This Communication and Argumentation seminar is an intensive writing workshop that focuses on argumentation and communication. Students learn to write and present their ideas in cogent, persuasive arguments and other analytical frameworks. Reading and writing assignments and other exercises stress the connections between clear thinking, critical reading, and effective writing.

This video goes over the basics of a 5-paragraph argumentative paper, including the rebuttal. There are examples for each paragraph (introduction + thesis, body paragraphs, rebuttal paragraph, and conclusion).

This inquiry takes students through an analysis and evaluation of the Compelling Question “Is protest important in a democracy?” using the Vietnam War as a lens to approach the topic. To accomplish this, students will become more media literate through evaluating sources, biases, perspectives, and the goals of creating media. Throughout the inquiry, students will engage in activities designed to promote and develop media literacy while analzying the Compelling Question and learning about the historical protests of the Vietnam Era.This inquiry is expected to take two weeks (10 periods) to complete: one 45-minute class period to stage the question, introduce the inquiry, and to review media literacy; two 45-minute class periods for each of the three supporting questions; and then three 45-minute class periods for students to write and research their argumentative thesis. If students are as of yet less familiar with media literacy, the instructor should add at least another class period, or more, introducing them more fully to this.The full unit, along with all materials and resources, is available as a PDF attachment.

This English Language Arts lesson plan for 11th graders focuses on listening skills, persuasion, and rhetoric connected to TED talk videos. It addresses the following NE state standards: NE.LA 12.4.1.A; NE.LA 12.4.2.B; NE.LA 12.3.3.C; NE.LA 12.2.1.BThe lesson will take about 40-50 minutes.

Students apply the knowledge gained from the previous lessons and activities in this unit to write draft grant proposals to the U.S. National Institutes of Health outlining their ideas for proposed research using nanoparticles to protect against, detect or treat skin cancer. Through this exercise, students demonstrate their understanding of the environmental factors that contribute to skin cancer, the science and mathematics of UV radiation, the anatomy of human skin, current medical technology applications of nanotechnology and the societal importance of funding research in this area, as well as their communication skills in presenting plans for specific nanoscale research they would conduct using nanoparticles.

A rubric in student language written for middle school students to self-assess their persuasive writing.

This Remote Learning Plan was created by Beth Einspahr in collaboration with Eileen Barks and Caryn Ziettlow as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic. Students will use the writing process to create a Persuasive Essay. This Remote Learning Plan addresses the following NDE Standards: 5.2.1.a, 5.2.1.b, 5.2.1.c, 5.2.2.b, 5.2.2.e.

A rubric in student language written for middle school students to self-assess their persuasive writing.

Persuasive Writing - using your words to convince other people to agree with your opinion.There are many techniques to persuade poeple of your opinion, but they all fall under one of three persausive devices (the pillars of persuasion). Here we are going to cover the three pillars and some of the techniques you can use to persuade someone in a speech, letter, essay or article. These devices can be used in any combination of ways to effectively persuade an audience. 

This three-week module, centered on a focal case, represents the second part of the Department’s introduction to the challenges of reflection and action in professional planning practice. As such, it builds on the concepts and tools in 11.201 and 11.202 in the fall semester. Working in teams, students will deliver a 20-minute oral briefing, with an additional 10 minutes for questions and comments, in the last week of the class (as detailed on the assignment and posted course schedule). The teams will brief invited guests (“briefees”) taking the roles of decision makers. DUSP faculty and fellow students may also be in attendance.

This is a persuasive speech about proper nutrition. After learning and hearing the speech i want you to be inspired to eat healthy and follow my suggestions to work towards a healthy life.