Reading and Writing Workshop

Reading & Writing Workshop: Crafting Persuasive and Argumentative Texts
Session 1: Crafting Strong Thesis Statements and Counterarguments
Objective:
Students will develop strong thesis statements and anticipate counterarguments.
Activities:

• Discuss what makes a thesis arguable, specific, and clear.
• Explore how to anticipate and address counterarguments.

Mentor Text:

• Frederick Douglass' "What to the Slave Is the Fourth of July?" (1852) – An excellent example of a clear thesis and embedded counterarguments.
  Public Domain Source:
  https://www.gutenberg.org/files/28198/28198-h/28198-h.htm

Writing Task:

• Write two thesis statements (one weak, one strong) for a debatable topic.
• Practice writing a counterargument paragraph responding to one of the strong theses.

Session 2: Organizing Arguments Using Toulmin and Rogerian Models
Objective:
Students will apply the Toulmin and Rogerian models to structure their arguments.
Activities:

• Break down the Toulmin model (claim, data, warrant, backing, qualifier, rebuttal).
• Introduce the Rogerian model (finding common ground, presenting opposing views, balanced argumentation).
• Compare both models with mentor texts.

Mentor Text:

• Thomas Paine's "Common Sense" (1776) – Demonstrates Toulmin model elements and appeals to common ground.
  Public Domain Source:
  https://www.gutenberg.org/files/147/147-h/147-h.htm

Writing Task:

• Outline your argument using both Toulmin and Rogerian frameworks to see which fits your topic better.

Session 3: Integrating Rhetorical Appeals (Ethos, Pathos, Logos)
Objective:
Students will strengthen their writing using Aristotle's rhetorical appeals.
Activities:

• Review Ethos, Pathos, and Logos through guided analysis.
• Annotate a text identifying where each appeal is used.

Mentor Text:

• Abraham Lincoln's "Gettysburg Address" (1863) – A concise use of all three rhetorical appeals.
  Public Domain Source:
  https://www.gutenberg.org/files/4/4-h/4-h.htm

Writing Task:

• Revise the outline from Session 2 to purposefully integrate ethos, pathos, and logos.

Session 4: Using Stylistic Devices to Enhance Argument
Objective:
Students will use rhetorical devices (parallelism, repetition, rhetorical questions, etc.) to elevate their arguments.
Activities:

• Analyze rhetorical style and syntax choices.
• Apply stylistic devices to strengthen tone and engagement.

Mentor Text:

• Elizabeth Cady Stanton's "Declaration of Sentiments" (1848) – A persuasive text rich in stylistic devices.
  Public Domain Source:
  https://www.gutenberg.org/files/31272/31272-h/31272-h.htm

Writing Task:

• Draft your introductory paragraph with at least two rhetorical devices embedded.

Session 5: Drafting, Peer Review, and Revision
Objective:
Students will compose a full argumentative or persuasive essay and engage in structured peer review.
Activities:

• Complete a first full draft of the essay.
• Conduct peer review focusing on thesis clarity, organization (Toulmin or Rogerian), rhetorical appeals, and stylistic devices.
• Reflect and revise based on feedback.

Public Domain Model for Revision Strategies:

• George Orwell's "Politics and the English Language" (1946) – A critique of unclear writing and revision advice.
  Public Domain Source:
  https://www.orwellfoundation.com/the-orwell-foundation/orwell/essays-and-other-works/politics-and-the-english-language/

Writing Task:

• Revise the essay with a focus on clarity, coherence, and persuasive techniques.

Assessment:
​Final Task:
Compose a persuasive or argumentative essay (3-5 pages) with a strong thesis, integrated counterargument, organized using either the Toulmin or Rogerian model, and utilizing rhetorical appeals and stylistic devices. Include evidence of peer feedback and revision.