Inquiry-mindedness - The Critical Thinking Consortium

TEACHER RESOURCE #3“after” writing samples with an explanation of which persuasive literary devices they used andwhy. Alternatively, instruct student pairs to copy their reworked piece onto chart paper and postit on the wall beside the original piece. Invite students to participate in a “gallery walk,” rotatingfrom chart to chart, using stick-on notes to identify strengths and make suggestions.➤➤Discuss with students the importance of using literacy devices with integrity. Point out that literarydevices could be used to deceive or exploit, even if for noble purposes in the end. For example, inorder to appeal to readers’ emotions, a writer might reveal private or embarrassing details about aperson’s life. You may wish to develop some parameters for ethical use of persuasive devices.Reinforcethe strategy➤➤Introduce Persuasive devices (Student Resource #3). Revieweach element: the purpose, strategies, sample use of the strategy,and the self-assessment rubric. Encourage students to refer tothis resource when using this strategy in the future. Discusswith students when this strategy might be useful in schooland out of school.Persuasive devicesusing literary devices to convince/p ersuadein a written piecePurposeThis strategy helps me convincea reader of the importanceof my topic. It also helpsme choose the best devicesbased on my purpose and myaudience.For a sample use of thestrategy, see the nextpageAPPLYthe strategySTUDENT RESOURCE #3• Identify your purpose for writing:− What are you hoping to convince readers about?− What action do you hope they will take after they have read yourpiece?• Identify the target audience:− Who are you trying to convince?• Consider each literary device:−−What opportunities are there to use various persuasive devices?Brainstorm possible words and phrases you might use.➤➤Invite students to use the literary devices to create a shortpiece of persuasive writing. As a class, select a relevanttopic. Suggestions might include: appealing to schooladministrators to change a school policy, proposingan initiative to student council, persuading someoneto read a book, collecting donations for a particularcharity, or convincing someone of the importanceof a historic figure.− Identify the most appropriate or effective devices for your topic andaudience.• Consider the ethical use of pversuasive devices:− Even if you have good intentions, will the use of some devices offendor mislead your readers or humiliate or embarrass others?Assessing my use of “Persuasive devices”Accomplished Good Basic StrugglingIdentifies persuasive devices when reading:I can easily use many I can use a number of I can identify the most I need help identifyingpersuasive devices persuasive devices, but I obvious persuasive basic persuasive devices.including complex or sometimes have trouble devices, but I am oftendifficult examples. labe ling some of the confused by the complexmore complex or difficult or difficult examples.examples.I use persuasive devices I use some persuasive I use a few persuasive I need help usingeffectively in a variety of devices, but I sometimes devices, but I have trouble persuasive devices.ways.have trouble using others. using others.Chooses persuasive devices that are appropriate for the purpose and audience:I can easily choose the I can usua ly choose I can sometimes choose I need help in choosingpersuasive devices that persuasive devices that appropriate persuasive persuasive devices that areare most appropriate are appropriate for either devices, but I am often appropriate to my purposefor my purpose and my purpose and audience, confused about which and audience.audience.but I sometimes have ones to choose.trouble satisfying bothrequirements.Uses different persuasive devices when writing:Tools for Thought 2008-09:3 29 © The Critical Thinking ConsortiumApply the strategyto everyday teachingAssess the useof the strategy➤➤➤➤➤➤➤➤If poverty is a topic you wish to investigate with your students, use the materialon poverty found in this resource, and ask your students to write a persuasive letter tothe editor creating awareness of the issue of poverty in your community (Critical challenge #4).Encourage students to use self- and peer-assessment to refine their work prior to circulating it torelevant audiences.At appropriate times over the ensuing several weeks, encourage students to use this strategy inregular classroom situations, including the following:• identifying persuasive techniques in posters, advertisements, and other visual text forms;• identifying persuasive techniques in editorials, letters to the editor, essays, and other writtentext forms;• identifying persuasive techniques in speeches and other oral formats;• using persuasive techniques when presenting orally or in writing;• developing a supporting argumentEncourage students to refer to the rubric found in Persuasive devices (Student Resource #3) whenself-assessing their use of this literacy strategy:• Allow students opportunities to apply the strategy two or three times without evaluation.• Guide students in interpreting and using the rubric to assess their own responses.• Encourage students to use the rubric whenever they use this strategy.➤➤ To use the rubric for teacher evaluation of student work, remove the first person (student) referencefrom each descriptor.Tools for Thought 2008–09:3 22 © The Critical Thinking Consortium