Inquiry-mindedness - The Critical Thinking Consortium

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Planning for persuasive writingACTIVITY SHEET #3COverall planningPurpose: What am I trying to convince readers of?What action would I like the reader to take as aresult of reading this piece?Audience: Who am I trying to convince?Device What words or phrases Deciding whether to use itcould I use?Appeal to emotionsThis device is:– provoke empathy o very appropriate for my purpose & audience– use storytelling to “paint a visual picture o somewhat appropriate– for readers” o not appropriate– suggest that if readers follow the course Rationale: o– of action you suggest, they will belong to– or be part of a groupComparisonsThis device is:– use similes, metaphors, or analogies to o very appropriate for my purpose & audience– help readers understand what some- o somewhat appropriate– thing is like or to connect an abstract o not appropriate– concept to their personal experiences Rationale:Authority/social proofThis device is:– convince readers by providing proof o very appropriate for my purpose & audience– of your own authority on the issue o somewhat appropriate– convince readers by providing facts, o not appropriate– statistics, and quotations from experts, or Rationale:– testimonials and referrals from others–PredictionThis device is:– provide readers with a glimpse into o very appropriate for my purpose & audience– the future o somewhat appropriate– convince readers what the future will o not appropriate– look like if they follow the course of Rationale:– action you suggest (or if they don’t)RepetitionThis device is:– drive your point home by repeating o very appropriate for my purpose & audience– important terms or a particular o somewhat appropriate– metaphor or vivid image o not appropriateRationale:Sentence structureThis device is:– deliberately use a particular sentence o very appropriate for my purpose & audience– structure at various points of the text o somewhat appropriate– (for example, imperative, interrogative, o not appropriate– exclamatory) or use short, simple sen- Rationale:– tences rather than long, complex onesTools for Thought 2008-09:3 25 © The Critical Thinking Consortium
ACTIVITY SHEET #3D-1Convince me!Your Task:With a partner, rework the following piece of writing to make it more convincing.Steps:1. Focus on only one persuasive device. Record your ideas on Activity Sheet #3C.2. Exchange your work with another pair of partners who will use a different persuasive device.3. After several pairs have added their ideas, they will return the page to you.4. Read all the ideas your peers have suggested. Decide which ones to incorporate. Rewrite the piece usingthose ideas to make it more convincing.Writing Sample #1Anyplace Elementary School is having a bake sale toraise money to buy books for the school library. If you area student, please bring in baked goods that can be soldat the bake sale. If you are a parent, please volunteerat the bake sale. If you live in the community, please visitthe school on the day of the bake sale and buy something. Thebake sale will be held after school on December 20. Pleasecontribute to our fundraising efforts.Tools for Thought 2008-09:3 26 © The Critical Thinking Consortium
Page 1 and 2: MARCH 2009 • #3tools forT 4T thou
Page 3 and 4: ContentsTeacher Activity sheets Stu
Page 5 and 6: TEACHER RESOURCE #1• Invite stude
Page 7: TEACHER RESOURCE #1➤➤If poverty
Page 11 and 12: ACTIVITY SHEET #1DWhat really happe
Page 14 and 15: STUDENT RESOURCE #1What other terms
Page 16 and 17: TEACHER RESOURCE #2➤➤Remind stu
Page 18 and 19: ACTIVITY SHEET #2A SECONDARYText sa
Page 21 and 22: STUDENT RESOURCE #2SAMPLEuse of the
Page 23 and 24: WRITINGSTRATEGYTEACHER RESOURCE #3P
Page 25 and 26: TEACHER RESOURCE #3“after” writ
Page 27: Persuasive devices: a starting list
Page 31 and 32: ACTIVITY SHEET #3D-3Convince me!You
Page 33 and 34: STUDENT RESOURCE #3SAMPLEuse of the
Page 35 and 36: TEACHER RESOURCE #4Practisethe stra
Page 37 and 38: ACTIVITY SHEET #4AConversation scri
Page 39 and 40: ACTIVITY SHEET #4CGreg MortensonGre
Page 41 and 42: Responsivequestioningasking questio
Page 43 and 44: RESEARCHSTRATEGYTEACHER RESOURCE #5
Page 45 and 46: TEACHER RESOURCE #5Reinforce the st
Page 47 and 48: ACTIVITY SHEET #5BSample sourcesSou
Page 49 and 50: Credibility of sourcesassessing whe
Page 51 and 52: INVESTIGATINGPOVERTYTEACHER RESOURC
Page 53 and 54: TEACHER RESOURCE #6Understandingpov
Page 55 and 56: TEACHER RESOURCE #6Critical challen
Page 57 and 58: understand a topic.obvious solution
Page 59 and 60: ACTIVITY SHEET #6BDefinitions of po
Page 61 and 62: ACTIVITY SHEET #6DHidden rules of p

Inquiry-mindedness - The Critical Thinking Consortium

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