Module 6

In this unit, we talked about using nonprint media to teach argument writing. Prior to this module, I don’t think I knew the differences between argument and persuasion, but Hyler made the distinction in Chapter 5. Argument is supported by reason and facts, while persuasion relies on influence and different appeals. While argument seems more credible, persuasion seems to rely  more on cheap tricks. However, they are both effective in different situations. Our main assignment was the print Public Service Announcement, which is a form of argumentative writing. However, I can see how the PSA can also be persuasive because it does rely on some images that influence with emotional appeals.

I thought that the PSA was a valuable activity as an introduction into argument, and it’s even more impactful when the students have to create their own. I feel it’s important for students to be able to express their views in the classroom, so this is a good opportunity to discuss some issues they may feel strongly about. Some of the issues might be a bit inappropriate for younger students, but teachers can limit their options as they see fit. This is also an opportunity for students to practice more concise writing because they have to show their stance rather than just tell it. Overall, I had some fun exploring tools and making my own PSA, and it was impactful to see some others that my peers made as well.

We also read some of Gura’s chapters that could aid in teaching argument writing. In Chapter 13, we discussed teaching persuasion through the use of online blogs. For this assignment, the students took positions on issues they wanted to debate in an online thread.  This was used as a prewriting technique for the students to begin forming arguments and backing them up. They used Edublogs, which has security settings to eliminate any obscenities or inappropriate language. The part that made this teacher’s activity so impactful was that he was actively participating as well. As the students would post, he would bring attention to both positive and negative interactions and use them as teachable moments.

So far, I have been pleased to have found that most of these activities are already formed around the middle level grades. If they aren’t, they can easily be adapted for a younger class. Most of the lessons I see online or in other classes are geared toward a high school level, so this has been a nice change.