Appendix A: Writing Project #2 “Writing to Convince”
Overview
When you write to convince, you attempt to convince an audience to believe the same way about a topic as you do. In order to do this, you must effectively communicate how you think and feel about the topic, using emotional (pathos) and logical (logos) appeals. If you can demonstrate that you are well-informed and are making a reasonable argument, this will show your readers that you are an ethical, trustworthy writer whose opinions are worth considering. In other words, through your writing, you will gain credibility (ethos).
You are exposed to efforts by rhetors to convince you practically every day. Whether from newspaper editorials or sports talk shows or a friend who has as strongly held opinion, people all around you are constantly using rhetoric—some more effectively than others—to try to convince you of something. But it takes rhetorical skill to convince an audience of discerning, clear-thinking individuals.
For this assignment, you are writing to convince, using your own opinion backed up by relevant, substantive research.
Rhetorical Situation
Professional writers and guest columnists write what are referred to as “op-ed” pieces (“op-ed” stands for “opinion-editorial”) about numerous topics. You are writing a guest column about a topic that’s important to you, trying to convince readers to agree with your perspective.
An effective response will exhibit a complex understanding of all the various points of view that can be held on your issue; a one-sided argument, which refuses to acknowledge the validity of other points of view, will convince no one. Consider your audience to be “fence-sitters,” or people who have not made up their minds regarding the issue; be thoughtful of who would be the rhetorical audience for your particular audience. Who would buy into these ideas? Who might care about this topic and your voice may make an impact in getting them to consider their position on this topic? Part of this assignment is selecting the appropriate publication
Goals
For this project, you will learn the skills of writing to convince, including:
Topics
While you have freedom to choose your own topics, reconsider selecting any general, over-used, emotionally charged subject, such as legalizing marijuana, global warming, gun control, abortion, death penalty, etc. Books have been written about these topics—can you really do the subject justice? Maybe … but I would rather you think more creatively and specifically in choosing a topic. In other words, narrow your focus and choose a subject that is of interest to you, not just something that seems like it would make a good subject where you think the research will be easy. These vague, cliché topics lack creativity on your part in thinking of a topic—what really interests you? What would you actually want to convince people of? Contact your instructor if you have a question about whether your idea for a topic will work.
Research
Pick a topic that interests you and don’t worry about whether you will be able to find enough sources. Even if there is a preponderance of sources out there about your topic, that should not make your research easy. In fact, if there are numerous sources, you will have to sift through all of them to find the best sources. No matter the topic, I guarantee if you work hard in your research, you will find adequate sources.
Medium
For this assignment, you must choose your medium according to the needs of your audience and the purpose of the document. Students are encouraged to develop a blog, an editorial with pictures and text, a text-based essay with a short video Public Service Announcement, or a podcast. Ask your instructor if you need help choosing a medium.
Other Requirements
Minimum sources: 3
Citation: MLA style (including works cited page)
Length: 1,000 to 1,200 words
Scoring Guide
| Qualities | Highly Effective | Satisfactory | Needs Further Attention |
|---|---|---|---|
| Addresses Intended Audience | The writer clearly understands the needs of the intended audience and has adapted the writing to that audience. | The writer seems to understand the needs of the intended audience but hasn’t fully adapted the writing to meet those needs. | The writer does not demonstrate an understanding of the needs of the intended audience. |
| Clear Sense of Purpose | The writer’s purpose is clear throughout the entire project. | The writer’s purpose is clear throughout most of the project. | The writer needs to clarify the purpose of the analysis. |
| Presentation of the Issue | The writer has grabbed readers’ attention and made the issue understandable to them. | The writer might do a little more to grab readers’ attention and/or make the issue understandable to readers. | The writer needs to do much more to grab readers’ attention and to make the issue understandable to readers. |
| A Clearly Stated, Arguable Claim | The claim is clear and arguable. | The claim may be arguable, but it needs to be a little clearer. | The claim needs to be made clearer and arguable. |
| Convincing Reasons | The writer has presented sufficient, compelling reasons for supporting the claim. | The writer could do a little more to present sufficient and compelling reasons for supporting the claim. | The writer could do much more to present sufficient and compelling reasons for supporting the claim. |
| Sufficient Evidence for Each Reason | The writer has presented evidence that will convince readers. | The writer could present some additional high-quality evidence to convince skeptical readers. | The writer needs to present much more high-quality evidence. |
| Appeals Based on Logic, Emotion, and the Writer’s Character | The writer has offered an effective balance of logos, ethos, and pathos. | The writer needs to make slight adjustments to achieve an effective balance of logos, ethos, and pathos. | The writer needs to make substantial adjustments to achieve an effective balance of logos, ethos, and pathos. |
| An Honest Discussion of Other Views | The writer has effectively acknowledged, conceded, and/or refuted relevant counter-arguments. | The writer could do a little more to acknowledge, concede, and/or refute relevant counter-arguments. | The writer could do much more to acknowledge, concede, and/or refute relevant counter-arguments. |
| Conventions | The writer has attended to all the necessary conventions of writing to convince. | The writer has attended to most of the necessary conventions of writing to convince. | The writer needs to attend to more of the necessary conventions of writing to convince. |
Appendix B: Portfolio Examples and Portfolio Scoring Guide
To view full examples of student portfolios, visit:
The following scoring guide was used to assess student portfolios:
| Qualities | Highly Effective | Satisfactory | Needs Further Attention |
|---|---|---|---|
| Addresses Intended Audience | The writer clearly understands the needs of the intended audience and has adapted the portfolio to that audience. | The writer seems to understand the needs of the intended audience but hasn’t fully adapted the portfolio to meet those needs. | The writer needs to do much more to demonstrate an understanding of the needs of the intended audience. |
| Clear Sense of Purpose | The writer’s purpose—to demonstrate learning—is clear throughout the entire project. | The writer’s purpose is clear throughout most of the project. | The writer needs to further clarify the purpose of the project. |
| Clearly Stated Claims | The writer has clearly stated what he or she has learned. | The claims need to be a little clearer or a little more detailed. | The claim needs to be much clearer and more detailed. |
| Sufficient Evidence | The writer has presented sufficient highquality evidence to convince readers that learning has occurred. | The writer could present some additional highquality evidence to convince skeptical readers. | The writer needs to present much more highquality evidence. |
| Critical Reflection | The writer has critically reflected on the skills and knowledge developed this semester. | The writer needs to reflect more critically on the skills and knowledge developed this semester. | The writer needs to do much more critical reflection. |
| Conventions | The writer has attended to all the necessary conventions. | The writer has attended to most of the necessary conventions of writing. | The writer needs to attend to more of the necessary conventions of writing. |