WRITING TEACHER RESOURCE #3

Persuasive writing
using literary devices to convince/persuade in a written piece

Objectives: • Learn to identify common literary devices used to persuade readers;

STRATEGY • Understand the effect of these literary devices on readers;
• Develop the ability to use literary devices in persuasive writing.
Use the following activities to systematically introduce the featured writing strategy
Introduce ➤➤ Ask students to consider the following actions and ask them whether or not they would do each
the strategy thing on the list.
Would you …
• bungee jump?
• swim with sharks, if you were using protective gear?
• eat bugs?
• go for a nighttime hike in a jungle?
• make a speech in front of the whole school?

➤➤ Invite students to brainstorm what it would take to convince them to do some of these things.
Suggest to students that various people and groups use many strategies to convince us to believe
or do certain things.

➤➤ Provide students with several advertisements or examine appeals to readers to make donations
to a worthy cause (such as a food bank campaign, blood or organ donation campaign, disaster
relief fund). Some useful links are provided below. Ask students to rank order the advertisements
or appeals in terms of which is most convincing. Invite students to discuss with a partner or in a
small group what makes one advertisement more convincing than another. Gather students’ initial
ideas and record them on the board.
Daily Bread Food Bank’s Blueprint to Fight Hunger:
  http://www.dailybread.ca/pdf/blueprint.pdf
Red Cross (current appeals for donations):
  http://www.redcross.ca/article.asp?id=002372&tid=032
Buy-a-net’s campaign to fight malaria poster: http://www.buyanet.ca/getinvolved/
United Way poster:
  http://unitedwaytoronto.com/campaign/downloads/2008/2008ThermometerPoster.pdf

➤➤ Explain to students that writers use various techniques or

devices to convince or persuade. Invite students to identify “Mee
Exam
ple
Analy
zing
pers

particular types of techniques. Provide students with a copy

t Zo
has leu e. She’s
six an uasiv ACTI
she’l
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SHEE
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help thda her t conv t mak
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of go r realize u can some

of Analyzing persuasive devices (Activity Sheet #3A).

peop conv
ing to her le to incin
Disney dream act be g?
land cause
if …” …
“For
Zoe,
of sta walki
irs is ng
like cli up a set

Ask students to work in pairs to examine each example

a mo
unta mbing
in … This
” migh
t conv
ince
some
peop
le to
act be

provided and to suggest what it is about the example

cause
“In Ca …
nada
cont , 1,500
ract kids
Your canc
dona er ev
tions er y year.
that This

that might convince a reader to act in each case. Call

…” ensu migh
“Res re t conv
earch ince
tells cond some
us th ucted peop
at … by … le to
” act be
cause
“If we …

on students to share their answers with the class. With

don’t
now, do so
our ch meth
gran ildre ing
dchil n an
clean dren d This
wate will no migh
r to dr t have t conv
ink.” ince
some

ELEMENTARY STUDENTS, review the examples

peop
le to
act be
cause
Using …
the sa
adve me slo
rtisin gan
exam g ma on all

together as a whole class.

ple teria
use of , Preside ls. For This
migh
the ph nt Ob
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fede g , we some
ral ele the 2009 peop
le to
ction U.S. act be
camp cause
aign. …
Starti
ng wi
ques th a
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want (“Who etorical
a loy would
endin al fri n’t This
g a lon end?”) migh
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with g expla or
a shor ince
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se lik pe n peop
e “Jus rative le to
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…

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Tools for Thought 2008–09:3 20 © The Critical Thinking Consortium

 TEACHER RESOURCE #3

➤➤ Provide students with Persuasive devices: A starting list (Activity

Sheet #3B), which outlines the particular persuasive device used Appe Devi
ce
Persu
asive
devic

in each example on Activity Sheet #3A. Help students create

al
– prov to emot
oke em ions es: a ACTI
– use
storyt pathy start VITY
SHEE
– pic
ture
elling ing li Exam T #3
B
– sugg
– of ac
for rea to “pain
est th ders” t a vis
ual
“Mee
t
has leu Zoe. She’s
st ple
at if

their own example of each device.

rea six an
tio
– to or n you su ders follo she’l kemia. Sh d she My ow
l get
be pa
rt of
ggest
, th
w th
e co sev to ce e’s not su n ex
ampl
a grou ey will be urse he enth birth lebrate he re e
Com day.
paris
on
p long lp he
r rea You ca r
– use of lize n
simile s going
to Di her dream
– help s, me sn ey
reade tap land
– thing rs un hors, or an if …”
derst
– conc is like or and wh alogies
to
“For
Zo
ept to to co
their nnec at so
me of sta e, walking
perso t an abstr - a mo
irs is
lik up a
nal ex
perie
act untai e climbing set
nces n …”
Auth
ority
– conv /socia
inc l
– of yo e reade proof
ur ow rs by
– conv n auth providi
ince ng pr
– sta reade ority on oof “In Ca
tistic rs th na
– or tes s, and qu by providi e issue contrac da, 1,500
ng Your t cancer kids
– othe timonials otations fro facts, every
rs and ref m dona
errals experts, that tions year.
… ensu
Pred from “Rese ” re
ict arch
– prov ion tells cond
ide rea us that ucted
– the …” by …
future ders with
– conv a glimp
ince se int “If we
– loo reade o
k lik rs don’t
– actio e if they what the now,
n you fo future our ch do someth
sugg llow the will gran
dc ildren ing
est (or cour
if they se of clean hildren wi and
don’t water ll not
Repe ) to dr have
tit ink.”
– drive ion
– impo your point
rtant home
– me
tapho terms or by rep
ea
r or viv a parti ting Using
id im cular the sam
age adve e slo
rti
exam sing mater gan on all
ple ial
use of , Presiden s. For
Sent the ph t Obam
en can!” rase
– delib ce struc du “Yes, a’s
eratel ture federa ring the we
– struc y use l electi 20 09 U.
ture on ca S.
– (fo at va a particular mpaig
r ex rio n.
– excla ample, im us points sentence Starti
mato perat of ng wi
– sen
ten ry) or ive, int the text quest th
ion (“W a rhetoric
us
– ones ces rathe e short, errogative want ho al
r than sim , en a loy would
long, ple ding al fri
end? n’t
comp a long ”)
lex with
a expla or
phras short, impe nation
Tools
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ough “Just
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08-09
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24

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➤➤ Use one or more of the following options so students can practise

e Cri
tical
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ing Co

Practise
nsortiu
m

the strategy the strategy.

• Option #1: Revisit the list of activities in the introductory Plan

activity. Provide students with a copy of Planning for per-

Over
all pla
nning ning
Purpo
se: Wh
at am for pers
What
action
I trying
to co uasiv ACTI
VITY
result
of rea
would nvinc
e wri SHEE

suasive writing (Activity Sheet #3C) and invite students to

I like e rea
Audie
nce:
Who
ding
this pie the reade
ce? r to tak
ders

e as
of? ting T #3
C
am I a
trying
to co
nvinc
Devic e?
Ap e

identify persuasive devices to convince someone to take

peal
– pro to em
voke otion
– use em s What
storyt pathy word
– for elli s
– sug
reader ng to “pa
s” int a could or phrase
ges visual I use? s
– of act t that if pictur
ion you readers e

part in one of the activities from this list. Point out to

– or be Decid
part sugges follow the ing wh
of a t, course ethe
Comp group they will This r to
belon de use
– use
arison g to ❏ ver vice is: it
similes s y
❏ som appropria
– hel , metap ewhat te for
p rea ho
– thing ders
under rs, or ana
❏ no
t app approp my purpo
riate se &

students the importance of choosing the most effective

rop
– con is like or stand
what
logies
to
Ratio
nale: riate audien
cept to con som ❏ ce
to the nect
ir per an abs e-
sonal tract
experi
ences
This
Autho de
rity/s ❏ ver vice is:
y
– con ocial ❏ som appropria

device for the selected activity. Complete one example

vin proof
– of you ce reader ewhat te for
r ow s by pro ❏ no
t app approp my purpo
– con n aut riate
vince hority viding pro Ratio rop
nale: riate
se &
audien
– sta reader on the of ce
tistics, s
– tes and qu by provid issue
timon ing fac
ials and otations ts,
referr from exp

of a literary device with the class.

als fro ert
Predic m oth s, or This
de
ers
tion ❏ ver vice is:
– pro y
vide
reader ❏ som appropria
– the ewhat te for
future s wit ❏ no approp my purpo
– con h a glim – t app
vince pse int Ratio rop riate se &
– loo reader o nale: riate audien
ce
k like s wh
– act if at
ion you they follow the future
sugges the cou will

• Option #2: Present the following task: Environment

t (or
if the rse of
Repe y don’t This
) de
tit
– drive ion ❏ ver vice is:
y
– imp
your ❏ som appropria
point ewhat te for
ortant home ❏ no approp my purpo
– me
tapho terms or by rep
eating Ratio
t app
rop riate se &
r or viv a par nale: riate audien

Canada has challenged students to become more en-

id ima ticular ce
ge

This
Sente de
nce str ❏ ver vice is:
– del ucture y
ibe ❏ som appropria

vironmentally friendly. To win the challenge, ev-

– stru rately use ewhat te for
cture a par ❏ no approp my purpo
– (fo at var ticular t app riate
r exa ious senten Ratio rop se &
– exc mp point nale: riate audien
lamato le, impera s of the ce ce
– ten ry) or tive tex
ces rat use sho , interrog t
her tha rt, sim ative,
n lon
g, com ple sen-

eryone in the school must participate in a change

plex This
ones de
❏ ver vice is:
y app
Tools ❏ som rop
for Th ewhat riate for
ough
t 20
❏ no
t app approp my purpo
08 -09:3 Ratio rop riate se &
nale: riate audien
ce

of behaviour that has positive environmental con- 25

sequences. Convince students in your school to participate

© Th
e Cri
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Think
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in this challenge. Provide students with copies of Planning for per-

suasive writing (Activity Sheet #3C) and invite them to select an environmentally
friendly activity and identify persuasive devices that will convince students and teachers to
participate. Point out the importance of choosing the most effective device for the selected
activity. Complete one example of a literary device with the class.
• Option #3: Invite students to rework a piece of writing to make
it more convincing by incorporating persuasive literary devices.
Provide pairs of students with one of the examples found in Your
Task
:
Conv

Convince me! (Activity Sheet #3D) or other selected writing

With
a partn
er, re ince ACTI
Step
work
the fo
llowi
me! VITY
SHEE
s: ng pie T #3
ce of D-1
1. Fo writi

samples. Assign each pair a different persuasive technique

cu ng to
2. Ex s on only make
it mo
ch one
3. Af ange yo persu re co
nvinc
ter se ur wo asive ing.
4. Re ve rk wi devic
ad all ral pairs th an
ot
e. Re
cord
the ide ha ve ad he r pair yo
those of pa ur ideas

from Activity Sheet #3B. Instruct pairs to suggest how the

ideas as yo ded
ur pe their rtner on Ac
to ma ers ha ide s wh tivity
ke it
more ve su as, they wi o will Shee
t #3C.
Writ conv gges ll re use a
ing Sa incing ted. Decid turn the diffe
rent
mple . e wh pa persu
#1 ich on ge to yo asive
es to u. devic

technique might be used to make the writing more convinc-

incor e.
pora
te. Re
write
$Q\SO the pie
DFH(
ce us
ing
OHPHQ
UDLVH WDU\6
PRQH\

ing, and to record their ideas on Activity Sheet #3C. Once

FKRRO
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OHDVH WKHVF DOHWR
EU KRROO

they have finished, ask pairs to pass the writing sample

DWWKH LQJLQ LEUDU\
EDNH EDNHG ,I\R
VDOH, JRRGV XDUH
DWWKH I\RX WKDWFD
EDNHV DUHD QEHV
DOH,I SD ROG
and Activity Sheet on to another pair who will use an-
WKHV UHQWS
FKRRO \RXOL OHDVH
RQWKH YHLQ YROXQW
GD\R WK HFRP HH U
EDNHV IWKH PXQLW
DOHZ EDNHV \SOH

other literary device. After several rotations, return

LOOEHK DOHDQ DVHYL
HOGDI GEX\ VLW
WHUVF VRPHW
FRQWU KRROR KL QJ
LEXWH Q'HF 7KH
WRRXU HPEH

the piece of writing to the original pair. Invite them

IXQGU U3
DLVLQJ OHDVH
HIIRU
WV

to rewrite the piece incorporating all of their peer’s

ideas.
Tools
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08-09:3

26

Invite several pairs of students to present “before” and © Th

e Cri
tical
Think
ing Co
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Tools for Thought 2008–09:3 21 © The Critical Thinking Consortium

 TEACHER RESOURCE #3

“after” writing samples with an explanation of which persuasive literary devices they used and
why. Alternatively, instruct student pairs to copy their reworked piece onto chart paper and post
it on the wall beside the original piece. Invite students to participate in a “gallery walk,” rotating
from chart to chart, using stick-on notes to identify strengths and make suggestions.

➤➤ Discuss with students the importance of using literacy devices with integrity. Point out that literary
devices could be used to deceive or exploit, even if for noble purposes in the end. For example, in
order to appeal to readers’ emotions, a writer might reveal private or embarrassing details about a
person’s life. You may wish to develop some parameters for ethical use of persuasive devices.

Reinforce ➤➤ Introduce Persuasive devices (Student Resource #3). Review

the strategy
each element: the purpose, strategies, sample use of the strategy, Persu
a sive d
and the self-assessment rubric. Encourage students to refer to
us in g

evic e
lit
in a wr erar y de
itten vice s
piec e to co
nv in ce
s /p ersu
ade STUD
ENT

this resource when using this strategy in the future. Discuss

Purp RESO
ose URCE
#3
This
str
vince ategy he
tance a reader of
lps me
con-
APPLY
of th

with students when this strategy might be useful in school

me ch my topic. the impo • Iden e strat
based oose the It also helps
r- tify yo egy
best ur pu
audie on my pu de − W
ha rpose
nce. rpose vices − W t are you fo
and my hat ac hopin r writing:
tion g
pie
• Iden ce? do yo to convinc

and out of school.

u hope e reade
tify the they rs abou
− W targe will t?
ho are t au take
you try dience:
For a • Co after
samp nside they
strat le us r each ing have
− W litera to convinc
egy, e
see th of the ha read
page e next − Br t opportunit ry device: e? your
ain
− Iden storm po ies are the
tif ssible re to
audie y the most word
s an
use va
rio
• Co nc e. approp d phras us pe
nside riate es yo rsuas
r the or u ive de
mi

➤➤ Invite students to use the literary devices to create a short

− Ev effec
Asse en if ethica
l use tive de ght use. vices?
ssing or mi you have
slead
of pv
ers
vices
for yo
my u your good inten uasive de ur top
reade vices ic an
rs or tions, will
Acco
mplis
hed se of humi
: d
Ident “Pers liate the use of
or em
barra some devic

piece of persuasive writing. As a class, select a relevant

ifies
persu
asive Good uasiv ss oth
I can
ea
devic
es wh e dev ers? es offend
persu sily use ma
asi
includ ve devic ny
en re
ading
: Basic
ices”
ing co es I can
difficu mp us
lt exam lex or persu e a numb

topic. Suggestions might include: appealing to school

ples. asi er of
some ve devic Strugg
times es, bu I can ling
labell ha t
ing so ve troub I ide
obvio ntify the
more me of le us pe
Uses
diffe co
exam mplex or the devic rsuasi most
rent es, ve I need
persu ples. difficu confu but I am
basic help identi

administrators to change a school policy, proposing

I use asive lt sed by often
persu de or dif the pe rsuasi fying
vices ficult co
effec
tiv
asive
de when exam mplex ve de
vices.
ways. ely in a va vices writi
ng:
ples.
riety I use
of so
devic me persu
es, bu asive
Choo have t
troub I sometim

an initiative to student council, persuading someone

ses pe I use
rsuas le using es a
I can ive de
vic others devic few persu
ea es th . es, but asi ve
persu sily choo at ar
e appr
using
others I have tro I need
asi se
are mo ve devic the opria . uble
persu help using
es I can te fo
for my st appropri that us r the asive
persu ually choo purp devic

to read a book, collecting donations for a particular

audie purpose ate asi ose an es.
nce. and are ap ve devic se d au
propri es I can dienc
my pu ate for that so e:
but I
rpose eithe appro metimes
so an d audie r priate ch oo
troub metimes nce, devices, bu persuasi se I need
le sat have co nfused t I am ve
requir isf persu help in ch

charity, or convincing someone of the importance

Tools emen ying both ones abou often asive oosin
for Th ts. to choo t wh ich ap de g
ough se. propri vices
t 20
08-09 and au ate to my that are
:3 dienc purpo
e. se

of a historic figure.
29

© Th
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tical
Think
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➤➤ If poverty is a topic you wish to investigate with your students, use the mate-
rial on poverty found in this resource, and ask your students to write a persuasive letter to
the editor creating awareness of the issue of poverty in your community (Critical challenge #4).

➤➤ Encourage students to use self- and peer-assessment to refine their work prior to circulating it to
relevant audiences.

Apply the strategy ➤➤
to everyday teaching
At appropriate times over the ensuing several weeks, encourage students to use this strategy in
regular classroom situations, including the following:
• identifying persuasive techniques in posters, advertisements, and other visual text forms;
• identifying persuasive techniques in editorials, letters to the editor, essays, and other written
text forms;
• identifying persuasive techniques in speeches and other oral formats;
• using persuasive techniques when presenting orally or in writing;
• developing a supporting argument

Assess the use ➤➤ Encourage students to refer to the rubric found in Persuasive devices (Student Resource #3) when
of the strategy self-assessing their use of this literacy strategy:
• Allow students opportunities to apply the strategy two or three times without evaluation.
• Guide students in interpreting and using the rubric to assess their own responses.
• Encourage students to use the rubric whenever they use this strategy.

➤➤ To use the rubric for teacher evaluation of student work, remove the first person (student) refer-
ence from each descriptor.
Tools for Thought 2008–09:3 22 © The Critical Thinking Consortium
 ACTIVITY SHEET #3A

Analyzing persuasive devices

Example What makes it convincing?

“Meet Zoe. She’s six and she This might convince some people to act because …
has leukemia. She’s not sure
she’ll get to celebrate her
seventh birthday. You can
help her realize her dream
of going to Disneyland if …”

“For Zoe, walking up a set This might convince some people to act because …
of stairs is like climbing
a mountain …”

“In Canada, 1,500 kids This might convince some people to act because …
contract cancer every year.
Your donations ensure
that …”
“Research conducted by …
tells us that …”

“If we don’t do something This might convince some people to act because …
now, our children and
grandchildren will not have
clean water to drink.”

Using the same slogan on all This might convince some people to act because …
advertising materials. For
example, President Obama’s
use of the phrase “Yes, we
can!” during the 2009 U.S.
federal election campaign.

Starting with a rhetorical This might convince some people to act because …
question (“Who wouldn’t
want a loyal friend?”) or
ending a long explanation
with a short, imperative
phrase like “Just do it.”

Tools for Thought 2008-09:3 23 © The Critical Thinking Consortium

 ACTIVITY SHEET #3B

Persuasive devices: a starting list

Device Example My own example
Appeal to emotions “Meet Zoe. She’s six and she
– provoke empathy has leukemia. She’s not sure
– use storytelling to “paint a visual she’ll get to celebrate her
– picture for readers” seventh birthday. You can
– suggest that if readers follow the course help her realize her dream
– of action you suggest, they will belong of going to Disneyland if …”
– to or be part of a group

Comparisons “For Zoe, walking up a set

– use similes, metaphors, or analogies to of stairs is like climbing
– help readers understand what some- a mountain …”
– thing is like or to connect an abstract
– concept to their personal experiences

Authority/social proof “In Canada, 1,500 kids

– convince readers by providing proof contract cancer every year.
– of your own authority on the issue Your donations ensure
– convince readers by providing facts, that …”
– statistics, and quotations from experts, “Research conducted by …
– or testimonials and referrals from tells us that …”
– others

Prediction “If we don’t do something

– provide readers with a glimpse into now, our children and
– the future grandchildren will not have
– convince readers what the future will clean water to drink.”
– look like if they follow the course of
– action you suggest (or if they don’t)

Repetition Using the same slogan on all

– drive your point home by repeating advertising materials. For
– important terms or a particular example, President Obama’s
– metaphor or vivid image use of the phrase “Yes, we
can!” during the 2009 U.S.
federal election campaign.

Sentence structure Starting with a rhetorical

­– deliberately use a particular sentence question (“Who wouldn’t
– structure at various points of the text want a loyal friend?”) or
– (for example, imperative, interrogative, ending a long explanation
– exclamatory) or use short, simple with a short, imperative
– sentences rather than long, complex phrase like “Just do it.”
– ones

Tools for Thought 2008-09:3 24 © The Critical Thinking Consortium

 ACTIVITY SHEET #3C

Planning for persuasive writing

Overall planning

Purpose: What am I trying to convince readers of?

What action would I like the reader to take as a

result of reading this piece?

Audience: Who am I trying to convince?

Device What words or phrases Deciding whether to use it

could I use?
Appeal to emotions This device is:
– provoke empathy o  very appropriate for my purpose & audience
– use storytelling to “paint a visual picture o  somewhat appropriate
– for readers” o  not appropriate
– suggest that if readers follow the course Rationale: o
– of action you suggest, they will belong to
– or be part of a group

Comparisons This device is:

– use similes, metaphors, or analogies to o  very appropriate for my purpose & audience
– help readers understand what some- o  somewhat appropriate
– thing is like or to connect an abstract o  not appropriate
– concept to their personal experiences Rationale:

Authority/social proof This device is:

– convince readers by providing proof o  very appropriate for my purpose & audience
– of your own authority on the issue o  somewhat appropriate
– convince readers by providing facts, o  not appropriate
– statistics, and quotations from experts, or Rationale:
– testimonials and referrals from others
–

Prediction This device is:

– provide readers with a glimpse into o  very appropriate for my purpose & audience
– the future o  somewhat appropriate
– convince readers what the future will o  not appropriate
– look like if they follow the course of Rationale:
– action you suggest (or if they don’t)

Repetition This device is:

– drive your point home by repeating o  very appropriate for my purpose & audience
– important terms or a particular o  somewhat appropriate
– metaphor or vivid image o  not appropriate
Rationale:

Sentence structure This device is:

­– deliberately use a particular sentence o  very appropriate for my purpose & audience
– structure at various points of the text o  somewhat appropriate
– (for example, imperative, interrogative, o  not appropriate
– exclamatory) or use short, simple sen- Rationale:
– tences rather than long, complex ones

Tools for Thought 2008-09:3 25 © The Critical Thinking Consortium

 ACTIVITY SHEET #3D-1

Convince me!
Your Task:
With a partner, rework the following piece of writing to make it more convincing.

Steps:
1. Focus on only one persuasive device. Record your ideas on Activity Sheet #3C.
2. Exchange your work with another pair of partners who will use a different persuasive device.
3. After several pairs have added their ideas, they will return the page to you.
4. Read all the ideas your peers have suggested. Decide which ones to incorporate. Rewrite the piece using
those ideas to make it more convincing.

Writing Sample #1

Anyplace Elementary School is having a bake sale to

raise money to buy books for the school library. If you are

a student, please bring in baked goods that can be sold

at the bake sale. If you are a parent, please volunteer

at the bake sale. If you live in the community, please visit

the school on the day of the bake sale and buy something. The
bake sale will be held after school on December 20. Please

contribute to our fundraising efforts.

Tools for Thought 2008-09:3 26 © The Critical Thinking Consortium

 ACTIVITY SHEET #3D-2

Convince me!
Your Task:
With a partner, rework the following piece of writing to make it more convincing.

Steps:
1. Focus on only one persuasive device. Record your ideas on Activity Sheet #3C.
2. Exchange your work with another pair of partners who will use a different persuasive device.
3. After several pairs have added their ideas, they will return the page to you.
4. Read all the ideas your peers have suggested. Decide which ones to incorporate. Rewrite the piece using
those ideas to make it more convincing.

Writing Sample #2

Somewhere Public School Parent Council is asking

parents to be more careful when dropping

their children off at school. Recently, there

have been a number of incidents when parents have

failed to stop at the stop sign or entered the parking lot

through the “exit only” driveway. These actions are

dangerous to students. We do not want any injuries

or accidents to occur. If this continues, we might have to hire

security guards to direct traffic in front of the school. We

must convince parents to be more careful.

Tools for Thought 2008-09:3 27 © The Critical Thinking Consortium

 ACTIVITY SHEET #3D-3

Convince me!
Your Task:
With a partner, rework the following piece of writing to make it more convincing.

Steps:
1. Focus on only one persuasive device. Record your ideas on Activity Sheet #3C.
2. Exchange your work with another pair of partners who will use a different persuasive device.
3. After several pairs have added their ideas, they will return the page to you.
4. Read all the ideas your peers have suggested. Decide which ones to incorporate. Rewrite the piece using
those ideas to make it more convincing.

Writing Sample #3

Ourtown City Council has recently noticed that many

office buildings are leaving their lights on at night. Since

no one is working at night, the council believes it makes

sense to turn off lights at night to save energy. If you

work in one of these buildings, please turn off the lights

when you leave your office. Not only will energy be saved,
birds that are distracted and confused by the lights at night will

not fly into the sides of buildings and get hurt. Thank

you for your cooperation.

Tools for Thought 2008-09:3 28 © The Critical Thinking Consortium

 STUDENT RESOURCE #3

Persuasive devices
using literary devices to convince/persuade
in a written piece

Purpose
This strategy helps me con-
vince a reader of the impor-
tance of my topic. It also helps
me choose the best devices
based on my purpose and my
audience.
For a sample use of the
strategy, see the next
page
LY
APPthe strategy
• Identify your purpose for writing:
−− What are you hoping to convince readers about?
−− What action do you hope they will take after they have read your
piece?
• Identify the target audience:
−− Who are you trying to convince?
• Consider each literary device:
−− What opportunities are there to use various persuasive devices?
−− Brainstorm possible words and phrases you might use.
−− Identify the most appropriate or effective devices for your topic and
audience.
• Consider the ethical use of pversuasive devices:
−− Even if you have good intentions, will the use of some devices offend
or mislead your readers or humiliate or embarrass others?

Assessing my use of “Persuasive devices”

Accomplished Good Basic Struggling

Identifies persuasive devices when reading:

I can easily use many
persuasive devices
including complex or
difficult examples.
I can use a number of
persuasive devices, but I
sometimes have trouble
labelling some of the
more complex or difficult
examples.
I can identify the most I need help identifying
obvious persuasive basic persuasive devices.
devices, but I am often
confused by the complex
or difficult examples.

Uses different persuasive devices when writing:

I use persuasive devices I use some persuasive I use a few persuasive I need help using
effectively in a variety of devices, but I sometimes devices, but I have trouble persuasive devices.
ways. have trouble using others. using others.

Chooses persuasive devices that are appropriate for the purpose and audience:

I can easily choose the
persuasive devices that
are most appropriate
for my purpose and
audience.
I can usually choose
persuasive devices that
are appropriate for either
my purpose and audience,
but I sometimes have
trouble satisfying both
requirements.
I can sometimes choose
appropriate persuasive
devices, but I am often
confused about which
ones to choose.
I need help in choosing
persuasive devices that are
appropriate to my purpose
and audience.

Tools for Thought 2008-09:3 29 © The Critical Thinking Consortium

 STUDENT RESOURCE #3

A M P LE
S use of the strategy

Planning for my piece of persuasive writing

Overall planning

Purpose: What am I trying to convince readers of? to act in a way that is more enviromentally friendly
What action would I like the reader to take as a to bring their lunch to school in reusable containers
result of reading this piece?

Audience: Who am I trying to convince? students and teachers

Device What words or phrases Deciding whether to use it
could I use?

Appeal to emotions This device is:

– provoke empathy “Everybody’s doing it!” o  very appropriate for my purpose & audience
– use storytelling to “paint a visual picture “Be part of the solution” 4
o  somewhat appropriate
– for readers” We could win the o  not appropriate
– suggest that if readers follow the course challenge!” Rationale: this might work better once
– of action you suggest, they will belong to some students start doing it; not enough
– or be part of a group are doing it now for this to work
Comparisons This device is:
– use similes, metaphors, or analogies to o  very appropriate for my purpose & audience
– help readers understand what some- o  somewhat appropriate
– thing is like or to connect an abstract 4
o  not appropriate
– concept to their personal experiences Rationale:

Authority/social proof This device is:

– convince readers by providing proof Our school creates 25 4
o  very appropriate for my purpose & audience
– of your own authority on the issue bags of garbage every day.” o  somewhat appropriate
– convince readers by providing facts, “If every student used o  not appropriate
– statistics, and quotations from experts, or reusable containers, we Rationale: this is an impressive figure; it
– testimonials and referrals from others would reduce our trash shows what a big impact this one
output by 50%.” action could make
–
Prediction This device is:
– provide readers with a glimpse into “Our playground is 4
o  very appropriate for my purpose & audience
– the future littered with trash now o  somewhat appropriate
– convince readers what the future will after lunch. If this keeps o  not appropriate
– look like if they follow the course of up, the principal might Rationale: students would be very upset
– action you suggest (or if they don’t) ban food in the schoolyard. if this happens; they love eating
outside, especially in warm weather!

Repetition This device is:

– drive your point home by repeating o  very appropriate for my purpose & audience
– important terms or a particular o  somewhat appropriate
– metaphor or vivid image 4
o  not appropriate
Rationale:

Sentence structure This device is:

­– deliberately use a particular sentence o  very appropriate for my purpose & audience
– structure at various points of the text o  somewhat appropriate
– (for example, imperative, interrogative, 4
o  not appropriate
– exclamatory) or use short, simple sen- Rationale:
– tences rather than long, complex ones

Tools for Thought 2008-09:3 30 © The Critical Thinking Consortium