Mrs. Giamoni
English IV
HOW IS YOUR POWER OF PERSUASION?
Consider yourself a lobbyist for a school, community, state, or national interest
group. They pay you the “big bucks” to get laws passed or defeated. Though your
conscience does not always agree with the philosophy or reason for a particular law, you
still fight your client’s case – right or wrong. In addition, you are not stupid! You know who
signs your paycheck!
Recently, a new law has been presented. Your assignment is to convince Congress to
vote, either pro or con, on this important issue. This assignment will require the use of all
the persuasion “tricks”; you will call in all your resources – radio, newspaper, internet, the
professional protestors of the 1960’s and 1970’s, and your own knowledge, conscience, and
wit. Remember: the opposition has also retained a lobbyist. The opposition’s lobbyist will
be fighting for his salary as well.
You and your adversary must follow the same rules and regulations. Good luck and
may the best persuasive argument win!
Unit Objectives/Common Core Standards:
RI. 11-12-1.1.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
W.11-12.2.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and
analysis of content.
W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and persuasively.
THE RULES AND REGULATIONS
1. You may choose your adversary. Together, choose a law that you would like to
discuss. One must take a “pro” stance (also known as the affirmative); the other
must take a “con” stance (against the proposed law; also known as the negative).
Phrase the law as a proposition, such as: “Resolved: That you must be 21 in order
to be a licensed driver in all states.”
2. You will be required to:
A. Make a presentation to Congress. Your classmates will act as Congressional
Members, representing the state and party of their choice. Your presentation
should be 10 minutes (including a Question and Answer period). [*See rubric.]
B. Create a protest poster or a 30-second public service announcement. *
C. Write a persuasive essay about your proposition. *
Your essay should:
1. Be 3-5 pages typed, double-spaced, and in MLA format.
2. Include a clear position statement (thesis statement).
3. Include an “attention-grabbing” introduction.
4. Include at least 4 logical reasons that support your position.
5. Include the opposing arguments with refutation.
6. Use effective persuasive techniques.
7. Use at least 3 credible sources to formulate your arguments.
8. Use logical organization.
9. Use vocabulary that is clear and effectively descriptive.
10. Be free of errors in spelling, grammar, and mechanics.
D. Complete all PROCESS WORK. See PROCESS WORK CHECKLIST.
Mrs. Giamoni
English IV
PEER EDITING: Speech to Congress
Lobbyist Name _______________________________________________________________________
Peer Editor _______________________________________________________________________
1. Read the entire essay without discussing it with the lobbyist. Write your first
honest reactions to the essay below:
2. Content: Did the lobbyist fulfill the assignment? Jot down notes for the following:
A. Is the position stated clearly? Write down the lobbyist’s position:
B. Does the introduction grab your attention? Write how it grabbed your attention?
C. List the four reasons that support the lobbyist’s position:
1.
2.
3.
4.
D. What reasons seem logical? (List #s above)
What reasons seem illogical? (List #s above)
E. What persuasive techniques are used? List them:
F. What paragraph(s) address the opposing arguments?
G. Does the tone represent a reasonable person? Explain.
3. Organization: Rate on a scale of 1-5 (5 is excellent) on the essay’s organization:
A. __________ Logical
B. __________ Transitions
4. Vocabulary: Rate on a scale of 1-5 on the vocabulary of the essay:
A. __________ Meaning clear
B. __________ Effective descriptions
5. Circle the words you suspect might be misspelled.
6. Did the author use quotations?
Y
N
Did the author punctuate quotations correctly? Y
N
Did the author use parenthetical documentation?
Y
N
Did the author include a Works Cited page?
Y
N
7. Did the author write in complete sentences? Put parentheses around any sentence
fragments or run-ons and identify it as such.
8. Which is the paper’s weakest paragraph? Why?
9. What one piece of advice would you give this writer?
10. What grade would you give this essay? (See rubric). Justify it.
When the editor is finished, verbally discuss the comments with the writer.
Mrs. Giamoni
English IV
THINKING SKILLS WORKSHOP: PROPAGANDA TECHNIQUES
Even expert speakers like Patrick Henry, Sojourner Truth, and Martin Luther King,
Jr. occasionally used propaganda techniques to persuade their audiences. Being aware of
these techniques will help you recognize and evaluate these arguments in your own and in
others’ writing.
CIRCULAR REASONING
A statement like “This nation must declare its independence” because freedom is its need
and its right” is an example of circular reasoning. The writer is attempting to prove a
statement simply by restating it in different words.
EITHER/OR FALLACY
In almost every situation there are various options for action. An argument that presents
only two of many alternatives is therefore almost always misleading. Such an argument is
said to make use of the either/or fallacy. The statement “We have no choice but to go to
war against the British or submit to their tyranny” is an example.
OVERGENERALIZATION
Generalizations are conclusions about a whole category of persons, places, or things. If a
statement is too broad to be proved, it is called an overgeneralization. The statement “The
members of the British Parliament are unprincipled villains” is an overgeneralization. Are
all members unprincipled villains? Almost certainly not.
BANDWAGON/SNOB APPEAL
Statements like “Every truly loyal citizen has taken arms in defense of the nation” urge you
to step on the bandwagon or risk the scorn of your peers. A form of bandwagon appeal is
snob appeal, which appeals to your desire to be special. An example in the statement
“Only people with the finest taste deserve to own this car.”
Mrs. Giamoni
English IV
LOGICAL FALLACIES
After each presentation, write down the definitions for each and provide an example.
1. Non sequitar
2. Oversimplification
3. Hasty generalization
4. Argument from doubtful or unidentified authority
5. Argument ad hominem
6. Begging the question
7. Post hoc, ergo propter hoc
8. False analogy
Mrs. Giamoni
English IV
HOW IS YOUR POWER OF PERSUASION?
PROCESS CHECKLIST
_______
Journal Entry: The Bedford pages 498-499 [Done in class: 11/19]
_______
Read The Bedford pages 500-515. Complete Worksheet. [Due: 11/20]
_______
“Logical Fallacies” Presentations [Due: 11/25]
_______
Read H.L. Mencken “The Penalty of Death (516-519) and Michael Kroll “The
Unquiet Death of Robert Harris” (522-526).
Complete Explication Chart (Content, Genre, Style, and Significance)
_______
Timed Essay on Mencken and Kroll selections [Done in class 12/3]
_______
Create a proposition.
Pre-write worksheet for Congress Speech/Persuasive Essay Library research.
Find at least 3 articles (3 different sources). [Due 12/6]
_______
Rough draft of Speech to Congress and Peer Editing Worksheet [Due 12/9]
_______
Final draft of Speech to Congress
Debate presentation to HOUSE OF REPRESENTATIVES [Due 12/16]
*All due dates are subject to change.
PROCESS GRADE: __________ OUT OF 40 POINTS
Mrs. Giamoni
English IV
ARGUMENT AND PERSUASION: Stating Opinions and Proposals
The Bedford Reader (498-515)
1. What is the difference between argument and persuasion? (501)
2. Define “rational appeal” (also known as logos), “emotional appeal” (also known as
pathos), and “ethical appeal” (also known as ethos). (502 -503)
3. Choose a possible argument and draw an example of THE TOULMIN METHOD. (504506)
4. What is the difference between inductive and deductive reasoning? (506-507)
5. Define “logical fallacy”. (508)
6. Circle “T” if the following statements are true or “F” if they are false. (510)
Your THESIS is the proposition or claim you are going to defend.
Introduce your MOST important point first.
T
T
F
F
In your conclusion, briefly restate your claim in a fresh, pointed way. T
Never use humor in your argument. T
F
F
F
Make sure your evidence is up to date and fairly represented. T
You should fairly address the opposing argument.
T
F
Name: __________________________________
Resolved: _______________________________
Pro or
Con
How is your power of persuasion?
Speech Rubric
Criteria
Needs Work
Average
Good
Excellent
Score:
Average impact
of facts and
position followed
by smooth
elaboration
Most clear and
orderly in all
parts
Viewpoints and responses are
outlined both clearly and
orderly in presentation
/10
/15
Weak or
missing facts or
weak
elaboration
Some effort
shown followed
by rough, choppy
elaboration
Organization
& Clarity
Unclear in
most parts
Clear in some
parts but not
overall
Use of
Argumentation
Few or no
relevant
supporting
facts/examples
Some relevant
examples/facts
given
Many
examples/facts
given: most
relevant
Clear reasoning and evidence is
shown using examples, quotes,
statistics, or other types of
elaboration
Your
arguments and
knowledge
about the topic
is not clear to
the audience
Only prepped on
role, not able to
elaborate,
challenge or
answer opponent
because of lack
of background
knowledge
No counterarguments made
orally on your
part, but you are
able to help your
team with
rebuttal
Able to answer
some of
opponents’/
audience’s
questions or
arguments
clearly, with
facts/ examples
You are able to argue against
your opponent with insightful,
fact-based support. You are
able to answer any questions
the opponent or audience has
clearly, and you seem very
knowledgeable about the topic
and your support
Some effective
counterarguments made
Many effective counterarguments made that challenge
the opponent and your audience
/10
Average
appropriate
behavior shown
Maintained focus and stayed on
task
/10
Content
Preparedness &
Background
Knowledge
Showed Energy
& Enthusiasm
in Voice
Behavior
Protest Poster
or 30 second
PSA
Total:
No effective
counter
arguments
made
Showed a lack
of respect
while speaking,
and / or while
others were
speaking
Unclear in
most parts;
lacks effective
persuasive
techniques,
slogan/tagline
Attempted to stay
on task
Clear in some
parts; contains
somewhat
effective
persuasive
techniques,
confusing
slogan/tagline
Clear and orderly
in most parts;
contains effective
persuasive
techniques;
visually
appealing,
interesting
slogan/tagline
/100
Strong statements of your
position followed by smooth
elaboration
Very clear and orderly in most
parts; contains very effective
persuasive techniques; very
clever slogan/tagline
/10
/10
/35