Grade by Grade
D. Composition: Expressing Ideas and Creating Texts · Writing for Real Audiences

Persuasive Writing: A Multi-Paragraph Argument

D2.1 D1.4 A2.5About 45 minutes
Learning goals
  • I can write a persuasive text with an introduction that states my position, body paragraphs with reasons and evidence, and a conclusion.
  • I can explain how my evidence supports each reason.
  • I can answer the other side respectfully and end with a call to action.

Words to know

position
The side you take on an issue; your main opinion.
thesis statement
The sentence in the introduction that clearly states your position.
reason
Why you believe your position.
evidence
Facts, numbers, examples, expert words or experiences that prove a reason.
counter-argument
What someone on the other side might say.
rebuttal
Your respectful answer to the counter-argument.
call to action
The ending that tells the reader exactly what to do.

Remember from Grade 4

In Grade 4 you wrote persuasive texts with an opinion, reasons, evidence, a rebuttal to the other side, and a call to action.

In Grade 5 you will organize all of this into a multi-paragraph persuasive text, where each reason gets its own paragraph and you explain how the evidence proves the reason.

Build your argument like a building

Your position is the roof. Your reasons are the pillars that hold it up. Your evidence is the solid ground under each pillar. If a pillar has no evidence under it, it wobbles!

PositionReason1Reason2Reason3Evidence under every reason
A persuasive argument as a building: the position is the roof, three reasons are the pillars, and evidence is the base under them.
ParagraphWhat goes in it
1. IntroductionA hook (a question, a surprising fact or a short story) and your thesis statement (your position).
2. Reason 1Topic sentence with the reason, evidence, and a sentence that explains how the evidence proves the reason.
3. Reason 2Same pattern: reason, evidence, explanation.
4. Reason 3 (often the strongest)Same pattern. Many writers save their strongest reason for last.
5. The other sideA counter-argument (Some people say...) and your rebuttal (However...).
6. ConclusionRestate your position in new words and give a call to action.
A plan for a persuasive essay or letter. Short versions can join paragraphs 4 and 5.
Worked example

Let's plan a persuasive essay

Position: Our school should hold outdoor learning once a week, all year round. Audience: the principal and teachers.

  1. Hook: What if one of the best classrooms in our school didn't have walls?
  2. Thesis: Our school should hold an outdoor learning class every week, in every season.
  3. Reason 1: Students learn science better by seeing it. Evidence: In our class's fall nature walk, we found 12 kinds of leaves, more than in our textbook. Explain: Seeing real things helps students remember them.
  4. Reason 2: Fresh air and movement help students focus. Evidence: plan to interview the public health nurse who visits our school and quote what she says about movement and focus. Explain: Students who can focus learn more.
  5. Reason 3 (strongest): It works in every subject. Evidence: we can measure tree shadows in math, write poems about snow in language, and map the yard in social studies. Explain: One weekly habit can support learning in many subjects, not just one.
  6. Counter-argument and rebuttal: Some people say it's too cold in winter. However, with warm clothes and shorter lessons, students can learn safely outside, and the school could keep extra mittens for anyone who needs them.
  7. Conclusion and call to action: Outdoor learning makes us healthier and smarter. Please let each class try one outdoor lesson a week starting in January.

A six-paragraph plan: hook and thesis, three reasons each with evidence and explanation, the other side, and a call to action. (The class's walk results here are pretend; use your own real evidence.)

Worked example

Let's explain how evidence supports a reason

Reason: Our library needs more books in languages other than English. Evidence: A class survey found that students speak 11 different languages at home.

  1. Evidence alone isn't enough. Explain the link.
  2. Ask: So what? Why does this number prove my reason?
  3. Explanation: With so many languages in our school, students and families would feel welcome, and newcomers could keep reading while they learn English.

Reason + evidence + explanation = a strong pillar. (The survey number is pretend.)

One strong pillarReasonOur library needs more booksin other languages.+EvidenceStudents speak 11languages at home.+ExplanationSo students and familieswould feel welcome.Leave out the explanation and the pillar wobbles!
Reason + evidence + explanation makes a strong pillar. The explanation answers So what? (The survey number here is pretend.)

Persuade fairly

Strong persuasive writers are fair. Use real evidence, not made-up numbers. Answer the other side respectfully (no name-calling). Choose words your audience cares about: a principal cares about learning and safety; students care about fun and fairness.

Just for fun

What if your dog wrote a persuasive essay?

Thesis: Dinner should be served every hour. Reason 1: I am hungry. Reason 2: I am still hungry. Evidence: look at my eyes.

Strong feelings, very weak evidence! 🐕

Hands-on activity

Debate at the dinner table

You need: paper, a pencil and a willing family.

  1. Choose an issue at home, like Should we have a family games night every Friday?
  2. Choose your position and write your thesis statement.
  3. Write three reasons. For each, find real evidence: ask family members, count things, or look something up together.
  4. Ask a family member to argue the other side. Write their best point and your rebuttal.
  5. Present your argument at dinner, ending with a call to action.
  6. Afterwards, ask: Which reason convinced you most? Why?

Your turn

1

What is a thesis statement?

2

Name three kinds of evidence.

3

Write a hook for a letter asking for a bike rack at your school.

4

Which reason is strongest for Our town should plant more trees: A) Trees are pretty. B) Trees give shade that cools streets on hot summer days.

5

Write a counter-argument and rebuttal for Students should have longer recess.

6

Write a call to action for an essay about reducing food waste at lunch.

7

Why should each reason get its own paragraph?

More practice: warm-up

1

What is a position?

2

What is a rebuttal?

3

Which word often starts a rebuttal: However or Once upon a time?

4

Where does the call to action go?

5

Opinion or evidence? A survey showed 20 of 26 students want a chess club.

More practice: on your own

1

Explain how this evidence supports the reason. Reason: We need a crosswalk on Main Street. Evidence: I counted 40 students crossing there in 10 minutes before school.

2

Rewrite to be fair and respectful: Anyone who disagrees is just being silly.

3

Put in order: call to action; reason 2; thesis; counter-argument and rebuttal; reason 1.

4

Change the language for a different audience: For Grade 2 students: Come to the book swap! How would you write it for parents?

5

Why do many writers save their strongest reason for last?

Challenge

1

Write a full body paragraph (topic sentence, evidence, explanation) for Our school should have a garden.

2

Find the weak spot in this argument: We should get a class pet because pets are fun, pets are cute, and I want one.

3

How would you change the same argument (more benches in the park) for the town council versus neighbours you want to sign a petition?

Check your understanding

Quiz

1.

Where does the thesis statement usually go?

2.

Which is the best evidence?

3.

What should follow evidence in a body paragraph?

4.

Which is a respectful rebuttal?

5.

Which is a call to action?

6.

Why change your words for a different audience?

For parents and teachers

Big idea (D2.1): Grade 5 writers draft persuasive texts in a multi-paragraph form, organizing reasons and evidence logically (D1.4) and fitting language to the audience (A2.5: how form, message and audience work together).

How to help at home:

  • Let your child persuade you about real decisions, but ask for evidence.
  • Notice persuasive texts together: ads, flyers, letters to the editor. Ask: What's the evidence?
  • Model respectful disagreement.

Common difficulties:

  • Reasons with no evidence or evidence with no explanation. Ask: "So what? How does that prove it?"
  • Made-up statistics. Encourage real counts and surveys, even small ones.
  • Ignoring the other side. A good rebuttal makes an argument stronger.

Please note: Numbers in the examples are pretend, for practice.