How do you teach young minds to write persuasive arguments? It’s easy! You teach your students strategies, techniques, concepts, and vocabulary. Then your students prewrite, write, and rewrite. After your students finish writing, how do you know if your students have written an effective argument? Well, you can simply give them your opinion, or you can evaluate it using criteria.
Ideally, the strategies, techniques, concepts, and vocabulary that you teach your students are the criteria that you use to evaluate their writing.
Start with the end in mind. At a minimum, this checklist will ensure that all teachers and all writers start with the end in mind. In this checklist, I approach persuasion, opinion, and argument in many different ways: I point out the ideals, the goals, a few pitfalls to avoid, a few different approaches, a few techniques, a few strategies, a few models, and I use lots of important vocabulary words.
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25 Techniques for Persuasive, Opinion, and Argument Writing
1. The writer clearly explains the issue, and the writer clearly states his or her position on the issue. The writer provides clear evidence supporting his or her position.
2. The writer states his or her position in the form of a debatable thesis statement, and the writer places the thesis statement at the end of the introduction.
3. Receptive or Neutral Audience: The writer states his or her position at the beginning and then argues for and proves the validity of that position.
4. Hostile Audience: The writer clearly states the issue in the beginning but does not clearly state what position he or she is arguing for. Although the writer discusses both sides of the issue, the facts and evidence lead to one clear winner—the arguer’s position.
5. The writer presents claims and reasons and provides support, evidence, and proof for those claims and reasons.
6. The writer provides evidence for all claims and reasons: a) facts, b) statistics, c) quotes from authority, d) examples, e) incidents/events, and f) personal experiences.
7. The writer made identifiable claims: a) claims of fact, b) claims of definition, c) claims of value, d) claims of cause and effect, e) claims about solutions or policies.
8. The writer’s argument is logical, valid, and sound. The writer avoids all forms of logical fallacy. The writer treats the other side of the issue fairly by making concessions, but in the end, the writer is still able to demolish the other side of the argument.
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9. The writer’s conclusion contains a compelling call to action and/or a powerful summary of the main points supporting the writer’s position.
10. The writer combines giving claims and reasons with whatever other organizational patterns help make the point clear: e.g., problem-solution, pro vs. con with a recommendation, cause-and-effect with a call to action, etc. The writer’s goal is to create an effective argument, not follow a rigid formula.
11. The writer maintains a persuasive focus. All roads lead to Rome.
12. The writer effectively addresses and dismantles the other side of the argument. The writer predicts the opposing side’s counterclaims and refutes them proving them invalid. The writer does not accidentally provide ammunition against his or her own argument by addressing the opposing side’s argument but ineffectively refuting it. If the writer brings up the other side’s argument, the writer effectively destroys it. This is similar to the lawyer’s maxim, “Never ask a question you don’t already know the answer to.”
13. The writer is powerfully set upon persuading an audience of real people who see things differently or who are uninformed. The writer communicates his or her argument with sincerity of purpose.
14. The writer skillfully uses Aristotle’s Rhetorical Triangle: 1) appeals to logic/reason, 2) appeals to emotion, and 3) appeals to ethics/credibility/character. In short, the writer uses persuasive evidence (facts, statistics, etc.), along with persuasive stories, anecdotes, language, and rhetorical devices.
15. The writer skillfully structures his or her argument using Aristotle’s Five-Step Persuasion Formula: 1) introduction, 2) narration/background, 3) confirmation 4) refutation/concession, 5) summation.
16. The writer creates an effective argument structure using a persuasive argument formula: e.g., PPE: Point, Proof, Explanation.
17. The writer effectively communicates benefits and consequences:
a. The reader sees how agreeing with the writer or taking the required action will benefit the reader.
b. The reader sees how disagreeing with the writer or failing to take action will cost the reader.
18. The writer used heightened language or rhetorical devices to stir the emotions and persuade the reader: e.g., “Ask not what your country can do for you; ask what you can do for your country.” “I have a dream.”
19. The writer ended with a memorable and quotable takeaway.
20. The writer uses an appropriate and effective format for the specific persuasive genre: advertisement, poster, essay, etc.
21. The writer used various elements of Robert Cialdini’s Six Principles of Influence: 1) reciprocity, 2) commitment and consistency, 3) social proof, 4) liking, 5) authority, 6) scarcity.
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22. The writer’s evidence is relevant and convincing. The evidence clearly connects to and supports the writer’s claims and reasons.
23. The writer knows the difference between opinions, arguable claims, reasons, reasoning, evidence, and proof. The writer uses them as tools to create and organize an effective and logical argument.
24. The writer anticipates the other side’s claims, objections, and counterclaims, and preemptively refutes them. The writer skillfully communicates what he or she is arguing for and against.
25. The writer understands the difference between mere opinions and claims that are appropriate for academic argument (arguable or debatable claims). Regardless of whether the writer has provided an opinion or an arguable claim, the writer provides reasons and support.
a) Opinion: Orange is my favorite color. It’s definitely the best color.
b) Arguable Claim: Highway construction workers should be required to wear bright orange jumpsuits so that drivers will see them.
