Loaded Word Use for Persuasive Writing
8th Grade Mini-Lesson
by Taylor Anne Weaver
Standards:
RL.8.4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the specific word choices
on meaning and tone, including analogies or allusions to other texts.
L.8.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Objective: Students will identify and define samples of loaded words within mentor
texts and will create (or revise) a persuasive writing sample to incorporate loaded words.
Materials:
Whiteboard
Computers with internet access
Copies of former student samples
Writers notebooks (or paper)
Pencils
Highlighters
Procedure:
Word choice is extremely important for persuasive writing. When choosing words that
will help you be persuasive, you must consider the connotation of impactful words. What
kind of feeling do the words you are choosing elicit? For example, when I hear the word
family, I consider it to be a positive word. Have you ever heard a politician talk about
how they support family values in a political ad or during a debate? This is a great
example of using loaded words in order to be persuasive. Can you think of a word that
elicits a negative feeling?
Allow students to think-pair-share words with negative connotations. List responses on
the board.
Facilitate another think-pair-share for words with positive connotations. List responses
on the board.
Some words elicit stronger feelings than others. Which of the words on the board do
you consider to be the strongest choices? Why would a writer want to use stronger
words for their persuasive writing?
Draw a three-column chart on the whiteboard with the labels:
Positive Words | Negative words | Text Example (sentence)
Have students copy the chart into their writers notebooks (or distribute printed versions
if desired).
Tell students that they will be working in small groups of 2-3 to do a close study of
persuasive writings to look for use of loaded words. Explain that they will be looking
both online for mentor texts and using good examples from former students. Students are
to continue looking at new texts to find as many examples of both positive and negative
loaded words as possible. In the third column of the chart, they are to record the sentence
in which the word is used.
Write the web addresses for the following mentor texts on the board:
[Link]
[Link]
[Link]
Distribute past student work samples. Tell students that they may also look online at
news editorials in opinion sections.
Divide students into groups and allow them to begin working. Allow students to share
their findings at the end of class.
The teacher will circulate throughout the classroom to guide student thinking and ask
questions to help students identify the strongest examples of loaded words.
Assessment: Students will write a persuasive essay or letter using loaded words, or add
to a previous persuasive writing. When the writing is completed, students will go
through and highlight the loaded words they used. Students will complete and attach a
self-evaluation form (seen below) for this formative assessment.
Language Standard 8
I can analyze specific word choices on meaning and tone.
I can use loaded words in persuasive writing to demonstrate my understanding of
nuances in word meanings.
What score would you give yourself for this standard from 1 (I didnt do the standard) to
5 (I completely understand the standard. I completed this independently.)? Why?
________________________________________________________________________
________________________________________________________________________
Did you use more negative loaded words or positive? How did you choose the words you
used? _________________________________________________________________
________________________________________________________________________
________________________________________________________________________
