Spotlight on Strategies

High school English students are now required to learn and implement argumentative and persuasive writing strategies. Not only is it a standard that must be met, according to the state, but it is also a skill students will need for the rest of their lives. They must be able to process a prompt or question, formulate an argument, give reasons and examples for choosing that side, and rebut any counter-claims against what they believe. This is something they will do for the rest of their lives from explaining why they should get a promotion over someone else, to arguing with the mechanic about a bill. Arguing is definitely a life skill.

According to James Beach at Cortland University (and many other educators based on experience), persuasive writing allows students to utilize critical thinking skills rarely used in the English classroom (Beach, p. 3)

Allow students to view an argument from a well-known medium, such as a popular TV program, can help them to see the value in the skill they are using as well as utilize analytical skills when picking the pieces of an argument from the video.

EL.11.1The student will make informative and persuasive presentations.

EL.11.4.eAnalyze how context and language structures convey an author's intent and viewpoint.

EL.11.5.fIdentify false premises in persuasive writing.

EL.11.6The student will write in a variety of forms, with an emphasis on persuasion.

EL.11.6.bProduce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.

Students will watch a video clip of the trial from Miracle on 34th Street and analyze each part of the video for the pieces of an argument: the claim, the reasons and evidence, the counter argument/rebuttal, and the conclusion. If you're feeling really good about time, students could watch the entire movie, since there are many arguments and counterarguments throughout. (Are you Santa Claus? How can I tell? etc.) Then each student will record which pieces belong where on a graphic organizer like this one.

Once they have done this, they will pair up and create a persuasive essay from the data, reasons, and examples, they collected from viewing. Given enough time, teachers may be able to allow students to type rough and final drafts, with revision and editing in between. I really like to use peer review as part of the writing process. Read Write Think has a great peer review worksheet.

The class can discuss the essays as a whole once the whole process is finished. This would work as a great transition lesson before giving students more formalized persuasive essay prompts.

I believe that using media to teach students complex ideas, such as argumentative writing, allows them to transfer knowledge from one field to another. In what other ways could you use media to help teach persuasive writing? Is there a better example than Miracle on 34th Street?

Beach, J. (n.d.). Teaching Persuasive Writing (Rep.). facultyweb.cortland.edu/kennedym/.../504/...writing.../teachingpersuasivewriting.doc

[Hand writing]. (n.d.). Retrieved from http://mentalfloss.com/article/33508/4-benefits-writing-hand

Miracle on 34th Street. (n.d.). Retrieved November 25, 2016, from https://subscene.com/subtitles/miracle-on-34th-street-1994/english/235996

Schleede, A. (n.d.). Persuade Me. Retrieved November 20, 2016, from https://app.discoveryeducation.com/learn/videos/5e6fa738-8f5e-4d94-917c-ae63eda04009?hasLocalHost=false