Middle School Persuasive Writing
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Can't Complain? Writing About Pet Peeves
How can students express their complaints in articulate and constructive ways? In this lesson, students read the New York Times "Complaint Box" series and use descriptive and persuasive writing strategies to communicate their own pet peeves succinctly and productively.
Decoding text types: One of these things is not like the others
This blog explains the difference between opinion writing, persuasive writing, and argument.
Developing Persuasive Writing Strategies
This strategy guide describes the techniques used in effective persuasive writing and shares activities you can use to help students understand and use persuasion in their writing and critical thinking.
Don't Throw Away that Junk Mail!
Students use old junk mail to identify persuasive techniques used to attract and hold the reader's attention.
Definitions and examples of faulty thinking.
Making an Argument: Effective use of Transition Words
Students explore and understand the use of transition words in context and write their own persuasive essay using transition words. Includes printable handout. This lesson is designed for grades 5-8.
Movie Trailers As Persuasive Texts
This page is a resource for teachers who wish to consider using trailers to teach students about persuasive texts and techniques.
Students analyze the persuasive techniques found in junk mail. Designed for grades 6-8.
Persuasive Writing: Beyond the Three Reasons
Nine learning activities to develop persuasive writing skills. Designed for middle school.
Persuasive Writing Prompts
100 prompts for a range from middle to high school.
Pictures and Slogans Persuade an Audience!
Designed for 6-9, this unit asks students to examine persuasive techniques in advertising.
Techniques of Persuasive Presentations — Ebony, the Elephant Calf
Students watch a short, downloadable video segment about elephants and identify the techniques used to persuade listeners to feel certain ways about what they see. This lesson is designed for grades 6-8. It includes support materials and a suggestion for assessment.
Just for fun:
Everyone misuses a word now and then. Correct word choice is determined not only by denotation (Websters says…), but also by connotation. Connotation refers to common usage which influences degree, slant, or feeling of a word. For example, the words march and amble each denotatively mean “to walk.” However, most of us would agree that marching down a road would be less enjoyable than ambling down that same road.
Many times we get close to using the right word, verbally or in print, but not close enough. Words with similar sounds are often confused. For example, affect and effect sound similar and even have related meanings. Affect means to influence; while effect is to produce as a result.
Of course, in addition to misused vocabulary words, there are also grammatical abuses, such as nouns used as verbs, e.g., loan instead of lend [Will you loan me some money?] We also use redundancies, such as irregardless or ATM machine. We misapply expressions, such as for all intensive purposes or idioms, such as waiting on. We create our own words, such as flusticated or conversate. We also change the meaning of words through common consensus. Who would have thought that bad can now mean something good?
Although Americans tolerate some vocabulary abuse, they are righteously indignant about the misuse of other words. Here, in no particular order, are the Top 40 Vocabulary Pet Peeves that surely constitute the greatest pet peeves among American wordsmiths. Also, make sure to check out the Top 40 Pronunciation Pet Peeves and the Top 40 Grammar Pet Peeves. Find out everything you mispronounce and your grammatical mistakes before “You-Know-Who” points them out to you.
- Anxious means to worry, not to be eager. [So, you probably are not anxious to go on vacation.]
- Exaggerate means to magnify, not to go beyond. [So, you can’t exaggerate how little your pay is.]
- Imply means to suggest, not to conclude as with infer. [So, you don’t imply what the author says.]
- Between means in the place separating two objects, not three or more objects as with among. [So, you won’t choose between oranges, apples, and watermelons.]
- Unique means being the only one of its kind, not something that is special. [So, you don’t describe the sunset as unique.]
- Relevant means pertinent, not popular. [So, a movie is not relevant and fun.]
- Allot means to distribute, not a lot of something. [So, you don’t eat allot of ice cream, but you could allot me a scoop or two.]
- Literally means exactly what the word means or how the author intends; it does not mean truthfully. [So, your mother-in-law is probably not literally crazy.]
- Unbelievable means something that cannot be trusted, not something that is amazing. [So, the unbelievable savings really should be believable, if you intend to buy.]
- Awesome means something that is revered or dreaded, not something that is good. [So, the pumpkin pie really isn’t awesome, unless you worship Charlie Brown’s Great Pumpkin.]
- Reticent means silent or reserved, not unwilling. [So, you probably are not reticent to go out to dinner with a client.]
- Accept means to receive willingly, not except, which means to exclude. [So, you wouldn’t say “I would like him, accept for his body odor.]
- Already means having done before; it does not mean all ready. [So, your friends could be already all ready to leave.]
- Capitol means the legislative building, not an upper case letter or an amount of money to invest. [So, you don’t declare your capitol gains.]
- Complement means something that completes, not something that goes along with or provides praise. [So, your striped shirt does not complement your polka dotted pants.]
- Principal means the highest rank, not principle, which means a rule or standard. [So, you want the principal of your child’s school to hold to the highest principles.]
- Stationary means fixed in position, not stationery, which means writing supplies. [So, you won’t write a letter on your new stationary.]
- Than means compared to, not then [So, you don’t go to dinner than a show.]
- Whether means if it is so, not because of or anything having to do with the weather. [So, you might like the weather, whether it snows or rains.]
- Occur means an action taking place that is accidental or unforeseen, at least from the point of view of the observers; it does not mean something that is expected to happen. [So, you wouldn’t say that noon occurs at 12:00 p.m. every day.]
- Illicit means illegal, not elicit, which means to draw forth. [So, you wouldn’t illicit information from a police officer.]
- Possible means something capable of happening or being true, not something that is according to chance. [So, anything is not really possible.]
- Irony means an unexpected contrast between apparent and intended meanings or events, not a coincidence. [So, it isn’t ironic that you and your boyfriend both like oatmeal cookies.]
- Anniversary means the celebration of a year, not just any period of time. [So, you don’t celebrate your two-month anniversary of a relationship.]
- Foundered means to struggle, not floundered which means to sink. [So, your cruise ship did not founder to the depths of the Caribbean Sea.]
- Flout means to openly disregard laws or the way things are done, not flaunt which means to display something ostentatiously.[So, you wouldn’t flout your four carat diamond ring in front of your girlfriends.]
- i.e. means that is, or the same as, not for example. [So, you wouldn’t say “I like vacations, i.e., backpacking, going to the beach, and sightseeing.]
- e.g. means for example, not the same as, or in place of. [So, you wouldn’t say “I like vacations, e.g., time off work.”]
- et al means with all others, not and so forth. [So, you wouldn’t say “I like tropical islands, ski resorts, the high desert, et al.
- Et cetera (etc.) means and so forth within the same class; it does not mean and all others. [So, you wouldn’t say “I like Expedia, Priceline, Travelocity, etc.”]
- Eminent means prominent, not imminent which means something expected to happen soon. [So, your graduation next week is not eminent.]
- Proverbial means according to a wise saying, not something that is well known. [So, you wouldn’t refer to the proverbial hatred of paying taxes.]
- Oxymoron means when two objects are joined that do not fit, not something that is an opposite. [So, it’s not an oxymoron to like both sugar and bitters.]
- Contact means to communicate through touch, not to simply respond. [So, you probably don’t mean “Contact me at your earliest convenience.”]
- Enormity means something grotesquely beyond its intended boundaries, not something that is very large. [So, you don’t refer to the enormity of the hot fudge sundae.]
- Travesty means to ridicule by imitation, not tragedy which means a disastrous event. [So, the sinking of the ship was not a travesty.]
- Decimate means to ruin or reduce by tenths, not to gain victory. [So, you probably don’t really hope to decimate your fellow poker players in the game tonight.]
- Random means to have no causal relationship; it is not something that is unexpected. [So, a joke that is unexpected is not a random one.]
- Allude means to refer to indirectly, not elude which means to escape from. [So, you don’t allude your boss by hiding behind the file cabinet.]
- Attain means to reach or achieve, not obtain, which means to possess or acquire. [So, you won’t attain a collection of baseball cards from the neighborhood garage sale.]
Definitions adapted from The American Heritage Dictionary of the English Language. 4th ed. 2008.
The author of this article, Mark Pennington, has written the assessment-based Grammar, Usage, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4-8 programs to teach the Common Core Language Standards. Each full-year program provides 56 interactive grammar, usage, and mechanics lessons. (Check out a seventh grade teacher teaching the direct instruction and practice components of these lessons on YouTube.) The complete lessons also include sentence diagrams, error analysis, mentor texts, writing applications, and sentence dictation formative assessments with accompanying worksheets (L.1, 2). Plus, each grade-level program has weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of all language components.
Grammar, Usage, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment. Students CATCH Up on previous unmastered Standards while they KEEP UP with current grade-level Standards. Check out PREVIEW THE TEACHER’S GUIDE AND STUDENT WORKBOOK to see samples of these comprehensive instructional components. Check out the entire instructional scope and sequence, aligned to the Grades 4-8 Common Core Standards.
The author also provides these curricular “slices” of the Grammar, Usage, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) “pie”: the five Common Core Vocabulary Toolkits Grades 4−8; the five Differentiated Spelling Instruction Grades 4−8 programs (digital formats only); and the grades 4−high school Teaching Grammar and Mechanics.
Reading, Spelling/Vocabulary, Writingcommonly confused words, homographs, homonyms, homophones, Mark Pennington, syllable rules, vocabulary, vocabulary demons, vocabulary pet peeves, word meanings