The Writing Process
STAGE ONE: PLANNING
· What? - This deals with the nature of the message. You should have a fairly clear idea of what needs to be communicated early in the planning stages.
· Why? – People should always have a purpose for writing so that what you are writing is effective and garners the attention of your reader. Many pieces of writing, for example, are imposed on readers without any accompanying justification.
· Who? – One of the most important elements of the planning that should precede any communication is the answer to the who question- who is receiving the message? Demographic characteristics such as age, sex, education, political affiliations may provide some indication as to how the reader will interpret the message.
To engage in a truly thorough reader analysis and to be fully attuned to the reader’s likely reception of a message, a writer should consider the following points:
1. The relative position between the writer and the reader.
2. The communication requirements the material exerts on the reader and the writer.
3. The frequency of the communication between the writer and the reader.
4. The reader’s reaction to past messages from the writer.
5. The relative sensitivity of the message.
STAGE TWO: COMPOSING
Principle One:
· Selecting Words- words are symbols that define the content of the message, thus, words should be carefully selected so the overall content will accomplish the communication’s goal. The following principles will help writers accomplish their goals:
1. Choose words precisely- As writers strive for precision, they should remember that words can have both connotative and denotative meanings. Denotative meanings are objective; they point to; they describe. For example can you pick out the correct word in each of the following sentences?
The advertising agency that we just bought should profitably (compliment, complement) our manufacturing and distribution interests.
The managers assured us that he had (apprised, appraised) his superior of the shipping problem.
To persuade upper management to take this action, we will need the testimony of an expert who is completely (uninterested, disinterested).
Along the same lines, consider the following excerpts from letters written to a government agency.
“I am very mush annoyed that you have branded my son as illiterate. This is a dirty lie as I was married a week before he was born.”
“Unless I get my husband’s money pretty soon, I will be forced to lead an immortal life.”
Connotative meanings, on the other hand, are subjective. They can be different for different people because they are determined largely by a person’s previous experiences or associations with a word and its reference.
Principle Two
Instead of using Use
Advise tell
Ameliorate improve
Approbation approval
Explicate explain
Perspicacity sense
Principle Three
Abstract Concrete
She was a good student She earned the highest semester total in a
class of 68 students.
In the near future by Friday, June 19
Principle Four
Wordiness costs. Unnecessary words take valuable time to compose and read; they waste paper and resources. Consider the following two versions of a business message.
Enclosed please find a cheque in the amount of $5000.00. In the event that you find the amount to be neither correct nor valid, subsequent to an examination of your records, please inform us of our findings at your earliest convenience.
Enclosed is a cheque for $5000.00. If this amount is incorrect, please let us know.
The second version takes 15 words to say the same thing by the first version in 41 words- a reduction of over 63 percent. Note in the examples below how the wordy/ redundant expressions on the left can be replaced by the more economical alternatives on the right.
Wordy/ redundant phrases Alternatives
Due to the fact that because
In order to to
Pursuant to your request as requested
Look forward with anticipation anticipate
In the event that if
Not withstanding the fact that although
Principle Five
Overused Phrases Alternatives
Smart as a whip intelligent
Get it all together get organized, resolve the problem
Stretches the truth exaggerates, lies
Rock of Gibraltar reliable, dependable
Really down to earth realistic, honest, and sincere
Two other clichés some readers interpret as presumptuous are
“Thanking you in advance…” and “Permit me to say…”
Besides being timeworn, mechanical and impersonal, the first expression seems to say, “I expect you to comply with my request, but I don’t want to have to take the time to thank you later, so I’ll do it now.” The second expression seems to seek permission, but the writer says what he or she wants to say before getting that permission. The second expression should be dropped and the first might be replaced by: “I appreciate any help you can give me in the matter.”
Jargon is a technical language or specified terms that become part of the everyday vocabulary of an organization or discipline. Insiders know what the words mean, but outsiders may not. When writing to readers outside your area of expertise avoid using jargon. Rather use the layperson’s version whenever possible to reduce the likelihood that the reader will misunderstand the message.
Jargon Layperson’s Version
Amounts receivable firms/people owing money to the company
Amounts payable amounts owed by the company
Per diem daily
With only one exception, the descriptions on the right are wordier than the jargon on the left. If these wordier versions assure understanding and prevent inquiries aimed at clarification, then the extra effort and words used would have been worthwhile.
Principle Six
STAGE THREE: REVISION
Primary and Secondary Sources of Information
Primary sources of information allow the learner to access original and unedited information. A primary source requires the learner to interact with the source and extract information.
Secondary sources are edited primary sources, second-hand versions. They represent someone else's thinking.
Primary Sources
Secondary Sources
Primary or Secondary
TYPE OF DISCOURSE
In this course you will be required to identify a writer’s intention. In order to respond adequately to such a question, you ought to be able to identify each type of discourse. Generally, this is done according to the writer's purpose, the intended audience and the writer's style (structural techniques, devices and strategies). Once you are able to identify each type of discourse, you should be able to discern a writer’s intention.
Here is a list which shows the common discourse types.
Narration (tells a story, details a series of related events)
Description (gives sensuous details about people, places, times of day, feelings and so on)
Exposition (makes an idea clear, analyses a situation, defines a term, gives instructions)
Persuasion (to convince by using emotional/ non-rational appeals)
The Persuasive/ Argument Essay
What is a persuasive/argument essay?
Persuasive writing, also known as the argument essay, utilizes logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a certain point of view or to take a particular action. The argument must always use sound reasoning and solid evidence by stating facts, giving logical reasons, using examples, and quoting experts.
In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to convince the reader to believe or do something.
Persuasive writing is often used in advertisements to get the reader to buy a product. It is also used in essays and other types of writing to get the reader to accept a point of view. In order to convince the reader you need more than opinion; you need facts or examples to back your opinion. So, be sure to do the research!
When planning a persuasive essay, follow these steps:
1. Choose your position. Which side of the issue or problem are you going to write about, and what solution will you offer? Know the purpose of your essay.
2. Analyze your audience. Decide if your audience agrees with you, is neutral, or disagrees with your position.
3. Research your topic. A persuasive essay must provide specific and convincing evidence. Often it is necessary to go beyond your own knowledge and experience. You might need to go to the library or interview people who are experts on your topic.
4. Structure your essay. Figure out what evidence you will include and in what order you will present the evidence. Remember to consider your purpose, your audience, and your topic.
The following criteria are essential to produce an effective argument:
• Be well informed about your topic. To add to your knowledge of a topic, read thoroughly about it using legitimate sources. Take notes.
• Test your thesis. Your thesis, i.e., argument, must have two sides. It must be debatable. If you can write down a thesis statement directly opposing your own, you will ensure that your own argument is debatable.
• Disprove the opposing argument. Understand the opposite viewpoint of your position and then counter it by providing contrasting evidence or by finding mistakes and inconsistencies in the logic of the Opposing argument.
• Support your position with evidence. Remember that your evidence must appeal to reason.
The following are different ways to support your argument:
Facts – A powerful means of convincing, facts can come from your reading, observation, or personal experience. Note: Do not confuse facts with truths. A “truth” is an idea believed by many people, but it cannot be proven.
Statistics - These can provide excellent support. Be sure your statistics come from responsible sources. Always cite your sources.
Quotes - Direct quotes from leading experts that support your position are invaluable.
Examples - Examples enhance your meaning and make your ideas concrete. They are the proof.
As a general guideline, when writing a persuasive essay:
• Have a firm opinion that you want your reader to accept.
• Begin with a grabber or hook to get the reader’s attention.
• Offer evidence to support your opinion.
• Conclude with a restatement of what you want the reader to do or believe.
Persuasive Essay Outline
Persuasive writing follows a particular format. It has an introduction, a body where the argument is developed, and a conclusion. After writing an essay, like any other piece of writing, you should read, revise, conference and revise, before publishing the final product. Before starting, check to see all the ingredients required to write the essay.
The introduction has a ‘hook or grabber” to catch the reader’s attention. Some “grabbers” include:
The introduction should also include a thesis or focus statement.
There are three objectives of a thesis statement:
3. It suggests the organization of your paper.
Through the thesis, you should say to the reader: “I’ve thought about this topic, I know what I believe about it, and I know how to organize it.”
Example Introduction:
[GRABBER-OPENING WITH A STRONG STATEMENT]
Of all the problems facing the environment today, the one that bothers me the most is global warming. Some scientists say that the earth is getting warmer because of the greenhouse effect. [THESIS STATEMENT] In this paper I will describe the greenhouse effect and whether the earth’s atmosphere is actually getting warmer.
The Body:
The writer then provides evidence to support the opinion offered in the thesis statement in the introduction. The body should consist of at least three paragraphs. Each paragraph is based on a solid reason to back your thesis statement. Since almost all issues have sound arguments on both sides of the question, a good persuasive writer tries to anticipate opposing viewpoints and provide counter- arguments along with the main points in the essay. One of the three paragraphs should be used to discuss opposing viewpoints and your counter-argument.
Elaboration: Use statistics or research, real-life experiences, or examples.
• Generating hypothetical instance: Used particularly when creating an argument and you want the reader to see a different point of view. Use cues for the reader. (e.g.: suppose that, what if...)
• Clarifying a position: Think about what needs to be explained and what can be assumed.
• Thinking through a process: Think through the procedure from start to finish. Most often the sentence will begin with a verb. Provide background information a reader may need. Illustrate whenever appropriate. Define special terms used. Use cues for the reader. (e.g.: first, second, next, then etc.)
Drawing comparisons: Choose something similar to what is being explained. Use one of two patterns: Opposing or Alternating. End with a conclusion. Use cues for the reader.
• Making an analysis: You can analyze a problem by Iooking at the parts and therefore help the reader to understand.
• Drawing an analogy Use an analogy to explain or elaborate and idea by identifying significant likenesses between two objects or ideas when otherwise they are quite different. This is helpful when the comparison is made to something that is familiar to the reader.
The Conclusion:
A piece of persuasive writing usually ends by summarizing the most important details of the argument and stating once again what the reader is to believe or do.
1. Restate your thesis or focus statement.
2. Summarize the main points: The conclusion enables your reader to recall the main points of your position. In order to do this you can paraphrase the main points of your argument.
3. Write a personal comment or call for action.
You can do this:
- With a Prediction: This can be used with a narrative or a cause and effect discussion. The conclusion may suggest or predict what the results may or may not be in the situation discussed or in similar situations.
- With a Question: Closing with a question lets your readers make their own predictions, draw their own conclusions.
- With recommendations: A recommendations closing is one that stresses the actions or remedies that should be taken.
- With a Quotation: Since a quotation may summarize, predict, question, or call for action you may use a quotation within a conclusion for nearly any kind of paper.
Persuasive Essay Outline
I. Introduction:
- Get the reader’s attention by using a “hook.”
- Give some background information if necessary.
- Thesis or focus statement.
II. Body
- First argument or reason to support your position:
A. Opposing point to your argument.
B. Your rebuttal to the opposing point.
C. Elaboration to back your point
III. Conclusion:
A. Summary of main points or reasons
B. Restate thesis statement.
C. Personal comment or a call to action.
Transitional Signals
Transitions are words and phrases that connect ideas and show how they are related.
TRANSITION WORDS
To list points To add more points to To make contrasting To conclude
the same topic: point:
one major advantage of what is more on the other hand to sum up
one major disadvantage of furthermore however all in all
a further advantage also in spite of all things considered
one point of view in favour of in addition to while in conclusion
in the first place besides nevertheless on the whole
first of all apart from this/that despite above all
to start with even though as previously stated
secondly taking everything into account
thirdly
finally
last but not least
Conferencing with a Peer
Ask someone to read your rough draft to see if they understand and can follow your argument.
Ask them to consider the following questions. Their answers should show you that your argument makes sense
MODEL ESSAY: Read the following essay and pay attention to thesis statement, transitions and topic sentences.
Why Women Should Not Have an Abortion
Many women in the entire world have abortions. Women believe there are many reasons to abort such as fear of having or raising a child, rape, or not having enough money. But whatever the situation, there is never an acceptable reason to get an abortion. Some important reasons why women should not abort have to do with human values, religious values, and values of conscience.
The first reason why women should not have an abortion is related to basic human values. Women need to think about their unborn babies who are not responsible for this situation. These unborn babies should have the privilege to live and grow into a normal person. Women need to be more humanitarian and less egoistic with these babies. On the other hand, the baby doesn’t know how or why he is here. It is not necessary to kill a life; there are many other solutions to resolve this problem short of abortion.
The second reason why women should not abort has to do with religious values. In almost all religions, a woman is not permitted to have an abortion. If they do, their religions will punish them. In some religions, for example, a woman cannot take communion after having an abortion, and before taking communion again, she must do many things as a form of penitence. In whatever religion, abortion is punished and for this reason, women should not abort.
Finally, the third and most important reason why women should not abort is related to her conscience. When a woman has an abortion, she will always think about the baby she might have had. She will always believe about the future that could have happened with her baby which will always remind her that she killed it. Because she has had an abortion, she will never have a good life, and her conscience will remind her of what she had done. Because a woman who has an abortion can’t forget about what she has done, these thoughts will always be with her, and the results can be calamitous.
There are many reasons why women should not have an abortion. The truth is that women need to think about the consequences that can occur before having sexual relations. I think that the effects of an abortion can be very sad for everyone involved, both for the woman who has the abortion and for the family who lives with her.
PRACTICE 1: Read the following essay and:
a) Underline the thesis statement
b) Transitions
c) Modals
Medical Marijuana should be Legal
Medical scientists and doctors in some countries have recently discovered that marijuana, an illegal drug. It is an effective medicine for severely ill patients who cannot get relief from their usual prescription drugs. In my opinion, marijuana should be legal for medical uses because it can improve the quality of life for some people with serious illnesses.
First of all marijuana can help cancer patients who must use chemotherapy or take anticancer drugs that cause serious side effects. It can also help AIDS patients to regain their appetite* and therefore to gain weight. Moreover, it might effectively stop the spread of glaucoma*, which can cause blindness, and it can relieve* joint* pain and relax muscles in certain other illnesses. Unfortunately, because marijuana is an illegal drug, it cannot be purchased even with a doctor’s prescription at a pharmacy.
In brief, smoking marijuana is effective enough to help seriously ill people who enjoy a meal or live without constant* pain. Therefore, marijuana for medical purposes should be legal. (172 words) *
PRACTICE 2: Read the essay and answer the questions on the model essay.
The Right to Die
A difficult problem that is facing society is euthanasia, another word for mercy killing. Thousands of young people are mortally ill because of incurable disease. They are all kept alive in artificial ways. They have no chance to recover completely, but most of the legal systems do not allow doctors to end their lives. However, fatally ill patients should be allowed to die for several reasons.
The first reason is that medical costs are very high. The cost of a hospital room can be as much as a hundred dollars per day and even more. The costs of medicines and medical tests are also high. The family of the patient is responsible for these expenses. Consequently, they would be a terrible financial burden for them for a long time.
The second reason is that the family suffers. The nurses can only give the terminally ill patient minimum care. The family must spend time to care for the special needs of their loved one. They should talk, touch, and hold the patient even though he or she may be in a coma. For example, Karen Quinlan’s parents visited her every day even though she was unable to speak or to see. Also, it is very difficult to watch a loved one in a coma because his or her condition does not improve.
The third and most important reason is that the patients have no chance of recovery. They can never lead normal lives and must be kept alive by life – support machines. They may need a machine to breathe and a feeding tube to take in food. They are more dead than alive and will never get better. For example, in 1975, Karen Quinlan became unconscious after the she swallowed some drugs and drank alcohol. She was kept alive by machines. Her parents knew that her body and brain would never be normal. Therefore, they asked the court to allow their daughter to die. The judge agreed, and Karen’s breathing machine was turned off. She was able to breathe on her own, but she died nine years later in June of 1985.
In conclusion, because terminally ill patients have no chance to live normal lives, they should be allowed to die with dignity. Therefore, the family should have the right to ask to turn off the life-support machines or to stop further medical treatment. (397 words)
1. Underline the thesis statement.
2. Underline the topic sentences that give reasons.
3. Circle the transition signals
4. What words begin each of the topic sentences?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
5. What is euthanasia?
_________________________________________________________________________________________
6. What would be a terrible financial burden for the family? (burden: problem)
_________________________________________________________________________________________
7. How does the family suffer?
_________________________________________________________________________________________
8. Which sentence expresses the writer’s opinion about the right to die?
_________________________________________________________________________________________
9. Do you agree with the writer’s argument? Why or Why not?
_________________________________________________________________________________________
STAGE ONE: PLANNING
· What? - This deals with the nature of the message. You should have a fairly clear idea of what needs to be communicated early in the planning stages.
· Why? – People should always have a purpose for writing so that what you are writing is effective and garners the attention of your reader. Many pieces of writing, for example, are imposed on readers without any accompanying justification.
· Who? – One of the most important elements of the planning that should precede any communication is the answer to the who question- who is receiving the message? Demographic characteristics such as age, sex, education, political affiliations may provide some indication as to how the reader will interpret the message.
To engage in a truly thorough reader analysis and to be fully attuned to the reader’s likely reception of a message, a writer should consider the following points:
1. The relative position between the writer and the reader.
2. The communication requirements the material exerts on the reader and the writer.
3. The frequency of the communication between the writer and the reader.
4. The reader’s reaction to past messages from the writer.
5. The relative sensitivity of the message.
- When? – The importance of the answer to the “when” question may vary with the routineness and/ or importance of the information being conveyed. The decision on when to send a message may directly affect how the message is received.
- Where? The where question sometimes has to be addressed at both ends of the communication spectrum: from where should the message come and to where should it be directed?
- How? The how question has to do with the media selection. The choice of medium is determined by the writer and how he wants his reader to receive his message.
STAGE TWO: COMPOSING
Principle One:
· Selecting Words- words are symbols that define the content of the message, thus, words should be carefully selected so the overall content will accomplish the communication’s goal. The following principles will help writers accomplish their goals:
1. Choose words precisely- As writers strive for precision, they should remember that words can have both connotative and denotative meanings. Denotative meanings are objective; they point to; they describe. For example can you pick out the correct word in each of the following sentences?
The advertising agency that we just bought should profitably (compliment, complement) our manufacturing and distribution interests.
The managers assured us that he had (apprised, appraised) his superior of the shipping problem.
To persuade upper management to take this action, we will need the testimony of an expert who is completely (uninterested, disinterested).
Along the same lines, consider the following excerpts from letters written to a government agency.
“I am very mush annoyed that you have branded my son as illiterate. This is a dirty lie as I was married a week before he was born.”
“Unless I get my husband’s money pretty soon, I will be forced to lead an immortal life.”
Connotative meanings, on the other hand, are subjective. They can be different for different people because they are determined largely by a person’s previous experiences or associations with a word and its reference.
Principle Two
- use short rather than long words
Instead of using Use
Advise tell
Ameliorate improve
Approbation approval
Explicate explain
Perspicacity sense
Principle Three
- Use concrete rather than abstract words
Abstract Concrete
She was a good student She earned the highest semester total in a
class of 68 students.
In the near future by Friday, June 19
Principle Four
- Economize on Words.
Wordiness costs. Unnecessary words take valuable time to compose and read; they waste paper and resources. Consider the following two versions of a business message.
Enclosed please find a cheque in the amount of $5000.00. In the event that you find the amount to be neither correct nor valid, subsequent to an examination of your records, please inform us of our findings at your earliest convenience.
Enclosed is a cheque for $5000.00. If this amount is incorrect, please let us know.
The second version takes 15 words to say the same thing by the first version in 41 words- a reduction of over 63 percent. Note in the examples below how the wordy/ redundant expressions on the left can be replaced by the more economical alternatives on the right.
Wordy/ redundant phrases Alternatives
Due to the fact that because
In order to to
Pursuant to your request as requested
Look forward with anticipation anticipate
In the event that if
Not withstanding the fact that although
Principle Five
- Avoid clichés and jargons
Overused Phrases Alternatives
Smart as a whip intelligent
Get it all together get organized, resolve the problem
Stretches the truth exaggerates, lies
Rock of Gibraltar reliable, dependable
Really down to earth realistic, honest, and sincere
Two other clichés some readers interpret as presumptuous are
“Thanking you in advance…” and “Permit me to say…”
Besides being timeworn, mechanical and impersonal, the first expression seems to say, “I expect you to comply with my request, but I don’t want to have to take the time to thank you later, so I’ll do it now.” The second expression seems to seek permission, but the writer says what he or she wants to say before getting that permission. The second expression should be dropped and the first might be replaced by: “I appreciate any help you can give me in the matter.”
Jargon is a technical language or specified terms that become part of the everyday vocabulary of an organization or discipline. Insiders know what the words mean, but outsiders may not. When writing to readers outside your area of expertise avoid using jargon. Rather use the layperson’s version whenever possible to reduce the likelihood that the reader will misunderstand the message.
Jargon Layperson’s Version
Amounts receivable firms/people owing money to the company
Amounts payable amounts owed by the company
Per diem daily
With only one exception, the descriptions on the right are wordier than the jargon on the left. If these wordier versions assure understanding and prevent inquiries aimed at clarification, then the extra effort and words used would have been worthwhile.
Principle Six
- Use a Conversational Style
STAGE THREE: REVISION
- Revision
Primary and Secondary Sources of Information
Primary sources of information allow the learner to access original and unedited information. A primary source requires the learner to interact with the source and extract information.
Secondary sources are edited primary sources, second-hand versions. They represent someone else's thinking.
Primary Sources
- Person
- Interview
- E-Mail contact
- Event
- Discussion
- Debate
- Community Meeting
- Survey
- Artifact
- Observation of object (animate and inanimate)
Secondary Sources
- Reference Material
- Book
- CD Rom
- Encyclopedia
- Magazine
- Newspaper
- Video Tape
- Audio Tape
- TV
Primary or Secondary
- Internet Web Site
- Graph, chart, diagram, table
TYPE OF DISCOURSE
In this course you will be required to identify a writer’s intention. In order to respond adequately to such a question, you ought to be able to identify each type of discourse. Generally, this is done according to the writer's purpose, the intended audience and the writer's style (structural techniques, devices and strategies). Once you are able to identify each type of discourse, you should be able to discern a writer’s intention.
Here is a list which shows the common discourse types.
Narration (tells a story, details a series of related events)
- To entertain, to inform
Description (gives sensuous details about people, places, times of day, feelings and so on)
- To identify, to construct a verbal picture, to express what a thing looks, sounds, feels, smells or tastes like.
Exposition (makes an idea clear, analyses a situation, defines a term, gives instructions)
- To explain, to identify the subject in a number of alternative ways, to inform, to analyze
Persuasion (to convince by using emotional/ non-rational appeals)
- Argument to convince by appeals to reason/logic/the intellect, to cause belief or action
The Persuasive/ Argument Essay
What is a persuasive/argument essay?
Persuasive writing, also known as the argument essay, utilizes logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a certain point of view or to take a particular action. The argument must always use sound reasoning and solid evidence by stating facts, giving logical reasons, using examples, and quoting experts.
In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to convince the reader to believe or do something.
Persuasive writing is often used in advertisements to get the reader to buy a product. It is also used in essays and other types of writing to get the reader to accept a point of view. In order to convince the reader you need more than opinion; you need facts or examples to back your opinion. So, be sure to do the research!
When planning a persuasive essay, follow these steps:
1. Choose your position. Which side of the issue or problem are you going to write about, and what solution will you offer? Know the purpose of your essay.
2. Analyze your audience. Decide if your audience agrees with you, is neutral, or disagrees with your position.
3. Research your topic. A persuasive essay must provide specific and convincing evidence. Often it is necessary to go beyond your own knowledge and experience. You might need to go to the library or interview people who are experts on your topic.
4. Structure your essay. Figure out what evidence you will include and in what order you will present the evidence. Remember to consider your purpose, your audience, and your topic.
The following criteria are essential to produce an effective argument:
• Be well informed about your topic. To add to your knowledge of a topic, read thoroughly about it using legitimate sources. Take notes.
• Test your thesis. Your thesis, i.e., argument, must have two sides. It must be debatable. If you can write down a thesis statement directly opposing your own, you will ensure that your own argument is debatable.
• Disprove the opposing argument. Understand the opposite viewpoint of your position and then counter it by providing contrasting evidence or by finding mistakes and inconsistencies in the logic of the Opposing argument.
• Support your position with evidence. Remember that your evidence must appeal to reason.
The following are different ways to support your argument:
Facts – A powerful means of convincing, facts can come from your reading, observation, or personal experience. Note: Do not confuse facts with truths. A “truth” is an idea believed by many people, but it cannot be proven.
Statistics - These can provide excellent support. Be sure your statistics come from responsible sources. Always cite your sources.
Quotes - Direct quotes from leading experts that support your position are invaluable.
Examples - Examples enhance your meaning and make your ideas concrete. They are the proof.
As a general guideline, when writing a persuasive essay:
• Have a firm opinion that you want your reader to accept.
• Begin with a grabber or hook to get the reader’s attention.
• Offer evidence to support your opinion.
• Conclude with a restatement of what you want the reader to do or believe.
Persuasive Essay Outline
Persuasive writing follows a particular format. It has an introduction, a body where the argument is developed, and a conclusion. After writing an essay, like any other piece of writing, you should read, revise, conference and revise, before publishing the final product. Before starting, check to see all the ingredients required to write the essay.
The introduction has a ‘hook or grabber” to catch the reader’s attention. Some “grabbers” include:
- Opening with an unusual detail: (Manitoba, because of its cold climate, is not thought of as a great place to be a reptile. Actually, it has the largest seasonal congregation of garter snakes in the world!)
- Opening with a strong statement: (Cigarettes are the number one cause of cancer in the Caribbean!)
- Opening with a Quotation: (Elbert Hubbard once said, ‘truth is stronger than fiction.”)
- Opening with an Anecdote: An anecdote can provide an amusing and attention-getting opening if it is short and to the point.
- Opening with a Statistic or Fact: Sometimes a statistic or fact will add emphasis or interest to your topic. It may be wise to include the item’s authoritative source.
- Opening with a Question. (Have you ever considered how many books we’d read if it were not for television?)
- Opening with on Exaggeration or Outrageous Statement. (The whole world watched as the comet flew overhead.)
The introduction should also include a thesis or focus statement.
There are three objectives of a thesis statement:
- It tells the reader the specific topic of your essay.
3. It suggests the organization of your paper.
Through the thesis, you should say to the reader: “I’ve thought about this topic, I know what I believe about it, and I know how to organize it.”
Example Introduction:
[GRABBER-OPENING WITH A STRONG STATEMENT]
Of all the problems facing the environment today, the one that bothers me the most is global warming. Some scientists say that the earth is getting warmer because of the greenhouse effect. [THESIS STATEMENT] In this paper I will describe the greenhouse effect and whether the earth’s atmosphere is actually getting warmer.
The Body:
The writer then provides evidence to support the opinion offered in the thesis statement in the introduction. The body should consist of at least three paragraphs. Each paragraph is based on a solid reason to back your thesis statement. Since almost all issues have sound arguments on both sides of the question, a good persuasive writer tries to anticipate opposing viewpoints and provide counter- arguments along with the main points in the essay. One of the three paragraphs should be used to discuss opposing viewpoints and your counter-argument.
Elaboration: Use statistics or research, real-life experiences, or examples.
• Generating hypothetical instance: Used particularly when creating an argument and you want the reader to see a different point of view. Use cues for the reader. (e.g.: suppose that, what if...)
• Clarifying a position: Think about what needs to be explained and what can be assumed.
• Thinking through a process: Think through the procedure from start to finish. Most often the sentence will begin with a verb. Provide background information a reader may need. Illustrate whenever appropriate. Define special terms used. Use cues for the reader. (e.g.: first, second, next, then etc.)
Drawing comparisons: Choose something similar to what is being explained. Use one of two patterns: Opposing or Alternating. End with a conclusion. Use cues for the reader.
• Making an analysis: You can analyze a problem by Iooking at the parts and therefore help the reader to understand.
• Drawing an analogy Use an analogy to explain or elaborate and idea by identifying significant likenesses between two objects or ideas when otherwise they are quite different. This is helpful when the comparison is made to something that is familiar to the reader.
The Conclusion:
A piece of persuasive writing usually ends by summarizing the most important details of the argument and stating once again what the reader is to believe or do.
1. Restate your thesis or focus statement.
2. Summarize the main points: The conclusion enables your reader to recall the main points of your position. In order to do this you can paraphrase the main points of your argument.
3. Write a personal comment or call for action.
You can do this:
- With a Prediction: This can be used with a narrative or a cause and effect discussion. The conclusion may suggest or predict what the results may or may not be in the situation discussed or in similar situations.
- With a Question: Closing with a question lets your readers make their own predictions, draw their own conclusions.
- With recommendations: A recommendations closing is one that stresses the actions or remedies that should be taken.
- With a Quotation: Since a quotation may summarize, predict, question, or call for action you may use a quotation within a conclusion for nearly any kind of paper.
Persuasive Essay Outline
I. Introduction:
- Get the reader’s attention by using a “hook.”
- Give some background information if necessary.
- Thesis or focus statement.
II. Body
- First argument or reason to support your position:
- Topic sentence explaining your point.
- Elaboration to back your point
- Topic sentence explaining your point.
- Elaboration to back your point
- Topic sentence explaining your point.
- Elaboration to back your point
A. Opposing point to your argument.
B. Your rebuttal to the opposing point.
C. Elaboration to back your point
III. Conclusion:
A. Summary of main points or reasons
B. Restate thesis statement.
C. Personal comment or a call to action.
Transitional Signals
Transitions are words and phrases that connect ideas and show how they are related.
TRANSITION WORDS
To list points To add more points to To make contrasting To conclude
the same topic: point:
one major advantage of what is more on the other hand to sum up
one major disadvantage of furthermore however all in all
a further advantage also in spite of all things considered
one point of view in favour of in addition to while in conclusion
in the first place besides nevertheless on the whole
first of all apart from this/that despite above all
to start with even though as previously stated
secondly taking everything into account
thirdly
finally
last but not least
Conferencing with a Peer
Ask someone to read your rough draft to see if they understand and can follow your argument.
Ask them to consider the following questions. Their answers should show you that your argument makes sense
- What is the thesis statement?
- How is the thesis explained?
- What are the main points of the argument? (3)
- How did the author back up each point?
- What are the opposing point(s)?
- What is the writer’s solution?
MODEL ESSAY: Read the following essay and pay attention to thesis statement, transitions and topic sentences.
Why Women Should Not Have an Abortion
Many women in the entire world have abortions. Women believe there are many reasons to abort such as fear of having or raising a child, rape, or not having enough money. But whatever the situation, there is never an acceptable reason to get an abortion. Some important reasons why women should not abort have to do with human values, religious values, and values of conscience.
The first reason why women should not have an abortion is related to basic human values. Women need to think about their unborn babies who are not responsible for this situation. These unborn babies should have the privilege to live and grow into a normal person. Women need to be more humanitarian and less egoistic with these babies. On the other hand, the baby doesn’t know how or why he is here. It is not necessary to kill a life; there are many other solutions to resolve this problem short of abortion.
The second reason why women should not abort has to do with religious values. In almost all religions, a woman is not permitted to have an abortion. If they do, their religions will punish them. In some religions, for example, a woman cannot take communion after having an abortion, and before taking communion again, she must do many things as a form of penitence. In whatever religion, abortion is punished and for this reason, women should not abort.
Finally, the third and most important reason why women should not abort is related to her conscience. When a woman has an abortion, she will always think about the baby she might have had. She will always believe about the future that could have happened with her baby which will always remind her that she killed it. Because she has had an abortion, she will never have a good life, and her conscience will remind her of what she had done. Because a woman who has an abortion can’t forget about what she has done, these thoughts will always be with her, and the results can be calamitous.
There are many reasons why women should not have an abortion. The truth is that women need to think about the consequences that can occur before having sexual relations. I think that the effects of an abortion can be very sad for everyone involved, both for the woman who has the abortion and for the family who lives with her.
PRACTICE 1: Read the following essay and:
a) Underline the thesis statement
b) Transitions
c) Modals
Medical Marijuana should be Legal
Medical scientists and doctors in some countries have recently discovered that marijuana, an illegal drug. It is an effective medicine for severely ill patients who cannot get relief from their usual prescription drugs. In my opinion, marijuana should be legal for medical uses because it can improve the quality of life for some people with serious illnesses.
First of all marijuana can help cancer patients who must use chemotherapy or take anticancer drugs that cause serious side effects. It can also help AIDS patients to regain their appetite* and therefore to gain weight. Moreover, it might effectively stop the spread of glaucoma*, which can cause blindness, and it can relieve* joint* pain and relax muscles in certain other illnesses. Unfortunately, because marijuana is an illegal drug, it cannot be purchased even with a doctor’s prescription at a pharmacy.
In brief, smoking marijuana is effective enough to help seriously ill people who enjoy a meal or live without constant* pain. Therefore, marijuana for medical purposes should be legal. (172 words) *
PRACTICE 2: Read the essay and answer the questions on the model essay.
The Right to Die
A difficult problem that is facing society is euthanasia, another word for mercy killing. Thousands of young people are mortally ill because of incurable disease. They are all kept alive in artificial ways. They have no chance to recover completely, but most of the legal systems do not allow doctors to end their lives. However, fatally ill patients should be allowed to die for several reasons.
The first reason is that medical costs are very high. The cost of a hospital room can be as much as a hundred dollars per day and even more. The costs of medicines and medical tests are also high. The family of the patient is responsible for these expenses. Consequently, they would be a terrible financial burden for them for a long time.
The second reason is that the family suffers. The nurses can only give the terminally ill patient minimum care. The family must spend time to care for the special needs of their loved one. They should talk, touch, and hold the patient even though he or she may be in a coma. For example, Karen Quinlan’s parents visited her every day even though she was unable to speak or to see. Also, it is very difficult to watch a loved one in a coma because his or her condition does not improve.
The third and most important reason is that the patients have no chance of recovery. They can never lead normal lives and must be kept alive by life – support machines. They may need a machine to breathe and a feeding tube to take in food. They are more dead than alive and will never get better. For example, in 1975, Karen Quinlan became unconscious after the she swallowed some drugs and drank alcohol. She was kept alive by machines. Her parents knew that her body and brain would never be normal. Therefore, they asked the court to allow their daughter to die. The judge agreed, and Karen’s breathing machine was turned off. She was able to breathe on her own, but she died nine years later in June of 1985.
In conclusion, because terminally ill patients have no chance to live normal lives, they should be allowed to die with dignity. Therefore, the family should have the right to ask to turn off the life-support machines or to stop further medical treatment. (397 words)
1. Underline the thesis statement.
2. Underline the topic sentences that give reasons.
3. Circle the transition signals
4. What words begin each of the topic sentences?
_________________________________________________________________________________________
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5. What is euthanasia?
_________________________________________________________________________________________
6. What would be a terrible financial burden for the family? (burden: problem)
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7. How does the family suffer?
_________________________________________________________________________________________
8. Which sentence expresses the writer’s opinion about the right to die?
_________________________________________________________________________________________
9. Do you agree with the writer’s argument? Why or Why not?
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