Discursive and Persuasive Writing for Senior English
Senior English asks students to write persuasively (to argue a position) and discursively (to explore an idea from several angles). This…
- Difficulty
- Level 2 · Standard
- Time
- 30 min
A senior persuasive writing worksheet on the three classical appeals. Students identify ethos (credibility), pathos (emotion) and logos (logic and evidence) in an original opinion column, explain how each works on a reader, judge when an appeal becomes manipulative, and write a persuasive paragraph that balances all three. A model paragraph and marking rubric are included.
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Curriculum: Texas grade levels (TEKS). We show specific outcome codes only where they have been verified against the official curriculum document.
Completed: Rhetorical Appeals in Persuasive Writing: Ethos, Pathos and Logos
11th Grade students (typically ages 16–17) working on persuasive writing. It is pitched at level 3 · challenge.
Yes. The PDF includes a full answer sheet with model answers and success criteria where there is more than one good answer. You can also view the answers online.
About 40 minutes for 14 questions. Short, regular sessions work best: two or three a week beats one long one.
No. Click Download Free PDF and it opens immediately. It is free for personal, classroom and homeschool use.
Try Controlling Tone and Voice in Opinion Writing.
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Date
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Readers believe writers they trust, follow arguments that make sense and act on what they care about. Give them all three.
Ethos persuades through the writer's credibility and character, pathos through the reader's emotions and values, and logos through reasons, evidence and logic. Circle the main appeal in each sentence.
Read the extract, then answer in full sentences.
The Quiet Carriage (original opinion column extract)
I have spent eleven years as a train driver, and I can tell you exactly when a carriage goes quiet. It happens just after the doors close in the evening, when commuters finally stop talking and start scrolling. It is not peace. It is a kind of shared absence.
Transport authorities measure everything: punctuality, fare revenue, passenger numbers. Last year, our network carried more than forty million trips. Yet no one measures the number of conversations that did not happen in those carriages, or the strangers who never quite met.
I am not asking anyone to throw away their phone. I use mine to check timetables like everyone else. But I would like the network to trial one carriage per train where screens stay in pockets and people are free to read, look out the window or, heaven forbid, talk. A modest experiment costs almost nothing. If nobody uses it, we will know. If people do, we may find out something important about what we have been missing.
Last month an elderly passenger thanked me at the end of the line. She said it was the first time all week anyone had spoken to her. She had been talking, she said, to the young man in the seat beside her, whose phone had died.
Preview — the PDF contains the full resource and answer sheet.
Senior English asks students to write persuasively (to argue a position) and discursively (to explore an idea from several angles). This…
Students learn how senior writers control tone and voice to persuade. They identify tones such as measured, urgent, indignant, wry and…
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