The Persuasive Essay - New Paltz Middle School



Second Persuasive Essay

Ms. Kamrass

English 10

► A good persuasive essay is a well-structured argument where:

o your position is clear (thesis)

o you concede, or agree, that others have some valid points (the concession paragraph)

o you have valid reasons (body paragraphs – need more than one)

o you prove that your reasons are true by using specific and relevant examples (body paragraphs)

o Your writing style is clear and your essay is organized (introduction, concession, body paragraphs, conclusion).

Purpose of this assignment:

You will be completing your research paper this quarter; it is imperative that you master this essay format before that time. This way, you will be able to focus on your important research and its proper MLA documentation.

|January 2013 |

|In his State of the State speech, Governor Andrew Cuomo noted that he would like districts to decide whether or not to lengthen|

|their school days, year, or both. In his recent budget proposal, he provides funding for these measures. |

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|Your Task: |

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|Should the school day and year be lengthened? |

Guidelines:

( Use the writing rubric, and the persuasive essay structure on back for direction

( Make sure that your thesis is complete

( Write topic sentences that focus on a general argument; make sure that they are not too vague, or too specific.

( Remember that a concession examines the arguments that are the opposite of your thesis. A good concession will explore these opposing arguments, but should not be stronger than your arguments in the body paragraphs. Your rhetoric – use of persuasive language – should reflect that you are explaining other’s ideas, not proving something. (For example: “Many believe…” and other similar phrases.)

( In the body paragraphs that follow your concession (minimum of two body paragraphs): make sure that the general arguments in your topic sentences, reasons in each paragraph, and examples after your reseasons, support your thesis

( This is a formal essay for your English class – follow grammar, punctuation, and spelling – especially those covered in class.

( In addition, the rhetoric in your body paragraphs needs to reflect that you are proving your arguments. (For example: “Fracking is bad for the environment…”)

Procedure:

1. Write outline as noted on the following pages; yes, label each part as “I.” or “A.” etc.

2. Write first draft

3. Peer review – complete in class (keep this paperwork!)

4. Final draft

Persuasive Essay Outline

I. Introduction

A. Hook – Engage your reader. (statistics, a quote, personal experience, a story, create imagery…)

B. Provide necessary background information (usually keep this general and brief).

C. Address counterclaim.

D. Clearly state your claim (otherwise known as “thesis,” “main idea,” etc.).

II. Concession (discuss your counterclaim/s)

Topic Sentence: Start with a word like “Granted,” or “It may be true that” or “Some people think” to make it clear that these are not your arguments.

A. Reason 1

-- CD – Concrete Detail/ CM - Commentary

B. Reason 2

-- CD – Concrete Detail/ CM - Commentary

C. Reason 3

-- CD – Concrete Detail/ CM - Commentary

III. Argument one – Supports your claim (thesis) with good argument.

Topic sentence – Transition from concession (It should begin with a transition word or phrase that clearly shows that you are switching back to your thesis: “However,” or “Despite these opinions,”…)

Topic sentence – The second topic sentence will reflect your first general argument.

A. Reason 1 (fits under topic/argument from TS2, but is a little more specific)

-- CD – Concrete Detail/ CM - Commentary

B. Reason 2 (fits under topic/argument from TS2, but is a little more specific)

-- CD – Concrete Detail/ CM - Commentary

C. Reason 3 (fits under topic/argument from TS2, but is a little more specific)

-- CD – Concrete Detail/ CM – Commentary

IV. Argument two -- Supports your claim (thesis) with better argument.

Topic sentence – This introduces a general argument.

A. Reason 1 (fits under topic/argument from TS, but is a little more specific)

-- CD - CM

B. Reason 2 (fits under topic/argument from TS, but is a little more specific)

-- CD - CM

C. Reason 3 (fits under topic/argument from TS, but is a little more specific)

-- CD - CM

V. Argument three -- Supports your claim (thesis) with your best argument.

If you write a third body paragraph, its pattern is the same as “Argument two.”

VI. Conclusion – You should try to do two things in your conclusion:

1. Restate your claim but in different words

2. Summarize your main arguments – this is easy if you have good, general arguments in your topic sentences – use them!

3. Consider the consequences/Look to the future/Use another quote or other statistics (you may want to come back around to something that matches the hook in your introduction).

Here’s a fun way to get the ideas about organization and development of arguments in the essay and in each paragraph: I’m using dragons as the topic.

I. Introduction

A. They have enormous, sharp teeth; scales as hard as diamonds; and breathe fire, but when they look at you with those loving eyes, nothing seems to matter.

B. Once Medieval humans feared the dragon, but since then, we have learned. People have owned, and loved, pet dragons since the Renaissance.

C. & D. While some still think that dragons are dangerous, in fact, they are the perfect pets.

II. Concession (discuss your counterclaim/s)

Topic Sentence: Granted, there are some issues that come with dragon ownership.

A. They are expensive.

-- To purchase one, people need at least $5,000. This is vastly more expensive than even all dog breeds.

B. With their size, owners have a difficult time taking care of them.

-- Even the smallest dragons weigh six tons and measure at least fifteen feet. Owners have to build special structures, get the necessary permits, and find a veterinarian who is capable of taking care of such a large animal. Dragon lovers end up spending a vast amount of time – and more money -- to deal with these factors.

C. Finally, these large lizards can be dangerous.

-- Last year about 100 owners worldwide lost a limb. This is a hazard for people who come in contact with them.

III. Argument one – Supports your claim (thesis) with good argument.

Topic sentence – However, dragons make good pets, overall.

Topic sentence – They are the most fun pets to own.

A. First, they are social and outgoing animals.

-- They follow their owners wherever they go. They like to interact with humans.

B. They create opportunities for family gatherings.

-- Friends and family often gather at homes with their dragons for cookouts. People love these gatherings, especially when it is time for s’mores: dragon fire makes this possible.

C. Finally, they are a great source of entertainment.

-- Dragon owners often take to the skies with these pets. The size of the animals gives stability, adding to the fun because there is no fear of crashing in an unreliable machine.

IV. Argument two -- Supports your claim (thesis) with better argument.

Topic sentence – In addition, these seemingly-threatening animals actually help the communities where they live.

A. As the locavore movement gains momentum, dragons provide essential help.

-- One dragon produces enough manure – an organic fertilizer – in a week for twenty homes with vegetable gardens and fruit orchards. This produces many healthy foods with little use of polluting fossil fuels.

B. Their large size and strength enables them to assist humans with large-scale projects.

-- One dragon was able to burn down a weedy-overgrown patch of land, dig out the earth, and carry enough water to create a beautiful town center, complete with a pond. He completed this mammoth job without burning fossil fuels, and now the town has a beautiful park for its citizens.

C. More important, these large creatures protect their owners and neighborhoods.

-- Studies by the U.S. Department of Crime and Statistics (made up!) show that the crime rate in towns with dragons is fifty-percent lower than towns without them. Clearly, dragons scare away the criminals and keep townspeople safe.

V. Argument three -- Supports your claim (thesis) with your best argument.

If you write a third body paragraph, its pattern is the same as “Argument two.”

VI. Conclusion

Evaluation for Persuasive Essay Writing

Kamrass English 10

Scale: A B C D

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1. Meaning

This is how you show me that you understand the text and the assignment.

Details: You need to write an insightful thesis (or controlling idea) combined

with perceptive analysis. The essay should persuade me to your side of the argument as you provide meaningful reasons to show that you are correct.

2. Development This is the main content of your writing. In your paragraphs,

you need to logically defend your arguments through the use of reasons and specific examples. In body paragraphs, you start with a general argument, and then follow through with compelling reasons and concrete details (CDs) that prove your points. When necessary, you provide the proper amount of explanation (CM). Commentary is when you explain why the detail is so important (It answers the question “So what?”).

3. Organization

Once you have your ideas and arguments, present them logically. Details: You

need an introduction that starts with a hook and ends with thesis, a concession, and at least three body paragraphs that start with general topic sentences (TSs) that introduce your reasons, and a conclusion that restates thesis in beginning and expands your ideas at the end. Each paragraph needs a logical flow of ideas. When quoting any text, or person, make sure that you prepare the reader with an internal transition that provides enough information. Each paragraph should have a starting transition too.

CONCESSION is the second paragraph, is introduced with proper transition word, and developed to fully explore the opposing side of the issue

4. Style

Here you can give your finished product some polish. Let your personality come

through so that the reader can be entertained and understand. You still need to use

formal language, and make sure that your meanings are clear. Writing that sounds

wonderful, but is difficult to understand, is not effective. (Style works with the next

element: communication.) Use literary devices to heighten the effect.

5. Communication

Meaning, development, organization and style do not work if your writing is not

clear. Details: Clarity comes from mastery of grammar, punctuation, and spelling.

It is also important to use sophisticated and precise vocabulary, and strong

sentence structure. Using big words to sound fancy is less important than using

words with definitions that precisely fit your meanings.

6. Presentation and Instructions

Think about what the reader needs to easily read what you have written. Submit

a paper that would impress anyone, let alone your teacher. Details: Follow all

instructions on assignment sheet and for the Modern Language Association (MLA).

Full MLA style includes heading, name and page number in upper right corner,

double space, one-inch margins; 12-point typeface with Times New Roman font.

OVERALL

Good job -

Needs improvement –

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