COMPOSITION NO. 4: PERSUASIVE ESSAY

A persuasive essay is an essay written to convince an audience to think in a certain to way or to take an

action. A good persuasive essay presents arguments, shows evidence, and appeals responsibly to the

emotions of its audience. Because different audiences respond to different arguments and varying

emotional appeals, a persuasive essay must build its case forcefully and intelligently for its audience.

 

Guidelines for Achievement

A persuasive essay:

• begins with a concise statement of position on an issue that will interest the audience.

• presents its points clearly and logically.

• supports its position with valid evidence and logical arguments (facts, statistics, examples, reasons, expert opinions) and responsible appeals to emotion.

• addresses an audience whose views probably differ from the writer’s.

• anticipates opposing arguments.

• ends in a way that prompts readers to change their thinking or to take a certain course of action.

 

What Issue Should I Write About?

The point of a persuasive essay is to change your readers’ minds. If all your readers already agree with

you about an issue or a debate resolution, then whom are you persuading? If you have not already been

assigned a topic and wish to find one that hits a nerve, try any of these strategies:

 

1. Scan the editorial pages of your newspaper for a controversial issue such as a social or political

problem that affects you or someone

2. Research some of the ethical dilemmas arising from technological or scientific advances such as

genetic research.

3. Tune in to a radio talk show and list the gripes that callers have. Is there a caller to whom you would

like to respond?

4. Conduct a class survey to find out what issues are of concern to your peers.

Developing Thesis Statements Once you have chosen an issue, you must develop your position, or thesis statement. Developing your

thesis statement right away will help you focus on your issue as you draft your essay. You should include

your thesis statement in the introduction of your essay to let your readers know what issue you have

chosen and what your position is. Narrow your position to one strong, clear statement incorporating as

usual topic, purpose and method. One way to formulate your position and focus on an issue is to ask

yourself the question “What should be done about it?” Keep revising your answer until you can state your

conclusion in one sentence.

 

Once you have formulated your thesis statement you are ready to begin developing the body of your

paper.

 

 

 

 

What Should I Include in My Essay? You should begin your essay by defining the debate resolution or issue you will address. Try to use facts

examples, anecdotes, or statistics to show your readers what the issue entails and why it is important If

you have chosen a controversial issue, summarize the controversy. Then state your position, and develop

your supporting argument.

 

How Do I Develop My Argument? Once you have stated your position, you must make a case for it. As you build your argument, you should

provide logical proofs. You may also want to appeal to your readers’ emotions: however, you should not

use such appeals in place of good arguments and you should not stir up feelings that are harmful or

dangerous. The proportion of logic to emotion that you should use will depend entirely on your audience,

your purpose and your subject. As you plan your argument, consider the following:

 

Subject: Can you make your point by using valid arguments that appeal to logic and at the same time

appeal responsibly to emotion? For example, effectively mobilizing people to work toward ending

wrongful imprisonment requires valid arguments that are logically convincing and emotionally

motivating. If you have chosen a controversial issue, you know that the issue is probably charged with

emotion. Rather than focus on the emotional aspects of the issue, you could probably win your readers’

confidence by basing your arguments on careful thinking and facts, and by using emotional appeals only

sparingly, to indicate your concern over the issue.

 

Audience: Are you addressing scientists who expect to hear hard evidence or an audience that is apathetic

about a serious problem? Consider your audience when you are composing your arguments.

 

Purpose: Do you want readers to see something in a different way or do you want to motivate readers to

take action? How urgent is your issue? The proportion of reason to emotion should be tailored to your

particular purpose. Here are some tips to help you write valid arguments that will appeal to both logic and

emotion:

 

Establish Common Ground. When you are addressing an audience that disagrees with your thesis, search

for a common ground, or area of agreement. If you want to ban smoking in restaurants and all other

public places in your town, and you are addressing an audience of smokers, you might argue that the town

government has a responsibility to safeguard public health. Since most readers would agree with this

statement, they might be more inclined to consider your argument that smoking, as a public health hazard,

should be banned in public places.

 

Distinguish Facts from Opinions. Facts are statements that can be proved or verified. When citing a fact

to prove a point, ask yourself: Is this fact accurate? Is it relevant? Opinions are personal judgments. Do

not use opinions as the sole basis of your argument.

 

Argument Based on Opinion: Goat’s milk tastes better than cow’s milk. [Taste is a matter of opinion or

personal preference]

 

Argument Based on Fact: Goat’s milk is easier to digest than cow’s milk. [This fact can be verified.]

 

Use Statistics Accurately. Statistics are facts based on numbers. Because statistics can be confusing,

double-check such information in more than one source. When writing on a current topic, note the publi-

cation dates of your sources to be sure your statistics are up-to-date. Be aware that the statistics you

choose not to include can alter your case. Advertisers often manipulate statistics to make their point.

 

 

 

Build Credibility. Citing reliable sources gives your writing validity. When quoting an expert, ask yourself, “Does this person s knowledge help me prove my point? Is this opinion unbiased?”

 

Set an Effective Tone and Convey a Confident Voice. Your tone, or attitude toward your subject, can

help you to win readers’ respect. Tone is revealed through the connotations of the words you choose and

through the care with which you develop your arguments. Voice is the distinctive identity you reveal in

your writing. Establish a voice that shows you are confident, reliable, and committed to your position.

 

Check your Logic. A valid argument must follow logically from one step to another. If your readers

cannot follow your argument, they may not be persuaded. Map out the steps of your argument before

writing. Check to make sure your essay has included all of them.

 

Anticipate Opposing Arguments. You need to anticipate the arguments that will be leveled against yours. You can strengthen your case by acknowledging valid dissent or by refuting invalid arguments. In the fol-

lowing excerpt, a professional writer clears the way for her argument by conceding several points to the

opposition.

 

Use Responsible Appeals to Emotion. Another effective way to persuade your audience is to try to stir the heart as well as the mind. It is important to make such appeals sparingly, so that they do not ignite

feelings that are unreasonable or harmful.

Evaluate Your Points. Find a way to emphasize the strongest point of your argument. You may want to

devote more space to it. You can do this by using a memorable image to illustrate it or to place it last in

your essay so that your readers will remember it. And have you properly cited your sources? Note,

Shakespeare citations identify act, scene and lines, as illustrated here, (1.2.123-135).

 

How Do I Revise My Persuasive Essay?: Checking Your Performance

 

1. Does my essay contain a clear definition of my issue and a statement of my position?

 

2. Have I presented my points clearly and logically? Have I supported my points using valid evidence,

logical arguments, and making responsible appeals to emotion?

 

3. Do I acknowledge that my audience’s view is probably different from my own?

 

4. Do I acknowledge valid opposing arguments or respond to invalid ones?

 

5. Does my conclusion challenge readers to think in a new way or to take action?

 

 

 

Notice how the following student-writer, develops argument with anecdotes and logical reasoning, and

concludes with a call to action and a restatement of her thesis.

 

“The Coffee Cup Half Full”

Although many experts may say that to truly understand society we must study its people, how

they live and make a living, their families, how they treat others, what their values are, and what’s really

important to them, I think you can get the best view of today’s society through the eyes of one who works

at a coffee shop. Ahhhhh, a coffeehouse. The modern soda fountain. It has come a long way since the

days when beatniks were the prominent customers. Nowadays, coffee cupping is almost as popular a

pastime as wine tasting, and coffee connoisseurs are willing to pay top dollar for premium coffee beans.

Since I began work at Second Cup a few months ago, I have learned a lot that I could never have learned

in school; not just how to make a cappuccino in under 90 seconds, or how to treat third degree burns from

an espresso machine, but I have learned valuable lessons about mankind.

The people who come into the Second Cup where I work are from all walks of life. Although you

may not believe that all types of people can afford a $4 latte or $3 for a bottle of water, all classes of

society do pass through our doors each day, from the homeless to the rich and famous. Most weekends, a

local homeless man comes in to buy a cup of coffee. He has been in the area for years and is always polite

and friendly. Although I know that he spends his nights in a bus shelter and wears the same brown

bathrobe from August to July, he always manages to pay for his medium cup of coffee. Still others don’t

give him the respect he has earned; they wrinkle their noses, as if he smells, (which he does not), and

quickly leave the store as if they can simply not choke down one more sip of Earl Grey tea with him in

their presence. If only they could be a bit more compassionate, and look past his matted hair and ragged

clothes, they would see a man much like themselves. A man who was once a successful lawyer and proud

father, with two little girls and a wife. A man so full of sadness and guilt after his wife and children are

killed in a car crash that he can no longer go on with his work. With no family and no job, he was forced

to live on the streets.

In contrast to the less fortunate members of society, there are those who like to think of

themselves as “the upper class” or the crème de a crème, and expect to be treated as such. You can learn a

lot about people by observing how they treat others. Some people treat Second Cup employees as if they

are lowly servants whose only purpose in life is to serve them a double espresso and a café au lait. Others

treat us with respect and show no signs of an inferiority complex.

A lot can also be learned about society by watching how people treat children and their attitudes

towards their families. There was once a woman I observed who was so impatient and self-centered that

after listening to a newborn baby cry for a mere 10 seconds she came up to the cash and asked if I could

tell that “bloody brat to shut up.” She told me that she was a teacher and had been forced to deal with “the

same sort of obnoxious child” at school that day. Thankfully, she never came back. Then there is one

family who comes in every Sunday to buy hot chocolates for the children and sit down together to share

some quality time. The importance of family is obviously a big part of these people’s lives. Two middle-

aged women with Down Syndrome often come in together. Not only are they best friends and roommates,

but they are also like a surrogate family; they take care of each other. Still, some people’s behaviour

shows a genuine lack of concern or responsibility for others. Washrooms and floors are often littered with

garbage that has been carelessly dropped. Many people have no consideration, and apparently, no

conscience for a space that is not their own home. If they don’t own it or have to put up with cleaning it,

they don’t care what happens.

In spite of this, I will always have faith that our society is still actively progressing. There will

always be some individuals who are willing to take the time to help others; the woman who stepped

behind the counter and called 911 when the boiler room was on the verge of catching fire when the whole

store was filling with smoke, for example. Or the man who always leaves us a two dollar tip. Society is

really about the everyday people that make up our city and can often be reflected in your local coffee

shop.

 

 

Argumentative Essay Rubric

Criteria Level 1 (50-59%) Level 2 (60-69%) Level 3 (70-79%) Level 4 (80-100%)

Reasoning:

(position stated,

directional statement)

 

-position (thesis) is

mechanically incorrect; the

position taken is ‘fact’ &

not arguable

-directional statement is

incomplete or non-existent

 

-unclear argument (thesis)

is stated

-directional statement is

unspecific, vague & may or

may not relate to thesis

-a clear argument (thesis) is

stated

-directional statement is

complete & related to thesis

-a

compelling

and arguable

position

(thesis) is

exceptionall

y stated

-directional

statement is

complete & offers

unique, compelling

arguments directly

related to thesis

Organization, Logic

& Analysis of ideas:

(use of supporting

evidence as

organizers)

– there are clear

inconsistencies related to

argument

– little/no evidence of

organization

-little/no no direct support

-logic is unclear, and does

not follow point, proof,

comment protocol; no

detail

– inconsistent development/

organization of ideas

-supporting evidence is

mostly inconsistent,

underdeveloped; evidence

mostly anecdotal & not

direct

– -logical development of

paragraph [point, proof,

comment] is inconsistently

followed (i.e. one element

missing); may or may not

have detail

-clear evidence of

organization of ideas

-relevant supporting

evidence exists, but is

sometimes inconsistent,

needs further development

or is unspecific at times

-logical development of

paragraph [protocol of

point, proof, comment] is

present, but may be

awkward or inconsistent at

times; usually has detail

-exceptional

evidence of

organization of ideas

-supporting evidence

is exceptional and

very well developed,

detailed, very

specific & consistent

throughout

-logical development

of paragraph

[protocol of point,

proof, comment]

exceptionally

followed; always has

exceptional detail

 

Style:

(Word Choice)

 

-formal Standard Canadian

English is not employed;

no clear use of persuasive

language & sentence

structure

-expression is lacking;

vocabulary is limited and

restricting or too confusing

– more than four grammar

errors

-formal Standard Canadian

English is inconsistently

employed;

use of persuasive language

and sentence structure is

inappropriate for audience

-expression is very limited;

vocabulary is either

colloquial or slangy,

attempts to be esoteric or

leads to confusion

-two to four grammar errors

-formal Standard Canadian

English is usually

employed; appropriate use

of persuasive language &

sentence structure

– style is generally correct;

some awkward sentences

do appear

– expression attempts to be

fresh and appealing

-vocabulary is striking but,

may be artificial at times

– one grammar error

-formal Standard

Canadian English is

always employed;

excellent use of

persuasive language

and sentence

structure

-expression is fresh

and appealing;

original or unusual

-phrasing adds to

meaning

– no grammar errors

Mechanics:

(essay protocol)

 

-does not follow essay

conventions

-inappropriate format; little

or no mechanics employed

-APA style not employed

or displays serious flaws &

errors

-inconsistently follows

essay conventions

–inconsistent and unclear

format; hastily written

composition

-APA style inconsistent

with several errors noted

– usually follows essay

conventions & protocol

– usually has a clear,

consistent format which

presents evidence of

rewriting

-APA style generally

correct

-always follows

essay conventions

and employs

exceptional structure

– clear & consistent

format suggest many

revisions & drafts

-APA style always

correct