Entry 9 * Digging Deeper into Persuasive Writing

 This last week I had the opportunity to present the persuasive genre with two of my close friends, Sam and Taylor W. 

"Persuasion is part of everyday life"  (Tompkins, 2012, p. 252) 

Maybe it is said too much, although it is quite clear to me now. Whether I am relaxing on the couch, driving to school, or grabbing groceries, I constantly being persuaded. I am grateful this was our genre to explore because I learned so much about the three appeals (ethos, logos, pathos) and how persuasive writing can be used in many different grade levels.

I would like to dedicate this entry to the article I found that we incorporated into our presentation. Read, Landon-Hays, and, Martin-Rivas (2014) conducted a study to determine the effectiveness of a model used when writing persuasive. The model, called the IMSCI takes students through the gradual release of responsibility and more to dive deeper into the characteristics of the persuasive genre.

Two forth grade teachers created lesson plans using this model and the Common Core Standards for fourth grade writing. The first phase of this model I found to be the most important in reflecting on the study. Students were asked to first dive into the inquiry of different persuasive texts. Just as Tompkins states "70% or more of writing should be spent in prewriting" (p. 6), taking a look at different texts as the first step and really exploring the choice and authors craft can make the genre come alive. That initial process of investigating and developing your own understanding can set the stage for the rest of the information to tie together nicely. After inquiry, the teacher explicitly models by brainstorming reasons for their opinion, modeling how students can gather evidence and facts together to create a persuasive piece. This also allows for students to understand how connections can be made from their own opinions to the genre. After the teacher models, the teacher and students share notes together by using the tool of a graphic organizer.

These can be really helpful in specific to the persuasive genre because the main purpose of the persuasive genre is to persuade or argue a certain way. After students have their graphic organizers filled in, they get together with the peers and discuss reasons that work and reasons that might need to be revised. Students work collaboratively to dig deeper into their own persuasive pieces and start to consider what their final piece might look like. The last phase of the model is where students independently make the revisions necessary to showcase their final persuasive piece.

I was impressed by the way the teachers took this model and used it to explore the persuasive genre in a meaningful way. The gradual release of responsibility is a great framework of teaching and can really highlight the specific characteristics of diffrent genres. 

Read et al. (2014) state in the discussion "many teachers do not teach writing directly and focus more on product rather than process, this scaffolded model, easily adapted to work with the study of genres, can provide teachers a framework for teaching writing rather than just assigning it" (p. 476). 

This quote in my opinion mirrors what we are asked to take away with us as we leave LTED 618. As educators, we have to engage our students in the process of reading and writing or the final product won't seem as meaningful. Nobody wants to spend hours of work on something just to not like the final piece. Teaching writing should be a joyful experience and students should feel empowered to write. 

Read, S., Landon-Hays, M., & Martin-Rivas, A. (2014). Gradually Releasing Responsibility to Students Writing Persuasive Text. Reading Teacher, 67(6), 469–477.