persuasive strategies and the high school kansas writing assessment february 2008 matt copeland,...

Persuasive Strategies and the

High School Kansas Writing

AssessmentFebruary 2008

Matt Copeland, KSDE Writing Consultant

[email protected]

The Kansas Writing Assessment

Required biennially, but can be given on “off

years” as a local option

At the high school level, it can be given to

students in grades 9, 10, or 11 under

Opportunity to Learn (OTL)

Requires four approximately 45-minute

sessions

Scored both locally and at the state level

using a 6-TRAIT analytic rubric

NOT a part of AYP but IS a part of QPA

Writing and QPA

For the 2006-2007 school year, writing

performance was added to the QPA

process as a requirement for all schools.

Writing scores for 2007 were for

informational purposes to help schools

guide writing instruction for 2009 when

writing scores will “count” toward

accreditation.

QPA Writing Targets

QPA writing goals have been established to tie student writing achievement to school accreditation.5th Grade 67% of students meeting or exceeding

standard

8th Grade 73% of students meeting or exceeding standard

High School

76% of students meeting or exceeding standard

* Unlike the AYP targets, these numbers are static and will remain constant over time.

Student Performance Levels

Determined by a student’s composite score:

Cut Scores

Exemplary 4.40

Exceeds Standard 3.75

Meets Standard 3.00

Approaches Standard

2.30

Academic Warning < 2.30

Composite Score Formula

Ideas and Content score

X 3

= ____

Organization score X 3

= ____

Voice score X 2

= ____

Word Choice score X 2

= ____

Sentence Fluency score

X 1

= ____

Conventions score X 1

= ____

Sum / 12

Changes to the Writing Assessment

for 2008 – 2009 “We always overestimate the change

that will occur in the next two years and

underestimate the change that will occur

in the next ten.”– Bill

Gates

In June 2007 a group of about 30 writing teachers from across the state began meeting to discuss changes to the Kansas Writing Assessment.

Changes for 2008-2009 Kansas Writing Assessment

all new student prompt format

new subject matter for students to write

about

updated scoring rubrics with descriptors for

the “2” and “4” ratings

a return to both local and state scoring

a suggested procedure for local scoring

Assigned Writing Forms

Fifth graders will write to prompts that ask for

writing of a factual, personal narrative nature.

Eighth graders will write to prompts that ask for

expository essays that explain an idea or concept.

High school students will write to prompts that ask

for persuasive essays (as opposed to persuasive

letters).

Changes to Rubricsfor the Kansas Writing Assessment

Changes to format:

descriptors organized

under four criteria

within each trait

landscape orientation

“checkbox” bullets

Changes to content:

descriptors added for

the ‘2’ and ‘4’ levels

Labels for the point

levels of the rubric were

changed to better

reflected the stages of

the writing process

Drafts of ‘new’ scoring rubrics are available on the KSDE Writing Homepage.

Updated Rubrics

D R A F

T

Any FeedbackAny Feedback

on the ‘New’ Rubrics? on the ‘New’ Rubrics?

Suggested Scoring Procedures

Includes: Includes:

General suggested procedures for local General suggested procedures for local scoringscoring

Suggested procedures for scoring each Suggested procedures for scoring each essayessay

Drafts of the Proposed Suggested Scoring Procedures are available for public comment on the KSDE Website: http://www.ksde.org/Default.aspx?tabid=1726

Suggested procedures for scoring each essay:Suggested procedures for scoring each essay:

Determine which set of descriptors best describe Determine which set of descriptors best describe

the essay for each of four criteria within a given the essay for each of four criteria within a given

traittrait

Then, scorers should use the four criteria levels Then, scorers should use the four criteria levels

they identified to inform the rating of the overall they identified to inform the rating of the overall

traittrait

Suggested Scoring Procedures

Suggested Procedure for Scoring an Essay

Any Feedback Any Feedback

on the on the

Suggested Suggested

Procedure for Procedure for

Scoring Scoring

Individual Individual

Essays?Essays?

New Prompts at the HS Level

Writing “prompts” versus writing “topics”Writing “prompts” versus writing “topics”

Wanted to avoid requiring the classic “essay of Wanted to avoid requiring the classic “essay of

opposing ideas” form that requires antipodal thinking opposing ideas” form that requires antipodal thinking

and writing—the words “debate” or “argument” do and writing—the words “debate” or “argument” do

not appearnot appear

Strong desire to provide students flexibility in Strong desire to provide students flexibility in

selecting content and crafting an argument—as much selecting content and crafting an argument—as much

student student choicechoice as a large-scale, standardized as a large-scale, standardized

assessment could allowassessment could allow

Wanted to provide some examples of the type of Wanted to provide some examples of the type of

content a student content a student might choosemight choose to include to include

Wanted to provide some “helpful hints” as to the Wanted to provide some “helpful hints” as to the

characteristics of strong persuasive writingcharacteristics of strong persuasive writing

Anatomy of the New Prompts

Writing Situation• The first sentence provides the background for the

writing assignment and the general topic.• The remaining sentences help writers consider

different aspects of the topic, realize that they know enough about the topic to write, and focus their individual responses.

Directions for Writing• The first sentence identifies the nature/form of the

writing (an essay) and also identifies an audience. • The remaining sentences remind students to help

their audience understand their ideas by giving many details and examples to support their ideas and, at the high school level, also direct students to address opposing viewpoints.

Sample High School Prompt(this is not a “real” prompt, merely an instructional example)

Topic 3 A Healthier Alternative to Fast Food

Writing SituationMany people discuss whether fast food restaurants should be required to serve healthier foods. For example, many people believe this requirement would help people eat better and live longer, healthier lives. However, others think individuals should decide for themselves what food to eat. Imagine that a group of lawmakers was gathering to consider these opinions and the various other opinions on this issue.

Directions for WritingWrite an essay in which you persuade that group of lawmakers to accept your position on requiring fast food restaurants to serve healthier foods. Help your audience to understand the logic of your viewpoint by providing convincing reasons and specific examples to support your position and by addressing possible objections to your point of view.

Any Feedback on Any Feedback on

the the

New Student New Student

Prompts?Prompts?

What’s the Big Deal about Writing?What’s the Big Deal about Writing?

Approximately 70% of students in grades 4-12 are low-achieving writers. (Persky et al., 2003)

Thirty-five percent of high school graduates in college and 38% of high school graduates in the workforce feel their writing does not meet expectations for quality. (Achieve, Inc., 2005)

More than half of employers say writing skills impact promotion decisions. (National Commission on Writing, 2005)

Writing remediation costs American businesses as much as $3.1 billion annually. (National Commission on Writing, 2004)

Among the Recommendations for Improving Student Writing

1. School districts should insist that writing be taught in all subjects and at all grade levels.

2. Every teacher should be required to successfully complete a course in writing theory and practice as a condition for teacher licensing.

3. Schools should aim to double the amount of time most students spend writing.

(National Commission on Writing, 2003)

What can we do to improve student writing in our district, our state,

and our country?

How can we better prepare high school

students for the Kansas Writing Assessment?

How can we strengthen our students’ writing skills for their chosen academic

and career paths?

The Rest of Our Time Today

Persuasive Strategies for Writing

Who’s Ready for a Little Aristotelian Logic and

Rhetoric?

Four Persuasive Strategies from Aristotelian Rhetoric

1. Logos

2. Patho

s

3. Ethos

4. Kairo

s

Logos

Example: A Snickers bar has 280 calories and 30 grams of sugar. That’s not very healthy.

Using logic, facts, numbers, and/or dates to support your argument.


Pathos

Example: Your donation might just get this puppy off the street and into a good home.

Appealing to your audience’s emotions.


Ethos

Example: Believe me! I’ve been there before. I’m just like you.

Making yourself seem trustworthy and believable.


Kairos

Example: This is a one-time offer. You can’t get this price after today.

Building a sense of urgency to convince your audience that this issue is so important they must act now.


But where do we find the information to make

those arguments?

Prior knowledge

Research (both

formal and

informal)

Formal Research

Example: A recent study found that students who watch TV during the week don’t do as well in school.

Use scientific, published research to make the argument more convincing.

Informal Research

Use information gained from experience, interviews, anecdotes, etc. to make the argument more convincing.

Example: Many friends and acquaintances of mine spend more hours per week watching TV than they do sleeping.

Ten Other Persuasive Strategies and Considerations

1. Repetition

2. Reasons Why

3. Consistency

4. Social Proof

5. Make

Comparisons

6. Agitate and

Solve

7. Prognosticate

8. Go Tribal

9. Address

Objections

10.Storytelling

Additional Persuasive Writing StrategiesRepetition

A person can’t agree with you if they don’t truly get what you’re saying.

Of course, there’s good repetition and bad. To stay on the good side, make your point in several different ways, such as directly, using an example, in a story, via a quotation from a famous person, and once more in your summary.

Additional Persuasive Writing Strategies

Reasons Why

Honor the power of the word because.

Psychological studies have shown that people are more likely to comply with a request if you simply give them a reason why… even if that reason makes no sense.

We don’t like to be told things or asked to take action without a reasonable explanation.

Additional Persuasive Writing StrategiesConsistency

Consistency is associated with integrity and rational behavior; inconsistency is associated with instability and flightiness.

Get the reader to agree with something up front with which most people would have a hard time disagreeing. Then, rigorously make your case and relate your ultimate point back to the opening scenario that’s already been accepted.

Additional Persuasive Writing StrategiesSocial Proof

Guidance from others as to what to do and what to accept is one of the most powerful psychological forces in our lives.

Obvious examples of social proof can be found in testimonials and outside referrals, and it’s the driving force behind social media. But you can also casually integrate elements of social proof in your writing, ranging from skillful alignment with outside authorities to blatant name dropping.


Make Comparisons

Metaphors, similes, and analogies are the persuasive writer’s best friends. When you can relate your argument to something that the reader already accepts as true, you’re well on your way to convincing someone to see things your way.

But comparisons work in other ways too. Sometimes you can be more persuasive by comparing apples to oranges (to use a tired but effective metaphor). Don’t compare the price of a college degree from one university to another—compare it to the price of never getting a degree at all.


Agitate and Solve

First, outline the problem for your audience. Then, agitate the reader’s pain before offering your solution as the answer that will make it all better.

The agitation phase is not about being sadistic; it’s about empathy. You want the reader to know unequivocally that you understand his or her problem because you’ve dealt with it and/or are experienced at eliminating it. The credibility of your solution goes way up if you demonstrate that you truly feel the prospect’s pain.


Prognosticate

Provide readers with a glimpse into the future. Presenting an extrapolation of current events into likely future outcomes can be very convincing.

However, this entire strategy is a gamble built on credibility. If you have no idea what you’re talking about, you’ll end up looking foolish. But if you can back up your claims with your credentials or your obvious grasp of the subject matter, this is an extremely persuasive technique.


Go Tribal

Despite our attempts to be sophisticated, evolved beings, we humans are exclusionary by nature. Give someone a chance to be a part of a group that they want to be in—whether that be wealthy, or hip, or green, or even contrarian—and they’ll hop on board whatever train you’re driving.

Find out what group your audience generally wants to be in, and craft your argument so that your solution offers them an invitation to join while seemingly excluding others.


Address Objections

If you present your case and someone is left thinking “yeah, but…”, you’ve lost.

Addressing all the potential objections of your readers will be nearly impossible, but if you really know your subject the arguments against you should be fairly obvious. If you think there are no reasonable objections to your position, you’re in for a shock!

Additional Persuasive Writing StrategiesStorytelling

Storytelling works so well because it lies at the very heart of persuasion.

Stories allow people to put themselves in the shoes of others and live imagined lives. You might say that we never convince anyone of anything—we simply help others independently decide that we’re right.

Activity One

Identifying Persuasive Strategies:

Identify one example of

each of the 14 persuasive

strategies from Barack

Obama’s Presidential

campaign announcement on

February 10, 2007.

Activity Two

Applying Persuasive Strategies:

Brainstorm possible content

for each of the persuasive

strategies based on one of

the instructional example

prompts.

The Top-12 ‘Most Persuasive’ Strategies

1. Share facts (15.5%)2. Offer a solution

(15.2%)3. Involve the

audience (14.9%)4. Share a story

(7.5%)5. Build trust (7.2%)6. Create excitement

(5.9%)

7. Change a perception (5.8%)

8. Offer inspiration (5.2%)

9. Share a new idea (4.4%)

10.Appeal to emotions (4.3%)

11.Use humor (4.1%)12.Get competitive

(3.1%)

A research study asked business people to identify the most effective persuasive strategy:

Gordon (2005)

Communication from KSDE about Writing

• KSDE Writing Homepage—Standards,

Assessment, and Resources

<www.ksde.org/Default.aspx?tabid=1726>

• KSDE Writing ListServ

(email me to be added to this list)

• Contact me directly

•Phone (785) 296-5060

•Email [email protected]

BibliographyAchieve, Inc. (2005). Rising to the challenge: Are high school graduates prepared for

college and work? Washington, DC: Author. Retrieved January 16, 2008, from http://www.achieve.org/node/548

Gordon, J. (2005). Presentations that change minds. Columbus, OH: McGraw-Hill.

National Commission on Writing (2003). The neglected ‘R’: The need for a writing revolution. Retrieved January 16, 2008, from http://www.writingcommission.org/report.html

National Commission on Writing. (2004). Writing: A ticket to work… or a ticket out: A survey of business leaders. Retrieved January 16, 2008, from http://www.writingcommission.org/report.html

National Commission on Writing. (2005). Writing: A powerful message from state government. Retrieved January 16, 2008, from http://www.writingcommission.org/report.html

Persky, H.R., Daane, M.C., & Jin, Y. (2003). The nation’s report card: Writing 2002. (NCES 2003—529). U.S. Department of Education. Institute of Education Sciences. National Center for Education Statistics. Washington, DC: Government Printing Office.

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