Keywords
persuasive writing, literacy practice, writing persuasively, Utah English Journal, sentence level structures
Submission Type
Research
Preview
Why do we teach students to write persuasively, to craft arguments that assert a point, take a stand, propose a solution, or seek common ground? Isn’t part of it because the ability to formulate effective arguments is an “important literacy practice” (Beach & Doerr-Stevens, 2009, p.125), and our capacity to be persuasive is an essential part of our interactions with the world? It is also a kind of writing that is often found in state and district writing tests—another possible reason we might want to teach students to write for the purpose of persuading.
Recommended Citation
Dean, Deborah
(2009)
"Persuasion at the Sentence Level: Teaching the Grammar of Influence,"
The Utah English Journal: Vol. 37, Article 1.
Available at:
https://scholarsarchive.byu.edu/uej/vol37/iss1/1