week 3 persuasive essay writing plan

Writing a Persuasive Essay

Persuasive essays convince readers to accept a certain perspective. Writing a persuasive essay therefore entails making an argument that will appeal to readers, so they believe what you say has merit. This act of appealing to readers is the art of persuasion, also known as rhetoric. In classical rhetoric, persuasion involves appealing to readers using ethos, pathos, and logos.

In this tutorial, we refer to the sample persuasive draft and final paper written by fictional student Maggie Durham.

THE ART OF PERSUASION

Ethos refers to establishing yourself as a credible source of information. To convince an audience of anything, they must first trust you are being earnest and ethical. One strategy to do this is to write a balanced discussion with relevant and reliable research that supports your claims. Reliable research would include quoting or paraphrasing experts, first-hand witnesses, or authorities. Properly citing your sources, so your readers can also retrieve them, is another factor in establishing a reliable ethos. When writing for academic purposes, expressing your argument using unbiased language and a neutral tone will also indicate you are arguing fairly and with consideration of others having differing views.

When you appeal to your readers’ emotions, you are using pathos. This appeal is common in advertising that convinces consumers they lack something and buying a certain product or service will fulfill that lack. Emotional appeals are subtler in academic writing; they serve to engage a reader in the argument and inspire a change of heart or motivate readers toward a course of action. The examples you use, how you define terms, any comparisons you draw, as well as the language choices you use can draw readers in and impact their willingness to go along with your ideas.

Consider that one purpose of persuasion is to appeal to those who do not already agree with you, so it will be important to show that you understand other points of view. You will also want to avoid derogatory or insulting descriptions or remarks about the opposition. You wouldn’t want to offend the very readers you want to persuade.

Establishing an appeal of logos is to write a sound argument, one that readers can follow and understand. To do this, the facts and evidence you use should be relevant, representative, and reliable, and the writing as a whole should be well organized, developed, and edited.

STEPS FOR WRITING PERSUASIVELY

Step one: determine the topic.

The first step in writing a persuasive essay is to establish the topic. The best topic is one that interests you. You can generate ideas for a topic by prewriting, such as by brainstorming whatever comes to mind, recording in grocery-list fashion your thoughts, or freewriting in complete sentences what you know or think about topics of interest.

Whatever topic you choose, it needs to be:

• Interesting : The topic should appeal both to you and to your intended readers.
• Researchable : A body of knowledge should already exist on the topic.
• Nonfiction : The information about the topic should be factual, not based on personal opinions or conspiracy theories.
• Important : Your reader should think the topic is relevant to them or worthy of being explored and discussed.

Our sample student Maggie Durham has selected the topic of educational technology. We will use Maggie’s sample persuasive draft and final paper as we discuss the steps for writing a persuasive essay.

Step Two: Pose a Research Question

Once you have a topic, the next step is to develop a research question along with related questions that delve further into the first question. If you do not know what to ask, start with one of the question words: What? Who? Where? When? Why? and How? The research question helps you focus or narrow the scope of your topic by identifying a problem, controversy, or aspect of the topic that is worth exploration and discussion. Some general questions about a topic would be the following:

• Who is affected by this problem and how?
• Have previous efforts or polices been made to address this problem? – What are they?
• Why hasn’t this problem been solved already?

For Maggie’s topic of educational technology, potential issues or controversies range from data privacy to digital literacy to the impact of technology on learning, which is what Maggie is interested in. Maggie’s local school district has low literacy rates, so Maggie wants to know the following:

• Are there advantages and/or disadvantages of technology within primary and secondary education?
• Which types of technology are considered the best in terms of quality and endurance?
• What types of technology and/or programs do students like using and why?
• Do teachers know how to use certain technologies with curriculum design, instruction, and/or assessment?

Step Three: Draft a Thesis

A thesis is a claim that asserts your main argument about the topic. As you conduct your research and draft your paper, you may discover information that changes your mind about your thesis, so at this point in writing, the thesis is tentative. Still, it is an important step in narrowing your focus for research and writing.

The thesis should

1. be a complete sentence,

2. identify the topic, and

3. make a specific claim about that topic.

In a persuasive paper, the thesis is a claim that someone should believe or do something. For example, a persuasive thesis might assert that something is effective or ineffective. It might state that a policy should be changed or a plan should be implemented. Or a persuasive thesis might be a plea for people to change their minds about a particular issue.

Once you have figured out your research question, your thesis is simply the answer. Maggie’s thesis is “Schools should supply technology aids to all students to increase student learning and literacy rates.” Her next step is to find evidence to support her claim.

Step Four: Research

Once you have a topic, research question, and thesis, you are ready to conduct research. To find sources that would be appropriate for an academic persuasive essay, begin your search in the library. The Purdue Global Library has a number of tutorials on conducting research, choosing search teams, types of sources, and how to evaluate information to determine its reliability and usefulness. Remember that the research you use will not only provide content to prove your claim and develop your essay, but it will also help to establish your credibility as a reliable source (ethos), create a logical framework for your argument (logos), and appeal to your readers emotionally (pathos).

Step Five: Plan Your Argument; Make an Outline

Once you have located quality source information—facts, examples, definitions, knowledge, and other information that answers your research question(s), you’ll want to create an outline to organize it. The example outline below illustrates a logical organizational plan for writing a persuasive essay. The example outline begins with an introduction that presents the topic, explains the issue, and asserts the position (the thesis). The body then provides the reasoning for the position and addresses the opposing viewpoints that some readers may hold. In your paper, you could modify this organization and address the opposing viewpoints first and then give the reasoning for your viewpoints, or you can alternate and give one opposing viewpoint then counter that with your viewpoint and then give another opposing viewpoint and counter that with your viewpoint.

The outline below also considers the alternatives to the position—certainly, there are other ways to think about or address the issue or situation. Considering the alternatives can be done in conjunction with looking at the opposing viewpoints. You do not always have to disagree with other opinions, either. You can acknowledge that another solution could work or another belief is valid. However, at the end of the body section, you will want to stand by your original position and prove that in light of all the opposing viewpoints and other perspectives, your position has the most merit.

Sample Outline of a Persuasive Argument

• 1. Introduction: Tell them what you will tell them.
• a. Present an interesting fact or description to make the topic clear and capture the reader’s attention.
• b. Define and narrow the topic using facts or descriptions to illustrate what the situation or issue is (and that is it important).
• c. Assert the claim (thesis) that something should be believed or done about the issue. (Some writers also briefly state the reasons behind this claim in the thesis as Maggie does in her paper when she claims that schools should supply tablets to students to increase learning , engagement, and literacy rates ).
• 2. Body: Tell them.
• a. Defend the claim with logical reasons and practical examples based on research.
• b. Anticipate objections to the claim and refute or accommodate them with research.
• c. Consider alternate positions or solutions using examples from research.
• d. Present a final point based on research that supports your claim in light of the objections and alternatives considered.
• 3. Conclusion: Tell them what you told them.
• a. Recap the main points to reinforce the importance of the issue.
• b. Restate the thesis in new wording to reinforce your position.
• c. Make a final remark to leave a lasting impression, so the reader will want to continue this conversation and ideally adopt the belief or take the action you are advocating.

In Maggie’s draft, she introduced the topic with facts about school ratings in Texas and then narrowed the topic using the example of her local school district’s literacy rates. She then claimed the district should provide each student a tablet in order to increase learning (and thus, literacy rates).

Maggie defends her claim with a series of examples from research that proved how access to tablets, technology-integrated curriculums, and “flipped classrooms” have improved literacy rates in other districts. She anticipates objections to her proposal due to the high cost of technology and counter argues this with expert opinions and examples that show partnerships with businesses, personalized curriculums that technology makes possible, and teacher training can balance the costs. Maggie included an alternative solution of having students check out tablets from the library, but her research showed that this still left students needing Wi-Fi at home while her proposal would include a plan for students to access Wi-Fi.

Maggie concluded her argument by pointing out the cost of not helping the students in this way and restated her thesis reaffirming the benefits, and then left the reader with a memorable quote.

Click here to see Maggie’s draft with feedback from her instructor and a peer. Sample Persuasive Draft

Feedback, Revision, and Editing

After you write a draft of your persuasive essay, the next step is to have a peer, instructor, or tutor read it and provide feedback. Without reader feedback, you cannot fully know how your readers will react to your argument. Reader feedback is meant to be constructive. Use it to better understand your readers and craft your argument to more appropriately appeal to them.

Maggie received valuable feedback on her draft from her instructor and classmate. They pointed to where her thesis needed to be even more specific, to paragraphs where a different organization would make her argument more convincing, to parts of the paper that lacked examples, sentences that needed revision and editing for greater clarity, and APA formatting that needed to be edited.

Maggie also took a critical look at her paper and looked back at her writing process. One technique she found helpful was to read her paper aloud because it let her know where her wording and organization were not clear. She did this several times as she revised and again as she edited and refined her paper for sentence level clarity and concision.

In the end, Maggie produced a convincing persuasive essay and effective argument that would appeal to readers who are also interested in the way technology can impact and improve student learning, an important topic in 2014 when this paper was written and still relevant today.

Click here to see Maggie’s final draft after revising and editing. Sample Persuasive Revised

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Nine steps to essay success

Hint: You need a lot of prep

Essay writing is an essential skill that all students need to develop in order to survive, and thrive in, school, university and beyond.  Follow our nine steps to essay success. 

BONUS TIP : Check out our Assignment Calculator to help break it down into easy, manageable steps and tasks, each with its own mini-deadline. 

• Nail the question.   It sounds obvious, but if you don't REALLY understand the question, you're doomed to fail before you even put pen to paper (or fingers to keyboard).  If you have any doubts whatsoever about what your lecturer or teacher wants, double- and triple-check with them before you start.
• Create a skeleton.   Break the question down into parts to create an outline of your essay.  Make sure all the points in the question are included in your outline.  Need some help with this step?  Grab a free copy of our essay planning template on this page. You can also connect with an English specialist in real time to discuss it.
• Research.  Gather as much information as you can about your topic.  Use the library, research online (using lots of different authoritative sites), speak to people you know, gather interviews and sources.
• Brainstorm.  Ask yourself a whole heap of questions about the topic.  If you're used to creating mindmaps, this is the time to use one.  Allow your mind to travel broadly on the topic to stretch yourself beyond what might usually be expected.  Then, when you've got all your questions, use more research to answer them!
• Body build.   In point form, start to put some muscle on that skeleton you built earlier.  Don't start writing yet, but using all the notes you've taken in your research and brainstorm phase, plan out the main arguments you'll include in each paragraph.
• Hang on a sec!  Don't start with your introduction yet, that will come later...
• Your essay body.  Each paragraph in your essay should deal with a separate insight.  Start each paragraph with a topical sentence, then support that topic with the evidence or reasoning found in your research phase.
• The conclusion.  Wrap up your essay with a quick summary that holds up your arguments one last time.  Some students like to end with a memorable thought such as a quotation or call to action - but make sure it's relevant, and that you attribute it correctly.
• Finally... the introduction.  It's much easier to introduce something AFTER you've written it. Use your introduction to outline the points asked in the question, and describe how your essay addresses these points.

At Studiosity, we want your words and ideas to be heard, to be understood and to be valued. Every day, our English and writing specialists help hundreds of students construct arguments, develop creative skills, improve grammar and punctuation, and much more. It’s easy to get started. Simply upload a written draft to us and we’ll send it back with detailed feedback on how to make it better.

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5 Top Persuasive Writing Lesson Plans for Students and Teachers

The purpose of any persuasive writing text is to persuade the reader of a particular point of view or to take a specific course of action. Persuasive texts come in many different forms, including, but not limited to, essays, editorials, letters, advertisements, and reviews. While persuasive texts come in many shapes and sizes, they all share standard features.

Persuasive texts employ a wide variety of different rhetorical strategies and techniques to achieve their ends. For example, they’ll use emotive language and rhetorical questions. Images are sometimes used to entice or appeal to the reader or viewer. 

Advertising is one key form of persuasive writing . It makes vigorous use of all the tools in the persuasive writing toolbox as it strives to sell goods or services to the reader.

In this article, you’ll learn how to take your students from reluctant salespersons to master marketers in a lightning-fast five days. 

Students will first learn how the various persuasive strategies work before incorporating them into their advertisements. We have comprehensive guides to persuasive writing and advertisements you should explore also.

So, let’s get started!

Persuasive Writing Lesson Plan 1: Identify the Key Features of Adverts

Before your students will be able to produce their own well-written advertisements, they’ll need to be well-versed in all the tricks up the skilful salesperson’s sleeves.

One of the most productive ways for students to do this is through reverse engineering.

Organize your students into small groups or pairs and distribute print advertisements gleaned from various sources such as magazines, newspapers, and posters. You could also show projections of some sample advertisements projected onto the whiteboard to facilitate this exercise.

Now, ask the students to examine the advertisements and answer the following question: 

What techniques do the advertisers use to get our attention?

Challenge the students to go beyond the pretty obvious features of advertisements, e.g. branding, slogans, and testimonials, to also look at more subtle techniques such as the use and interplay of images and various other effects created by language choices and figurative devices. 

When the students have finished their discussions, give them feedback as a whole class and use their responses to compile a master list of the various features they have identified. 

Some features suggested by the class might include:

• Emotive language
• Exaggeration
• Appealing adjectives
• Powerful verbs
• Strong adverbs
• Contact details
• Alliteration
• Rhetorical questions
• Testimonials

Once you have compiled a master list of persuasive strategies and techniques used in advertising, these can handily be turned into checklists that the students can use when producing their own advertisements later.

Persuasive Writing Lesson Plan 2: Analyze an Advert

Now, the students have a solid understanding of the different features of advertisements and a checklist to work from; it’s time for them to analyze an advert in more detail. 

Not only will this prove a valuable exercise to help prepare your students for producing their own advertisements later in the week, but it will also serve as an excellent task to improve your students’ media literacy skills. It may even help to innoculate them from media manipulation in the future.

To get started on their advertisement analysis, they’ll need to source a suitable advertisement to look at in detail. 

Older and higher-ability students may be fit to make their own choices regarding which advertisement to analyze. If this is the case, perhaps they can choose an advert for a product they like or a product or service in a category that interests them greatly. 

Allowing your students some say in the ads they analyze will help fuel their interest and enthusiasm when creating their own advertisements later.

However, it might be best to choose a sample advertisement for younger students and those of lower ability – or at least offer a pre-vetted, limited choice. They will most likely have enough to contend with already!

When students have a suitable advertisement to hand, please encourage them to use their checklist from yesterday’s lesson to explore how the ad works. The students should then write a paragraph identifying the various techniques used in the advertisement and their effect.

Challenge the students to write another paragraph or two, considering what makes the advertisement work – or not, as the case may be. Ask them to consider where the advertisement could be improved. Could the slogan be catchier? How about the logo? Does it convey the brand’s identity appropriately? Are the images used in the advertisement optimal?

When the students have finished their paragraphs, they can display their advert and their analysis and share their thoughts with the class.

Persuasive Writing Lesson Plan 3: Plan an Advertisement

At this stage, your students should have a good understanding of many of the main features of advertisements and had plenty of opportunities to see examples of these in action. Now it’s time for them to begin to plan for writing their own advertisements. Here are some areas for your students to think about when starting the planning process.

The Purpose and Audience

Like any other writing type, students will need to identify both the purpose and the audience for their advertisements bef ore putting pen to paper.

The purpose of any advertisement is to sell goods or services. Precisely what goods or services are being sold is the first question that needs to be answered.

Students might like to focus on the goods or services advertised in the adverts they’ve been exploring over the previous two days. Or, if they prefer, they might like to choose something new entirely.

Once they’ve chosen what they’re selling, students will need to identify who they will sell it to. Scattershot advertisements that attempt to sell to everyone often end up selling to no one.

One effective way to help focus an advert is to define a ‘buyer persona’ first. This is a profile of the hypothetical buyer who the ad will target.

Students can consider the following characteristics to help them develop their buyer’s persona:

• Education level
• Marital status
• Likes/Dislikes
• Who they trust
• What they read/watch

The Brand Name

The next stage is for the student to decide on a name for their company. This should usually be something relatively short and memorable, and appealing to the target audience.

Generally, the student will need to come up with at least four or five ideas first. They can then choose the best. 

It can be a helpful practice for the student to look at the brand names for companies selling similar goods and services. A little internet research will be beneficial here.

Now it’s time for students to jot down ideas for their brand’s slogan. Slogans are short and punchy phrases that help make brands more memorable for customers. 

Slogans often employ literary devices such as alliteration, puns, or rhyme. They don’t always have to be the most meaningful things in the world; it’s more important that they’re memorable. Think Nike’s Just to Do It or McDonald’s I’m Lovin’ It – not the most meaning-rich phrases in the world but instantly recognizable!

The Body Copy

This part of the advertisement will contain the bulk of the writing. It’s where the students will get to use the various techniques and strategies they’ve explored in the previous activities.

Despite containing most of the ad’s text, advertising copy is usually concise and to the point. Student’s should strive to get the main points across in the fewest words possible. Nothing turns readers off faster than impenetrable walls of text.

To help organize the text, students may use bullet points and subheadings. They should be sure to include any specific information or specifications that they want the reader to know about the product or service. 

The language chosen should also be appropriate for speaking to the audience that they have defined earlier.

The Call to Action

The Call to Action – commonly referred to as the CTA , usually comes at the end of an advertisement.

The CTA typically comprises a few sentences that invite the reader to take a particular course of action. Normally, to buy the advertised goods or service.

However, not all CTAs focus on getting the reader to make an immediate purchase. Some, for example, aim to get the reader to provide their contact details so they can be sold to later. 

Students need to first define what their Call to Action will invite readers to do. They will then need to choose a strong imperative that will call on the reader to take that specific action. Commonly used verbs that urge readers to take action include subscribe, join, buy, etc.

The CTA must be clear and specific; the reader should be in no doubt about what the advertisement is asking them to do. 

Often, the CTA will create a sense of urgency by limiting special offers by time. 

As part of the planning process, students should use some of their time in today’s session to think about and make some notes on options they might like to include in the final drafts of their Call to Action.

Persuasive Writing Lesson Plan 4: Create the Advertisement

Day 4, already! This is the day students will try to bring all the elements together. They’ll work to complete their advertisements by the end of today’s session.

You may like to have the students collaborating to produce their ads or working individually. Either way, reinforce the importance of attention to detail in their work. 

The main focus for persuasive texts of any kind, advertisements included, shouldn’t be length but, instead, it should be on how effectively it persuades the reader to take the desired action.

Students should incorporate their planning from yesterday and refer to their checklists as they create. As precise language is so essential to effective marketing, encourage students to use thesauruses to help them find just the right word for their copy.

When students have had a chance to draft their advertisements, they can then get into small groups and compare their work. This is an opportunity for students to provide each other with constructive criticism. 

They can use their checklists as a basis to provide this criticism. Students can then revise their advertisements in light of the advice they’ve received in their groups.

Persuasive Writing Lesson Plan 5: Further Practice in the Art of Persuasion

In the process of comparing their work with each other, with reference to the criteria they’ve worked on earlier in the week, students will no doubt identify areas they are strong in and other areas where they are weaker.

Day 5’s activities should offer students an opportunity to practice those areas identified as needing further work to bring them up to par.

For example, students can practice their persuasion skills by moving their focus from printed ads to other types of marketing endeavours that utilise the arts of persuasion.

Where students struggled to employ literary devices in their advertising copy, they may benefit from creating a radio jingle or radio ad for their product or service. As this type of ad can contain no visual imagery to support, writing a radio jingle or ad will force the student to pay particular attention to verbal imagery, rhyme, alliteration, etc. 

If the testimonials used in the first advertisement were unconvincing, perhaps the student will benefit from isolating this strategy to focus exclusively on effective testimonial writing. They should spend some time researching testimonials and how to write them effectively. 

For example, testimonials should usually be:

• Short and to the point
• Conversational in tone
• Authentic (use a name, photo, job title, etc.)
• Specific about the benefits
• Directed at overcoming objections.

Once students have a good handle on how these work, they should put their new-found knowledge into practice and get writing as soon as possible.

This research-then-practice model can help the student improve in whatever particular area of persuasion that needs work – as identified in yesterday’s activity.

Getting good at persuasive writing demands our students to develop their knowledge and abilities with a broad range of skills and strategies. 

Advertising copy is a highly concentrated form of persuasive writing and, therefore, an excellent means for our students to gain lots of practice in a short space of time. 

And, as the saying goes, a good start is half the work, so set your class of creative copywriters on the road to marketing mastery today!

ARTICLES RELATED TO PERSUASIVE WRITING LESSON PLANS

How to Write Perfect Persuasive Essays in 5 Simple Steps

Top 5 Persuasive Writing Techniques for Students

23 Persuasive writing Topics for High School students

How to Write an Advertisement: A Complete Guide for Students and Teachers

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The Secret to Writing Great Persuasive Essays in a Single Week

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Do you feel daunted by the prospect of writing a persuasive essay in just one week? Fear not! With the right guidance and dedication, you can master this skill set within that short time frame. In this article, we will unveil the secret to writing high-quality persuasive essays while taking both teachers and students into account.

1. Understanding the goal

Before setting out on this challenging journey, it’s crucial that you understand that at the core of persuasive essay writing lies the ability to convince your audience. Your focus should be on presenting your arguments logically, appealing to the emotions of your reader, and providing credible evidence.

2. Hit the ground running

To kick off your one-week journey, begin by immersing yourself in persuasive content – speeches, debates, or opinion pieces. Analyzing what works and why will sharpen your understanding of effective persuasion strategies.

3. Structured approach

A well-defined outline will guide you through the process. Begin with an introduction where you present your thesis statement – your main argument. Then move on to building your case through body paragraphs comprising strong reasons backed by evidence. Finally, end with a powerful conclusion that restates your thesis and summarizes your main points.

4. Crafting compelling arguments

Take time to research credible sources for evidence to support your claims. Incorporating trustworthy references will strengthen your case while also giving credibility to your essay.

5. The power of language

Mastering persuasive language is key when attempting to sway your audience in just one week. Employ metaphors, similes, emotive language, repetition, and even rhetorical questions whenever appropriate.

6. Counterarguments

Anticipate and address counterarguments in advance by outlining weaknesses in opposing views while tactfully bolstering your claims.

7. Review, revise, edit

Refine your essay by reviewing it closely for any grammatical, structural, or logical inconsistencies. Make sure your arguments are clear, concise and well-articulated.

For Teachers:

To facilitate the process for your students, clearly define objectives and expectations. Equip them with the necessary resources and tools to conduct their research. Provide guidance through constructive feedback, addressing their areas of improvement as they traverse this one-week learning curve.

For Students:

Be open to your teachers’ feedback and actively seek it. Stay organized by managing your time wisely for research, writing, and refinement. Remain persistent in honing your persuasive essay writing skills during the week.

In conclusion, the secret to writing a great persuasive essay in just one week lies in understanding its purpose, adopting a structured approach, and utilizing powerfully persuasive language. Both teachers and students play crucial roles in achieving this goal – their collaborative efforts will make all the difference. Stay focused and committed, and watch as you unlock the secret to persuasive essay writing mastery!

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Dear Librarian: Writing a Persuasive Letter

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In Emily's Runaway Imagination by Beverly Cleary, the character of Mama writes to the State Librarian, asking for help starting a library in their town. Inspired by the actions in Cleary's book, students write to their school librarian, requesting that a specific text be added to the school library collection. Students use persuasive writing skills as well as online tools to write letters stating their cases. Students then have an opportunity to share their letters with the librarian.

Featured Resources

• Persuasion Map Printout : This printable sheet guides students in mapping out their thesis, main reasons, examples, and conclusion for a persuasive writing assignment.
• Persuasion Rubric : Use this rubric to assess students' persuasive letters.
• Letter Generator : This online tool allows students to read about the parts of a letter. They can then write and print their own friendly or business letter.

From Theory to Practice

In her book, Family Message Journals: Teaching Writing through Family Involvement , Julie Wollman-Bonilla states the importance of students becoming comfortable as readers and writers. Wollman-Bonilla outlines the effect that reading and writing, including persuasive writing, have on students. She says, "Writing is a powerful tool for influencing others, getting what you want, and problem-solving. In order to write in ways that meet their needs, children must think about how to get their readers' attention and be persuasive and clear. Learning to write persuasively is a valuable, life-long skill. In addition, children need to write for real purposes and audiences if they are to learn that writing is personally meaningful and a powerful communication tool." Here, students are writing to a real audience (the librarian) and for a real purpose (to convince the librarian to add their selected book to the library collection). Further Reading

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This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Emily's Runaway Imagination or another selected text
• Persuasion Map Printout
• Persuasion Rubric
• Options for Emily's Runaway Imagination

Preparation

• This lesson plan can be implemented after a class reading of the Beverly Cleary book Emily's Runaway Imagination, or the lesson can be taught alone.
• Coordinate this activity with the school librarian, setting up time for a class visit. If desired, the librarian might talk to the class before they work on their letters to discuss how decisions are made on purchasing for the library.
• Make appropriate number of copies of the Persuasion Map Printout and  Persuasion Rubric .
• Test the Persuasion Map and Letter Generator on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will:

• develop and support a position on a particular book by writing a persuasive letter about their chosen title.
• use a guide to help them organize their persuasive ideas into written form.
• outline a persuasive piece that expresses points in a clear, logical sequence so the reader can follow their reasoning.
• publish their persuasive piece as a letter.

Session One

• What makes it your favorite book?
• How did you first hear about that book?
• Have you recommended that book to others?
• Did you enjoy the book?
• Did it live up to your expectations?
• What did Emily think of Black Beauty , after she was finally able to read it?
• Ask students if they have ever looked for a book at the library and found that it was checked out or that the library did not own a copy. Ask student volunteers to share how such an experience made them feel.
• Invite students to problem solve, focusing on the question, “If there is a book that you really want for the library, what can you do?” Students’ responses will vary. If someone does not volunteer that you could write a letter to the librarian asking for a copy to be purchased for the library, ask some leading questions to lead them to the response. If you have read Emily's Runaway Imagination as a class, remind students that Emily’s mother does: she writes a letter to the State Librarian requesting books for their new library.
• Explain that students will write a similar persuasive letter to their librarian, requesting that a book they are interested in be added to the library collection.
• Introduce the idea of persuasive writing by discussing the  Persuasion Map Printout , which walks through the components of a persuasive piece of writing.
• After students have been introduced to the  Persuasion Map Printout , share the  Persuasion Rubric so they understand the target for the project and what is expected of them.
• Answer any questions that the students have about persuasive writing or their persuasive writing project.

Session Two

• Type your name and topic on the opening screen.
• Read through the prompts, showing the connection between the questions on screen and those on the Persuasion Map Printout .
• Show how to use the small map in the upper right corner to navigate among the prompts.
• Demonstrate how to print the finished maps before exiting, stressing that students cannot save their work online.
• Answer any questions that students have about the online tool and their assignment.
• Allow students the rest of the session to organize their ideas, and create finished copies of their work using the Persuasion Map .
• Explain that students will use these notes during the next session to create their letters.

Session Three

• Post the name and address of the librarian(s) that students will write to on the board for use during the session.
• Using their printed Persuasion Map as a guide, ask students to write their persuasive letters, requesting that a book they are interested in be added to the library collection.
• Demonstrate the Letter Generator , using the introductory information to discuss the parts of a letter and to help students decide whether to write business or friendly letters.
• Be sure that you demonstrate how to work through the different parts of the online tool, especially how to return to sections to edit them once you reach the preview stage.
• Allow students the rest of the session to organize their ideas, and create finished copies of their work using the Letter Generator .
• Keep the  Persuasion Rubric posted so students can make sure that they include all necessary components.
• Explain that students will share their letters with the class during the next session.

Session Four

• When students have completed their letters, invite them to share with the class.
• The teacher should assess the final letter using the  Persuasion Rubric .
• Arrange for a visit to the library to deliver the letters to the librarian.
• Students should be prepared to answer any questions the librarian may have.
• If the librarian is persuaded, like in Emily's Runaway Imagination , arrange for a party to celebrate the new books.
• Choose from one of the activities to further explore the Beverly Cleary book, Emily's Runaway Imagination .
• Do an author study on Beverly Cleary. Visit The World of Beverly Cleary for details on the author and her books, as well as character profiles, online games, and teaching resources.
• Explore the library further by visiting this ReadWriteThink Calendar Entry on National Library Card Month, which provides additional activities related to libraries and library cards.

Student Assessment / Reflections

• Assess students’ persuasive writing piece using the rubric .
• Respond to the content and quality of students’ arguments and reasons as they share their project with the librarian. Look for indications that the student provides supporting evidence for the reflections, thus applying the lessons learned from the work with the Persuasion Map .
• Calendar Activities
• Strategy Guides
• Student Interactives
• Lesson Plans

Students learn more about libraries as part of National Library Week.

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

The Letter Generator is a useful tool for students to learn the parts of a business or friendly letter and then compose and print letters for both styles of correspondence.

Students analyze rhetorical strategies in online editorials, building knowledge of strategies and awareness of local and national issues. This lesson teaches students connections between subject, writer, and audience and how rhetorical strategies are used in everyday writing.

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