Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 1
Persuasive Letter/Essay/Editorial
The art of persuasion is an important skill, not just in writing, but in living. When
humans believe strongly in issues, problems, causes. . . they need the skills to explain their
thinking.
The following lessons in persuasive writing, can be used for persuasive letter writing,
opinion/ editorial writing, or persuasive essays. They are not meant to be a complete set of
lessons in a study, but rather a menu of possibilities for lessons that teachers can add to their
repertoire.
Articles and letters have been included at the end, but teachers should use their own
mentor texts as well.
As with any study in writing, this persuasive study will begin with a period of
immersion. We need to read and react as readers and then read and notice from a writer’s
point of view. You will need to meet the unique needs of your students . . . and that may
be different from the plan that follows.
Third grade: Persuasive letters on topics from your life – lessons might include
introductions (leads), reasons to support the stance, and conclusions. It is important
to also continue to teach structure of a letter.
Fourth grade: Persuasive letters using topics from your life and include leads,
reasons, and conclusions. Up the level by teaching point/counterpoint, adding an
anecdote, and organizing your piece.
Fifth grade: Persuasive letters or move to opinion pieces or editorials. using topics
from your life and include leads, reasons, and conclusions, teaching point/counterpoint,
adding an anecdote, and organizing your piece. Up the level creating surveys and
interviewing and collecting quotes.
Sixth grade and above: Persuasive letters or opinion pieces or editorials. using
topics from your life or topics from the world. Include leads, reasons, and conclusions,
teaching point/counterpoint, adding an anecdote, and organizing your piece, creating
surveys and interviewing and collecting quotes. Up the level by finding quotes from
outside sources and experts. Structure can become more complex such as
problem/solution, cause/effect, action/consequence, ―I used to think that, but now I
think this. Students should now begin to research topics as they begin to write on
topics from the world.
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 2
Persuasive Letter/Essay/Editorial
Table of Contents
Lesson Title Page number
Discovering elements of persuasive writing 3
through immersion—Day 1
Discovering elements of persuasive writing 4
through immersion—Day 2
Finding a topic from your life 5
Finding a topic from the world 7
Choosing a topic 8
Providing reasons to convince your reader 10
Looking at both sides of an issue: point/counterpoint 12
Creating a giving a survey 14
Organizing your persuasive letter/essay/editorial 16
Creating a lead 19
Adding an anecdote 21
Interviewing and collecting quotes 22
Finding quotes 24
Placing a quote in a persuasive piece 25
Creating a conclusion 26
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 3
Persuasive Letter/Essay/Editorial
Lesson: Ideas and Content
Immersion Day 1
Rationale: For students to get a feel for and a sense of “how this kind of writing goes”
they need to read examples of these kinds of texts. One or two of the sample texts can
then become the class touchstone text (the text used over and over as a model).
Materials: overhead projector, transparencies of sample texts, copies of texts for
students to read and write on.
Connection: We are beginning a new study, one that many of you will use out in the
world. Persuasive writing. Many of you are already experts in the art of persuasion. In
the last several days, how many of you have persuaded you parents to allow you to do
something, to go somewhere, or to buy you something that you want? Talk to a partner
about how you were able to convince your parents. (Ask for some feedback.) So you see,
the power of persuasion is something we use often in our lives.
Teach: We will be spending time reading the work of authors that are trying to persuade
readers to believe as they do. First we will read the pieces and respond to them as
readers. I think you may find you have opinions on the subjects of these pieces. Later
we will begin to think about the pieces from a writer’s perspective, but for now, let’s read
and respond as readers!!
(Put a text on the overhead and read to the class. Then ask them to respond to the piece
in small groups. Agree? Disagree? Why?? Then as a whole class, have someone from
each group report their discussion. Do several together. Then, if you have enough
samples, allow kids to read different articles in a small group and discuss.)
(At the end of the session, discuss how this kind of writing affects us as readers.)
Note: Several days should be spent in reading and responding to persuasive letters and
articles. This could coincide or follow a unit of study in reading, in which case, this part
could be done in reading workshop.
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 4
Persuasive Letter/Essay/Editorial
Lesson: Ideas and Content Immersion Day 2
Rationale: For students to get a feel for and a sense of “how this kind of writing goes”
they need to read examples of these kinds of texts. One or two of the sample texts can
then become the class touchstone text (the text used over and over as a model).
Materials: overhead projector, transparencies of sample texts, copies of texts for
students to read and write on, chart paper, markers
Connection: We have been reading persuasive articles and letters and having fun
responding as readers to these articles. We know the author of each piece tries to
influence us to believe as he does or tries to change our opinion if we don’t agree. Today
let’s look at some of these pieces again.
Teach: Students gather Information
This time, let’s read them as writers. I’m wondering if you have begun to see some
moves these writers make in common even though they are writing about different
topics.(Examples: - author states an opinion or takes a stance, author gives reasons why,
author uses examples: story from own life, story from someone else’s life, gives facts,
statistics, quotes from experts or famous people, makes comparisons…)
Let’s look at the text: (you choose) and think as a writer. I am noticing some things that
this writer and other writers as well do in their pieces. (Give one or two of the examples
from above to get the students thinking.)
Today you will look at several pieces that we have read. This time, you will need to look
at them as writers. What strategies did the writer use to create the piece of writing?
With a partner, go back through (name two pieces you want them to explore) and make a
list of things you notice the writers doing to persuade the reader. What kind of structure,
what kind of details, what kind of punctuation, and craft seem to be present in this kind of
writing?
We will then come back together as a group and create a chart of what we notice in
persuasive letters and editorials.
Note: The students will not be writing. This time will be used to explore this kind of
writing.
Share: Let’s create a chart together on what we are noticing about this kind of writing.
Someone from each group will need to be a spokesperson for the group to share out what
you noticed. (It is fine for you the teacher to add a few things you noticed as well- but
allow most of the findings to come from the students. This will give you a better idea of
what students understand about this kind of writing, and what you will need to consider
for future lessons to help them better understand.)
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 5
Persuasive Letter/Essay/Editorial
Lesson: Ideas and Content
Finding a topic from your life
Rationale: Students are more likely to be invested in the writing if they choose a topic
that is important to them.
Materials: overhead projector, teacher’s sample of topic ideas
Connection: Writers, you have been reading articles and letters in which the authors are
trying to persuade the readers to consider their point of view. More than likely they
chose a topic very important to them, something they feel passionate about and
something they have knowledge or experience with in their own life. As a writer, what
things are important to you? What are things or issues in your own life that bug you; that
you would like to change?
Teach: Today writers, I will show you how I generate ideas for topics by thinking of
three areas of my life and then asking myself the question – what are some issues that
bug me; that I would like to change???
1. At home: I think about that question and then list ideas under that topic (show on
overhead to class.)
2. School: I think about things at school that concern me and add those under that
topic. (Show on overhead)
3. In the community: What issues of the community concern me? I add those to my
list as well. (overhead of that list)
These three areas of my life give me many topics to choose from, and they are about
issues I have knowledge of and personal experience with which can help me write well.
Have a go: Turn and talk with a partner about any ideas flowing through your mind right
now. Share some possible ideas with each other. (Give them a few minutes and then
bring everyone back together.) In your writer’s notebooks today spend some time
brainstorming possible topics for your persuasive piece.
Link: See how many issues you may have under the areas of home, school, and
community. We will meet back here later to share some of those issues and maybe add to
our lists when we share!! Get to work writers!
*See next page for example of teacher notebook.
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 6
Issues
Home
Kids need to pick up after themselves
Everyone needs to share the responsibility of cleaning the
cat litter
Everyone needs to share house cleaning duties
We need high speed internet
School
Need more time for kids to read independently
More books of high interest in classroom libraries
Lots of paper, highlighters, pens, pencils, etc. for classroom
writing centers
Community
Law to prohibit smoking in restaurants
High school needs a soccer field
Town needs a Starbucks
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 7
Persuasive Letter/Essay/Editorial
Lesson: Ideas and Content
Finding topics from the world
Rationale: Sometimes writers have concerns that don’t directly affect their own life but
are still important in the world.
Materials: overhead projector, blank overhead page, or chart paper and marker
Connection: I am very lucky that I eat very well every day, but there are places right
here in the US and in the world that people are starving. There are many endangered
species in the world that don’t live near me, but I still want them to survive.
Teach: When writing a persuasive letter or editorial, writers often consider issues that
involve their own life, things close to them, but as citizens of the world, writers also think
about things of the world that concern them as well. Writers can make a list of things in
the world that concern them to consider as possible topics. Let me show you what I do to
generate a list of ideas for topics from the world. I sit with my pen in hand and a free
page in my notebook. Just as I did on other areas from my life, I put a heading at the top-
issues from the world. (Do this in front of class either right in the notebook or on a blank
overhead page.) First I think about things I’ve seen recently on the news or educational
programs that concern me. (Add several to list and give brief description). Then I think
about things I’ve read about that are on my mind and concern me. (Add a few more.) I
also consider topics that my family and friends have been talking about. (Add one or two
more and briefly discuss.) So you see I consider topics I have seen on TV, read about or
have talked about with friends.
Have-a-go: What are some things that come to mind for you? Just stop and think for a
minute. Have you seen anything recently on the news or Animal Planet, or the Discovery
channel, or other shows that concern you- that have stayed on your mind? Or something
you have read about or talked about recently? Think… (Give at least thirty seconds of
think time.) Find a place in your notebook for listing ideas from the world in your
notebook and then spend some time thinking and then listing ideas for possible topics.
Link: We will come back together at the end to share these new ideas so we can continue
to explore topic ideas for our writing. Happy writing!
*Students often need to do research when they choose a topic from this area.
If your students have never written a persuasive piece before, it might be
better to pick a topic they have more knowledge and experience with, so they
can focus more on how to write persuasively and not on researching the
topic.
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 8
Persuasive Letter/Essay/Editorial
Lesson: Ideas and content
Choosing a topic: notebook activity
Rationale: When writing a persuasive letter or editorial, it is important to pick a topic in
which you have a lot to say.
Materials: overhead projector and teacher notebook examples on overhead pages.
Students bring notebooks to the meeting area
Connection: We’ve spent a lot of time brainstorming topics we may want to write
persuasive letters (editorials) on. That is important because it gives a writer a wealth of
ideas to choose from. But, at some point, the writer must move from getting ideas to
developing an idea.
Teach: Today we’ll focus on how writers choose a topic that will inspire and/or
persuade an audience. What I do when picking a topic is I go back through all of my lists
I have developed and read through each one. As I read them, I think about the ones that
get me fired up, get me excited just by reading them on the list. (Put up an overhead with
a sample list of yours. Read your list out loud and talk about which ones really get you
fired up and which ones don’t.* See sample list from Lesson: Finding a topic from your
life.) I put a star by the ones I get really excited about.
So now I have a few topics starred. One way I can narrow this down to one topic is to
write about each one a little bit in my notebook. (Show an example of how you spent
some time free-writing about each topic. ) I just free write on how this topic concerns
me- whatever pops in my head. I do that for about one minute on each topic. By doing
this I can really get a feel for which topic I have the most to say. As a writer, I feel I can
do a better job persuading the reader by picking the topic in which I already have a lot to
say.
Have-a-Go: Take a look at your lists of possible topics. Let’s take a few minutes to
quietly look at them and consider several that might make a good piece. (Give them some
silent time.) Turn and talk to partner about the ones you are considering.
Link: As you go back to your writing area, think about which ones you will star. Spend
some time free writing about each of those. Go back then and read each free write.
Which one sparks the most interest? Think over the possibilities for each and then try to
narrow it down to one. We will meet at the end of the writing time to talk about how it
went and where you are in making a topic choice for your piece. Let’s get to work!!
*See sample free write on next page.
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 9
I really get tired of cleaning the cat litter
at my house. The kids promised to take
care of the cats when we got them, but I
seem to be the one always cleaning the
litter. The kids don’t mind feeding the
cats—but they hate the dirty job of
cleaning the litter. Well, you know what?
So do I. Life is full of dirty jobs and
someone has to do them. Clint and Lauren
are old enough to take on this
responsibility. Someday they may have
pets when they’re older and I won’t be
around to clean up after them!!
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 10
Persuasive Letter/Essay/Editorial
Lesson: Ideas and Content
Providing reasons to convince your reader
Rationale: Writers provide reasons for a point of view to persuade their audience to
their way of thinking.
Materials: overhead projector, copy of teacher samples of reasons
Connection: Many of you have picked a topic to write a persuasive argument. I know
that one way to start a draft is to jump right in and just write everything you are thinking
about that subject. But think about this. When you go to a pool to swim, do you jump
right in without testing the water first?? Don’t most of you check first to see that there is
water in the pool, then you stick a toe or a hand in the water to see how cold, and if you
are going to dive, you make sure you are in the deep end of the pool. There are things
you do to get ready before you get in the pool! Writers do things to get ready as well.
Over the next several days we will look at some strategies that writers use to rehearse or
get ready to write a persuasive piece!
Teach: One thing writers do to prepare to write a persuasive letter (or editorial) is
consider the reasons for his point of view. When a writer can state several strong reasons
for his belief on a subject, it helps convince the reader of his argument. I worked on a
topic that I want to spend time on. So I am going to show you how I thought about
reasons for my point of view. (Have your topic as a title at the top of your notebook.
You can have this done already and on an overhead, or you can write in front of the
class.) I began thinking, “Why do I feel so strongly about this?” “Well, one reason is…”
(Begin stating reasons you have come up with) So as I thought about a reason, I listed it
below my topic. After spending some time thinking of reasons, I went to my husband (a
friend or someone else) and told him the reasons I was thinking of and asked him if he
had other suggestions or thoughts on the subject. You will want to do that as well.
Writers often spend time getting some ideas, or in this case, reasons, and then share those
ideas with someone else as a way to think even more about your reasons.
Link: Some of you know your topic and are ready to begin thinking about your reasons
so you may want to try this strategy today. Some of you are still trying to decide which
topic you want to pursue as a draft. You may want to try this strategy on several topics
you are considering. See which topic has better or more reasons to persuade your reader.
That may help you choose your topic today! We will all start by getting some work done
in our notebooks before meeting to discuss our reasons. Let’s get started.
*See sample notebook entry of reasons on next page.
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 11
Reasons kids should clean cat litter
Gives responsibility to help prepare them for
when they are on their own
The cats belong to them so they need to help in
the work
If I am gone, the cat litter gets stinky ad that
makes the kid’s rooms smell bad too
It’s a health issue- the cats may begin to go
other places in the house
The kids are old enough to do more
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 12
Persuasive Letter/Essay/Editorial
Lesson: Ideas and Content
Notebook activity for looking at both sides of an issue
point/counterpoint
Rationale: It is important when writing a persuasive piece to be aware of the
opposing viewpoint or the other side of the story.
You can show your consideration of other’s thinking
You can use the opposition’s viewpoint to better build
your case and persuade your reader to your side of the
issue
Materials: Overhead projector, Overhead-“Too Much Tube” by P Hattenberger, Time
for Kids Level 3 Exploring Writing Kit, handouts of “Too Much
Tube”, overhead marker
Connection: You have been considering things at home and school and even in your
community / state that you would like to change. You have looked at several texts in
which the author persuades someone to change his thinking You’ve discussed some of
the techniques that writers use when they persuade such as jumping on the band wagon
and giving testimonials. Today we are going to use a strategy to help us think more
deeply about our stance- our view on something we want to change. As a writer it’s
important to always consider the opposition’s viewpoint.
You can show your consideration of other’s thinking
You can use the opposition’s viewpoint to better build your case and
persuade your reader to your side of the issue
Teach: Let’s read the article “Too Much Tube” from Time For Kids. As we read let’s
consider the author’s viewpoint on this issue of watching TV. (Read the text.) What is
the author’s stance or viewpoint? Let’s list reasons he takes this point of view. Now
even if you agree with the author. . .for just a minute, let’s play the part of the opposition.
Let’s make a list of reasons TV is good for kids. (Develop a list on a chart on the left
side. Leave space on the right for your counter attack!) Now let’s go back to the text. Do
you see evidence that the author considered the opposing view? On your copy of Too
Much Tube, mark areas where you see evidence that the author considered the opposing
viewpoint. (Give students time to do this and then as a group mark what you noticed on
the overhead on the right side of chart where it counters the oppositions view) We can
build our case for our view better when we look at both sides of an issue. We can make a
list of possible reasons a person has with an opposing view. Then we can think of our
own answers to each of those issues to make our point even stronger.
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 13
Have-a-go: Think about the letter you are going to write. What are some of the reasons
you have already thought about to persuade your reader? Turn and talk to a partner about
what the opposing viewpoint might be and what the reasons for that view might be.
Link: I am going to ask you to try this strategy today with the issue you are considering
for your persuasive letter. You have already listed some reasons for change. Today think
about the opposing point of view. What are some reasons a person might disagree with
you? For instance if you want a raise in your allowance, what are some reasons your
parents might disagree with you? (Get some responses.) Make a list of possible reasons
for an opposing viewpoint. Next, consider how you can respond to those reasons to
persuade your reader to your way of thinking. Jot down your ideas for responding to
those opposing opinions. Then you can continue with the work you were doing
yesterday.
Remember, this strategy, looking at the other side of an issue, can provide you with more
ideas to persuade someone to your side. You can use this not just today but for other
issues you think about and write about. Let’s get to work!
*Example of chart
Considering an opposing point of view
Opposing view point Counterpoint
Watching TV can be educational kids who grow up in homes where
TV is on all the time are less likely
to learn how to read by age 6
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 14
Persuasive Letter/Essay/Editorial
Lesson: Ideas and Content
Creating and giving a survey (works well after looking at opposing point of
view)
Rationale: Surveying groups of people on topic can provide a writer with information
that will persuade the reader towards a certain point of view. (jumping on the band
wagon)
Materials: examples of simple surveys on overheads, overhead projector
Connection: Writers, you are thinking about and planning pieces to persuade a reader to
your point of view. You have many good ideas and today I want to share another
strategy writers use to help persuade their readers.
Teach: Creating a survey that asks for a specific opinion of readers that are affected by
your point of view can give you more fuel for your argument. For instance, if you are
trying to convince your parents to let you stay up later, you might want to create a survey
for students your age to see what time they go to bed. Other questions you might place
on that survey would correlate with the work you have done on the opposing point of
view. Let’s look at a sample survey and see what questions this writer asks and think
about why she wrote each one. (Use the sample and as you read each question, talk about
how each relates to defusing the opposition’s point of view.) By creating, presenting, and
then tallying a survey, the writer can possibly use the information in her piece of writing
to convince her parents to let her stay up later if the information agrees with her stance.
Have-a-go: Think of your argument. Is there something you might want to get a survey
on? Talk with a partner about your thinking.
Link: You will continue working today gathering information for your persuasive piece.
Get to work writers!!
*See sample survey on next page.
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 15
Survey to Fifth Graders
What time do you go to bed on school nights?
1. What time do you go to bed on school nights?
2. How do you feel most mornings when you go to bed
at this time? (Pick one)
Tired
Awake
3. What kind of grades do you get in school mostly”
(pick one)
As Bs
Cs
lower
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 16
Persuasive Letter/Essay/Editorial
Lesson: Organization
Organizing your persuasive letter/essay/editorial
Rationale: Planning the parts of your writing before you begin to write provides a map
of how you will get from the beginning to the end just like a road map helps drivers get to
their destination.
Materials: Mayor Greatneck letter on an overhead, overhead projector, overhead
markers
Connection: When I get ready to take a trip, the first thing I usually do is get out a map
to see what is the best way to get to my destination. Writers make a map or plan to figure
out the best way to get from the beginning of a piece to the end. Many of you have
gathered some ideas to get you thinking what you may put in your piece and now you are
ready to begin drafting.
Teach: Today I am going to share a strategy writers use to plan out their persuasive
letter (editorial) to help them navigate from the beginning of the piece to the end. Let’s
look at a letter written by a student asking the mayor to consider updating an old park in
the community. (Put the letter on the overhead and read.) This letter has a nice flow to it
and I don’t think that happened by accident. This letter seems to be divided into sections
or parts starting with a lead and moving to a persuasive plea at the end. Let’s see if we
can box out each section starting with the lead. The lead in a persuasive piece includes a
direct statement of what the writer wants. Here we see the author wants the park fixed!
Then the writer has a part telling the reasons for the problem- or what is wrong and needs
to be fixed. The next section or part provides changes to improve the park and make it
better. The last part is the conclusion that gives that last emotional plea to the reader.
The writer is organized so the letter can make sense to his reader. You will want to
organize your thinking as you get ready to write your draft. This writer may have made a
flow chart like this. (create a simple flow chart beside the letter) In the first box he
maybe put something like lead- We need the park repaired and made better. In the
second box he may have put reasons park is bad- equipment in bad shape, people get
hurt, trash everywhere. In the third box he may have put-equipment and things needed to
make a safe happy place for everyone- swings, slides, monkeybars, trashbins, basketball
courts, baseball diamonds, flower gardens, benches and then for the last box he may have
put – conclusion-by working together we can make the park great. Notice the plan just
gives basic ideas to go into each part. The writer probably thought about where each part
would fit best in the piece. Then placed the parts on the flow chart as a way to hold on to
the ideas and how they should progress through the piece.
*It might be a good idea to use another text and show its parts. Maybe it will have a lead,
reason 1, reason 2, point-counterpoint, …
Have-a-go: Think about the work you have been doing to prepare for writing this
persuasive piece. What are some parts that might go into your piece of writing? Know
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 17
that everyone will have a lead and an ending part. So what might be some other parts in
your letter? Turn and talk with a partner about what some of your parts will be.
Link: Some of you are ready to plan your sections or parts for your draft and then start
writing your draft. Use your writer’s notebook to make a flow chart of sections for your
piece. Some of you have already started a draft and you will want to reread what you
have so far. Try creating a flow chart of your sections to see if your letter is organized
and to help you think about what which part to write next. Some of you are still working
on other preplanning such a surveys and gathering facts. So take a minute before you
begin to plan your work for today. Happy writing!
(Example from Mayor Greatneck letter)
Lead- descriptive lead to paint a
picture on why park needs repaired
Reasons: Anecdote to further paint a
picture of why park needs repaired and
description of trash problem
Ideas for change: new equipment,
basketball courts, gardens…
Conclusion: emotional plea-call to action
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 18
Dear Mayor Greatneck,
I understand that the town is considering making improvements on the old park. Mr.
Mayor, the park is a wreck. Little kids go to the swingset hoping for an enjoyable ride, but
they can’t. Why, you ask? The chains are broken, or the seat of the swing has splintered,
or the swing is completely missing. The monkeybars are rusted, and they leave orange grime
on your hands and clothing. In some places, the bars are bent or broken. Not a pretty
picture is it? Obviously, the park needs to be fixed!
Last week while I was at the park, a little girl on a swing began screaming and crying.
We all ran over to her to see what was wrong. She sobbed and sobbed so hard her father
couldn’t get her to talk. “Honey, calm down. I need to know what’s the matter,” he softly
said to her. Finally, she was able to show her dad her finger. There was a gi-normous
splinter in her pinky. So you can see it is time to repair and replace old equipment!
Another major problem at the park is the trash. There are hardly any trash cans, so
what do people do? They throw their trash on the ground and the trash builds until now our
park looks like the local dump instead of a pleasant park to enjoy.
Mr. Mayor, this has to change. The park needs a major overhaul. Children need new
swingsets, slides, and monkeybars to play on. They need safe equipment so they won’t get
injured and their parents don’t have to worry about them.
They need to be able to run and jump and swing without worrying whether they will
fall into a dirty pile of trash. We need trash barrels that get cleaned regularly.
There is plenty of room at the park to add basketball courts and baseball diamonds.
That would give teens something constructive to do in the summer instead of littering and
destroying the park, they can be exercising and playing a sport. John, a sixteen year old
that lives in this town stated, “I wish we had a place to play baseball in town. My dad has to
drive me to Addison just so I can play.” I also ran a survey at our school asking all middle
school students what kind of things they would like to see added at the park if they could
choose. 89% of those surveyed wanted basketball courts and 73% wanted baseball
diamonds. Think, if kids could play sports at the park, it would give them less time to get in
trouble!
Grownups that come to the park need places to rest, to relax, and wind down after a
hard day at work too. I know my mom loves sitting outside in our flower garden watching
birds search for food and butterflies flit from flower to flower. A beautiful flower garden
at the park would be nice for the whole community to enjoy. Some people would even enjoy
digging their fingers into the rich dirt, planting and caring for the rainbow of flowers.
Adding park benches in that area would give everyone a place to sit, to think, to observe, or
read.
If we make the park inviting to all ages, maybe we ALL will do a better job of taking
care of it. Groups of people, - church groups, school groups, clubs, and businesses that use
the park -will all pitch in together to make the park a great place to be. We will all be proud
to say, “Come enjoy Recovery Park. It has something for everyone!”
Sincerely,
C.C.
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 19
Persuasive Letter/Essay/Editorial
Lesson: Voice
Creating a lead for persuasive piece
Rationale: Leads can create voice to a piece of writing, provide the stance of the writer,
and encourage a reader to continue reading.
Materials: Published examples of leads for persuasive letters, essays, editorials on
overheads, overhead projector
(“Summer: 15 Days or 2 ½ Months?” Student model from Write Source Grade 6-8
http://www.thewritesource.com/studentmodels/ws2k-summer.htm and Too Much Tube)
Rationale: When a writer creates a lead that is peaks the interest of a reader, the reader
will want to read on.
Connection: Writers, many of you have begun to draft your persuasive pieces. I think
you have all picked such interesting topics. One thing I noticed when reading them
though, is that some of your leads, or beginnings, seem flat. You may have very
interesting ideas, but if the beginning is bland, your reader may just quit reading before
really getting to the meat of your piece. So the lead is very important!
Teach: Today we will think about two different kinds of leads that writers sometimes
use when writing informational pieces such as you are. There are more than two kinds of
leads, but we will just look at two today.
One lead that some writers use is by putting the reader into a scene. The writer puts the
action in present tense and provides several details that set the scene. This gives the
reader a sense of “being there”. Let’s look at an example where the writer uses this
technique. This is a piece written by a student on year round school, “Summer: 15 Days
or 2 ½ ?” (Put piece on overhead.) Notice in the lead: The final bell rings. It’s the last
day of school and summer has finally come! It creates interest so the reader will want to
find out more. Think about your piece. Is there a way for you to create a scene or setting
to pull your reader into your piece? For instance, if you are writing about wanting people
to stop smoking, you could create a scene where everyone is in a room full of smoke,
eyes are watering, people are coughing, and it is all due to smokers.
A second strategy is to appeal directly to the reader by using the word “you”. The reader
feels the writer is having a conversation directly with him! An example of this is the
editorial “Too Much Tube”. (Place on overhead) “Come on, confess! You know you
watch too much television. How many hours a day do you think you stare at the set?”
By using “you” the writer has a conversation with us! How might you use this strategy as
a lead in your writing?
Each of these strategies pulls the reader in and also lets the reader know what the piece is
going to be about!
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 20
Have-a-go: Let’s imagine you want to convince readers that littering has become a big
problem on your street. How might we create a lead to set a scene? (Ask for ideas and
provide constructive feedback.) Let’s use the same topic and try talking directly to the
reader. How might we do that? (Again, get ideas and provide feedback. You may want
students to try each strategy in their notebook to get a feel for each kind of lead.)
Link: Remember writers, leads can help to create a mood as well as provide the stance
of the piece so that your reader will want to read on. These two strategies for leads can
be used in many kinds of informational writing, so it is a great tool to keep in your
writer’s tool belt for the rest of your life.
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 21
Persuasive Letter/Essay/Editorial
Lesson: Content – detail in informational writing
Adding an anecdote to the piece
Rationale: Writers often add personal stories or stories of others to a persuasive piece to
create an emotional response that will sway the reader to the writer’s opinion.
Materials: Mayor Greatneck letter on transparency, overhead projector, overhead
markers
Connection: We have been looking at kinds of details writers use in persuasive letters
(editorials). Today I will show you another strategy writers use to convince readers of
their viewpoints.
Teach: Let’s look at the Mayor Greatneck piece again. In the second paragraph the
writer says… (Read the paragraph.) This section has a different feel to it. It has the feel of
a story. We call this an anecdote. It isn’t a whole story, but more of a mini story. We
know stories are powerful and create emotions in the reader. By using this little story the
author makes the poor condition of the playground equipment become personal. We now
attach the problem with a person, someone we can relate to and care about.
You all have had much experience writing narratives, so you must decide if you have a
story from your life or you know of a story from someone else that would help move a
reader to your way of thinking.
What I do is think about my opinion. For instance, if I am trying to persuade readers that
drivers should not be allowed to use cell phones when driving a vehicle, I ask myself,
hmmm, do I have a personal story of something that happened to me because either I was
using or someone else was using a cell phone? Or, have I read or heard a story about cell
phones and driving that would help bring my opinion to life…make it personal?
Next, I try to just tell the most important details, including maybe a little of what people
said or felt just as the author in Mayor Greatneck does. Notice the anecdote includes
telling actions such as the girl sobbing, and telling conversation as the dad speaks softly
to her to calm her down. I want to include emotional details to this short story.
Have-a-go: Let’s see if we can imagine how an anecdote for the cell phone piece might
go. Talk to a partner and try thinking through what important details might go into it.
Who wants to share yours? (Let a few kids share.) Just remember that if you add an
anecdote to your piece, you want it to be something that really happened.
Link: As you continue working on your pieces, consider whether you have an anecdote
that would help persuade your reader by making the topic more personal.
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 22
Persuasive Letter/Essay/Editorial
Lesson: Content – detail in informational writing
Interviewing and collecting quotes for a persuasive piece.
Rationale: Informational writing often includes quotes from experts, famous people, or
people affected by the topic of the piece. A quote provides detail to better inform the
reader of a specific point.
Materials: Mayor Greatneck text on overhead, overhead projector, writers’ notebooks
Connection: I know many of you are working to add details to your persuasive piece
that will help you with your argument. One kind of detail writers use in persuasion is to
quote an expert, a famous person, or a person affected by the topic. That just means that
person tells you things they know or feel about the topic and you write down what they
say, word for word.
Teach: One way to find a quote is to actually interview a person that has been affected in
some way by the topic and write their responses down in your writer’s notebook for
possible use. The writer’s job in this case is to ask several key questions to any persons
close to the topic.
Then, write down what he/she says. When quoting someone, the writer needs to be sure
that quotes are written correctly. It is always a good idea for the writer to read back a
quote to the person being interviewed and ask if it is correct and make changes if
necessary.
Next, the writer must decide if any of the quotes will help to persuade a reader towards
his point of view. When looking at the letter, Dear Mayor Greatneck, there is a section in
which the writer uses a quote from a local teenager. (Read that section of piece.) The
quote doesn’t just say that John the sixteen year old wishes they had a place to play
baseball. The quote also includes that his father has to drive him to another town to play.
That extra information in the quote is what may persuade a reader to want this change.
No one likes to have to drive long distances to do an activity. So a writer must be careful
to include a quote that has something in it that will appeal to the reader.
Some of you may want to add a quote or two in your persuasive piece. Think of one or
two people who have been affected closely by your topic. Would they be willing to talk
with you? Think of one or two questions that you can ask that might be helpful to your
piece of writing. Look at your sections. Think: what you are trying to say in each part?
(Teacher could show sections and give an example of an interview) Let’s use the stop
smoking topic again. If you have a section on how smoking affects people around the
smoker, what are one or two questions you could ask a person affected by a smoker?
(Take several ideas.)
Have-a-go: Go to your notebook and look at your plan. As you look at each section,
think about questions you could ask someone to give you more detail for your piece.
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 23
(Give some time for them to look it over) Find a blank page in the notebook and at the
top write: interview questions
Under that, see if you can write one or two questions that might make good interview
questions. (Give some more time to do this.) Write down a few names of people you
may want to interview.
Link: Today as you work on your piece, consider what kind of detail you want to add to
your piece that will help convince readers of your point of view. Interviewing people to
find quotes is one way to get detail into your piece. Some of you may spend more time
on getting interview questions. Some will have other important work to do on your piece.
If you are thinking of interviewing someone, be also thinking about how and when you
will talk with them.
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 24
Persuasive Letter/Essay/Editorial
Lesson: Content – detail in informational writing
Finding quotes for a persuasive piece.
Rationale: Informational writing often includes quotes from experts, famous people, or
people affected by the topic of the piece. This gives more authenticity to the article.
Materials: overhead of “Summer: 15 Days or 2 ½ Months?” overhead projector,
overhead markers
Connection: Your persuasive pieces are moving along. Some of you are finished with
your first drafts and are ready for revision and some are still working on the draft. You
may now be thinking, “How can I add more detail to my piece that will help me persuade
my reader?” One kind of detail in persuasive letters, essays, and editorials is to use quotes
from experts, famous people, or from everyday people that are affected by the topic.
Teach: So let’s focus on how can we find and add a quote to our persuasive piece in a
way that is interesting and that will help convince the reader of a certain point of view.
Let’s look at the text, “Summer: 15 Days or 2 ½ Months. In this piece the writer uses a
quote by an expert that helps to convince the reader that kids need time in the summer for
things like camp. (Put piece on the overhead and read the quote.) This section of the
piece is about the need for longer periods of time during the summer away from school so
families can have vacation and kids can go to camp. This expert quote fits very well with
that section and adds detail to support that part. So a writer can look at the focus of one
part of the piece and see if a quote will help explain or expand on the idea of that part.
The writer can research on the web or in books or magazines to find expert quotes or
quotes by famous people. (You should have certain sites available to class that are
considered reliable for factual information.) As you read about your topic, you may find
interesting quotes that may be useful to your piece. Write the quote down including the
person who said it. Then also write down the name of the article or book, the author’s
name, and if it is an article in a magazine, the name of the journal and date. (*See below.)
Link: Remember adding a quote is one more way to convince readers of your point of
view. As you read and continue to work on your pieces be watching for interesting
quotes from experts or famous people that can help move your reader.
*Teacher will need to teach a lesson on: 1. How to punctuate the quote 2. Teacher’s preferred format for giving credit to sources.
Other possible lessons: 1. Format for quoting text 2. Format for crediting sources.
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 25
Persuasive Letter/Essay/Editorial
Lesson: Content – detail in informational writing
Placing a quote in a persuasive piece (to be done after lesson on
interviewing for quotes)
Rationale: Informational writing often includes quotes from experts, famous people, or
people affected by the topic of the piece. A quote provides detail to better inform the
reader of a specific point.
Materials: Mayor Greatneck text on overhead, overhead projector, writer’s notebooks
Connection: Some of you have interviewed someone on your topic and are thinking of
adding a quote from that person into your piece.
Teach: To add a quote into a piece of writing, the writer must consider three things that are
important. First, who said the quote? Next, what is the person’s connection to the topic?
Is the person an expert in the field? Is the person affected in some way by the topic? Is
the person famous? (When someone famous makes statements, people tend to listen even
when they aren’t experts!)
Let’s look at the quote in the Mayor Greatneck letter. The author lets us know who made
the comment- John – then the author gives us a little more information about the person
quoted so we know how the person is connected to the topic -a sixteen year old who lives
in this town. Then quotation marks are added around the quote to set off what was said.
Have-a-go:
I have a quote on the overhead. This is from a waitress at a restaurant that allows
smoking. Let’s think how we could write that into a piece on smoking. We can use the
Mayor Greatneck quote as our model. (Have students help write the quote. Example:
Tina Miller, a waitress at the local Ted’s Grill in town said, “I work in smoky conditions
every day at work. It seems I always leave work in coughing fits every day.” We’ve
know who is talking, how she is related to the topic, and we know what she said.
Link:
As you begin your work today on your persuasive piece think: what does my piece need
so my readers see my point of view? Reread what you have so far. Do you have a quote
that will fit well in the piece? Remember, one way to convince your reader is by adding
quotes from people affected by your topic.
Mindy Hoffar, All Write!!! Coordinator and Writing Coach, 2010 Page 26
Persuasive Letter/Essay/Editorial
Lesson: Voice: Creating a conclusion for a persuasive piece
Rationale: In persuasive writing it is important for the ending of the piece to leave your
reader thinking hard about your opinion.
Materials: Published examples of leads for persuasive letters, essays, editorials on
overheads, overhead projector (Mayor Great piece, and “Hang Up and Drive”
Student model from Write Source Grade 6-8
http://www.thewritesource.com/studentmodels/ws2k-phoneed.htm
Rationale: When a writer ends in a way that leaves the reader thinking more about his
opinion, there is a better chance of persuading the reader to that opinion.
Connection: Writers, you have worked so hard on your letters. (editorials) It is very
important now to write a conclusion that will leave your reader thinking hard about your
stance. (opinion)
Teach: Today we will think about two different kinds of endings writers sometimes use
when writing pieces such as you are. There are more than two kinds of endings, but we
will look at two today.
Notice in the Mayor Greatneck letter, how the writer ends the letter. (Read the last
paragraph.) The author gives a call to action to all citizens of his community. So one kind
of conclusion writers use in persuasive writing is a call to action. This ending makes the
reader want to go out and do something to make things better! If I want to use this kind of
ending, I must ask myself, “What do I want my readers to do now that they have all of
this information?” If I wrote about getting rid of smoking in restaurants, I might end by
telling readers to writer their congressmen and women demanding that restaurants
become smoke free so we can all eat in a safer, cleaner environment.
A second strategy is end with a quote. Here is a chance to maybe use a quote you have
found through an interview or from another source. Look at the student piece, “Hang Up
and Drive.” The last paragraph again states the writers opinion on the topic of using cell
phones while driving. Then she includes a quote that emphasizes that stance--As
professional NASCAR driver John Andretti says, “Driving safely is your first
responsibility.” That further promotes her opinion and leaves the reader thinking more
about the topic.
Have-a-go: Think about your topics. Would a call to action work for your piece? Would
a quote help to emphasize your idea? Talk to a partner about possibilities for your ending.
Link: Remember writers, endings are just as important as leads. As you go to work
today begin thinking about how you might end your piece. Read some of the other
articles and texts and check out those endings. Get to work!