Write a 300-word persuasive essay about the importance of education
Education is one of the most important in our lives.Every human need this on pursuing your dreams.This is the only thing can our parents inherit to us when they die.Education is the powerful weapon we can use to change our life.Education is the key to succes.Education is an important aspect that plays a huge role in the modern, industrialized world. People need a good education to be able to survive in this competitive world. Modern society is based on people who have high living standards and knowledge which allows them to implement better solutions to their problems.Education gives the ability to read and write to anyone. A good education is extremely essential for everyone to grow and succeed in life. Education increases self-confidence and assists in developing the personality of a person. Education plays a big role in our life.
- dagdagan nyo po yan kolang payan
New questions in English
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices. -->
Chapter 10. Persuasion
This chapter is short in comparison to the other chapters you have read. That is because you will be expected to complete your critique this week. In the next chapter, Developing a Convincing Argument , you will need to apply this information and structures in developing your persuasive paper, the last essay form you will learn in this course.
10.1 The Purpose of Persuasion
Learning objectives.
- Determine the purpose of persuasion in writing
The purpose of persuasion in writing is to convince, motivate, or move readers toward a certain point of view, or opinion. The act of trying to persuade automatically implies more than one opinion on the subject can be argued.
The idea of an argument often conjures up images of two people yelling and screaming in anger. In writing, however, an argument is very different. An argument is a reasoned opinion supported and explained by evidence. To argue in writing is to advance knowledge and ideas in a positive way. Written arguments often fail when they employ ranting rather than reasoning.
Most people have strong views on controversial topics (ones that inspire extreme points of view or opinions) and are often very willing to share those strong views. However, imagine you are having a discussion with someone who is only willing to share a particular point of view, ignoring yours, which may be in opposition. The ideas presented by that person would be very narrow, almost as if the person has tunnel vision and is merely expressing a personal opinion. If that person does provide you with facts, they may often be skewed or not from a credible source. After the discussion, there is only a slight chance you would be convinced of the other person’s point of view. You may have new ideas you had not considered before or a new perspective, but you would probably not be thoroughly convinced because that person has not made any attempt to present a well-rounded, fact-based point of view. This is why it is essential for you to not only provide your reader with strong, substantiated evidenced, but also to ensure you present an argument that looks at the topic from multiple angles.
Now, you may be asking yourself, “How can my argument be convincing if I present ideas contrary to my main point of view?” Well, while you need to concede there are other views different from your own, it is very important to show your reader you have thought about different angles and that the conclusions you have come to have been critically developed. This evidence of critical thinking will elevate your argument to a level so that your reader cannot really have any objections to. Also, when you look at the structures for persuasive writing, outlined in the next section, you will learn how you can rebut the possible objections you present, essentially smashing those contrary ideas and showing how your point of view is the convincing one.
Most of us feel inclined to try to win the arguments we engage in. On some level, we all want to be right, and we want others to see the error of their ways. More times than not, however, arguments in which both sides try to win end up producing losers all around. The more productive approach is to persuade your audience to consider your opinion as a valid one, not simply the right one.
10.2 The Structure of a Persuasive Essay
- Determine the structure of persuasion in writing
- Apply a formula for a classic persuasive argument
Writing a Persuasive Essay
You first need to choose a topic that you feel passionate about. If your instructor requires you to write about a specific topic, approach the subject from an angle that interests you. Begin your essay with an engaging introduction. Your thesis should typically appear somewhere in your introduction.
Next, need to acknowledge and explain points of view that may conflict with your own to build credibility and trust with your audience. You also should state the limits of your argument. This helps you sound more reasonable and honest to those who may naturally be inclined to disagree with your view. By respectfully acknowledging opposing arguments and conceding limitations to your own view, you set a measured and responsible tone for the essay.
Be sure to make your appeals in support of your thesis by using sound, credible evidence. Use a balance of facts and opinions from a wide range of sources, such as scientific studies, expert testimony, statistics, and personal anecdotes. Each piece of evidence should be fully explained and clearly stated. Also, write in a style and tone that is appropriate for your subject and audience. Tailor your language and word choice to these two factors, while still being true to your own voice. Finally, write a conclusion that effectively summarizes the main argument and reinforces your thesis.
Structur ing a Persuasive Essay
The formula below for organizing a persuasive essay may be one with which you are familiar. It will present a convincing argument to your reader because your discussion is well rounded and thorough, and you leave your audience with your point of view at the end. Remember to consider each of these components in this formula as sections instead of paragraphs because you will probably want to discuss multiple ideas backing up your point of view to make it more convincing.
When writing a persuasive essay, it is best to begin with the most important point because it immediately captivates your readers and compels them to continue reading. For example, if you were supporting your thesis that homework is detrimental to the education of high school students, you would want to present your most convincing argument first, and then move on to the less important points for your case.
Some key transitional words you should use with this method of organization are: most importantly , almost as importantly , just as importantly , and finally .
The Formula You will need to come up with objection points, but you will also need to think of direct rebuttals to each of those ideas. Remember to consult your outline as you are writing because you may need to double-check that you have countered each of the possible opposing ideas you presented.
Section 1: Introduction
Attention getter
Thesis (showing main and controlling ideas)
Signposts (make sure you outline the structure your argument will follow: Pros Cons/Pros)
Section 2: (Multiple) Ideas in Support of Claim
Give a topic sentence introducing the point (showing main and controlling ideas)
Give explanations + evidence on first point
Make concluding statement summarizing point discussion (possibly transitioning to next supporting idea)
Repeat with multiple ideas in separate paragraphs
Section 3: Summary of ( S ome) Opposing Views
Give topic sentence explaining this paragraph will be opposing points of view to provide thorough, convincing argument
Present general summary of some opposing ideas
Present some generalized evidence
Provide brief concluding sentence for paragraph—transitioning into next rebuttal paragraph
Section 4: Response to Opposing Views
Give topic sentence explaining this paragraph/section connects to or expands on previous paragraph
[may recognize validity of some of points] then need to present how your ideas are stronger
Present evidence directly countering/refuting ideas mentioned in previous section
Give concluding statement summarizing the countering arguments
¶ Section 5 : Conclusion
Restate your thesis
Summarize your discussion points
Leave the reader with a strong impression; do not waiver here
May provide a “call for action”
In a persuasive essay, the writer’s point of view should be clearly expressed at the beginning of each paragraph in the topic sentence, which should contain the main idea of the paragraph and the writer’s controlling idea.
10.3 Being Critical
- Explain the importance and benefits of acknowledging opposing ideas
- Identify the importance of cautious use of tone in a persuasive essay
- Identify bias in writing
- Assess various rhetorical devices, including the use of I
- Distinguish between fact and opinion
- Understand the importance of visuals to strengthen arguments
In Chapter 7: Sources: Choosing the Right Ones , we discussed being critical when evaluating sources, the ideas presented in those sources, and how those ideas are presented. When writing a persuasive essay, you need to focus on the same elements, but you also need to ensure you are presenting an argument that considers other points of view on your topic; you need to acknowledge there are other angles, and you need to present ideas countering those objections in order to increase your chance at convincing your reader.
Style and Tone of Language
Just as with any essay, the way you write and the tone you use is very important to consider. Think back to the earlier mention of that one-sided argument. If you are talking with a person who uses aggressive and inflammatory words, are you more or less likely to listen to the whole argument and ultimately be convinced? If someone is waving his hands and swearing or yelling, the gestures and raised voice may actually distract you from what is being said. Also, when people are extremely animated in their discussions, their audience may become defensive if they do not agree with the ideas presented. In such a case, the audience may then respond in the same way, and no one ends up really hearing other points of view and will definitely not be convinced. Consider the same discussion, but imagine the original speaker being calm and controlled. Do you think you would be more likely to listen and consider the ideas? That is what often happens; the speaker also allows you to give your input and views, and together, you can arrive at a blend of ideas. While you may not be convinced to change your mind completely, the way the speaker presents the argument (calmly and substantively) creates an environment or situation where you are more open to discussion. This is the same when you write; if you choose inflammatory language not appropriate to your audience, the overall impact is almost “bloggish”—like someone ranting on a topic and just stating his or her opinion. This becomes a bigger issue if no substantive evidence or support is given for the discussion. The writer just seems like a radical expressing views, not someone you can use for credible support. In short, remember to choose your words carefully. While you will need to use assertive language to support your ideas, you need to choose objective words. How you make your argument more convincing is by:Using strong, peer-reviewed, and reliable evidence to back up your ideasPresenting and rebuttingat least one opposing idea
Acknowledging Opposing Ideas and Limits to Your Argument
Because an argument implies differing points of view on the subject, you must be sure to acknowledge those opposing ideas. Avoiding ideas that conflict with your own gives the reader the impression that you may be uncertain, fearful, or unaware of opposing ideas. Thus, it is essential that you not only address counterarguments but also do so respectfully.
Try to address opposing arguments earlier rather than later in your essay. Rhetorically speaking, ordering your positive arguments last allows you to better address ideas that conflict with your own, so you can spend the rest of the essay countering those arguments. This way, you leave your reader thinking about your argument rather than someone else’s. You have the last word.
Acknowledging different points of view also fosters more credibility between you and the audience. They know from the outset that you are aware of opposing ideas and that you are not afraid to give them space.
It is also helpful to establish the limits of your argument and what you are trying to accomplish. In effect, you are conceding early on that your argument is not the ultimate authority on a given topic. Such humility can go a long way toward earning credibility and trust with an audience. Your readers will know from the beginning that you are a reasonable writer, and they will trust your argument as a result. For example, in the following concessionary statement, the writer advocates for stricter gun control laws, but admits it will not solve all of our problems with crime:
Although tougher gun control laws are a powerful first step in decreasing violence in our streets, such legislation alone cannot end these problems since guns are not the only problem we face.
Such a concession will be welcome by those who might disagree with this writer’s argument in the first place. To effectively persuade their readers, writers need to be modest in their goals and humble in their approach to get readers to listen to the ideas. See Table 10.1: Phrases of Concession for some useful phrases of concession.
Table 10.1: Phrases of Concession
Bias in Writing
Everyone has various biases on any number of topics. For example, you might have a bias toward wearing black instead of brightly coloured clothes, or wearing jeans rather than formal wear. You might have a bias toward working at night rather than in the morning, or working by deadlines rather than getting tasks done in advance. These examples identify minor biases, of course, but they still indicate preferences and opinions.
In your first assignment a number of weeks ago, you were asked to sit somewhere, make observations, and write both a positive and negative description of the same scene—or to show two angles of vision. The purpose of this exercise was to make it evident to you how easily bias and angles can appear even through the smallest words you choose to use in your writing. Choosing each word carefully is even more significant in a persuasive paper because, as already mentioned, you want your reader to view your presentation of ideas as logical and not just a tirade. Using objective and neutral language and evidence and acknowledging you have a possible bias will help you present a well-rounded and developed argument.
Handling bias in writing and in daily life can be a useful skill. It will allow you to articulate your own points of view while also defending yourself against unreasonable points of view. The ideal in persuasive writing is to let your reader know your bias, but do not let that bias blind you to the primary components of good argumentation: sound, thoughtful evidence and a respectful and reasonable address of opposing sides.
- The strength of a personal bias is that it can motivate you to construct a strong argument. If you are invested in the topic, you are more likely to care about the piece of writing. Similarly, the more you care, the more time and effort you are apt to put forth and the better the final product will be.
- The weakness of personal bias is that it can take over the essay—when, for example, you neglect opposing ideas, exaggerate your points, or repeatedly insert yourself ahead of the subject by using I too often. Being aware of all three of these pitfalls will help you avoid them.
Fact and Opinion
Facts are statements that can be definitely proven using objective data. The statement that is a fact is absolutely valid. In other words, the statement can be pronounced as true or false. For example, 2 + 2 = 4. This expression identifies a true statement, or a fact, because it can be proved with objective data.
Opinions are personal views, or judgments. An opinion is what an individual believes about a particular subject. However, an opinion in argumentation must have legitimate backing; adequate evidence and credibility should support the opinion. Consider the credibility of expert opinions, as experts in a given field have the knowledge and credentials to make their opinion meaningful to a larger audience.
For example, you seek the opinion of your dentist when it comes to the health of your gums, and you seek the opinion of your mechanic when it comes to the maintenance of your car. Both have knowledge and credentials in those respective fields, which is why their opinions matter to you. But the authority of your dentist may be greatly diminished should he or she offer an opinion about your car, and vice versa.
In your writing, you want to strike a balance between credible facts and authoritative opinions. Relying on one or the other will likely lose more of your audience than it gains.
The Use of I in Writing
The use of I in writing is often a topic of debate, and the acceptance of its usage varies from instructor to instructor. It is difficult to predict the preferences for all your present and future instructors, but consider the effects it can potentially have on your writing.
Be mindful of the use of I in your writing because it can make your argument sound overly biased, for two primary reasons:
Excessive repetition of any word will eventually catch the reader’s attention—and usually not in a good way. The use of I is no different.
The insertion of I into a sentence alters not only the way a sentence might sound but also the composition of the sentence itself. I is often the subject of a sentence. If the subject of the essay is supposed to be, say, smoking, then by inserting yourself into the sentence, you are effectively displacing the subject of the essay into a secondary position. In the following example, the subject of the sentence is bolded and underlined:
Smoking is bad. vs. I think smoking is bad.
In the first sentence, the rightful subject, smoking , is in the subject position in the sentence. In the second sentence, the insertion of I and think replaces smoking as the subject, which draws attention to I and away from the topic that is supposed to be discussed. Remember to keep the message (the subject) and the messenger (the writer) separate.
You can use Checklist 10.1 Developing Sound Arguments, as you work on your persuasive essay.
Checklist 10.1 Developing Sound Arguments
Does my essay contain the following elements?
An engaging introduction
A reasonable, specific thesis that is able to be supported by evidence
A varied range of evidence from credible sources
Respectful acknowledgment and explanation of opposing ideas
A style and tone of language that is appropriate for the subject and audience
Acknowledgment of the argument’s limits
A conclusion that will adequately summarize the essay and reinforce the thesis
The word prove is frequently used in the discussion of persuasive writing. Writers may claim that one piece of evidence or another proves the argument, but proving an argument is often not possible. No evidence proves a debatable topic one way or the other; that is why the topic is debatable. Facts can be proved, but opinions can only be supported, explained, and persuaded.
Using Visual Elements to Strengthen Arguments
Adding visual elements to a persuasive argument can often strengthen its persuasive effect. However, remember you want to use them to make a bigger impact for your reader, so you need to make sure they are:
- Relevant and essential . They should help your reader visualize your point.
- Easy to follow . The reader should not have to work too hard to understand.
- A ppropriate to audience, tone, and purpose . Always keep the audience in mind.
- A ppropriately cited and referenced . If you borrow from a source, be sure to include proper citations.
- NOT disrespectful . You want your writing to been seen as fair and non-biased.
- NOT used too often . They will become more of a distraction than a focal point if they are used too often
There are two main types of visual elements: quantitative visuals and qualitative visuals.
- Quantitative visuals present data graphically. They allow the audience to see statistics spatially. The purpose of using quantitative visuals is to make logical appeals to the audience. For example, sometimes it is easier to understand the disparity in certain statistics if it is displayed graphically. Bar graphs, pie charts, Venn diagrams, histograms, and line graphs are all ways of presenting quantitative data in spatial dimensions.
- Qualitative visuals present images that appeal to the audience’s emotions. Photographs and pictorial images are examples of qualitative visuals. Such images often try to convey a story, and seeing an actual example can carry more power than hearing or reading about the example. For example, one image of a child suffering from malnutrition will likely have more of an emotional impact than pages dedicated to describing that same condition in writing.
Writing at Work
When making a business presentation, you typically have limited time to get your idea across. Providing visual elements for your audience can be an effective timesaving tool. Quantitative visuals in business presentations serve the same purpose as they do in persuasive writing. They should make logical appeals by showing numerical data in a spatial design. Quantitative visuals should be pictures that might appeal to your audience’s emotions. You will find that many of the rhetorical devices used in writing are the same ones used in the workplace.
Key Takeaways
- The purpose of persuasion in writing is to convince or move readers toward a certain point of view, or opinion.
- An argument is a reasoned opinion supported and explained by evidence. To argue, in writing, is to advance knowledge and ideas in a positive way.
- A thesis that expresses the opinion of the writer in more specific terms is better than one that is vague.
- It is essential that you address counterarguments and do so respectfully.
- It is helpful to establish the limits of your argument and what you are trying to accomplish through a concession statement.
- To persuade a skeptical audience, you need to use a wide range of evidence. Scientific studies, opinions from experts, historical precedent, statistics, personal anecdotes, and current events are all types of evidence that you might use in explaining your point.
- Word choice and writing style should be appropriate for both your subject and your audience.
- You should let your reader know your bias, but do not let that bias blind you to the primary components of good argumentation: sound, thoughtful evidence and respectfully and reasonably addressing opposing ideas.
- You should be mindful of the use of I in your writing because it can make your argument sound more biased than it needs to.
- Facts are statements that can be proven using objective data.
- Opinions are personal views, or judgments, that cannot be proven.
- In writing, you want to strike a balance between credible facts and authoritative opinions.
- Quantitative visuals present data graphically. The purpose of using quantitative visuals is to make logical appeals to the audience.
- Qualitative visuals present images that appeal to the audience’s emotions.
10.4 Examples: Persuasive Essay
- Read two examples of persuasive essays on the same topic
Justice: Retribution or Restoration?
Every day when I pick up my newspaper I read about crime. What strikes me as tragic in these discussions is that the solutions which are proposed are simply more of the same: bigger threats, more punishment. Few people ask more basic questions about whether punishment ought to be our main concern. Even fewer seem genuinely concerned about victims and what they need.
Consequently, victims’ needs and wishes continue to be ignored. Prisons are massively crowded, and the call for a return to the death penalty is back with a vengeance. The costs to us as taxpayers keep soaring.
Actually, there is good reason why we ignore victims and focus instead on more punishment for offenders. It has to do with our very definitions of what constitutes crime and what justice entails.
If you have been a victim, you know something about the fear, the anger, the shame, the sense of violation that this experience generates. You know something about the needs that result: needs for repayment, for a chance to talk, for support, for involvement, for an experience that feels like justice. Unfortunately, you may also know from personal experience how little help, information and involvement you can expect from the justice process.
If you have experienced crime, you know for a fact that you yourself are the victim, and you would like to be remembered in what happens thereafter. But the legal system does not define the offence that way and does not assume that you have a central role.
Legally, the essence of the crime lies in breaking a law rather than the actual damage done. More importantly, the official victim is the state, not you. It is no accident, then, that victims and their needs are so often forgotten: they are not even part of the equation, not part of the definition of the offence!
When a crime occurs, the state as victim decides what must be done, and the process of deciding focuses primarily on two questions: “Is the person guilty? If so, how much punishment does he or she deserve?” Our definitions of crime and justice, then, might be summarized like this:
Crime is a violation of the state and its laws.
Justice establishes blame and administers pain through a contest between offender and state.
This way of viewing crime might be called “retributive justice.” It has little place for victims, uses what some scholars have called a “battle model” for settling things, and, because it is centred so heavily on establishing blame, looks primarily to the past rather than the future. It assumes that punishment or pain, usually in the form of a prison term, is the normal outcome.
This process concentrates almost exclusively on offenders, but, ironically, does not hold them accountable. To be accountable, offenders ought to be helped to understand and acknowledge the human consequences of their actions. Then they ought to be encouraged to take responsibility for what happens thereafter, including taking steps to right the wrong. Yet this rarely happens; indeed, the justice process discourages responsibility. Thus neither victim nor offender is offered the kind of opportunities that might aid healing and resolution for both.
But what is the alternative? How should we understand crime and justice?
An alternate understanding of crime and justice might look something like this:
Crime is a violation of people and their relationships.
Justice identifies needs and obligations so that things can be made right through a process which encourages dialogue and involves both victims and offenders.
A restorative approach to justice would understand that the essence of crime is a violation of people and of harmonious relations between them. Instead of asking first of all, “Who ‘done’ it? What should they get?” (and rarely going beyond this), a restorative approach to justice would ask “Who has been hurt? What can be done to make things right, and whose responsibility is it?” True justice would have as its goals restoration, reconciliation, and responsibility rather than retribution.
Restorative justice would aim to be personal. Insofar as possible, it would seek to empower victims and offenders to be involved in their own cases and, in the process, to learn something about one another. As in the Victim-Offender Reconciliation Program (VORP), which operates in many communities in the U.S. and Canada, when circumstances permit, justice would offer victims and offenders an opportunity to meet in order to exchange information and decide what is to be done. Understanding of one another, acceptance of responsibility, healing of injuries, and empowerment of participants would be important goals.
Is restorative approach practical? Can it work? The experience of the VORP suggests that while there are limitations and pitfalls, restoration and reconciliation can happen, even in some tough cases. Moreover, our own history points in this direction. Through most of western history, most crimes were understood to be harms done to people by other people. Such wrongs created obligations to make right, and the normal process was to negotiate some sort of restitution agreement. Only in the past several centuries did our present retributive understanding displace this more reparative approach.
If our ancestors could view crime and justice this way, why can’t we?
Adapted from: Zehr, H. (n.d.). Justice: Retribution or Restoration? Retrieved from: http://www.peaceworkmagazine.org/pwork/0499/049910.htm
Retribution
Retribution is perhaps the most intuitive—and the most questionable—aim of punishment in the criminal law. Quite contrary to the idea of rehabilitation and distinct from the utilitarian purposes of restraint and deterrence, the purpose of retribution is actively to injure criminal offenders, ideally in proportion with their injuries to society, and so expiate them of guilt.
The impulse to do harm to someone who does harm to you is older than human society, older than the human race itself (go to the zoo and watch the monkey cage for a demonstration.) It’s also one of the most powerful human impulses—so powerful that at times it can overwhelm all else. One of the hallmarks of civilization is to relinquish the personal right to act on this impulse, and transfer responsibility for retribution to some governing body that acts, presumably, on behalf of society entire. When society executes retribution on criminals by means of fines, incarceration, or death, these punishments are a social expression of the personal vengeance the criminal’s victims feel, rationally confined (it is hoped) to what is best for society as a whole.
While “it’s natural” tends not to carry much weight in the criminal law, “it’s morally right” can. Moral feelings and convictions are considered, even by the criminal law, to be some of the most powerful and binding expressions of our humanity. In binding criminal trial juries to restrict guilty verdicts to situations of the highest certainty, “beyond a reasonable doubt” is also often described as “to a moral certainty.” It is to their moral feelings of what is truly right that jury members are asked look before delivering a verdict. It’s perhaps not too much of a stretch, then, to argue that it’s morally right to make criminals suffer as their victims have suffered, if that’s the way one’s moral certainty points.
No matter what one’s moral feelings are about inflicting deliberate harm on a human being, the majority of the citizenry still holds that it’s right to exact retribution on criminal offenders. This is almost certainly true of the majority of victims, and their loved ones, for whom equanimity becomes more and more difficult depending on the severity of the crime. What rape victim does not wish to see her attacker suffer? What parent does not hate the one who killed their child? The outrage that would result from leaving these passions for revenge unsatisfied might be seen as a dramatic failure of the entire criminal justice system. It’s a good argument for retributive justice, then, that in this world public vengeance is necessary in order to avoid the chaos ensuing from individuals taking revenge into their own hands. And, until the moral certainty of a majority of society points towards compassion rather than revenge, this is the form the criminal law must take.
Adapted from: The Lectric Law Library. (n.d.). Retribution. Retrieved from: http://www.lectlaw.com/mjl/cl062.htm
Journal entry #10
Write a paragraph or two responding to the following.
Briefly describe one or two topics on which you may want to base your persuasive essay.
Why is this a good topic? What types of challenges do you think you may face in developing ideas on this topic?
Remember as mentioned in the Assessment Descriptions in your syllabus:
You will be expected to respond to the questions by reflecting on and discussing your experiences with the week’s material.
When writing your journals, you should focus on freewriting—writing without (overly) considering formal writing structures—but remember that it will be read by the instructor, who needs to be able to understand your ideas.
Your instructor will be able to see if you have completed this entry by the end of the week but not read all of the journals until week 11.
Writing for Success - 1st Canadian Edition by Tara Horkoff; an author removed at the request of the original publisher; and Horkoff, Tara is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
Share This Book
- All topics »
- Fact sheets
- Facts in pictures
- Publications
- Questions & answers
- Tools and toolkits
- Air pollution
- Coronavirus disease (COVID-19)
- All countries »
- South-East Asia
- Eastern Mediterranean
- Western Pacific
- Cooperation strategies
- Ukraine emergency
- News releases
- Commentaries
- Feature stories
- Newsletters
- Photo library
- Media distribution list
- Headlines »
- Afghanistan crisis
- COVID-19 pandemic
- Northern Ethiopia crisis
- Syria crisis
- Monkeypox outbreak
- Greater Horn of Africa crisis
- Disease Outbreak News
- Travel advice
- Situation reports
- Weekly Epidemiological Record
- Surveillance
- Independent Oversight and Advisory Committee
- WHO's Health Emergency Appeal 2023
- Global Health Estimates
- Health SDGs
- Mortality Database
- Data collections
- COVID-19 Dashboard
- Triple Billion Dashboard
- Health Inequality Monitor
- Global Health Observatory
- Insights and visualizations
- Data collection tools
- World Health Statistics 2022
- COVID excess deaths
- DDI IN FOCUS: 2022
- Partnerships and collaboration
- Collaborating centres
- Networks, committees and advisory groups
- Transformation
- General Programme of Work
- WHO Academy
- Initiatives
- Investment case
- WHO Foundation
- Programme Budget
- Financial statements
- Programme Budget Portal
- Results Report
- World Health Assembly
- Executive Board
- Election of Director-General
- Governing Bodies website
- Member States Portal
- Feature stories /
Getting the COVID-19 Vaccine
This article is part of a series of explainers on vaccine development and distribution. Learn more about vaccines – from how they work and how they’re made to ensuring safety and equitable access – in WHO’s Vaccines Explained series.
Vaccines are a critical tool in the battle against COVID-19, and getting vaccinated is one of the best ways to protect yourself and others from COVID-19.
Getting vaccinated is safer than getting infected
Vaccines train our immune system to recognize the targeted virus and create antibodies to fight off the disease without getting the disease itself. After vaccination, the body is ready to fight the virus if it is later exposed to it, thereby preventing illness.
Most people who are infected with SARS-CoV-2, the virus that causes COVID-19, develop an immune response within the first few weeks, but we are still learning how strong and lasting that immune response is, and how it varies between different people.
People who have already been infected with SARS-CoV-2 should still get vaccinated unless told otherwise by their health care provider. Even if you’ve had a previous infection, the vaccine acts as a booster that strengthens the immune response. There have also been some instances of people infected with SARS-CoV-2 a second time, which makes getting vaccinated even more important.
What to expect during vaccination
Medical professionals can best advise individuals on whether or not, and when, they should receive a vaccine. A health worker will administer the vaccine, and the person receiving it will be asked to wait for 15–30 minutes before leaving the vaccination site. This is so that health workers can observe individuals for any unexpected reactions following vaccination.
Like any vaccine, COVID-19 vaccines can cause mild-to-moderate side effects, such as a low-grade fever or pain or redness at the injection site. These should go away on their own within a few days. See WHO’s Safety of COVID-19 Vaccines explainer and Vaccines Safety Q&A to learn more about common side effects and find out who should consult with a doctor before vaccination.
Vaccine doses
For some COVID-19 vaccines, two doses are required . It’s important to get the second dose if the vaccine requires two doses.
For vaccines that require two doses, the first dose presents antigens – proteins that stimulate the production of antibodies – to the immune system for the first time. Scientists call this priming the immune response. The second dose acts as a booster, ensuring the immune system develops a memory response to fight off the virus if it encounters it again.
Because of the urgent need for a COVID-19 vaccine, initial clinical trials of vaccine candidates were performed with the shortest possible duration between doses. Therefore an interval of 21–28 days (3–4 weeks) between doses is recommended by WHO. Depending on the vaccine, the interval may be extended for up to 42 days – or even up to 12 weeks for some vaccines – on the basis of current evidence.
There are many COVID-19 vaccines being developed and produced by different manufacturers around the world. WHO recommends that a vaccine from the same manufacturer be used for both doses if you require two doses. This recommendation may be updated as further information becomes available.
Safety against infection and transmission after vaccination
Available clinical trials have shown COVID-19 vaccines to be safe and highly effective at preventing severe disease. Given how new COVID-19 is, researchers are still looking into how long a vaccinated person is likely to be protected from infection, and whether vaccinated people can still transmit the virus to others. As the vaccine rollout expands, WHO will continue to monitor the data alongside regulatory authorities.
Safe and effective vaccines are making a significant contribution to preventing severe disease and death from COVID-19. As vaccines are rolling out and immunity is building, it is important to continue to follow all of the recommended measures that reduce the spread of SARS-CoV-2. This includes physically distancing yourself from others; wearing a mask, especially in crowded and poorly ventilated settings; cleaning your hands frequently; covering any cough or sneeze in your bent elbow; and opening windows when indoors.
Want to read more?
Subscribe to newsletter →
Facebook Should Be Banned Essay (Privacy Invasion, Social Effects, etc.)
Introduction, privacy invasion, destruction of relationships, social effects, reference list.
We will write a custom Essay on Facebook Should Be Banned Essay (Privacy Invasion, Social Effects, etc.) specifically for you for only $11.00 $9.35/page
807 certified writers online
Admittedly, social networks have become an indispensible part of human life. On one hand, such networks as Facebook provide many great opportunities to communicate and share opinions. On the other hand, Facebook may lead to many negative outcomes. Almost unlimited access to information often becomes a great problem for personal and social life.
Thus, Facebook can have such negative effects as privacy invasion, the destruction of relationships and it can even influence the development of society (e.g. Arab world protestors). Therefore, Facebook should be banned as it negatively affects the major aspects of human life.
Facebook is one of the most famous social networks which have more than 500 million users. Of course, this network provides lots of opportunities to communicate and find new friends. However, the tool is too imperfect.
In the first place, there were several scandals concerning the network’s creators ‘sharing’ information. Reportedly, they sold personal information of users to certain companies. The network’s creators argued that users shared their information, so it meant the information was not confidential. Likewise, almost anyone can find some personal information and use it.
The most vulnerable category of users is teenagers who may reveal their personal information to criminals without even understanding the potential danger. Therefore, Facebook should be banned to prevent privacy invasion and associated crimes.
Furthermore, such networks also lead to destruction of relationships. Divorce lawyers claim that ‘cyber’ affairs lead to the increase of marriage breakdowns (Insley, 2009). Admittedly, many people find old friends with the help of Facebook. However, people also tend to substitute their real life communication by the cyber communication.
The latter seems perfect and people focus on the imperfections of their personal lives. Eventually, many people break their real life relationships to build new ones which often terminate very soon. Therefore, it is important to ban Facebook to prevent people from the replacement of the real life by an unreal life. Basically, this can be compared with the ban of drugs which also lead to such kind of replacement.
The only difference that drug abuse has short-term consequences (health problems) whereas Facebook ‘abuse’ has long-term consequences (divorce, frustration, stress, possible drug abuse, etc.).
Finally, Facebook can also affect the development of the society. For instance, many people claim that societies only benefit from the use of such social networks as Facebook since people can be aware of the real situation in their country and in the world. Some argue that governments often suppress media trying to juggle with facts (Dunn, 2011).
Admittedly, people should share opinions and information. However, sometimes the social networks may be used to foment riots. Some argue that the ban of Facebook and other social networks (e.g. Twitter) proves that governments try to limit communications in order to control nations.
However, the example of Egypt or Libya shows that such tool as Facebook is not the primary tool of communication as the discussion of important issues continues even after the ban of social networks (Dunn, 2011). Therefore, Facebook should be banned as it can lead to unrest in society.
On balance, although some people argue that Facebook is a helpful tool of communication, it should be banned as it has too many negative effects. It can lead to increase of crimes and social unrest. It also negatively affects personal lives of users as it negatively influences the development of real life relationships.
Dunn, A. (2011). Unplugging a Nation: State Media Strategy during Egypt’s January 25 Uprising. The Fletcher Forum of World Affairs, 35 (2), 15-24.
Insley, J. (2009, May 27). Cyber Affairs Cited in Breakdown of Real Marriages. The Guardian , n.p.
Need a custom Essay sample written from scratch by professional specifically for you?
- Chicago (N-B)
- Chicago (A-D)
IvyPanda. (2023, February 13). Facebook Should Be Banned Essay (Privacy Invasion, Social Effects, etc.). https://ivypanda.com/essays/facebook-should-be-banned-2/
IvyPanda. (2023, February 13). Facebook Should Be Banned Essay (Privacy Invasion, Social Effects, etc.). Retrieved from https://ivypanda.com/essays/facebook-should-be-banned-2/
"Facebook Should Be Banned Essay (Privacy Invasion, Social Effects, etc.)." IvyPanda , 13 Feb. 2023, ivypanda.com/essays/facebook-should-be-banned-2/.
1. IvyPanda . "Facebook Should Be Banned Essay (Privacy Invasion, Social Effects, etc.)." February 13, 2023. https://ivypanda.com/essays/facebook-should-be-banned-2/.
Bibliography
IvyPanda . "Facebook Should Be Banned Essay (Privacy Invasion, Social Effects, etc.)." February 13, 2023. https://ivypanda.com/essays/facebook-should-be-banned-2/.
IvyPanda . 2023. "Facebook Should Be Banned Essay (Privacy Invasion, Social Effects, etc.)." February 13, 2023. https://ivypanda.com/essays/facebook-should-be-banned-2/.
IvyPanda . (2023) 'Facebook Should Be Banned Essay (Privacy Invasion, Social Effects, etc.)'. 13 February.
- Should Facebook, WhatsApp, and Twitter Be Permanently Banned?
- Assault Weapons Should Be Banned
- "Why Rap Should Be Banned": Fallacy Analysis
- TV Advertisements Aimed at Children in Australian should be banned
- Should Cigarettes Be Banned? Essay
- Modern Means of Censorship
- Should Plastic Bags Be Banned?
- Bisphenol-A Should be Banned
- Should Huck Finn Be Banned in Schools? Huckleberry Finn Should Not Be Banned Essay
- Why Assault Weapons Should Be Banned?
- The Chronograph Watch's Advertisement
- Facebook's Marketing and Communication Patterns
- Facebook Should Be Banned
- The Use of Sexual Themes in Advertising
- An Analysis of Facebook and Twitter
100 Persuasive Essay Topics
- M.Ed., Education Administration, University of Georgia
- B.A., History, Armstrong State University
Persuasive essays are a bit like argument essays and persuasive speeches , but they tend to be a little kinder and gentler. Argument essays require you to discuss and to attack an alternate view, while persuasive essays are attempts to convince the reader that you have a believable argument. In other words, you are an advocate, not an adversary.
A Persuasive Essay Has 3 Components
- Introduction : This is the opening paragraph of your essay. It contains the hook, which is used to grab the reader's attention, and the thesis, or argument, which you'll explain in the next section.
- Body : This is the heart of your essay, usually three to five paragraphs in length. Each paragraph examines one theme or issue used to support your thesis.
- Conclusion : This is the final paragraph of your essay. In it, you'll sum up the main points of the body and connect them to your thesis. Persuasive essays often use the conclusion as a last appeal to the audience.
Learning how to write a persuasive essay is an essential skill that people use every day in fields from business to law to media and entertainment. English students can begin writing a persuasive essay at any skill level. You're sure to find a sample topic or two from the list of 100 persuasive essays below, sorted by degree of difficulty.
Watch Now: 12 Ideas for Great Persuasive Essay Topics
- Kids should get paid for good grades.
- Students should have less homework.
- Snow days are great for family time.
- Penmanship is important.
- Short hair is better than long hair.
- We should all grow our own vegetables.
- We need more holidays.
- Aliens probably exist.
- Gym class is more important than music class.
- Kids should be able to vote.
- Kids should get paid for extra activities like sports.
- School should take place in the evenings.
- Country life is better than city life.
- City life is better than country life.
- We can change the world.
- Skateboard helmets should be mandatory.
- We should provide food for the poor.
- Children should be paid for doing chores.
- We should populate the moon .
- Dogs make better pets than cats.
Intermediate
- The government should impose household trash limits.
- Nuclear weapons are an effective deterrent against foreign attack.
- Teens should be required to take parenting classes.
- We should teach etiquette in schools.
- School uniform laws are unconstitutional.
- All students should wear uniforms.
- Too much money is a bad thing.
- High schools should offer specialized degrees in arts or sciences.
- Magazine advertisements send unhealthy signals to young women.
- Robocalling should be outlawed.
- Age 12 is too young to babysit.
- Children should be required to read more.
- All students should be given the opportunity to study abroad.
- Yearly driving tests should be mandatory past age 65.
- Cell phones should never be used while driving.
- All schools should implement bullying awareness programs.
- Bullies should be kicked out of school.
- Parents of bullies should have to pay a fine.
- The school year should be longer.
- School days should start later.
- Teens should be able to choose their bedtime.
- There should be a mandatory entrance exam for high school.
- Public transit should be privatized.
- We should allow pets in school.
- The voting age should be lowered to 16.
- Beauty contests are bad for body image.
- Every American should learn to speak Spanish.
- Every immigrant should learn to speak English.
- Video games can be educational.
- College athletes should be paid for their services.
- We need a military draft .
- Professional sports should eliminate cheerleaders.
- Teens should be able to start driving at 14 instead of 16.
- Year-round school is a bad idea.
- High school campuses should be guarded by police officers.
- The legal drinking age should be lowered to 19.
- Kids under 15 shouldn't have Facebook pages.
- Standardized testing should be eliminated.
- Teachers should be paid more.
- There should be one world currency.
- Domestic surveillance without a warrant should be legal.
- Letter grades should be replaced with a pass or fail.
- Every family should have a natural disaster survival plan.
- Parents should talk to kids about drugs at a young age.
- Racial slurs should be illegal.
- Gun ownership should be tightly regulated.
- Puerto Rico should be granted statehood.
- People should go to jail when they abandon their pets.
- Free speech should have limitations.
- Members of Congress should be subject to term limits.
- Recycling should be mandatory for everyone.
- High-speed internet access should be regulated like a public utility.
- Yearly driving tests should be mandatory for the first five years after getting a license.
- Recreational marijuana should be made legal nationwide.
- Legal marijuana should be taxed and regulated like tobacco or alcohol.
- Child support dodgers should go to jail.
- Students should be allowed to pray in school.
- All Americans have a constitutional right to health care.
- Internet access should be free for everyone.
- Social Security should be privatized.
- Pregnant couples should receive parenting lessons.
- We shouldn't use products made from animals.
- Celebrities should have more privacy rights.
- Professional football is too violent and should be banned.
- We need better sex education in schools.
- School testing is not effective.
- The United States should build a border wall with Mexico and with Canada.
- Life is better than it was 50 years ago.
- Eating meat is unethical.
- A vegan diet is the only diet people should follow.
- Medical testing on animals should be illegal.
- The Electoral College is outdated.
- Medical testing on animals is necessary.
- Public safety is more important than an individual's right to privacy.
- Single-sex colleges provide a better education.
- Books should never be banned.
- Violent video games can cause people to act violently in real life.
- Freedom of religion has limitations.
- Nuclear power should be illegal.
- Climate change should be the president's primary political concern.
- Arizona State University Writing Center staff. " Persuasive Essay Structure ." ASU.edu, June 2012.
- Collins, Jen, and Polak, Adam. " Persuasive Essays ." Hamilton.edu.
:max_bytes(150000):strip_icc():format(webp)/list-of-persuasive-speech-topics-for-students-1857600-v5-01-5b4774d646e0fb003701911e.png "300 word persuasive essay brainly")
By clicking “Accept All Cookies”, you agree to the storing of cookies on your device to enhance site navigation, analyze site usage, and assist in our marketing efforts.
IMAGES
VIDEO
COMMENTS
A 500-word essay averages two double-spaced pages. The length of a document depends on the paper and margin sizes as well as the general text formatting.
An essay containing 200 words is limited in length, requiring between three and five paragraphs depending on the sentence structure and vocabulary used. An essay is a short piece of writing about a particular topic.
A “who am I” essay is a simple type of open-ended introductory essay. It is used in certain schools, workplaces and around the world to help members of a group introduce themselves through their writing. They are generally about a page long...
Educated people are more effective at using various technologies of the present era. Thus, education plays a great role in making us aware of
Brainly.ph. answered. 300- word persuasive essay about the importance of
Education gives the ability to read and write to anyone. A good education is extremely essential for everyone to grow and succeed in life.
Write a 1,350 to 1,500 word persuasive essay on a controversial topic. Use the thesis, evidence, opposing argument, and concessionary statement as the basis
Tailor your language and word choice to these two factors
Master the argumentative essay and you'll ace most writing assignments at school and university. Here's our step-by-step guide on how to write them.
with images and words flying at us all day long, trying to persuade us to.
Vaccines are a critical tool in the battle against COVID-19, and getting vaccinated is one of the best ways to protect yourself and others
Write an essay of about 150-200 words on the following: "My Dream".
Writing a Facebook should be banned essay? This is a very suitable topic for discussion: Facebook can cause such side effects as privacy invasion
In other words, you are an advocate, not an adversary. A Persuasive Essay Has 3 Components. Introduction: This is the opening