Running Head: PERSUASIVE ESSAY

ENG 201: Writing 2 Persuasive Essay Sami Alamri California State University Northridge LING 530 Dr. John Gides October 2, 2013

Running Head: PERSUASIVE ESSAY Table of Content Introduction 3 Writing lessons goals and objectives ......... 3 Lesson one .. 3 - 4 Lesson two . 4 Lesson three .. 4 Lesson four ... 5 Writing Instruction ... 5 Materials .. 5 Methodology 5 Assessment .. 6 References .... 7 Appendices ... 8 Appendix A .. 9 Appendix B . 11 Appendix C 11 Appendix D 12

Running Head: PERSUASIVE ESSAY Introduction ENG 201 writing 2 is a course for intimidate to high-intermediate EFl students at Shaqra university that emphasizes writing essays. In this course students will master how to write different kinds if essays such as explanatory essays, comparison -contrast essays and persuasive

essays. Enrollment in this class is exclusive for English department students. Perquisite ENG 200 is required to enroll in this class. Students enrolled in ENG 201 are adult learners; average ages for students are 18 to 20. All students will be native speakers of Arabic language. Class is held twice a week on Monday and Wednesday morning from 10:00 am to 11:45 am for 16 weeks; the class is 105 minutes in length. Students who successfully pass this course will have the skills to write different kind of essays; differentiate between topic sentence and support sentence, final thought. The particular unit included in submission takes place during the fourth week of instruction and demonstrate how to write a thoughtful persuasive essay. Also, it will explore how support argument with different kind of support such as personal experience, example, analogy and reason. Each lesson includes a specific goal and associated objective that can be assessed in order to assure that the goal for the lesson has been met. Goals and Objectives Lesson one Goal: To understand how persuasive essay is constructed by understanding how it is organized. Objectives: 1- Students will understand the organization of the persuasive essays.

Running Head: PERSUASIVE ESSAY 2- Student will be able to identify thesis statement, topic sentences and supporting ideas in the assigned reading. 3- Student will learn how to pick a controversial topic for their essay. Lesson 2 Goal: To write a well developed introduction paragraph. Objectives: 1- Students will master how to use catchy hook in their introduction. 2- Students will learn to distinguish en effective thesis statement. 3- Students will learn how to construct their own introductory paragraphs that contain an effective thesis statement. Lesson 3 Goal: To create well developed body paragraphs that contain arguments to support their thesis statements. Objectives: 1- Students will understand how to organize body paragraphs for persuasive essay. 2- Students will master how to use argumentative language in their body paragraphs.

3- Students will learn how to organize their arguments by identifying the strongest argument and place at the end of their essay. 4- Student will identify different types of support personal experience, examples and analogy in order to use them to support their argument.

Running Head: PERSUASIVE ESSAY Lesson 4 Goal: To create conclusions for their essays that are sounded and powerful and to create a first draft for their essays. Objectives: 1. Students will master how write a sounded conclusion by using powerful conclusion statement. 2. Students will create outlines for first draft in order to organize their arguments base on the strength of each argument. 3. Students will be assigned a formal academic essay 2-3 pages. Writing instruction Materials In unit four (appendix B), there will be two types of assessment formal and informal. Informal assessment will be conducted as choosing a topic and brainstorm arguments. This assessment will be used to check student progress in understanding argument and possible counterargument. Students will list their possible argument that they might use in their essays.

Students will master how to write effective thesis statement and body paragraph organization and then they will start to write their first daft. Students are required of writing progress to be submitted with the final draft. Methodology In unit 4 (appendix B) prewriting, drafting and revising stages will be applied. Student will master how to organize their persuasive essay and make a detailed outline for their first

Running Head: PERSUASIVE ESSAY draft. Students will do peer review to help each other out with the writing. The last step, Student will revise their essay for final submission. Assessment Throughout unit 4 (Appendix D), there will be informal assessment for the student progress. It will be conducted throughout the unit by doing practices that are spread throughout the unit. The formal assessment will be writing assignment and it will be divided into 3 stages, first, second and final draft. The first and the second draft will worth 30 % of their final grade and 70 % will be for the final draft. Student will be graded based on their development of the introduction, body paragraphs and conclusion.

Running Head: PERSUASIVE ESSAY References

Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains, NY: Pearson Education, 2007. Print

Running Head: PERSUASIVE ESSAY Appendices A. Weekly Unit Plan B. Unit Sample form Writes at Work, 6th ed, Zemach and Stafford-Yilmaz, Page 90-110. C. Formal Assessment D. Rubric

Running Head: PERSUASIVE ESSAY Appendix A ENG 201 Writing 2 Week four Unit plan Time Monday 10:00 AM October 1

Wednesday 10:00 AM October 3

Monday 10:00 AM October 8

Class content and activities Begin unit four: Reading a sample of persuasive essay Bringing Babies Back to Japan Reading: Japan society is facing its most serious threat in recent years. Understating the organization of persuasive essay. Class goals: Reading Bringing babies back to Japan. Identifying thesis statement, topics sentences, support ideas. Homework Choose a topic and brainstorm possible arguments. Continue unit four: Composing thesis Statement and writing an introductory paragraph. Practice effective thesis statement by doing exercise on page 96. Using a catchy hook in the introduction. Goal of this class Effective thesis statements for persuasive essay. Using catchy hook in the introduction. Create a detailed outline for their essays. Homework Write an introductory paragraph with effective thesis statement. Continue unit four: Creating well develop body paragraphs. Organization of body paragraphs for persuasive essay. Goal of this class Master how to use argumentative language in their body paragraphs. Organizing argument based on strength. Choosing appropriate support for each argument. Homework Write 2- 3 arguments to support your thesis statement and support it.

Running Head: PERSUASIVE ESSAY 10 Wednesday 10:00 AM October 10 Continue unit four: create conclusions for their essays. Writing sounded conclusion for their essays. Goal of this class Master how to write powerful conclusion statement. Creating outlines in order to organize argument based on the strength of each argument. Homework Polished first draft of essay is due on Monday Oct. 15.

Running Head: PERSUASIVE ESSAY 11 Appendix C Essay 4: Argumentative Essay Direction: This 3 to 4 pages essay will require you to choose any argumentative topic that you like. It can be any controversial topic such as global warning, downloading music from the internet or school uniform. You have to state your opinion clearly about the topic. As you write your essay, remember to: State your position clearly. Include at least three to four points that support your position. Support each argument by using various types of support such as personal experience, example, analogy, reason and emotion. Address the arguments that could be made against you, and show why your side is stronger. Write in complete sentences. Write well-developed paragraphs with topic sentences. Use correct grammar, spelling, punctuation, and capitalization.

Formatting: Your Essay should Be 3-4 page in length Comply with MLA format consul The Everyday Writer 4th ad page 409-419)

Due Dates: First draft due on Oct 17 Second Daft due on Oct 19 Final draft due on Oct 24 ,

Running Head: PERSUASIVE ESSAY 12 Appendix D

A 100 - 94 = A 93 90 =A-

B 89 87 = B+ 86 83 = B 82 80 = B-

C 79 77 = C+ 76 73 = C 72 70 = C-

D 69 67 = D+ 66 63 = D 62 60 = D-

F 59 or < = F

Grading Scale Score Rubric

(A) Papers: The response reflects a strong mastery of persuasive writing. The writer clearly states a position. Provides at least three strong arguments to support this position Supports those reasons with details that are appropriate, pertinent, and clearly articulated. The overall argument is thoughtful, logical, and convincing. The response effectively uses persuasive language to make his point. The writer anticipates opposing arguments, concerns, and questions, and addresses them with points that are relevant and convincing.

(B) Papers: The response reflects a reasonable mastery of persuasive writing. The writer clearly states a position, focuses on this position, Provides at least three strong arguments Gives reasons, details, and examples to support it. Some responses contain a few well-elaborated reasons; others contain more reasons but with less elaboration. Certain points may be superficially relevant but not elaborated enough to be convincing. The overall argument is appropriate and convincing. Employs persuasive language to communicate a position. The writer anticipates opposing arguments and addresses them.

(c) Papers: The response reflects a weak mastery of persuasive writing. The writer has focused on a position and made some attempt to defend it. Provide only one argument to support a position. (The minimum number required is three.) Provide reasons that are unclear, illogical, inadequately developed, or tangential to the argument. The response has some kind of organizational strategy, but there may be significant breaks in the logical progression, making the argument difficult to follow. The writer makes an attempt to use persuasive language but does not demonstrate command of this technique. Some responses may anticipate opposing arguments but fail to address them clearly or adequately.

(D) Papers: The response reflects a lack of understanding of persuasive writing.

Running Head: PERSUASIVE ESSAY 13

The writer has read and tried to respond to the prompt but it lacks focus and coherence. The writer may attempt to support ideas, but there is little or no sense of organization. Reasons offered by writer may not satisfactorily support the argument and support is weak. Persuasive strategies may be poorly executed. Writer may avoid addressing opposing arguments entirely, or may address these arguments in a way that is confusing or ineffective.

(F) Papers: The composition is entirely illegible, incoherent, off-topic, blank, or written in a language other than English.