ASSIGNMENT 2: PERSUASIVE MESSAGE WITH VISUAL
Due Date: Sunday, November 22, 11:55 p.m.
Length: Up to 1200 words for the entire assignment (essay and memorandum)
Primary Audience for Assignment 2: Student Nurses and Volunteers at LHSC; Sarah Noble
Assignment Format: essay (MLA format) with visual and memo of transmittal (.doc or .docx
Value: 25% of final grade
Background and Assignment
Using the information and exhibits from the “Just Clean Your Hands” case study, write an essay
(MLA format) of up to 1000 words that persuades student nurses and volunteers to increase their
rate of hand-washing compliance. Your assignment must also include a brief memo of transmittal
to Sarah Noble, telling her what you are sending her. Presumably, she will shape your essay into
a pamphlet that she will include in welcome packages for new workers.
You will be graded not only on style, grammar, clarity, organization, accuracy, and concision but
also on the persuasiveness of your argument. Consequently, you should consider these questions:
Which points from the case will be most convincing and most relevant to your intended
How will you catch your audience’s attention?
How will you structure your body paragraphs for logic, coherence, and readability?
What tone should you adopt?
How will you appeal to ethos, pathos, and logos?
Which of the three appeals should you emphasize?
You must also create a visual to accompany your essay:
Using information from the case study, create a chart or graph that dynamically and memorably
illustrates one of your main points. You must effectively integrate this graph into the body of
Locker/Findlay Chapter 4 and 9 and Unit 6 lecture notes
Units 7 and 8 (readings and lecture notes)
Assignment Case: “Just Clean Your Hands”
IMPORTANT NOTE: if you use ANY material from the case (or other sources), you MUST
cite it properly. All direct quotations MUST be in quotation marks, followed by a citation;
paraphrased passages must include a clear reference to the source.
ADDITIONAL CONSIDERATIONS FOR ASSIGNMENT 2 (PERSUASIVE MESSAGE)
As always, please double-space your assignment, indenting the first sentence of each new
paragraph (so that you do not need to leave extra space between paragraphs). Include both the
transmittal message and essay in the same file. Please open with the memorandum of transmittal,
and start the essay on a new page, following MLA guidelines for its format (see the sample essay
in Appendix B of The Canadian Writer’s Handbook: Second Essentials Edition).
As with the first graded assignment, the memorandum of transmittal requires only three
sentences: identify the attached document for Sarah Noble, explain the main ideas, and offer to
make any necessary revisions.
This assignment blends two discrete genres—the persuasive message and the formal essay—so
your essay must accommodate the structure appropriate to this type of message, the AIDA
(Attention, Interest, Desire, and Action) structure.
Introduction/Paragraph of Attention
Although it will be concise, your introduction will be a little longer than that of the negative
message (which contained two sentences). The purpose of this introduction is to gain the reader’s
attention and to identify the subject without specifically stating your purpose (i.e., the request for
action). Because you anticipate resistance to your request, you must do the preliminary work to
persuade them to act. To gain the reader’s attention, Locker and Findlay suggest that you use a
pathos appeal. This appeal requires only a couple of sentences, and it should use psychological
description (Locker and Findlay: “word pictures”), presenting a scenario in which readers can
envision themselves doing—preferably enjoying—something related to your subject. This short
passage should appeal to sense experience. After your pathos appeal, you should conclude your
introduction by identifying the subject. Keep in mind, however, that you should not make your
request in your introduction: your direct request will appear in the conclusion, where you will tell
readers how you want them to act. Before you make that request, you must discuss the benefits
Body Paragraphs/Paragraphs of Interest and Desire
Each body paragraph should open with a topic sentence reflecting your purpose. In a persuasive
genre, the topic sentence should make a claim about a specific subject, a claim related to your
thesis. Your body paragraphs should develop your claim (the claim that appears in the topic
sentence) in relation to compelling evidence, which should come primarily from the case but can
also come from scholarly sources dealing with hand hygiene. Notes on the visual (one of your
forms of evidence) appear below.
Each body paragraph should conclude with a sentence that sums up your discussion without
merely repeating your topic sentence. Each concluding sentence could plausibly begin with the
phrase “as a result.” Do not, however, use this phrase mechanically to open each concluding
sentence (when drafting your essay, you can use it as a prompt to guide your thinking about the
purpose of the concluding sentence).
Interest and Desire: The distinction between the middle sections of the AIDA pattern is not
always clear: how do you distinguish maintaining your readers’ interest from inflaming their
desire to act? You can distinguish these two sections in a fairly straightforward manner if you
remember that you should discuss the benefits of acting: the first body section (the section of
interest) should discuss immediate benefits, and the second section (the section of desire) should
discuss longer-term benefits. At both stages, you should also try to anticipate and address
objections for not acting.
Conclusion/Paragraph of Action
As in the previous assignments, the conclusion to this essay should be personal, positive, and
forward-looking. Unlike the previous assignments, this conclusion will tell your readers how to
act, making the request and offering specific details that guide the readers through the process of
acting according to your request.
For this assignment, you must integrate a visual into the body of your essay. The visual involves
three primary considerations: choosing the appropriate visual, labelling it thoroughly, and
integrating it correctly.
• Choose the visual that best serves your purpose (e.g., to display proportions of a whole,
use a pie chart; to track changes over time, use a line chart).
• Label each part of the visual: open with a title (“Fig. 1” plus a brief caption), identify
the units and quantities on the x and y axes, cite the source of both the data and visual (if you
have created the visual, the source is “Primary”), and (if necessary) include a legend identifying
colours and symbols.
• Integrate your visual into a body paragraph, treating it as you would any quotation or
paraphrase. Do not leave your visual stranded between two body paragraphs. Correct integration
of a visual involves three steps:
(i) Introduce the visual with a sentence identifying its by its number (e.g., “Figure 1
indicates …”; do not include the entire title of the visual), and give a brief explanation of its
(ii) Place the visual after the introductory sentence.
(iii) Comment on the significance of the visual. Although the visual simplifies a large
body of (usually numerical) information, you should still comment on its significance to your
argument. Completing this third step will prevent you from leaving the visual between two body