• During the explanation of persuasion strategies, watch for confusion and refine definitions as needed; give additional examples.
• Circulate during small-group text analysis for techniques and identify the various comprehension levels of learners.
• While students are working in small groups, work with individual students having difficulty. Use common daily scenarios to lessen anxiety and focus only on one technique at a time.

Focus Question: What types of persuasive techniques are used in verbal and written communication?

Ask students to brainstorm out loud as a class: “What types of things do cats do when they want something from their owner?” (Possible answers: meow, sneak up on you, crawl on your lap, follow room to room, beg, purr.) “So, to ‘purr-suade’ is to convince someone to believe or do something. Think of a cat’s behavior as the metaphor for persuasion.” Explain that persuasion is performed daily as part of both informal and formal communication with family, friends, and coworkers. “By the end of this lesson you will be aware of several different persuasive techniques. The objective of this unit is for you to be able to effectively write a persuasive essay/argument.”

Have students, in pairs, discuss how they might persuade a listener in any of these situations:

• You want to borrow your parents’ car to drive your friends to the next dance.
• You want a bully to stop pushing around one of your friends.
• You want a friend to help volunteer in a soup kitchen.
• You want to persuade a friend to stop his/her substance abuse.

Ask for volunteers to share out loud the strategies they brainstormed. (Answers may encompass a variety of verbal reasons, examples, logic, and emotional techniques in addition to physical strategies.) Clarify: “There are a variety of techniques that can be persuasive, and the more variety a writer uses, the more it will help convince the reader to agree with the thesis.”

Define types of persuasion techniques by reading and filling in the blanks on the Purr-suasion Techniques handout (L-C-5-1_Purr-suasion Techniques and KEY.doc). For visual learners, consider using an overhead projector to show the answers in addition to reading out loud.

Depending on the class need, briefly address the How to ADOPT Resources handout for evaluating whether a resource is credible (L-C-5-1_How to ADOPT Resources.doc).

Next, students need to see how the techniques look in a model text (L-C-5-1_Model for Identifying Persuasion and KEY.doc). Tell students to refer to the Purr-suasion Techniques handout to determine the answers. Students should debate any differences in answers with their partner until they come to a consensus. When finished, groups are to share their findings with the full class and discuss the accuracy of their identifications.

For further analysis without techniques preselected, consider using colonial propaganda such as Thomas Paine’s pamphlets or works of Henry David Thoreau listed in the Related Resources section of this lesson. For a more modern piece from the 1900s, consider “The Fate of Democracy” printed originally in The Guardian, Nov. 26, 1936. Ask students to read and identify the different types of persuasive techniques used.

With a partner or individually, have students choose either the word “Logos” or “Rhetoric” to create as an acrostic of notes like the ADOPT acronym. It can be due either by the end of the hour as an exit ticket for immediate feedback, or due the next day as an entrance ticket. Each line should give a new, accurate detail to explain and define the topic. There is no required length of a line.

Or, at the end of activities, review with students:

• “What are ways to appeal to Logos/logic?” (statistics, real-life stories)
• “Name and define a few ‘sly’ persuasion techniques.” (name calling, ad hominem, etc.)
• “What acronym can be helpful in evaluating research resources?” (ADOPT)

Extension:

• Students should gather and analyze samples of persuasive inflammatory genres such as blogs and Web pages.
• Students may read and analyze additional persuasive literature: American Revolution propaganda such as Thomas Paine’s “The American Crisis” (1776) or current newspaper editorials.
• Students may write editorials, persuasive speeches, or essays on current topics to be used for class evaluation, debates, or potential publication. Sample topics to write about and/or debate include:
  • Should Pennsylvania adopt a statewide Thomas Paine Day of Celebration?
  • Should Pennsylvanian students be required to study environmental concerns every year?
  • Should schools offer a ballroom dance class as a physical education credit?
  • Should elementary and middle school students have cell phones?