Persuasive/Argumentative MLA Essay: What it is and the process you will follow to write it
What is a persuasive essay? Main goal of a persuasive essay: to persuade your audience a sophomore who might be familiar with your topic - that your view is compelling This genre is also known as the argumentative essay.
What is a persuasive essay? Last year in Research, Speech, and Digital Literacy, you developed a brief expository MLA essay. The purpose then was to inform your audience about your topic. Part of persuasion is building credibility. To persuade those who strongly disagree with you, you need to be very well-informed about your topic and to rely on scholarly evidence as support.
This persuasive essay: 3-5 pages Utilizes at least three sources 100 pts. Process: Very step-by-step
Pre-researching and writing during class on 1/6: Use your research essay from last year to help you become an expert in your topic. Reread the articles that you used last year. Consider everything you already know about the topic. Consider your opinion and the strength of your conviction. Draft a thesis statement: arguable, concise, and original. Obtain teacher approval of thesis.
Using research to build argument Persuasive essays need scholarly research to build credibility. Types of research you will accumulate to help make your point can be found in the school s databases: Articles from high-quality non-scholarly magazines or journals Scholarly or non-scholarly books Scholarly or technical journal articles Government agency websites
During class in the library on 1/9: Familiarize yourself with the resources. Ask for recommendations about resources. GOAL: Become very well-informed about your topic. Even though you might only use 3 sources in your essay, you should expect to skimread multiple articles. GOAL: Acquaint yourself with the most prominent, compelling opinions on the central issues. Look for sources that include unusual aspects of your topic, or unconventional perspectives on it; these may provide interesting, surprising angles from which to approach your argument.
Considering arguments and building a position: As you read about your topic, consider the rhetorical arguments that the experts make. There are four basic types of argument that you should recognize and be able to use: logos, ethos, pathos, and kairos.
Logos Greek for word Focuses attention on the message Also called a logical appeal or an appeal to reason Points out internal consistency and clarity within its argument Frequently uses data to support its claim
Ethos Greek for character Focuses attention on the writer s trustworthiness Takes one of two forms: appeal to character or appeal to credibility Show ethos through tone. -counterargument: to show an opposing side to an issue before explaining why your thesis is still correct Show ethos through experience or expertise.
Pathos Greek for suffering or experience Focuses attention on the values and beliefs of the intended audience Appeals to the audience s capacity for empathy Argument that helps the audience grasp its significance in terms of how it would help or harm the world around them
Kairos Greek for right time, season or opportunity Refers to the timeliness of an argument Often, for an argument to be successful, it needs appropriate tone and structure and to come at the right time. Depending on your audience, you may adjust the timing, tone, and level of formality of your persuasion.
Homework to be completed for class on 1/11: Locate three viable sources that support your position on your topic (15 pts.). Bring your PRINTED sources to class. On each PRINTED source, write the MLA citation. Bring at least three differently-colored highlighters, etc.
During class on 1/11: Read through the research you have accumulated. This, combined with what you read during the session in the library, should have developed any ideas you already have about your topic. Develop three main points that you will use to persuade your reader that your position on the topic is compelling. You need to be able to (in your essay) substantiate these points using scholarly research and basic rhetorical strategies. Annotate your articles, looking for support for your main points.
During class on 1/16: Using your source material, begin writing the formal outline. During class on 1/18: Teacher-guided self-review of the formal outline; outline revisions During class on 1/22: Write rough draft of Works Cited page. During class on 1/24: Write the rough draft of the essay in class. During class on 1/26: Teacher-guided self-review of the rough draft Final draft due: 1/3