Mastering Persuasion, a Revolutionary Idea

THE MASTERS OF PERSUASION--A MODEL FOR MODERN PROBLEMS

Published in English Journal

                                                   

Bringing relevancy to issues and understanding the persuasive techniques used by effective writers and orators is easily accomplished by dovetailing Revolutionary War literature with persuasive writing units in the 11th grade curriculum.  The two readily compliment each other and the masters of oratory provide wonderful models which contain powerful techniques which can be used in student written persuasive letters.

When Patrick Henry used metaphors of slavery and chains to illustrate the dilemma of pre-Revolutionary War Americans, their plight is made more vivid in the readers’ mind.  We "see" what he means.  When Henry employs parallel construction and repetition to pound in his argument, we are convinced. When Thomas Paine uses aphorisms to emphasize the need to fight NOW, it becomes engraved in our mind.  When he illustrates that idea with a personal experience, we believe him.  These are just a few of the techniques used by those who want to persuade others.   

In teaching these units, I first clarify what the final outcome will be: students will write or orally present a persuasive argument to a real audience. This audience can be the student council, principal, school board, city council, daily newspaper, governor, or even the President. They will go "public" with their presentation. Because of this, it is very apparent that not just any writing will do.  They will want to make a this one of their best efforts.  They will have 1-2 weeks to decide on a topic while the class explores models of persuasive writing.

  First I introduce the techniques which are used in persuasive writing and then ask students to find examples of them in magazines, editorials, or opinion pages.  Many students even bring in examples of letters their parents have written.  These are shared in class and also posted on the bulletin board. As a class we read selections written by Thomas Paine, Patrick Henry, and Thomas Jefferson.  The techniques of persuasion which can readily be identified:

Personal experience     ***    Metaphors/ figurative language     ***    Allegory   ***    
Refutation     ****     Rebuttal     ****     Refutation     ****    Rhetorical questions  ***

Aphorisms    ****    Parallelism    ****    Facts     ****     Quotes     **** 
Slanted words    ****     Allusions    **** Repetition

Once these terms are understood, easily identified, and the reading selections digested, students are then ready to write their own persuasive letters.  A brainstorm page is first prepared.  Students  list 3-6 controversial issues, for which they have a strong opinion.  They can use ideas posted on the bulletin board or ask friends and adults what needs fixing in society.  They next narrow down the topic and determine exactly what their position is.  Next they list all the facts they know about the issue.  Then they determine the arguments others have against their position.  Next they consider what rebuttals can be used.  These are all pre-writing activities, but essential ones, because it helps to clarify the real issues.

 Students next make an outline, or cluster similar ideas.  They are asked to use at least three or more of the techniques used by Paine and Henry. In student-team groups they brainstorm possible metaphors, analogies, or allusions which related to their topics.  Examples of arguments included: a comparison between the team's lack of an adequate weight training room, to the U.S. Army fighting with wagons and spears.  Another student questioned the city council's decision to keep liquor out of the community while at the same time allowing "R" rated movies and gambling.

Students are asked to find expert opinions or quotes to support their ideas.  I usually require only 1 outside source since persuasive letters are more effective if kept to 1 page.  The busy people receiving the letters,  don't have time to read a research paper!

Once all of the pre-writing is done, they are ready to put together their first draft, following their organizational chart and predetermined ideas.  Next, I present the idea of fallacies and how they weaken arguments and how they can be identified.  One of the most entertaining and effective pieces of literature for doing this is the short story, "Love is a Fallacy" by Max Shulman.  After reading the story and defining the fallacies,  teams are asked to create fallacies of their own and see if their classmates can identify them.  Team tournaments can also be used to pound in the terminology of ad hoc fallacy, poisoning the well, generalizing, etc.  

Once these ideas are solidified, students are ready to respond to their classmate's persuasive arguments.  This again is done in small teams, where immediate feedback can be given, suggestions made, and fallacies pointed out.  Here is where Thomas Jefferson's response group becomes the model.  Our literature book (Adventures in Literature, Harcourt, Brace, Jovanovich, 1985) contains the draft of the Declaration of Independence that Jefferson presented to the Continental Congress.  We examine the kinds of suggestions they made to Jefferson:  deletion of words, phrases, and in some cases whole paragraphs; changing and inserting of words for clarity.  We talk about why the changes were made and compare the original with the final version.  The students see that critiques and editing helped Thomas Jefferson, the foremost mind of the Revolution, and perhaps it will help them also.

            Students then write their second draft, utilizing their classmates suggestions as well as the computer lab. Here they have access to spell check, thesaurus, and Gramatik check.  How can they fail?  I usually require the second draft to be edited by someone older than the students: a brother or sister, parent, or other teacher.  A form is provided where the editor can write their suggestions and comments.

After the final corrections are made, the letters are turned in ready to mail in unsealed envelopes.  I grade the assignments, making comments on another sheet.  If I feel there are too many problems, I will turn it back for one more revision.  Most letters, however, are ready to mail.  The most interesting part of the persuasive writing assignment are the responses we get.  Students are asked to share with the class letters or comments they receive from their letters or presentations.  Some students have even been able to change school and district policies through their efforts. Another one helped get new band uniforms, and another got gravel on the road to their home. I feel it is important to share these real life experiences and show them how persuasion can make changes, if they are willing to pay the price.  I feel this is one of the most relevant and valuable units I teach in the 11th grade English curriculum.

[Post script November 2016:  Though I have written lots of editorials, and persuasive letters over the years, it wasn't until I became involved in the fight against a national monument in San Juan County that I realized how important these skills are.  I've referred to these techniques many time in the process of defending state's rights, and fighting government overreach. Many of my former students have been some of the best verbal fighters in this war of words: Devin and Jami Bayles, Jennifer Smith, Deniane Gutke, Nicole Ivins, Nan Barton and others.