Persuasive Essay 4th Grade Examples Of Metaphors
Using a Metaphor to “Frame” Persuasive Writing
Aristotle states in Poetics: “[T]he greatest thing by far is to be a master of metaphor. [It is] a sign of genius, since a good metaphor implies an intuitive perception of the similarity in dissimilars.”
What is a metaphor?
The term metaphor meant in Greek “carry something across” or “transfer.” It is a comparison between two things, based on resemblance or similarity. A metaphor is a device for seeing something in terms of something else. “Raining cats and dogs” lets you carry the image of many cats and dogs to the concept of a lot of rain. A “table leg” uses the concept of something long, thin and straight that holds up the body to a similar support for a table. A metaphor indirectly applys the characteristics of one thing to another. If someone is a “wet blanket,” that person is rather cold and not much good for fun. If a dream is “all Elmer’s glue and glitter” it is cheap and not something that will last long.
Why use metaphors?
Metaphors make language come alive.
They give the speaker a frame of reference for the topic. The writer can make an emotional connection before the arguments are stated.
They use a minimum of words to create a thought, for example, “my school is a prison.”
How are similes and metaphors different?
A simile is a form of metaphor that compares two different things to create a new meaning. A simile always uses “like” or “as” within the phrase and is more explicit than a metaphor. For example, Shakespeare’s line “The world is a stage” (metaphor) could be rewritten as a simile to read: “The world is like a stage.”
How can I use a metaphor in persuasive writing?
Metaphors can be used as a frame around a piece of writing. It would be built in this manner
Sample Persuasive Writing
When I’m at school, I look Minnesota, but I feel California. I’m forced to wear this lovely plaid skirt and white blouse. I’d like to do away with the dress code at this school.
I am the same person in plaid or in my jeans. The way I dress is not the measure of how much I learn. I am forced to be like everyone else rather than displaying the independent me — the person who wants to think for herself. Uniforms are expensive. My parents not only have to buy my regular clothes, but also have to spend money on uniforms.
For these reasons, I feel I should have the right to select what I want to wear to school. I’d like the cold realities of Minnesota replaced with the independent-thinking, “groovy” realities of California.
Common Core Standards for English Language Arts
Text Types and Purposes
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
SPEAKING AND LISTENING
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
English-Language Arts Content Standards for California Public Schools
1.2–Identify and interpret figurative language and words with multiple meanings.
3.7–Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and non-fictional texts.
1.1–Identify idioms, analogies, metaphors, and similes in prose and poetry.
1.1–Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases.
3.6–Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer's style and use those elements to interpret the work.
1.1–Identify and use the literal and figurative meanings of words and understand word derivations.
2.5–Extend ideas presented in primary or secondary sources through original nalysis, evaluation, and elaboration.
3.7–Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.
Listening and Speaking
1.3–Interpret and evaluate the various ways in which events are presented and information is communicated by visual-image makers (e.g., graphic designers, documentary filmmakers, illustrators, news photographers).
National Standards for English-Language Arts
4. Students adjust their use of spoken, written, and visual language. (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).