middle school essay organizer

How to Teach Argument Writing Step-By-Step

No doubt, teaching argument writing to middle school students can be tricky. Even the word “argumentative” is off-putting, bringing to mind pointless bickering. But once I came up with argument writing lessons that were both fun and effective, I quickly saw the value in it. And so did my students.

You see, we teachers have an ace up our sleeve. It’s a known fact that from ages 11-14, kids love nothing more than to fire up a good ole battle royale with just about anybody within spitting distance.

Yup. So we’re going to use their powers of contradiction to OUR advantage by showing them how to use our argument writing lessons to power up their real-life persuasion skills. Your students will be knocking each other over in the hall to get to the room first!

I usually plan on taking about three weeks on the entire argument writing workshop. However, there are years when I’ve had to cut it down to two, and that works fine too.

Here are the step-by-step lessons I use to teach argument writing. It might be helpful to teachers who are new to teaching the argument, or to teachers who want to get back to the basics. If it seems formulaic, that’s because it is. In my experience, that’s the best way to get middle school students started.

Prior to Starting the Writer’s Workshop

A couple of weeks prior to starting your unit, assign some quick-write journal topics. I pick one current event topic a day, and I ask students to express their opinion about the topic.

Quick-writes get the kids thinking about what is going on in the world and makes choosing a topic easier later on.

Define Argumentative Writing

I’ll never forget the feeling of panic I had in 7th grade when my teacher told us to start writing an expository essay on snowstorms. How could I write an expository essay if I don’t even know what expository MEANS, I whined to my middle school self.

We can’t assume our students know or remember what argumentative writing is, even if we think they should know. So we have to tell them. Also, define claim and issue while you’re at it.

Establish Purpose

I always tell my students that learning to write an effective argument is key to learning critical thinking skills and is an important part of school AND real-life writing.

We start with a fictional scenario every kid in the history of kids can relate to.

ISSUE : a kid wants to stay up late to go to a party vs. AUDIENCE : the strict mom who likes to say no.

The “party” kid writes his mom a letter that starts with a thesis and a claim: I should be permitted to stay out late to attend the part for several reasons.

By going through this totally relatable scenario using a modified argumentative framework, I’m able to demonstrate the difference between persuasion and argument, the importance of data and factual evidence, and the value of a counterclaim and rebuttal.

Students love to debate whether or not strict mom should allow party kid to attend the party. More importantly, it’s a great way to introduce the art of the argument, because kids can see how they can use the skills to their personal advantage.

Persuasive Writing Differs From Argument Writing

At the middle school level, students need to understand persuasive and argument writing in a concrete way. Therefore, I keep it simple by explaining that both types of writing involve a claim. However, in persuasive writing, the supporting details are based on opinions, feelings, and emotions, while in argument writing the supporting details are based on researching factual evidence.

I give kids a few examples to see if they can tell the difference between argumentation and persuasion before we move on.

Argumentative Essay Terminology

In order to write a complete argumentative essay, students need to be familiar with some key terminology . Some teachers name the parts differently, so I try to give them more than one word if necessary:

• thesis statement
• bridge/warrant
• counterclaim/counterargument*
• turn-back/refutation

*If you follow Common Core Standards, the counterargument is not required for 6th-grade argument writing. All of the teachers in my school teach it anyway, and I’m thankful for that when the kids get to 7th grade.

Organizing the Argumentative Essay

I teach students how to write a step-by-step 5 paragraph argumentative essay consisting of the following:

• Introduction : Includes a lead/hook, background information about the topic, and a thesis statement that includes the claim.
• Body Paragraph #1 : Introduces the first reason that the claim is valid. Supports that reason with facts, examples, and/or data.
• Body Paragraph #2 : The second reason the claim is valid. Supporting evidence as above.
• Counterargument (Body Paragraph #3): Introduction of an opposing claim, then includes a turn-back to take the reader back to the original claim.
• Conclusion : Restates the thesis statement, summarizes the main idea, and contains a strong concluding statement that might be a call to action.

Mentor Texts

If we want students to write a certain way, we should provide high-quality mentor texts that are exact models of what we expect them to write.

I know a lot of teachers will use picture books or editorials that present arguments for this, and I can get behind that. But only if specific exemplary essays are also used, and this is why.

If I want to learn Italian cooking, I’m not going to just watch the Romanos enjoy a holiday feast on Everybody Loves Raymond . I need to slow it down and follow every little step my girl Lidia Bastianich makes.

The same goes for teaching argument writing. If we want students to write 5 paragraph essays, that’s what we should show them.

In fact, don’t just display those mentor texts like a museum piece. Dissect the heck out of those essays. Pull them apart like a Thanksgiving turkey. Disassemble the essay sentence by sentence and have the kids label the parts and reassemble them. This is how they will learn how to structure their own writing.

Also, encourage your detectives to evaluate the evidence. Ask students to make note of how the authors use anecdotes, statistics, and facts. Have them evaluate the evidence and whether or not the writer fully analyzes it and connects it to the claim.

This is absolutely the best way for kids to understand the purpose of each part of the essay.

Research Time

Most of my students are not very experienced with performing research when we do this unit, so I ease them into it. (Our “big” research unit comes later in the year with our feature article unit .)

I start them off by showing this short video on how to find reliable sources. We use data collection sheets and our school library’s database for research. There are also some awesome, kid-friendly research sites listed on the Ask a Tech Teacher Blog .

Step-By-Step Drafting

The bedrock of drafting is to start with a solid graphic organizer. I have to differentiate for my writers, and I’ve found they have the most success when I offer three types of graphic organizers.

1- Least Support: This is your standard graphic organizer. It labels each paragraph and has a dedicated section for each part of the paragraph.

2- Moderate Support: This one has labels and sections, but also includes sentence stems for each sentence in the paragraph.

3- Most Support: This one has labels and sections and also includes fill-in-the-blank sentence frames . It’s perfect for my emerging writers, and as I’ve mentioned previously, students do NOT need the frames for long and soon become competent and independent writers.

Writing the Introduction

The introduction has three parts and purposes.

First, it has a hook or lead. While it should be about the topic, it shouldn’t state the writer’s position on the topic. I encourage students to start with a quote by a famous person, an unusual detail, a statistic, or a fact.

Kids will often try to start with a question, but I discourage that unless their question also includes one of the other strategies. Otherwise, I end up with 100 essays that start with, “Do you like sharks?” Lol

Next, it’s time to introduce the issue. This is the background information that readers need in order to understand the controversy.

Last, students should state the claim in the thesis statement. I call it a promise to the reader that the essay will deliver by proving that the claim is valid.

Writing the Supporting Body Paragraphs

Each supporting body paragraph should start with a topic sentence that introduces the idea and states the reason why the claim is valid. The following sentences in the paragraph should support that reason with facts, examples, data, or expert opinions. The bridge is the sentence that connects that piece of evidence to the argument’s claim. The concluding sentence should restate the reason.

Writing the Counterclaim Paragraph

The counterclaim paragraph is a very important aspect of argument writing. It’s where we introduce an opposing argument and then confidently take the reader back to the original argument. I tell students that it’s necessary to “get in the head” of the person who might not agree with their claim, by predicting their objections.

It can be tough for kids to “flip the switch” on their own argument, so I like to practice this a bit. I give them several pairs of transitions that go together to form a counterclaim and rebuttal. I also switch up what I call this part so that they use the terminology interchangeably.

• It might seem that [ counterargument . ]However, [ turn-back .]
• Opponents may argue that [ counterargument .] Nevertheless, [ turn back .]
• A common argument against this position is [ counterargument .] Yet, [ turn-back .]

A great way for kids to practice this is to have them work with partners to write a few counterarguments together. I let them practice by giving them easy role-playing topics.

• Your cousins want to jump into a poison ivy grove for a TikTok challenge. Choose your position on this and write a counterargument and turn-back.
• Your friend wants to get a full-face tattoo of their boyfriend’s name. Choose your position on this and write a counterargument and turn-back.

This kind of practice makes the counterargument much more clear.

The concluding paragraph should remind the reader of what was argued in the essay and why it matters. It might also suggest solutions or further research that could be done on the topic. Or students can write a call to action that asks the reader to perform an action in regard to the information they’ve just learned.

My students write about local issues and then turn the essays into letters to our superintendent, school board, or state senators. It’s an amazing way to empower kids and to show them that their opinion matters. I’ve written about that here and I’ve included the sentence frames for the letters in my argumentative writing unit.

I hope this gives you a good overview of teaching argument writing. Please leave any questions below. Please also share your ideas, because we all need all the help we can give each other!

And one more thing. Don’t be surprised if parents start asking you to tone down the unit because it’s become harder to tell their kids why they can’t stay up late for parties. 🙂

Stay delicious!

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Argumentative Writing - Basic, Intermediate & Advanced Outlines

All three can be used in the same class--with either you assigning different organizers to different students per their needs, or students choosing an outline for themselves. Use these as a checkpoint in writing, or as an assessment for student understanding of each argumentative element.

Basic Outline: Use this essay outline template for students who either do not need much support in writing a comprehensive argumentative essay and need only to jot down ideas, or students who should just focus on Claim-Reason-Evidence for this round as a scaffolded step. The claim should be an opinion or something that other people could reasonably disagree with. Reasons should each be different ideas that supports their claim, and evidence should be facts -- either found through research or commonly known.

Intermediate Outline: This outline is similar to the Basic outline, but pushes students to explain what their evidence proves or suggests (reasoning). It also pushes them one step further to preview their points in their claim. Use this outline for students who need to organize their thinking and improve flow in their argument, or for students to brainstorm and outline their essay. It can also be used for ELL students, as the sentence stems can be very helpful in constructing their sentences. This outline is also especially useful for students who are struggling to add reasoning to their writing.

Advanced Outline: This is an outline for more advanced students who could benefit from the push to add more evidence for each reason and more thoroughly explain how their evidence supports their claim. It also includes a paragraph for the counterargument, which you could have students teach themselves from this outline or include as part of your counterargument lesson.

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• How to structure an essay: Templates and tips

How to Structure an Essay | Tips & Templates

Published on September 18, 2020 by Jack Caulfield . Revised on July 23, 2023.

The basic structure of an essay always consists of an introduction , a body , and a conclusion . But for many students, the most difficult part of structuring an essay is deciding how to organize information within the body.

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Table of contents

The basics of essay structure, chronological structure, compare-and-contrast structure, problems-methods-solutions structure, signposting to clarify your structure, other interesting articles, frequently asked questions about essay structure.

There are two main things to keep in mind when working on your essay structure: making sure to include the right information in each part, and deciding how you’ll organize the information within the body.

Parts of an essay

The three parts that make up all essays are described in the table below.

Order of information

You’ll also have to consider how to present information within the body. There are a few general principles that can guide you here.

The first is that your argument should move from the simplest claim to the most complex . The body of a good argumentative essay often begins with simple and widely accepted claims, and then moves towards more complex and contentious ones.

For example, you might begin by describing a generally accepted philosophical concept, and then apply it to a new topic. The grounding in the general concept will allow the reader to understand your unique application of it.

The second principle is that background information should appear towards the beginning of your essay . General background is presented in the introduction. If you have additional background to present, this information will usually come at the start of the body.

The third principle is that everything in your essay should be relevant to the thesis . Ask yourself whether each piece of information advances your argument or provides necessary background. And make sure that the text clearly expresses each piece of information’s relevance.

The sections below present several organizational templates for essays: the chronological approach, the compare-and-contrast approach, and the problems-methods-solutions approach.

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The chronological approach (sometimes called the cause-and-effect approach) is probably the simplest way to structure an essay. It just means discussing events in the order in which they occurred, discussing how they are related (i.e. the cause and effect involved) as you go.

A chronological approach can be useful when your essay is about a series of events. Don’t rule out other approaches, though—even when the chronological approach is the obvious one, you might be able to bring out more with a different structure.

Explore the tabs below to see a general template and a specific example outline from an essay on the invention of the printing press.

• Thesis statement
• Discussion of event/period
• Consequences
• Importance of topic
• Strong closing statement
• Claim that the printing press marks the end of the Middle Ages
• Background on the low levels of literacy before the printing press
• Thesis statement: The invention of the printing press increased circulation of information in Europe, paving the way for the Reformation
• High levels of illiteracy in medieval Europe
• Literacy and thus knowledge and education were mainly the domain of religious and political elites
• Consequence: this discouraged political and religious change
• Invention of the printing press in 1440 by Johannes Gutenberg
• Implications of the new technology for book production
• Consequence: Rapid spread of the technology and the printing of the Gutenberg Bible
• Trend for translating the Bible into vernacular languages during the years following the printing press’s invention
• Luther’s own translation of the Bible during the Reformation
• Consequence: The large-scale effects the Reformation would have on religion and politics
• Summarize the history described
• Stress the significance of the printing press to the events of this period

Essays with two or more main subjects are often structured around comparing and contrasting . For example, a literary analysis essay might compare two different texts, and an argumentative essay might compare the strengths of different arguments.

There are two main ways of structuring a compare-and-contrast essay: the alternating method, and the block method.

Alternating

In the alternating method, each paragraph compares your subjects in terms of a specific point of comparison. These points of comparison are therefore what defines each paragraph.

The tabs below show a general template for this structure, and a specific example for an essay comparing and contrasting distance learning with traditional classroom learning.

• Synthesis of arguments
• Topical relevance of distance learning in lockdown
• Increasing prevalence of distance learning over the last decade
• Thesis statement: While distance learning has certain advantages, it introduces multiple new accessibility issues that must be addressed for it to be as effective as classroom learning
• Classroom learning: Ease of identifying difficulties and privately discussing them
• Distance learning: Difficulty of noticing and unobtrusively helping
• Classroom learning: Difficulties accessing the classroom (disability, distance travelled from home)
• Distance learning: Difficulties with online work (lack of tech literacy, unreliable connection, distractions)
• Classroom learning: Tends to encourage personal engagement among students and with teacher, more relaxed social environment
• Distance learning: Greater ability to reach out to teacher privately
• Sum up, emphasize that distance learning introduces more difficulties than it solves
• Stress the importance of addressing issues with distance learning as it becomes increasingly common
• Distance learning may prove to be the future, but it still has a long way to go

In the block method, each subject is covered all in one go, potentially across multiple paragraphs. For example, you might write two paragraphs about your first subject and then two about your second subject, making comparisons back to the first.

The tabs again show a general template, followed by another essay on distance learning, this time with the body structured in blocks.

• Point 1 (compare)
• Point 2 (compare)
• Point 3 (compare)
• Point 4 (compare)
• Advantages: Flexibility, accessibility
• Disadvantages: Discomfort, challenges for those with poor internet or tech literacy
• Advantages: Potential for teacher to discuss issues with a student in a separate private call
• Disadvantages: Difficulty of identifying struggling students and aiding them unobtrusively, lack of personal interaction among students
• Advantages: More accessible to those with low tech literacy, equality of all sharing one learning environment
• Disadvantages: Students must live close enough to attend, commutes may vary, classrooms not always accessible for disabled students
• Advantages: Ease of picking up on signs a student is struggling, more personal interaction among students
• Disadvantages: May be harder for students to approach teacher privately in person to raise issues

An essay that concerns a specific problem (practical or theoretical) may be structured according to the problems-methods-solutions approach.

This is just what it sounds like: You define the problem, characterize a method or theory that may solve it, and finally analyze the problem, using this method or theory to arrive at a solution. If the problem is theoretical, the solution might be the analysis you present in the essay itself; otherwise, you might just present a proposed solution.

The tabs below show a template for this structure and an example outline for an essay about the problem of fake news.

• Introduce the problem
• Provide background
• Describe your approach to solving it
• Define the problem precisely
• Describe why it’s important
• Indicate previous approaches to the problem
• Present your new approach, and why it’s better
• Apply the new method or theory to the problem
• Indicate the solution you arrive at by doing so
• Assess (potential or actual) effectiveness of solution
• Describe the implications
• Problem: The growth of “fake news” online
• Prevalence of polarized/conspiracy-focused news sources online
• Thesis statement: Rather than attempting to stamp out online fake news through social media moderation, an effective approach to combating it must work with educational institutions to improve media literacy
• Definition: Deliberate disinformation designed to spread virally online
• Popularization of the term, growth of the phenomenon
• Previous approaches: Labeling and moderation on social media platforms
• Critique: This approach feeds conspiracies; the real solution is to improve media literacy so users can better identify fake news
• Greater emphasis should be placed on media literacy education in schools
• This allows people to assess news sources independently, rather than just being told which ones to trust
• This is a long-term solution but could be highly effective
• It would require significant organization and investment, but would equip people to judge news sources more effectively
• Rather than trying to contain the spread of fake news, we must teach the next generation not to fall for it

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Signposting means guiding the reader through your essay with language that describes or hints at the structure of what follows.  It can help you clarify your structure for yourself as well as helping your reader follow your ideas.

The essay overview

In longer essays whose body is split into multiple named sections, the introduction often ends with an overview of the rest of the essay. This gives a brief description of the main idea or argument of each section.

The overview allows the reader to immediately understand what will be covered in the essay and in what order. Though it describes what  comes later in the text, it is generally written in the present tense . The following example is from a literary analysis essay on Mary Shelley’s Frankenstein .

Transitions

Transition words and phrases are used throughout all good essays to link together different ideas. They help guide the reader through your text, and an essay that uses them effectively will be much easier to follow.

Various different relationships can be expressed by transition words, as shown in this example.

Because Hitler failed to respond to the British ultimatum, France and the UK declared war on Germany. Although it was an outcome the Allies had hoped to avoid, they were prepared to back up their ultimatum in order to combat the existential threat posed by the Third Reich.

Transition sentences may be included to transition between different paragraphs or sections of an essay. A good transition sentence moves the reader on to the next topic while indicating how it relates to the previous one.

… Distance learning, then, seems to improve accessibility in some ways while representing a step backwards in others.

However , considering the issue of personal interaction among students presents a different picture.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

An essay isn’t just a loose collection of facts and ideas. Instead, it should be centered on an overarching argument (summarized in your thesis statement ) that every part of the essay relates to.

The way you structure your essay is crucial to presenting your argument coherently. A well-structured essay helps your reader follow the logic of your ideas and understand your overall point.

Comparisons in essays are generally structured in one of two ways:

• The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
• The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

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Strengthening the bonds of community to embrace diversity and reject bigotry..

Welcome to the Latah County Human Rights Task Force webpage!

Congratulations to the 2023-2024 MLK Art and Essay Contest winners!

This year’s theme was FREEDOM OF EXPRESSION AND OUR LIBRARIES

The winners for the Art Contest were Cece Rose Ristene (St. Mary’s), Eduarda Gurge (Moscow Charter), Quinten Rowley (Moscow Charter), Hayley Cohee (Moscow Charter),

The winners for the Essay Contest included Cordelia Haley (Lena Whitmore), Leo Johnson (St. Mary’s), Fern Newlan (St. Mary’s), Catherine Apt (McDonald), Amy Zhou (Moscow Charter School), Naya Lee (Lena Whitmore), Emily Scout Heward (Lena Whitmore), Nora Algarni (Moscow Middle School), Lillian Camin, (Moscow Middle School), and Morgan Apt (Moscow High School).

A little about us and ways to become involved!

Our 2023 Martin Luther King, Jr. Breakfast on January 21st was a great success with an excellent presentation by Dr. Scott Finnie. A video of the Breakfast, including the Rosa Parks Awards and Dr. Finnie’s speech is now available here: 2023 Breakfast and Friends of Human Rights .

The Rosa Parks Award winners are available here: 2023 Rosa Parks Award Winners | Latah County Human Rights Task Force (humanrightslatah.org)

The Art and Essay Contest winners are available here: 2023 Art and Essay Contest Winners | Latah County Human Rights Task Force (humanrightslatah.org)

Dr. Scott Finnie’s Keynote address at the 2023 MLK Jr. Breakfast:

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Our mission:  To work for social justice for all people by supporting diversity, respect, and inclusiveness, while opposing bigotry, harassment, and discrimination.

Please click our Announcements tab for current or upcoming events. (For upcoming events visit: Upcoming Events )

These are annual events that the Task Force currently sponsors:

• Martin Luther King Art and Essay Contest – January
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and we encourage you to attend or support us in these events.

Meetings of the Latah County Human Rights Task Force are generally held the second Thursday of each month, and you are welcome to attend.

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Can You Convince Me? Developing Persuasive Writing

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Persuasive writing is an important skill that can seem intimidating to elementary students. This lesson encourages students to use skills and knowledge they may not realize they already have. A classroom game introduces students to the basic concepts of lobbying for something that is important to them (or that they want) and making persuasive arguments. Students then choose their own persuasive piece to analyze and learn some of the definitions associated with persuasive writing. Once students become aware of the techniques used in oral arguments, they then apply them to independent persuasive writing activities and analyze the work of others to see if it contains effective persuasive techniques.

Featured Resources

From theory to practice.

• Students can discover for themselves how much they already know about constructing persuasive arguments by participating in an exercise that is not intimidating.  
• Progressing from spoken to written arguments will help students become better readers of persuasive texts.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Materials and Technology

• Computers with Internet access  
• PowerPoint  
• LCD projector (optional)  
• Chart paper or chalkboard  
• Sticky notes  
• Persuasive Strategy Presentation
• Persuasion Is All Around You  
• Persuasive Strategy Definitions  
• Check the Strategies  
• Check the Strategy  
• Observations and Notes  
• Persuasive Writing Assessment

Preparation

Student objectives.

Students will

• Work in cooperative groups to brainstorm ideas and organize them into a cohesive argument to be presented to the class  
• Gain knowledge of the different strategies that are used in effective persuasive writing  
• Use a graphic organizer to help them begin organizing their ideas into written form  
• Apply what they have learned to write a persuasive piece that expresses their stance and reasoning in a clear, logical sequence  
• Develop oral presentation skills by presenting their persuasive writing pieces to the class  
• Analyze the work of others to see if it contains effective persuasive techniques

Session 1: The Game of Persuasion

Home/School Connection: Distribute Persuasion Is All Around You . Students are to find an example of a persuasive piece from the newspaper, television, radio, magazine, or billboards around town and be ready to report back to class during Session 2. Provide a selection of magazines or newspapers with advertisements for students who may not have materials at home. For English-language learners (ELLs), it may be helpful to show examples of advertisements and articles in newspapers and magazines.

Session 2: Analysis of an Argument

Home/School Connection: Ask students to revisit their persuasive piece from Persuasion Is All Around You . This time they will use Check the Strategies to look for the persuasive strategies that the creator of the piece incorporated. Check for understanding with your ELLs and any special needs students. It may be helpful for them to talk through their persuasive piece with you or a peer before taking it home for homework. Arrange a time for any student who may not have the opportunity to complete assignments outside of school to work with you, a volunteer, or another adult at school on the assignment.

Session 3: Persuasive Writing

Session 4: presenting the persuasive writing.

• Endangered Species: Persuasive Writing offers a way to integrate science with persuasive writing. Have students pretend that they are reporters and have to convince people to think the way they do. Have them pick issues related to endangered species, use the Persuasion Map as a prewriting exercise, and write essays trying to convince others of their points of view. In addition, the lesson “Persuasive Essay: Environmental Issues” can be adapted for your students as part of this exercise.  
• Have students write persuasive arguments for a special class event, such as an educational field trip or an in-class educational movie. Reward the class by arranging for the class event suggested in one of the essays.

Student Assessment / Reflections

• Compare your Observations and Notes from Session 4 and Session 1 to see if students understand the persuasive strategies, use any new persuasive strategies, seem to be overusing a strategy, or need more practice refining the use of a strategy. Offer them guidance and practice as needed.  
• Collect both homework assignments and the Check the Strategy sheets and assess how well students understand the different elements of persuasive writing and how they are applied.  
• Collect students’ Persuasion Maps and use them and your discussions during conferences to see how well students understand how to use the persuasive strategies and are able to plan their essays. You want to look also at how well they are able to make changes from the map to their finished essays.  
• Use the Persuasive Writing Assessment to evaluate the essays students wrote during Session 3.
• Calendar Activities
• Strategy Guides
• Lesson Plans
• Student Interactives

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.

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• Kindergarten K

Riding Rage Over Israel to Online Prominence

Jackson Hinkle’s incendiary commentary has generated over two million new followers on X since October — a surge that some researchers say is aided by inauthentic accounts.

Jackson Hinkle has become an online celebrity at age 24, a Gen Z symbol of the modern internet. Credit... Ysa Pérez for The New York Times

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By Steven Lee Myers and Tiffany Hsu

• April 11, 2024

Jackson Hinkle has cultivated an online persona so incendiary that he has been kicked off YouTube, Twitch and Instagram.

He rages on undaunted, even energized. He produces a regular podcast on Rumble , a website popular with many prominent conservatives. He writes dozens of posts a day on X, where his following has surged to 2.5 million from 417,000 in the six months since Oct. 7 — the day Hamas fighters mounted their assault on Israel.

Along the way, he has employed false or misleading content, promoted manipulated images and made comments that watchdog organizations have denounced as antisemitic. He calls himself an American patriot even as he praises American adversaries, including Vladimir V. Putin, Xi Jinping and Ayatollah Ali Khamenei.

“DROP A LIKE if you stand with IRAN in the face of ISRAELI TERRORISM!” he wrote last week on X after an Israeli airstrike in Syria killed several Iranian military officials. A day later he addressed the Houthi leadership in Yemen over video, praising the group for its attacks on shipping in the Red Sea.

It has all made Mr. Hinkle an online celebrity at age 24, a Gen Z symbol of the modern internet: a place where authenticity is no longer a necessity, and outrage offers attention and even some financial reward.

“It was a godsend for me at the time,” he said in an interview about his surge in popularity on X amid the war in Gaza. “I was very fortunate.”

His sudden rise may stem from more than good luck.

Two Israeli research companies that specialize in online threats, and that have focused on what they consider disinformation related to the war in Gaza, said they had identified coordinated and possibly state-sponsored networks of bots or inauthentic accounts that were amplifying Mr. Hinkle’s provocative brew of political views. China , Russia and other foreign actors are known to use such tactics to achieve their geopolitical goals — including efforts to influence this fall’s presidential election.

Mr. Hinkle has also benefited from changes by X’s owner, Elon Musk, including the cancellation of policies that once limited toxic content . With the addition of a premium subscription feature, he now charges certain followers $3 a month for what he calls “extra cool stuff,” including behind-the-scenes videos and “random thoughts.” X allows him to pocket up to 97 percent of the revenue — money that Mr. Hinkle has told subscribers helps him “continue exposing the Deep State.”

Imran Ahmed, the head of the Center for Countering Digital Hate, a research organization, said Mr. Hinkle was part of “a sort of new cadre of people who exploit the algorithms’ insatiable desire for highly contentious content to benefit themselves economically.”

In a new report , the center documented a staggering rise in followers for 10 prominent accounts on X that spread antisemitic content since the start of the war between Israel and Hamas.

Mr. Hinkle’s was at the top, by far.

“It’s sort of a sick industry of creators and platforms who benefit from contention,” Mr. Ahmed said, “the sort of car-crash nature of how people react to hate.”

A big jump in followers on X after the Oct. 7 strikes

Mr. Hinkle, for his part, seems to relish the limelight.

To illustrate a post about the Gaza conflict, he used a stylized cartoon of himself dressed in military gear with a rifle in front of a fireball. His profile on X and other platforms includes a doctored image of his bloodied face surrounded by a ring of pistols.

Mr. Hinkle solicits donations and sells merchandise to support his “independent journalism” on platforms like Patreon, having already been barred from PayPal and Venmo.

In the interview, Mr. Hinkle emphasized that he did not accept any payments from foreign governments, but he spoke unapologetically about his support for — and from — often hostile foreign powers. He visited Russia and China this year at the invitation of organizations close to the governments, dining with Russia’s foreign minister and appearing on state-controlled television networks.

“I think they appreciate support wherever they can get it,” he said.

From Bernie bro to MAGA fan

From an early age, Mr. Hinkle understood that zealous support of a cause could win public attention. He grew up in San Clemente, in Southern California, a surfer who heavily marketed his own embrace of environmental activism, gun control measures and progressive politics.

As a teenager, he helped start an environmental cleanup organization and another to encourage young people to run for political office. Teen Vogue recognized him as a top young environmentalist; Reader’s Digest included him on a list of inspirational children. He posed in an Instagram photo with the actor Will Smith, whose son Jaden Smith worked with Mr. Hinkle to limit plastic water bottles in schools.

Perry Meade, a progressive organizer who worked with Mr. Hinkle on campaigns as teenagers, said his “overarching understanding of Jackson was that he always wanted to be famous,” adding, “Sure, he cared about things, but he came first.”

His activities soon turned political. At his high school graduation in 2018, he knelt during the national anthem in protest against police brutality and racial injustice. He twice ran unsuccessfully for San Clemente’s City Council, when he was 19 and 20. One local conservative blog called him “ an extreme left-wing ideologue.”

He said in the interview that, after his political losses, he had “decided to still pursue the issues I cared about — but on the national stage.”

Mr. Hinkle found that stage on YouTube, where one of his big coups, he said, was an interview with Tulsi Gabbard , a Democratic presidential candidate in 2020. At its peak, his channel reached 300,000 subscribers.

His views, like those of Ms. Gabbard, who once joined him surfing , have shifted. The Sierra Club, one of the largest environmental organizations in the world, included Mr. Hinkle in a get-out-the-vote video filmed in 2018. By 2022, he was on social media describing environmentalism as “ anti-human .”

Today, he says he is a Stalinist and a Maoist who was expelled from the Communist Party of the United States. (Roberta Wood, a party leader in Chicago, said he subscribed to the newsletter but had never joined the party and did not reflect its values.) He once supported Bernie Sanders, but now praises former President Donald J. Trump.

He is, he wrote last year, an “American PATRIOT, GOD fearing, Pro-FAMILY, Marxist Leninist, Pro-PALESTINE, RUSSIA & CHINA, Anti-DEEP STATE, Anti-IMPERIALIST, Anti-WOKE, Pro-GROWTH, ANTI-MONOPOLY, Pro-GUN, Pro-FOSSIL FUEL.”

An international pivot

As Mr. Hinkle’s focus settled on international affairs, his audiences grew. He supported authoritarian leaders like Bashar al-Assad of Syria, whom he called a “ hero .” When Russia invaded Ukraine in 2022, he embraced Mr. Putin’s rationale for the conflict.

Mr. Hinkle has become a “merchant of rage,” said Pekka Kallioniemi, who researches social media and disinformation at Tampere University in Finland.

“The way he moves on from one thing to another, it seems very opportunistic to me,” Mr. Kallioniemi said.

Mr. Hinkle drew critics’ attention for frequently spreading Russian propaganda about Ukraine, including disinformation linked to covert Kremlin campaigns. His affection for Russia was personal, too.

He first traveled there in September with Anna Linnikova, a model crowned Miss Russia in 2022. For a time, they were engaged to be married. Mr. Hinkle posted a photo of the pair posing in front of Moscow’s Red Square last year and said they were moving to Miami together. (By the end of 2023, they appeared to have split acrimoniously.)

He visited Russia again recently to attend a conference organized by Konstantin Malofeyev and Aleksandr Dugin , both prominent nationalists who face sanctions in the United States. He said he had been attracted by Mr. Dugin’s writings, which glorify Russian culture, as an antidote to corrupted values in the West.

YouTube suspended his channel in October for “repeated violations” of the company’s policy that prohibits denying or trivializing major violent events, including the war in Ukraine, according to a company spokesman.

It was only when Hamas invaded Israel that month, though — when Mr. Hinkle began posting constantly about criticism of Israel and Russian support for Palestinians — that his account on X reached stratospheric heights.

Several organized networks of inauthentic accounts amplified his posts, according to Next Dim , an Israeli company that studies inauthentic activity online and that previously found evidence of an effort to amplify pro-Beijing messages on X.

One of the organized networks had previously boosted unrelated content — in Chinese — that criticized the Japanese government for releasing radioactive wastewater from the Fukushima Daiichi nuclear power plant in August, the researchers found. Once the fighting began in Gaza, the same network, which had at least 20,000 accounts, began reposting Mr. Hinkle’s content.

Another research company in Israel, Cyabra, found that Mr. Hinkle’s account gained 1.2 million followers over the first 19 days of the war. A sample of 12,510 of them suggested that roughly 40 percent were fakes.

In the interview, Mr. Hinkle shrugged off the findings of inauthentic support for his account. “There’s always going to be bots on social media,” he said. He acknowledged that he had made mistakes in some posts, but said they weren’t intentional, and he argued that the scale of Israel’s retaliation in Gaza vindicated his view of the conflict.

“I think if we’re going to focus on people who are putting out false information, an incorrect Twitter photo is not the biggest deal in comparison to lies that are used to sell a war,” he said.

Losing his YouTube subscribers, he said, had cost him three-quarters of his salary. He suggested that he had recouped the loss with his activities on X, principally through subscribers. “I’m doing OK, I guess,” he said.

He declined to say how much his posts earned, or how many paid subscribers he had. In October, he noted that he had made $550 the previous month from X’s advertising revenue-sharing model. His profile recently featured ads for a large Emirati airline, a major shoe brand and a popular travel blog, but he said revenue was limited because his posts were too controversial for some advertisers.

Mr. Hinkle spoke admiringly of Tucker Carlson , the former Fox News host who has peddled pro-Russian narratives , and Candace Owens, a conservative commentator who left The Daily Wire’s website last month. Mr. Hinkle, who said he had turned down a job offer from a foreign media outlet that he declined to disclose, compared himself to Mr. Carlson and Ms. Owens: “We’re all independent — not by choice.”

“You know, of course, I’d be happy if there was any media outlet in the United States that wanted to hire someone like me,” he said, “but our values don’t align, so I don’t think that’s in my future.”

Steven Lee Myers covers misinformation and disinformation from San Francisco. Since joining The Times in 1989, he has reported from around the world, including Moscow, Baghdad, Beijing and Seoul. More about Steven Lee Myers

Tiffany Hsu reports on misinformation and disinformation and its origins, movement and consequences. She has been a journalist for more than two decades. More about Tiffany Hsu

Our Coverage of the Israel-Hamas War

News and Analysis

The Israeli military announced what it called a precise operation to kill members of Hamas in Gaza , a day after a strike there killed three sons  of one of the most senior leaders of the group.

Hamas said that it did not have 40 living hostages in Gaza  who met specific criteria for an exchange with Israel under a proposed cease-fire deal, raising fears that more hostages may be dead than previously believed.

There has been no apparent work done yet on increasing aid to Gaza  by opening an additional border crossing from Israel and accepting shipments at a nearby Israeli port, but Israel said that both changes remain in the works.

Psychedelics and Trauma: Thousands of festival-goers were using mind-altering substances when Hamas-led fighters attacked on Oct 7. Now, scientists are studying the effects of such drugs at a moment of trauma .

Turmoil at J Street: The war in Gaza has raised serious concerns within the Jewish political advocacy group about its ability to hold a middle position  without being pulled apart by forces on the right and the left.

Challenging Democratic Leaders: Protests over the Biden administration’s handling of the war in Gaza are disrupting the activities of Democratic officials, complicating their ability to campaign during a pivotal election year .

Germany’s Upended Arts Scene: Berlin, the home of boundary-pushing artists from around the world, has been turned upside down by debates about what can and can’t be said about Israel and the war in Gaza .

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