Attention catching techniques.
Body paragraphs.
Topic sentences, supporting details, persuasive essay thought stems.
Concluding paragraphs, restatement of points, clinching statements.
Katrina hutchinson.
i love this and you should keep making more
i didnt mean to say that sorry i meant to say i love this and should keep making more videos like these
I just want to thank you for your effort in helping to further student’s understanding of writing assignments. I’ve for one am very unfamiliar with college writing and greatly appreciate your guidance through this persuasive essay explanation.
This is beyond amazing! Thank you so much for sharing this. I definitely will be using your videos and worksheets in my writing classes.
I really appreciate the existence of websites like this. You have done a lot of work, great work, thanks for sharing.
I am so grateful for this tremendous work that provides instruction and creativity for students being homeschooled or in a traditional classroom. Kudos!!!
Thank you for this explanation … as a new English teacher you work is so very helpful to me and my students… Thanks again.
This website is my go-to for english worksheets. Thank you so so much!
Thank you so much for having this website. I feel like I have just found a pice of gold! I will be using your worksheets in my class and once again, thank you for your generosity and efforts.
This website is really amazing!! I have just explored it partly yet, just seen the persuasive essay portion but found it really very helpful as I am preparing for a competition on this topic. Thanks a lot!!
persuasive piece #1 should students have less homework.
write and anrgument not a debate please!!!!
Both your video and online instructions and notes have been very helpful in demonstrating how to write an effective persuasive essay. Your information is presented clearly and concisely and in an appealing way. The examples your provide really made my middle school students understand and internalize the different aspects of effective essay writing! From one educator to another, thank you!
That’s kind of you to say. Thank you for visiting and taking the time to comment.
We teach students appreciation, so the least we can do is to truly thank you for your effort. It’s been really of a great help. You can’t imagine how such an explanation helped students here in my school NIS in KSA while writing their assignment. Again, thanks a lot. 🙂
Thanks this gave me a good understanding on how to write my essay!
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Learning objectives.
The purpose of persuasion in writing is to convince, motivate, or move readers toward a certain point of view, or opinion. The act of trying to persuade automatically implies more than one opinion on the subject can be argued.
The idea of an argument often conjures up images of two people yelling and screaming in anger. In writing, however, an argument is very different. An argument is a reasoned opinion supported and explained by evidence. To argue in writing is to advance knowledge and ideas in a positive way. Written arguments often fail when they employ ranting rather than reasoning.
Most of us feel inclined to try to win the arguments we engage in. On some level, we all want to be right, and we want others to see the error of their ways. More times than not, however, arguments in which both sides try to win end up producing losers all around. The more productive approach is to persuade your audience to consider your opinion as a valid one, not simply the right one.
The following five features make up the structure of a persuasive essay:
The persuasive essay begins with an engaging introduction that presents the general topic. The thesis typically appears somewhere in the introduction and states the writer’s point of view.
Avoid forming a thesis based on a negative claim. For example, “The hourly minimum wage is not high enough for the average worker to live on.” This is probably a true statement, but persuasive arguments should make a positive case. That is, the thesis statement should focus on how the hourly minimum wage is low or insufficient.
Because an argument implies differing points of view on the subject, you must be sure to acknowledge those opposing ideas. Avoiding ideas that conflict with your own gives the reader the impression that you may be uncertain, fearful, or unaware of opposing ideas. Thus it is essential that you not only address counterarguments but also do so respectfully.
Try to address opposing arguments earlier rather than later in your essay. Rhetorically speaking, ordering your positive arguments last allows you to better address ideas that conflict with your own, so you can spend the rest of the essay countering those arguments. This way, you leave your reader thinking about your argument rather than someone else’s. You have the last word.
Acknowledging points of view different from your own also has the effect of fostering more credibility between you and the audience. They know from the outset that you are aware of opposing ideas and that you are not afraid to give them space.
It is also helpful to establish the limits of your argument and what you are trying to accomplish. In effect, you are conceding early on that your argument is not the ultimate authority on a given topic. Such humility can go a long way toward earning credibility and trust with an audience. Audience members will know from the beginning that you are a reasonable writer, and audience members will trust your argument as a result. For example, in the following concessionary statement, the writer advocates for stricter gun control laws, but she admits it will not solve all of our problems with crime:
Although tougher gun control laws are a powerful first step in decreasing violence in our streets, such legislation alone cannot end these problems since guns are not the only problem we face.
Such a concession will be welcome by those who might disagree with this writer’s argument in the first place. To effectively persuade their readers, writers need to be modest in their goals and humble in their approach to get readers to listen to the ideas. See Table 10.5 “Phrases of Concession” for some useful phrases of concession.
Table 10.5 Phrases of Concession
although | granted that |
of course | still |
though | yet |
Try to form a thesis for each of the following topics. Remember the more specific your thesis, the better.
Collaboration
Please share with a classmate and compare your answers. Choose the thesis statement that most interests you and discuss why.
Everyone has various biases on any number of topics. For example, you might have a bias toward wearing black instead of brightly colored clothes or wearing jeans rather than formal wear. You might have a bias toward working at night rather than in the morning, or working by deadlines rather than getting tasks done in advance. These examples identify minor biases, of course, but they still indicate preferences and opinions.
Handling bias in writing and in daily life can be a useful skill. It will allow you to articulate your own points of view while also defending yourself against unreasonable points of view. The ideal in persuasive writing is to let your reader know your bias, but do not let that bias blind you to the primary components of good argumentation: sound, thoughtful evidence and a respectful and reasonable address of opposing sides.
The strength of a personal bias is that it can motivate you to construct a strong argument. If you are invested in the topic, you are more likely to care about the piece of writing. Similarly, the more you care, the more time and effort you are apt to put forth and the better the final product will be.
The weakness of bias is when the bias begins to take over the essay—when, for example, you neglect opposing ideas, exaggerate your points, or repeatedly insert yourself ahead of the subject by using I too often. Being aware of all three of these pitfalls will help you avoid them.
The use of I in writing is often a topic of debate, and the acceptance of its usage varies from instructor to instructor. It is difficult to predict the preferences for all your present and future instructors, but consider the effects it can potentially have on your writing.
Be mindful of the use of I in your writing because it can make your argument sound overly biased. There are two primary reasons:
Smoking is bad.
I think smoking is bad.
In the first sentence, the rightful subject, smoking , is in the subject position in the sentence. In the second sentence, the insertion of I and think replaces smoking as the subject, which draws attention to I and away from the topic that is supposed to be discussed. Remember to keep the message (the subject) and the messenger (the writer) separate.
Developing Sound Arguments
Does my essay contain the following elements?
Facts are statements that can be definitely proven using objective data. The statement that is a fact is absolutely valid. In other words, the statement can be pronounced as true or false. For example, 2 + 2 = 4. This expression identifies a true statement, or a fact, because it can be proved with objective data.
Opinions are personal views, or judgments. An opinion is what an individual believes about a particular subject. However, an opinion in argumentation must have legitimate backing; adequate evidence and credibility should support the opinion. Consider the credibility of expert opinions. Experts in a given field have the knowledge and credentials to make their opinion meaningful to a larger audience.
For example, you seek the opinion of your dentist when it comes to the health of your gums, and you seek the opinion of your mechanic when it comes to the maintenance of your car. Both have knowledge and credentials in those respective fields, which is why their opinions matter to you. But the authority of your dentist may be greatly diminished should he or she offer an opinion about your car, and vice versa.
In writing, you want to strike a balance between credible facts and authoritative opinions. Relying on one or the other will likely lose more of your audience than it gains.
The word prove is frequently used in the discussion of persuasive writing. Writers may claim that one piece of evidence or another proves the argument, but proving an argument is often not possible. No evidence proves a debatable topic one way or the other; that is why the topic is debatable. Facts can be proved, but opinions can only be supported, explained, and persuaded.
On a separate sheet of paper, take three of the theses you formed in Note 10.94 “Exercise 1” , and list the types of evidence you might use in support of that thesis.
Using the evidence you provided in support of the three theses in Note 10.100 “Exercise 2” , come up with at least one counterargument to each. Then write a concession statement, expressing the limits to each of your three arguments.
Adding visual elements to a persuasive argument can often strengthen its persuasive effect. There are two main types of visual elements: quantitative visuals and qualitative visuals.
Quantitative visuals present data graphically. They allow the audience to see statistics spatially. The purpose of using quantitative visuals is to make logical appeals to the audience. For example, sometimes it is easier to understand the disparity in certain statistics if you can see how the disparity looks graphically. Bar graphs, pie charts, Venn diagrams, histograms, and line graphs are all ways of presenting quantitative data in spatial dimensions.
Qualitative visuals present images that appeal to the audience’s emotions. Photographs and pictorial images are examples of qualitative visuals. Such images often try to convey a story, and seeing an actual example can carry more power than hearing or reading about the example. For example, one image of a child suffering from malnutrition will likely have more of an emotional impact than pages dedicated to describing that same condition in writing.
When making a business presentation, you typically have limited time to get across your idea. Providing visual elements for your audience can be an effective timesaving tool. Quantitative visuals in business presentations serve the same purpose as they do in persuasive writing. They should make logical appeals by showing numerical data in a spatial design. Quantitative visuals should be pictures that might appeal to your audience’s emotions. You will find that many of the rhetorical devices used in writing are the same ones used in the workplace. For more information about visuals in presentations, see Chapter 14 “Creating Presentations: Sharing Your Ideas” .
Choose a topic that you feel passionate about. If your instructor requires you to write about a specific topic, approach the subject from an angle that interests you. Begin your essay with an engaging introduction. Your thesis should typically appear somewhere in your introduction.
Start by acknowledging and explaining points of view that may conflict with your own to build credibility and trust with your audience. Also state the limits of your argument. This too helps you sound more reasonable and honest to those who may naturally be inclined to disagree with your view. By respectfully acknowledging opposing arguments and conceding limitations to your own view, you set a measured and responsible tone for the essay.
Make your appeals in support of your thesis by using sound, credible evidence. Use a balance of facts and opinions from a wide range of sources, such as scientific studies, expert testimony, statistics, and personal anecdotes. Each piece of evidence should be fully explained and clearly stated.
Make sure that your style and tone are appropriate for your subject and audience. Tailor your language and word choice to these two factors, while still being true to your own voice.
Finally, write a conclusion that effectively summarizes the main argument and reinforces your thesis. See Chapter 15 “Readings: Examples of Essays” to read a sample persuasive essay.
Choose one of the topics you have been working on throughout this section. Use the thesis, evidence, opposing argument, and concessionary statement as the basis for writing a full persuasive essay. Be sure to include an engaging introduction, clear explanations of all the evidence you present, and a strong conclusion.
Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
Persuasive writing is an important skill that can seem intimidating to elementary students. This lesson encourages students to use skills and knowledge they may not realize they already have. A classroom game introduces students to the basic concepts of lobbying for something that is important to them (or that they want) and making persuasive arguments. Students then choose their own persuasive piece to analyze and learn some of the definitions associated with persuasive writing. Once students become aware of the techniques used in oral arguments, they then apply them to independent persuasive writing activities and analyze the work of others to see if it contains effective persuasive techniques.
: Students can use this online interactive tool to map out an argument for their persuasive essay. | |
: This handy PowerPoint presentation helps students master the definition of each strategy used in persuasive writing. | |
: Students can apply what they know about persuasive writing strategies by evaluating a persuasive piece and indicating whether the author used that strategy, and–if so–explaining how. |
This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.
This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.
1. | Prepare for the game students play during Session 1. Divide the class into teams of four or five. Choose a prize for the winning team (e.g., extra time at recess, a chance to be first in the lunch line, a special snack, a certificate you create, or the chance to bring a special book home). If possible, arrange for another teacher or an administrator to come into your class at the end of the game to act as a judge. For Session 3, assign partners and pick a second prize for the group that wins the game. |
2. | Make one copy of the sheet for each group and pair of students. (You will use this sheet to record your observations while students are working during Session 1 and presenting during Session 4.) Make one copy of the , , and the for each student. Make enough copies of the sheet so that every student has a checklist for each set of partners that presents (see Session 4). |
3. | Make a two-column chart for Session 1. Write at the top of the chart. Write at the top of one column and at the top of the other. |
4. | If you do not have classroom computers with Internet access, arrange to spend one session in your school’s computer lab (see Session 3). Bookmark the on your classroom or lab computers, and make sure that it is working properly. |
5. | Preview the and bookmark it on your classroom computer. You will be sharing this with students during Session 2 and may want to arrange to use an LCD projector or a computer with a large screen. |
Students will
1. | Post the chart you created where students can see it (see Preparation, Step 3). Distribute sticky notes, and ask students to write their names on the notes. Call students up to the chart to place their notes in the column that expresses their opinion. |
2. | After everyone has had a chance to put their name on the chart, look at the results and discuss how people have different views about various topics and are entitled to their opinions. Give students a chance to share the reasons behind their choices. |
3. | Once students have shared, explain that sometimes when you believe in something, you want others to believe in it also and you might try to get them to change their minds. Ask students the following question: “Does anyone know the word for trying to convince someone to change his or her mind about something?” Elicit from students the word . |
4. | Explain to students that they are going to play a game that will help them understand how persuasive arguments work. |
5. | Follow these rules of the game: While students are working, there should be little interference from you. This is a time for students to discover what they already know about persuasive arguments. Use the handout as you listen in to groups and make notes about their arguments. This will help you see what students know and also provide examples to point out during Session 2 (see Step 4). |
Home/School Connection: Distribute Persuasion Is All Around You . Students are to find an example of a persuasive piece from the newspaper, television, radio, magazine, or billboards around town and be ready to report back to class during Session 2. Provide a selection of magazines or newspapers with advertisements for students who may not have materials at home. For English-language learners (ELLs), it may be helpful to show examples of advertisements and articles in newspapers and magazines.
1. | Begin by asking students to share their homework. You can have them share as a class, in their groups from the previous session, or in partners. |
2. | After students have shared, explain that they are going to get a chance to examine the arguments that they made during Session 1 to find out what strategies they already know how to use. |
3. | Pass out the to each student. Tell students that you are going to explain each definition through a PowerPoint presentation. |
4. | Read through each slide in the . Discuss the meaning and how students used those strategies in their arguments during Session 1. Use your observations and notes to help students make connections between their arguments and the persuasive strategies. It is likely your students used many of the strategies, and did not know it. For example, imagine the reward for the winning team was 10 extra minutes of recess. Here is one possible argument: “Our classmate Sarah finally got her cast taken off. She hasn’t been able to play outside for two months. For 60 days she’s had to go sit in the nurse’s office while we all played outside. Don’t you think it would be the greatest feeling for Sarah to have 10 extra minutes of recess the first week of getting her cast off?” This group is trying to appeal to the other students’ emotions. This is an example of . |
5. | As you discuss the examples from the previous session, have students write them in the box next to each definition on the Persuasive Strategy Definitions sheet to help them remember each meaning. |
Home/School Connection: Ask students to revisit their persuasive piece from Persuasion Is All Around You . This time they will use Check the Strategies to look for the persuasive strategies that the creator of the piece incorporated. Check for understanding with your ELLs and any special needs students. It may be helpful for them to talk through their persuasive piece with you or a peer before taking it home for homework. Arrange a time for any student who may not have the opportunity to complete assignments outside of school to work with you, a volunteer, or another adult at school on the assignment.
1. | Divide the class into groups of two or three students. Have each group member talk about the persuasive strategies they found in their piece. |
2. | After each group has had time to share with each other, go through each persuasive strategy and ask students to share any examples they found in their persuasive pieces with the whole class. |
3. | Explain to students that in this session they will be playing the game they played during Session 1 again; only this time they will be working with a partner to write their argument and there will be a different prize awarded to the winning team. |
4. | Share the with students and read through each category. Explain that you will be using this rubric to help evaluate their essays. Reassure students that if they have questions or if part of the rubric is unclear, you will help them during their conference. |
5. | Have students get together with the partners you have selected (see Preparation, Step 1). |
6. | Get students started on their persuasive writing by introducing them to the interactive . This online graphic organizer is a prewriting exercise that enables students to map out their arguments for a persuasive essay. or stance that they are taking on the issue. Challenge students to use the persuasive strategies discussed during Session 2 in their writing. Remind students to print their maps before exiting as they cannot save their work online. |
7. | Have students begin writing their persuasive essays, using their printed Persuasion Maps as a guide. To maintain the spirit of the game, allow students to write their essays with their partner. Partners can either write each paragraph together taking turns being the scribe or each can take responsibility for different paragraphs in the essay. If partners decide to work on different parts of the essay, monitor them closely and help them to write transition sentences from one paragraph to the next. It may take students two sessions to complete their writing. |
8. | Meet with partners as they are working on their essays. During conferences you can: |
1. | During this session, partners will present their written argument to the class. Before students present, hand out the sheet. This checklist is the same one they used for homework after Session 2. Direct students to mark off the strategies they hear in each presentation. |
2. | Use the sheet to record your observations. |
3. | After each set of partners presents, ask the audience to share any persuasive strategies they heard in the argument. |
4. | After all partners have presented, have students vote for the argument other than their own that they felt was most convincing. |
5. | Tally the votes and award the prize to the winning team. To end this session, ask students to discuss something new they have learned about persuasive arguments and something they want to work on to become better at persuasive arguments. |
The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.
This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.
There are many engaging activities to use when teaching argumentation and persuasion beyond the classic essay. While the argumentative essay can certainly be effective, try something new with one of these 6 engaging activities. Your students will be excited and eager to apply argumentation and persuasion in the classroom and beyond.
When it comes to teaching argumentation and persuasion, I’m like a kid on Christmas morning. I’m eager, excited, and full of energy. Yet, over the years, I’ve found that my students don’t always meet me with the same enthusiasm. Instead, they roll their figurative eyes at the thought of writing yet another essay.
I had to do something to save my favorite holiday– I mean unit– of the year.
I’ve spent more hours than I’d like to admit, wracking my brain for activities that would make teaching argumentation and persuasion, dare I say, fun! But the time and effort paid off. When I started implementing activities beyond the argumentative essays, my students were engaged and active participants. It was a win-win.
Lucky for you, I’ve done the work (and put in the time) so you don’t have to. Instead, simply keep reading to uncover some of my secret weapons for teaching argumentation and persuasion. The following activities can be used instead of or in conjunction with the classic argumentative essay. It’s totally up to you and what will best suit your students’ needs. Regardless, you don’t have to spend the hours brainstorming from square one. You can thank me later. In the meantime, read on, my teacher friends!
Before jumping into one of the activities below, you need to set your students up for success. Therefore, be sure to teach the essential concepts for effective argumentation and persuasion. Afterall, both argumentation and persuasion are cornerstone communication skills in the 21st century.
So, not only do you want to do these topics justice for the sake of your classroom. But, they’re also some of the most transferable skills your students will use in the real world.
Note: if you’re just looking for the activities, no problem! Keep scrolling– I promise they’re there.
While these two topics are often taught together, it’s important for students to know that they aren’t exactly synonyms. Instead, you could argue (see what I did there) these two concepts act as compliments to one another. In many cases, persuasion can strengthen an argument, and vice versa. But again, they’re not exactly the same when it comes to speaking or writing. (However, I find it useful to remind students of one of the most important aspects they do share: there has to be at least two sides.) You can clarify the major differences between the two by looking at the main goal for each type of writing or speech:
The truth is, the two are often used hand in hand in the real world with everything from marketing and public service campaigns to politics and law. And, in most cases, persuasive writing is more personal and passionate for students. Therefore, I strive to teach the two together to increase student engagement and real word application. Talk about a dream duo for students and teachers alike!
I absolutely love comparing persuasion and argumentation to art. Why? Because it’s a true craft. Do I explain it that way to my students? Abso-freakin-lutely. Why? Because they need to understand that presenting a sound and persuasive argument is a skill. That these writing and speaking skills take time and effort to develop.
Enter: Rhetoric. I always begin this unit by defining argumentation, persuasion, and rhetoric, explaining how the latter literally means the art of persuasion. Then, I introduce the three main rhetorical appeals (shout out Aristotle). Rather than simply giving the students the definitions of ethos, pathos, and logos, I begin by asking questions to help reveal the definitions. Here are some of the questions I use– and that you can most certainly steal for your own classroom:
Once students have an understanding of these essential definitions, it’s time to move on to a more abstract, yet highly significant, concept: the power of words. This is where I introduce the importance (and power) of diction. This is the perfect time to explain how words impact reader/audience experience.
One of the simplest examples to make a case for this claim is asking students to analyze the difference between the terms house and home. I’ve never had a class not come to the conclusion that a house is a structure and place of living, where a home is a place filled with love.
To round out the discussion on why and how words have an impact on the audience, introduce connotation and denotation. Spending a handful of minutes explaining the emotional meaning behind words (connotation) can be a game changer. It reminds students that there is, in fact, emotional power in the words we use. To drive the point home, you can ask them to compare times when they were upset vs. angry vs. furious.
What tween or teen doesn’t like arguing with adults? (Trust me. They’re far and few between.) In other words, students will eat this activity up. Rather than focusing on deep and heavy topics that require a great deal of research and unpacking, this activity is a lighthearted warm-up. The goal is to get students to start thinking about what goes into a sound and persuasive argument.
Working independently or in small groups, students will pick a “silly” or lighthearted topic. Encourage them to think of things they’d like to convince their parents, teachers, or other adults. Since these topics are light hearted and often come from a place of passion, students will have no problem coming up with reasons why their curfew should be extended by an hour or two or why homework should be abolished. They’re excited to argue why their parents should buy them a car or why a puppy is a must-have addition to their family.
Next, allow students five minutes to choose a topic and brainstorm their argument. Then, give them 10-20 minutes to write their argument. (The timing of this activity is flexible, so you can adjust it based on the structure of your class.) After they write out their argument, it’s time to share– and let the discussion unfold. As each student (or group) shares their argument, have fun playing devil’s advocate. Challenge them to push their arguments and reasoning further.
While you might want to guide the students through the discussion, let them really come to terms with the idea of what makes a sound and persuasive argument. And if you really want to play up the fun? Challenge the other students to play that role! Have your students in the audience play the role of the adults to whom the argument is targeted. This will challenge students to find holes in the arguments, brainstorming ways to make an argument even stronger. Additionally, it challenges them to think about the importance of audience perspective , looking beyond their own interests, blind spots, and biases. The end result? Develop a list of student generated “check-points” for an argument that is both powerful and persuasive.
Watching TV. Driving down the highway. Scrolling through social media. The art of argumentation and persuasion are everywhere . So, why not bring some of those real-life examples to your classroom? Because the truth is, persuasion and argumentation comes in all shapes and sizes. Therefore, it might be time to look beyond the traditional argumentative essay. And with these activities, you can.
An oldie but a goodie. In fact, discussing teaching argumentation and persuasion wouldn’t feel right without some sort of debate. So, to begin this student-centered activity, select (or have students choose) a topic to argue. This can be a murder or crime– and you can even have fun with historical topics like the Salem witch trials if it’s around Halloween or you’re reading The Crucible . Alternatively, you can root your debate in an ethical dilemma or an essential question. Generally speaking, you can look toward real life events or literature for inspiration. You can even head to your state bar association website for mock trial resources and cases– like these from the state of NH . As long as there is evidence to be found and a case to make, you should be good to go.
Before really diving into the mock trial, spend time reviewing the basics of the justice system and trials. Then, once you choose your topic, divide students into teams of prosecution and defense. Once the teams are determined, students can dive into researching and crafting their arguments. However, be sure to emphasize the need for evidence based claims while also discussing the power of persuasion in the courtroom. (There are plenty of video clips you can show and analyze to see these two elements in action.) Each group, both the prosecution and defense, are responsible for crafting an opening statement, a claim, a rebuttal, and a closing statement. For smaller classes, you can serve as the judge and jury. For larger classes, you can run several trials, letting the other groups act as the jury if they’re not presenting. Either way, students will be far more eager to win the jury over with their evidence than they are to write a paper.
There’s no better way for students to show off their new persuasive skills and knowledge of ethos, logos, and pathos than to craft their own arguments. And a mock trial allows them to do so in a way other than the classic essay. But with a verdict on the line, there’s a lot at stake. Therefore, this activity amps up eager participation.
Mock Trial Teacher Tip. Mock trials make debating more exciting– especially if you really play up the trial theme. (Have an old graduation gown? Use it as the judge’s robe! A wig? Yes please! A gavel? A must.) So, grab your gavel and give this engaging activity a try!
This activity brings the worlds of business, marketing, and advertisements into the conversation. Talk about real world connection! Most older students will be familiar with this show. However, it’s always fun to show a clip for an episode or two just in case. Plus. Who doesn’t love watching videos in class? (Teachers and students alike.) Shark Tank is all about the pitch. So, have fun replicating this idea in your classroom! And instead of presenting to the likes of Mark Cuban, students will present to you . If you’re able, try getting a few other guest sharks on the “show”.
Before diving into the project, in addition to watching a few clips of the show, take some time to analyze the world of advertising. Encourage students to find connections between argumentative and persuasive writing and real-life commercials, social media campaigns, and print advertisements. Then, put students in small groups and together they will create their own product. Alternatively, you can have them pick an existing product they’re passionate about. Then, the fun begins.
Using their new knowledge of persuasive language techniques and argumentation, students must convince the sharks to invest in their product! For a fun twist that gets everyone involved, let the audience in on the investments. Print out a set amount of “money” for each student. After all the presentations, allow them to “invest” in their favorite products. As for the presentations themselves, I like to require a visual advertisement– like a poster– and a written component– like an elevator pitch. Students can then display their visuals as they give their speech. Later, students can view all of the visuals as they decide where to “invest” their money.
Shark Tank Teacher Tip. Looking to beef up the argumentative writing side of things? You can have students submit a short research-based argumentative paper that supports the need for their product. Regardless of the specifics, students will be eager to dive into this activity with such real world application.
From Abraham Lincoln’s “The Gettysburg Address” and Martin Luther King Jr.’s “I Have a Dream,” history has its fair share of powerful speeches. And they’re great examples of argumentation and persuasion as well. So, begin this activity by analyzing a mentor text as a class. Then, turn it over to the students to showcase their knowledge on their own.
Have students choose a historical speech (you can refer to this bank of speeches here ) to analyze. They can turn in annotations or a short response analyzing the rhetoric of their chosen speech. Here’s the twist. After analyzing the speech, they then use it as a mentor text, implementing its sentence structure, tone and rhetorical techniques as they write their own speech. This is where student choice really kicks up a notch. Allow students to choose a topic, cause, or issue they feel passionate about. However, I always recommend having a list of potential topics on hand for students who need a little more guidance.
Additionally, it might be useful to encourage a backwards design approach. Have students select their topic first, and then find a speech that is a good match. For example, a social justice issue might pair well with Martin Luther King Jr.’s “I Have a Dream” speech. However, be sure students choosing unique and more modern topics are not dissuaded if they can’t find the perfect match. Regardless, in the end, this activity pays homage to great speeches of the past while allowing students to take ownership as they apply the argumentative and persuasive techniques to modern day.
Speech Remix Teacher Tip. Why limit yourself to the four walls of your classroom? This activity is a perfect opportunity for cross-curricular collaboration. Consider reaching out to the history teachers and focus your class study on a speech that lines up with the social studies curriculum. This will allow students to have a more in depth background knowledge, giving them more context for the speaker’s rhetorical approach. Similarly, a speech of this caliber might be less intimidating if they understand the context, allowing them to really focus on the rhetorical approach.
In the age of social media, companies make a pretty penny using influencer campaigns. And it’s really quite fitting. Afterall, argumentation and persuasion is all about influence . So, to kick off this activity, spend some time looking at social media ads and influencer accounts. Be sure to analyze everything from photos to captions to hashtags.
After looking at real word examples, it’s time for students to take on the role of an “influencer” – they can be themselves or create an influencer persona. The next step is for them to choose which product of service they are “fit” to promote and, ideally, sell. Students should pick something they have experience with or knowledge about, from video games to make-up. Then, have students write a letter to the “company” (aka you) to convince them that they are capable of being an influencer. This is where they really need to tap into ethos. They should clearly explain why they are a reputable source and should be trusted to sell “your” product. If they’ve convinced you, then they can sign a “contract” (aka the assignment requirements) that outlines the agreement.
Here’s where the fun and creativity happens. While you can determine the specific requirements, students should create a portfolio of campaign materials to promote their chosen product. This is where you can determine how in depth or brief you want the assignment to be. The portfolio can include artifacts like a series of social media posts, youtube videos or scripts, an email funnel, or even blog posts– or a portfolio combining various types of artifacts.
#Influencer Teacher Tip. If you’re looking to amp up the requirements and turn this into a unit-long assignment or a full blown summative assessment, you totally can. Consider adjusting the assignment to be a multigenre project of sorts. Present students with a list and overview of various genres they can include as part of their project. Then, let them select the ones they wish to include in their multigenre portfolio.
The name alone screams engagement, right? Even better, this activity is engaging. Instead of assigning a list of overused (and sometimes outdated) argumentative prompts, let students take the reins by choosing a topic that matters to them . So, after teaching your students about rhetorical appeals, the appropriate use of persuasion, and the basics of argumentative writing, let students showcase their newfound skills with the PSA Passion Project. In this project, rather than simply writing an essay for the sake of getting grades, students are diving into an issue of their choice in hopes of raising awareness.
Begin by having students select a social or environmental issue that is important to them. These can range from animal testing in the beauty industry to the impact of social media on mental health. In other words, there’s a wide variety of topics out there, so your students are bound to find something that matters to them. Then, they must plan, develop, and create a public service announcement campaign around the issue. This is where you can really drive home the idea of call to action with persuasion. The challenge with the PSA assignment is crafting an argument that is applicable and persuasive for a mass audience. Afterall, when it comes to wide-spread change, there is power in numbers. (This activity can serve as its own unit or work in conjunction with the study of classic essays like “On The Duty of Civil Disobedience” by Thoreau or “A Letter From Birmingham County Jail” by MLK Jr..
This activity has plenty of room for creativity and student choice. However, that doesn’t mean you have to give up a writing component. Instead, require students to complete a minimum of two items: a written piece and a visual or media element. The writing pieces can range from a more traditional argumentative essay to back up their media component. Alternatively, they can write a speech, persuasive letter, or educational blog post. Then, for the media components, they can create a poster, a video, a social media post, or an infographic– just to name a few. Now, if you’re really looking to diversify the elements of this project, consider turning the PSA Passion Project into a full blown multigenre project!
PSA Passion Project Teacher Tip. Despite your best efforts, some students will claim they can’t find a topic they’re passionate about. (Teenagers.) That’s why I always come prepared with a list of topics students can choose from. Even students eager to choose their own topic might like to see a list for inspiration. Save yourself some time by giving them ideas from this list of engaging argumentative writing prompts!
Remember, I’m not saying traditional essays are bad. But I think it’s worth looking beyond the traditions and asking ourselves, how can we make this better ? Better for the students. More reflective of and applicable to the world we live in. If there’s some fun to be had along the way, so be it! (In fact, I encourage it!)
So, as you go one to try any one (or all!) of these activities in your classroom, feel free to make adjustments as needed. And If you’re still looking for a more traditional essay to be your summative assessment, that’s A-OK too! In fact, the activities above can be shortened and adjusted to serve as a mini-lesson or formative assignments before writing a more traditional argumentative essay.
The bottom line is this…
Ever since I changed my approach to teaching argumentation and persuasion, it’s become something my students and I enjoy together . Imagine that!
awesome advice and ideas. My semester just got a lot better!!!
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The more we read, the better writers we become. Teaching students to write strong persuasive essays should always start with reading some top-notch models. This round-up of persuasive writing examples includes famous speeches, influential ad campaigns, contemporary reviews of famous books, and more. Use them to inspire your students to write their own essays. (Need persuasive essay topics? Check out our list of interesting persuasive essay ideas here! )
From the earliest days of print, authors have used persuasive essays to try to sway others to their own point of view. Check out these top persuasive essay writing examples.
Sample lines: “Outwardly, what is simpler than to write books? Outwardly, what obstacles are there for a woman rather than for a man? Inwardly, I think, the case is very different; she has still many ghosts to fight, many prejudices to overcome. Indeed it will be a long time still, I think, before a woman can sit down to write a book without finding a phantom to be slain, a rock to be dashed against. And if this is so in literature, the freest of all professions for women, how is it in the new professions which you are now for the first time entering?”
Sample lines: “These are the times that try men’s souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands by it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly: it is dearness only that gives every thing its value.”
Sample lines: “As I have tried to show, modern writing at its worst does not consist in picking out words for the sake of their meaning and inventing images in order to make the meaning clearer. It consists in gumming together long strips of words which have already been set in order by someone else, and making the results presentable by sheer humbug.”
Sample lines: “We know through painful experience that freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed. Frankly, I have yet to engage in a direct action campaign that was ‘well timed’ in the view of those who have not suffered unduly from the disease of segregation. For years now I have heard the word ‘Wait!’ It rings in the ear of every Negro with piercing familiarity. This ‘Wait’ has almost always meant ‘Never.’ We must come to see, with one of our distinguished jurists, that ‘justice too long delayed is justice denied.'”
Sample lines: “Even voting for the right is doing nothing for it. It is only expressing to men feebly your desire that it should prevail. A wise man will not leave the right to the mercy of chance, nor wish it to prevail through the power of the majority. There is but little virtue in the action of masses of men.”
Sample lines: “‘Kindness’ covers all of my political beliefs. No need to spell them out. I believe that if, at the end of it all, according to our abilities, we have done something to make others a little happier, and something to make ourselves a little happier, that is about the best we can do. To make others less happy is a crime.”
Sample lines: “Methinks I hear some of you say, must a man afford himself no leisure? I will tell thee, my friend, what Poor Richard says, employ thy time well if thou meanest to gain leisure; and, since thou art not sure of a minute, throw not away an hour. Leisure is time for doing something useful; this leisure the diligent man will obtain, but the lazy man never; so that, as Poor Richard says, a life of leisure and a life of laziness are two things.”
Sample lines: “Of course all life is a process of breaking down, but the blows that do the dramatic side of the work—the big sudden blows that come, or seem to come, from outside—the ones you remember and blame things on and, in moments of weakness, tell your friends about, don’t show their effect all at once.”
Sample lines: “I am writing you with much concern after having read of your hearing to decide whether the alternative theory of Intelligent Design should be taught along with the theory of Evolution. … Let us remember that there are multiple theories of Intelligent Design. I and many others around the world are of the strong belief that the universe was created by a Flying Spaghetti Monster. … We feel strongly that the overwhelming scientific evidence pointing towards evolutionary processes is nothing but a coincidence, put in place by Him. It is for this reason that I’m writing you today, to formally request that this alternative theory be taught in your schools, along with the other two theories.”
Sample lines: “Humanity will, therefore, be confronted with dangers of unprecedented character unless, in due time, measures can be taken to forestall a disastrous competition in such formidable armaments and to establish an international control of the manufacture and use of the powerful materials.”
Many persuasive speeches are political in nature, often addressing subjects like human rights. Here are some of history’s most well-known persuasive writing examples in the form of speeches.
Sample lines: “And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: We hold these truths to be self-evident, that all men are created equal.”
Sample lines: “There are, it may be, many months of fiery trial and sacrifice ahead of us. It is a fearful thing to lead this great peaceful people into war, into the most terrible and disastrous of all wars, civilization itself seeming to be in the balance. But the right is more precious than peace, and we shall fight for the things which we have always carried nearest our hearts—for democracy, for the right of those who submit to authority to have a voice in their own governments, for the rights and liberties of small nations, for a universal dominion of right by such a concert of free peoples as shall bring peace and safety to all nations and make the world itself at last free.”
Sample lines: “I here and now make this condition that we will not be denied the privilege without molestation of visiting at any time the tombs of our ancestors, friends, and children. Every part of this soil is sacred in the estimation of my people. Every hillside, every valley, every plain and grove, has been hallowed by some sad or happy event in days long vanished. Even the rocks, which seem to be dumb and dead as they swelter in the sun along the silent shore, thrill with memories of stirring events connected with the lives of my people, and the very dust upon which you now stand responds more lovingly to their footsteps than yours, because it is rich with the blood of our ancestors, and our bare feet are conscious of the sympathetic touch.”
Sample lines: “What we are learning around the world is that if women are healthy and educated, their families will flourish. If women are free from violence, their families will flourish. If women have a chance to work and earn as full and equal partners in society, their families will flourish. And when families flourish, communities and nations do as well. … If there is one message that echoes forth from this conference, let it be that human rights are women’s rights and women’s rights are human rights once and for all.”
Sample lines: “Above all, My Lord, we want equal political rights, because without them our disabilities will be permanent. I know this sounds revolutionary to the whites in this country, because the majority of voters will be Africans. This makes the white man fear democracy. But this fear cannot be allowed to stand in the way of the only solution which will guarantee racial harmony and freedom for all. It is not true that the enfranchisement of all will result in racial domination. Political division, based on color, is entirely artificial and, when it disappears, so will the domination of one color group by another. … This then is what the ANC is fighting. Our struggle is a truly national one. It is a struggle of the African people, inspired by our own suffering and our own experience. It is a struggle for the right to live.”
Sample lines: “It is my belief, and I am sure it is also yours, that the struggle for democracy and freedom is a critical struggle, for their preservation is essential to the great objective of the United Nations to maintain international peace and security. Among free men the end cannot justify the means. We know the patterns of totalitarianism—the single political party, the control of schools, press, radio, the arts, the sciences, and the church to support autocratic authority; these are the age-old patterns against which men have struggled for 3,000 years. These are the signs of reaction, retreat, and retrogression. The United Nations must hold fast to the heritage of freedom won by the struggle of its people; it must help us to pass it on to generations to come.”
Sample lines: “Saints, it has been said, are the sinners who go on trying. So free men are the oppressed who go on trying and who in the process make themselves fit to bear the responsibilities and to uphold the disciplines which will maintain a free society. Among the basic freedoms to which men aspire that their lives might be full and uncramped, freedom from fear stands out as both a means and an end. A people who would build a nation in which strong, democratic institutions are firmly established as a guarantee against state-induced power must first learn to liberate their own minds from apathy and fear.”
Sample lines: “Some people are satisfied. And some people are not. You see there is a major difference—and it remains a vital difference—between a friend and a gay person, a friend in office and a gay person in office. Gay people have been slandered nationwide. We’ve been tarred and we’ve been brushed with the picture of pornography. In Dade County, we were accused of child molestation. It is not enough anymore just to have friends represent us, no matter how good that friend may be.”
Sample lines: “We are showing our unity in our strike. Our strike is stopping the work in the fields; our strike is stopping ships that would carry grapes; our strike is stopping the trucks that would carry the grapes. Our strike will stop every way the grower makes money until we have a union contract that guarantees us a fair share of the money he makes from our work! We are a union and we are strong and we are striking to force the growers to respect our strength!”
Sample lines: “The world can no longer accept that basic education is enough. Why do leaders accept that for children in developing countries, only basic literacy is sufficient, when their own children do homework in algebra, mathematics, science, and physics? Leaders must seize this opportunity to guarantee a free, quality, primary and secondary education for every child. Some will say this is impractical, or too expensive, or too hard. Or maybe even impossible. But it is time the world thinks bigger.”
Ads are prime persuasive writing examples. You can flip open any magazine or watch TV for an hour or two to see sample after sample of persuasive language. Here are some of the most popular ad campaigns of all time, with links to articles explaining why they were so successful.
The iconic swoosh with the simple tagline has persuaded millions to buy their kicks from Nike and Nike alone. Teamed with pro sports-star endorsements, this campaign is one for the ages. Blinkist offers an opinion on what made it work.
Beauty brand Dove changed the game by choosing “real” women to tell their stories instead of models. They used relatable images and language to make connections, and inspired other brands to try the same concept. Learn why Global Brands considers this one a true success story.
Today’s kids are too young to remember the cranky old woman demanding to know where the beef was on her fast-food hamburger. But in the 1980s, it was a catchphrase that sold millions of Wendy’s burgers. Learn from Better Marketing how this ad campaign even found its way into the 1984 presidential debate.
A diamond engagement ring has become a standard these days, but the tradition isn’t as old as you might think. In fact, it was De Beers jewelry company’s 1948 campaign that created the modern engagement ring trend. The Drum has the whole story of this sparkling campaign.
Americans have always loved big cars. So in the 1960s, when Volkswagen wanted to introduce their small cars to a bigger market, they had a problem. The clever “Think Small” campaign gave buyers clever reasons to consider these models, like “If you run out of gas, it’s easy to push.” Learn how advertisers interested American buyers in little cars at Visual Rhetoric.
AmEx was once better known for traveler’s checks than credit cards, and the original slogan was “Don’t leave home without them.” A simple word change convinced travelers that American Express was the credit card they needed when they headed out on adventures. Discover more about this persuasive campaign from Medium.
These candy ads are weird and intriguing and probably not for everyone. But they definitely get you thinking, and that often leads to buying. Learn more about why these wacky ads are successful from The Drum.
Smart wordplay made this ad campaign slogan an instant hit. The ads teased, “Maybe she’s born with it. Maybe it’s Maybelline.” (So many literary devices all in one phrase!) Fashionista has more on this beauty campaign.
Seeing their own name on a bottle made teens more likely to want to buy a Coke. What can that teach us about persuasive writing in general? It’s an interesting question to consider. Learn more about the “Share a Coke” campaign from Digital Vidya.
Talk about the power of words! This Always campaign turned the derogatory phrase “like a girl” on its head, and the world embraced it. Storytelling is an important part of persuasive writing, and these ads really do it well. Medium has more on this stereotype-bashing campaign.
Newspaper editors or publishers use editorials to share their personal opinions. Noted politicians, experts, or pundits may also offer their opinions on behalf of the editors or publishers. Here are a couple of older well-known editorials, along with a selection from current newspapers.
Sample lines: “Yes, Virginia, there is a Santa Claus. He exists as certainly as love and generosity and devotion exist, and you know that they abound and give to your life its highest beauty and joy. Alas! How dreary would be the world if there were no Santa Claus. It would be as dreary as if there were no Virginias.”
Sample lines: “Oh, this IS a state to be proud of! We are a people who can hold up our heads! What we need is not more money, but less capital, fewer white shirts and brains, fewer men with business judgment, and more of those fellows who boast that they are ‘just ordinary clodhoppers, but they know more in a minute about finance than John Sherman,’ we need more men … who hate prosperity, and who think, because a man believes in national honor, he is a tool of Wall Street.”
Sample lines: “The nation is not powerless to stop a slide toward deadly chaos. If institutions and individuals do more to make it unacceptable in American public life, organized violence in the service of political objectives can still be pushed to the fringes. When a faction of one of the country’s two main political parties embraces extremism, that makes thwarting it both more difficult and more necessary. A well-functioning democracy demands it.”
Sample lines: “The booster shots are still free, readily available and work better than the previous boosters even as the virus evolves. Much still needs to be done to build better vaccines that protect longer and against more variants, including those that might emerge in the future. But it is worth grabbing the booster that exists today, the jab being a small price for any measure that can help keep COVID at bay.”
Sample lines: “If there are no corridors for wildlife movement and if excessive excavation of dirt to build bigger, taller houses erodes the slope of a hillside, then we are slowly destroying wildlife habitat. For those people fretting about what this will do to their property values—isn’t open space, trees, and wildlife an amenity in these communities?”
Book or movie reviews are more great persuasive writing examples. Look for those written by professionals for the strongest arguments and writing styles. Here are reviews of some popular books and movies by well-known critics to use as samples.
Sample lines: “What ails it, fundamentally, is the plain fact that it is simply a story—that Fitzgerald seems to be far more interested in maintaining its suspense than in getting under the skins of its people. It is not that they are false: It is that they are taken too much for granted. Only Gatsby himself genuinely lives and breathes. The rest are mere marionettes—often astonishingly lifelike, but nevertheless not quite alive.”
Sample lines: “Obviously, Harry Potter and the Sorcerer’s Stone should make any modern 11-year-old a very happy reader. The novel moves quickly, packs in everything from a boa constrictor that winks to a melancholy Zen-spouting centaur to an owl postal system, and ends with a scary surprise. Yet it is, essentially, a light-hearted thriller, interrupted by occasional seriousness (the implications of Harry’s miserable childhood, a moral about the power of love).”
Sample lines: “No secret, of course, at whom this book is aimed, and no doubt, either, that it has hit its mark. The four Twilight novels are not so much enjoyed, as devoured, by legions of young female fans worldwide. That’s not to say boys can’t enjoy these books; it’s just that the pages of heart-searching dialogue between Edward and Bella may prove too long on chat and too short on action for the average male reader.”
Sample lines: “Author Lee, 34, an Alabaman, has written her first novel with all of the tactile brilliance and none of the preciosity generally supposed to be standard swamp-warfare issue for Southern writers. The novel is an account of an awakening to good and evil, and a faint catechistic flavor may have been inevitable. But it is faint indeed; novelist Lee’s prose has an edge that cuts through cant, and she teaches the reader an astonishing number of useful truths about little girls and about Southern life.”
Sample lines: “And this quality brings it home to any family in the world today. Just as the Franks lived in momentary fear of the Gestapo’s knock on their hidden door, so every family today lives in fear of the knock of war. Anne’s diary is a great affirmative answer to the life-question of today, for she shows how ordinary people, within this ordeal, consistently hold to the greater human values.”
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See how the Seven Steps help structure and enhance your writing classroom. | Discover what makes Seven Steps writing activities loved by teachers and students! | Download a resource, try it tomorrow and see your engagement skyrocket! |
STEP Step 1: Plan for Success PURPOSE Teach RESOURCE TYPE Lesson plan YEAR 3–6 RELATED
STEP Step 1: Plan for Success PURPOSE Apply RESOURCE TYPE Template YEAR F–10
STEP All Steps PURPOSE Teach RESOURCE TYPE Planning YEAR F–10 RELATED Bucking the trend with the Seven Steps
Explore more classroom resources and make persuasive writing fun with the Seven Steps!
Discover the difference Seven Steps can make with these student writing samples. We also have ‘real world’ exemplars – discover how professional authors use the Seven Steps in narrative texts.
These visual prompts offer fun and quick writing practice to develop your students’ writing skills, one Step at a time.
Mastered persuasive writing? Explore more Seven Steps resources for narrative and informative writing!
Lesson plans and activities to help your students create epic tales and become great storytellers.
Lesson plans and activities to help your students write engaging informative texts that bring facts to life.
Step-by-Step guide to teaching the Seven Steps for persuasive writing.
middle-school
Related ela standard: w.7.1.
When we use persuasion in our writing, we are trying to convince someone to believe our thoughts or opinions. The best way to do this is to appeal to the reader through clear and logical truths. The difficulty is realizing how hard you need to push. Some writers can be overly aggressive and scare readers away from their points, others can be too subtle, and their readers will drift off of course. The better understanding that you have of your readers, the easier it is to frame the conversation in such a way that it resonates with them and they will have a great deal of affinity towards the ideas that you present. The worksheets below help students begin to live through their different arguments and begin to position these thoughts at their readers.
The Fundamentals - This is a brainstorming activity all kids should do before writing. We help you examine all the things that go into developing an effective persuasive essay.
Identifying Main Points & Writing Topic Sentences - Work on this one with a partner. Pick a topic, and write a good introductory paragraph. Then, switch papers with a partner. A
Getting Your Audience's Attention - Find the eye catching text. Put a check mark next to the more effective topic sentence. Explain why it is more effective than the other one.
Identifying Elements - Make sure to read the directions a few times. You will need to answer a series of questions along with it.
Effective Attention-Grabbers - An effective persuasive attention‐grabber should be an interesting fact or a short story that is the first sentence(s) in a paragraph. Does this make you want to have some pizza?
Write Your Own Concluding Paragraphs - You are given a topic to just run with. Write a concluding paragraph for each thesis below. Remember to include a call to action, summary of main points, and a statement to get them excited about the topic.
Topic Sentences for Body Paragraphs - Read the introductory paragraph, and create three topic sentences for each body paragraph.
Identifying Qualities of a Good Persuasive Essay - Find a good quality persuasive essay that's at the appropriate reading level for your students.
Brainstorming Persuasive Topic Ideas - In the box, brainstorm several topics that you can take a stand on. Pick your favorite, and write a paragraph and topic sentences for three body paragraphs.
Persuade Your Audience! - Pick one of the topics below, and write a persuasive essay. Be sure to include all the necessary elements of a persuasive essay.
Team Work - Get into groups of 5, and agree on a topic and a stance. Then, taking turns, have each group member write one paragraph of the essay (intro, 3 body, and concluding paragraph). Work together to create a cohesive essay.
Finish the Essay - Have you ever made a birdfeeder with a pinecone and peanut butter or reused a water jug for something?
Taking a Stand! - Write a persuasive introductory paragraph for each question based on your opinion.
Writing an Effective Persuasive Leads - Write a good persuasive lead that includes everything listed above. Make sure that it includes an attention‐ getter (first sentence), a clear statement of where you stand on the issue (pro or con), and a sentence that introduces the topics of the paragraphs for the rest of the paper.
Outlining a Persuasive Essay - The key to a good essay is outlining your main ideas before you begin writing.
When we are planning an academic essay with the purpose of convincing the reader that our opinion on the matter is more valid than others, we need to plan the way we present this carefully. Your main goal is to present as much factual evidence in a logical manner to support your argument.
Like any essay you start by planning your three main parts: introduction - body - conclusion. In the introduction you need to grab the reader’s attention this can best be done through the use of an emotional statement or thesis. You will also want to take a stance on an issue in this section. You also need to make sure that you present readers will a balanced argument that takes the opposing stances into consideration. If there is any background information that the reader needs, this is the place to present that to them.
You will then move on to the body of your work. This section requires you to offer as much supporting information as possible. Always defer to using hard facts that can’t really be disputed at all. The focus here should be on steering readers into believing the nature of your argument is fact based. The conclusion is often very simple to write if you are just restating your argument and highlighting all the evidence that followed.
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Home — Essay Samples — Life — Healthy Lifestyle — Essay On Persuasive Speech On Exercise
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T he first presidential debate of this protracted presidential season was a horror show. Preceded by what seemed like weeks of excited speculation, idiotic predictions, and presumptive pre-debate analysis, when the debate actually happened, it demonstrated the dire choice that the two major political parties have given the electorate: pick the ranting liar and fear-mongering xenophobe, or choose the befuddled, stumbling man whose attempts to explain policy. (“I support Roe v. Wade , which had three trimesters”?) It was painful to watch.
One might rightly wonder what purpose presidential debates serve, particularly this year. We already know both candidates pretty well, and if we don’t, we have four more months to learn that Trump neither cares for the duties of office or the complexities of foreign affairs (and cultures), but does possess a talent for stirring up prejudice, for making people laugh, and for making them fearful. He does not answer questions. Last night, he avoided the question on the war in Gaza. He punted on the opioid crisis and climate change. He makes no appeal to decency, which is Biden’s forte (or was). But decency without backbone is what makes Biden appear, well, doddery. And we can watch that too until November. In fact, this otherwise consequential president seemed most focused when he talked about hitting a golf ball.
Read More: Calls for Biden to Step Aside Are About to Get Deafening
Part of the problem is that we live in a visual age. As a result, though we value them, our presumptive leaders become leaders even if they lack oratorical skills. In fact, it’s not surprising that the first well-known presidential debate , in 1960, occurred when television was a relatively new medium, and it did Richard Nixon no favors. No one remembers what he said, just how he looked. (Actually, the first televised debate, between candidates Adlai Stevenson and Dwight Eisenhower , took place four years earlier but without them; they used stand-ins, Eleanor Roosevelt and Margaret Chase Smith.) Before that, presidents depended on radio, with Franklin Delano Roosevelt’s “fireside chats” bringing him, and his voice, with its powers of persuasion, into one’s home. Before that, we debated in the public square of newspapers. Word, skillfully written, can change minds. Consider Lincoln and Douglas, a debate for a seat in the Senate, and the rest is history.
So oratory matters. The ability to persuade, through words, mattered. It still does, which is why last night’s debate was so chilling. When William Jennings Bryan was nominated by Democrats as their presidential candidate for the third time in 1908, even though he’d been unsuccessful twice before, it was because of his oratorical gift. His voice, once heard, was never forgotten. He could address a crowd of 20,000 and make the audience feel as though he spoke directly to each and everyone one of them and he understood what they needed. They called him the “Great Commoner.” He even started a newspaper so he could write column after column and deliver what amounted to sermons.
And, like all good orators, he knew how to perform. He did not want his tie too straight. Bryan practiced parts of his famous “Cross of Gold” speech , one of the most famous in American political history, for months and months before he delivered it in 1896 at the Democratic National Convention. He bounded onto the stage, raised his arms, and then spoke in the lyrical, cadenced phrases of Scripture. “We are fighting in the defense of our homes, our families, and posterity,” Bryan declared. “We have petitioned, and our petitions have been scorned; we have entreated, and our entreaties have been disregarded; we have begged, and they have mocked when our calamity came. We beg no longer; we entreat no more; we petition no more.” It was good stuff.
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But performance needs substance. And so Bryan would eventually meet his nemesis when he was confronted by an orator even more practiced, clever, and dramatic than he. That was Clarence Darrow, the celebrated lawyer in rumpled clothes whose talent for mesmerizing juries with his impression of humility (some of which was genuine) was unparalleled. Though not a politician, or at least not a professional one, Darrow was a man who could deliver a rational argument with much emotion. It was a winning combination.
Take his defense of Nathan Leopold and Richard Loeb, two teenagers accused of the gruesome and motiveless murder of 14 year-old Bobby Franks. Darrow had Leopold and Loeb plead guilty to avoid a jury trial so he could argue before the judge that their lives should be spared. Claiming Leopold and Loeb were just adolescents, the products of genetics and environment, Darrow said they were essentially without free will. “They killed,” said Darrow, “because hey were made that way.” At the same time, let us not blindly and cruelly call for yet another death, he implored the judge. Let us acknowledge that capital punishment grows out of our primitive need for vengeance, and let’s acknowledge that our killing two defective, two abnormal adolescents would not prevent other impaired boys or malevolent men or vicious women from committing murder.
“I sometimes wonder whether I am dreaming, whether I am not living in centuries long gone by, when savagery roamed wild, and the world was wet with human blood?” he concluded at the trial’s end. It was a consummate performance: a rational argument topped off by an emotional one. Leopold and Loeb received life sentences.
When Darrow and Bryan confronted each other in the courtroom, both of them, like Biden and Trump, were considered past their prime. Certainly they weren’t vying for the Oval Office, and their confrontation took place in a court of law, not on a television set. But they were jousting over the meaning of America and America’s future with far more passion, compassion, and reasonableness than anything that happened last night on the debate stage. For all his faults, Bryan was an optimistic idealist who thought he could improve the lives of ordinary men and women. He was a progressive who sincerely believed—and fought for—such reforms as the government ownership of utilities, a graduated income tax, currency reform, woman's suffrage and, for better and worse, Prohibition, which, in his mind, would help purify the nation by abolishing alcoholism, child abuse, and violence against women.
But when he wanted to turn the country into a Christian theocracy, Darrow objected. Their showdown took place in the summer of 1925 over a law recently passed by the Tennessee legislature that barred teaching the theory of evolution in public schools. It later became known, famously, as the Scopes Trial .
Darrow volunteered to defend the young schoolteacher who had purposefully broken the law (to test it), and he mustered, once again, all his oratorical skills. “Ignorance and fanaticism are ever busy and needs feeding,” Darrow declared. “Today it is the public school teachers, tomorrow the private. The next day the preachers and the lecturers, the magazines, the books, the newspapers. After a while, it is the setting of man against man and creed against creed until with flying banners and beating drums we are marching backward to the glorious ages of the sixteenth century when bigots lighted fagots to burn the men who dared to bring any intelligence and enlightenment and culture to the human mind."
“No subject possesses the minds of men like religious bigotry and hate,” Darrow concluded, “and these fires are being lighted today in America.”
He spoke without notes. He was persuasive and passionate. That’s what I thought about—what we had lost—as I watched last night’s sad, cringeworthy debate.
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Beyond that, there are a few more tricks that one can use to enhance one's skills quickly. These persuasive essay worksheets and activities will help students master these tricks. Creating Persuasive Attention Catchers Activity - Students practice creating persuasive leads that immediately push the reader toward their side of the argument.
This printable graphic organizer will help students organize their writing. The worksheet has boxes for students to write an opinion, reasons, details, and a counterargument. 3rd through 6th Grades. View PDF. Persuasive Writing Graphic Organizer (with Lines) This is a different version of the above graphic organizer.
TIP 1: Some writers find it easier to write their introductions last. As long as you have your working thesis, this is a perfectly acceptable approach. From that thesis, you can plan your body paragraphs and then go back and write your introduction. TIP 2: Avoid "announcing" your thesis.
EAP Persuasive Essays Worksheet - Reading and Writing Exercises: Matching, Writing Sentences, Identifying, Paraphrasing, Writing an Outline and Essay, Peer Review - Upper-intermediate (B2) - 90 minutes. In this comprehensive persuasive essays worksheet, students are introduced to persuasive essay structure and attempt a persuasive essay writing ...
It is time that Americans realize the amorality of US hospitals forced to turn away the sick and poor. UHC is a health care system that aligns more closely with the core values that so many Americans espouse and respect, and it is time to realize its potential. Another common argument against UHC in the United States is that other comparable ...
This very detailed table can be simplified. Most academic persuasive essays include the following basic elements: Introduction that explains why the situation is important and presents your argument (aka the claim or thesis). Support/Body. Reasons the thesis is correct or at least reasonable.
Introductory Paragraphs. The introductory paragraph is the first-paragraph in the persuasive essay. I teach my students that their introductory paragraphs should have three parts: an attention-catcher, a thesis, and a preview.The introductory paragraph is perhaps the most important paragraph in the essay because it is the first and possibly last chance to make an impact on the reader.
Exercise 4. Choose one of the topics you have been working on throughout this section. Use the thesis, evidence, opposing argument, and concessionary statement as the basis for writing a full persuasive essay. Be sure to include an engaging introduction, clear explanations of all the evidence you present, and a strong conclusion.
The last time you wrote a persuasive essay may have been in high school or college, but the skill of writing a strong persuasive argument is always a useful one to have. Persuasive writing begins with a writer forming their own opinion on a topic, which they then attempt to convince their reader of this opinion by walking them through a number of logical and ethical arguments.
In addition, the lesson "Persuasive Essay: Environmental Issues" can be adapted for your students as part of this exercise. Have students write persuasive arguments for a special class event, such as an educational field trip or an in-class educational movie. Reward the class by arranging for the class event suggested in one of the essays.
Hook your students with this cookie-themed exercise that will teach the basics of strong persuasive writing. 4th grade. Reading & Writing. Worksheet. Persuasive Writing Graphic Organizer. ... Young writers are guided through the process of planning and writing a persuasive essay in this comprehensive, three-page worksheet. 5th grade. Reading ...
Use the sheets below to try to change the reader's view or personal thoughts on a topic, product, service, or process. The following collection of worksheets will give your students practice with different forms of persuasive work, including opinion essays, problem-solution essays, and more. Each individual set includes definitions, examples ...
Persuasive essays have requirements common to all essays, no matter what type: A thesis, followed by paragraphs with supporting evidence. ... Creative Writing Warm-Ups & Exercises 1st Grade ...
The writing pieces can range from a more traditional argumentative essay to back up their media component. Alternatively, they can write a speech, persuasive letter, or educational blog post. Then, for the media components, they can create a poster, a video, a social media post, or an infographic- just to name a few.
Harvey Milk's "The Hope" Speech. Sample lines: "Some people are satisfied. And some people are not. You see there is a major difference—and it remains a vital difference—between a friend and a gay person, a friend in office and a gay person in office. Gay people have been slandered nationwide.
Think First, Write Second. STEP Step 1: Plan for Success. PURPOSE Teach. RESOURCE TYPE Lesson plan. YEAR 3-6. RELATED. Learn how to brainstorm and select great ideas for a persuasive text. Students work in groups to come up with several arguments for and against a topic. Download lesson plan.
Worksheet. Argument Writing: Respond to a Formal Letter. Worksheet. Respond to Art: Opinion & Evidence #1. Worksheet. Hyperboles in History. Worksheet. 1 2. Help children prepare a well-reasoned argument with this collection of worksheets that focuses on the structure of an opinion and the persuasive essay.
Persuasive Writing Worksheets: The Fundamentals - This is a brainstorming activity all kids should do before writing. We help you examine all the things that go into developing an effective persuasive essay. Identifying Main Points & Writing Topic Sentences - Work on this one with a partner. Pick a topic, and write a good introductory paragraph.
This collection of activity sheets will give your students practice in classifying and using the different types of Persuasive Language. Please Note: While answer keys have been provided for each activity sheet for instructors, in some cases, your students' answers will vary. Fun Fact: The art of Persuasive Language and speaking, known as ...
This quiz and worksheet allow students to test the following skills: Reading comprehension - ensure that you draw the most important information from the related lesson on persuasive writing ...
Exercise is often seen as a chore, something that people do only if they have the time or the motivation. But the truth is, exercise is essential for a healthy life, both physically and mentally. In this essay, I will argue why exercise should be a priority for everyone. First and foremost, exercise is crucial for physical health.
It's a well-known fact that exercise is essential for maintaining a healthy lifestyle. However, in today's fast-paced world, many people find it difficult to make time for physical activity. In this persuasive speech, I will argue that regular exercise is not only crucial for physical health but also has significant benefits for mental well ...
T he first presidential debate of this protracted presidential season was a horror show. Preceded by what seemed like weeks of excited speculation, idiotic predictions, and presumptive pre-debate ...