Writing a Five Paragraph Persuasive Essay:
NEWS NOTEBOOK ANALYSIS
|Headline/News Story |Summary |Issue |
| | | |
|Writing a Five Paragraph Persuasive Essay: |
1. Writing a persuasive (argumentative) essay requires careful planning and revision. YOU MUST TAKE A STAND. You can’t ride the fence. Choose one side or the other.
2. The major strength of your essay will be the way you select and present logical evidence to support your beliefs concerning the controversial position.
3. Your essay should include the following paragraphs
a. Opening/Introduction paragraph- you will need to include the following:
1. State the issue—your issue should come from the underlying societal issues you included in your “NEWS NOTEBOOKS”
2. Give background information on the issue—briefly explain what it is and why it is an important societal issue
3. State your position on the issue. This sentence will be your last sentence in your opening paragraph. It will be your THESIS sentence for the essay. Include THREE ARGUMENTS you plan to make about the issue (see sample)
b. Paragraph 2-4 This is where you fully discuss your points. Present specific examples, names, numbers, facts, cases, any persuasive devices you can logically and clearly use to support your opinion concerning your first point. It should include:
1. Topic sentence for this paragraph that clearly states the point you have mentioned. Everything you write in the paragraph needs to adhere to this topic sentence.
2. At least 3 specific arguments or persuasive statements to develop the topic sentence
3. Transition words or phrases used between ideas to join the points and make your paragraph flow
4. A sentence to conclude this paragraph.
**REMEMBER** When you write the topic sentence you must use a transitional word or phrase in your topic sentence to like the two paragraphs (Ex: In addition to providing additional on the job training for a young person, the military will provide a monthly salary)
**You may use your article as evidence. HOWEVER, make sure you CITE the source!!! IN MLA FORMAT!!!**
c. Concluding paragraph- must do the following
1. Restate the thesis
2. Briefly restates your points and summarize the issue at hand; Offer a solution to the problem if applicable or a conclusion you have drawn about the issue
3. Concludes with a strong point—memorable peroration (words, lecture etc), if possible
REQUIREMENTS FOR YOUR ESSAY:
1. Manuscript form (MLA FORMAT)
a. Type in 12 point type; Use Times New Roman font; Double space; Heading must be MLA format
b. No mark outs, additions to final copy-must be as perfect as possible.
2. You must use at least 2 rhetorical devices in the essay.
3. Be sure to use variety in your sentence structure. Write in a solid, informative, persuasive manner using compound and complex sentences, good vocabulary, proper punctuation, and correct grammar
4. Include your planning chart with your final copy as well as your rough drafts.
5. Must be one of the issues included on your News Notebooks
6. Final copy is due___________(grade will be recorded on 2nd quarter grade!)
Example: Issue chosen from NEWS NOTEBOOK
|Headline/News Story |Summary |Issue |
|Elderly Residents Forced To Leave High Point Homes |The elderly are being removed from the homes so High|The underlying issue is the devaluation of the |
| |Point University can turn it into student housing. |elderly in our society and the escalation of ‘young |
| | |is better.’ This can also be seen in magazines and |
| | |the rising plastic surgery industry etc. |
PERSUASIVE ESSAY ESSENTIAL QUESTION: (YES/NO argumentative question)
• Do the devaluation of the elderly in our society and the escalation of youth affect future generations?
SAMPLE PERSUASIVE ESSAY THESIS BASED ON THE ESSENTIAL QUESTION:
• By examining the trans-cultural ideas the “fountain of youth,” the increased marketing of beauty products, and the decreased governmental aid to the elderly, it is evident that the devaluation of the elderly and the escalation of youth in American society affects both current and future generations.
Persuasive Essay Rubric
This is how you will be graded
|Comp. |6 |5 |4 |3 |2 |1 |
|Focus (per paragraph) |Takes a clear position|Takes a clear |Takes a clear |Takes a position and |Takes a position, but |Attempts to take a |
| |and supports it |position and supports|position and supports|provides uneven |essay is |position (addresses |
|TPP= 30pts |consistently with |it with relevant |it with some relevant|support; may lack |underdeveloped. |topic), but position |
| |well-chosen reasons |reasons and/or |reasons and/or |development in parts | |is very unclear OR |
| |and/or examples; may |examples through much|examples; there is |or be repetitive OR | |takes a position, but |
| |use persuasive |of the essay. |some development of |essay is no more than | |provides minimal or no|
| |strategy to convey an | |the essay. |a well-written | |support; may only |
| |argument. | | |beginning. | |paraphrase the prompt.|
|Organization |Is focused and well |Is well organized, |Is generally |Is organized in parts |Is disorganized or |Exhibits little or no |
| |organized, with |but may lack some |organized, but has |of the essay; other |unfocused in much of |apparent organization.|
|TPP=6 pts |effective use of |transitions. |few or no transitions|parts are disjointed |the essay OR is clear, | |
| |transitions. | |among sections. |and/or lack |but too brief. | |
| | | | |transitions. | | |
|Sentence Fluency and |Consistently exhibits |Exhibits some variety|Most sentences are |Sentence structure may|Sentences lack formal |Sentences run-on and |
|Word Choice (per |variety in sentence |in sentence structure|well constructed but |be simple and |structure; word choice |appear incomplete or |
|paragraph) |structure and word |and uses good word |have similar |unvaried; word choice |may often be |rambling; word choice |
| |choice. |choice; occasionally,|structure; word |is mostly accurate. |inaccurate. |may be inaccurate in |
|TPP=30 pts | |words may be used |choice lacks variety | | |much or the entire |
| | |inaccurately. |or flair. | | |essay. |
|Conventions |Errors in grammar, |Errors in grammar, |More frequent errors |Errors in grammar, |Errors in grammar, |Errors in grammar, |
| |spelling, and |spelling, and |in grammar, spelling,|spelling, and |spelling, and |spelling, and |
|TPP=6 pts |punctuation are few |punctuation do not |and punctuation, but |punctuation sometimes |punctuation interfere |punctuation prevent |
| |and do not interfere |interfere with |they do not interfere|interfere with |with understanding in |reader from fully |
| |with understanding. |understanding. |with understanding. |understanding. |much of the essay. |understanding essay. |
|MLA format |No mistakes in |1mistake in |2 mistakes in |3 mistakes in |4 mistakes in |5+ mistakes in |
| |manuscript form |manuscript form |manuscript form |manuscript form |manuscript form |manuscript form |
|TPP=6 pts | | | | | | |
|Rhetorical devices |2 devices used |2 devices used, but |1 device used |1 device used but |Devices used are trite,|No attempt at using |
| |effectively |exhibit some flaw in |effectively |exhibits some flaw in |tired and ineffective |rhetorical devices. |
|TPP= 6 pts | |logic | |logic | | |
|Project Organization |News Notebook, |News Notebook Plan, |News Notebook Plan |News Notebook and |News Notebook only |Plan and drafts only |
| |Planning, Drafts, Peer|Drafts and one peer |and drafts turned in |Plan only turned in |turned in |turned in |
|TPP=6 pts |edits, turned in |edit turned in | | | | |
Total Points Possible: 90
Writing Workshop: Persuasive Essay
Organizing Your Thoughts:
✓ Get out your brainstorming. List which topic you believe you’d like to use for your essay. Write it here:_________________________________________________________________________
✓ You should have a good idea WHAT side you are on, but good persuasive writing ANTICIPATES the FLAWS in your argument.
✓ Therefore, you should be sure to analyze both sides of the issue.
Create a T-chart so that you will have a strong argument. You need AT LEAST 3 arguments for both sides of the issue
|Positive Arguments |Negative Arguments |
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✓ Keep in mind the difference between fact (a statement that can be proved true) and opinion (a judgment or belief that cannot be proved, although it can be supported by facts and arguments).
✓ Facts are used as evidence. Opinions are used as arguments. Arguments are used in your thesis and topic sentences
✓ Circle “A” for argument or “E” for evidence. Be sure that you can explain WHY in the space provided
1. All students should complete chores, such as doing laundry, cleaning, and vacuuming, every weekend.(A / E) ____________________________________________________________________________________________________________________________________________________________________
2. Students would learn more effectively if school were year-round. (A / E) ____________________________________________________________________________________________________________________________________________________________________
3. Clemmons is located outside Winston-Salem. (A / E) ____________________________________________________________________________________________________________________________________________________________________
4. Ms. Carmichael is the best teacher I have ever had! (A / E)
____________________________________________________________________________________________________________________________________________________________________
5. A traditional golf round is made up of 18 holes. (A / E)
_______________________________________________________________________________________________________________________________________________________________________
Topic Sentence or Evidence?
Directions: Answer the following questions based on sentence A, B, and C. Be prepared to defend your ideas.
A. The first reason students should study music in their school is because it would help them in their performance at school.
B. Playing a musical instrument helps students learn discipline.
C. Every student should have the opportunity to study music in school.
1. Which sentence is the most general?
2. Which sentence is the most specific?
3. Which sentence could be a thesis statement (or a position statement)? What would the essential question be for that thesis?
4. Which sentence above could be a topic sentence?
5. Which sentence above could be an evidence sentence?
✓ Reconsider your T-chart and ideas from last night. Now, list three good ARGUMENTS for your issue below. Your first one should be strong, and your last one should be your strongest.
1.
2.
3.
✓ Your arguments should be included in your thesis statement as well as the answer to your essential question.
Draft your potential thesis here:
✓ Clearly organized evidence that supports your argument, such as facts, examples, statistics, and personal experience. REMEMBER TO BE SPECIFIC! (An example that shows a time when Jennifer shoplifted and was arrested and spent a night in prison is much more effective than saying “teens are often caught shoplifting”)
List some of your evidence (facts) here:
✓ persuasive language that is compelling and convincing
Decide whether you are going to use parallelism, rhetorical questions, restatement, repetition, or antithesis. (Circle at least one AND write an example below.)
✓ End with a catchy paragraph and restate your thesis. Be sure to offer up a solution to the main problem.
Write your solution here:
EXTRA CREDIT OPPORTUNITY!
An editorial is an article that presents a strong opinion or perspective.
Editorials often draw on rhetorical techniques. Using what you know about these strategies, draft a letter to the editor of the Winston-Salem Journal. If your letter is published before the end of the semester, bring in a copy, and I will award you five extra credit coupons.
The details (found at ):
• Letters should be no more than 200 words.
• All letters are subject to editing for clarity and length.
• A phone number and complete mailing address must be included so we can verify that a letter is, in fact, from the stated author. Only the writer’s name and city will be published.
• Letters may be submitted by e-mail: letters@
• Letters may also be submitted by mail: Letters to the Journal
P.O. Box 3159
Winston-Salem, NC 27102
Q. How are letters to the editor selected? Does the Journal publish every letter?
A. Because the Journal's daily, home-delivery circulation area serves Northwest North Carolina, with very rare exceptions the Journal does not publish letters from outside that area. The most frequent exception is for a letter discussing an incident that happened to the writer personally while the writer was in the area.
The Journal does not publish letters that contain allegations or statements of fact whose truth the Journal questions and for which the Journal is unable to verify or identify a source for to its satisfaction. The Journal doesn't publish anonymous letters.
The Journal doesn't publish letters whose main point is to express dissatisfaction with a personal or business transaction. The Journal is unlikely to publish testimonies of faith or exhibits of biblical erudition.
Occasionally, an issue stirs such interest in the community that the Journal receives a great many letters on the subject. When that happens, the editorial department tries to ensure that every viewpoint has been aired, but after some time may declare a moratorium on further letters on the subject to avoid redundancy.
The First Amendment applies to the Journal's right to publish what it sees fit and there is no obligation, explicit or implied, in that amendment requiring the Journal to publish whatever a letter writer wants to say.
The assistant who keeps track of the letters and e-mail said that about 70 percent of letters that are received are published.
Although the Journal does not publish every letter it receives, every letter is read and considered. If a letter fails to meet our criteria for publication but addresses an issue that the editor thinks could appropriately be aired through another Journal department, we will forward it.
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Issue:____________________________________________________________________________________
Evidence:
EQ:
It is important for a good essay to have good structure. A topic sentence introduces the ideas you are writing about and usually has a transition. Evidence supports the topic sentence with specifics. Both are important in the ethos of your paper.
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