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Structure in Persuasion English Structure in Persuasion About this Lesson The purpose of this lesson is to compare, analyze, and evaluate the claims, persuasive techniques, and structures of two opinion pieces originally printed in newspapers. Students will read the texts, paragraph by paragraph, and determine the purpose of each paragraph while analyzing and evaluating the effectiveness of the techniques the writers use to defend their claims. Students will also read an additional brief excerpt, identify the claim, and practice writing a concession and counterargument following a model. Passages for LTF® lessons are selected to challenge students while lessons and activities make texts accessible. Guided practice with challenging texts allows students to gain the proficiency necessary to read independently at or above grade level. This lesson is included in Module 10: Analyzing Organization and Syntax. Objectives Students will compare, analyze, and evaluate claims, persuasive techniques, and structures in two TEACHER contrasting texts. evaluate the effectiveness of techniques a writer uses to defend his or her claims. write a concession and counterargument in response to an argument. Level Grades Six through Ten Connection to Common Core Standards for English Language Arts LTF Foundation Lessons are designed to be used across grade levels and therefore are aligned to the CCSS Anchor Standards. Teachers should consult their own grade-level-specific Standards. The activities in this lesson allow teachers to address the following Common Core Standards: Explicitly addressed in this lesson Code Standard Level of Depth of Thinking Knowledge R.1 Read closely to determine what the text says Understand III explicitly and to make logical inferences from it. Cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.2 Determine central ideas or themes of a text and Analyze III analyze their development; summarize the key supporting details and ideas. R.3 Analyze how and why individuals, events, and ideas Analyze III develop and interact over the course of a text. Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. i Teacher Overview—Structure in Persuasion R.4 Interpret words and phrases as they are used in a Analyze III text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.5 Analyze the structure of texts, including how Analyze III specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene or stanza) relate to each other and the whole. R.6 Assess how point of view or purpose shapes the Analyze III content and style of a text. R.8 Delineate and evaluate the argument and specific Evaluate III claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. R.9 Analyze how two or more texts address similar Analyze III themes or topics in order to build knowledge or to compare the approaches the authors take. R.10 Read and comprehend complex literary and Understand II informational texts independently and proficiently. L.3 Apply knowledge of language to understand how Understand II language functions in different contexts, to make effective choices for meaning or style, and to TEACHER comprehend more fully when reading or listening. L.6 Acquire and use accurately a range of general Understand II academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. W.1 Write arguments to support claims in an analysis of Create IV substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.4 Produce clear and coherent writing in which the Create III development, organization, and style are appropriate to task, purpose, and audience. W.10 Write routinely over extended time frames (time for Apply III research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SL.1 Prepare for and participate effectively in a range of Understand II conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. ii Teacher Overview—Structure in Persuasion Implicitly addressed in this lesson Code Standard Level of Depth of Thinking Knowledge W.4 Produce clear and coherent writing in which the Create III development, organization, and style are appropriate to task, purpose, and audience. SL.1 Prepare for and participate effectively in a range of Understand II conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. L.1 Demonstrate command of the conventions of Understand I standard English grammar and usage when writing or speaking. L.2 Demonstrate command of the conventions of Understand I standard English capitalization, punctuation, and spelling when writing. LTF Skill Focus The foundation for LTF English lessons is the Skill Progression Chart that identifies key skills for each domain, beginning with grade 6 and adding more complex skills at each subsequent grade level while reinforcing skills introduced at previous grade levels. The Skill Focus for each individual lesson identifies the skills actually addressed in that lesson. TEACHER Levels of Thinking Remember Understand Apply Analyze Evaluate Create Close Reading Grammar Composition written, spoken, and visual texts purposeful use of language for effect written, spoken, and visual products Reading Strategies Types (modes) Annotation Persuasive (argumentation) Determining Audience challenge Determining Author’s claim Purpose counterargument Determining Fact and defend Opinion qualify Determining Main Idea refutation Literary Techniques The Process of Composition Argumentation Drafting cause/effect extended time claim Organization classification Patterns (spatial, order of comparison/contrast importance, chronological, concession etc.) counterargument Transitions deductive/inductive reasoning emotional appeals ethical appeals logical appeals refutation unspoken assumptions Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. iii Teacher Overview—Structure in Persuasion Connections to AP* Especially on the AP Language exam it is important that students be able to identify, analyze and evaluate the claims made in effective and purposeful persuasive writing. In addition, students should be able to write an effective concession and counterargument following a model. *Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College Board was not involved in the production of this material. Materials and Resources “America Needs its Nerds,” New York Times, 1990 “All Work and No Play Makes Jack a Nerd,” New York Times, 1990 Excerpt from “Is Google Evil?” Mother Jones, 2006 Assessments The following kinds of formative assessments are embedded in this lesson: guided questions graphic organizers writing activity Teaching Suggestions Teachers should note that this lesson might be challenging, especially for middle school students. Teachers therefore might need to review the lesson before introducing it to students and also TEACHER consider modeling some of the concepts in the lesson with their students. Finally, this lesson should not be done independently but rather in groups, with students sharing ideas and responses to the lesson exercises. Answers Activity One After reading the Op-Ed piece, answer the following questions: Suggested responses—answers will vary. 1. What is the writer’s overall purpose in writing the essay? The overall purpose is to bring attention to the stereotyping of “nerds” and to express his dismay over their “ostracized” condition. 2. What is the writer’s chief claim (in your own words)? The negative way students who are intellectually gifted are treated in school and in society at large tells us about the values of the society itself. 3. Consider the ways in which the writer uses the appeals of logos, pathos, and ethos. Cite a sentence or short passage which expresses each appeal: Logos: The use of the definition from Webster’s in paragraph 2 and the use of comparison/contrast are appeals to the logic of the reader.Including the footnote about “Weber” is also intended as a logical appeal. Pathos: Evoking emotions of shame and anger over the possible injustice in the way intelligent people are treated is an example of pathos. The reader’s response is also heightened by the inflammatory diction in the words “It is high time to face the persecutors who haunt the bright kid with thick glasses from kindergarten to the grave. For America’s sake, the anti-intellectual values that pervade our society must be fought.” Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. iv Teacher Overview—Structure in Persuasion Ethos: Without knowing more about the writer, it’s hard to assess his credibility. However, his use of Harvard University as his specific example suggests that he is
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