978-1259989582 Chapter 10 Part 1

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Chapter Ten

Persuading: Relationships

Table of Contents

Brief Chapter Outline…………………………………………………………..…....2

Chapter Outline and Lecture Notes………………………………......…....…...4

Vocabulary Review………………………………...…....…....…....…....…..…...8

Class Activities and Sample Assignments…………………………..…....…....9

Connect Resources…………………………………..…....…....…....…....…....10

Discussion Questions for Online/Hybrid Classes…………………..…....…..12

Graphic Organizers……………………………………………....…....…....…....13

Deductive Reasoning...…..…..……..……..…………………..…………………13

Inductive Reasoning.………………..……………………..…………..………………..……..14

Planning Your Argument……………………………………………………………15

Persuasive Appeals………………………………………………………….…..….16

Teaching Tools………………………………………………….…..……..…..…….18

Grading Rubric for Persuasive Essays…………………………………….…....18

Persuading Peer Review Worksheet….…..……..……………………………..19

Writing Topics…………………………………………………………………………20

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Chapter Ten

Persuading: Relationships

Brief Chapter Outline

I. Learning Outcomes

In this chapter you will learn techniques for achieving these learning outcomes:

Identify real-world applications for persuading.

Understand the qualities of effective persuasive writing.

Interpret images and persuasive readings about relationships.

Analyze the rhetorical star for persuasive writing.

Apply the qualities of persuasive writing.

II. Real-World Applications for Persuasion

Learning Outcome 10-1: Identify real-world applications for persuading.

a. Writing persuasively in college

b. Writing persuasively in your daily life

c. Writing persuasively in your career

III. Qualities of Effective Persuasive Writing

Learning Outcome 10-2: Understand the qualities of effective persuasive

writing.

a. Introduce the issue you are debating.

b. Make a claim about your subject.

c. Support your claim with evidence that appeals to your audience.

d. Use your supporting evidence logically and ethically.

e. Organize your supporting evidence effectively.

f. End your essay effectively.

IV. Persuading in the Context of Relationships

Learning Outcome 10-3: Interpret images and persuasive readings about

relationships.

a. Options for writing a persuasive paper

b. Interpreting an advertisement

c. Writing about an image

d. Media connection for persuading

V. Analyzing the Rhetorical Star for Writing Persuasively

Learning Outcome 10-4: Analyze the rhetorical star for persuasive writing.

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Chapter Ten

Persuading: Relationships

a. Subject

b. Audience

c. Purpose

d. Strategy

e. Design

VI. Applying the Writing Process for Persuading

 Learning Outcome 10–5: Apply the qualities of persuasive writing.

a. Discovering

b. Planning

c. Composing

d. Getting feedback

e. Revising

f. Editing

g. Proofreading

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Persuasive Writing in the Chapter

Career-Based Persuasive Writing:

Résumé of Kristin Starr (pages 231-232)

“Career Choice: Easy for Superheroes, Hard for Us: Spider-Man and the Power of Person-

Environment Fit” by Bryan Dik (pages 233-234)

Reading and Reflection Persuasive Writing:

“Facebook Relationship Problems: How Social Networking and Jealousy Affect Your Love

Life” by Katherine Bindley (pages 234-236)

“The Benefits of Social Networking on YOUR Social Life” by Al Rodricks (pages 236-237)

“Sex, Lies and Conversation: Why Is It So Hard for Men and Women to Talk to Each Other?”

by Deborah Tannen (pages 238-241)

“How Boys Become Men” by Jon Katz (pages 241-243)

“Androgynous Man” by Noel Perrin (pages 243-245)

“The Appeal of the Androgynous Man” by Amy Gross (pages 245-247)

Student Writing:

“Mursing” by Thomas James “TJ” Pinkerton (page 248)

Chapter Ten

Persuading: Relationships

Chapter Outline and Lecture Notes

I. Learning Outcomes

In this chapter you will learn techniques for achieving these learning outcomes:

Identify real-world applications for persuading.

Understand the qualities of effective persuasive writing.

Interpret images and persuasive readings about relationships.

Analyze the rhetorical star for persuasive writing.

Apply the qualities of persuasive writing.

II. Real-World Applications for Persuading (pages 223-225)

Learning Outcome 10-1: Identify real-world applications for persuading.

a. Writing persuasively in college

i. You may be required to write an argument about changing a law in

your state.

ii. You may be required to write a persuasive essay about a character

in a book or story.

b. Writing persuasively in your daily life

i. You may be required to write a persuasive letter regarding a

neighborhood issue.

ii. You may need to design a flyer convincing the community to

support a cause.

c. Writing persuasively in your career

i. You may be required to write a persuasive cover letter or resume.

ii. You may need to persuade a client that you offer the best product.

III. Qualities of Effective Persuasive Writing (pages 225-234)

Learning Outcome 10-2: Understand the qualities of effective persuasive

writing.

a. Introduce the issue you are debating.

i. Don’t provide your thesis immediately.

ii. Explain the situation first.

iii. Research your subject if you don’t have first-hand knowledge.

iv. Cite your sources.

v. Consider posing a question to the reader before stating your thesis.

b. Make a claim about your subject.

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Chapter Ten

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i. Make sure to state your opinion in your claim.

ii. Keep a third person point of view.

iii. Make a strong claim.

c. Support your claim with evidence that appeals to your audience.

i. Use appealing evidence to convince your audience that your

argument is credible.

ii. Consider using appeals individually or in combination.

1. Ethical appeals (Ethos) persuade the reader that you are a

trustworthy and credible writer.

2. Emotional appeals (Pathos) persuade readers by

appealing to their emotions.

3. Logical appeals (Logos) persuade readers by appealing to

their sense of logic with reasons, facts, statistics, and

examples.

d. Use your supporting evidence logically and ethically.

i. Avoid deceiving your audience.

ii. Don’t mislead your audience by using logical fallacies.

iii. Maintain an appropriate tone.

iv. Give fair treatment to other positions on the issue.

v. Make sure most of your comments support your opinion in your

thesis.

vi. Cite sources at all times.

e. Organize your supporting evidence effectively.

i. You may want your second strongest point first, weakest point

second, and strongest point last.

ii. You may use a deductive organizational pattern.

a. Broad generalization

b. Specific details, examples, and facts

iii. You may use an inductive organizational pattern.

a. Specific details, examples, and facts

b. Broad generalization

f. End your essay effectively.

i. You may restate your thesis and summarize your main points.

ii. You may encourage your readers to take action, if appropriate.

iii. Make sure to present sufficient evidence to support your claim.

iv. Make sure you have made fair judgments about the issue.

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Chapter Ten

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IV. Persuading in the Context of Relationships (pages 234-252)

Learning Outcome 10-3: Interpret images and persuasive readings about

relationships.

a. Options for writing a persuasive paper

i. Choose a topic and write a persuasive paper.

ii. Consider your rhetorical star and the qualities of effective

persuasive writing.

b. Interpreting an advertisement

i. Identify the audience.

ii. Is the advertisement persuasive?

c. Writing about an image

i. Make a claim about an image.

ii. Support your stance with logical, emotional, and/or ethical appeal.

d. Media connection for persuading

i. Watch, read, or listen to the suggested media for examples.

ii. View various media to better understand methods of persuading.

V. Analyzing the Rhetorical Star for Writing Persuasively (page 252)

Learning Outcome 10-4: Analyze the rhetorical star for persuasive writing.

a. Subject

i. Choose a debatable topic for the focus of your essay.

ii. You should have strong feelings about the issue.

iii. Consider selecting a current event or an issue you have

experienced personally.

iv. Make sure your topic isn’t too narrow or too broad.

b. Audience

i. Know who your readers will be.

ii. Determine how much your readers already know about the issue.

iii. Select the audience characteristics you can appeal to in your

argument.

iv. Consider if your audience will be supportive of, hostile to, or

undecided toward your stance.

v. Select details that will appeal to your specific audience.

c. Purpose

i. Consider what you want to accomplish.

ii. Decide if you want to change the minds of your readers.

iii. Determine if you want your readers to take some sort of action.

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Chapter Ten

Persuading: Relationships

iv. Keep your purpose in mind at all times.

d. Strategy

i. Determine if other writing strategies are needed.

ii. Consider what additional information may be necessary when

selecting a strategy.

e. Design

i. Select the number of points necessary to support your argument.

ii. Determine if graphics or other additional design elements are

needed.

iii. Design your document to be as persuasive as possible.

VI. Applying the Writing Process for Persuading. (pages 253-254)

 Learning Outcome 10–5: Apply the qualities of persuasive writing.

a. Discovering

i. Search for a subject in the chapter about which you have a strong

opinion.

ii. Make a list of debatable topics you would like to explore more

thoroughly.

iii. Keep track of any sources you use while searching.

iv. Make a list of supporting and opposing ideas once you have

selected your topic.

b. Planning

i. Make a list of the supporting points you would like to use.

ii. Number your points from most to least persuasive.

iii. Reorder your points putting the second strongest supporting point

first and the strongest supporting point last.

iv. Organize your ideas with a graphic organizer or outline.

c. Composing

i. Write a first draft.

ii. Don’t focus on grammar and punctuation.

iii. Keep the steps for persuasive writing in mind.

d. Getting feedback

i. Have a classmate or peer read your rough draft.

ii. Utilize the peer review questions if possible.

iii. Get a second opinion if possible.

e. Revising

i. Make sure your main point is the strongest point for your thesis.

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Chapter Ten

Persuading: Relationships

ii. Add, delete, or rearrange ideas as needed.

f. Editing

i. Read your essay again.

ii. Check for errors in grammar, punctuation, and mechanics.

iii. Use transitions to help your audience follow the logic of your essay.

g. Proofreading

i. Read your essay an additional time.

ii. Look for typographical errors.

iii. Make any necessary final corrections.

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Chapter Ten

Persuading: Relationships

Vocabulary Review

Appeals: persuasive strategies used to support claims (LO 10.2)

Claim: a debatable assertion (LO 10.2)

Deductive reasoning: to apply what is already known to a new situation (LO 10.2)

Emotional appeal (pathos): to persuade readers by appealing to their emotions (LO

10.2)

Ethical appeal (ethos): to persuade readers by establishing that you are a trustworthy

and credible writer (LO 10.2)

Inductive reasoning: to discover something new based on details and facts (LO 10.2)

Logical appeal (logos): to persuade readers by appealing to their sense of logic with

reasons, facts, statistics, and examples (LO 10.2)

Persuasion: swaying your audience to see things your way (LO 10.1)

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Chapter Ten

Persuading: Relationships

Class Activities and Sample Assignments

1. Break the class into three sections. Assign each group a persuasive appeal. Next,

select a persuasive topic for the class, and have each group create three to five

evidence points based on the type of appeal they’ve been given. The groups may

need to utilize library sources. Allow each group to present their points to the class.

(LO 10.2)

2. Tell students to imagine that they are graduates now applying for jobs. In writing,

they must persuade a possible employer that they are the best candidate for a new

position. Remind students to consider the rhetorical star for persuasive writing. In

pairs, allow students to share their persuasive writing with a peer. (LO 10.1 and LO

10.4)

3. As a class, select five popular sitcoms about families. In smaller groups, discuss the

relationships portrayed in each program. Now, as a group, decide which sitcom

family is the most like a typical American family. Persuade classmates that your

choice is the best. For example, you may argue that Marge and Homer from “The

Simpsons” are a reflection of American society. (LO 10.3)

4. As a class, select something that you would like to change in the school you attend.

Write a persuasive letter to the campus administration describing this change. Invite

the administration to the class to discuss the letter. Focus on the methodology

versus the change. (LO 10.5)

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