Persuasive Essays

Today - we will look at an overview of persuasive essays, talk about MLA formatting, and then we'll look at a Nationals oration and outline it. 

HOMEWORK: You need to have your "TOPIC" by tomorrow so you can begin to research. 

Unit Learning goal: Students will be able to research, write and perform an original persuasive essay that takes a side on an issue and successfully argues for that side.   

Scale/Rubric relating to learning goal:

4 – The student can write and perform an original persuasive speech that that takes a side on an issue and successfully argues for that side using all six elements of persuasion.  The writing and performance are both exemplarily effective. 

3 – The student is able to write an original and perform an original persuasive essay that takes a side on an issue and successfully argues for that side.   

2 – With some direction/help from the teacher the student is able to write and perform an original persuasive essay that takes a side on an issue and/or successfully argues for that side.   

 1 – Even with help from the teacher the student is unable to write and/or perform an original persuasive essay that takes a side on an issue and successfully argues for that side.   

Objectives (smaller chunks of overall goal) and suggested time periods

OBJECTIVES:  By the end of this unit students will be able to

1)    Define the following terms: Logos, Ethos, Pathos, Thesis Statement, Order of Development, Conclusion, Transition, Audience, Hook, Purpose, Evidence

2)    List the six traits of writing and the six steps in the writing process.

3)    Properly outline the constructive for a debate and rebut opponents points/arguments

4)    Participate in Spar and Forum debate

5)    Watch a national debate and evaluate and explain who won by keeping a flow chart of arguments and rebuttals

6)    Choose a topic about a controversial issues and take one side of argument

7)    List the Do’s and Don’ts of persuasive argument

8)    Write a clear and precise thesis statement with an order of development

9)    Properly cite sources both in-text and on a works cited page

10) Find evidence from a variety of different sources including Print Sources, Internet Sources, Media Sources, and Personal Sources

11) Use the Internet to properly to conduct research 

12) Create at least 10 Bibliography citations and 10 research entries

13) Use research notes to cite passages from sources

14) Use evidence to back up your position

15) Use your order of development as an organizational tool

16) Use transitions to connect points of argument

17) Use Standard Edited American English

18) Use Proper College Composition Format

19) Use the six steps of the writing process to draft and revise a paper

20) Write three drafts of a persuasive essay using at least three sources of evidence

21) Present the final draft of your essay as an oration to class

MLA

1) Last Name/First Name of Author
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.

go here for sample MLA Citation pages or in-text citations.

Here are two short - but decent - videos are in-text citations and works cited page

Go HERE and Also go here for an additional video on WORKS CITED PAGE 

The best place to go for help with MLA structure or any other essay question is Purdue OWL online.
  

	Exceeds the Standard	Meets the Standard	Needs Improvement	Not Evident
Thesis Statement, Ideas, Defining your argument, backing up your argument with proof	Ideas are fresh and original.  Thesis is narrow and manageable. Order of development clear and precise and helps development one clear main idea.  Hook and thesis connect.   Clear important details for support	Ideas are clear but might be overused.  Topic/ Thesis is fairly board.  Order of develop may ramble and may not back up thesis.  Hook is present but may not connect with thesis.  Support is attempted but not quite fulfilled with specifics.	Paper lacks a central idea or purpose.  Ideas are not developed or seem to go in several directions.  Information is limited or unclear.  Details are missing.	Not Evident
Organization	Original title. Transitions connect main ideas. Effective opening and ending.  Easy to follow.  Important ideas stand out.  Clear beginning, middle and end.  Details fit where placed.	Appropriate title.  Transitions connect sentence to sentence but not necessary idea to idea.  Good beginning.  Attempted ending.  Logical sequencing.  Key ideas are beginning to surface.  Readable.	Paper is hard to follow because transitions are weak or absent.  There is no clear beginning or ending.  Ideas may not fit together or ramble.  Paragraph structure might not be evident.	Not Evident
Voice	Point of view is evident Clear sense of audience Enthusiastic about topic.  Says more than is expected.  Words elicit both ideas and emotions.  Work is engaging and persuades	Personal treatment of standard topic.  Perspective becomes evident.  Some sense of audience.  Conveys ideas to reader.  The writer likes the topic, but is not passionate about it.  Writing persuades in some places	Paper is lifeless, mechanic, stilted.  Predictable treatment of topic.  Energy lacking.  Audience could be anyone.  Writer is indifferent to the topic.  Does not persuade at all.	Not evident
Word Choice	Precise, fresh, original words.  Vivid images.  Avoids repetitions, clichés, vagueness.  Use of figurative language.  Everyday words are used well.	Uses favorite words correctly.  Experiments with new words.  Attempts to use descriptive words to create images.	Ordinary and recognizable words.  Language is generic or cliché.  Uses repetitions or relies on slang.  Overuse of “to be” verbs.	Not Evident
Sentence Fluency	Consistent use of sentence variety.  Sentence structure is correct and creative.  Varied beginnings, varied structures, and varied lengths.  Natural flow and rhythm.  Writing is not wordy.	Sentences are usually correct, but some may not flow smoothly.  Simple and compound sentences are present.  Varied beginning.  Sections have rhythm and flow.  Writing could be cut to avoid wordiness.	Sentences are choppy, incomplete, rambling or awkward.  Meanings are not always clear.  Words are strung together.  Sentences could be extremely wordy.	Not Evident
Mechanics	There may be occasional errors in mechanics (spelling, fragments, run-ons, punctuation, capitalization, usage, etc.).  However, it is hard to find errors.	Errors in writing mechanics are noticeable but do not impair readability.	Numerous errors in usage, grammar, spelling, capitalization, and/or punctuation distract reader and impair readability.	Not Evident
Uses of Persuasive Tools	Uses 4 or more tools: expert testimony, quality of reasoning, points out flaws in opposing views, appeal to audience self-interests, radically different topics or new twists on old topics	Uses 2-3 tools.	Relies heavily on one tool.	Not Evident
References and Sources	More than five sources.  All sources of information are noted in correct in-text citation (MLA format) and correct Works Cited page.	Three to five sources. Some sources of information are noted incorrectly or not in MLA format.  Minor problems with Works Cited page.	Less than three sources.  Most information noted incorrectly.  MLA format completely missing.  Many problems with Works Cited page.	Not Evident

Zora Neale Hurston

Today we are going to read Zora Neale Hurston's "How It Feels to Be Colored Me" on page 898.

You will do study questions 1-3, 5-7, and 9 on page 905.

As you read:

1) Zora was an Anthropologist who immersed herself in the folklore, music and religion (including Voodoo - or Hoodoo) of Southern African-American Society. You should read "How It Feels to Be Colored Me" as an introduction to her, and look up one of her pieces of forklore - she published two books of folklore during her life. One of them happened to include Voodoo in Haiti and zombies. Her fiction arises from her folklore collecting.
2) Zora grew up in Eatonville - the town in THEIR EYES WHERE WATCHING GOD.
3) She claimed to have written the book in one month after the break-up of a relationship. She claims to have poured all the love and heartache of the relationship into the novel. You might look up Eatonville on the web (NOTE: It's outside of Orlando - I moved to Orlando and worked at Disney because of this novel. I had to see Zora's hometown).
4) Zora lied about her birth. She was ten years older than what she claimed. This would have made her about 45 when she wrote THEIR EYES WHERE WATCHING GOD.
5) She was a member of the Harlem Renaissance - considered the greatest writer of the Renaissance by some, but her books weren't published until after the renaissance was over - and even after some of the members of the Renaissance (poor Wallace Thurman) were dead. She and Langston Hughes wrote a play together and were good friends, but something happened between them and so when she left New York in the 30s her connection with the Renaissance was gone. If you know nothing of the Harlem Renaissance you need to do some brief research.
6) Think about why she uses a Southern African-American vernacular. Think who tells the story. Is there an American Dream here? Mark her imagery, symbolism and metaphors. Think beyond them. What about the title?

Persuasive Essays

Unit Learning goal: Students will be able to research, write and perform an original persuasive essay that takes a side on an issue and successfully argues for that side.   

Scale/Rubric relating to learning goal:

4 – The student can write and perform an original persuasive speech that that takes a side on an issue and successfully argues for that side using all six elements of persuasion.  The writing and performance are both exemplarily effective. 

3 – The student is able to write an original and perform an original persuasive essay that takes a side on an issue and successfully argues for that side.   

2 – With some direction/help from the teacher the student is able to write and perform an original persuasive essay that takes a side on an issue and/or successfully argues for that side.   

 1 – Even with help from the teacher the student is unable to write and/or perform an original persuasive essay that takes a side on an issue and successfully argues for that side.   

Objectives (smaller chunks of overall goal) and suggested time periods

OBJECTIVES:  By the end of this unit students will be able to

1)    Define the following terms: Logos, Ethos, Pathos, Thesis Statement, Order of Development, Conclusion, Transition, Audience, Hook, Purpose, Evidence

2)    List the six traits of writing and the six steps in the writing process.

3)    Properly outline the constructive for a debate and rebut opponents points/arguments

4)    Participate in Spar and Forum debate

5)    Watch a national debate and evaluate and explain who won by keeping a flow chart of arguments and rebuttals

6)    Choose a topic about a controversial issues and take one side of argument

7)    List the Do’s and Don’ts of persuasive argument

8)    Write a clear and precise thesis statement with an order of development

9)    Properly cite sources both in-text and on a works cited page

10) Find evidence from a variety of different sources including Print Sources, Internet Sources, Media Sources, and Personal Sources

11) Use the Internet to properly to conduct research 

12) Create at least 10 Bibliography citations and 10 research entries

13) Use research notes to cite passages from sources

14) Use evidence to back up your position

15) Use your order of development as an organizational tool

16) Use transitions to connect points of argument

17) Use Standard Edited American English

18) Use Proper College Composition Format

19) Use the six steps of the writing process to draft and revise a paper

20) Write three drafts of a persuasive essay using at least three sources of evidence

21) Present the final draft of your essay as an oration to class

 

MLA

1) Last Name/First Name of Author
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.

go here for sample MLA Citation pages or in-text citations.

Here are two short - but decent - videos are in-text citations and works cited page

Go HERE and Also go here for an additional video on WORKS CITED PAGE 

The best place to go for help with MLA structure or any other essay question is Purdue OWL online.
  

	Exceeds the Standard	Meets the Standard	Needs Improvement	Not Evident
Thesis Statement, Ideas, Defining your argument, backing up your argument with proof	Ideas are fresh and original.  Thesis is narrow and manageable. Order of development clear and precise and helps development one clear main idea.  Hook and thesis connect.   Clear important details for support	Ideas are clear but might be overused.  Topic/ Thesis is fairly board.  Order of develop may ramble and may not back up thesis.  Hook is present but may not connect with thesis.  Support is attempted but not quite fulfilled with specifics.	Paper lacks a central idea or purpose.  Ideas are not developed or seem to go in several directions.  Information is limited or unclear.  Details are missing.	Not Evident
Organization	Original title. Transitions connect main ideas. Effective opening and ending.  Easy to follow.  Important ideas stand out.  Clear beginning, middle and end.  Details fit where placed.	Appropriate title.  Transitions connect sentence to sentence but not necessary idea to idea.  Good beginning.  Attempted ending.  Logical sequencing.  Key ideas are beginning to surface.  Readable.	Paper is hard to follow because transitions are weak or absent.  There is no clear beginning or ending.  Ideas may not fit together or ramble.  Paragraph structure might not be evident.	Not Evident
Voice	Point of view is evident Clear sense of audience Enthusiastic about topic.  Says more than is expected.  Words elicit both ideas and emotions.  Work is engaging and persuades	Personal treatment of standard topic.  Perspective becomes evident.  Some sense of audience.  Conveys ideas to reader.  The writer likes the topic, but is not passionate about it.  Writing persuades in some places	Paper is lifeless, mechanic, stilted.  Predictable treatment of topic.  Energy lacking.  Audience could be anyone.  Writer is indifferent to the topic.  Does not persuade at all.	Not evident
Word Choice	Precise, fresh, original words.  Vivid images.  Avoids repetitions, clichés, vagueness.  Use of figurative language.  Everyday words are used well.	Uses favorite words correctly.  Experiments with new words.  Attempts to use descriptive words to create images.	Ordinary and recognizable words.  Language is generic or cliché.  Uses repetitions or relies on slang.  Overuse of “to be” verbs.	Not Evident
Sentence Fluency	Consistent use of sentence variety.  Sentence structure is correct and creative.  Varied beginnings, varied structures, and varied lengths.  Natural flow and rhythm.  Writing is not wordy.	Sentences are usually correct, but some may not flow smoothly.  Simple and compound sentences are present.  Varied beginning.  Sections have rhythm and flow.  Writing could be cut to avoid wordiness.	Sentences are choppy, incomplete, rambling or awkward.  Meanings are not always clear.  Words are strung together.  Sentences could be extremely wordy.	Not Evident
Mechanics	There may be occasional errors in mechanics (spelling, fragments, run-ons, punctuation, capitalization, usage, etc.).  However, it is hard to find errors.	Errors in writing mechanics are noticeable but do not impair readability.	Numerous errors in usage, grammar, spelling, capitalization, and/or punctuation distract reader and impair readability.	Not Evident
Uses of Persuasive Tools	Uses 4 or more tools: expert testimony, quality of reasoning, points out flaws in opposing views, appeal to audience self-interests, radically different topics or new twists on old topics	Uses 2-3 tools.	Relies heavily on one tool.	Not Evident
References and Sources	More than five sources.  All sources of information are noted in correct in-text citation (MLA format) and correct Works Cited page.	Three to five sources. Some sources of information are noted incorrectly or not in MLA format.  Minor problems with Works Cited page.	Less than three sources.  Most information noted incorrectly.  MLA format completely missing.  Many problems with Works Cited page.	Not Evident

Monday

Today - you need to practice your "Hills Like White Elephant" scripts.  We will go over a rubric in class.

Those of you who will be gone on Wednesday need to read Zora Neale Hurston's "How it feels to be Colored Me" and answer the questions at the end of the essay. 

Langston Hughes and "Hills Like White Elephants"

Today we are going to finish vocabulary (so we can play vocab charades tomorrow), look at Langston Hughes and begin the "Hills Like White Elephants" project many of you wanted to do. 

Learning Goal: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.

What we'l do today.  Look at the dialogue of "Hills Like White Elephants" and determine the tone and subtext of the conversation between the man and woman.  You will write out this script with a partner.  Note - you will eventually perform this script so try so think about your interpretation and how it backs up your ideas about the story, about the relationship, and about the choices this man and woman make.

If you're having trouble with subtext go here

Your script should look something like this:


Girl: What should we drink?
(emotion/tone):
(subtext):

Man: It’s pretty hot.
(emotion/tone):
(subtext):

Girl: Let’s drink beer.
(emotion/tone):
(subtext):

Man: Dos cervezas (to waitress behind curtain).
(emotion/tone):
(subtext):

Hills Like White Elephants

Learning Goal: Analyze the impact of the author's choices regarding how to develop and relate elements of a story.

What we'll do: Read "Hills Like White Elephants" and discuss characters, setting, point of view and imagery.  Sample questions: How is the story being told?  Why?  Is there anything confusing about how it is presented?  What is going on with the characters?  Who are they?  Where are they going?  What is the conflict between them?  What is the setting?  Does the setting represent anything?

After reading: Students will draw the setting, take a photo of it and post it to their blogs, and then reflect in a brief paragraph their thoughts about the characters.  How do you feel about this man and woman?  How do you feel about the situation they are involved in?





Background info:

Bio of author: Ernest Hemingway (go here)

or watch the following

For audio of "Hills Like White Elephants" go here