argument paragraph unit all handouts (1)

5/28/2018 Argument Paragraph Unit All Handouts (1)

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Argument Paragraph Prove Your PointKey Terms

Argument

In life- conflicts engaged in using language. In writing - opinions that can be backed up with evidence.

Persuasion to move another person or group to agree with a belief or position through argument, appeal, orcourse of action.

Fact information that is certain and can be proven.

Debatable Claim an opinion that is a matter of personal experience and values that must be backed up with

evidence. Others can disagree with this claim.

Evidence- details, facts, and reasons that directly relate to and support a debatable claim.

Anecdotal Evidence- evidence based on personal observation and experience, often in the form of abrief story. Can come from the writer, friends, family, and acuaintances.

Factual Evidence- data, confirmed facts, and research performed by experts. !ound by the writerperforming research.

Commentary sentences in an argument paragraph that explain what is important about the evidence and tellthe reader how it proves and supports the claim.

Topic Sentences the first sentence of a paragraph that provides a promise to the reader about what is to come.In an argument paragraph, the topic sentence must contain a debatable claim and should provide a sense of theevidence that is to come.

Subordinating Conunctions words and phrases such as because, even though, since, if, when, and while arehelpful in crafting commentary and topic sentences because they point to the relationship between the claim andthe evidence.


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Argument Concepts Anchor Chart

Debatable Claim an opinion that is a matter of personal experience and values that must bebacked up with evidence. Others can disagree with this claim. "lso know as an opinion.

Evidence- details, facts, and reasons that directly relate to and support a debatable claim.

Argument

In life- conflicts engaged in using language.

In writing - opinions that can be backed up with evidence.

Persuasion to move another person or group to agree with a belief or position throughargument, appeal, or course of action.


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#irections$%. !or each item, state your opinion&preference one way or the other.

'(es, you must pick one.)*. +ive three pieces of effective evidence 'facts, reasons, details) for why

you feel this way.

Chocolate or%anilla&

%.

*

.

'bama or(omney&

%.

*

.

)each or*ountains&

%.

*

.

*ath or+anguage Arts&

%.

*

.

Sun or Sno,&

%.

*


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Evidence Types

Evidence ! details, reasons, and facts

EXAMPLE

DE)ATA)+E C+A/*My school lunch isnt as healthy as it should be.

A0ECD'TA+ E%/DE0CE


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DE)ATA)+E C+A/*My school lunch isnt as healthy as it should be.

FACT1A+ E%/DE0CE!acts, data, statistics, research by experts

Confirmed facts - 4oor diet can lead to energy imbalance and can increase ones risk foroverweight and obesity. 'Center for #isease Control)

#ata&5tatistics " single serving of chicken nuggets '6 pieces) can contain up to 622milligrams of sodium, the total amount of salt children should consume daily.'www.webmd.com)

7esearch by experts - " *228 study by the 7obert ood 9ohnson !oundation found that bythe time many healthier commodities :that are processed before being served in school lunch;reach students, 1they have about the same nutritional value as


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0A*E T-AT E%/DE0CE TYPE4

>abel the pieces of evidence below as Afor anecdotal or Ffor factual.

!or bonus points$

o Indicate whether the Anecdotal Evidenceis P? personal

F? family or friends

A5/? acuaintance or intervieweeo Indicate whether the Factual Evidenceis

C ! confirmed facts

D5S? data or statistics

(? research by experts

C+A/*3 School lunches aren6t as healthy as they should be7

A5F& )onus4

Evidence

1" study by the federal Centers for #isease Control and 4revention in*22@ found that *.6 percent of high schools offered fast food fromplaces like 4iAAa But and /aco ell3 'The New York Times).

0y friend 0ichelle says that at her school, !rench fries and piAAa areoptions in the cafeteria every single day of the week 'Chen).

1One of the first indications of a good lunch program is enthusiasm

among the people serving the food, said 0arion Destle, professor ofnutrition and food studies at Dew (ork Eniversityand author of What toEat'Dorth 4oint 4ress, *22F)3 'The New York Times).


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Evidence Types *ini.Tas$

DE)ATA)+E C+A/*3)ullying is a problem at Dunc$el *iddle School7

Anecdotal

E%/DE0CE 89

Factual

E%/DE0CE 8:

Anecdotal

E%/DE0CE 8;

Factual

E%/DE0CE 8uncheshttp$&&www.healthyschoollunches.org&index.cfm

0aschios !ood 5ervice

http$&&www.maschiofood.com&

/he >unch /ray http$&&www.thelunchtray.com&

Gducation.comhttp$&&www.education.com&magaAine&article&school-lunch-nutrition&

Enited 5tates #epartment of "griculturehttp$&&www.fns.usda.gov&cnd&lunch&

The New York Timeshttp$&&www.nytimes.com&*2%2&%%&2@&health&[email protected]

ml

ikipediah && iki di & iki&5 h l l
http://www.healthyschoollunches.org/index.cfmhttp://www.maschiofood.com/http://www.thelunchtray.com/http://www.education.com/magazine/article/school-lunch-nutrition/http://www.education.com/magazine/article/school-lunch-nutrition/http://www.fns.usda.gov/cnd/lunch/http://www.nytimes.com/2010/11/06/health/06patient.htmlhttp://www.nytimes.com/2010/11/06/health/06patient.htmlhttp://en.wikipedia.org/wiki/School_mealhttp://www.healthyschoollunches.org/index.cfmhttp://www.maschiofood.com/http://www.thelunchtray.com/http://www.education.com/magazine/article/school-lunch-nutrition/http://www.education.com/magazine/article/school-lunch-nutrition/http://www.fns.usda.gov/cnd/lunch/http://www.nytimes.com/2010/11/06/health/06patient.htmlhttp://www.nytimes.com/2010/11/06/health/06patient.htmlhttp://en.wikipedia.org/wiki/School_meal


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Citing Sources

=hat does it mean to cite a source& "n in.te>t citationis a note in an essay that tells the reader where a piece of

information or an idea came from.

Citations always appear in 'parentheses).

"t the end of an essay, a writer includes a list o" ,or$s citedthat gives details about

all the in-text citations.

=hy do ,riters cite sources& /o avoid plagiarism--the practice of taking someone elseLs work or ideas and passing

them off as oneLs own.

/o prove that the evidence is real and credible.

/o inform the reader about where to find more information on the topic.

=hat gets cited& Muoted information from a secondary source.

4araphrased information from a secondary source.

Information obtained in an interview.

"ny idea that is not your own.

-o, do you cite a source& Insert the in-text citation before the period at the end of the sentence in which the

uotation or paraphrase appears.

!or any in-text citation, include the first item that appears in the works cited entry that

corresponds to the citation 'e.g. author name, article name, website name). 5ee the list below for examples concerning different types of sources.

Articles and Essays


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Websites & Webpages

Include the following information in the works cited entry in this order$

"uthor and&or editor names 'if available)

"rticle name in uotation marks 'if applicable)

/itle of the website

Dame of institution&organiAation publishing the site

#ate of resource creation 'if available)

#ate you accessed the material.

!or websites and pages, remember to use n()(if no publisher name is available and n($(if

no publishing date is given.

n!Te"t #itation/he Dational 5chool >unch 4rogram has existed since %P@ and 1provides nutritionallybalanced, low-cost or free lunches to children each school day3 '1Dational 5chool >unch4rogram3).

Works #ite$ Entr%

1Dational 5chool >unch 4rogram.3 *oo$ an$ Nutrition +ervice. Enited 5tates #epartment of"griculture. *% !eb. *2%*. eb. @ 0ay *2%%.

Personal Interview!or any information you get in an interview with a family member, friend, acuaintance orinterviewee, including the following information in this order$

name of the interviewee

the phrase 14ersonal interview3

the date of the interview.

n!Te"t #itation


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%ors ,ited

)uthor &ast name* First name" .)rticle !itle" TimeforKids.com" !ime Inc"* 00 +ec" 1000" %eb"

02 +ec" 1031"

)uthor &ast name* First name" .)rticle !itle" TimeforKids.com" !ime Inc"* 00 +ec" 1000" %eb"02 +ec" 1031"

)uthor &ast name* First name" .)rticle !itle" TimeforKids.com" !ime Inc"* 00 +ec" 1000" %eb"

02 +ec" 1031"


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Commentary Anchor Chart

2uestions "or =riting Commentary As$ Yoursel"3

=hatdo I need to make sure the reader understands about this evidence=

'7e-explain the evidence.)

=hyis this evidence especially important=

-o,does it prove and support the claim=

The /mportance o" )ECA1SE1ecause3 is a word that tells a reader they are about to hear an explanation. It signals

signi"icanceand relationship. Its an effective word to use when writing commentary. /akea look$

/hese statistics are important because they point to the effects of poor nutrition and


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Commentary E>amples ? Practice

Debatable Claim3 0y school lunch isnt as healthy as it should be.89

Factual Evidence$ " single serving of chicken nuggets '6 pieces) can contain up to 622milligrams of sodium, the total amount of salt children should consume daily.'www.webmd.com)

Commentary3/hese numbers are important because they point to the effects of poor nutritionand how serious the school lunch problem is. Chicken nuggets, commonly served to studentsin school lunchrooms, exemplify the poor nutritional uality of school food. If children eat thatmuch sodium on a regular basis, they are headed for a life of weight gain and high blood

pressure.

8:Anecdotal Evidence30y friends and I always feel sluggish after lunch. /anesha said, 1I canhardly stay awake in art class after rushing through our *2 minute lunch.3

Commentary$ /aneshas statement about feeling tired after inhaling her lunch confirms thenegative effects that foods high in carbohydrates and sugar can have on young minds thatneed protein and vegetables, brain food, to be more lively and active class participants. If sheate more nutritious food at lunch, she might be more awake for art class. >eaders anddecision-makers must pay attention to such experiences because they prove that there is arelationship between what we eat and how well we learn.

ou !ry"Debatable Claim3 5chool lunch isnt as healthy as it should be.

Factual Evidence3 1" study by the federal Centers for #isease Control and4revention in *22@ found that *.6 percent of high schools offered fast food from
http://www.webmd.com/http://www.webmd.com/


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Dra"ting Commentary Anchor Chart

Strong Commentary %erbsfrom Rues -or Writersby #iana Backer

Ese these verbs when writing commentary.

acknowledges compares insists claims

adds confirms notes underscores

admits declares observes exemplifies

agrees denies points outs impliesargues emphasiAes re


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E>cerpt "rom @Si>th raders3 ive 1s Time to Eat at SchoolB by Talia )radley andAntonia (itterhttp$&&www.startribune.com&opinion&commentaries&%F86F6.html

>unch is an important social time. /eachers always tell us to socialiAe at lunch and recess, not

in the classroom. ut we cannot do that if we are scarfing down our lunches in %% minutes."nd at recess nobody can socialiAe or run around if they are hungry or we feel sick. >ots ofkids stay in classrooms during lunch so they have time to actually eat and socialiAe. 4rettysoon nobody will be going to the lunchroom or recess. e donLt have time to eat thereQ bystaying in our teachersL classrooms, we do.

Enderline claimlue - evidence

(ellow commentary

>unch is an important social time. /eachers always tell us to socialiAe at lunch and recess, notin the classroom. ut we cannot do that if we are scarfing down our lunches in %% minutes."nd at recess nobody can socialiAe or run around if they are hungry or we feel sick. >ots ofkids stay in classrooms during lunch so they have time to actually eat and socialiAe. 4rettysoon nobody will be going to the lunchroom or recess. e donLt have time to eat thereQ bystaying in our teachersL classrooms, we do.

From the blog o" Karen +e )illon# author o" #rench $ids Eat Everythinghttp$&&karenlebillon.com&*2%*&2&%8&how-long-is-your-kids-lunch-break-in-france-they-get-*-hours&=utmKsource?rssRutmKmedium?rssRutmKcampaign?how-long-is-your-kids-lunch-

break-in-france-they-get-*-hours

>earning doesnt stop in the lunchroom, in my opinion. If we are giving our children a shortl h b k hi h h f d i i i d i i i i
http://www.startribune.com/opinion/commentaries/147833575.htmlhttp://karenlebillon.com/2012/04/18/how-long-is-your-kids-lunch-break-in-france-they-get-2-hours/?utm_source=rss&utm_medium=rss&utm_campaign=how-long-is-your-kids-lunch-break-in-france-they-get-2-hourshttp://karenlebillon.com/2012/04/18/how-long-is-your-kids-lunch-break-in-france-they-get-2-hours/?utm_source=rss&utm_medium=rss&utm_campaign=how-long-is-your-kids-lunch-break-in-france-they-get-2-hourshttp://karenlebillon.com/2012/04/18/how-long-is-your-kids-lunch-break-in-france-they-get-2-hours/?utm_source=rss&utm_medium=rss&utm_campaign=how-long-is-your-kids-lunch-break-in-france-they-get-2-hourshttp://www.startribune.com/opinion/commentaries/147833575.htmlhttp://karenlebillon.com/2012/04/18/how-long-is-your-kids-lunch-break-in-france-they-get-2-hours/?utm_source=rss&utm_medium=rss&utm_campaign=how-long-is-your-kids-lunch-break-in-france-they-get-2-hourshttp://karenlebillon.com/2012/04/18/how-long-is-your-kids-lunch-break-in-france-they-get-2-hours/?utm_source=rss&utm_medium=rss&utm_campaign=how-long-is-your-kids-lunch-break-in-france-they-get-2-hourshttp://karenlebillon.com/2012/04/18/how-long-is-your-kids-lunch-break-in-france-they-get-2-hours/?utm_source=rss&utm_medium=rss&utm_campaign=how-long-is-your-kids-lunch-break-in-france-they-get-2-hours


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Evidence with ,ommentar'Strong Commentary %erbs

Ese these verbs when writing commentary.acknowledges compares insists claims

adds confirms notes underscoresadmits declares observes exemplifies

agrees denies points outs implies

argues emphasiAes re


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DE)ATA)+E C+A/*3

FactualEvidence

Commentary(e.e>plain#

proveimportance#

connect to claim

FactualEvidence

Commentary(e.e>plain#

proveimportance#

connect to claim

AnecdotalE id


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A+TE(0AT/0 '(A0/AT/'0 note3 either the evidence or the

commentary can come "irst


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1nderstanding ? /denti"ying Argument ParagraphComponents

"rom @/s Gun$ Food (eally Cheaper&B by *ar$ )itman !he %ew or !i'esSeptember:


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6. hat other evidence would make this an even more persuasive paragraph=

@. #oes the writer provide commentarythat explains the evidence, why its important and

how it proves the claim= '4ut a star next to each commentary sentence.)

F. hat method of organiationdoes this paragraph use=

8. Challenge$ explain why the paragraph is organiAed in this way. Bow does this

organiAation support the argument=

P. Challenge3Bow else could the sentences have been arranged= Bow would this

rearranging change or affect the argument=


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0ame That Paragraph Structure4

Enderline the key claim in the paragraph.

Bighlight the evidence in blue. Bighlight the commentary in yellow.

In the box next to each paragraph, put a 13 for bloc$ organiationor an 1"3 for

alternating organiation.

'rganiation

A or )&

Argument Paragraph

From the blog o" Karen +e )illon# author o" #rench $ids Eat Everything

>earning doesnt stop in the lunchroom, in my opinion. If we are giving ourchildren a short lunch break, we are teaching them that food is aninconvenience, and eating is an interruption in the day. e encourage them togobble their food, when the research shows that eating more slowly is healthier.In fact, the !rench spend longer eating, but eat lessin part because that

Sfullness feeling 'satiety signal) needs about *2 minutes to get from yourstomach to your brain. ut the !rench also spend longer eating because theybelieve that its important to teach kids to eat well its a life skill, like reading.

"rom @'ur Schools6 S,eet Tooth#B by Emily %entura and *ichael oranThe /os Angees Times0arch *, *2%%

" few straightforward changes to the :school lunch; menus would lead to

considerable reductions in sugar intake. 7emoving the chocolate milk frombreakfast and lunch could mean a reduction of teaspoons per day per child,

which adds up to nearly a gallon of sugar per child over the course of the schoolB liti l t d t f d l f di k h i l i l


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Transition =ords ? PhrasesAnchor Chart

=hat are transitions and ,hat do they do& /hey are words and phrases that form idea bridgesfor the reader to let them know

how the information they ample

for example, for instance, in other words, namely, specifically, to illustrate, to

demonstrate, in particular

To sho, result accordingly, as a result, conseuently, so, thereby, therefore, thus, finally,

To add morein"ormation

also, and, as well, besides, eually important, finally, furthermore, in addition

To sho, causeas, because, for, since, due to


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comparison, in contrast, on the contrary, as opposed to, despite, unlike, although,conversely

/denti"y the Transition

Circle or highlight all the transitions in the paragraph below.

Enderneath the paragraph, record the transitions and indicate what type each one is.

Dext, replace each transition with another transition that could also do the same work in

the column titled 1new transition.3

/he enefits of Chocolate

4eople should feel free to eat chocolate on a regular basis, despite concerns about obesity in"merica, because consuming chocolate in moderation can have positive health effects. !orexample, it is a food that improves ones mood. 5pecifically, many people report experiencing

a feeling of pleasure during and after eating chocolate. In addition, eating chocolate,especially dark chocolate, has been proven to be good for the heart because it acts as an anti-oxidant, meaning that it frees the body of toxins. Bowever, its important to pay attention toh h h l i l ill h i i


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Transition *adlibs

Directions

Insert the best transition for the sentence in each blank.

!or a hint about the kind of transition to choose, pay careful attention to the transitiontype indicated after each blank.

#o not repeat any transitions in the paragraph.

/he #angers of #rinking 5oda

ho doesnt en


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'rganie the Paragraph Parts ? /mprove Flo,

Directions3

/hese sentences are in the wrong order. OrganiAe them so they form the most

persuasive argument. Insert additional transitional words and phrases to improve the paragraphs flow and

logic.

0ake 4iAAa a Bealthier Vegetable

%. "nd making the crust with whole grain rather than white flour is a perfect way tointroduce more whole grains into childrens diets.

*. /he new nutrition standards for school lunch call for more whole grains and produce, aswell as less sodium and fat 'Buffington4ost.com).

. "ccording to the nutrition standards for school lunch, the tomato paste on piAAa ualifiesit as a vegetable 'New York Times).

. ut how much nutrients does tomato paste really have= hile it does contain somevitamin ", C, and #, as well as iron, its packed with sodium 'nutrietfacts.com).

6. "ccording to a study by the Eniversity of 0innesota, students dont mind and will actuallyeat whole grain piAAa crust, since its disguised by the sauce, cheese, and toppings'Institute of 0edicine).

@. 5o lets keep piAAa on the school lunch menu and boost its nutritional content. Its easy

to make piAAa with nutritious and delicious ingredients. Our students deserve that andmuch more.

F 4iAAa served at school could and should be healthier


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Argument ParagraphTopic Sentence Anchor Chart

=hat is a summary& " brief statement that distills a large amount ofinformation down to its most important parts.

=hat should you include in your summary o" evidence& /he main idea ofyour evidence.

Sample Argument Paragraph Topic Sentence

4eople should not eat fast food because it causes health problems.


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Practice ,ith Topic Sentences

Dissect These Sample Topic Sentences#irections$

Circle the debatable claim. Enderline the summary of evidence.

%. Chocolate milk should not be served in school lunches because of its highsugar content.

*. 0y school lunch isnt as healthy as it should be since it leaves me feelingsick and tired after I eat it.

. 4eople should feel free to eat chocolate on a regular basis, despiteconcerns about obesity in "merica, because consuming chocolate inmoderation can have positive health effects.

ou !ry"%. Dow, return to your argument paragraph and summariAe your evidence.

*. "dd your claim to this summary of evidence using a con


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Argument Paragraph (evision

COD/GD/

Topic Sentence

Enderline your claim. 0ake sure its debatable 'not a factQ a statement that that can be

argued about)o #oes you claim reflect what youre actually arguing for in your paragraph=

7e-read the summary of evidence.

o #oes it refer to all the evidence you discuss=o Is it worded clearly and in an interesting fashion=

Evidence

"sk yourself$ is this the best evidence to use to prove your argument=

Is there a variety of evidenceHboth factual and anecdotal=

#id you cite all your factual evidence correctly=

Commentary

#id you explain each piece of evidence=

#id you tell the reader how this evidence proves your claim=

#id you explain why your claim is so important=

O7+"DIW"/IOD

Structure and Flo, o" Argument

"sk youselfHis this the best order for my evidence and commentary=


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Post (evision (e"lectionAnchor Chart

In your riters Dotebook, reflect on these uestions$

%. hat was the most exciting part of writing your argument paragraph= Bowcome=

*. hat was the most difficult part of writing your argument paragraph= Bowcome=

. If you still had more time to revise your piece, what would you workon&change=

. hat did you learn about yourself and your process as a writer=

6. hat will you do differently the next time you tackle a writing pro


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Argument Paragraph (ubric Prove Your Point

Element

Advanced 'n.Target 0ovice

Content /he paragraph$

Creates a unified and persuasive argumentQ

every sentence supports the key claim.

Contains a topic sentence with a debatableclaim and summary of the evidence.

Gmploys multiple evidence types, including a

secondary source.

"ll sources are credible and properly cited.

Includes commentary that intricately and

complexly explains how the evidence provesthe claim.

/he paragraph$

Creates a fairly unified and persuasive

argumentQ almost all sentences support the key

claim. Contains a topic sentence with a debatable

claim and summary of the evidence.

Gmploys a variety of evidence types, including a

secondary source.

0ost sources are credible and properly cited.

Includes commentary that explains how the

evidence proves the claim.

/he paragraph$

5truggles to create a unified and

persuasive argumentQ multiple sentences

do not directly support the key claim. Contains a topic sentence with either a

debatable claim or summary of theevidence, but not both.

Gmploys only one evidence type.

5ources are not credibleQ citations are

missing or incorrect.

Commentary missing or does not fully

explain how the evidence proves theclaim.

'rganiation

/he paragraph$

5hifts seamlessly back and forth between

evidence and commentary.

/he paragraph$

>ogically flows between evidence and

commentary.

/he paragraph$

5truggles to organiAe evidence and

commentary in a logical manner.

Style ?*echanics

/he paragraph$

Contains no fragments or run-onsQ engages

complex sentence structures.

Consistently maintains a formal voice.

7eadily employs diction specific to the chosen

topic.

/he paragraph$

Contains minimal fragments or run-ons.

0aintains a formal voice throughout with only

occasional lapses.

Gmploys diction specific to the chosen topic.

/he paragraph$

Contains multiple fragments or run-ons.

Is written in an informal voice.

Occasionally employs diction specific to

the chosen topic.

ProcessChec$list

/he writer$o 4re-wrote to discover ideas for a debatable claim.

o #rafted to organiAe and analyAe evidence and devise commentary.

o 7evised his&her draft to achieve greater coherency and clarity.

o Gdited for sentence-level clarity and an error-free essay.

argument paragraph unit all handouts (1)

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