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Persuasive writing in ks2.

Study the art of persuasion with our in-depth KS2 English blocks.

Children in KS2 love the opportunity to have their voices heard. In our persuasive writing blocks, children learn how to passionately defend their position across a range of issues, whilst also learning to think critically about the rhetorical devices people use to persuade and influence others.

Hamilton's English lesson planning includes differentiated activities for your class and beautifully designed worksheets and resources. In addition, our SPaG-focussed sessions include teaching PowerPoints that walk children through key SPaG concepts.

Persuasive Writing in Year 4

Save the Rainforests! Cherish rainforests, writing speeches, letters and articles persuading others to do so too, with Where the Forest Meets the Sea and The Vanishing Rainforest.

Animals in Captivity Explore issues around animals in captivity, reading texts including Zoo by Anthony Browne and Rainbow Bear by Michael Morpurgo. Examine features of persuasive texts and use these to write a persuasive article for a website.

Persuasion and Argument in Year 5

Argument and Debate School uniform, detentions, mobile phones or screen time - there’s always an argument! This block lays the groundwork for effective argument and persuasion, written and spoken. Learn how formal debates are structured and take part in a class debate.

Persuasion and Argument Explore persuasive letters, adverts, protest songs and speeches. Study the impact of modal verbs and cohesion through adverbs and conjunctions. Write and deliver persuasive speeches.

Narrative Poems Lewis Carroll's Walrus and the Carpenter and Hilaire Belloc's Cautionary Tales stimulate performance, debate, persuasive writing and poetry writing.

Revise Persuasive Writing in Year 6

Harry Potter Unit 7 Persuasive Texts Use extracts from Harry Potter and the Prisoner of Azkaban . Explore persuasive writing: advertisements for Wizard Wheezes; excuses for Fred/George; letters of persuasion for Buckbeak’s innocence. Revise: active/passive voice; adverbs of possibility, subordinate clauses.

Percy Jackson and Greek Myths Unit 7 Persuasion and Balanced Argument Write and perform a an advert for a mythical object using adverbs of possibility to persuade. Consider different viewpoints in order to develop a balanced argument. Write persuasively in response to a Greek myth using the SPaG covered in this unit (subordinate clauses, adverbs).

Explore our English blocks by selecting a year group. They allow you to tailor your teaching. Adjust the length of time you spend on a genre and what English objectives to focus on. Hamilton’s flexible blocks keep the teacher in control.

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• Persuasive Writing Ks2 Worksheets And Resources

Persuasive writing KS2 – 10 of the best worksheets and resources

Help kids put together a convincing argument, whether it's in an essay, advert, debate or letter, with these lessons, ideas, activities and more for Key Stage 2 English lessons…

What is persuasive writing?

Persuasive writing tries to convince the reader to do something or believe something. Adverts, reviews, leaflets and letters can all include persuasion.

Persuasive writing examples

Adverts   Have a break, have a Kit Kat.

A speech   ‘I have a dream that my four children will one day live in a nation where they will not be judged by the colour of their skin but by the content of their character.’ Martin Luther King Jr

Persuasive argument   You should do your homework first, then you have all weekend to play and don’t have to worry about it.

Persuasive essay   Is it all right to boil a sentient creature alive just for our gustatory pleasure? David Foster Wallace ‘Consider the Lobster’

Persuasive writing techniques

Rhetoric/rhetorical questions   ‘Is the Pope Catholic?’

Opinion stated as fact   This is the greatest invention of the 21st-century!’

Hyperbole   ‘Gillette, the best a man can get.’

Emotive language   ‘I will be as harsh as truth, and as uncompromising as justice. On this subject, I do not wish to think, or to speak, or write, with moderation.’ William Lloyd Garrison

Emotional appeal   ‘For just £5 a month you can help her and others in her village access clean water that will save lives.’

Repetition   ‘…and that government of the people, by the people, for the people shall not perish from the earth.’ Abraham Lincoln

Rhyme   ‘If the gloves don’t fit, you must acquit’ Johnny Cochran

1 | Persuasive Writing KS2 – ‘Eating Insects’ Topic in 5 Lessons

This 43-page download contains plans and resources for a series of five lessons centred on a unique ‘writing for a purpose’ activity – convincing a teacher to eat insects!

The lessons in this pack aim to give children the opportunity to rehearse persuasive arguments and create a piece of persuasive writing via a series of distinct stages.

And don’t worry, you’re not just finding worms in the playground and gobbling them down.

Check out this resource here.

2 | KS2 persuasive writing model texts and worksheets – Text types

Support children in KS2 to develop their skills of persuasive writing with this persuasive language KS2 text types pack .

It features persuasive writing examples for KS2 – including a persuasive writing techniques KS2 checklist, a vocabulary bank, writing plan and two persuasive letter writing KS2 model texts.

3 | Persuasive writing model text resource packs

These writing units for UKS2 are built around an original persuasive writing model text on various topics.

In each two-week unit, pupils will look at the features of the persuasive writing and the devices used before creating their own version.

Click the links to give each one a look:

• Why buy this brick?
• Come to Darlington Academy
• Why should I visit Skara Brae?
• Visit Russia
• Visit Yorkshire
• Is your child fit and healthy?
• A greener tomorrow
• Visit Florida
• Is this the perfect trainer?

4 | Practise persuasive writing skills with Topical Tuesday

Each week, kids’ newspaper  The Week Junior  produces these Topical Tuesday resources which feature a current news story, with four accompanying reading and writing activities for KS2 students.

Each of these has a persuasive writing activity as one of its four tasks.

To see more about each of these persuasive writing topics, click these links:

• Why should students be at home during Covid-19?
• Write a persuasive advertisement, promoting your amazing new invention
• Write a letter protesting a supermarket opening in an open, natural space
• Write a persuasive argument for something you strongly believe in
• Write to the Prime Minister on how they should make the country a more-inclusive place
• Design and write a persuasive poster letting people know why you should be the President of the USA
• Write a persuasive letter to your MP about either protecting or changing the name of something in your region
• Write a job advertisement to persuade people to volunteer for a space mission
• Write a persuasive argument why someone you know should be made a knight or dame
• Write an advertising poster for a museum near you
• Write an advertisement for taking a holiday in your own house
• Write a promotional leaflet encouraging people to visit a new archaeological find
• Write a persuasive text arguing that people are assumed to consent to the transplant of their organs unless they have said otherwise
• Create an advert persuading aliens to visit Earth on holiday
• Create a persuasive advert convincing European beavers to help look after British rivers
• Write an informal, persuasive letter from nature to you, asking you to look after it
• Write to your MP as to why children should be allowed to vote
• Write a persuasive article proposing a famous person to be commemorated on a 50p coin

5 | Dr Seuss Green Eggs and Ham persuasive writing resource

Dr Seuss’ classic book  Green Eggs and Ham , featuring the famous Sam-I-Am, celebrated its 60th Anniversary last year.

While this is a Key Stage 1 resource, Year 3 children can still use this Dr Seuss-inspired teaching plan to play with words and the power of persuasion.

There are starter questions, three full activities and an extension activity.

6 | Pie Corbett’s Alex Rider persuasive writing lesson

Break out the gadgets and take your class undercover with Pie Corbett’s Alex Rider-themed look at persuasive writing.

Children can design and advertise their own spy gadgets with these examples and exercises.

Download it here.

7 | Features of persuasive writing worksheets

These worksheets are an excellent way to develop children’s understanding and use of persuasive writing in KS2. There are a number of activities that demonstrate different types of persuasive writing, along with a model text, examples of adverts, and writing challenges.

There are images to included to help inspire children’s writing, as well as sentences for the children to rewrite and improve upon.

It’s a great way to revise previous learning, and to experiment with new ideas.

Give it a look here.

8 |  The Day the Crayons Quit  KS1 book topic

Explore empathy, persuasive writing and understanding emotion in this activity-packed book topic from Sue Cowley, based on Drew Daywalt’s book.

Ignored, stereotyped and diminished, if the crayons in your classroom could talk, they might object to their treatment. Understanding why leads to great lesson activities, such as looking at emotion cards, getting creative with colours and dramatising feelings.

Find this book topic here.

9 | KS2 cohesive devices in persuasive writing pack

Cohesive devices are used to connect ideas, sentences and paragraphs. As the name suggests, they add coherence to what we are saying.

This powerful KS2 grammar resources pack provides everything you need to teach a series of five lessons on cohesive devices in persuasive writing, culminating in an extended writing task where children can use their grammatical understanding in context.

10 | Hyperbole worksheets for KS2 persuasive writing

This worksheet is an excellent way for Key Stage 2 pupils to revise and practise recognising and using hyperboles – exaggerated statements used for effect, not meant to be taken literally.

Hyperbole can be used for comedic effect or persuasive reasons. It helps to emphasise your point by over-stressing the qualities involved.

This resource contains examples of hyperboles and five different challenges, which can be tackled during one lesson or spread over a number of teaching sessions.

Questions encourage creative responses as well as revision, and include interesting images to stimulate ideas.

Check out the BEST RESOURCE EVER here.

Check out our persuasive writing techniques resources for KS3/4.

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Persuasive Writing KS2

What is persuasive writing ks2.

Persuasive writing is a type of non-fiction writing that is written to persuade a reader of a belief, opinion or idea. Here are some common examples of persuasive writing:  

- Advertisements: These could be in the form of a pritned advert that you might find in a newspaper or magazine. Alternatively they might take the form of a radio or TV advertisement. In any form, their main purpose is to persuade you to buy something.  

- Travel brochures: These persuade you to go to a particular holiday destination, hotel or tourist spot. Images are extremely important for this type of persuasive text.

- Essays: A longer form of persuasive writing in which the opinion is laid out in the opening paragraph (the introduction). The following paragraphs then go into more detail, backing up the argument being made with facts, statistics and research.

- Newspaper columns: Newspaper articles are a way that a journalist can express their belief or opinion on a news story in a position of authority. However, these can also be neutral, expressing no particular viewpoint.

- Reviews: A way of expressing an opinion on a product or experience. With online reviews ever more prevalent, we are now more frequently turning to this text type for a second opinion!

- Speeches: There have been many famous persuasive speeches written throughout history.

When are children taught persuasive writing?

Children are typically taught persuasive writing when they get into KS2.

Persuasive Writing Techniques KS2

What techniques can writers use to persuade the reader of their opinion? Here is a list of persuasive writing techniques:

1. A persuasive title - The title of a persuasive text should imply the point of view of the author. It should be short and 'to the point'.

2. An introduction - A short paragraph under the heading which outlines what the issue is and the point of view of the writier. The following paragraphs then go into more detail.

3. Paragraphs - Each paragraph outlines a different reason for the opinion. This structure makes sure the argument is clear.

4. Facts and figures - To convince the reader of the writer's point of view, it is important to include facts which support the opinions.

5. Writing directly addresses the reader - Using personal pronouns such as you, I, my and we can help the reader connect with the arguments being made.

6. Emotive language - Vocabulary that is included to make the reader feel a particular emotion. Adjectives can be useful when trying to make an idea sound either good or bad.

7. Adverbials - Words or phrases that indicate time, place or manner. Words such as obviously, clearly, without doubt and without question are all examples of adverbials that might be used in a persuasive text.

8. Daring the reader to disagree - Explaining the opposing opinion and highlighting its weaknesses is a powerful persuasive tool.

9. Rhetorical questions - With these questions, the answer is already assumed by the writer. They are included not because the writer needs to answer something but to make a point.

10. Modal verbs - These auxilliary verbs modify the main verb in the sentence to show possibility or obligation. Using words like must or will makes opinions sound more authoritative.

11. Repetition - Use repeated words, phrases or sounds (alliteration) to emphasise a point or make it more memorable. Repeating something three times is the most powerful way to use repetition for persuasive effect!

12. A conclusion - A short paragraph at the end of the text which sums up the opinion and reasons for it. This is the last thing the reader reads so needs to have an impact.

Progression in Persuasive Writing KS2

Below is a table to show how children's persuasive writing should progress in terms of grammar / sentence elements and punctuation.

Grammar and Sentence elements to include (LKS2)

Grammar and sentence elements to include (uks2).

Imperative verbs to convey urgency, Buy it now! Listen very carefully....

Rhetorical questions to engage the reader, Do you want the best food you've ever tasted?

Noun phrases to add detail and description, Our incredible shop has amazing products which you will love!

Relative clauses to provide additional enticement, Our hotel, which has over 100 luxurious rooms, overlooks a deightful swimming pool.

Imperative and modal verbs to convey urgency, Buy it now! This product will transform how you cook! 

Adverbials to convey sense of certainty e.g. Clearly this is wrong. Surely we can all agree…? 

Short sentences for emphasis This has to stop! This is wrong! Ban the car! 

Subjunctive form for formal structure If I were you, I would...

Punctuation elements to include (LKS2)

Punctuation elements to include (uks2).

Ensure use of capital letters for proper nouns

Use ? ! for rhetorical / exclamatory sentences

Use commas to mark relative clauses

Use commas to make fronted adverbials and subordinate clauses

Use colons and semi-colons to list features, attractions or arguments

Use brackets or dashes for parenthesis, including for emphasis

Use semi-colons for structure repetition

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Deputy Assistant Attorney General Andrew Forman Delivers Remarks at the 2024 Hal White Antitrust Conference

Washington , DC United States

Remarks as Prepared for Delivery

Thank you very much for that kind introduction, Nicholas. It is an honor to be invited to speak at this esteemed conference with so many luminaries of the antitrust community.

I have now been on the job for a little over two years, and I continue to be so thankful for, and humbled by, the opportunity to work alongside the many fantastic economists, lawyers, paralegals and others at the Antitrust Division. It is on their shoulders that I get a chance to talk with you all tonight.

Conferences like these are a great time to explore the complexities and nuances that make antitrust and economics such richly rewarding fields. It is particularly fitting in this setting as we also celebrate Dr. Hal White, who pushed the use of economics in antitrust to new heights and whose contributions to the profession remain front and center today. So it is in that spirit, and with that legacy in mind, that I want to cover three topics that I’ve been reflecting on lately that relate to where antitrust economics is today and where we’re going.

First, I want to celebrate the tremendous contributions of our Expert Analysis Group at the Antitrust Division.

Second, I want to discuss whether “antitrust litigation” is “out of whack,” as Justice Gorsuch is reported to have said recently. “Antitrust litigation” of course covers a broad canvass, but I want to focus on a topic that I am sure is near and dear to this audience’s heart, namely some issues related to expert witnesses.

And third, I want to share some thoughts on how platform-related competition issues appear to be presenting across more industries, whether traditionally thought of as platform industries or not. It is important that antitrust analysis and enforcement take that into account.

The Antitrust Division’s Expert Analysis Group (EAG)

First, if you will indulge me, I want to brag about a core part of our team.

Sound economics, both theory and empirical work, plays an essential role in our thinking and enforcement at the Antitrust Division. The Americans we serve are enormously fortunate to have a dedicated in-house group of world-class economic and expert practitioners. They work hand in glove with our legal teams and the rest of our public servants. Every day and in many different ways, their hard work and insights help advance the mission of antitrust enforcement and policy.

As probably all of you know, we call that part of our team EAG. Some of you are even alumni. We recently changed the name from “Economic Analysis Group” to “Expert Analysis Group” to reflect more accurately their broad expertise and the work they do. EAG has around 40 PhD economists and a dozen statisticians, data scientists and financial analysts. We also are building a technology team as a part of EAG to help augment our expertise around algorithms and other technologies. And we are constantly on the lookout for those willing to join the team, so spread the word.

That team supports the entire mission of the Antitrust Division and, like the rest of the division, it is understaffed and overworked. But as the boxing saying goes, they punch above their weight.

As you may know, our EAG teammates are essential contributors to investigations and enforcement matters of all sizes. They participate in interviews, review documents, conduct research, comment on deposition outlines, contribute to complaints, anticipate arguments that parties may raise and bring their valuable perspective to all manner of projects in litigation. EAG sits with the lawyers at counsel table when appropriate and on occasion may take part of an investigative deposition.

On top of this, they perform highly sophisticated data analysis and do everything needed to assist with expert reports and expert testimony. Members of EAG also have testified or prepared to testify to support important cases. Of course, in addition to enforcement, they also are thought leaders on cutting-edge competition policy issues.

I want to highlight a few specific examples of their tremendous contributions.

First, the Antitrust Division has now won three civil trials in a row, in addition to many merger abandonments. Part of the reason for the victories is that we have gotten better at using plain language and real-world analysis to explain the “why” behind our cases, using evidence that illustrates the competition at stake in the merger and the risks to real people in real ways. Working with our legal team, EAG has been a key contributor to all the work that has gone, and continues to go, into this priority. Their contributions cannot be overstated.

For example, in Penguin/Random House, EAG helped transform a pile of documents — both emails and minutes from editorial meetings — into a usable data set showing the degree of competition between the merging firms. This was then depicted in user-friendly charts that illustrated the timing of bidding and how much authors benefitted from competition between the parties. This reflected an extraordinary amount of work and was tremendously valuable for both understanding and explaining the competition threatened by the transaction.

Similarly, in the JetBlue/Spirit litigation, EAG figured out common-sense ways to demonstrate that the features JetBlue offered travelers — for a higher fare — were just not valued that much by customers who chose Spirit.

Second, on more of a policy front, EAG was instrumental in incorporating the latest economic thinking into the new Merger Guidelines. We are proud to have conducted an incredibly inclusive modernization process, with multiple rounds of public comments, numerous public meetings and comments from all corners of the Antitrust Division and Federal Trade Commission. The result was a document that reflects modern economic theory and analysis generally, as well as in connection with specific ways that competition presents itself in today’s economy, including around platforms that I will discuss a bit more shortly. When you combine that rigorous process and economic thinking with the fact that the new guidelines reflect fidelity to the law, we are optimistic about their future. Key parts of that optimism are due to the incredible talent and efforts of the lead drafters, including Susan Athey and Dave Lawrence for the Justice Department and Aviv Nevo and Ken Merber for the FTC, but also to broader EAG and BE economic teams that were deeply engaged throughout the process.

In sum, I have learned a ton from my colleagues in EAG during my time at the division. I am so thankful for their work on behalf of Americans and competition enforcement around the world.

Is Antitrust Litigation “Out of Whack”?

Now I want to turn to another econ-related topic I have been thinking about lately. Recently, Justice Gorsuch, speaking at another local antitrust conference, was reported to have said that antitrust litigation has become “a little out of whack.” [1]

I dare say we probably all agree with Justice Gorsuch that there is room for improvement. Although there may be several areas to improve, I submit that expert-related issues, for both lawyers and economists, is one of them.

One district judge wrote a few years ago that the parties’ “costly and conflicting” experts “essentially cancel[led] each other out.” [2] Other judges have experimented with different hearing formats, such as so-called “hot tubs,” where the experts debate in real-time based on questions from the judge, which one judge thinks can facilitate more “candid and unmediated exchanges between the experts.” [3]

Experts play an important role in our system. At bottom of course, expert testimony should help a judge or jury evaluate a merger or conduct. Neither judges nor jury pools are identical, so there is no optimal testimony or report. But the current posture of litigation seems to be leading to an arms race of both sides hiring experts that serve as advocates as much as independent experts.

No one is naïve. Experts are hired by clients and have come to conclusions consistent with at least key parts of the client’s perspectives or else they wouldn’t be testifying. Nevertheless, reading the article about Justice Gorsuch’s comments got me thinking — is there anything specific to expert witnesses that we can do to make antitrust litigation a little less out of whack?

I’ll offer three interrelated ideas. Although these may not be novel, more can be done around them in my view, so I thought they were worth mentioning.

First, work regularly for both plaintiffs and defendants. If an expert always supports one side, it can send a signal that the expert starts from a pre-conceived idea about which side is right, and then works backwards to find the analysis that supports that side. We certainly notice these things at the Antitrust Division, and we also hear from others that experts that are perceived as “hired guns” are less persuasive. Everyone benefits from hiring experts who are experienced working on both plaintiff- and defendant-side issues.

Second, approach the issues head-on. There are at least a couple different ways to do so. In our field, I think sometimes we talk past each other, perhaps because responding directly to another expert raises concerns about conceding what the playing field is or somehow reveals a perception about the strength of the response. Ultimately, however, talking past each other is not really persuasion at all.

The other way to take issues head on is to concede what needs to be conceded. Not every fact supports the conclusion a party might want its expert to reach. Not every inference is equally sound.

In my view, the best — and ultimately most persuasive — experts are those who know how to not only answer questions directly but to concede what they must and explain why their key opinions nevertheless remain sound. It seems to me that fighting scorched earth for every inch may be unhelpful to the trier of fact and can undermine credibility.

Third, let’s find ways to narrow issues, focus on key facts and shorten expert reports. Cases usually don’t turn on the sixth or seventh most important issue. Usually there are two or three issues that really make or break a case. Courts have noticed this one too. I think this is why some courts prefer different types of engagement with experts or other concepts to get to the real crux of the most important issues.

Lawyers share a lot of responsibility here. We lawyers tend to want to present every argument and discuss every good document. Lawyers may also try to use anything at their disposal, including a footnote near the end of the report, to try to undermine the opposing side’s credibility or make a mountain out of a molehill. That said, recognizing that judges and juries sometimes may latch onto facts or issues that we didn’t expect to carry the day, it seems we can be more efficient and direct on the core issues.

Narrowing the issues also can help us streamline expert reports. Mark Twain is credited with saying that he wrote a long letter because he didn’t have time to write a short one. I think I’m probably not the only one who thinks that expert reports shouldn’t regularly need multiple hundreds of pages, with a thousand footnotes, citing multiple thousands of sources. It’s fair to ask the question — is this really the best we can do to help a trier of fact?

Of course, expert testimony will need to be streamlined for trial, and there are benefits to doing so sooner, at the report writing stage. I’m not saying that a report on a complex subject should be reduced to a few pages.

But an expert with a sharper focus on key facts comes across as confident in their knowledge of the case and the issues, which builds credibility. One tactic can be to avoid finalizing key aspects of the report too early. Starting too early can turn the report into a repository for evidence and arguments and can make it more likely that parts of the report won’t play into the focus of the trial presentation.

How Do We Think About “Platformization” of Industry?

Finally, I’d like to end on some thoughts about a much-discussed topic these days, namely platforms. Put another way, we are observing what seems to be more “platformization” across more aspects of the economy. Antitrust enforcement and policy need to keep pace.

Some platforms already have attracted a lot of attention. For example, it is now widely recognized how digital platforms can serve as intermediaries between multiple types of consumers, service providers, software tools or other platforms.

Understanding how competition works in these situations has allowed us to enhance our understanding of the potential risks to competition around platforms. For example, our learnings helped inform the new Merger Guidelines generally and specifically with new Guideline 9 dedicated to multi-sided platforms, including around issues such as network effects, conflicts of interest, switching and multi-homing, multi-level entry and other entry barriers and disintermediation (or lack thereof).

As we look across the economy today, platform-like issues seem to be arising with increasing frequency, even beyond the more familiar examples. We are seeing many businesses combine different services or functions into some sort of “integrated stack” that is, or functions like, a platform. In addition to pure technology markets, we are observing these kinds of issues in healthcare, finance, consumer products and automobiles, just to name a few. Although there are some differences in these areas, for each we are finding ourselves asking if the “integrated stack” is procompetitive or might it increase risks to competition on the merits by, for example, requiring multi-level entry or otherwise raising entry barriers? It’s our job to try to tell the difference as we evaluate a merger or conduct.

With platforms, as with any product or service, our analysis starts by trying to understand how competition presents itself. Assistant Attorney General Kanter has spoken about this frequently, and the Supreme Court has been saying it for years. In its most recent antitrust opinion, the Court – speaking through Justice Gorsuch – said that antitrust requires “a careful analysis of market realities.” [4] So how do we sort through the market realities of a platform?

As we say in the Merger Guidelines, we think about not only competition between platforms, but also competition on a platform and competition to displace a platform. [5] In doing so, we are mindful that market definition is a tool to help aid the competitive analysis and not a rigid, overly formalistic exercise. It thus makes sense that there are different ways to establish a relevant market, just as it makes sense that a market need not have “precise metes and bounds,” [6] as reflected in the Supreme Court precedent.

For example, it may make sense to define narrower markets to cover discrete aspects of platforms (or one part of a bundle of services), if that reflects facts and market realities. But it could also make sense to define markets more broadly around a platform or stack if that is the best way to evaluate competition and consistent with ordinary course information, economic tools or other indicia of relevant markets. And we should keep in mind that there is not always a single correct relevant market, but different approaches can both be correct in different circumstances.

At bottom, we should be focusing our analysis on any potential sources of actual or potential economic power implicated by conduct or a merger and the associated threats to competition. If a particular market definition does not allow us to do that, then I submit we should think about the market differently, not end the analysis.

For those seeking more insights relating to platforms, here is another plug. I would highly recommend the platform-related writing by our world class Chief Economist, Dr. Susan Athey.

In closing, I wanted to return to Dr. White and his immense legacy. Conferences like this are a valuable opportunity to step back from our day-to-day grind and think deeply about how we advance our profession. Hearing different ideas and viewpoints allows us to think about ways to improve and innovate. I appreciate the opportunity to share a few of my perspectives.

[1] Ben Remaly, Gorsuch: antitrust litigation has become “out of whack,” GCR (Feb. 26, 2024), https://globalcompetitionreview.com/gcr-usa/article/gorsuch-antitrust-litigation-has-become-out-of-whack

[2] New York, et al., v. Deutsche Telekom AG, et al. , 439 F. Supp. 3d 179, 187 (S.D.N.Y 2020).

[3] In re Capacitors Antitrust Litig. , No. 14-CV-03264, 2020 WL 870927, at *2 (N.D. Cal. Feb. 21, 2020).

[4] NCAA v. Alston , 594 U.S. 69, 93 (2021).

[5] Merger Guidelines, U.S. Dep’t of Justice & Fed. Trade Comm’n (2023), § 2.9.

[6] Merger Guidelines, U.S. Dep’t of Justice & Fed. Trade Comm’n (2023), § 4.3.

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Persuasive Speech/Writing

Subject: English

Age range: 11-14

Resource type: Worksheet/Activity

Last updated

30 August 2017

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joanneastott

Thank-you for sharing this. As a non-specialist in this area I really appreciate this help.

MissHallEnglish

You are most welcome. Thanks for reviewing.

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Some brilliant ideas here - thank you!

A good start for speech writing! Thank you!

geraldinedaly

Great resources -thanks for sharing

Thanks! Will use with my low-level students. Checklist great idea!

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