and I'll scratch yours.
18. Too many cooks spoil the broth.
19. True love never grow ...
Research NotesSources should be found based on NEED and PURPOSE.docxverad6
Research Notes
Sources should be found based on NEED and PURPOSE
1) Need – based on where you cannot fill in the ideas yourself
2) Purpose – Understanding what type of source will best fit my explanation
Types of Sources: Usually based on fact or opinion
What level of source do I need?
-Primary Source: Something first-hand created DURING the time/study
Ex. Live video/recordings, specific documents (or exact copies), autobiographies/diaries/memoirs, direct/unedited speeches, newspapers, journal articles, artifacts, photographs, art
-Secondary Source: Reviewing or Commenting on a first-hand experience AFTER the fact, using HINDSIGHT, INTERPRETATION (commentary and discussion) of others (ideas, data, etc)
Ex. Textbooks (depending on author), biographies, analyses, magazine/newspaper articles, dictionaries/encyclopedias
-Tertiary Sources: compiled ideas of primary and secondary sources, COLLECTIONS
-Ex. Almanacs, textbooks, fact books, chronologies, biographies
Example of P/S/T: Primary would be autobiography (writing it yourself), becomes secondary when someone else writes about you and you work with them, becomes tertiary when the writer has to compile info because you’re either gone or unwilling to work with the author
“Finding the Giggling Baby” – Diversifying our sources in terms of how much “control” we need to have in their explanation. The further away from “obvious” we get, the more explanation we need!
1) “Obvious” – We use sources that are difficult to own because we feel they are self-explanatory. Even though it’s tough to explain, we MUST make it refer back to our thesis Ex.
2) “Reach” – We have a source that is not clear (or maybe vaguely clear) to the audience, but with time and explanation makes perfect sense to them
3) “Finding the Giggling Baby” aka “Stretch” – Makes little to no sense on its own, but with clear, detailed explanation it creates a serious bond between you and audience (we end up seeing things the same way!)
Assignment: Health Insurance and Quality
Imagine that you are the clinic manager of an urgent care center. Recently, your center has seen an increase in complaints regarding long wait times, inadequate or incomplete information from staff during visits, and the relatively small number of insurance types accepted at the facility.
· Write a 3-4-page paper in which you:
1. Examine at least three (3) examples of quality initiatives that could increase patient satisfaction and potentially reduce healthcare cost. Support your response with examples of the successful application your chosen quality initiatives.
2. Defend your position on the decision to accept Medicare or Medicaid as potential pay sources for your urgent care center. Provide support with at least two (2) examples that illustrate your position.
3. Use at least two (2) quality references. Note: Wikipedia and other Websites do not qualify as academic resources.
· Assignment must follow these formatting requirements:
·
· Be typed, double s.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. UNIVERSITY OF EL SALVADOR
WESTERN MULTIDISCIPLINARY CAMPUS
FOREIGN LANGUAGE DEPARTMENT
2. OBJECTIVES
At the end of the class, SWBAT:
1.actively learn more about paragraph writing.
2.internalize how a persuasive paragraph is
organized and developed.
3.write a short paragraph more consciously and
accurately.
4. Definitions:
1. Persuade: to move by argument,
entreaty, or expostulation to a belief,
position, or course of action
Source: Merriam-Webster’s Dictionary
2. Persuade: to make someone agree to do
something by giving them reasons why they
should.
Source: macmillandictionary.com
5. Forms of Persuasive Writing
Advertisements
Editorials
Speeches
Propaganda
Reviews
Blogs
Persuasive paragraphs or essays
6. Persuasive Writing can be used
to…
Purpose
• Support a cause
• Urge people to action
• Make a change
• Prove something wrong
Persuasive Statement
“Please support my
football team by buying
discount coupons.”
“Vote for Sarah!”
“The principal should let us
wear hats.”
“Cell phones don’t cause
brain cancer.”
7. Persuasive Writing can be used
to…
Purpose
• Stir up sympathy
• Create interest
• Get people to agree with
you
Persuasive Statement
“If you don’t adopt this dog, it
could have to live in a shelter.”
“Better grades get you a better
job and more money.”
“I am sure you’ll agree that
MilkyWay is the best candy
bar.”
8. Persuasive Paragraph
A persuasive paragraph gives the
writer’s opinion on the topic and tries
to get the reader to agree with it. The
supporting details are very important
in a persuasive paragraph. After all, if
you want someone to agree with you,
you’ve got to give them a reason!
9. Considering the Audience
You must pay special
attention to the audience
as you write a persuasive
paragraph.
A persuasive paragraph
gives the writer’s opinion
on the topic and tries to
get the reader to agree
with it.
10. First…Know Your Audience…
Before you start writing, you should know your
audience:
Who will read your writing? Who do you need
to convince?
The audience may be your friends, your
teacher, your parents, your principal, the
readers of a newspaper or the President of the
United States!
Will you be graded? On What?
Should you be casual or professional?
11. In order to
convince the
reader you need
more than just an
opinion; you need
facts or examples
to back your
opinion. So, be
sure to do the
research!
Second: Do Your Research…
12. Checklist
Decide exactly what it is you want your
reader to do or think.
Compose a topic sentence using should,
ought, must, or their negatives.
Jot down all the reasons you can think
of.
Select the best ones and drop those that
do not relate to your topic.
13. If you use facts, be sure that they are accurate
and that the source of your facts is clear. If you
use an example, be sure that is a valid one and
adequetely supports your argument. If you
refer to an authority, be sure that he or she is
really an authority and not biased. If one of
your reasons predicts the consequence, be sure
that the consequence flows logically from your
statement. If one of your reasons is an answer
to the opposition, be sure to state the
opposition’s point of view fairly and refute it
adequately.
14. Make a plan for the paragraph.
Write a draft of your persuasive paragraph.
Check for unity, logic, and coherence;
rewrite or revise as necessary.
Proofread for errors in grammar,
punctuation, sentence structure, speelling
and mechanics.
15. METHODS OF PERSUASION
The basic kinds of persuasive support utilized
in persuasive paragraphs are:
1.Facts
2.Referring to an authority
3.Examples
4.Predicting the consequence
5.Answering the opposition
16. 1. FACTS
They should appeal to the reader’s mind, not
just to the emotions. The source of your facts
should be clear to the reader. If you wish to
prove that children’s eyesight should be
checked every year by a doctor, you might
look for supporting facts in appropriate books
and magazines, or you might ask your eye
doctor for information. Your paper might say:
17. “Many people suffer serious visual impairment
later in life because they receive insufficient
or inadequate eye care when they were
children, according to an article in Better
Vision (May 1983).”
impair: to damage or make worse by or as
if by diminishing in some material respect
*his health was impaired by overwork*
synonyms see INJURE
Source: Merriam-Webster’s Dictionary
18. AVOID…
Avoid the vague “everyone knows” or “it is
common knowledge” or “they all say.” such
statements will make your reader justifiably
suspicious of your “facts.”
19. 2. REFERRING TO AN
AUTHORITY An authority is an expert, someone who can
be relied on to give unbiased facts and. If
you wish to convince your readers that
smoking is a dangerous habit, you might use
the statement that appears on every pack of
cigarettes: “The Surgeon General has
determined that cigarette smoking is
dangerous to your health.” the Surgeon
General is an excellent and knowledgeable
authority whose opinion
20. Cont…
On medical matters is considered valid and
unbiased.
Avoid appealing to “authorities” who are
interesting or glamorous but who are experts.
unbiased: free from bias; especially: free
from all prejudice and favoritism
Source: Merriam-Webster’s Dictionary
21. 3. EXAMPLES
An example should clearly relate to the
argument and should be typical enough to
support the argument. If you wish to convince
your reader that high schools should provide
more funds than they do for women’s sports,
you might say, “Jefferson High School, for
instance, has received inquiries from sixty
female students who would be willing to join a
women’s basketball or baseball team if the
school could provide the uniforms,the space, and
a coach.”
22. 4. PREDICTING THE CONSEQUENCE
Predicting the consequence helps the reader
visualize what will occur if something does or
does not happen. To convince your readers
that conserving energy is the duty of every
citizen, you might say, “If we do not conserve
our resources, we may soon face the time
when schools and public buildings will be
open only half days because of the lack of
heating fuel.”
23. AVOID…
Avoid exaggerating the consequences. For
example: “If you do not eat fresh fruit every
day, you will always be ill.” This
exaggerates the consequences of not
eating fresh fruit every day. Fresh fruit is
important, but by exaggerating its
importance, you make the reader
understandably suspicious.
24. 5. ANSWERING THE OPPOSITION
Answering possible critics shows that you are
aware of the opposition’s argument and are
able to respond to it. If you wish to convince
your readers that your candidate is the best
on the ballot, you might say, “Some have
criticized him for running a low-keyed
campaign, but he feels the issues and his
stand on them should speak for themselves.”
25. CONT… AVOID…
Avoid calling the opposition “fools” or
“crooks.” Attack their ideas, not them.
26. Examples of topic sentences
using each method:
FACTS:
1. A spotlight should be placed at the dangerous
intersection at Hoover and Palm Streets.
2. People should not get married until they are at
least twenty-five years old.
27. 2. REFERRING TO AN
AUTHORITY
1. The citizens of Santa Ana must help the
police if the rising crime rate is to be
stopped.
2. Most people should get at least one half
hour of vigorous exercise every day.
28. 3. EXAMPLES
1. Watching their parents fight is harder on
children than dealing with divorce.
2. Schools must provide young people with
an adequate sex education because
ignorance hurts.
29. 4. PREDICTING THE CONSEQUENCE
1. The English Department should (should not)
offer cash prizes for the best student essays.
2. Salvadorean government should (should
not) prohibit the sale of handguns online.
30. 5. ANSWERING THE OPPOSITION
1. The university of El Salvador should
(should not) drop its required-attendance
policy.
2. Abortions on demand should (should not)
be legal.
31. More examples:
Teachers in kindergarten should develop
meaningful activities in order to discover
children’s competencies.
The university of El Salvador should
approve interships in all majors.
More security guards should be hired to
take care student’s lives at UES.