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In the "information age" in which we live it is imperative to be able to discern fact from fiction in what we read.  We must be equipped with the skills to read persuasive texts and sift out kernels of truth that provide the basis for our decision making.  Many times clever propaganda techniques are used in persuasive texts that lead us to make decisions that are not fully based in reality.  This WebQuest provides learners with opportunities to critically read some texts that present different views on controversial topics.  

For the purposes of this WebQuest, "persuasive reading" will be defined as:  a type of writing intended to convince the reader to adopt a particular opinion or to perform a certain action. Effective persuasion appeals to both the intellect and emotions (http://www.reading.org/resources/tools/lessons/268.html)

This lesson was developed by Dr. Pam Petty, Associate Professor of Literacy, Western Kentucky University, Bowling Green, Kentucky.  This WebQuest represents an example of how real-world applications can be made using technology and the Internet.

Content Area and Grade Level

This WebQuest is appropriate for middle school learners.  The unit focuses on language arts and reading instruction. Integration with social studies would be possible.  

Curriculum Standards (Kentucky)

The Kentucky Department of Education provides the following criteria for reading comprehension at Grade 7:

Persuasive Reading includes whole texts and excerpts from materials such as magazine and newspaper articles, brochures, letters, proposals, speeches, editorials, electronic texts, essays, opinion columns, and advertisements. 

RD-M-3.0.11

Distinguish between informative and persuasive passages. 

RD-M-3.0.12

Identify an author’s opinion about a subject. 

RD-M-3.0.13

Apply knowledge of organizational patterns (e.g., cause and effect, comparison, contrast, sequence) to understand a passage. 

RD-M-3.0.14

Distinguish between fact and opinion.

RD-M-3.0.15

Identify the argument and supporting evidence.

RD-M-3.0.16

Identify commonly used persuasive techniques (e.g., expert opinion, statistics, testimonial, bandwagon).

The Kentucky Department of Education provides the following criteria for reading comprehension at Grades 8 – 10

Persuasive Reading includes whole texts and excerpts from materials such as magazine and newspaper articles, brochures, letters, proposals, speeches, editorials, electronic texts, essays, opinion columns, and advertisements. 

RD-H-3.0.8          

Identify purposes of persuasion. 

RD-H-3.0.9

Identify an author’s position based on evidence in a passage. 

RD-H-3.0.10

Recognize the appropriateness of an argument for an intended audience. 

RD-H-3.0.11

Accept or reject an argument,  giving supporting evidence from the passage.

RD-H-3.0.12

Compare and contrast differing points of view in two or more passages. 

RD-H-3.0.13

Identify a variety of persuasive and propaganda techniques and explain how each is used. 

RD-H-3.0.14

Implementation Overview

This unit is designed to take 5-8 continuous classroom periods. This unit can be extended by examining other current event topics of interest to students.  Students will work in groups of 3 or 4 (dependent upon computer access and physical classroom structure). Students will decide on their own how to divide the various tasks required to complete the project. Students will need time to collect data from web sites, respond to the data response formats, create multimedia presentations, and write personal narratives in response to the reading.

Resources Needed

• Links to Internet sites relating to the following topics:

• Computers with Internet access
• Presentation Software (PowerPoint, etc)

• On-Line Teacher Resources
  Data Response Format:  Analysis of Text
  Data Response Format:  Synthesis of Persuasive Readings

• Optional Resources and Lesson Plans for preparing students for this Quest or for extending the learning:

        Magazine Ads and You, the Teenager

Entry Level Skills and Knowledge

Prior to beginning this unit, learners should have some experience in identifying propaganda techniques. They should know how to navigate through web sites to find specific information. Learners should have experience working in cooperative groups.  Previous hands-on experience with presentation software (PowerPoint) or simultaneous training for using presentation software is required.  

Evaluation

A RUBRIC will be used to allow students to self-assess and for the teacher assessment.  The final product of this WebQuest is a multimedia presentation depicting factual information found by each group on the selected topic.  Individual student scores will be based on participation in the group project and on independent writing samples in response to the persuasive readings.  

Conclusion

This unit is an interdisciplinary (language arts, reading, social studies) constructionist approach to learning. Students participate in group work, experience navigating the web, learn to read critically and synthesize information, create multimedia presentations, and write narrative responses to persuasive readings. This WebQuest could easily be adjusted for older or younger students, and teachers can adapt the activities to their students individual needs.  

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