Convince Me!

For the past couple of weeks, we have been working on persuasive writing.  We decided to start off with topics that  did not require research, so we could focus on form.

To begin, we brainstormed a few quick and easy topics such as: Which makes better pets, cats or dogs?  We voted and decided to persuade our audience that dogs do in fact make better pets.

Argument Columns

I asked all the students to write a detail that supports our point of view.  Each student recorded their idea on a sticky note then affixed it to the black board.  We divided a chart paper into three columns: Argument 1, Argument 2, and Argument 3.  Then, one by one, we read the sticky notes and placed them each in a column.  The first idea was placed in column one.  If the second idea seemed related to the first, we placed it in the same column, if not, we began a new column.  We proceeded likewise until all the ideas (supportive details) were in one of the three columns.  We then, reread the details and came up with a topic sentence that described each column.  There became our three arguments.  Just a warning:  I can be quick or I can be neat; with 27 restless little bodies and 27 pairs of eyes on my, speed trumped penmanship.

We focused solely on recording our ideas

Once we had established our point of view and our three main arguments, we collectively wrote our introductory paragraph using our three topic sentences.  Remember, this is our first draft, our goal was not perfection.  It was clearly a working document.  Students provided all the ideas for our group writing.

We were finally ready to draft our first argument.

The next day, we co-wrote the two remaining arguments and our conclusion.  Students were ready to begin their own persuasive piece.  Again, we chose an easy topic: Which is the best season?  We used our four corners for students to meet in groups of shared view-points.  Together, they brainstormed their topic and used sticky notes to collect their supportive details and decide on their three main arguments.  Each group posted their chart paper for later reference, then went back to their desk to write their persuasive piece independently.

Students were asked to conference with me for feedback at three points in their writing: introduction, first argument paragraph and conclusion, so I could ensure that they were on track.  Most students took advantage of this opportunity and eagerly used the provided feedback.  They were asked to use teacher and peer feedback to improve their writing, and finally self-assess using a success criteria checklist.

Most students have handed in the published copy of their persuasive writing, the others are encouraged to remain focused and on task to complete their writing  before March Break.

Here are a few samples of student work.

I know the following photos are quite large, but it was the only way to see them clearly enough to read the sample.

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It's a little dark and blurry, but the handwritten work photographs better with the flash off.  I can't wait to get my new document camera.  It will be wonderful for taking pictures of student work and then loading it on my computer...the drawback is I won't be able to do it from home.