Ice cream is also sweet and makes you happy except when it's gone and then you're sad. Students are able to write in their own style and on their skill level.
Incorporating technology by having students use the computer and a word. The conclusion restates the topic idea and brings all components of the persuasive essay full circle. Students with learning disabilities can create a two sentence conclusion and be proud of a finished product that contains all components of a persuasive essay that effectively persuades. Essay — Authentic Author Content. Skip to content.
Modifying the Persuasive Essay In modifying the persuasive essay for students with learning disabilities, start with having students use their reflective journals to create free-flowing ideas on possible topic areas. There could be from supporting paragraphs that develop the topic idea. Conclusion summarizes the topic idea and brings the essay full circle. Topic Idea and Title Introduce and explain what a persuasive is so that students have an understanding that the intent of a persuasion is to convince the reader of a point of view.
Supporting Paragraphs and Conclusion The body of the essay includes supporting paragraphs that include facts and research citations that provide relevant connection to the topic idea. For example, a modified supporting paragraph for the above topic idea on ice cream could look like the following: Ice cream is better than frozen yogurt because it fills you up quicker.
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Here at the Op-Ed page, there are certain questions that are as constant as the seasons. How does one get published? Who chooses the articles? Does The Times have an agenda? And, of course, why was my submission rejected? Anything can be an Op-Ed. We are especially interested in finding points of view that are different from those expressed in Times editorials.
If you read the editorials, you know that they present a pretty consistent liberal point of view. There are lots of other ways of looking at the world, to the left and right of that position, and we are particularly interested in presenting those points of view. You might ask:. How do they seem to work together?
What might you write about? Know the difference between fact and opinion. For instance, you might invite them to read an Op-Ed and underline the facts and circle the opinion statements they find, then compare their work in small groups. Or, read a news report and an opinion piece on the same topic and look for the differences. For example, which of the first paragraphs below about the shooting in Las Vegas is from a news article and which is from an opinion piece?
How can they tell? Paragraph A: After the horrific mass shooting in Las Vegas, the impulse of politicians will be to lower flags, offer moments of silence, and lead a national mourning. Paragraph B: A gunman on a high floor of a Las Vegas hotel rained a rapid-fire barrage on an outdoor concert festival on Sunday night, leaving at least 59 people dead, injuring others, and sending thousands of terrified survivors fleeing for cover, in one of the deadliest mass shootings in American history. Analyze the use of rhetorical strategies like ethos , pathos and logos.
Do your students know what ethos , pathos and logos mean?
The lesson also helps students try out their own use of rhetoric to make a persuasive argument. In B. The answer, he argued, was three principles: ethos, pathos, and logos. Content should have an ethical appeal, an emotional appeal, or a logical appeal. A rhetorician strong on all three was likely to leave behind a persuaded audience. Or, use the handouts and ideas in our post An Argument-Writing Unit: Crafting Student Editorials , in which Kayleen Everitt, an eighth-grade English teacher, has her students take on advertising the same way.
Identify claims and evidence. The Common Core Standards put argument front and center in American education, and even young readers are now expected to be able to identify claims in opinion pieces and find the evidence to support them. Throughout, students can compare what they find — and, of course, apply what they learn to their own writing. If you would like to try it with The Times, here are the current Op-Ed columnists:. Michelle Alexander. Charles M. Jamelle Bouie. David Brooks. Frank Bruni.
Roger Cohen. Gail Collins. Ross Douthat. Maureen Dowd. Thomas L. Michelle Goldberg. Nicholas Kristof. Paul Krugman. David Leonhardt.
Persuasive Writing, High School
Farhad Manjoo. Jennifer Senior. Bret Stephens. The New York Times regularly commissions artists and cartoonists to create work to accompany Opinion pieces. What can students infer about the argument being made in an Op-Ed article by looking at the illustration alone?
In this lesson plan , students investigate how art works together with text to emphasize a point of view. They then create their own original illustrations to go with a Times editorial, Op-Ed article or letter to the editor. We also suggest that they can illustrate an Opinion piece or letter to the editor that does not have an illustration associated with it.
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Recently, Clara Lieu, a teacher at the Rhode Island School of Design, told us how she uses that very idea to help her student-artists to create their own pieces.