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The same can be done for the method she is using to build her argument. If a student says, “she’s telling that guy that what he said about women needing help all the time isn’t true,” respond with a question like, “so she’s rebutting a counterargument?” then, with the student’s agreement, write “rebut a counterargument” on the Methods to Persuade chart. Support students to learn and use terminology such as “rebutting a counterargument” or “making a claim” when sharing.

Starting with the students’ words and then moving from there into more “academic” language helps studentsconnect what they are learning with what they already know. “Revoicing” (proposing your academic-English translation in the form of a question andgiving the student an opportunity to accept, revise, or elaborate on what you say) is an Accountable Talk technique that turns ownership of the contributionback to the student. Revoicing gives both you and the speaker a chance to consider whether your interpretation of the student’s words is valid. This quickdouble-check adds emphasis to the point by marking its importance and also gives students an extra moment to take in the new terminology and connect it to theexample.

Following is an example of a Methods to Persuade chart that shows some methods Truth uses that students might offer:

Methods to Persuade

Method Example
Rhetorical questions “Ain’t I a woman?” “But what’s all this here talking about?”
Rebutting counterarguments paragraphs 2-4
Repetition of key phrases “Ain’t I a woman?”
Analogy “If my cup won’t hold but a pint…”
Allusion “If the first woman God ever made…”
Appealing to ethical beliefs “…wouldn’t you be mean not to let me have my little half-measure full?”
Call to action “And now they is asking to do it, the men better let them.”
Use of personal experience as evidence paragraph 2
*Imperative/directive statements “Look at me! Look at my arm!”
The Methods to Persuade chart should be prominently displayed throughout the unit and added to wheneverthe class uncovers new methods. This chart will serve as a methods word wall for students as readers, listeners, and speakers of persuasive speeches. As readersand listeners, students can use this chart for the language to use when they examine methods on their own. As speakers, students can use this chart to helpwith different methods as they plan their own speeches.

After students have shared, ask them to go through the rest of the speech, rereading parts that were not discussed to continue to examine Truth’s methods. Have students share with the whole group providing examples from the texts. When students share methods, they should also talk about the effect those methods had on them as readers/listeners and what effect they think Truth was hoping for from her audience. Press them to be specific; ask them to consider why Truth would use a specific method considering her argument, audience, and purpose.

As part of this discussion, have students evaluate the support Truth offers to rebut the counterarguments. Have them consider if the evidence that Truth uses is accurate, adequate, and appropriate.

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Source:  OpenStax, Selected lessons in persuasion. OpenStax CNX. Apr 07, 2008 Download for free at http://cnx.org/content/col10520/1.2
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