Two lessons from the Tools for Thought collection provide extra support for this Critical Challenge:

Persuasive writing, and Inquiry-minded.

Investigating poverty
Objectives:

sensitize students to issues concerning and consequences of poverty;

increase understanding of and empathy for people living in poverty;
introduce and apply the concept and literacy strategies featured in this resource.

Use the following activities selectively to investigate poverty

Introduce the topic

Print the following quote on the board and invite students to discuss its meaning and implications.
To those who have hunger,
give bread;
To those who have bread,
give a hunger
for justice.
Latin American table prayer

Understanding
apathy

Without explaining why, invite students to select a piece of paper from a jar (80% of the papers
should say poor and 20% should say rich).

Ask students who are now poor to stand at the back of the room. Designate a small section of
the classroom for the poor. The rich students can occupy the rest of the classroom. Explain to
students that they must remain in their designated space.

Give the rich group a large bowl of jelly beans (at least 3 jelly beans per student). Give the
poor group a small bowl of jelly beans (not enough for one per student).

Explain that students task is to share the jelly beans in their bowl among the students in their
designated space. Allow students time to solve this problem and eat the jelly beans.

Invite students to share how they felt during this activity and then discuss their experience by
posing questions such as:
How did you feel about the unequal distribution of space? Why was this part of the activity?
How did the poor feel? How did the rich feel? Did the rich think about the poor?
What challenges did your group face when distributing the jelly beans? What did the jelly
beans represent (for example, money, world food)?
Did the rich group share with the poor? If so, how did you decide how much to share? If not,
why not?
What did you learn from this activity?
What questions have been raised?

www.tc2.ca

With ELEMENTARY students, you my want to provide additional jelly beans to students in the
poor group before the end of the class.

Explain to students that they will investigate the topic of poverty and point out that the way they
approach an investigation influences what they learn. Based on the attributes of inquiry-mindedness,
1

The Critical Thinking Consortium

invite students to assess the extent to which they demonstrated

this habit of mind during the previous simulation. Provide students with a copy of How curious am I? and ask students to
rate their general level of curiosity and set a reasonable goal
for being more inquiry-minded during this investigation.
Define poverty

Ask students to write down words that come to mind when

they think of the term poverty. Record the words on
the board as students share their thoughts with the class.
Discuss the similarities among the suggested words.
Print the following words on the board. Explain to
students that some of these words are connected to
poverty and some may not be.

Inqu

iry-m

inde

d attri

I pose
ques
tions
seek
th
more
inform at
or lo
ok fo
r expl ation
in or
anat
der to
ions
bette
unde
r
rstan
d a to
pic.
Whe
n pres
ente
prob
d with
lem,
I pe
a
look
ing de rsist in
ep
imag
inative ly to seek
obvio
and
nonus so
lutio
ns.

Reas

onab

le go

al fo

r dem

How
curio
us am

bute

I am
sin
in lear cerely inte
reste
ni
d
things ng more
abou
and
t
peop
le.

How

ofte
n do
I do
this?

I?

of
ten
so
metim
es
no
t very
often
ne
ver

Exam

ple

of
ten
so
metim
es
no
t very
often
ne
ver

of
ten
so
metim
es
no
t very
often
ne
ver

onstr

ating

a mor

e inqu

iry-m

inde

d attit

ude.

www.t

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Th

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Think

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Poverty

spiritual

cultural

intellectual

generational

emotional

social

physical

hunger

opportunity

power/voice

situational
global

financial

resources

space

Organize students in pairs. Invite students to decide how poverty might be connected to each of
these terms. Invite students to explore what each connection might look like and what different
types of poverty might look like. Encourage students to look up any unfamiliar words.

After students have shared their ideas, pose the question: What is poverty? Challenge students to
construct a definition of poverty through the following activities:
Instruct students to record their own thinking about poverty by creating a web or completing
the sentence stem Poverty is in a variety of ways.
Invite students to identify their own perspectives by taking and marking the poverty quiz
found at the following BBC website that explores poverty: http://www.bbc.co.uk/scotland/
education/int/ms/health/wealth/def_of_poverty/index.shtml. Point out that the quiz refers to
poverty in Scotland, but could easily refer to poverty in Canada.
Provide pairs of students with a copy Definitions of poverty.
Invite students to highlight key words and to discuss the
meaning of the definitions.
Finally, instruct students to construct a definition of poverty that is clear, meaningful, and widely applicable to
the various types of poverty.

www.tc2.ca

Invite students to share their definitions. Look for similarities and differences among the definitions. Post them in
the room for future reference.

Resources for this activity have been adapted from

the website http://homepages.wmich.edu/~ljohnson/
Payne.pdf entitled Understanding and Working with
Students and Adults from Poverty. This website provides

Defin
ition
s of

Pov
erty:
a huma
choic
n
es, se
curity, condition
other
chara
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civil,
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Th

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Think

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The Critical Thinking Consortium

background information about poverty and reflects the work of Dr. Ruby Payne, teacher, principal,
consultant, administrator, and author of A Framework for Understanding Poverty.

Provide students with copies of the Poverty: Key points. Assign each pair of students one key point to respond to in the
following manner:

Pove
rty: k
ey

1.

What surprised you?

2.

Pove
rty
If every is relative
.
one aro
pove
und
rty an
d wealt you lives
the
h.

same

poin
ts

way yo

u do,

Pove
it is ha
rty oc
rd to
curs
unde
There
in all
rstan
has no
d the
races
of liv
t alw
notio
and
ay
ing in
n of
a spec s been a mi in all coun
ific so
ddle
class. tries.
ciety.
Pove
Pove
rty
rty
Gene
can be
looks
ra
differ
ent in defined in
Gene tional pove
relati
differ
rat
rty an
on to
ent en
generat ional pove
d situa
the
vir
rty
stand
onme
ion is
tiona
ard
nts.
pove
l pove
the ag is defined
rty is
rty ar
define e differen as being
happ
e diffe
in po
ce
d
ened
re
verty
like an as being in between
for tw nt.
pa
pove
illness,
o gene
rty fo rents and
divor
rat
child
r a sh
ce, or
ren, ab ions or lon
4.
orter
death
Ever
time
ger. A
.
yone
and is out 30 ye
ars.
ha
caused
that
come s certain
becaus Situationa
rules
from
l
Even
e some
, belie
how/
when
thing
fs, or
wher
peop
value
e they
attitud
le
s, or
grew
es
the wa make mo
up
re
y the
y think money, the .
, solve
y ma
5.
problem y not ch
Scho
ange
ols an
s, and
the
d bu
ir socia
make
The co
decis
l beha
mmon sinesses
ions.
oper
change
viour,
ly he
ate fro
ld be
their
their
liefs
way of
of scho m middl
e-clas
life, pe
ols an
s belie
ople
d busin
must
fs, va
esses
unde
Ther
lues,
are ne
rstan
e may
and ru
d
ve
the
r
be a
Some
les.
direc
se rules
cost to
tly tau
times
.
peop
gh
m
ov
t
in scho
ing fro
le mu
st giv
ol. To
m po
e up
verty
relati
onships .
or fri
ends
when
they
move
out of
pove
rty

What made sense?

3.

What didnt you understand?

What did you wonder about?
6.

www.t

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Th

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Divide students into groups according to the key point they were assigned.
Invite students to share their responses, clarify together the significance of the statement,
and create an example that would illustrate the key point.

Reorganize the class in groups of six, with one representative for each key point. Invite each person
to explain their statement to the rest of the group.

Explain to students that the key points discussed above came from the research of Dr. Ruby Payne.
Dr. Payne has written many books to help people understand the impact of poverty. Her research
has been focussed on large groups of people who lived in poverty, people who were middle class,
and people who were wealthy. From her research, she identified common behaviours, beliefs, and
attitudes she calls the rules of each group. These are generalizations so the statements do not
apply to all individuals but they do help us better understand the reality of poverty.

Provide each pair of students with a set of cards created from

Hidden rules of poverty. For ELEMENTARY students, select
the most appropriate rule cards for use as a whole class or a
group activity. Instruct students to read each rule card and
determine whether each rule would apply to people living
in generational poverty, middle class, or wealth. Remind
students that these are generalizations based on large
populations, so they will not apply to all individuals.

Discuss student responses. Invite SECONDARY

students to speculate on the impact of these rules in
each category.

www.tc2.ca

Phys
ical fi
ghtin
confl
g is ho
ict is
w
ofte
Peop
le who n resolve
d.
defe
nd th can phys
ica
emse
respec
lves ar lly
ted.
e
How
much
food
impo
you ha
rtant
.
ve is

ces ar

e no

t part

of lif

e.

Too m
uc
feared h educat
ion is
beca
use th
might
e perso
leave.
n

ted fro

Invite students to talk about or write a reflection

about what they have learned about poverty.

The w
orld
local
is the
ne
comm ighbourh
ood
unity
or
.

Choi

Adap

Gene
ratio
nal po
vert
y
Decis
ions
are ba
surviva
sed on
l, rela
ente
tions
rtain
hips,
men
and
t.

m th

www.t

c2.ca

e wo

rk of

Ruby

Payn

Hidd
en ru
les o
f

The w
orld
Travel
is
is with nationa
l.
in th
e coun
try.
Fight
ing is
done
Phys
ical fi
verb
al
ghtin
with
g is vie ly.
dista
ste.
wed

The qu
ality
of th
have
e food
is im
porta
you
nt.

Choi
ce is
a key
the lif
conc
es
choice tyle. Som ept in
etim
s need
es
cons
idered to be
.

tp://h

Wea
lthy
Decis
ions
are ba
socia
sed on
l, fina
nc
polit
ical co ial, and
nnec
tions
.

The w
orld
intern
is
ationa
l.

Confl
ict
lawye s are solve
rs an
d
d inclu through
exclu
ding
ding
peop
or
le so
cially
.

How
the fo
od yo
look
s (pre
u ha
ve
sentat
impo
ion)
rtant
is
.

Choi
ce is
alway
lifesty
s a pa
le
interfe . Generally rt of
res w
noth
in
ith ch
oices. g

Form
al ed
ucatio
key to
n is se
future
succes en as
s.

e: ht

pove
rty

Middl
e clas
s
Decis
ions
are ba
and
sed on
achiev
emen
work
t.

Educ
ation
is for
of so
the pu
cia
rp
financ l, politica
l, and ose
ial co
nnec
to en
tions
hanc
and
e ar
aesth
ages
.wmi
etic ap tistic and
ch.ed
precia
u/-ljo
hnso
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n/pay

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The Critical Thinking Consortium

Explore poverty further using some or all

of the following critical challenges
Critical challenge #1
Create an accurate, sensitive, and revealing representation that illustrates the face of
poverty in the community.

Discuss whether or not homelessness might exist in your students own community. Discuss other
indicators of poverty and whether or not they may be present in the local community. Introduce the
question: What does poverty look like in our community? Explain to students that their task is to
create an accurate, sensitive, and revealing representation that illustrates the face of poverty in
the community. Point out that poverty is often hidden in a community and discuss why this might
be the case. Clarify that face does not mean identifying specific people who are poor but rather it
means making the issue of poverty more public (for example, showing homes that are in disrepair).

As an example of one aspect of poverty show students the stories of two young people living in
poverty from the following website. The UN Works for People and the Planet website is hosted
by actor Tim Robbins and focuses on the plight of homelessness in America. Click on the faces of
the two young people in the smaller squares in the centre of the page to hear their stories: http://
www.un.org/works/sub3.asp?lang=en&id=111.

Brainstorm with students possible sources of information about local poverty. Suggestions could
include the food bank, anti-poverty groups, Statistics Canada, city hall, church organizations (such
as the Salvation Army), homeless shelters, local police, newspaper, library, school board. Include
other agencies in the community that support those living in poverty.

Introduce the strategy found in Credibility of sources (part of the Tools for Thought collection).
Invite students to identify the most credible sources for finding information about poverty in their
community.

Divide students into groups to conduct their research and create their representation. Suggest
to students that interviewing is one way to collect information. Introduce the strategy found in
Responsive questioning (part of the Tools for Thought collection). Support students in developing
initial interview questions and encourage them to use responsive questions during their interview.

Discuss with students various ways to organize their research information. Develop an appropriate
chart or graphic organizer.

Remind students of the criteria for their representation: accurate, sensitive, and revealing. Brainstorm various forms of representation (examples include posters, songs, collages, videos, computer
presentations).

Invite students to share their representations. Encourage students to ask responsive questions
following each presentation.

Critical challenge #2
Redesign Hungry Decisions to reflects the decisions, options, and consequences that
a person living in poverty might confront in your community.

www.tc2.ca

Ask students to imagine what it would be like to live in poverty. What would they have to give
up? Suggestions might include a home, new clothes, cell phone, MP3 player, bank account, job,
money, organized sports, movies, food, warm clothes, education, movies, going to restaurants.
4

The Critical Thinking Consortium

Suggest to students the idea that making decisions may look different to people who are poor and
people who are not poor. Refer back to the initial activities with the jelly beans. Deciding how to
divide the beans was different for the rich and poor groups.

Explain to students that they are going to participate in an activity that puts them in the role of a
person in poverty who must make decisions that affect their familys life. They will be either a
man or a woman from a developing country. Have students work with a partner and instruct one
member of each pair to take the role of the man and the other, the woman.

Show the students the Hungry Decisions activity on the following website: http://www.
churchworldservice.org/decisions/index.htm. Explain that for each decision they make, there will
be a consequence will (for example, whether to have a child or to sell grain).

For ELEMENTARY students, read the first page together and then allow students to proceed
independently with the activity. Encourage students to create a storyboard that records the events
and consequences they experience.

Following the activity, discuss with students the decisions they had to make. What were the most
difficult decisions? What influenced the limited choices they had?

Brainstorm with students the kinds of decisions people living in poverty in their local community
might have to make. Guide students in developing a list of decisions that might face a person
living in poverty in their community.

Provide pairs of students with a copy Hungry decisions in our

community and instruct them to identify two decisions and
the respective options and consequences for a local person
in poverty. Remind students that their choice of options and
consequences must be realistic and respectful. Develop
one example with the class.

Invite students to share their completed activity with

another group of students. Have the groups discuss
whether the choices are realistic and respectful, and
what it might feel like to have to face these harsh
realities.

Hung
ry de
cisio
ns in
our co
mmu
Optio
nity
ns
Dile

mma/d

Cons

ecisi

eque

on

Optio

ns

Dile

mma/d

Cons

ecisi

eque

on

nces

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Critical challenge #3

11

Th

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Develop the criteria or core features of those actions that

can break the cycle of poverty.

www.tc2.ca

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Think

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Introduce the term cycle of poverty and brainstorm possible meanings with students. Explain
that the cycle of poverty generally refers to recurring factors that keep families in poverty for two
generations or more.

Show the students a representation of the cycle of poverty in a developing country from the following website: http://www.crcna.org/pages/sea_cycleofpoverty.cfm.

Suggest to students that many individuals and organizations work to help people break the cycle
of poverty. Invite students to brainstorm in groups the challenges of breaking the cycle. Point
out that breaking the cycle of poverty does not suggest that everyone should be wealthy, but that
everyone has a right to basic needs and human dignity.

The Critical Thinking Consortium

Pose the question: What would be the criteria or core features for an action that could break the
cycle of poverty? Invite students to conduct an internet search for information about what others
have done to break the cycle. Key words for the search might be: breaking the cycle of poverty,
One Hen, Ryans Well, Greg Mortenson, Pennies for Peace, UNICEF, International Red Cross.

Introduce the strategy found in Previewing (part of the Tools for Thought collection) and invite
students to preview the websites prior to exploring the details.

Encourage students to research at least one project that successfully contributed to breaking the
cycle of poverty and to use the 5Ws to record their findings. Invite students to share their findings
in groups of four, and to discuss the common qualities of each successful action. Instruct students
to identify the criteria for identifying an action that can break the cycle of poverty and to list three
actions that would meet these criteria and three actions that would not.

Critical challenge #4
Write a persuasive letter to the editor of your local paper raising the issue of poverty
in your community.

Ask students what they have learned about poverty in their community. Brainstorm the issues that
exist in the community. Ask students to select a viewpoint on some aspect of local poverty that
they think is not adequately addressed or understood (such as attitudes towards homeless people,
willingness to help those in need, discrimination against poor people).

Invite students to write a letter to the local paper, the school

board, or the school newsletter arguing on behalf of their
selected viewpoint on poverty in the community. Introduce
the strategy found in Persuasive writing (part of the Tools
for Thought collection). Encourage students to use Planning for persuasive writing to plan their writing.

Plan
ning
for

Over
all pla
nning
Purpo
se: Wh
at am
What
I trying
action
to co
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would
nvinc
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ders
this pie the reade
Audie
of?
r to tak
nce:
ce?
Who
e as
am I
a
trying
to co
nvinc
e?
Devic
e
Ap

peal
to em
pro
otion
voke
s
em
use
storyt pathy
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for
reader ng to pa
s
sug
int a
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visual
pictur
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ion you readers
or be
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course
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use
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ders
thing
under rs, or ana
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to
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to the
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ences

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and qu by provid
tes
ing fac
timon
ials and otations
ts,
referr from exp
ert
als fro
m oth s, or
Predic
ers
tion
pro
vide
rea
the
future ders with
a glim
con
vince
pse int
reader
o
loo
k like
s wh
at
if
act
ion you they follow the future
will
sugges
the cou
t (or
if the rse of
y dont
Repe
)
tit
drive ion
your
imp
point
ortant
home
me
by rep
tapho terms or
eating
a par
r or viv
id ima ticular
ge

Direct students to self- and peer-assess their work before

submitting it to their intended audience.

FINAL REFLECTION: Ask students to take a moment to consider how inquiry-minded they were during their investigation of poverty? Invite students to
revisit their initial answers to the self-assessment
on How curious am I?. Were students more aware of
the value of being inquiry-minded as they explored the topic of
poverty? What benefits did or might arise from greater curosity?

word
s
could or phrase
s
I use?
Decid

ing wh

ethe
This
r to
de
use
ver vice is:
it
y
som appropria
te for
ewhat
no
approp my purpo
t app
riate
se &
rop
Ratio
audien
nale: riate
ce

This
de
ver vice is:
y
som appropria
te for
ewhat
no
approp my purpo
t app
riate
se &
rop
Ratio
audien
nale: riate
ce

This
de
ver vice is:
y
som appropria
te for
ewhat
no
approp my purpo
t app
riate
se &
rop
Ratio
audien
nale: riate
ce

This
de
ver vice is:
y app

Sente
nce str
del
ucture
ibe
stru rately use
cture
a par
at var
ticular
(fo
r exa
ious
senten
mp
point
exc
s of the ce
lamato le, impera
tive
tex
ry) or
ten
ces rat
use sho , interrog t
her tha
ative,
rt, sim
n lon
g, com ple senplex
ones

rop
som
ewhat riate for
no
approp my purpo
t app
riate
se &
rop
Ratio
audien
nale: riate
ce

This
de
ver vice is:
y
som appropria
te for
ewhat
no
approp my purpo
t app
riate
se &
rop
Ratio
audien
nale: riate
ce

c2.ca

What

This
de
ver vice is:
y
som appropria
te for
ewhat
no
approp my purpo
t app
riate
se &
rop
Ratio
audien
nale: riate
ce

www.t

www.tc2.ca

pers
uasiv
e wri
ting

12

Th

e Cri

tical

Think

ing Co

nsortiu

The Critical Thinking Consortium

How curious am I?
Inquiry-minded attributes

How often do
I do this?

Example

I am sincerely interested
in learning more about
things and people.

ooften
osometimes
o not very often
onever

I pose questions that

seek more information
or look for explanations
in order to better
understand a topic.

ooften
osometimes
o not very often
onever

When presented with a

problem, I persist in
looking deeply to seek
imaginative and non-
obvious solutions.

ooften
osometimes
o not very often
onever

Reasonable goal for demonstrating a more inquiry-minded attitude.

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The Critical Thinking Consortium

Definitions of poverty
Poverty: a human condition characterized by the ongoing lack of the resources, capabilities,
choices, security, and power necessary for the enjoyment of an adequate standard of living and
other civil, cultural, economic, political and social rights.

United Nations Committee on Economic, Social, and Cultural Rights

The most standard feature of most definitions of poverty is economic deprivationlack of

income. But this does not consider the many social, cultural, and political aspects of poverty.
Poverty is not only the lack of economic or material resources but is also a violation of human
dignity.

The United Nations High Commission on Human Rights

The lack of basic security leads to ongoing poverty when it affects several aspects of peoples
lives at the same time, when it goes on for a long time, and when it severely affects peoples
chances of getting back their rights and of taking on their responsibilities in the near future.

The United Nations High Commission on Human Rights

Poverty is a denial of choices and opportunities and a violation of human dignity. It means lack
of basic ability to participate effectively in society. It means not having enough to feed and clothe
a family, not having a school or clinic to go to, not having the land on which to grow ones food
or a job to earn ones living, not having access to credit. It means insecurity, powerlessness,
and exclusion of individuals, households, and communities. It means more risk of violence, and
it often implies living on marginal or fragile environments, without access to clean water or
sanitation.

UN Statement, June 1998, signed by the heads of all UN agencies

Poverty is defined in relation to the standards of living in a society at a specific time. People live
in poverty when they dont have enough money for their material needs and when this prevents
them from taking part in activities which are an accepted part of daily life in that society.

Scottish Poverty Information Unit

The most common way to measure poverty is based on incomes. A person is considered poor
if his or her income level falls below some minimum level necessary to meet basic needs. This
minimum level is usually called the poverty line. What is necessary to satisfy basic needs varies
across time and societies. Therefore, poverty lines vary in time and place, and each country uses
lines which are appropriate to its level of development, societal norms and values.

The World Bank Organization

Definitions are adapted from the following websites:

http://www.bbc.co.uk/scotland/education/int/ms/health/wealth/def_of_poverty/definitions.shtml
http://www.un.org/esa/socdev/unyin/documents/ydiDavidGordon_poverty.pdf

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The Critical Thinking Consortium

Poverty: key points

1.

Poverty is relative.
If everyone around you lives the same way you do, it is hard to understand the notion of
poverty and wealth.

2.

Poverty occurs in all races and in all countries.

There has not always been a middle class. Poverty can be defined in relation to the standard
of living in a specific society. Poverty looks different in different environments.

3.

Generational poverty and situational poverty are different.

Generational poverty is defined as being in poverty for two generations or longer. A
generation is the age difference between parents and children, about 30 years. Situational
poverty is defined as being in poverty for a shorter time and is caused because something
happened like an illness, divorce, or death.

4.

Everyone has certain rules, beliefs, or attitudes

that come from how/where they grew up.
Even when people make more money, they may not change their social behaviour, their
values, or the way they think, solve problems, and make decisions.

5.

Schools and businesses operate from middle-class beliefs, values, and rules.
The commonly held beliefs of schools and businesses are never directly taught in school. To
change their way of life, people must understand these rules.

6.

There may be a cost to moving from poverty.

Sometimes people must give up relationships or friends when they move out of poverty

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The Critical Thinking Consortium

Hidden rules of poverty

Generational poverty

Middle class

Wealthy

Decisions are based on

survival, relationships, and
entertainment.

Decisions are based on work

and achievement.

Decisions are based on

social, financial, and
political connections.

The world is the

local neighbourhood or
community.

The world is national.

Travel is within the country.

The world is
international.

Physical fighting is how

conflict is often resolved.
People who can physically
defend themselves are
respected.

Fighting is done verbally.

Physical fighting is viewed
with distaste.

Conflicts are solved through

lawyers and including or
excluding people socially.

How much food you have is

important.

The quality of the food you

have is important.

How the food you have

looks (presentation) is
important.

Choices are not part of life.

Choice is a key concept in

the lifestyle. Sometimes
choices need to be
considered.

Choice is always a part of

lifestyle. Generally nothing
interferes with choices.

Too much education is

feared because the person
might leave.

Formal education is seen as

key to future success.

Education is for the purpose

of social, political, and
financial connections and
to enhance artistic and
aesthetic appreciation.

Adapted from the work of Ruby Payne: http://homepages.wmich.edu/-ljohnson/payne.pdf

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The Critical Thinking Consortium

Hungry decisions in our community

Dilemma/decision

Options Consequences

Options Consequences

Dilemma/decision

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The Critical Thinking Consortium

Planning for persuasive writing

Overall planning
Purpose: What am I trying to convince readers of?
What action would I like the reader to take as a
result of reading this piece?
Audience: Who am I trying to convince?

Device

What words or phrases

could I use?

Deciding whether to use it

Appeal to emotions This device is:

provoke empathy
o very appropriate for my purpose & audience
use storytelling to paint a visual picture
o somewhat appropriate
for readers
o not appropriate
suggest that if readers follow the course
Rationale: o
of action you suggest, they will belong to

or be part of a group
Comparisons
This device is:
use similes, metaphors, or analogies to
o very appropriate for my purpose & audience
help readers understand what some-
o somewhat appropriate
thing is like or to connect an abstract
o not appropriate
concept to their personal experiences
Rationale:

Authority/social proof
convince readers by providing proof
of your own authority on the issue
convince readers by providing facts,
statistics, and quotations from experts, or
testimonials and referrals from others

This device is:

o very appropriate for my purpose & audience
o somewhat appropriate
o not appropriate
Rationale:

Prediction
This device is:
provide readers with a glimpse into
o very appropriate for my purpose & audience
the future
o somewhat appropriate
convince readers what the future will
o not appropriate
look like if they follow the course of
Rationale:
action you suggest (or if they dont)

Repetition
This device is:
drive your point home by repeating
o very appropriate for my purpose & audience
important terms or a particular
o somewhat appropriate
metaphor or vivid image
o not appropriate

Rationale:

Sentence structure
This device is:
deliberately use a particular sentence
o very appropriate for my purpose & audience
structure at various points of the text
o somewhat appropriate
(for example, imperative, interrogative,
o not appropriate
exclamatory) or use short, simple sen-
Rationale:
tences rather than long, complex ones

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The Critical Thinking Consortium