How to do the persuasive writing, for HD grades?

If we think to write the persuasive writing then it will better if we know the best way to write it, suggestion are welcome.

Thank you.

What exactly do you mean?

My fallible interpretation of the original question:

If, at last, I gather enough courage to write myself a persuasive essay for my high school language arts class, then would it not be more rational to first do a detailed homework to produce a masterpiece that can baffle the world?

If you think I've made a solid point, would you mind sharing with me a few resources from where I can get this information.

Stop talking grabage. No one understands what you are trying to say.


No, you haven't made any 'solid' point and, as a matter of fact, you've never made any 'solid' point ever since you signed up.

How's life in your Islamabad shanty?

The following is an excellent tutorial answering your question.

How Can Students Learn Proper Research and Writing?

A research paper has the most structured rules of writing compared to creative, persuasive or story-telling papers. That is not to say it is more difficult. By following the established guidelines, a research paper is turned into a manageable science rather than a painstaking work of art. Both creativity and freshness should go into a research paper, but also proper format and a structure that supports a clear line of reason from introduction to conclusion. The first thing to ask is what the purpose of a research paper is. It is by definition a paper that uses researched knowledge to argue a point.

Before the paper, research is necessary. Writing based on research should be half (or more) research. A paper should be writing the research, not researching the writing, so to speak. Research for current events may be done in articles and newspapers. However, for academic papers should be found in sources that are trustworthy in their accuracy. This is acknowledged to be published works, books, and scholarly articles. More casual ones are Internet sites. It is okay to use someone else's ideas so long as it is properly cited. Remember, researched writing is about using someone else's research to support your own argument. In an essay, information is usually through secondary sources (published works that already exist) as opposed to primary sources (that the writer finds, such as interviewing or speaking with others).

Once the research is compiled, an outline can begin. Everything is based on the thesis, which is the point the paper is trying to make summed up into a single sentence. For instance, a paper about C.S. Lewis could argue "The Lion, the Witch, and the Wardrobe are based on New Testament books." Sources could include the bible, the novel, and articles that analyze C.S. Lewis's work. The outline should consist of different points that support the thesis. For instance, the first section could be "Aslan as a Jesus figure." Each section should be supported by multiple paragraphs. The paper should generally begin with an introduction, giving context for what the paper is about and why it's important. The conclusion should repeat the main point, and discuss what the paper proved. Did it prove that the book was based on New Testament books?

Throughout the essay, each paragraph should cover different topics. This begins with the topic sentence, basically what the point in general that it will argue. This topic sentence should be supported by more specific sentences. In other words, paragraphs aim to gradually bring specifics to the general thesis. Unlike an article that attempts to grab attention at the headline, the real information in the article is found within the body, the main area between the introduction and conclusion. Citation is extremely important. Firstly, all sources must be referenced on a reference page (called Works Cited in MLA format). In MLA format, crediting the author for his exact words is necessary with an in-text citation, at the end of the sentence. Failing to do so results in plagiarism, or pretending someone else's words belong to you.

Finally, various drafts should be done for not only writers new to researching, but ones experienced in it. The rough draft contains all important information in an outline and thesis. The second (and sometimes final) draft is a review of the first draft. A review of it will reveal awkward wording, misspellings, or lack of writing to support an important point. The essay may be more effective if arranged differently, or the thesis slightly altered. By polishing the essay until it's at its most persuasive and coherent, a final draft is finished and can be turned in.

Persuasive writing requires more than just a gift of gab. A glib writer will not necessarily be a good writer. It all boils down to the persuasiveness of the presentation. The convincing power should be based on relevant discussion points, irrefutable facts, and relevant examples. If a writer cannot provide these elements in the written essay, then it will not be very persuasive / convincing.

And before you start persuading people to give you money in return for advanced, academic English, don't forget to study those basic building blocks-- "a," "an," and "the."

This is a common weakness among ESL students that can be seen in the way that they write their IELTS practice tests. They do not understand the basics of persuasive writing. It is difficult to explain to them how persuasive writing is based upon supporting a single opinion and using evidence along with proper explanations to create a proper, persuasive paper. They keep insisting that a persuasive paper can only be written by justifying the validity of both sides of a discussion.

I don't know that ESL students are, necessarily, any worse than NES students at doing research, or even at writing persuasively in their native language. However, what's always very obvious to me is that when they try to write in English, they seem to end up writing a lot of nonsense, probably because the added language difficulty makes it too hard for them to translate what might be worthwhile thoughts into good English. The result is the same kind of empty fluff and extremely awkward use of vocabulary, sentence structure, and (especially) idioms reflected throughout Post #5 in this thread, which provides a perfect example. Admittedly, I don't know how much of the problem with the substantive content relates to writing in English and how much of it is simply a function of its author simply not really knowing anything about writing (irrespective of language fluency).

Usually, whenever someone's first post on this forum presumes to provide so much unsolicited "advice" about writing, it always reads like absolute BS from someone who actually has no clue about the writing process and is basically just trying to pretend that he's already an experienced writer by detailing the way he imagines professional academic writers work. Anybody who really does have many years of experience doing this for a living would immediately recognize that whoever wrote that doesn't know what he's talking about...in any language.