School News

4th Grade Persuades

With Halloween on their minds, 4th-graders used an upcoming persuasive essay assignment as an opportunity to advocate for a schedule change. Their essays implored Primary School Division Director Jason Novak to add two extra half-days to the school calendar—an early release on Oct. 31 and late arrival on Nov. 1. After reading the essays, Jason promptly scheduled a meeting with the students. The students were wide-eyed and formed a circle around Jason, anxious to hear his feedback on the day of his visit. As Jason began his talk, he warned the students that some of what he was about to say wouldn’t necessarily be in their favor, but would certainly be to their benefit.
 
Effective persuasive writing requires authors to know enough about their topic to formulate an informed opinion and convince others to take their side. Writers use various techniques to sway their readers into an agreement. In their essays, 4th-graders used common logic and reasoning to explain why the two half-days are necessary. Students cited the disadvantages of rushing home and getting into costume. They explained that an early release on Halloween would help them feel more relaxed during the costuming process. Also, they were thoughtful and noted that some teachers could be cranky from not getting enough sleep due to the night’s festivities; therefore, a late start the next day made perfect sense.
 
Jason began his talk by noting the techniques 4th-graders used well in their arguments, but he also capitalized on the students’ rapt attention to expand their persuasive techniques. He explained how more data and research investigating counterarguments could help strengthen their case. Jason suggested surveying the entire school to see if everyone would want the time off from school and comparing Lowell’s calendar to other schools’ calendars to determine what the norm is for the area. As the conversation continued, students began to understand how one decision can domino and affect others. “Yeah, our parents would have to come home early too,” one student said during the discussion. Jason also introduced the concept of inclusivity in decision-making. He encouraged the students to think about the voices not present in the room—for example, those who do not choose to celebrate Halloween. Fourth graders nodded in agreement.
 
That moment, in particular, stands out for Jason as he reflects on the experience. He recalled hearing one child saying they never thought about inclusion, adding, “that feels important here at Lowell.” Throughout the entire process, students’ passion for their topic fueled their writing and revision. Fourth graders were eager to bring forth their best writing as each edit created an opportunity to dig deeper and explore the power of persuasive techniques. This assignment exemplified the magic that happens when teachers capitalize on student interest: “It’s absolutely wonderful when the rigor of academics is experienced as an acknowledgment of student voice and the joy of an individual’s passion,” Jason concludes. 
Lowell School is a private PK-8th grade school located in NW Washington, DC. Our mission is to create an inclusive community of lifelong learners in which each individual is valued and respected.