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Here are only 3 steps to follow when picking a proper topic. Globalization is nothing new; it's a normal process of human civilization that has been going on for thousands of years. Globalization is something interesting; it's an inevitable process. Read the article and learn more about globalization! Schools should have nothing to do with ads.

There should be different classes for boys and girls. Breastfeeding should be allowed in public places. Parents should go to jail if their kids do something illegal. People under 21 should be allowed to drink alcohol with parental consent.

Parents must be responsible for providing a healthy diet. The Internet was invented to change our lives. Commercial testing on animals should be banned. Alternative energy is cheap enough to replace the fossil fuels. Churches should pay taxes. The United States should maintain the Cuba embargo.

Decrease of the federal corporate income tax rate creates jobs The age for drinking should be older than The felons who have completed their sentence should be allowed to vote. The capital punishment is a crime. The humans are the main causes of a climate change. Euthanasia should be allowed.

Adults must be allowed to carry electroshock weapon. Supreme Court should ban the same-sex marriages. The ways to solve the Israeli-Palestinian conflict exist. Defending yourself should be a constitutional right under the Second Amendment. Cell phone use and texting make it difficult to concentrate. Textbooks are obsolete and should be replaced by iPads.

Students should be careful about posting on social media. A border fence will solve the dilemma of immigration. Cyber-attacks are a vital intelligence tool for all countries. Recycling more needs to be required by law. College network use filters to block inappropriate materials.

The social network should be prohibited while on school property. Should girls have equal representation on co-ed wrestling and football teams?

Domestic terrorism is not really an overwhelming issue in America. Identity theft is a huge problem for elderly people. The current tax system overburdens the middle-class. Using these words as prompts, she and the students construct the sentence, "I made cookies in the kitchen in the morning. Next, each student returns to the sketch he or she has made of a summer vacation activity and, with her help, answers the same questions answered for Bradshaw's drawing.

Then she asks them, "Tell me more. Do the cookies have chocolate chips? Does the pizza have pepperoni? Rather than taking away creativity, Bradshaw believes this kind of structure gives students a helpful format for creativity. Stephanie Wilder found that the grades she gave her high school students were getting in the way of their progress.

The weaker students stopped trying. Other students relied on grades as the only standard by which they judged their own work. She continued to comment on papers, encourage revision, and urge students to meet with her for conferences. But she waited to grade the papers. It took a while for students to stop leafing to the ends of their papers in search of a grade, and there was some grumbling from students who had always received excellent grades. But she believes that because she was less quick to judge their work, students were better able to evaluate their efforts themselves.

Erin Pirnot Ciccone, teacher-consultant with the Pennsylvania Writing and Literature Project , found a way to make more productive the "Monday morning gab fest" she used as a warm-up with her fifth grade students. She conceived of "Headline News. After the headlines had been posted, students had a chance to guess the stories behind them.

The writers then told the stories behind their headlines. As each student had only three minutes to talk, they needed to make decisions about what was important and to clarify details as they proceeded. They began to rely on suspense and "purposeful ambiguity" to hold listeners' interest. On Tuesday, students committed their stories to writing. Because of the "Headline News" experience, Ciccone's students have been able to generate writing that is focused, detailed, and well ordered.

Slagle, high school teacher and teacher-consultant with the Louisville Writing Project Kentucky , understands the difference between writing for a hypothetical purpose and writing to an audience for real purpose.

She illustrates the difference by contrasting two assignments. Write a review of an imaginary production of the play we have just finished studying in class. They must adapt to a voice that is not theirs and pretend to have knowledge they do not have. Slagle developed a more effective alternative: Authenticity in Writing Prompts.

Mark Farrington, college instructor and teacher-consultant with the Northern Virginia Writing Project , believes teaching revision sometimes means practicing techniques of revision. An exercise like "find a place other than the first sentence where this essay might begin" is valuable because it shows student writers the possibilities that exist in writing.

In his college fiction writing class, Farrington asks students to choose a spot in the story where the main character does something that is crucial to the rest of the story. At that moment, Farrington says, they must make the character do the exact opposite. Bernadette Lambert, teacher-consultant with the Kennesaw Mountain Writing Project Georgia , wondered what would happen if she had her sixth-grade students pair with an adult family member to read a book.

She asked the students about the kinds of books they wanted to read mysteries, adventure, ghost stories and the adults about the kinds of books they wanted to read with the young people character-building values, multiculturalism, no ghost stories. Using these suggestions for direction, Lambert developed a list of 30 books. From this list, each student-adult pair chose one. They committed themselves to read and discuss the book and write separate reviews.

Most of the students, says Lambert, were proud to share a piece of writing done by their adult reading buddy. Several admitted that they had never before had this level of intellectual conversation with an adult family member. Suzanne Linebarger, a co-director of the Northern California Writing Project , recognized that one element lacking from many of her students' stories was tension. One day, in front of the class, she demonstrated tension with a rubber band.

Looped over her finger, the rubber band merely dangled. It's the tension, the potential energy, that rivets your attention.

It's the same in writing. Linebarger revised a generic writing prompt to add an element of tension. The initial prompt read, "Think of a friend who is special to you. Write about something your friend has done for you, you have done for your friend, or you have done together. Linebarger didn't want responses that settled for "my best friend was really good to me," so "during the rewrite session we talked about how hard it is to stay friends when met with a challenge.

Students talked about times they had let their friends down or times their friends had let them down, and how they had managed to stay friends in spite of their problems.

In other words, we talked about some tense situations that found their way into their writing. Moving From Fluency to Flair. Ray Skjelbred, middle school teacher at Marin Country Day School, wants his seventh grade students to listen to language. He wants to begin to train their ears by asking them to make lists of wonderful sounding words.

They may use their own words, borrow from other contributors, add other words as necessary, and change word forms. Among the words on one student's list: Grammar, Poetry, and Creative Language. Kathleen O'Shaughnessy, co-director of the National Writing Project of Acadiana Louisiana , asks her middle school students to respond to each others' writing on Post-it Notes. Students attach their comments to a piece of writing under consideration.

While I was reading your piece, I felt like I was riding a roller coaster. It started out kinda slow, but you could tell there was something exciting coming up.

But then it moved real fast and stopped all of a sudden. I almost needed to read it again the way you ride a roller coaster over again because it goes too fast. Says O'Shaughnessy, "This response is certainly more useful to the writer than the usual 'I think you could, like, add some more details, you know?

Anna Collins Trest, director of the South Mississippi Writing Project , finds she can lead upper elementary school students to better understand the concept of "reflection" if she anchors the discussion in the concrete and helps students establish categories for their reflective responses. She decided to use mirrors to teach the reflective process. Each student had one. As the students gazed at their own reflections, she asked this question: Trest talked with students about the categories and invited them to give personal examples of each.

Then she asked them to look in the mirrors again, reflect on their images, and write. One of his strategies has been to take his seventh-graders on a "preposition walk" around the school campus.

Walking in pairs, they tell each other what they are doing:. I walk among my students prompting answers," Ireland explains. Kim Stafford, director of the Oregon Writing Project at Lewis and Clark College , wants his students to discard old notions that sentences should be a certain length. He explains to his students that a writer's command of long and short sentences makes for a "more pliable" writing repertoire.

He describes the exercise he uses to help students experiment with sentence length. You may find it helpful to ask a trusted friend or classmate to look at your essay. Use the spell checker on your computer to check the spellings of the words if applicable. Read through your essay aloud, reading exactly what is on the page. This will help you catch proofreading errors. You may find it helpful to print out your draft and mark it up with a pen or pencil.

Working with a physical copy forces you to pay attention in a new way. Make sure to also format your essay correctly. For example, many instructors stipulate the margin width and font type you should use. Sample Persuasive Historical Essay. A hook -- an interesting fact, story, or quote -- is usually your best opening.

You want the first sentence to grab someone immediately and get them to keep reading. This is easier said than done, but if it interested you while researching or thinking it will likely interest other people.

Not Helpful 16 Helpful Is it okay to write my arguments in the introduction and then define them in each paragraph? Yes, it is certainly okay to briefly list your arguments in your opening paragraph. This can work well in longer essays, or if your points fit together in a way not immediately obvious to the reader. Be careful to not give too much away, though. Save the actual arguments for the body paragraphs. In general, try to have around three examples for each paragraph.

Keep in mind that most professors will prefer quality over quantity. Two good examples would be a lot better than three bad examples that either don't support your point or downright contradict it.

Not Helpful 15 Helpful What are some of the transitional words to use for a persuasive essay? Adverbs, especially -ly words, are excellent transitional words. It's also possible to use prepositional phrases at the beginning of your sentences to transition. Not Helpful 7 Helpful End your essay with a thorough conclusion that sums clearly up the points in your body paragraphs and leaves your reader with a final thought to muse on.

Get your title from the last sentence in your essay. Not Helpful 10 Helpful Should I provide a lot of information, or just basic facts in order to wow my readers? Not Helpful 8 Helpful What do I do if I have to write an essay in class and don't have access to any information or know the topic ahead of time?

Instead of statistic-based arguments and evidence, use common sense and "most people believe" arguments. If you don't have access to information, your instructor will not expect an essay with strong fact-based evidence. Not Helpful 12 Helpful If you can't search for the information online, you should go to a library instead.

You can also find someone who knows about the information you're looking for, and ask them questions. Not Helpful 20 Helpful As many as you want! There is no right or wrong number to use. In general, just think of each paragraph as a mini-argument or point. Use as many as you need to convince someone.

Not Helpful 22 Helpful End it with a climax to your main point. Perhaps relate it to a reader's daily life. Answer this question Flag as Include your email address to get a message when this question is answered. Already answered Not a question Bad question Other.

Quick Summary To write a persuasive essay, start with an attention-grabbing introduction that introduces your thesis statement or main argument. Did this summary help you? Persuasive Essays In other languages: Thanks to all authors for creating a page that has been read 3,, times. Did this article help you? Cookies make wikiHow better. By continuing to use our site, you agree to our cookie policy.

A Anonymous May JG Joslyn Graham Nov 4, I was researching for a project on plastics and recycling and I found the Protocycler, a machine that takes recycled plastic and uses it to make filament for 3D printers. In our school this particular teacher was very invested in 3D printing, shown by the 12 or so printers in our school. We decided if I can write a paper and convince him to purchase it, he'll get it, even with the twelve thousand dollar price tag.

LM Luz Mejia Jul 28, I knew that I needed a basic formula to get my persuasive essay off to a better ending. My start was not that great. This information provided what I needed to improve my grade for my final project. I'm glad I did the search, and will continue to use wikiHow more often. JS John Smith Sep 18, This article's content is exactly what i was locking for to help me with both my assignments. JK Jefferson Kenely Jan Detailed, to the point. As an active activist, I am constantly working on trying to save forests from deforestation.

Thank you for helping me write my persuasive text! Chloe Myers Jun 3, LA Lubna Abdullah May 20, CG Caitlyn Grey Jan 3, The pictures helped too. Thank you a lot. KZ Katrina Zeng May 20, I am in the World Scholars Cup, doing my research for my collaborative writing. JL Jade Ludlow Nov 9, TG Towona Griffin Jan 16, SM Susanne Meyer Feb 28, I appreciated the examples.

SJ Sarah Johnson Oct 18, CB Charlotte Brown Apr 12, I am sure to get good grades. DC Destiny Cameron Nov 14, ZS Zaid Saleem Apr 11, Thanks, wikiHow, keep on posting your work. WY Warda Yousuf Mar 7.

AB Alice Brown Nov 6, NS Nicholas Skinner Jun 17,

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The goal of writing a persuasive essay is to persuade or convince the reader to believe something. Writers do this through the use of logical arguments and emotional appeals. While there is no one correct way to write these essays, this page will show you some good practices to consider when learning how to write a persuasive essay.. Here is a brief overview of the contents on this page.

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This page is a collection of over persuasive speech topic ideas for college students. Use this list as a last resort: you are much more likely to be successful when you choose a topic that genuinely interests you, rather than merely picking one from a list.

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Expert Reviewed. How to Write a Persuasive Essay. Five Parts: Writing Persuasively Laying the Groundwork Drafting Your Essay Polishing Your Essay Sample Persuasive Essays Community Q&A A persuasive essay is an essay used to convince a reader about . Try Our Friends At: The Essay Store. Free English School Essays. We have lots of essays in our essay database, so please check back here frequently to see the newest additions.

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Persuasive essays are a bit like argument essays, but they tend to be a little kinder and drossel.tknt essays require you to discuss and to attack an alternate view, while persuasive essays are attempts to convince the reader that you have a believable argument. Imaginative recount. Applies factual knowledge to an imaginary role in order to interpret and recount events e.g. A Day in the Life of a German soldier, How I manned the first mission to the moon.