-- 10 -- Holiday

-- 10 -- Holiday

-- 07 -- Midterm

-- 07 -- Midterm

-- 02 B -- Language and Thought, Word Precision, Vocabulary

-- 02 B -- Language and Thought, Word Precision, Vocabulary

--  02 B -- Language and Thought, Word Precision, TFY C2, Vocabulary, CRCB C2 Vocabulary Skills

TFY C2 Glossary -- Word Precision
Frames of Language
New Words for the New Milleneum
Lexophiles Only

Fourteen Words Key  to 100,000 Words

TFY C2 Links:
Web Links
Chapter 2
CONCEPT

Here Answers.com broadens our understanding of the word concept through dictionary and encyclopedia definitions as applied to philosophy and the sciences.

http://www.answers.com/word%20concepts

ETYMOLOGY

This site offers an etymologic quiz for guessing the origins of words. Can you get the right answers on the basis of logical reasoning?

http://www.etymologic.com/

FROM SENSES TO WORDS

Study the way Diane Ackerman uses language to explore "the mute sense" of smell in this excerpt taken from her book A Natural History of the Senses. Click on "Search inside this book" to read the excerpt.

http://www.amazon.com/gp/product/0679735666/103-1851138-6468634?v=glance&n=283155
(Amazon review:  This review is from: A Natural History of the Senses (Paperback)
Do you remember the day in second grade when your teacher taught the lesson of the five senses? You felt around for some mysterious object in a brown paper bag for touch, you had lemon squeezed on your tongue for taste, you made Styrofoam cup telephones for hearing, you shut your eyes and stumbled around "blind" clinging to the arm of the kid next to you for sight, and you sniffed mothballs for smell. That was about it, subject covered. Now, just imagine if you could learn the lesson over again with the zany fictional teacher Ms. Frizzle of "The Magic Schoolbus" fame, except this time she's teaching adults. Welcome to the world of Diane Ackerman. In a Natural History of The Senses Ms. Ackerman enthusiastically, patiently, and most of all exuberantly reintroduces us to the sensual world from her perspective and shows us how it is so much more alive and kicking than what we learned in grade school.

This book is still broken down into five familiar sections of smell, touch, taste, hearing and vision, but in total it is so chock full of intimate detail of the world the reader can't help but see things in a different light for having read it.

It is written with the intelligence of a scholar, the fluidity and grace of a poet, and well, as I've mentioned above the enthusiasm of the one and only Ms. Frizzle (and I mean this as the nicest compliment!) This book will certainly appeal to people who love detail as it is well referenced for those wishing to delve deeper into the literature of the senses. Diane Ackerman shares, teaches and reminds us of some of the most simple things in life. Do you know how a butterfly "tastes" sweetness? Can you explain the electrical significance of the corpuscles strategically placed throughout your own body responsible for great sex? If you are saying "so what?" then I ask that you just give it a try. It is a fun romp of a read that may take you places you haven't been for a long time. 

A good portion of the book is written in the first person, where the author has juxtaposed what she knows with how she lives, and I believe her detractors would comment that she appears self-absorbed for it. Just get over that and realize at the very last she reminds us life can be steered away from its sometimes predictable, even boring, path by something as seemingly insignificant as adding an extra teaspoon of vanilla to the muffin batter. Who knows, you may even dab some on your pulse points and let the rest of the world wonder why you smell so...exuberant. I'm sure Diane Ackerman would expect nothing less.

THEORIES ABOUT TRUTH

Compare your findings about definitions to this Wikipedia discussion that includes philosophical theories about the nature of truth.

http://en.wikipedia.org/wiki/Truth

TRUTH

At Humanityquest.com compare the definitions of truth given in a long list of dictionaries. You might also try the same for the word reality.

http://humanityquest.com/topic/Definitions/index.asp?theme1=truth

WHAT IS CRITICAL READING?

Here is supplementary information on critical reading provided by the University of Ohio.

http://www.csuohio.edu/writingcenter/critread.html

WORD CONNOTATION

At this site note how the word connotation is given numerous definitions. Studying and comparing each one can help us expand our understanding of the meaning of the term.

http://www.answers.com/topic/connotation

-- 13 -- Best Practices - Review

-- 13 -- Best Practices - Review

-- 12 -- External Relations

-- 12 -- External Relations

Final Review Questions

Wk 9	Unit V	Weather	Keeping an Eye on the Weather	Nature's Weather Forecasters	Could You Survive a Natural Disaster?
Wk 10	Unit VII	Clothes	Dressing for Success	Casual Dress in the Workplace	T-shirts Out; Uniforms In
Wk 11	Unit VIII	Culture	Adventures in India	Body Language in the US	Cross-cultural Differences
Wk 12	Unit IX	Outer Space	Living in Space	The Planets	Space Tours Not So Far Off
Wk 13	Review	Animals	The Terrible Toads	Exotic Animals -- Not as Pets!	Let's Abandon Zoos

For each of the units, please answer the following questions:

What was the main idea of the reading?

What did you learn from the reading?

What do you still want or need to know about the reading

Cross-Cultural Communication Resources / Links

Cross-Cultural Communication

You will find a wide variety of links here (about half of which can be found in Figure 15-3 on page 512 of the text). Some will help you write and speak in languages other than English. Some will help you understand the culture of other places and people. And some will help you understand how to do business with those from other cultures.

AsianLanguageDTP.com	You can order your business card here for use in Japan, China, and Korea.
Calliope: Computer Assisted Language Learning in an Interactive Online Pedagogical Environment	This online learning center for international communication at the University of Antwerp offers theory, exercises, and cases on intercultural communication in three languages: Dutch, English, and French. Using an electronic translator (or your own foreign-language skill), you can see what readers in these different cultures prefer to see in such documents as résumés, press releases, and persuasive messages
Central Intelligence Agency: World Fact Book	This U.S. government site “provides information on the history, people, government, economy, geography, communications, transportation, military, and transnational issues for 266 world entities.”
CIBER: Center for International Business Education and Research	The Center for International Business Education and Research (CIBER) is hosted by the University of Illinois–Urbana-Champaign and sponsored by the U.S. Department of Education. Particularly helpful are the “Country Resources,” found under the “Resources” link on the left menu bar.
Common Words in American and British English	An interesting comparison of words in American and British English can be found here, as well as a link to differences between American and British spelling.
Country Profiles: Global Guide to Culture, Customs, and Etiquette	This intercultural communication and translation firm offers guides to etiquette and protocol in over 50 countries.
Culture Maps	Brief sketches are provided here on the customs of various countries related to their business practices and social interaction. Each includes cross-cultural comparisons on Hofstede's dimensions of power distance, uncertainty avoidance, individualism, masculinity, and language contextualism.
Dictionaries	This free website has easily accessible links to dictionary websites in many languages (organized by language).
ESL: Idioms and Slang	This site contains links to various sites about English idioms and slang, mostly American.
Executive Planet	This site contains information on doing business in over 40 countries. It covers such topics as gift giving, making conversation, dressing for business, making appointments, and much more.
Export.gov	This website of the U.S. Commercial Service (under the International Trade Administration) offers assistance of all types on international trade. Of particular value are its Country Commercial Guides, regularly updated for each country (access these through “Find Opportunities>Market Research” on the left menu bar and then click the “Market Research Library” link).
The Federation of International Trade Associations	The Federation of International Trade Associations is a nongovernmental organization promoting international trade. Their site has links to over 8,000 international-trade related websites on such topics as maps and geography, weights and measures, international business terms, trade law, and currencies. (A good place to start is “Really Useful Links” in the “Tools of Trade” section of the main menu bar.) Some links lead to free resources; some are for paying members only.
globalEDGE	Sponsored by Michigan State University in the U.S., this site contains extensive resources by country and state, including not only geography, history, and vital statistics but also news, trade, and industry information.
Google Language Tools	This site enables users to search websites in many languages and then translate the results.
International Trade Administration	The purpose of this website for the International Trade Administration, U.S. Department of Commerce, is to promote international trade. Through the “Press and Publications” link on the main menu bar, you can access the agency’s latest publications, including its monthly newsletter, as well as previous articles and reports.
NationMaster.com	This is a popular educational website started by an Australian statistics enthusiast. It offers maps, flags, and country profiles, but its greatest strength is statistics on many countries, which the site will graph for you.
Numbers from 1 to 10 in over 5000 Languages	The title of this site says it all. You can find the languages geographically using a color-coded map or by language family using categorized links.
Organisation for Economic Co-operation and Development	The Organisation for Economic Co-operation and Development (OECD)—originally the Organisation for European Economic Co-operation (OEEC)—is an organization of 30 member countries who share their knowledge and resources on “more than 70 developing and emerging market economies.” You can search for information by topic or country.
Systransoft Translation Page	Systran provides a page that will translate text as well as complete webpages between English and many other languages.
time and date.com	You can see current local times for major cities around the world as well as set up your own personal clock with just the cities you need.
TimeTicker	An interactive bar lets users move between time zones, displaying the difference from GMT (Greenwich Mean Time) as well as naming the countries in each zone.
TravLang: Foreign Languages for Travelers	This site gives users a full range of services, from basic words, including pronunciation, to maps, dictionaries, currency rates, world facts, and more.
U.S. Department of State	This is the U.S. government’s main diplomatic website. The “Countries” link on the main menu bar gives you access to the site’s Background Notes. These provide extensive, frequently updated information on the land, people, government, history, and so forth of all countries with whom the U.S. has relations.
U.S. Small Business Administration: Export Library	On the website of this non-governmental organization you can access recent issues of theUSCIB’s journal International Business and news articles for free. (You must belong to a member company, law firm, or organization to access additional material.)
United States Council for International Business	On the website of this non-governmental organization you can access recent issues of theUSCIB’s journal International Business and news articles for free. (You must belong to a member company, law firm, or organization to access additional material.)
World Wide Words	All the pieces here are about English words and phrases from a British linguist’s point of view—what they mean, where they came from, how they have evolved, and the ways in which people sometimes misuse them.
WorldLingo: Language Tools and Resources	This site provides easy access to online dictionaries for various languages.
Yahoo! Babel Fish	This interactive site will translate words, phrases, and even complete websites between English and Spanish, French, German, Italian, and Portuguese as well as Chinese, Russian, Korean, and Japanese.

source:  http://highered.mcgraw-hill.com/sites/0073403164/student_view0/bc_resources.html

Bloom's Taxonomy of Skills (Revised)

Bloom's Taxonomy of Skills (Revised)

Bloom's Taxonomy of Skills (Revised)

Bloom's Taxonomy of Skills (Revised)

Persuasive Writing Suggested Issues

Any one of these 30 issues may serve as the basis for a persuasive 

1. Though texting is a valuable way of communicating, some people spend too much time sending messages by phone instead of interacting with others face to face. Addressing an audience of your peers, explain why you agree or disagree with this observation.
2. Some people dismiss science fiction or fantasy as a purely juvenile form of amusement, an escape from problems and issues in the real world. Referring to one or more particular books, movies, or television programs, explain why you agree or disagree with this observation.
3. When the Credit Card Accountability, Responsibility and Disclosure Act was put into practice in 2010, it limited the ability of anyone under age 21 to qualify for a credit card. Explain why you support or oppose the restrictions that have been placed on students' access to credit cards.
4. In an essay or speech addressed to your boss, explain why you deserve a raise in pay. Be sure to provide specific information to justify the proposed pay increase.
5. Most of the so-called "reality programs" on television are highly artificial and bear little resemblance to real life. Drawing on one or more specific programs for your examples, explain why you agree or disagree with this observation.
6. Online learning is not only convenient for students and teachers but often more effective than traditional classroom instruction. Addressing an audience of your peers, explain why you agree or disagree with this observation.
7. Some educators favor replacing the letter-grade method of evaluating student performance with a pass-fail grading system. Explain why you support or oppose such a change, drawing on examples from your own experience in school or college.
8. Laws should be enacted to restrict the bonuses that can be given to the CEOs of companies that are debt ridden and losing money. With reference to one or more specific companies, explain why you agree or disagree with this proposal.
9. Teachers and administrators in many American schools are now authorized to conduct random inspections of students' lockers and backpacks. Explain why you support or oppose this practice.
10. Explain why you do or do not favor a major reform of English spelling so that each sound is represented by only one letter or one combination of letters.
11. Because electric cars are costly and don't do enough to protect the environment, the government should eliminate subsidies and incentives for manufacturers and consumers of these vehicles. With reference to at least one particular vehicle that has been supported by federal subsidies, explain why you agree or disagree with this proposal.
12. To save fuel and money, Friday classes should be eliminated on campus and a four-day work week implemented for all employees. With reference to the effects of reduced schedules at other schools or colleges, explain why you support or oppose this plan.
13. In a speech or essay directed at a younger friend or family member, explain why dropping out of high school to take a job before graduation is or is not a good idea.
14. Explain why you do or not favor the enforcement of a mandatory retirement age so that more job opportunities can be created for young people.
15. Not all recycling projects are cost effective. Explain why you agree or disagree with the principle that any community recycling project must turn a profit or at least pay for itself.
16. In a speech or essay addressed to the head of your school or college, explain why snack and soda vending machines should or should not be removed from all classroom buildings on your campus.
17. Over the past 20 years, more and more public schools have implemented policies requiring students to wear uniforms. Explain why you support or oppose mandated school uniforms.
18. The city council is now considering a proposal to allow construction of a shelter for homeless individuals and families. The proposed site for the homeless shelter is adjacent to your campus. Explain why you support or oppose this proposal.
19. Research has shown that a short afternoon nap can promote physical well-being and improve mood and memory. Explain why you support or oppose a proposal to adjust schedules so that napping will be encouraged at your school or workplace, even if this means a longer work day.
20. Many states now require proof of U.S. citizenship before admitting a student to a public college or university. Explain why you support or oppose this requirement.
21. Rather than lay off workers in bad economic times, some companies have chosen to reduce the length of the work week (while also reducing pay) for all employees. Explain why you support or oppose a shorter work week.
22. The introduction of new digital technologies has radically altered people's reading habits over the past 25 years. In light of this change, explain why students should or should not be required to read lengthy textbooks and novels in their classes.
23. In some school districts, children are bused to schools outside their neighborhood in an effort to achieve diversity. Explain whether you favor or oppose compulsory busing of schoolchildren.
24. Explain why doctors and school nurses should or should not be allowed to prescribe contraceptives to children under the age of 16.
25. Your state legislature is now considering a proposal to allow drinking by 18- to 20-year-olds after they have completed an alcohol education program. Explain why you support or oppose this proposal.
26. Some school authorities have the power to remove from libraries and classrooms any books that they consider inappropriate for children or teens. Pointing to specific examples of how this power has been exercised, explain why you support or oppose this form of censorship.
27. To reduce unemployment among young people, legislation has been introduced to repeal all minimum-wage laws. Explain why you support or oppose such legislation.
28. There have recently been movements to boycott products imported from countries that tolerate the exploitation of underage workers. Using specific examples, explain why you support or oppose such boycotts.
29. In your school or college, instructors have the right to ban cell phones (or mobiles) in their classrooms. Explain why you favor or oppose such a ban.
30. In some cities traffic congestion has been reduced by the creation of toll zones. Explain why you do or do not favor the imposition of mandatory fees on drivers in your city.

Reference:  http://grammar.about.com/od/topicsuggestions/a/30-Writing-Topics-Persuasion.htm

Argumentative Paper

Argumentative Paper Format
*Please note that this is only a sample format. There are multiple ways to organize an
 INTRODUCTION
o 1-2 paragraphs tops
argumentative paper
o PURPOSE: To set up and state one’s claim o OPTIONAL ELEMENTS
 Make your introductory paragraph interesting. How can you draw your readers in?
 What background information, if any, do we need to know in order to understand your claim? If you don’t follow this paragraph with a background information paragraph, please insert that info here.
o REQUIRED ELEMENTS
 If you’re arguing about a literary work—state author + title
 If you’re arguing about an issue or theory – provide brief explanation
or your of issue/theory.
 If you’re arguing about a film—state director, year + title
 STATE your claim at the end of your introductory paragraph
 BACKGROUND PARAGRAPH
o 1-2 paragraphs tops; Optional (can omit for some papers). Also, sometimes
this info is incorporated into the introduction paragraph (see above). o PURPOSE: Lays the foundation for proving your argument.
o Will often include:
 Summary of works being discussed  Definition of key terms
 Explanation of key theories
 SUPPORTING EVIDENCE PARAGRAPH #1
o PURPOSE: To prove your argument. Usually is one paragraph but it can be
longer.
o Topic Sentence: What is one item, fact, detail, or example you can tell your
readers that will help them better understand your claim/paper topic? Your
answer should be the topic sentence for this paragraph.
o Explain Topic Sentence: Do you need to explain your topic sentence? If so,
do so here.
o Introduce Evidence: Introduce your evidence either in a few words (As Dr.
Brown states ―...‖) or in a full sentence (―To understand this issue we first
need to look at statistics).
o State Evidence: What supporting evidence (reasons, examples, facts,
statistics, and/or quotations) can you include to prove/support/explain your
topic sentence?
o Explain Evidence: How should we read or interpret the evidence you are
providing us? How does this evidence prove the point you are trying to make
in this paragraph? Can be opinion based and is often at least 1-3 sentences. o Concluding Sentence: End your paragraph with a concluding sentence that
reasserts how the topic sentence of this paragraph helps up better understand and/or
prove your paper’s overall claim.

Reference: http://spot.pcc.edu/~mdembrow/wr122outline2.htm

Argumentative Essay

Writing an Argumentative Essay

It goes by many names—the research project, the persuasive essay, the term paper—but all mean the same thing: you’re writing an argument. Before you wrench in agony, know that a smart approach and planning phase (like the one you’re in right now) can make the process of writing an argument approachable, even enjoyable. The following 9 steps will help guide you through the writing process.

1) Choose your topic—carefully. Check your ideas against the following three criteria before finalizing your topic:

• Your topic must be arguable. The phrase “everything’s an argument” is not quite true—mostthings are, but not everything. Take the common high school editorial topic of “cliques are bad”: it’s a common opinion, sure, but who really disagrees? Your topic needs to be debatable; there has to be a clear opposing argument that others support. Ask yourself: who would oppose me? Why?

• Your topic must be contemporary and relevant. Arguments do not exist in a vacuum; they arise because people of varied beliefs interact with one another every day (or just bump heads). Your essay, even if it is about the past, should connect to values and ideas of the present. Look to current events or issues for inspiration—what’s going on in the world that’s inspiring discussion and/or disagreement? Ask yourself: does my topic matter to people right now? Why?

• Your topic must have value to you. Given the hours you’ll need to invest in the paper, your topic needs to be more than “interesting”; it has to be knowledge you want to pursue for your own personal benefit, not just a grade. However fascinating cloning may be, for example, if you’re not interested in science or ethics—two fundamental sub-issues of the cloning debate—your essay will be a chore to write. Choose a topic you care about and are invested in. You’ll write better and research deeper because of your personal investment.

2) Narrow and focus your topic. Many popular topics, such as abortion or euthanasia, are too broad for even 100- to 200-page books, let alone your 3- to 5-page essay. Focus on a specific aspect of your topic: a specific method (e.g., a late-term abortion procedure), a specific policy (e.g., No Child Left Behind), or a specific perspective (e.g., evangelical Christians and the environment). Doing so not only makes your topic (and life) manageable, it should help you develop very specific search terms when you go to gather evidence.

3) Analyze your audience. Review your assignment sheet to check whether you’ve been assigned a specific audience to address in your response. If no audience is assigned, you can assume your audience is your teacher, a knowledgeable and experienced reader in the subject area. But don’t skip this step just yet.

Your understanding of your audience—yes, even your teacher—is integral in determining the development and organization of your argument, as well as the stylistic techniques you can utilize in your writing. For example, if you are writing to your instructor, consider what he/she expects from students on such an assignment—a formal tone, large amounts of evidence integrated into the paper, analysis of these ideas, right? On the other hand, if you’re writing for an audience of peers, you’ll want to lean heavily on your connection with them: use personal pronouns (“I” or “we”), express sympathy or understanding for their feelings, and address shared concerns.

4) Research wisely. Google is quick and easy; everybody uses it. So does your professor, who is rather justified in his/her skepticism of website credibility—lots of the readily accessible data via Google is inaccurate and risky. Make sure your online sources are from established educational/professional sites (like eNotes).

Also use your library’s subject-specific databases to find professional journals covering your topic. With a narrow and focused topic, searching should be a breeze. And use the “snowball” research technique: once you find a helpful source, look at its references/bibliography to get new leads on evidence for your paper. Wash. Rinse. Repeat.

5) Utilize a variety of evidence types. Statistics can be sexy, but they can’t do all the work for you. In addition to quantitative research, utilize expert opinions—in the form of quotations or paraphrases—and historical examples to provide varied and insightful support. And don’t be afraid to examine a sometimes overlooked source: you. Include your own personal experience or observations if they help illuminate the topic for your audience.

6) Express your judgment, not your opinion. In middle school they call it "persuasion"; in college they call it "argumentation"—so what’s the difference? Expectation. Your instructor is less interested in what side you take than in how you take that side, how you analyze the issue and organize your response. Forget about whether you’re right and someone else is wrong; writing a good paper is not a competition. Instead, focus on your “line of argument”—how you develop your paper by meeting your audience’s needs, integrating solid evidence, and demonstrating a solid understanding of the topic. Steps 7 and 8 will help you get there.

7) Dig deeper. A meaningful topic will tap into underlying values and issues of modern society. Look for the themes or big ideas of your issue. For example, consider whether or not cities should limit or ban national chain stores from expanding in their respective communities. On one hand, yes, a paper might address the positives and negatives of Wal-Mart or Subway. Yet an excellent argument will also discuss the bigger conflicts at play: convenience vs. community identity, job creation vs. environmental damage. Seeing the “big picture” adds depth to your argument.

8) Complexify your argument. There are several rhetorical “moves” or patterns writers can utilize to enhance their argument and demonstrate critical thinking about their topic. Here are short summaries of six of them:

• Cause and effect: discuss what has led to your topic becoming an issue and why the issue is affecting people.

• Qualification: “qualification” here means to limit your position to specific contexts or situations, a “yes, but…” perspective. Qualifying not only can demonstrate that you understand the complexity of an issue but can show you have a unique perspective on it.

• Examination of the opposing argument: know thy enemy. Analyzing other perspectives on your topic has three key advantages: you demonstrate a broad understanding of the issue; you can strengthen your position by comparing it to others; and you’ve given yourself plenty more to write about.

• Concede a little, as necessary: it’s perfectly okay to admit your position is not perfect; in fact, breaking down what works and what doesn’t about your topic can enhance your analysis. Anticipating and alleviating your reader’s concerns can be incredibly persuasive.

• Propose a solution: a logical and feasible solution to your issue provides authority and credibility, and it can make for a strong conclusion.

• Examine the implications: what effect will this issue have on individuals and/or the world? Discussing what lies ahead for your topic also makes for a strong approach to a conclusion.

Note: there is no “correct” strategy about how to integrate these techniques into your writing, nor is there a desired amount or limit to how many can be used. Use your best judgment.

9) Revise, revise, revise. Talk is cheap—and so are papers littered with clichés, illogical arguments, and grammar mistakes. Find a peer who disagrees with your position and have him/her read your paper. Discuss your ideas, your approaches, and your writing style with this naysayer; take the feedback and advice seriously. Read your paper out loud to yourself during later revisions. Be sure to check if you’ve cited your sources correctly. Edit for grammar and spelling only after you are comfortable with what you’ve you written and how you’ve written it.

Resource:  http://www.enotes.com/topics/how-write-argumentative-essay

Persuasive Writing -- The College Writer

Chapter 17: Strategies for Argumentation and Persuasion

247 248 262

Concepts

The chapter provides a good definition of an argument: “a series of statements arranged in a

• logical sequence, 
• supported with sound evidence, and 
• expressed powerfully 
• so as to sway your reader or listener.” 

No matter how “right” you think your arguments are, they must be

•  arranged logically, 
• supported with sound evidence, and 
• expressed powerfully. 

In other words, even if you were trying to “argue” something obvious, like the fact that the earth revolves around the sun, your argument would still be weak if your supporting evidence was based on a dream you once had or the barking patterns of your dog. 

In writing an argument, it’s not just what you’re saying, it’s how you say it that really counts.

In coming up with a good strategy for presenting an argument, remember the importance of identifying your audience. Sometimes they may be “preaching to the choir,” presenting an argument to an already sympathetic reader, while other times you may  encounter hostility to your ideas. 

Remember the  importance of striking a fine balance between being passionate about the subject without losing the ability to argue reasonably. There are times when indignation, sarcasm, or shock can make a strong argument even more persuasive and other times when these emotional tones are inappropriate. Different audiences and situations might require different approaches.

Persuasive / Argumentative Essay Writing

Writing a Persuasive Essay

A persuasive essay (also known as the argument essay) has one of two objectives:

1. To convince your reader to adopt your point of view
2. To convince your reader to take a specific course of action

A good persuasive essay argues one side of a very narrow topic. Although the persuasive essay only addresses one side of the issue, the topic must be debatable. Simply put, the persuasive essay recognizes that there are two sides to every question, but only presents one side to the reader. Still, it's important for you to understand both sides of the debate in order to promote your viewpoint effectively.Choosing the Topic for a Persuasive Essay
The persuasive essay is an objective composition. In choosing your topic for a persuasive essay, although you should select one about which you feel strongly, be sure that you can find solid evidence that supports your position.
Refrain from choosing a topic where arguments are based on opinion or belief. Don't confuse facts with truths. A "truth" is a majority-held belief or opinion that is unproven and unsubstantiated by fact. Develop your argument using facts, logical reasoning, relevant examples, quotations from recognized experts, and/or statistics.
Avoid arguing indisputable facts. Start your essay draft by proving your thesis. Write the question, your position, and then write a thesis statement that directly opposes your viewpoint. This ensures that you have chosen a debatable question. Examine the other side of the argument and determine whether your evidence is strong enough to disprove the opposing viewpoint. Look for contrasting evidence, mistakes, and inconsistencies in logic.
Define Your Topic
In addition to a statement of the question, your persuasive essay title is also a statement of your position on the question. However, since your essay is objective, your title should be, too. For instance:

• Cable Internet vs. Fios Internet - This is unacceptable since it doesn't state your position.
• Why I Chose Cable Internet Over Fios Internet - This is also unacceptable since use of first person makes it subjective rather than objective and suggests personal choice rather than factual evidence.
• Reasons Why Cable Internet Rules Over Fios Internet - This is acceptable. It defines the topic, objectively states your position, and relates that your argument is based on evidence (reasons).

Introducing the Persuasive Essay
Use your thesis in your persuasive essay introduction. In addition to putting your topic and position into a sentence, the introduction to your persuasive essay should be a clear definition of the points that support your thesis. Present them in the same order that you'll use in the body of your essay to help the reader see that your position is supported in a way that comes to a logical conclusion.Organizing the Persuasive Essay Body
The easiest way to organize the body of a persuasive essay is to think of your points as pointing towards your conclusion. Each sentence in the body should be closely related to your topic and to the sentence that precedes it.

• Begin each paragraph with a point from your introduction, following the same sequence you presented in the introduction. Support it with your evidence. As you finish each paragraph, examine it as you did the opposing point of view. Look for mistakes, inconsistencies in logic, and truths masquerading as facts.
• Be sure your evidence is specific. Stay away from using broad generalizations and personal opinions. Especially refrain from using words like all (as in all people), always, every, and never.
• Check to see that you have accurately cited any sources you used in examples and quotations.
• Help your reader see the logical progression of your argument by concluding each paragraph with a transitional sentence that leads to your next point.

Before you begin writing your conclusion, check all paragraphs of your essay body to ensure that

1. Your evidence is strong and relevant to the point you addressed in the paragraph
2. The essay progresses logically to your conclusion
3. Both your points and supporting evidence are on topic and foused towards the conclusion

In Conclusion
Redefine your topic and summarize your essay by restating your most powerful evidence, again preserving the sequence of your presentation. The conclusion of your persuasive essay is your last chance to remind your readers of your position and persuade them to accept your point of view.


Reference:
http://www.essaywritinghelp.com/persuasive.htm