• Students’ performance on the dialogue assignment will indicate whether they are prepared to move to the next lesson, or if they need more practice using the strategies.

Focus Question: How can we identify and use argumentative writing strategies?

Part 1

Ask students what argumentative writing is. Help them think of examples from textbooks, fiction, movies, or real life (letters to the editor or to government officials). “We use argumentative strategies all the time. It’s important to know with what methods we are trying to support our opinion or claim.”

Using your textbook or the PowerPoint presentation, provide students with a brief introduction to argumentative writing (LW-7-2-1_ PowerPoint Presentation.pptx).

“Since the ancient Greek philosopher Aristotle identified the three appeals, people have used these methods to support their opinions or claims. The three appeals use ethics (ethos), logic (logos), and emotions (pathos).” Write the following for the class to view. Keep this posted for the remainder of the unit.

1. Ethos (an appeal to ethics, shows that the writer is knowledgeable, trustworthy, fair, and considers counterarguments)
2. Logos (an appeal to logic, uses thoughtful reasons and evidence)
3. Pathos (an appeal to emotions and feelings)

“Good writers focus on the use of logic or ethics to convince readers to agree with them. Emotional appeals, while often effective in conversation or other informal settings, are not considered good practice in writing. Focus on using ethos and logos in your writing for this assignment.”

Part 2

“It’s time to see these appeals in action. Characters who are arguing their opinion or claim in a story often use the three appeals.” Read “A Rice Sandwich” by Sandra Cisneros (vignette in The House on Mango Street) or I Wanna Iguana (picture book) by Karen Kaufman Orloff. Have the class identify the strategies that the main characters use.

Have small groups compose a dialogue between a student and a teacher. “Remember that while using an argumentative appeal, you should keep your tone and audience in mind. Who we are talking to changes the way we speak or write.” The dialogue must include logos and ethos, and should be developed according to each role in a convincing way. You may have students include pathos, but make it clear that they should not use this strategy in their upcoming assignment. Assign each group a scenario such as:

• A student is claiming that a teacher should extend a due date.
• A student is claiming that a teacher should provide work time during class.
• A student is claiming that a teacher should allow students to work in groups.
• A student is claiming that a teacher should let the class leave early for lunch.
• A student is claiming that a teacher should move class outdoors.
• A student is claiming that a teacher should let the class play a review game.
• A teacher is claiming that a student should study for an exam.
• A teacher is claiming that a student should proofread his/her essay.

Have groups share their dialogues with the class. Discuss the effectiveness of the strategies each dialogue uses.

Extension:

• Students can analyze argumentative strategies and effectiveness using letters to the editor from the local newspaper.
• Students can analyze argumentative strategies and effectiveness in other writing. Use an essay from a former student, an essay of your own, a piece from your curriculum guides or textbooks, or writing from a purchased handbook, such as Write Source at http://www.thewritesource.com/studentmodels.