Unit One: Elements of Persuasion

1.
2.
3.
4.

Rationale:
Maisha Winn and Latrise Johnson address the educational debt that is owed to
marginalized students in their 2011 text Writing Instruction in the Culturally Relevant
Classroom. The educational debt is the concept that marginalized students are owed
back-pay as a result of historical, economic, and sociopolitical inequities endured for
decades (Winn and Johnson, 11). This educational debt is addressed via a commitment on
the part of educators to empower and engage disenfranchised students through culturally
relevant pedagogy. Culturally relevant pedagogy seeks not to merely provide knowledge
as some fixed entity, but also to construct knowledge in order to serve the needs of
students (Winn and Johnson, 14). Essentially, culturally relevant pedagogy is committed
to collective empowerment via assisting students in achieving both within the classroom
and outside of it. Critical literacy is a tool for understanding and dissecting implicit
messages in texts and images. This skill allows students to determine the underlying
motives of texts, and subsequently gives them a language for breaking away from ideas
they find detrimental. Central to this is facilitating students in being able to articulate their
opinion in a way that minimizes continued marginalization. In Kelly Gallaghers Write
Like This he advocates introducing students to real-world discourses and authentic
purposes for writing (Gallagher, 8). Both Gallagher and Winn and Johnsons perspectives
can be incorporated into the argumentative opinion editorial article. An editorial will
enable students to inhabit one of the means through which change occurs in a public forum.
Allowing space for students to practice their skills at argumentative rhetoric and engaging
them in public discourse should serve the function of facilitating civic involvement.
Additionally, the argumentative essay in the form of an opinion editorial piece serves to
assist students in becoming agents of change through the capacity to articulately express
themselves from within the language of power toward the ends of changing it.
Texts:
OPedsectionsof
TheNewYorkTimes
,
TheEconomist,TheHuffingtonPost
and
The
WashingtonPost
(Publications)
Summer:15Daysor21/2Months?byLauraRobb(Article)
Ethos,PathosLogosvideo

https://www.teachingchannel.org/videos/ethospathoslogos
(video)
TheGiver
LoisLowry(novel)

Goals:

A. Students will understand and be able to apply the elements of effective persuasive
writing.
B. Students will have a rudimentary knowledge of critical literacy concepts and have a
working knowledge on how and when to utilize this tool.

Standards:
Analyzethepurposeofinformationpresentedindiversemediaandformats
(e.g.,visually,quantitatively,orally)andevaluatethemotives(e.g.,social,
commercial,political)behinditspresentation.(CCSS:SL.8.2)
c.Delineateaspeakersargumentandspecificclaims,evaluatingthesoundness
ofthereasoningandrelevanceandsufficiencyoftheevidenceandidentifying
whenirrelevantevidenceisintroduced.(CCSS:SL.8.3)

Presentclaimsandfindings,emphasizingsalientpointsina
focused,coherentmannerwithrelevantevidence,soundvalid
reasoning,andwellchosendetailsuseappropriateeyecontact,
adequatevolume,andclearpronunciation.(CCSS:SL.8.4)

Citethetextualevidencethatmoststronglysupportsananalysisofwhatthetext
saysexplicitlyaswellasinferencesdrawnfromthetext.(CCSS:RI.8.1)
Determinethemeaningofwordsandphrasesastheyareusedinatext,including
figurative,connotative,andtechnicalmeaningsanalyzetheimpactofspecific
wordchoicesonmeaningandtone,includinganalogiesorallusionstoothertexts.
(CCSS:RI.8.4)

Determinethemeaningofwordsandphrasesastheyareusedinatext,including
figurative,connotative,andtechnicalmeaningsanalyzetheimpactofspecific
wordchoicesonmeaningandtone,includinganalogiesorallusionstoothertexts.
(CCSS:RI.8.4)

Writeargumentstosupportclaimswithclearreasonsandrelevantevidence.(CCSS:W.8.1)
i.Developtextsthatofferacomparison,showcauseandeffect,orsupportapoint
ii.Writeandjustifyapersonalinterpretationofliteraryorinformationaltextthatincludesa
thesis,supportingdetailsfromtheliterature,andaconclusion
iii.Selectanduseappropriaterhetoricaltechniques(suchasaskingquestions,usinghumor,
etc.)foravarietyofpurposes
iv.Usespecificdetailsandreferencestotextorrelevantcitationstosupportfocusorjudgment
v.Useplanningstrategiestoselectandnarrowtopic
vi.Introduceclaim(s),acknowledgeanddistinguishtheclaim(s)fromalternateoropposing
claims,andorganizethereasonsandevidencelogically.(CCSS:W.8.1a)
vii.Supportclaim(s)withlogicalreasoningandrelevantevidence,usingaccurate,credible
sourcesanddemonstratinganunderstandingofthetopicortext.(CCSS:W.8.1b)
viii.Usewords,phrases,andclausestocreatecohesionandclarifytherelationshipsamong

claim(s),counterclaims,reasons,andevidence.(CCSS:W.8.1c)
ix.Establishandmaintainaformalstyle.(CCSS:W.8.1d)
x.Explainandimitateemotionalandlogicalappealsusedbywriterswhoaretryingto
persuadeanaudience
xi.Provideaconcludingstatementorsectionthatfollowsfromandsupportstheargument
presented.(CCSS:W.8.1e)

Conductshortresearchprojectstoansweraquestion(includingaself
generatedquestion),drawingonseveralsourcesandgeneratingadditional
related,focusedquestionsthatallowformultipleavenuesofexploration.
(CCSS:W.8.7)
i.Differentiatebetweenparaphrasingandusingdirectquotesinareport
ii.Organizeandpresentresearchappropriatelyforaudienceandpurpose
iii.Presentfindings
b.Gatherrelevantinformationfrommultipleprintanddigitalsources,using
searchtermseffectivelyassessthecredibilityandaccuracyofeachsource
andquoteorparaphrasethedataandconclusionsofotherswhileavoiding
plagiarismandfollowingastandardformatforcitation.(CCSS:W.8.8)

Final Project: Opinion Editorial

Editorialpiecesserveasareallifeaccesspointtoskillsregardingargumentation,claimswriting,
andassistintheunderstandingofargumentationdeconstructionandconstructionskills.By
fosteringtheseskills,youwillbeabletomakeimpactfulstatementstosupportyouropinions.
Persuasiverhetoricisaskillutilizedineditorialsasanattempttoinfluencepeopleandaffect
change,andmaybeutilizedinamyriadofreallifescenarios.Persuasiverhetoricisaskillyou
willusetogetajob,sellaproduct,askforaraise,workforsocialjusticeorevenjustextend
yourcurfew.Thisisachanceforyoutofamiliarizeyourselfwithoneofthewaysinwhich
peopleworktoimpactchange,influencepublicpolicy,anddefendtherightsofthemselvesand
others.

Youwillbepublishingyoureditorialsonourclasswikispace,whereitwillbeaccessibletoyou
foruseinwritingportfoliosorotherassignments.Itwillalsoserveasaresourcetootherstudents
anditwillallowyouropiniontogetheard!Ialsosuggestthatyousubmityoureditorialtoour
citysnewspaperorschoolpaper.Editorialsareagreatwaytogetyouropinionrecognizedand
influencepeopletoagreewithyourcause.Youraudienceforthisassignmentwillbethereaders
ofthepublicationyouarewritingfor.Drawingfromourinclassresearchontheelementsof
effectiveeditorials,thinkaboutwhatyouraudienceisexpectedtoknoworbefamiliarwith
basedonthereadershipforyournewspaper.IfyouarewritingfortheBBCnewspaper,youcan
assumeyourreadersmayhavelimitedknowledgeofeventsunfoldingintheUnitedStates,so
youmaywanttoincludesomebackgroundinformation.Ifyouarewritingfortheschool

newspaper,youwillwanttochooseatopicthatyouthinkmoststudentswouldbeinterestedin
etc.

Thisassignmentisworth28points.Eachcomponentoftherubricwillbeworthuptofour
points.ThesesegmentsincludeYouropinioneditorialshouldbebetween500and1000words.
Duetothesizeconstraints,yourclaimsmustbeshortandtothepoint.Additionally,youmust
supportallofyourclaimswithoutsideevidence.Thiscanbedonemostsuccessfullybyutilizing
anelementofpersuasiverhetoric(ethos,pathos,orlogos.)Youwillbeassessedonyour
transitionsbetweenideas,ifyourintroductionattemptstograbtheattentionofthereader,andif
youreditorialisrelativelyfreeofdistractingtypographicalorgrammaticalerrors.Youwillalso
beaskedtoincludeafocusedthesisstatementinyourintroductionwhichpreviewstheclaims
youwillbemakinginyoureditorial.Seeattachedrubricformoreinformationonthebreakdown
ofpoints.

REQUIREMENTS/CRITERIA: Students are to write a 750-1000 word opinion editorial piece for a
specified audience. The piece should briefly state an opinion and support the opinion with evidence
utilizing rhetorical devices. Editorial writers build on an argument and try to persuade readers to think
the same way they do. Editorials are meant to influence public opinion, promote critical thinking, and
sometimes cause people to take action on an issue. In essence, an editorial is an opinionated news
story. For your editorial you are to include an attention grabber or hook at the beginning of the piece
to get the readers attention and preview the subject of your editorial. Your editorial should include a
clear thesis statement which highlights the main points of your piece. Your piece should include at
least three pieces of evidence or examples. Each of your claims needs to be connected to a piece of
supporting evidence that addresses readers concerns and or addresses potential counterarguments.
The editorial needs to have smooth transitions from one claim to the next and build toward the
conclusion. The editorial states at the top the intended audience and maintains a tone appropriate for
that audience. The editorial must also contain minimal grammar and spelling errors so as to not
distract from content.

Final Project: Opinion Editorial

CATEGORY 4 - Above Standards
Attention
Grabber

3 - Meets Standards

2 - Approaching Standards

The introductory
The introductory
The author has an interesting
paragraph has a strong paragraph has a hook introductory paragraph but
hook or attention
or attention grabber, the connection to the topic is
grabber that is
but it is weak, rambling not clear.
appropriate for the
or inappropriate for
audience. This could be the audience.
a strong statement, a
relevant quotation,
statistic, or question

1 - Below Standards

The introductory
paragraph is not
interesting AND is not
relevant to the topic.

Score

addressed to the
reader.
Focus or
The thesis statement The thesis statement
Thesis
names the topic of the names the topic of the
Statement
essay and outlines the essay.
main points to be
discussed.
Support for Includes 3 or more
Includes 3 or more
Position
pieces of evidence
pieces of evidence
(facts, statistics,
(facts, statistics,
examples, real-life
examples, real-life
experiences) that
experiences) that
support the position support the position
statement. The writer statement.
anticipates the reader's
concerns, biases or
arguments and has
provided at least 1
counter-argument.
Evidence and All of the evidence and Most of the evidence
Examples
examples are specific, and examples are
relevant and
specific, relevant and
explanations are given explanations are given
that show how each that show how each
piece of evidence
piece of evidence
supports the author's supports the author's
position.
position.
Audience
Demonstrates a clear Demonstrates a
understanding of the general understanding
potential reader and of the potential reader
uses appropriate
and uses vocabulary
vocabulary and
and arguments
arguments. Anticipates appropriate for that
reader's questions and audience.
provides thorough
answers appropriate
for that audience.
Transitions A variety of thoughtful Transitions show how
transitions are used. ideas are connected,
They clearly show how but there is little
ideas are connected variety
Grammar & Author makes few
Author makes 3-4
Spelling
errors in grammar or errors in grammar or
spelling that distract spelling that distract
the reader from the
the reader from the
content.
content.
TOTAL SCORE: _____/28

The thesis statement outlines The thesis statement

some or all of the main points does not name the
to be discussed but does not topic AND does not
name the topic.
preview what will be
discussed.
Includes 2 pieces of evidence Includes 1 or fewer
(facts, statistics, examples,
pieces of evidence
real-life experiences) that
(facts, statistics,
support the position
examples, real-life
statement.
experiences).

At least one of the pieces of

evidence and examples is
relevant and has an
explanation that shows how
that piece of evidence
supports the author's
position.

Evidence and examples

are NOT relevant
AND/OR are not
explained.

Demonstrates some
understanding of the
potential reader and uses
arguments appropriate for
that audience.

It is not clear who the

author is writing for.

Some transitions work well,

but some connections
between ideas are fuzzy.

The transitions
between ideas are
unclear OR
nonexistent.
Author makes more
than 6 errors in
grammar or spelling
that distract the reader
from the content.

Author makes 4-6 errors in

grammar or spelling that
distract the reader from the
content.

COMMENTS:

Activities:
Elements of Persuasive Rhetoric
Ethos, Pathos, Logos: Elements of rhetoric
We will be watching the following video
https://www.teachingchannel.org/videos/ethos-pathos-logos
Mock Court
We will be putting the characters and author of
The Giver
on trial. What makes a character
make certain decisions? What would we like to hold the author accountable for? Teams will
be working together in this activity and it will serve as preparation for the next units final
project.
Citation Exercises
We will be meeting with the schools Librarian to discuss the elements of correct in-text
citations and bibliography production. We will follow this with worksheet exercises on
citations involving the repetition of concepts.
Using a T-Chart, come up with reasons why the utopian society depicted in
The Giver
was a
good idea/bad idea
Using the OREO Strategy,
write a brief informal letter to a friend convincing them whether
or not to join the type of society depicted in
The Giver

Critical literacy Exercises

Critical Literacy and Digital Footprint Lesson
(borrowed and adapted from Dr. Pam Coke
and
www.consortiumformedialiteracy.org)
What does your digital footprint tell about you? Reflecting upon your online identity and
how it compares to who you are in real life. The core understanding and concept of this
lesson is that all media messages (indeed, all texts) are constructed.
#Youdontknowme Activity
After completing the digital footprint activity, we will be doing some writing notebook
compositions on how our digital identity differs from our real identity. Since all media
messages are constructed by people, what might be some reasons why they would
manipulate images and identities online? Do you believe that the media portrays people
like you accurately? As a class collage project, anonymously put one statement on an index
card that describes something about you that you dont see portrayed on TV or the internet
accurately. Creativity and artistic interpretation encouraged. Please put the phrase
#youdontknowme on the card. Digital interpretations of this project (Facebook, Instagram,
Twitter) encouraged. #Youdontknowme campaign