© 2019 Steve Campsall

PERSUASION AND ARGUMENT - what's the difference?
Okay, so you've been asked to write to persuade. But what's the difference between persuading and arguing? Well... not a lot! In fact, you'll be creating two very similar styles of writing. This is because they are both writing that has a similar purpose, that of seeking to influence. But, you've guessed it... there are key differences that the examiner looks for and knowing about these will help push up your marks and help you towards a higher grade!

When you set out to persuade someone, you want them to accept your opinion on an issue: you want to change that person's mind to your way of thinking. To do this, you will - just as with 'writing to argue' - be presenting a form of written argument; but when you are trying to persuade, your argument is expected to be more passionate, even more one-sided than the far more balanced presentation of views typical of "Writing to Argue". This is because persuasion is based on a personal conviction that your way of thinking is the right way.

• This does not mean you should ignore your opponent's views - far from it. That's a sure fire way to 'put their back up' if ever there was one! And lose marks! You're looking only for success and high marks. Are you persuaded yet? Read on...

• When writing to argue, you're expected to take account of opposing views and find ways to counter and overcome these, mostly through the use of well-reasoned points. This is because when you are asked to argue, you need to show you have recognises that other equally valid views exist on the subject.

This difference means that when you write to persuade, you can afford to be:

• more one-sided and personal
• more passionate and emotional.
• more reliant on rhetorical language and devices.

WHAT IS EXPECTED OF YOU?
For coursework or exam, you will be asked:

• to write in a particular form (i.e. format: a newspaper or magazine article, a formal or informal letter or the text of a speech)

• to write for a particular kind of audience.

To gain a high grade, you will need to:

• use an effective and persuasive structure built up through several clear topic paragraphs
• use what are called discourse markers (i.e. 'argument sign-posts' such as, for a start..., on the other hand..., therefore..., to continue..., as you can see..., however..., but..., to conclude...).
  • These help your ideas flow and help your reader follow your argument
• show you are aware of the form you are writing in and its genre conventions
• show a clear awareness of your intended audience by writing in a suitable style
• use effective persuasive techniques.

WHAT YOU NEED TO KNOW...
The art of argument and persuasion is a very ancient art indeed. In fact, the ancient Greeks called the art of using language persuasively, rhetoric (hence, phrases you might have heard such as 'rhetorical language' and 'rhetorical devices' - these both refer to ways of using language that seem especially persuasive or powerful). Two of the most famous teachers of the ancient art of rhetoric were Plato's student, Aristotle and the Roman, Cicero.

HOW TO GAIN A HIGH GRADE

1. In all you write, never ignore your audience (i.e. your reader): always show you have thought closely about their needs

Just imagine how difficult it would be to persuade a stranger! Always 'get to know' your reader by working out what brought them to think the way they do. Showing a close awareness of your audience is a key aspect of the mark scheme for this particular question in the exam.

Follow these tips...

• Be respectful... Use an appropriate level of formality by creating an effective register to suit your audience and purpose.

• Be generous... 'What's in it for me?': people put their own interests first. What can you offer your readers to help them change their mind?

• Be interesting... especially as you open and close your writing aim for maximum interest! Don't be shy - be different! It gains attention and it gains marks!

• Be personal... Persuasion works best when you know your audience well so consider your reader, think about what their current views are and what has brought them to think that way - think about addressing them as a 'friend using the pronoun 'You'.

• Be concerned... and show that you share your reader's concerns - even if your view is different.

• Be reasonable... To change a person's mind, you need to recognise that they feel they hold a reasonable view already. You must use reason in return and show how much more reasonable your own position is.

• Be diplomatic... Shouting is never a good idea if you're trying to persuade someone - harsh persuasive methods are rather like shouting. People rarely change their minds easily (do you?) so, whilst you obviously cannot agree with what the other side currently believe or do, you must work out the best way to show them that your way is a better way to think or act.

• Be modest... no one will listen to an arrogant, impolite big-head.

• Be trustworthy... Would you listen to someone you couldn't trust? Not likely! So find ways of convincing your readers that you are a sound individual with your feet firmly on the ground. Sound sincere and authentic - even earnest and passionate if it is appropriate to the cause. Let your audience know that you are worth listening to, that you know what you are talking about and that you have a good reason for holding the beliefs that you do.

• Be convincing... The most important persuasive technique is to sound authentic and passionate (as if you really mean what you say!) and this requires a confident tone: sound like you are sincere and believable. Try things like rhetorical devices and emotive language. Back up claims with solid evidence. For more on these see below.

• Be yourself... In an exam, what you write will - naturally - be purely made up: you are being tested on your writing skills, not on your ability to speak the truth and nothing but the truth. So the evidence you choose to support your case will need to be made up to suit the question. There is no problem with this, but you must make sure it is realistic and reasonable. Also, unless in the unlikely event that the exam question specifies differently, write as the sixteen-year-old school student that you are, never as some imaginary adult. Remember that sincerity and conviction are very convincing traits in a person pretending you are someone else will make it very difficult to sound sincere and authentic.

2. Show you have thought long and hard about why you are writing - your purpose
Read your question with care until you are absolutely absorbed into the scenario it requires: try to become the person that holds this viewpoint. Only then will you be at your most convincing.

But be realistic: your purpose is to change minds and sometimes a compromise is the most sensible next step in the process. Minds rarely change quickly and easily: take this into account when working out your objectives - maybe a meeting to discuss the issue is a sensible objective to hold?

3. Show clearly you have considered the needs of what you are creating - its form
Be sure you know the conventions required for various forms of writing

• You need to understand how to write in a variety of forms: formal and informal letters, magazine articles, essays, speeches, and so on.
• Make sure you understand the particular conventions of whichever form you must use for example, if you write a speech use a conversational tone without speech marks if you write a letter, set it out correctly and neatly.
• Whichever form you use, you must capture and hold on to your reader's attention - but be subtle and consider exactly what would appeal to that kind of reader with that kind of mind-set.
• The examiner absolutely expects to see a 'consciously shaped essay, letter, speech or article. Plan well and give what you write a progressively effective structure one that is interesting and clear. Build each paragraph around one topic that is introduced by an initial 'topic sentence aim to link each paragraph smoothly together by finishing with a sentence that subtly 'hooks into the opening topic sentence of the following paragraph.

4. Show you know how to be persuasive

WRITING YOUR ESSAY FOR COURSEWORK OR EXAM...

1. Plan
2. Write
3. Check

1. PLAN

• Planning: in the mark scheme, you are awarded extra marks if your writing shows clear evidence that it has been consciously shaped; this means creating writing that is well-structured. A plan is the best way to make sure your writing scores highly in this area.
• Think hard about the requirements of the form of your writing: what voice must you adopt; what layout is needed; what genre conventions must you adhere to. Is it an essay, an article, a speech, a letter... or what?
• Decide on a suitable style: what kind of language and layout will appeal to, engage and convince your reader?
• Brainstorm to create a list of the best points in favour of your idea - many students use a 'spider diagram' but others prefer two columns of 'for' and 'against' ideas.
• Choose four or five of the most convincing points from your brainstorm. Check that each point is truly separate and not a part of a larger, more general point. If it is, use only the larger point.
• Make sure each point is truly convincing - switch roles: would it persuade you?
• Organise your points into a progressively persuasive order.
• What is the strongest reason against your view? What are the 'other side's views? At all costs, avoid making the other side feel foolish for believing differently from yourself - but do counteract their most important beliefs by showing, with evidence (which needs to be sensible and, if necessary, made up) that your way of thinking is the better considered.
• Engage your reader's attention by being lively and interesting.
• Always avoid stating the boringly obvious.
• Create a sense of authenticity - if you truly believe what you say you do, sound as if you do! Make your writing sound sincere and trustworthy.
• Create a sense of authority - consider making up some believable evidence to support your views (a survey, a respected opinion, etc.).

2. WRITE
THE OPENING PARAGRAPH

• Engage or 'grab your reader's attention straight away - involve and interest them at the outset.
• State why you are writing
• Involve your reader by using 'you', 'we - if appropriate!
• State why you have the authority to write on this topic and that you are reasonable and trustworthy.
• Forge common ground between you and your reader - mention an outcome both of you would endorse.
• Use a rhetorical question.
• Choose your words with precision and care.

THE BODY (CENTRAL) PARAGRAPHS

• Start each paragraph with a topic sentence that tells what it's about.
• Use one further rhetorical question - make it subtle.
• Develop only a single main point only per paragraph.
• Explain the topic of the paragraph by writing four to five extra sentences, using 'connectives such as 'therefore...', 'and so...', 'so you see...'.
• Acknowledge the main opposing view but with care, subtlety and tact countering it tactfully to show how much more likely your view is to produce the desired outcome (i.e. the common ground between you).
• Help your reader relate and involve them - use an interesting (and if appropriate, amusing) anecdote.
• Add authority - quote an acknowledged expert, a survey or any similar appropriate and sensibly made up support for your case.
• Use vivid description - create a vivid image that will help your reader see your point of view.
• Use emotion carefully. Again, an anecdote might work well, e.g. 'People think that living on the streets is a matter of choice, but let me tell you about Alex. He was twelve when he left home...'.
• Make your argument powerful by using a few, well chosen rhetorical devices:

• Add variety by using interesting vocabulary and sentences. Remember that shorter sentences are snappier and often clearer and that an occasional ultra-short sentence can be very powerful.
• Be fluent and coherent - link your ideas effectively.
  

THE CONCLUDING PARAGRAPH

• Aim to finish strongly, positively and interestingly.
• Restate your viewpoint in an interesting way - express it slightly differently from the way you did in your first paragraph.
• Emphasise again, very succinctly, why your view is worthy of close consideration.
• Make sure your reader knows precisely what you would like to happen next. This might be a discussion, a compromise... you decide.
• If appropriate to your audience and purpose, end with an emotional plea.

3. CHECK

Read each sentence immediately after you write it
Use a variety of sentence types and styles and remember that shorter sentences are often clearer and crisper sounding. An occasional ultra-short sentence can add real impact to writing.

Read each sentence before you proceed to the next to check it is fluent, accurate and complete. Does it follow on logically from the previous sentence?

Check every paragraph
A paragraph is a series of sentences (often at least five) that develop from a single topic sentence used to introduce the point of the paragraph.

Avoid creating overly short paragraphs as this suggests either a) you do not know what a paragraph is or b) that you have no explained the point of the paragraph in sufficient detail. Try to make sure that each paragraph flows naturally on from its predecessor by using the final sentence of each paragraph to subtly 'hook into the topic of the next paragraph.

To correct a missed paragraph simply put this mark where you want in to be: // then, in your margin write: // = new paragraph. The examiner will not mark you down for this so long as you have not forgotten all of your paragraphs.

Examine each comma
A very common error and poor style is to use a comma instead of a full stop to end a sentence. This makes two or more stylish, short and crisp sentences into one long, drawn out and boring sentence! Always end each sentence with a full stop - or a semi-colon if you know how to use this punctuation mark.

Look at every apostrophe
Apostrophes are only ever used for two reasons. But so many students fail to use them effectively. If two words are squeezed together into one and a letter is missed out in the process, show where the letter was by inserting an apostrophe. So should not becomes shouldn't

And when one of two nouns belong to the other, show which one possesses which by adding apostrophe+s to its end. So the school's entrance is correct because the entrance is 'possessed by the school, also Alan's book shows a similar possession.

But watch out for your use of it's. With an apostrophe this is always a shortened form of it is or it has, as in it's cold. If you mean belonging to it, as in its fur is shiny and smooth, no apostrophe is needed.