Name: Date: Period:

DAY ONE “How to get what you want from your parents”

Ernest Hooper St. Petersburg Times November 23, 2008 Listen up, teen-agers. When asking your parents for a special favor -- like borrowing the car, getting your driver's license or buying an expensive pair of shoes -- the approach is very important. You must hide your sense of self-entitlement, you must mask that ever-present lack of gratitude, you must bury the notion that it's your world and we're just living in it. You must convince us that granting the favor will benefit us more than you. Here are some simple steps you can follow that will dramatically increase the chances of your parents saying "yes" because they really care, and not because they are sick of hearing you whine. 1. Before you ask for anything, complete one of the many tasks we constantly bother you about. Need the car? Clean your room. Want a new video game? Mow the lawn. Looking to go on an unchaperoned Caribbean cruise? Empty out all the junk in the house, hold a garage sale and raise $2,500. While we'll know you've done it for the wrong reasons -- you're supposed to clean up because it's the right thing to do -- it will at least tell us you're about to ask for something ridiculous. 2. Acknowledge all that we've done for you. Usually, a simple review of the hundreds of thousands of dollars we've spent on you in the past six months will suffice. But if you're asking for something major, you may want to go with a chronological account that begins with "bringing me into this world and changing my diapers." Then cover major events and don't fail to mention the $1.37 million we have given to Disney for your entertainment purposes. 3. Don't ever say, "You don't do enough for me." This will cause parents to automatically tune you out. It will appear we're listening, but we're really thinking, "Wally Cleaver would have never said such a thing to Ward and June." 4. Don't tell us, "All my friends have it." This timeworn approach has never, ever worked. It didn't even work when Jocko asked his Cro-Magnon parents for a new club. It just makes our eyes roll and prompts us to draw upon some tired cliche like, "If everyone jumped off a bridge, would you do it, too?" 5. Link the favor to improved academic performance. No matter what you want, if you convince your parents it will raise your grades, we'll buy it. Our ultimate goal is to send you off to college so we can be happy again. Next time, try this: "But Mom, this $220 pair of shoes will raise my comfort level in class and allow me to be more focused." 6. Be open. Tell us why it matters. It'll be the first time you've let us learn what's important to you instead of saying, "I don't know." 7. Consult grandparents or aunts and uncles. Glean information from relatives and then unleash it at the right moment. "Well, Aunt Theresa said Grandma let you drive when you were 16, and one time you forgot to pick up Aunt Gwen and Grandma threw a rock at you. So why can't I drive?" We'll insist it's a lie, but deep down it'll remind us of what it's like to be a teen-ager and we'll give in.

8. Accept the decision without a violent protest. Realize that parents are like the pope: our decisions are infallible. Don't overreact, storm off and slam your door because that's just going to make it more difficult the next time you ask for something.

A. What is your initial reaction to this article? B. Do you agree or disagree with the writer? Give two reasons why or why not. Okay, you’ve gotten advice, now it’s your turn! You are going to write a persuasive speech to ask your parents for something that you want. Want an upgraded cell phone? Fewer chores? A puppy? The coolest new Nikes? More allowance? We are going to be work together to get your parents on your side! But first, brainstorm below about possible things that you might ask for?

Possible Topics

DAY TWO: Preview Outline, Thesis, and Grabber

What’s the Point?! Writing Your Thesis Statement

Thesis:

Grabber:

POINT #1/ Topic 1: _____________________________________________________________

REASONS/EXAMPLES-

CONCLUSION PARAGRAPH:

POINT #2/ Topic 2: _____________________________________________________________

REASONS/EXAMPLES-

POINT #3/ Topic32: _____________________________________________________________

REASONS/EXAMPLES-

Call to Action:

Three Points/Subtopics (Three ideas that summarize your thesis or preview your argument.)

#1 __________________________________________________________

#2 __________________________________________________________

#3 __________________________________________________________

Objection/ Concession:

Objection/ Concession:

Objection/ Concession:

Persuasive Writing Grabbing Your Audience

Identifying our Audience

Knowing your audience will help you figure out how to ________________to them. This is our first

______________ to the audience- Grab them from the beginning!

What _______________ __________________ do you know about your parents that will help you

appeal to them?

Example: My mom was an animal-lover, but my dad wasn’t. So, I spoke to my

mom about how loving a dog would be when I wanted one.

Types of Grabbers

1.) An unusual detail

Pet companionship will increase your life expectancy.

Make sure that your facts are ___________________!

2.) Open with a quote.

Michael Jordan once said, “You have to expect things of yourself before you can

do them. ”

You can go on to argue how whatever you want will give you new

confidence.

You can find many quotes online. Make sure that you ________________

_____________ your point and are from a useful source!

3.) Open with an anecdote or descriptive scene

Appeal to your parents through a _____________________ _________________________.

When I was four, you took me to Philadelphia for a visit to the Art

Museum… Now I’m grown up enough to travel on my own.

A descriptive scene can tap into your ______________________ writing skills!

• Sand burrows between my toes as I gaze across the beach. The

tide rushes in. Cool, salty water gushes over my feet as I fill my

lungs with the briny ocean scents and seagulls cry above my

head.

4.) A statistic or fact

A statistic or fact will add emphasis or interest to your topic.

Make sure that your facts are accurate!

5.) Open with a question

This will help your audience _____________ __________________ and think about how they feel

on the topic.

Have you ever considered….?

What if….?

How many times have you….?

Could you imagine if….?

What might happen if….?

Brainstorm 2 Grabbers Below: 1. 2.

What’s the Point?! Writing Your Thesis Statement

What is a thesis statement?

The thesis statement identifies the focus of your writing. Basically, what’s the point? A thesis statement can be used in _________ _______________ of writing.

How do we make one?

Use this formula! Subject and Stance + _______________________= Thesis Statement

Subject- what are you writing about? Stance- how do you ___________________ about it? Support- reasons for why your audience should __________________ with your stance.

What does a thesis statement look like?

Color-code the Example: A dog would be a beneficial addition to our family because dogs protect the home, pets

teach responsibility, and dogs can be loving companions.

Subject and Stance Support 1, 2, and 3

Thesis Frame Here is a sample frame that you can plug into like Madlibs:

____________________________ because ____________________, ________________________, and ______________________.

Feel free to add to this frame! This is a starting point!

How do I order my support? _____________________ important to ________________________important

Although all of your reasons are important, you want to leave the most _______________ one to the end.

This is also the order that you will introduce your _________________________. Ordering your thesis statement in this way gives your reader a roadmap to your

argument.

Where does my thesis go? Introduction Burger: Draw the Arrows

Draft your thesis below:

_________________________________________________________________ because _____________________________________, ____________________________________, and ________________________________________.

1.) Grabber (_____________________)

2.) Expand on your grabber with details

(___________________________). You have lots of

options!

3.) Thesis statement (_______________________________)

DAY THREE: Support/ Body “Paragraphs”

Types of Support

List the FIVE persuasive types of support. Remember to write a short definition so that you remember what it is! 1.) 2.) 3.) 4.) 5.) These are great… But what about the other side of the story? Brainstorm what your parents might say here:

Objections and Concessions Know your enemy!

Acknowledging Objections

o Since almost all issues have sound arguments on both sides of the question, a good persuasive writer tries to _______________________ opposing viewpoints.

o You will provide let your reader know that you acknowledge their ________________ of the story, but you will prove them _______________________ anyway.

Making Concessions

o Concessions are “__________________________” that you let the other side score.

o When your argument has some true _____________________, it is usually best to _______________ it.

Countering Words

o These are ______________________ expressions that help you bring up an objection and then weaken it.

o They could be good sentence ________________________________.

Rhetorical Devices

o These are techniques that help make your arguments more ______________________________________.

Rule of Thumb

o You_______________________ need to acknowledge the opposing viewpoint for every detail. -A good rule of thumb is at least ______________________ per topic or “ paragraph.”

I already know what you’ll say!

Countering Words & Phrases

even though obviously admittedly in spite of although many believe there are other solutions have you considered

some people believe on the contrary there’s another explanation clearly however despite common beliefs on the other hand

it’s questionable whether nevertheless supposing that looking at… another way if so and so

Two Sentence Starters for Objections: The opposition believes…; however, … Although some believe…, there’s another explanation. In fact,… Two Sentence Starters for Concessions: While it is true that…, I think…shows that… Even though…, it does not outweigh the fact that…

Rhetorical Devices Using These Appropriately Will Make Your Writing More Persuasive

1. Rhetorical question This is perhaps the most common and important type of rhetorical device. This is a particular kind of question that, although seemingly entirely innocent (because it assumes its own answer), is very persuasive.

Example: How would you like to be in his position? You might ask this in a persuasive essay. The answer is implied in the question and need not be given, yet the effect is to engage the reader's attention persuasively. Example: Can we really expect the government to keep paying out of taxpayer’s money?

2. Emotive language

Example: Imagine being cast out into the street, cold, lonely, and frightened. 3. Parallel structures Example: To show kindness is praiseworthy; to show hatred is evil. 4. Sound patterns (alliteration, rhyme, etc.) Example: Callous, calculating cruelty – is this what we must expect? 5. Contrast Example: Sometimes we have to be cruel to be kind. 6. Description and Imagery (using metaphor, simile, personification)

Example: While we wait and do nothing, we must not forget that the fuse is already burning. 7. The ‘rule of three’ Example: I ask you, is this fair, is it right, is it just? 8. Repetition Example: Evil minds will use evil means.

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DAY FOUR: Organization and Conclusion

Transitions Help your paragraphs flow together. They link ideas so that they ___________________________________ to one another Your transitions go in your ___________________________ ___________________________________.

in the same way similarly likewise

while on the other hand

although however

as a result therefore

finally in conclusion in summary

lastly in addition

*Underline the topic sentence in the sample below. Circle your transition word.

Although the Ancient Egyptians had many great wars, they believed in many different gods and goddesses and each one had their own role to play in maintaining peace and harmony across the land. Some gods and goddesses took part in creation. Other gods and goddesses brought the flood every year. Some offered protection, and some took care of people after they died. Egyptians had local gods who represented towns, and minor gods who represented plants or animals. The ancient Egyptians believed that it was important to recognize and worship these gods and goddesses so that life continued smoothly. Closing Statements Closing statements ________________ __________ the paragraph’s message. It reminds the readers of the topic. Examples:

• Now we are glad that the Egyptians worked so hard so that we can admire the beauty. • The pyramids have been standing in Egypt for a long time, and they still stand for people to see. • You can see why the Egyptian would be proud of all this hard work.

How will you close your paragraphs?

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In Conclusion… Wrap it up!

A conclusion should:

Stress the importance of the ________________ statement Give the essay a sense of ______________________________ Leave a ________________ impression on the reader

You will…

Restate your thesis (in ____________ words) Go beyond summarizing Give the _____________________ to “so what?!” Make a call to action!

A call to action is you _______________________ your parents to change their minds. Example: So run, don’t walk, to the pet store to choose our new best friend.

You won’t…

Write a skinny two-sentence paragraph Open another can of worms

In other words, you’ve already given all of your ______________________. You don’t need to add anything new. New information could _____________________ your audience.

Graphic Organizer:

“Persuade Your Parents” Rubric

Sounds

great! How

do I do that?

Transition Sentence(s): 1-2 sentences

Restate Thesis (brief explanation): 3-4 sentences

Call to Action: 1-2 sentences

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Teacher Rubric Student Name: _________________________________________________

Topic: ________________________________________________ Date: ___________________________________

Writing Domain Advanced Proficient Basic Below Basic Focus Every sentence in this

piece is relevant; all of it works to persuade.

Most sentences in this piece are relevant; most of it works to persuade.

Some sentences in this piece are irrelevant; not all of it works to persuade.

Most sentences in this piece are irrelevant; most of it fails to persuade.

Content The persuasion is based on logically arranged specific details.

The persuasion is based on some specific details.

The persuasion is based on broad generalities.

The persuasion lacks support.

Content The argument is backed up with specific facts, not opinions.

The argument is mostly backed up with specific facts, not opinions.

The argument has more opinions than facts or is missing specific details.

The argument lacks factual support.

Content The author uses objections and concessions effectively.

The author mostly uses objections and concessions effectively.

The author considers his or her parent’s point of view rarely.

The author does not have any objections or concessions.

Organization Topics are appropriately grouped and enhance the persuasion.

Topic groups are appropriate.

This piece would be clearer if it were broken down into smaller topics.

There is no distinct difference between the topics.

Organization The arguments move from least convincing to most convincing.

The arguments are balanced.

It is unclear where one argument ends and the next begins.

This piece contains only one argument.

Style The respectful tone in this piece makes it more convincing.

The piece maintains a respectful tone.

There is no distinct tone. The author sounds a bit apathetic.

The tone of the piece is disrespectful.

Style The piece uses some sophisticated transitions that add to its effectiveness.

The piece uses some transitions that make it easier to read.

The piece uses few transitions.

The piece sounds choppy or needlessly blunt.

Presentation Student speaks with enthusiasm and uses eye contact effectively (note cards are appropriate).

Student mostly speaks with enthusiasm and uses eye contact (note cards are appropriate).

Student somewhat speaks with enthusiasm and uses moderate eye contact effectively (note cards are appropriate).

Student does not speak with enthusiasm and does not uses eye contact.

Conventions The accuracy of spelling, grammar, and punctuation make me respect what the writer has to say.

An occasional error in spelling, grammar, or punctuation detracts a bit from the message.

The number of spelling, grammar, and punctuation errors makes me wonder how seriously I can take the author.

A plethora of errors makes the piece difficult to read and take seriously.

Total Score: ________/ 40

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“Persuade Your Parents” Rubric

Student Name: _________________________________________________ Parent Signature: __________________________________________________ Parent directions: Circle the statement that best describes your child’s work for each domain. Writing Domain Advanced Proficient Basic Below Basic Focus Every sentence in this

piece is relevant; all of it works to persuade.

Most sentences in this piece are relevant; most of it works to persuade.

Some sentences in this piece are irrelevant; not all of it works to persuade.

Most sentences in this piece are irrelevant; most of it fails to persuade.

Content The persuasion is based on logically arranged specific details.

The persuasion is based on some specific details.

The persuasion is based on broad generalities.

The persuasion lacks support.

Organization Topics are appropriately grouped and enhance the persuasion.

Topic groups are appropriate.

This piece would be clearer if it were broken down into smaller topics.

There is no distinct difference between the topics.

Organization The arguments move from least convincing to most convincing.

The arguments are balanced.

It is unclear where one argument ends and the next begins.

This piece contains only one argument.

Style The respectful tone in this piece makes it more convincing.

The piece maintains a respectful tone.

There is no distinct tone. The author sounds a bit apathetic.

The tone of the piece is disrespectful.

Style The piece uses some sophisticated transitions that add to its effectiveness.

The piece uses some transitions that make it easier to read.

The piece uses few transitions.

The piece sounds choppy or needlessly blunt.

Presentation He or she speaks with enthusiasm and uses eye contact effectively (note cards are appropriate).

He or she mostly speaks with enthusiasm and uses eye contact (note cards are appropriate).

He or she somewhat speaks with enthusiasm and uses moderate eye contact effectively (note cards are appropriate).

He or she does not speak with enthusiasm and does not uses eye contact.

Conventions The accuracy of spelling, grammar, and punctuation make me respect what the writer has to say.

An occasional error in spelling, grammar, or punctuation detracts a bit from the message.

The number of spelling, grammar, and punctuation errors makes me wonder how seriously I can take the author.

A plethora of errors makes the piece difficult to read and take seriously.

Parent directions: Overall, after reading this piece, circle the statement below that best describes your stance.

1. Good points! I am likely to change my mind based on what I read here. 2. Good points! While I am unlikely to change my mind at this point, I think you at least considered the most important

sides of the issue. 3. While you did bring up some relevant points, I feel like this would have been more convincing if you had used a bit

more detail or gone deeper with your reasoning. 4. After reading this, it’s clear your feel deeply about this issue, but I would like some more solid evidence to convince

me, evidence that moves beyond emotional arguments. 5. Uh-oh! After reading your thoughts on this matter, I am less likely to change my mind. We need to talk.

Please write any comments to your child or to Mrs. Auld on the back of this page.