Focus Question: What are various methods for organizing a persuasive text?
Part 1
Guide the class into forming and defending positions regarding a real-life situation: “How many of you listen to music with ear buds or headphones? How many of you have recently seen someone wearing earpieces, and you could hear his or her music clearly? In 2006, a man from Louisiana sued Apple because the iPod can exceed 115 decibels. That is a serious risk to someone’s hearing ability. Foreign nations had already imposed a 100-decibel limit on iPods sold in their markets. People exposed to even 85 decibels for eight hours tend to develop hearing loss, said doctors at the Boston Children’s Hospital.”
“How many of you have ever cut a grassy lawn? The lawn mower noise is about 80 to 85 decibels. Do you wear protective ear devices? Do you listen to music over the sound of the lawn mower? Then you’re listening in a range of 100–105 decibels. At that sound level, you shouldn’t listen for more than 8 to 15 minutes at a maximum. Most people cannot cut an entire lawn in only 8 minutes.”
“Audiologists recommend reducing the volume of music and limiting listening time to only about one hour total a day. So hearing loss is a negative effect of listening to audio with earphones or ear buds. Are there any positives?” Have students brainstorm pros and cons while you record them visually for the class.
“What are the strongest arguments on both sides of the question whether headphones and earbuds are dangerous? If you had to put your arguments in order for a defense, how would you order them?” Reassure students that there are various ways to order reasons and evidence for an argument; there are a few basic parts to almost every effective argument. Direct students to take notes on the four basic parts:
- stating the position/claim (usually addressed in the introduction)
- providing supportive evidence (done in the body)
- addressing and refuting counterarguments (done in the body)
- clarifying the call to action (done in the conclusion)
Refer to the Purr-suasion Organization in Brief handout (see L-C-5-3_Purr-suasive Organization in Brief in the Resources folder).
Inform students: “The argument’s support may be organized in various ways within the body such as point-by-point or argument/counterargument. Additional persuasive organization may include inductive versus deductive reasoning, syllogisms, cause and effect, or a problem-solution pattern.”
Next, divide the class into small groups (two to three people maximum in each group). Hand each group the evidence from Argument Puzzle Pieces (see L-C-5-3_Argument Puzzle Pieces in the Resources folder). To save time, cut the pieces apart ahead of time and store the pieces in individual small bags or envelopes.
Announce: “Each group will receive one bag of evidence. This bag combines evidence which supports and opposes teenage use of cell phones, and specifically, texting. Determine your group’s position (e.g., cell phones are OR are not dangerous) and then build your argument from these pieces. Physically arrange the evidence in order on your desk using one of the organization strategies just detailed (inductive, deductive, point-by-point). You do not have to use all of the evidence.”
Clarify: “Though normally you should consider how the audience would react to your information and make adjustments, for this activity we only want to focus on specific organization structures.”
“You must use at least one example of a concession followed by a counterpoint. Also, on small sticky notes, write transitions that would work to aid the flow of your argument. Refer to your Purr-suasion Transitions handout as needed” (see L-C-5-3_Purr-suasion Transitions in the Resources folder). Circulate during group work.
When all groups are finished, students should rotate to view others’ arrangements and look for similarities and differences. As a full class discuss: “What similarities or differences did you notice across the group presentations? What were the reasons for the organizational patterns chosen? Were any more effective than others?”
Optional: Use a think-pair-share strategy to guide review of the lesson:
- What does it mean to organize point-by-point or by argument/counterargument? (to deliberately attack an opponent’s argument point-by-point/to address and refute the likely objections of an opponent’s argument)
- What does it mean to “counter” a concession? (to show the fallacy of the full claim)
- What is the difference between deductive and inductive logic? (inductive logic starts with specifics)
Part 2
Individually, with a partner, or as a full class, read the persuasive essay “Typing Away Our Humanity” (L-C-5-3_Typing Away Our Humanity.doc). Follow the directions on the handout to analyze it for persuasive techniques and organization effectiveness. Discuss it as a class. This will serve as a model as students begin prewriting their own essays for the final unit assessment.
Guide students through the following prewriting and writing steps:
- Select a topic.
- Determine a position for the thesis.
- Complete the Voice Brainstorming Plan (L-C-5-2_Voice Brainstorming Plan.doc).
- Research as needed, using credible sources (L-C-5-1_How to ADOPT Resources.doc). Compile a Works Cited/References document as the research progresses.
- Brainstorm counterclaims, arguments, and concessions. With a peer or a teacher, review counterargument validity and accuracy. Do more research or brainstorming as necessary to understand the issue.
- Organize arguments with one of the logic patterns and supportive evidence.
- Write a draft. Consider where/how to use effective transitions.
- Self-evaluate and/or peer-evaluate drafts.
- Revise and edit drafts.
- Publish the persuasive argument in a teacher-directed format by the assigned deadline.
Extension:
- Students can copy or glue the paper snippets onto paper after the groups are finished. Students as individuals or with partners could brainstorm a specific audience and revise the organization as needed to effectively address that audience’s needs. This can then be presented as a comparison/contrast between patterns, or written as an essay.
- Students could read the “Nobel Lecture” by Al Gore (see Related Resources) and analyze it for voice, persuasion techniques, organization, and effectiveness.
- Students might write a letter to the editor, an editorial, a persuasive essay, or a speech that models the focus, content, and organization lessons thus far.
