Writing a persuasive essay is much like preparing for a debate. You need to study your persuasive essay topic from various perspectives, establish your main argument and gather supporting evidence. You also need to know how to write a persuasive essay, namely how to organize parts of the persuasive essay in the way that will work best.

Try the following instructions on how to write a persuasive essay. They are indispensable in writing a well-planned and thoroughly considered persuasive essay.

1.Start with an Impressive Lead-In

The introduction of your persuasive essay is the first words you utter to render the readers to be well-disposed to you. Moreover, it is by the introduction that the reader decides whether to go on reading you essay or leave it in peace. Thus, the introduction of your essay should be attention grabbing and impressive enough to induce the reader to read further on.

Writing a persuasive essay, you need to pay particular attention to the first sentence you are going to write down, namely a lead-in. It is the most important part of the whole persuasive essay, out of which you come out either a winner or a loser.

To write a strong and impressive lead-in, try the following strategies:

7.start with an unusual detail;

8.put a strong statement;

9.quote a famous person;

10.introduce a short and up-to-the-point anecdote;

11.open the essay with a statistic or fact;

12.start with an emphatic rhetorical question;

Before deciding on one of the strategies, try all of them. You will be surprised to find out how different strategies can enrich and smarten up the introduction to your persuasive essay.

After you have put the opening sentence, be sure to introduce a sentence that will show that you see both pros and cons of the subject matter under consideration. Then write a thesis or focus statement, which has to reveal your own point of view. A well-formulated thesis statement is the key to success, as it is the central part of your essay, around which all other parts are organized.

Remember that a good introduction should be brief, concise and end with a closing sentence that will be transitional to the next paragrath.

2.Support Your Thesis in the Body

The body of your persuasive essay is the main part of your writing where you present supporting evidence and elaborate on the reasons you stated previously. The body should be a proof that you have researched and examined your persuasive essay topic and that your arguments are reasonable and reliable.

In order to prove your thesis statement and dispel the opposing arguments, you need to: 1) state the facts of the case; 2) prove your thesis with arguments; and 3) disprove your opponent’s arguments in three consecutive steps.

Statement of facts is a non-argumentative presentation of details, summaries and narration concerning the problem discussion. In this part of the body you should present supporting evidence without stating your own point of view and trying to persuade the readers in it.

First, you should remind the readers of some events, provide vivid illustrations that will show the significance of the topic. Statement of facts should be clear, brief, and vivid. If you obscure the facts, you are defeating the purpose. Thus, delete irrelevant information and information which contributes little to the reader’s understanding.

After you’ve introduced some facts, you can get down to proving your thesis with arguments. This should be the longest section and the central part of your persuasive essay. With the readers rendered attentive by the introduction and informed by the statement of fact, you must show why your position concerning the facts should be accepted and believed.

Now comes the time to deny the truth on which the opposing argument is built. Be patient in thinking over the refutation. It is the most difficult stage that needs time, concentration and absorption.

The proven way to hook readers’ attention is to leave your strongest argument for last so that to leave them with your best thought.

3.Write a Memorable Conclusion.

Your conclusion should be a “mirror image” of your introduction. It means that you should refresh the reader’s memory and remind him of the thesis statement you put in the introduction. It is not a mere waste of time or words, but the best way to convince the reader to take your side.

As well as in writing the introduction, you can try several ways to write a memorable conclusion for your persuasive essay.

Except for restating the introduction, you can summarize the main points to enable the readers to recall the main points of your position.

A nice way to conclude the persuasive essay is to write a personal comment or call for action. It could be: 1) your prediction; 2) a question that will let the readers make their own predictions; 3) your recommendations to solve a problem; 4) a quotation. It’s up to you to decide!

The last line of your persuasive essay, that is the “tag line,” needs special attention, for it is the second most important line after the lead-in. Thus, it is important that it:

4.renders the readers to be well disposed to you;

5.magnifies your points;

6.puts the readers in the proper mood.

Once you have put the full stop after the “tag line”, your work is over. But make sure that the words you have put in your persuasive essay will be “working” long after your readers stop reading it.

HOW TO WRITE A LETTER: WRITING PERSONAL & OFFICIAL LETERS & NOTES FOR ALL OCCASIONS

(Based on author’s site www.geocities.com/ltrhw)

Writing letters make popular. Letter writing ability is easily acquirable. Knowing how to write letters for all occasions is useful. Writing letters is not difficult. It is easy to learn how to write letters. This is on how to write formal letters, social letters, notes, what to say in private letter writing -writing personal letters.

Writing letters communicate best. Letter writing is joy to loved ones apart. Telephone calls are never enough. They like also to receive, write letters. Personal letters can be re-read. People in love write letters. Writing letters is dreamy. Boys who write letters are popular. Girls love receiving letters. Writing letters get one remembered when not together or telephoning. Family members away like to also to receive, write letters. Friends away like to receive, write letters. Pen friends write letters. Letter writing is communication, essential literacy –and it’s fun.

One writing letters can take one’s time to think of all the things that one can not remember when together or telephoning to say. In business writing letters clarify. Personal letters are keepsakes. Some things are said easier by writing letters, some better by not writing letters but notes. Writing letters are pleasing, effective. Notes can be nice. Here is how to write a letter, personal letters.

Letter writing, whether by post, fax, or e-mail falls into three categories. In each letter writing category the approach is different. How to write a letter depends on why one is writing a letter.

… Personal letters are often letters to family members, boyfriends or girlfriends, friends or pen friends -often friendly letters.

… Semiformal letters are often routine letters to e.g., order or return goods, instruct on delivery, or to confirm or request information -acquaintances also sometimes write letters semi-formally.

… Formal letters are often non-routine. Writing a letter formally implies officialdom -most seldom write letters formally.

Letter writing scares many people. Many don’t know how to write a letter or note. The following all there is to writing letters.

>>> Writing Personal Letters

To write letters to loved ones, friends away please. They like news about you, personal letters –especially if you write letters interestingly. Write letters cheerfully. Write a letter to cheer up. When you write a letter appreciate, praise, credit them. Write letters as if who you are writing a letter to is there, you are talking: “Oh, this tea’s cold! Anyway, I decided to write a letter…”

In writing personal letters, how intimately you write a letter depends on what is acceptable to who you are writing the letter. Unless you know it’s all right, don’t e-mail, fax or post loved ones or friends personal letters at a workplace; it may embarrass, cause problems if others see your letter. Privately communicate letters.

Letter writing is easiest when one is writing personal letters. If you can’t think of much to write in your letter other than “Hi!” or “I’m well…” and “How are you?” (which always pleases), don’t postpone writing your letter. A glance at a newspaper will show interesting things to write in your letter. When you write a letter do gossip -it’s liked in personal letters. Remember this when writing personal letters. Be interesting when you to write a letter.

In letter writing it matters: include a joke or two in personal letters. Loving or funny verses please in personal letters. When you write a letter remember: in personal letters a picture of you delights. In writing letters, if appropriate, drawing a flower, heart, kiss makes personal letters loved. Write letters that ask opinions of persons you write personal letters to, even if it’s only “Good, huh?” or “Nice, don’t you think?” Such letter writing makes you interesting, popular with those you write personal letters to.

>>> Writing Semiformal Letters and Formal Letters

In writing a letter keep to the point. Letters in these categories are often short letters about personal dealings with businesses, e.g., to instruct a bank to make or cancel a regular payment, or query a return, refund, or a job. They may be long, detailed letters but still simple, easy to write letters. When you write a letter keep a copy.

>> Letters received can be, e.g., asking you to confirm something.

When writing a letter replying to such letters write your contact details at the top right corner of the letter, their address at the top left corner of the letter; add the date, and their letter’s reference.

In your letter address them as they have you. Begin the letter by stating their letter’s date, e.g., “Thank you for your letter of ….”

Continue the letter, in a new paragraph. Be brief, simple, e.g., “This is to confirm that …” End your letter as ended their letter.

>> Letters sent to businesses to complain, request information, apply.

In writing a letter to a business, address, date your letter, state their reference as above. If you know the name of the person you are writing a letter to, begin “Dear Mr./Mrs./Miss./Ms. …” If not, in your letter address the reader as “Dear Sir/Madam” or “Dear Sirs.” Ensure to state under it their order/invoice number. Keep your letter simple. When writing business letters, if began ‘Dear Mr. …’, end “Yours sincerely”; if ‘Dear Sir’, “Yours faithfully.”

> Letters of complaint are important. Before writing a letter of complaint, if annoyed, cool off -make tea, telephone friends. You are writing a letter to get a desired response -you are less likely to if you write an angry letter. Businesses in writing letters like to appear fair -business letters try, when you write a letter politely.

When you write letters of complaint say what is wanted clearly, simply, e.g., “I have not yet received a refund for … I enclose a copy of the returns-note/receipt. I look forward to hearing from you.” Add any enclosures to the letter of complaint. Keep copies.

> Letters requesting information can be personal letters but must be clear. Write a letter simply ask for the information want. In writing letters requesting information on subjects you don’t know much about, it helps to end your letter “… and any other details you may deem useful’. Writing letters so brings more information.

> Letters of application for a job or a grant should have wider margins for reader-notes, and bear in mind any closing dates. When you write a letter of application briefly emphasize how you meet the criteria. Say ‘available for interview’, and do print your name.

>> Letters to officials may need to be long, detailed; but writing letters that are so is easy. You may have to write letters arguing with business or official letters received; or to explain, detail, enclose documents; or write a letter to summon a politician’s aid.

Writing letters that are official does not require high literacy. Not high literacy but method involves writing letters that are official.

When you write a letter to deal with letters requesting specific details and documents, in your letter simply respond in the order they are listed. Where business letters or other official letters request details generally, or if you are initiating correspondence by a writing a letter, first draft your letter -it helps in writing a letter.

Letters are easily, best drafted thus: For your letter’s rough copy use lined paper. Draft your letter in pencil, leaving every other line blank. Jot down and number the points you will raise in the letter. Then stop working on your letter.

Take a break from writing your letter; do something unrelated to
writing a letter. You want to write a letter to make those points. Let your mind ‘digest’ the points you will raise in your letter.

Later look at your letter again, put other points that occur to you on the blank lines. Re-number the points of your letter as you think logical. But don’t hurry up to write a letter, yet. Sleep on it.

Then look at the draft letter, amend as necessary, write your letter.

Begin your letter by stating clearly what you want. End the letter briefly, simply, clearly repeating what you want.

When letter writing ends, enclose copies of any documents in the order of your letter’s points -number, list them if they are many.

How to write a letter that is complicated is that easy and simple -that makes seemingly difficult to write letters easy to write letters.

>>> Writing Personal Notes

Unlike writing letters, notes are informal -sometimes important.

> Routine notes may not be important: “Your dinner’s in the oven,” or to the milkman: “Two bottles today, please.”

>> Social etiquette notes that are expected may be important. Many do not write letters to socially invite or let another know that one will attend a party, or to thank another. Instead of writing letters they write social notes -to acquaintances, or strangers. As in letter writing, notes cause impressions to be formed about one.

These brief notes have the same tone as when writing letters informally, but must be courteous and polite. In inviting someone, one example is: “Hi, Nancy.. I’m having my birthday party, on ….., and it’d be so nice if you too could come. Love, Jenny.” Another example is: “Dear Mr. & Mrs. … we are having a house-warming party on ….. and we would love to have you too. Yours, Jo & Joe.” In accepting an invitation one example is: “How nice! See you then! Jenny.” Another example is: “So kind of you to invite us too -we will both be delighted to attend. Yours, Eric.” If you are courteous, polite, recipients will mention you favourably when they write letters, will speak well of you in your social circles.

>> Sympathy notes must be written carefully. These are e.g., get-well notes, sometimes on cards; or, to express condolences to someone who is in mourning -when most do not write a letter but a note.

> A get well note or card, whether to a close relative away and you also write a letter, or on its own, is always more appreciated if one adds a personal touch to it. For example, if to a friend and it is not serious, “Don’t take your time about getting well -we haven’t finished our chess game yet…”; if to a friend, and it is serious, “I’ll pray for your speedy recovery.” An example, if it is to someone you hardly know and are sending it as the done-thing in your social or business circles, is: “I will look forward to hearing of your recovery from mutual friends and colleagues.”

>In bereavement cases never try to cheer up in a sympathy note with a joke; however well meant, in one’s grief it may be deemed unfeeling, inappropriate!.. Leave the comforting to the mourner’s loved ones from whom more than a sympathy note is considered appropriate! Be, or appear, sincerely saddened by the loss. Clearly state so: “I am saddened by the news of …’s death.” Say: “I am so sorry to hear of your loss.” Show so by emphasizing it, e.g., “… he/she will be greatly missed.” Unless a loved one writing a letter too, if you don’t attempt to comfort, it will be appreciated.

>> Notes to loved ones matter most. On an anniversary or birthday greeting never be satisfied with what’s on the greeting card. Even if to a loved one away and accompanied by a loving letter, always personalize the card with a few words of your own, e.g., “Miss you!” or “Love you!” or “Take care.”

The feelings of parents are -from a poem by the Cypriot thinker writer poet teacher the late Orhan Seyfi Ari:



“With us he was, in our nest, only yesterday…

How quickly has he grown wings, like a bird, flown away!”

 

As in personal letters, it shows that you are not greeting as the done thing -that you care.

Anyone can write a letter. Family/friends away appreciate letters.

The author has a website at: http://www.geocities.com/eoa_uk

When thinking about dysgraphia, people usually don’t think of it as a learning disability. Writing is just difficult for my child. Or, my child has poor handwriting, but so do doctors. Yet, dysgraphia is real and the sooner that we consider it a learning problem and deal with it as such, the sooner we can deal with it in a positive manner.

Dysgraphia by definition is a learning disability resulting from the difficulty in expressing thoughts in writing and graphing. It generally refers to extremely poor handwriting. Since the handwriting is so poor and difficult for the student to perform, is the learning disability a result of the handwriting, or are they not connected? I have found that working on the student’s handwriting first and then working on the mechanics of writing is the most successful method of dealing with this disability.

Most students who have learning problems or learning disabilities also have dysgraphia. These kids usually have sequencing and perceptual problems as well as poor fine motor skills and poor eye/hand coordination. If you are in your 40’s as I am you will recall that there were very few kids in our day with poor handwriting. It just wasn’t allowed. The teachers literally beat it into us one way or another. When we loosened our standards on the kids as far as handwriting goes, it seemed to open a Pandora’s Box. Students now have terrible handwriting, and nobody does anything about it. Should we go back to “beating” this into the kids again? No, I don’t think so. But, we certainly need to spend the time on these kids to make handwriting easy and legible. We need to lessen one more obstacle in their paths, as they are up against so much.

Unfortunately, a teacher makes a judgment on every paper that crosses her desk. I know, as I have been a teacher for a long time. Don’t we just love those papers from those little girls where the cursive is flowing, the writing is legible, the words are spelled correctly, and everything makes sense. It is easy to put an A grade on this paper. Throw in a paper from a little guy with learning problems and dysgraphia, and A’s are hard to give out. The content may even be better than the other girl’s paper, but by the time the teacher is done trying to decipher what is being said on the page, she is exhausted. Compare it to the other paper and it is easy to see why one paper gets an A and the other gets an F. Some papers may actually deserve a higher grade, but the teacher forms a subjective opinion, especially on essays. The student with dysgraphia is up against a lot.

Following is a list of symptoms of dysgraphia:

· Exhibits strong verbal skills but poor writing skills

· Punctuation errors that are random or non-existent

· Spelling errors

· Reversals

· Generally illegible writing

· Inconsistencies such as mixtures of print and cursive or upper and lower case letters

· Irregular sizes, shapes, and slants of letters

· Unfinished words or letters and omitted words in writing

· Inconsistent position on the page – spaces between words and letters – lines and margins

· Cramped or unusual pencil grip

· Talking to self while writing

· Slow or labored copying or writing

So, what do you do to help a student with dysgraphia? There are many modifications that can help in a regular classroom, but we want the student to learn to function in our society, and our society won’t say, “Gosh, this kid has dysgraphia. I think I’ll hire him and give him a lot of money and then make a lot of modifications for him because of it.” No, this isn’t how it will go, and we all know it. Most job application forms are still handwritten and many places will ask for a hand written letter. Companies want to see if the potential job candidate can write. It is an important skill, and if we make modifications for the student we never correct the problem and we never teach him to succeed in society. But, to start with modifications must happen so the child can initially succeed, but our goal should always be to get the student able to function on his own.

The simplest modifications involve giving more time and shortening the assignment given. The student can tell a story in a tape recorder and then write the story at his own leisure. Show the student how to draw a picture for each thought and then write about each thought. I always hear about having a computer or word processor available for these kids, and that is good if the student knows how to type. Believe me, if they have a hard time writing, they almost always have a hard time typing. I can’t begin to tell you how many IEP’ s have a word processor written into them and the word processor sits in the closet. Why? Because the kid doesn’t know how to type, and it is more difficult to learn to type than it is to learn to write. Another modification that can help at first is to assign a “secretary” to the student. This is a classmate who can write for him on some assignments – just until his writing improves. Perhaps just for science of social studies. We don’t want to give these kids crutches. We want to give them tools.

There are many more modifications, but let’s move on to actually dealing with dysgraphia and methods for life success. The first thing I do is have them switch to cursive. I don’t care what grade the student is in. First graders can do cursive just fine. Seventh graders can learn cursive. There is a reason for this. Cursive flows. Manuscript does not. These kids have a lot of things going on in their minds, and their hands cannot keep up with their thoughts. Ask them about it. They will say it’s true. So, the first step in this journey is to have them switch to cursive. When switching to cursive, I have the student perform strokes on lined paper. Circles, arches, loops, and curves all can be done. I will make a line of strokes and have the student copy it. This works even better if done to slow music, such as classical. Each cursive stroke needs to be taught and practiced until all are learned and the student is comfortable with them. There are many cursive writing programs available. I also use the magic eights activity using the cursive letters. In a very little amount of time these kids are learning to make cursive letters.

Next, I move on to dictation. I am taking a step out of the process for them. I will give them paper with lines. I will start with basic sentences that I will read aloud orally as many times as necessary. How basic I start depends on the level of the student. A fifth grader will get a more difficult sentence than a first grader. I will call off several sentences and have the student write the sentences using a color marker, pen, or pencil. There are now erasable color pencils that work great, but many times I just let them use a marker. Color works well in keeping the right-brain dominant student focused. Many of these kids are right-brain dominant. Then, I will have them go over their sentences and look for mistakes. I will help them fix any mistakes and we discuss them.

This process may go on for months, depending on how quickly the student progresses. When the student is ready to move on I will then go to paragraphs. I usually will make up a paragraph and have the student write it after I read it aloud. I will read the paragraph as many times as necessary. The student writes the paragraph and corrects any errors as before.

Then, I will give the student a picture or a tangible item, such as a teddy bear. I will have the student write a sentence about it, just describing what he sees. The reason for this is simple. These kids will try to write and their minds are all over the place. They need training on writing about one thing at a time and writing about just something they see. The student is instructed to describe the item. Sometimes these kids are at a complete loss for words. But, we must start somewhere. I

f he writes, “The key is gold.”, then that is enough. They were his own words. He made his own sentence and that is a start. There is nothing more frustrating than reading a piece of writing that has no focus and rambles all over the place.

I will continue having the student write sentences about something that is tangible. I will continue to have the student correct his errors and we discuss them. Slowly, I will add items and finally, I will have him write sentences about things that cannot be seen but must be remembered, such as a baseball game. By now the student should have the necessary skills to write about something from memory.

Then, we finally move on to teaching writing. We can use idea bubbles and outlining to plan paragraphs and stories before we write. We can learn about topic sentences and concluding sentences. But until we get to this point, we must go step by step through the above mentioned processes. It is not an over night fix. But if done correctly, these students end up with writing skills that will carry them through life.