+EQ 16: How do I write
a persuasive
paragraph?
Bell ringer: What
makes an argument
strong? This could be
in speaking or writing
Happy Monday!
+
MEL-CON: Introduction
 Our
goal for today and
tomorrow: to be able to
compose a persuasive
essay arguing the
positive and negative
aspects of
globalization using
textual evidence
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MEL-CON Assignment (1): Due
Monday, October 31st
Pick
a side: Does globalization
have a more positive or negative
effect on the world?
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MEL-CON: a way to help you
organize a body paragraph
M
= Main Idea
 Your argument or claim
 This is what you intend to prove in your
paragraph
 Should be direct and concise.
 Should not start with Yes or No
 Should not start with I think, I believe, or
In my opinion
 Should preview evidence
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Main idea/claim

In your packet, complete the main idea/claim activity
individually.

Pair-Share your main idea in small groups of 4.





Compare and contrast.
Revise each one to make it stronger and add to your packet.
Choose strongest main idea/claim, and write it on the board.
Discuss.
Write down the strongest main idea/claim from board after
discussing.
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To do:

Main idea/claim and evidence should be completed in your
template for Friday, 10/28

We will work on reasoning in class on Friday.

Final draft is due Monday, 10/31.

Typed with rubric and draft template.
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Thuraday, 10/27

BR: What makes evidence strong? Write three descriptors of
strong evidence.
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MEL-CON: a way to help you
organize a body paragraph
E
= Evidence (example)
 This is how you will prove your main idea
 You can use facts, examples, reasons, or
quotes to prove your point
 Must include a transition word
 Should prove only the main idea—
evidence must be focused
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Evidence

In your mel-con packet, complete the evidence ranking
activity on school uniforms.

Review and Discuss.

Next, complete the ranking activity for the evidence on
sweatshops.
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MEL-CON: a way to help you
organize a body paragraph
L
= Link (explanation)
Explains what your evidence
proves about your main idea
Explains how evidence supports,
explains, connects to main idea
This is where you USE your
evidence to advance your argument
Consider effects of evidence
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Link/Reasoning (the hard part)

Complete the link/reasoning activity in your packet.

Review and discuss.

Write a link for the sweatshop evidence.

TPS.

Revise it.
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MEL-CON: a way to help you
organize a body paragraph
C
= Conclusion (wrap-up!)
Wraps everything up and gives your
paragraph closure.
Summarize your main idea and
evidence—mention your 3 pieces of
evidence
Again, stress your main idea, but
reworded in a new and creative
way
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For tomorrow
 On
your template, compose your main idea
and select the pieces of evidence you will
use to prove that main idea (fill in on your
template).
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
Kenwood Academy should have uniforms as a way of creating an equal
and positive learning experience for all students. One example that
proves this is that in a city report of the demographics of Kenwood it was
determined that, “students at Kenwood come from a variety of different
socio-economic backgrounds.” Because of this, some students can
afford expensive clothes while others do not have the money for such
luxuries. A uniform would create a culture of inclusivity and less
judgment. Everyone would be seen as equals resulting in fewer people
feeling uncomfortable, embarrassed and out of place. This could help
bullying and self esteem issues that often times accompany the already
difficult adolescent years. Moreover, deans have reported that some
referrals are because of dress code. This indicates that if Kenwood had
a dress code, teachers and deans would have less to monitor due to a
simply defined dress code. Teachers would not have to try to interpret
dress regulations and could spend more time teaching students. The
final reason that supports a dress code is that students would be able to
get ready faster in the morning. Therefore, students will learn more and
proves a dress code is beneficial for students. So, it is clear that
Kenwood Academy should have a uniform. Students would face less
judgment of their clothing, experience less stress each morning, and
teachers would have more time to focus on teaching.
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Practice! (Write in your notes)
 On
your own, try it out with
globalization!
 Evidence: Most
importantly,
according to Globalization:
the Good and the bad, the
United States is losing jobs
because of outsourcing.
 Link????
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Practice some more…..
Fill
out back of handout with group