Persuasive Writing Unit

This is a full persuasive writing unit designed to take two to three weeks of class time.

Use this unit to teach students how to “argue on paper.”  Using the fictional case of a principal that has banned students from wearing band t-shirts to school, students examine evidence and learn how to develop arguments. The lessons take them through the process of writing two persuasive essays: one in favor of the t-shirt rule and one opposing it.

LESSON 1    SO YOU THINK YOU CAN ARGUE (with PowerPoint option)

Introduce students to the concept of making an argument in order to prepare them for persuasive writing. Students discover there’s a difference between arguing and making an argument in support of a position, and that making an argument is a learned skill that doesn’t depend on how you feel about an issue.

LESSON 2    I CAN’T WEAR WHAT?? (with PowerPoint option)

Prepare students to write two persuasive essays by introducing them to Ben Brewer and what happened the day he decided to wear his favorite band t-shirt to school in violation of a new dress code rule. Students read a summary of a Supreme Court case to figure out the “rule” that applies to Ben’s problem.          

LESSON 3    LOOKIN’ FOR EVIDENCE (with PowerPoint option)

In light of the rule they worked out in Lesson 2, students examine evidence about whether band t-shirts were disruptive at Ben’s school. Students fill out a chart that gives them the raw material that will develop into arguments in their essays. 

LESSON 4    NO RAMBLING ALLOWED (with PowerPoint option)

Students begin to organize their arguments and evidence both for and against the rule banning band t-shirts. Students learn the necessity of clear organization, generate main and supporting arguments, and create bubble charts to organize the evidence they gathered in the last lesson.

LESSON 5    YEAH, BUT…  (with PowerPoint option or overhead)

Students meet “Yabbut Rabbit” and learn how to flesh out the support for their arguments by developing counterarguments. Then they learn how to use main clauses and subordinate clauses to minimize or emphasize evidence when they argue.

LESSON 6    THE DREADED OUTLINE

Students organize the evidence and arguments on their bubble charts into an outline that acts as a roadmap for their essay. This lesson teaches them to start their outlines from the middle, then shows them how to add information for the introduction and conclusion. Students learn the connection between chart, outline, and essay organization.

AND FINALLY: WRITING - DRAFT/EDIT/FINALIZE 

After students have created their outlines, they’ll have everything they need to write a rough draft, edit their work, and produce a final draft according to your own usual practice.