isbn: 978-1-40261-257-2 argument uni… · high school t teacher edition t ccss foundation unit...

ArgumentFoundationUnitArgument

High School • Teacher Edition • CCSS

ISBN: 978-1-40261-257-2

Pearson Washington, DC

800.221.3641 202.783.3672 fax www.pearson.com


Found

atio

nUn

it

Found

atio

nUn

itUse this Online Resources Packet only with the CCSS Edition of the:

Foundation Unit Argument: High School

ISBN 978-5-90801-623-0

ArgumentFoundationUnitArgument


ISBN: 978-1-40261-257-2

Pearson Washington, DC

800.221.3641 202.783.3672 fax www.pearson.com


Found

ati

onUnit

Found

ati

onUnit

Argument

FoundationUnit

ONLINE RESOURCES

PACKET

Copyright © 2013 Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce these pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Pearson Curriculum Group Rights & Permissions, One Lake Street, Upper Saddle River, New Jersey 07458.

ISBN: 978-5-90801-642-11 2 3 4 5 6 7 8 9 10 14 13 12 11 10

ArgumentResources

PRE-ASSESSMENTWriting an Argument EssayScoring Guide

ONLINE RESOURCESLesson 1: Setting Up a Writer’s Notebook

Lesson 6: Sample Arguments Sample Arguments: Teacher Version

Lesson 8: Facts, Opinions, or Claims: Teacher Version Steps for Writing an Argument Essay

Lesson 10: Counterclaims and Rebuttals

Lesson 11: “Dome” Questions

Lesson 12: Recognizing Logical Fallacies: Teacher Version

Lesson 14: Knowing the Audience: Teacher Version

Lesson 15: Note-Taking: Sample

Lesson 16: Strategies to Elaborate and Persuade: Sample Chart

Lesson 18: Argument Essay Rubric Argument Essay Rubric: Model

Lesson 19: School Bond Levy Evidence: Sample Charts

Lesson 20: Writing Strategies for Argument: Teacher Version

Lesson 23: Culminating Task

Lesson 24: Argument Essay Analysis

Lesson 25: “School Bond Levy” Analysis: Teacher Version

Lesson 26: Cover Sheet: Argument

POST-ASSESSMENTWriting an Argument EssayScoring Guide

OPTIONAL LESSONSLinking IdeasAssessmentSymposium

CCSS CORRELATION

Foundation Unit: Argument © 2013 Pearson Education, Inc. All rights reserved.

Writing an Argument Essay

Pre-Assessment • 1/4

DirectionsRead the following essay and prompt carefully. As you read, make notes about your initial responses, questions, and insights. Use your notes to write a well-organized letter to your principal in which you take a stand about this issue. You can argue for or against the requirement. Be sure to support your position with specific details, explanations, and examples, and to include information from the article, “In Service of Community,” in your letter.

In Service of Community

After graduation, many adolescents are stunned to learn two things:

1. Even though the bells have stopped ringing, they have to do something. The world does not seem to think that it owes them a living. There is food to buy, rent to pay, responsibilities to fulfill, and all of these seem to require work.

2. Their high school experience did not quite prepare them for this reality.

In theory, high schools are designed to help adolescents prepare for adulthood. They provide academic instruction: mathematics, science, communication, history—the information that’s needed for success in the adult world. They provide experiential instruction, too: social interactions with a wide range of others to learn how to get along and compromise, as well as sports and clubs to learn about working toward common goals. As they mature, high school students are presented with an increasing number of choices about their food, sports, friends, classes, and activities. By providing academic learning, experience, and increased independence, high schools are designed to help adolescents become independent, successful adults.

High schools have limitations, though.

One of the biggest limitations is that high schools isolate adolescents from the rest of society. Behind those walls, in the company of only adolescents,



Writing an Argument Essay (continued)

high school students read about the myriad components of adult life. They learn economics without actual money, psychology without real people, and mathematics without immediate application. In the controlled environment of their classrooms, they learn about society: how it came to be, how it functions, and how it might be changed. In labs, they learn about the relationships amongst species, climate, and other factors that affect complex ecosystems, and they sit in classrooms full of English speakers, learning how people in other countries communicate. Even their communication is limited. They learn to speak by talking mostly with other adolescents, and they learn to write by addressing only one audience: their teachers.

In many ways, high school is simple, controlled, and predictable. The world outside is not. Students learn a lot behind the high school walls, but often find themselves unprepared for the complexity of the real world.

In an effort to bridge this gap, President Bush signed the National and Community Service Act of 1990, which provided federal funds to high schools that provided learning opportunities beyond the classroom. This legislation was followed by two additional Acts, the National and Community Trust Act of 1993, and the Edward M. Kennedy Serve America Act of 2009, both of which support schools’ efforts to move their students beyond the school walls. In response, districts across the country have added a new requirement for high school graduation: Community Service.

The benefits of Community Service are beyond dispute. Not only do communities benefit from the energy and insight that high school students provide, student are given an opportunity to learn about how the world works. They learn about life as it’s lived by people from a range of ages, cultures, and income levels. They also learn about the world of work, an interdependent system that requires compromise and independence, responsibility and creativity. In their roles as fundraisers, support providers, organizers, teachers, and workers, students learn to communicate with a wide range of audiences through speaking and writing. They also learn to absorb information by carefully listening to a wide range of people.




Of equal importance, students learn about themselves. They learn their strengths and their weaknesses, and they learn how to capitalize on the former and grapple with the latter. Students who spend time volunteering come to see themselves as belonging not just to the cliques and groups of high school, but as a being part of a larger, more dynamic, diverse world that requires problem solving, confidence, competence, and commitment to something beyond the immediate demands of adolescent life.

Through Community Service, some students find a career. In addition to the careers they’ve already experienced—retail, teaching, and their parents’ careers – adolescents experience scientists applying their knowledge to the environment, managers applying their skills to ensuring that offices run efficiently, contractors sharing their skills with those who need them most. Often, students find adults who are knowledgeable and supportive, and who can help them find their way along the path to a career.

According to research, students who provide Community Service gain confidence and clarity about their goals in life and are more flexible in their interactions with other people. Sociologists point to the benefits of this social capital in light of the current economy, which is shifting rapidly from the manufacturing of the 20th century to the service and intellectual economy of the 21st. People who know themselves and can work with others, they say, are the people who will thrive in this new world. Many colleges and employers support this line of reasoning, giving preference to applicants who have already demonstrated their capabilities by volunteering in their communities.

Required Community Service has its opponents, too. Some say that requiring young people to do something that they do not want to do is a type of enforced slavery. America promises freedom, they say, and no one should be required to do anything that they didn’t choose—especially if they’re not paid for their efforts.

Other critics of this graduation requirement point to the pressures of school, family, athletics, and employment, noting that students who have responsibilities ought not be required to devote time they do not have. Studying takes time, and the competition for college is extreme, they say.




For athletes, practice and conditioning time is extensive. Time spent on Community Service is time not spent on these pursuits. For those who have family responsibilities, Community Service limits the time they can spend babysitting and/or earning money to contribute to the family budget.

Still other critics of requiring Community Service for graduation say that Community Service is a set-up for failure, both for the community and the students who volunteer. These critics point to the burden it places on the community when students do not see or care about the potential benefits, or are immature or egocentric. Adolescence is a time of maturing, they say, and, if students are required to volunteer before they’re ready, community organizations will have to spend their time supervising and monitoring recalcitrant adolescents rather than improving the world.

With government budgets being slashed and community needs rising, the need for Americans to pull together to help one another directly has never been more clear. Some say that Community Service is necessary for the preparation of tomorrow’s American citizens; others disagree. Certainly, whether or not to require Community Service is a decision that must be made by schools and communities. In communities across the country, this decision will require the kind of active participation, conversation, thinking, and engagement that has always formed the center of American life.


Date:

Student’s Name: Student ID:

Argument Essay

Read each of the statements below, and circle the number on the scale that most accurately reflects your assessment of the paper.

4 = strong 3 = moderately strong 2 = somewhat weak 1 = weak

1. The topic and its importance are introduced clearly and effectively. 4 3 2 1

2. The claim is clear and concise. 4 3 2 1

3. The claim and counterclaims are developed with ample evidence and explanation.

4 3 2 1

4. The reasons for the claim are reasonable and clear. 4 3 2 1

5. The letter includes sufficient evidence to substantiate the claim. 4 3 2 1

6. The letter is logical, presenting clear relationships between the claim, counterclaims, reasons, and evidence.

4 3 2 1

7. Opposing perspectives and counterclaims are fairly and effectively presented and rebutted.

4 3 2 1

8. The letter clearly acknowledges the probable knowledge and perspective of its audience, the principal.

4 3 2 1

9. The letter is written in an appropriately formal style and tone. 4 3 2 1

10. The letter is free of errors in spelling, punctuation, and syntax that would impede a reader’s understanding.

4 3 2 1

Additional comments:

Scoring Guide



Step 1: At the center top of the very first page, write the title Table of Contents.

Step 2: To the left of the title, write Date.

Step 3: To the right of the title, write Page Number.

Step 4: On the first line below the title, list the sections and corresponding page numbers of the notebook: Writing Explorations, Sentence Explorations, and Language of Argument Glossary.

Step 5: Draw a line under the last listed section (the glossary), and place a Roman numeral “i” in the lower-right corner.

Step 6: Continue numbering pages, front and back, using Roman numerals. Stop with page “vi.” Place numbers for the back of the pages in the lower-left corner.

Step 7: On the seventh page, create a title page for Writing Explorations, and place a number “1” in the lower right corner.

Step 8: On the very last page, create a section titled Language of Argument Glossary. For this section, you will work backward from this page.

Setting Up a Writer’s Notebook

73 Journalistic Feature Writing © 2009 America’s Choice

Date Table of Contents Page #I. Writing Explorations 1II. Sentence Explorations #III. Language of Argument Glossary #

i

20 pages from the end

Last page of the notebook

• Continue numbering pages, front and back, using Roman numerals. Stop with page “vi.” Numbers for the back of pages can be placed in the lower-left corner

.

iiiii

Setting Up the Writer’s Notebook

The Writer’s Notebook • 2/4

Image: © iStockphoto.com

Lesson 1 • Establishing the Writers Workshop 1/1


Sample Arguments

1 We should abolish the death penalty. One hundred twenty-four people have been freed from

prison and death row in the last 30 years because new evidence has proven their innocence.

Human error in these cases show that our legal system is flawed, and these people were falsely

convicted. Death penalties have been handed down more often when the victim of murder

has been white than when they are of other races. The system discriminates on the basis of

race. Removing the death penalty would not endanger us. Life in prison without parole is an

alternative sentence that would keep our citizens safe.

2 Serving one’s country is an important responsibility for all of its citizens. The notion that

volunteers make better soldiers has not been proven. We should inaugurate a system in which

all young women and men are eligible for the draft. With the establishment of a draft, the

burden of protecting our country would be fairly shared. If all our young people were eligible

or likely to be called to active duty, our deliberations about entering into armed conflict would

involve more serious consideration.

3 Random drug testing in high schools would require all students to provide urine samples even if

they have done nothing to make one suspect they were abusing illegal substances. Such testing

would be invasive to students’ lives and their rights as citizens. The Constitution guarantees

that citizens are innocent until proven guilty. Mandatory or random testing has not achieved its

purpose. Schools should not allow the use of mandatory drug testing of students.

4 We should work harder to ensure that American food supplies are safe. Recently, news

stories have revealed that people in our country are sick because of the food sold in our

markets. The Centers for Disease Control and Prevention estimate that “76 million Americans

get sick, 325,000 are hospitalized, and 5,000 die from food- borne illnesses each year.” The

organizations designed to monitor our food are not doing their job.

5 People outside the United States of America often admire us for our belief in the rule of law,

that people for the most part obey the law. If we give illegal immigrants in-state tuition, we

would be moving away from what makes this country so great, our core values. Why should

taxpayers bear the burden of people whose families broke the law? Even though these illegal

students are not the ones most responsible for entering the country illegally, we would be

condoning the actions of their families who did if we allowed in-state tuition. In-state tuition

should not be provided for undocumented citizens.

Lesson 6 • The Language of Argument 1/1


1. We should abolish the death penalty. C One hundred and twenty-four people have been freed from prison and death row in the last 30 years because new evidence has proved their innocence. E Human error in these cases show that our legal system is flawed, and these people were falsely convicted. W Death penalties have been handed down more often when the victim of murder has been white than when they are of other races. E The system discriminates on the basis of race. E Removing the death penalty would not endanger us. E Life in prison without parole is an alternative sentence that would keep our citizens safe. W

2. Serving one’s country is an important responsibility for all of its citizens. The notion that volunteers make better soldiers has not been proven. We should inaugurate a system in which all young women and men are eligible for the draft. With the establishment of a draft, the burden of protecting our country would be fairly shared. If all our young people were eligible or likely to be called to active duty, our deliberations about entering into armed conflict would take on more serious deliberations.

Claim: “We should inaugurate a system in which all young women and men are eligible for the draft.

Why?

Evidence: Serving one’s country is an important responsibility for all of its citizens.

Implied Warrant: All citizens do not now share that responsibility.

Evidence: The notion that volunteers make better soldiers has not been proven. (This sentence actually sounds like a rebuttal of a counterclaim that the volunteer system is good because volunteers make better soldiers.)

Evidence: With the establishment of a draft, the burden of protecting our country would be fairly shared.

Implicit Warrant: The system of volunteers that we have now is unfair or not as fair.

Evidence: If all our young people were eligible or likely to be called to active duty, our deliberations about entering into armed conflict would take on more serious deliberations.

Implicit Warrant: Deliberating more seriously before entering into an armed conflict would be a good thing.

Sample Arguments: Teacher Version



3. Random drug testing in high schools would require all students to provide urine samples even if they have done nothing to make one suspect they were abusing illegal substances. Such testing would be invasive to students’ lives and their rights as citizens. The Constitution guarantees that citizens are innocent until proven guilty. Mandatory or random testing has not achieved its purpose. Schools should not allow the use of mandatory drug testing of students.

Claim: Schools should not allow the use of mandatory drug testing of students.

Evidence: Random drug testing . . . would require all students to provide urine samples even if they have done nothing to make one suspect they were abusing illegal substances.

Warrant: Such testing would be invasive to students’ lives and their rights as citizens.

Evidence: The Constitution guarantees that citizens are innocent until proven guilty.

Implied Warrant: The Constitution is the legal document that we must follow to protect citizens. Random drug testing would be treating students as though they were guilty.

Evidence: Mandatory or random testing has not achieved its purpose.

Implied Warrant: Its purpose was to catch offending abusers of drugs.

Sample Arguments: Teacher Version (continued)



4. We should work harder to ensure that American food supplies are safe. Recently, news stories have revealed that people in our country are sick because of the food sold in our markets. The Centers for Disease Control and Prevention estimate that “76 million Americans get sick, 325,000 are hospitalized, and 5,000 die from food-borne illnesses each year.” The organizations designed to monitor our food are not doing their job.

Claim: We should work harder to ensure that American food supplies are safe.

Evidence: Recently, news stories have revealed that people in our country are sick because of the food sold in our markets.

Evidence: The Centers for Disease Control and Prevention estimate that “76 million . . . each year.”

Warrant: The organizations designed to monitor our food are not doing their job.




5. People outside the United States of America often admire us for our belief in the rule of law, that people for the most part obey the law. If we give illegal immigrants in-state tuition, we would be moving away from what makes this country so great, our core values. Why should taxpayers bear the burden of people whose families broke the law? Even though these illegal students are not the ones most responsible for entering the country illegally, we would be condoning the actions of their families who did if we allowed in-state tuition. In-state tuition should not be provided for undocumented citizens.

Claim: In-state tuition should not be provided for undocumented citizens.

Evidence: People outside the USA often admire us for our belief in the rule of law, that people for the most part obey the law.

Warrant: If we give illegal immigrants in-state tuition, we would be moving away from what makes this country so great, our core values.

Evidence: Even though these illegal students are not the ones most responsible for entering the country illegally, we would be condoning the actions of their families who did if we allowed in-state tuition.

Warrant: Why should taxpayers bear the burden of people whose families break the law?




ExamplesF = Fact O = Opinion

Statement F O If you checked Opinion, try to change the language into an arguable claim. If you cannot, explain why.

1. The Pacific Ocean forms the western border of the United States. ✓

2. The Pacific Ocean is beautiful. ✓

Though the statement is an opinion, it will not work as an arguable claim, even if the reader disagrees. The opinion is purely a matter of taste.

3. Thanksgiving is celebrated on the fourth Thursday in November. ✓

4. The Thanksgiving holiday should be celebrated on a Friday or a Monday, not a Thursday, to give people a three-day weekend.

✓

This opinion could work as an arguable claim.

5. The school’s classes start at 8:00 a.m.

✓

6. Eight o’clock classes are torture.

✓

This is an opinion, but it is not in a form that could be argued well. It suggests that everyone feels the same way, and that is probably not true. As a student, I may detest early morning classes. As a teacher, I may prefer them. An arguable claim might be, “High schools should begin and end classes later in the day.”

Instructions1. Decide if each statement is a fact or an opinion. For facts, check “F.” For opinions, check “O.”

2. If statement is an opinion, determine whether it can be transformed into an arguable claim.

Sometimes the language in the opinion is too vague and cannot be argued well. And if an

opinion is purely a matter of personal taste, it cannot be argued.

3. Work with each opinion to see if you can turn it into an arguable claim by changing the

language.

Facts, Opinions, or Claims: Teacher Version

Lesson 8 • Facts, Opinions, and Arguable Claims 1/3


Facts, Opinions, or Claims: Teacher Version (continued)


1. More children die from physical abuse every 15 minutes than the number who died in the Columbine school massacre.

✓

2. The Washington Monument is 555 feet high.

✓

3. Television is bad for children.

✓ In this form, the opinion would be difficult to argue because the language is so vague. Arguable claims might be written in the following language: “Watching excess television is harmful for young children” or “Watching television with adult themes is unhealthy for young children” or “Parents should monitor the television viewing of school-aged children.”

4. Little League baseball is too competitive.

✓ Again, the language of the opinion needs some clarification. One arguable claim might be “The importance of winning in Little League baseball should be balanced with teaching children skills and providing fun activities.”

5. Gun control is not an easy issue.

✓ Probably for many people, this statement is more like a fact than an opinion. However, it cannot be verified without asking everyone. Both #5 and #6 need some further definitions. What do we mean by “Gun control” or which particular “Gun legislation does not work”?

6. Gun legislation does not work.

✓ One way to make an arguable claim would be “Gun sales to people with a history of mental illness should be prohibited.”

7. Cafeteria food at our school is disgusting.

✓ This opinion is based on personal taste. it is difficult to argue personal preferences with any effectiveness. One could argue a claim like “The cafeteria at our school should provide daily options of all basic food groups.




8. Following instructions from an authority should only be carried out if the instructions are morally correct.

✓ This opinion is close to being an arguable claim. It would be helpful to know the context. Do we agree about what or whose morals are in question? For example, are we talking about soldiers on a battlefield? Help students see that vague and undefined language is difficult to argue in an essay.

9. Sporting a variety of piercings and tattoos is a clear cry out against conformity.

✓ Many people would say that body piercing and tattoos are in style for parts of our contemporary culture. The statement as it stands is an interpretation that may not be a productive way to argue the issues surrounding piercing and tattoos.

10. Children under the age of 18 should be required to have parental consent to get tattoos and/or body piercings.

✓ This statement of opinion is a good arguable claim.

11. Some believe that allowing prayer in schools is a violation of individual rights.

✓ You could verify this fact by asking a sampling of people.

12. Mandatory prayers is school is a violation of individual rights.

✓ It may be that courts have decided this issue legally. The fact that it might have been settled in court is good evidence that it is an arguable claim.

13. Guns in school are bad.

✓ The statement, although seeming to be obviously true, needs some additional language to clarify what s meant. An arguable claim might be “Metal detectors should be installed to prevent anyone from bringing guns to school.”

14. The whale shark is the largest fish in the sea.

✓ Check it out to see if it’s true. If we can verify the facts, we can’t really argue.

15. Sharks pose a real danger to swimmers and surfers.

✓ Does location matter? Do all sharks pose a danger to swimmers and surfers? A better arguable claim would specify this information.

Facts, Opinions, or Claims: Teacher Version (continued)



Steps for Writing an Argument Essay

1. Identify your topic or issue.

2. Respond to the topic to discover and clarify your ideas and opinions.

3. Explore the topic to discover arguable claims.

4. Identify your arguable claim.

5. Refine your claim with qualifiers.

6. Define any terms you need to have made clear.

7. Do research to find evidence.

8. Identify potential readers.

9. Develop the argument by drafting body paragraphs, including evidence and warrants.

10. Analyze your initial draft to evaluate the strength and effectiveness of the evidence.

11. Identify, evaluate, add, or revise rebuttals in the draft.

12. Craft an effective introduction and a clear, effective conclusion.

13. Synthesize your notes and draft revisions to write a complete argument essay with introduction, body paragraphs, and conclusion.

14. Edit your draft for sentence structure, variety, and conventions (grammar, spelling, capitalization, and punctuation).


© iStockphoto.com/_zak

Foundation Unit: Argument © 2013 Pearson Education, Inc. All rights reserved.Foundations Study

Counterclaims and Rebuttals

Claim:

Evidence Warrants Counterclaim Rebuttal

Lesson 10 • Claim and Counterclaims 1/1


Lesson 11 • A Strong Student Model 1/1

Dome Questions

• Whatistheessay’sgreateststrength?

• Howwouldyoudescribetheorganizationofthepiece?Whatmakesiteffective? What would make it more effective?

• Whatdidthewriterdowellintheessay’sintroductionandconclusion?

• Whowasthewriter’sintendedaudience?

• Howdoestheessayengagethereader’sinterest?Howmightithavebeenmade more engaging?

• Whatapproachesdoesthiswriterusethatyouwanttorememberwhenyou write your essay?


This sounds logical but . . .For each of the following statements, identify the logical fallacy being used and write why the

fallacy does not prove a point being argued.

Statement Kind of Fallacy Explanation

1. America is our country; either love it or leave it.

False Dilemma This statement suggests that if you don’t love America (and support and agree with all its national policies), you should find some other country to live in. That’s faulty reasoning. It is possible to love your country and still be critical and find fault with some things.

2. Jones’ argument against increasing taxes for the rich is worthless; that jerk has built his personal fortune on the backs of his employees.

Name Calling Calling Jones a “jerk” and pointing out how he got rich suggests that he is not right about increasing taxes for the rich. In fact, his argument could be right even if he is a jerk. The writer is trying to influence the reader by denigrating the character of Jones.

3. Don’t be left out; get your new, latest CD today!

Band Wagon A common advertising ploy is to suggest that if we don’t buy a certain product, we’ll be “left out.” Just because many others are buying this CD doesn’t mean we must buy it, too. Notice also how the writer uses loaded words: “new” and “latest.”

4. That fool teacher gave me an F in math.

Name Calling The speaker of this sentence may be hoping that we’ll believe she got an F because the teacher is a fool. But calling the teacher a fool may have nothing to do with a grade the student earned. We need more evidence.

5. Ninety-five percent of all professional athletes prefer this sports drink.

Testimonial 95% of “all professional athletes” is an impressive group. First, I would question how the writer got the statistics. But the writer is also suggesting that we should buy the drink because professional athletes prefer it, and they are a group we admire.

6. Keira Knightly should write a book about soccer because she has been in a movie about it.

Testimonial Keira Knightly, a popular actress, may not know enough about soccer to write a book. She may not be a writer. The fact that she has played soccer in a movie or played in a movie about soccer does not mean she’s well qualified to write a book. The writer wants to sway us with her fame and popularity.

Recognizing Logical Fallacies: Teacher Version

Lesson 12 • Logical Fallacies 1/2


Statement Kind of Fallacy Explanation

7. If we don’t privatize education in this country, our democracy will come to a screeching end.

False Dilemma The writer is trying to frighten the reader with the possible end of democracy by suggesting that if we don’t follow his prescription (privatizing schools) the end of democracy will quickly result. How has democracy survived with public education so well and so long, I would ask.

8. Any idiot can see that school uniforms will make a school safer.

Name Calling The writer is saying that the reader is stupid to believe that uniforms won’t help with keeping schools safe. A better way to support the adoption of uniforms would be to cite studies showing their use and the relationship to school safety over time. Just because you disagree with a writer doesn’t mean you’re an idiot.

9. It doesn’t matter that he was guilty of war crimes; the man is old and in frail health and shouldn’t have to stand trial.

Appeal to Pity—Sob Story Because the man is old and frail doesn’t mean he shouldn’t receive consequences if he committed a crime. He deserves a fair trial, and the victims of the war crimes deserve justice.

10. The American Bar Association says that cigarettes pose a cancer threat to non-smokers.

Card Stacking The ABA is a prestigious group, but their expertise is not medicine. They are not the kind of experts the writer should cite to make an argument about the dangers of cigarettes to non-smokers.

11. Tommy’s such a slob; he should not accuse her of being careless.

Name Calling Tommy may be a slob. If he is, that does not mean he can’t judge whether or not the girl is careless. Instead tell us Tommy’s reasons for thinking she is careless.

12. The charges of physical abuse are totally untrue; the police would never do something like that.

Glittering Generalities Not everyone on all police forces is honorable or true. Just because we might admire the police as a group, shouldn’t mean we should be blind to the possibility that some on the force might have been abusive. It could be that some have committed physical abuse.

13. Either we build a new stadium or we give up on sports altogether at this school.

False Dilemma The writer really wants a new stadium built. But this is not an either – or situation. Whether or not we continue with a sports program is not necessarily related to building a new stadium.

Recognizing Logical Fallacies: Teacher Version (continued)

Lesson 12 • Logical Fallacies 2/2


Title/Claim Counterclaims and Rebuttals

Audience for Rebuttal Notes

“Homework ≠ Success”

Claim: Teachers should not assign so much homework.

CC. American students fall behind others in science and math.

R. Those other countries assign less homework than American teachers.

Family members concerned about education and time requirements for children.

Educators

“Little Homework = Big Problem”

Claim: Too little homework leaves American students ill prepared to compete.

CC. Little agreement by experts on whether American students get to much homework.

R. A reasoned approach is needed.

Family members concerned about education.

People worried that American schools can’t compete worldwide.

Educators

“On Women’s Right to Suffrage”

Claim: If women are people, then they cannot be denied the right to vote.

CC. Anthony broke the law when she voted in an election.

R. She just exercised her rights as a citizen, guaranteed in the Constitution.

All American citizens, men and women.

“Dome”

Claim:: Nuclear power is a worthwhile endeavor.

CC. Nuclear power puts the environment at risk.

R. That is a myth.

Anyone concerned about energy needs in America or the world.

“Is Junk Food Hurting Your Health?”

Claim: Schools should not sell any junk food on campus.

CC. Junk food does provide energy.

R. There are healthier ways to get energy.

Students, parents of students, educators, family doctors.

“The Case for No Helmets”

Claim: Motorcycle riders should not be required to wear helmets.

CC. Statistics prove helmets save lives.

R. The studies producing those statistics are invalid because of the number studied.

Motorcycle riders, legislators

Knowing the Audience: Teacher Version

Lesson 14 • Identifying Your Audience 1/1


Name: Osgood Student Date: November 20, 2012

Topic: School Uniforms

Claim: Our district should abandon mandatory school uniforms for high schools.

SourcesInterview

Person Interviewed: Wyatt Eacher, English teacher

Notes: • wouldn’t want to wear a uniform• likes students’ individuality + creativity• sees that it hides poverty—kids without $ look just like everyone else—remembers

hassles when kids didn’t have $ for the right shoes, clothes, etc.• says admin. likes uniforms

Quote: “I can’t recall that there was any substantive difference in deportment before we required uniforms.”

Internet Website

Name: EducationBug/Complete Guide to Education Articles, Resources, and More!

Web Address: www.educationbug.org/a/publi-school-uniform-statistics.html

Writer (if identified):

Notes:

• Parents like uniforms: inexpensive• Kids hate uniforms: ugly

Quote: “95% of New Orleans public schools require uniforms.”

Additional Notes: This site is basically pro-uniforms. I can get some counterclaim ideas here.

Note-Taking: Sample

Lesson 15 • Crafting Precise and Relevant Evidence 1/1


Strategy Explanation Example

descriptions an account that explains what something is or what it looks like

“Dome” first paragraph describes a nuclear power plant dome

anecdote a short, sometimes amusing, account of something that has happened

“Homework ≠ Success,” paragraph 2

case study a written account that gives detailed information about a person, group, or thing and their development over time

“Homework ≠ Success,” paragraph 5, gives the results of a study about reading for fun

analogy a comparison between two things to show their similarities

Analogies in Lesson 1 comparing the routines of workshop to activities for dance or sport

illustrations an example or a story which is used to make a point clear

“The Case for No Helmets,” paragraph one gives illustration of the sentence “Ah, the joys of motorcycling!”

In addition, the American Diploma Benchmarks include suggestions for giving “precise and relevant evidence.”

fact a piece of information that can be confirmed as true or not true

“Dome,” paragraph 3 reports that “safety has, in fact, improved” with nuclear power plants

expert opinion statement made by someone highly skilled in a particular area

“Is Junk Food Hurting Your Health?” paragraph 2, see the statement given by Stanton from the Australian Health and Medical Research Congress

quotation a sentence or phrase taken from someone or some source which is repeated by a writer

“Is Junk Food Hurting Your Health?” paragraph 3, researchers are quoted

expressions of commonly accepted beliefs

expressions of commonly accepted beliefs

“Dome,” paragraph 2 uses common beliefs about nuclear power plants

Strategies to Elaborate and Persuade: Sample Chart

Lesson 16 • Choosing Strategies 1/1


Co

nstruct argum

ents that:4

E

xemp

lary3

Meets the Stand

ard

2 A

pp

roaches the

Standard

1 N

eeds R

evision

1a. Introd

uces precise claim

(s), d

istinguishing

the claim(s)

from

alternate or o

pp

osing

claim

s, and creating

an o

rganizatio

n that establishes

clear relationship

s amo

ng the

claims, co

unterclaims, reaso

ns and

evidence

Makes a clear claim

. O

rganizes the essay

so that the read

er can und

erstand the reaso

ns and

evidence that sup

po

rt this claim

as well as the

pro

bab

le counterclaim

s

1b. D

evelop

s claim(s) and

co

unterclaims fairly, sup

plying

evid

ence for each w

hile p

ointing

out the streng

ths and

limitatio

ns of b

oth in a m

anner that anticip

ates the audience’s

know

ledg

e level and co

ncerns

Provid

es clear and

sufficient evid

ence to

supp

ort the claim

. Clearly

explains and

fairly rebuts

pro

bab

le counterclaim

s

1c. Uses w

ord

s, phrases, and

clauses to

link the majo

r sectio

ns of the text, create

cohesio

n, and clarify the

relationship

s betw

een the claim

(s) and reaso

ns, betw

een the reaso

ns and evid

ence, and

betw

een claim(s) and

co

unterclaims.

Read

s smo

othly and

lo

gically; uses transitio

n w

ord

s, phrases and

clauses to

guid

e the read

er throug

h the majo

r sectio

ns of the essay. T

he relatio

nships b

etween

the majo

r sections o

f the essay are clear and

easy to

follo

w.

1d. E

stablishes and

maintains

a form

al style and o

bjective

tone w

hile attending

to the

norm

s and co

nventions o

f the d

iscipline

Uses term

inolo

gy and

sentence structures ap

pro

priate fo

r academ

ic essays.

Written in an o

bjective

tone.

1e. Provid

es a conclud

ing

statement o

r section that

follo

ws fro

m and

supp

orts the

argum

ent presented

Provid

es a sense of

closure.

Co

nvinces the reader o

f the serio

usness of the

claim.

Arg

um

en

t Essay R

ub

ric

Le

sson

18 • C

o-creating

a Rub

ric 1/1


Arg

um

en

t Essay R

ub

ric: Mo

de

l

Le

sson

18 • C

o-creating

a Rub

ric 1/1

Co

nstruct argum

ents that:4

E

xemp

lary3

Meets the Stand

ard

2 A

pp

roaches the

Standard

1 N

eeds R

evision

1a. Introd

uces precise claim

(s), d

istinguishing

the claim(s)

from

alternate or o

pp

osing

claim

s, and creating

an o

rganizatio

n that establishes

clear relationship

s amo

ng the

claims, co

unterclaims, reaso

ns and

evidence

Makes a clear, insig

htful claim

. Org

anizes the essay to

ensure the readers’

com

prehensio

n and

serious co

nsideratio

n o

f the claims and

the p

rob

able co

unterclaims.

Makes a clear claim

.

Org

anizes the essay so

that the reader can

understand

the reasons

and evid

ence that supp

ort

this claim as w

ell as the p

rob

able co

unterclaims

Makes a claim

.

Generally o

rganizes the

claim so

that the reader

understand

s the reasons

for the claim

. May no

te co

unterclaims.

Claim

may b

e unclear.

Essay m

ay focus o

nly on

the claim and

reasons.

Essay m

ay be so

mew

hat d

ifficult to

follo

w. M

ay not

mentio

n counterclaim

s.

1b. D

evelop

s claim(s) and

co

unterclaims fairly, sup

plying

evid

ence for each w

hile p

ointing

out the streng

ths and

limitatio

ns of b

oth in a m

anner that anticip

ates the audience’s

know

ledg

e level and co

ncerns

Provid

es clear and

sufficient evid

ence to

supp

ort the claim

. Clearly

explains and

fairly rebuts

pro

bab

le counterclaim

s

1c. Uses w

ord

s, phrases, and

clauses to

link the majo

r sectio

ns of the text, create

cohesio

n, and clarify the

relationship

s betw

een the claim

(s) and reaso

ns, betw

een the reaso

ns and evid

ence, and

betw

een claim(s) and

co

unterclaims.

Read

s smo

othly and

lo

gically; uses transitio

n w

ord

s, phrases and

clauses to

guid

e the read

er throug

h the majo

r sectio

ns of the essay. T

he relatio

nships b

etween

the majo

r sections o

f the essay are clear and

easy to

follo

w.

1d. E

stablishes and

maintains

a form

al style and o

bjective

tone w

hile attending

to the

norm

s and co

nventions o

f the d

iscipline

Uses term

inolo

gy and

sentence structures ap

pro

priate fo

r academ

ic essays.

Written in an o

bjective

tone.

1e. Provid

es a conclud

ing

statement o

r section that

follo

ws fro

m and

supp

orts the

argum

ent presented

Provid

es a sense of

closure.

Co

nvinces the reader o

f the serio

usness of the

claim.


1 The ______ School Board has recently proposed a bond levy to

add new facilities, as well as conduct some major repairs to the

school. The bond includes building a new gymnasium, a new

science room and lab, a new Media Center/Library, new Chapter

I and Special Education classrooms, and other facilities such as

more parking space, an increase in storage area, and new locker

rooms. Along with new construction, the board is proposing to

remodel facilities such as the drama/music areas, the entire roof,

the heating system, the school kitchen, and present gym as well.

This bond allowing ______ School to add more facilities should

be passed in order for young students to be provided with a

better education.

2 Several arguments have been brought up concerning the levy

since it failed in the March election. Some say that the school

doesn’t need to have brand new facilities and better classrooms,

but it does. Just this year the school had to shut down for days

at a time as a result of a malfunction of the heating system. The

roof of the library also had a leaking problem all winter long. The

leaking has actually caused the ceiling tiles to rot to the point

where they need to be removed. It isn’t safe to sit underneath

them because, in fact, they have fallen to tables where students

had been working only minutes before.

3 Another issue that people may be concerned with is the money

that taxpayers have to put up for the building. The cost of the

project in its entirety will be 2.9 million dollars, meaning that

for the next 25 years, taxpayers would pay 40 cents more per

thousand dollars in property tax than they do this year. The

project does cost a significant amount of money, but the school

needs it. If something isn’t done now, then the facilities such as

the library, the science room and others will continue to grow

steadily worse. The construction and remodeling needs to be

done eventually, so why not now, when interest rates are low and

School Bond Levy

Lesson 19 • Testing the Evidence 1/4


expenses are also low. Superintendent ______ commented that

it would cost the taxpayers much less money now than ten years

from now. Another reason that this is a good time to pass this

bond is that the results of Ballot Measure 5 are going into effect

at the same time as the levy. As it stands now, property tax rates

will go down another $2.50 by next year; however, if taxpayers

don’t mind paying what they do now and can handle a 40 cent

increase, then the school can be that much better.

4 Many other good reasons exist for funding

this construction now. For one, better

facilities will be made available to everyone:

staff members, students, and community

members. The new gym will allow student

athletes to have earlier practices and more

time for homework. With only one gym

in a K–12 school system, the junior high has to practice in the

morning before school, starting at 6:30 A. M., meaning that both

School Bond Levy (continued)

The construction and remodeling needs to be done

eventually, so why not now, when interest rates are low and expenses are also low.

© iStockphoto.com/apomares



the girls’ and boys’ teams had to practice at the same

time, with half of the court for the girls and half for

the boys. After school, the high school girls would

practice from 3:30 to 5:30 P. M. The varsity boys

would then start at 5:30 or 6:00 and go until 7:30.

After that, the junior varsity boys would come in for

an hour and a half. It’s absurd to think that student

athletes can make good use of their time with a schedule

like that. If the bond were to pass, both the new gym and the

present gym would be used for practices and athletes wouldn’t

have to wait so long to practice every day.

5 Another reason that the gym should be built is that it is no

longer adequate. The bleachers are too close to the court and

so there is no room to walk by without getting in the way during

a game. The gym also poses a problem for the cheerleaders. As

it is now, there is no room for them to cheer. They have to stand

on one of the ends which, of course, is right in the way of people

walking by. If a new gym were built, enough room would be

provided surrounding the court that there wouldn’t be any of the

problems there are now.

6 Another advantage to the bond proposal is that it would provide

more space in the school. The school has

always been small, which is in some ways

nice, but it needs to expand. The lack of

space is a problem because everyone is

crammed into one little hallway trying to

make it around from class to class. As it is,

there isn’t enough room for the library to

just be a library or the kitchen to just be a

kitchen. Students can’t even go to the library

when they need to because Health, Media,


Students can’t even go to the library when they need to because Health, Media, and other classes are held there.



and other classes are held

there.

The Satellite Learning

classroom, which shares

a space with the kitchen,

usually has a difficult learning

atmosphere each day as

people prepare food for the

hot lunch program. Another

problem area is the current

science room and lab. Lab

facilities are outdated and

cannot be replaced for a

variety of reasons related to

the plumbing and electrical

systems. Both science teachers

have said publicly that the

chemical storage room is

inadequate and unsafe. The

science curriculum is a core

part of students’ education and should have better facilities.

7 It is clear, then, that ______ School needs significant

improvements in which case the bond must be passed. As a

community, education is an essential part of the future. In the

past, ______ has relied on the timber industry for employment,

but times are changing and the younger generations need to be

better prepared to meet the challenges that arise. For example,

they need to be able to take part in a variety of activities and

be able to achieve in many different areas. If the school is

inadequate, how can the younger generations be provided with

the education and training they need to be successful in the

future?



© iStockphoto.com/mrloz


Evidence: Sample Charts

Chart 1:Looking for Sufficient Evidence

Read your partner’s essay and answer the following questions. Answer “yes,” “no,” or “I’m not sure.”

• Isthereenoughevidenceintheessay?Thatis,didthewriter include evidence sufficient to convince a reader?

Allow the writer to register your response, take notes, and, if necessary, plan to get a second opinion.

Chart 2:Looking for

Typical Evidence


• Istheevidenceintheessaytypical?Thatis,isitthekindof evidence you’d expect to see in an argument about this topic?

– For example, if the writer has included quotations or details from a particular source, is the source what you would expect to see?

Ask the writer to highlight the typical evidence contained in the draft.



Evidence: Sample Charts (continued)

Chart 3:Looking for

Accurate Evidence

Read your partner’s essay and look for any figures or statistics that the writer used. Ask the following questions:

• Arethefactsverifiable?

• Wherecanthereadergotochecktheaccuracy?

• Arethesourcesofthefiguresandstatisticscited?

Ask the writer to highlight the seemingly accurate evidence contained in the draft.

Use a different color highlighter if a variety of colors is available.

Chart 4:Looking for

Relevant Evidence


• Istheevidenceintheessayrelevant?Thatis,doestheevidence relate to the claim in a clear way?

– For example, check to see if the writer included some logical fallacies: appeal to pity or appeal to popular opinion, evidence that may seem to make sense but doesn’t really relate the question at hand.



Claims, Evidence, and Warrants

Possible Counterclaims Rebuttals

Strategies for an Effective Introduction

Strategies for an Effective Concluding Paragraph

Lesson 1: “Homework ≠ Success”

C: Teachers should not assign so much homework.

E: Parents complaining homework takes too much time.

E: Average student does 78 minutes per night in elementary, etc.

E: Educators suggest 10 minutes per grade per night.

E: Most homework has little value.

W: Time on task is not helpful if the task is not right.

E: Two new books out about too much homework.

W: Experts who wrote books have studied the issue carefully.

CC: American students fall behind others in science and math.

R: Those other countries assign less homework.

I: Refers to national testing and academic improvement—on everyone’s mind.

Conc: Brief; refers back to anecdote early in the piece, pulling things together.

Writing Strategies for Argument: Teacher Version

Lesson 20 • Revising Content 1/6






Lesson 1: “Little Homework = Big Problem”

C: Too little homework leaves American students ill prepared to compete.

E: Surveys report 66% of college students spend an average of 1 hour or less per night, below recommendations.

E: Chinese students who are doing well spend twice as much time as American students on academics.

W: Much of American students school time is not on academics.

E: Report says American homework time is neither oppressive nor increasing.

W: Therefore, Americans are not spending too much time on homework.

CC: Little agreement by experts on whether American students get too much homework.

R: A reasoned approach is needed.

I: Surveys the controversy with unbiased approach.

Conc: To make up for deficits in time not spent on academics, assign better designed homework.

Writing Strategies for Argument: Teacher Version (continued)







Lesson 4: “On Women’s Right to Suffrage”

C: If women are people, then they cannot be denied the right to vote.

E: Preamble to the Federal Constitution says that rights are established for people.

E: Women are people.

W: Therefore, women should be granted all the rights men have.

E: To deny women the right to vote is breaking the “supreme law of the land.”

E: Webster defines citizen as a person in the US, entitled to vote and hold office.

W: Women are persons.

C: By voting in the last election, the author did not break a law.

CC: Anthony broke the law when she voted in her latest election.

R: She just exercised her rights as a citizen, guaranteed in the constitution.

I: Uses the anecdote of being “indicted” and charged with the “alleged crime” of voting.

Conc: Opponents of women’s right to vote will not say they are not persons.

Uses the language of logic: “Hence, every discrimination against women in the constitution and laws of he several States is today null and void.”








Lesson 10: “Dome”

C: Nuclear power is a worthwhile endeavor.

E: The cost will be repaid by risk-free benefits: greater efficiency, greater safety, bolstering the local economy.

W: If it’s cheaper in the long run, it is “worth” while.

C:

CC: Introduces “concerns” in paragraph 1 about putting environment at risk, elaborates in paragraph 2, commenting on public health and safety, toxic waste dumps, threats to local wildlife and inhabitants.

R: Writes rebuttals in paragraph 3: refers to publicly held myths and fears that are uninformed.

I: Uses colorful, figurative description of the construction of the nuclear power plant dome.

Conc: Summarizes arguments about the worthwhile nature of the plant and states that the NRC would clearly be well advised to proceed at full speed with the development and construction of the power plant.

Lesson 14: “Is Junk Food Hurting Your Health?”

C: Schools should not sell any junk food on campuses.

E: 40% of 4th graders are overweight.

W: Overweight children have risks of developing diabetes, etc.

E: There are few advertisements for health foods.

W: Advertising works, convincing children.

CC: Junk food does provide energy.

CC: Junk food is necessary and has become part of American life.

R: Look at arterial walls of typical students.

R: There are healthier ways to be alert and get energy

I: Cites statistics about numbers of overweight and sick American students. Leads to thesis: The Administrators of our school (and other schools) should not sell any junk food on the campuses.

Conc: Moves to another responsibility of schools: to help students improved health.








Lesson 14: “The Case for No Helmets”

C: Motorcycle riders should not be required to wear helmets.

E: 98% of riders at event opposed helmets.

W: Riders may know better than non-riders.

E: Helmets are themselves unsafe. Some have been shown to increase danger during accidents.

W: If they increase danger, they should not be mandatory.

CC: Statistics prove helmets save lives.

CC: Helmets reduce deaths caused by head trauma.

R: The studies are invalid because of the numbers studied.

R: Helmets give riders a false sense of invulnerability.

I: Extols the joys of riding with wind in hair…

“Wait, Forget about that last part.” Humor.

Conc: There is a place for helmets. Drivers of automobiles should wear them. More head injuries in car accidents than in motorcycle accidents.

Lesson 18: “School Bond Levy”

C: The bond should be passed.

E: School has problems: malfunctioning heater, leaky roof, and inadequate space.

W: Repairs make school safer for students.

E: There isn’t enough space.

CC: The school doesn’t need new facilities.

CC: The bond costs too much money.

R: Not true. School had to shut down due to malfunctioning heater, etc.

R: It may cost more later if we don’t fix things now.

I: Introduces the proposal for the school bond levy and ends with the claim.

Conc: Education is important to all community. We’ve lost employment opportunities in changing times, so we need education even more now.








Lesson 19: “Dear Mr. Inns”

C: Off campus lunch should not be allowed.

E: Students will be subjected to bullying and brawls.

W: Students’ safety trumps convenience.

E: Overcrowding will occur in off-campus restaurants.

W: The restaurant owners won’t like that.

E: Students will be late to 5th period classes.

W: They will miss out on important education.

CC: School cafeteria wouldn’t need to provide so much food.

CC: Cafeteria won’t be so crowded.

R: For each good reason to allow the campus to be open, there are more reasons to keep it closed.

I: Uses most compelling reason—student danger—to convince the principal not to make this decision.

Conc: Think about the whole community. Uses all capital letters to emphasize the claim.




Culminating Task

Lesson 23 • Editing for Style 1/2

Choose an issue that is important to you and research the issue to gather information about it. Synthesize the information you gather into an academic argument in which you take a clear stand on the issue. Support your claim by presenting logical reasons and sufficient evidence. Be sure to identify and rebut the counterclaims that might be made by those who disagree with your position. Organize your essay so that your readers can clearly understand your claim as well as your reasoning.


Lesson 23 • Editing for Style 2/2

Culminating Task (continued)

Your final draft should be typed and edited, and include a bibliography of the sources you

consulted. Before submitting it, you should be sure to:

• Markyourtext.

— Place a “C” next to your claim

— Place an “E” next to your evidence

— Place an “R” next to any explicit reasons/warrants that you have included

— Place “CC” next to each explicit counterclaim

— Place “Reb” next to your rebuttals

• Highlightthetransitionsandtransitionalphrasesthatyouusedtoensurethatthewriting

was clear and easy to follow.

• Highlighttheplaceswhereyouchangedthegrammaticalpattern.

• Writethenumberofwordsinthesentencesinyourlongestparagraphinthemarginbesideit.

• Usetheclassrubrictoevaluateyourfinaldraft.

• Attachtheroughdraftandcoversheet.


1. Write the sentence from your essay that best states the claim.

2. Underline the qualifiers of your claim. If the qualifier is necessary, do nothing; however, if the qualifier weakens your claim, cross it out.

3. What is the strongest evidence for your claim?

4. Find a place in your essay where a warrant is clearly, explicitly stated. Write it down. If there is a place where the warrant is implicit, or not stated, because you believe the reader will understand the argument without it, reconsider whether you should actually write it. It is better to be clear.

5. Are the possible counterclaims explicit or implicit? Explain.

6. What is one counterclaim you expect your reader to make?

7. What is your rebuttal to that counterclaim?

8. Which parts of your essay were highlighted to indicate that they are particularly effective? (claim, evidence, warrant, counterclaim, rebuttal, introduction, conclusion)

Argument Essay Analysis

Lesson 24 • Reading Classmates’ Essays 1/1


Criteria Explanations

Construct Arguments That:

4 = Meets Standards; 3 = Needs Revision; 2 = Needs a Lot of Revision; 1 = Needs Complete Revision

Develops a thesis that demonstrates clear and knowledgeable judgment

4 The writer has presented a thesis in the last sentence of the first paragraph after giving information about the proposed levy so that readers know what it is they are asked to pass.

Structure ideas in a sustained and logical fashion

4 The organization of the essay is logical. After presenting the context for the claim, the writer addresses the concerns of the audience in paragraphs 2 and 3, giving clear and helpful rebuttals. Then in paragraphs 4 – 6, the writer lists good reasons for passing the levy. The conclusion brings in more global issues about education and the economy.

Use a range of strategies to elaborate and persuade such as descriptions, anecdotes, case studies, analogies and illustrations

4 The writer uses descriptions, a brief anecdote and several specific illustrations. Providing an image of rotting ceiling tiles, the writer then tells about tiles falling “where students had been working only minutes before.” Detailed illustrations help the reader understand the complicated schedule for use of the gym by middle and high school boys’ and girls’ teams.

Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations and/or expressions of commonly accepted beliefs and logical reasoning

4 The writer uses precise and relevant evidence, especially when explaining the finances of the proposed levy. There facts are cited about the exact impact the levy will have on citizens. The writer also indirectly quotes the science teachers (experts about their science materials) about their storage area and the superintendent.

Anticipate and address the reader’s concerns and counterclaims

4 Paragraphs 2 and 3 deal primarily with the counterclaims of those who may oppose the tax increase. The counterclaim in paragraph 2 says that the school doesn’t need the new facilities, and the writer explains why it does. Paragraph 3 is about objections to raising taxes. The writer puts the expenses into long-range perspective.

Provide clear and effective conclusions

4 The writer concludes the argument by addressing the needs for good education in general, especially for citizens in a community where the traditional source of jobs is changing. Ending with a rhetorical question, the writer ends by wondering how students will be able to succeed if their school is inadequate.

“School Bond Levy” Analysis: Teacher Version

Lesson 25 • Applying the Rubric 1/2


Criteria Explanations

Construct Arguments That:

4 = Meets Standards; 3 = Needs Revision; 2 = Needs a Lot of Revision; 1 = Needs Complete Revision

Use standard English conventions for usage, punctuation, capitalization, and spelling

4 Any surface errors are minor and do not impede the flow of ideas.

Introduce the issue and context in a compelling way that hooks the reader

4 By its very nature, an essay arguing for increase in taxes may not entice readers. The writer does a good job of explaining the specifics of the proposal and therefore setting the context for a discussion.

Use a variety of stylistic devices to bring coherence and ease of reading:

• transitionsthatconnect parts of the essay purposefully

• varietiesofsentence length and grammatical structure

4 The writer begins several paragraphs with connector words and phrases, “Another issue,” “Another advantage,” “It is clear, then, that…” Sentences have a wide range of length and patterns.

“School Bond Levy” Analysis: Teacher Version (continued)

Lesson 25 • Applying the Rubric 2/2


Lesson 26 • Editing for Conventions 1/1

Cover Sheet: Argument

Name ______________________________________________ Period ___________________

Topic _______________________________________________

People who helped me revise and proofread my paper:

_____________________________________________________________________________

Claim: ____________________________________________________________________________

The strongest part of my argument is the (check one):

❑ claim

❑ introduction

❑ support

❑ clarity

❑ language syntax and/or style

❑ conclusion

The part of the essay that is written most effectively is:

The part of the essay that gave me the most trouble was:

Between the day I drafted the conclusion and this final draft, I changed:

I made these changes because:



Post-Assessment • 1/5

DirectionsRead the following article carefully. As you read, make notes on your initial responses, questions, and insights. Use these notes to write an article for the school newspaper in which you convince your readers of the importance of cleaning up the school. Take a stand about who should be responsible for the problem and what solution would solve it. Convince your readers through the use of specific reasons and examples, and be sure to cite evidence from the article.

Teenage Wasteland

Immediately after lunch each day, many high school campuses look like dumps. Trash is everywhere. Papers blow in the wind, empty cans rattle and roll through the hallways, and half empty cups festoon the tops of walls, banisters, and any other horizontal surface. Students shuffle zombie-like from class to class, feeling the gobs of food, dirty clothes, mangled books, and other detritus of adolescent life rise up to cover their ankles.

It’s a dirty business all ‘round.

There is no question that trash on and around a high school campus is terrible. Everyone knows that trash causes odors and unsightliness, and draws pests like rats, bees, and flies. Everyone knows that these animals increase health risks. Rats carry disease, bees carry stingers, and flies’ feet carry bacteria from the trash to students’ food, drink, and bodies. Trash causes money, too. Not only do schools have to divert funds from books, teachers, and activities to pay for upkeep, but they must also pay for school officials to field the complaints of neighbors who find the school an eyesore in the neighborhood.

This eyesore can change the social ecology of the neighborhood, driving down the value of homes and causing financial strife for homeowners who cannot sell their homes for good prices. Buyers don’t want to live near a trash-filled campus, not only because it’s unsightly, but also because it’s unhealthy.




Trash changes the ecosystem by changing the food chain. Trash attracts birds and rodents who enjoy the left-over burritos, burgers, and pizza bits. The rodents, of course, carry disease and tend to make their homes in the yards and homes nearby. The birds, meanwhile, dot the neighborhood with droppings, possibly spreading disease and certainly spreading unsightliness.

Trash has other effects as well. A recent study of more than 1,400 students revealed that they are distracted by a school environment suffering from “casual inattention” and/or “moderate dinginess,” two descriptors of what a school looks like when trash and wear are ignored. Indeed, schools’ overall cleanliness correlates with students’ performance on standardized test. Students who go to clean schools perform better, attend more regularly, and behave better than students at schools whose campuses are less maintained. This is true even when the data are adjusted for community income and education levels.

Research has shown that there is a “tipping point” for trash, a point where the amount of trash in the hallways, in the parking lots and grounds, and in the cafeteria and other common spaces actually serves to attract more trash. This is because there is a point after which students simply expect the environment to be filled with papers, pens, food, and other types of garbage, and they don’t see that dropping one more wrapper makes any difference. Both sides of the debate agree that campuses must be kept clean enough that this “tipping point” not ever be reached, but they differ about who is responsible and what solutions would best solve the problem.

The issue, of course, is what to do about this problem. Some say that it’s the responsibility of the school to provide a safe, healthy environment. The schools, they say, should hire custodians and other staff to clean up the trash and keep the campus looking clean. Taxes are paid and budgets are used to pay for this service, and professionals are trained in how to avoid the potential health problems that attend the removal of trash. Other public institutions, such as office buildings, malls, and libraries, maintain their grounds. Why shouldn’t schools?


Of course, school officials point to the cost of cleaning up after such a huge number of irresponsible adolescents, noting that funds devoted to trash clean-up should really be used for books, wireless connections and tablets, teachers, and other budget items that more closely support student learning. They maintain that keeping trash in check is the responsibility of the students themselves. It’s the students, they say, who seem to regard the campus as their personal trash cans. Students leave the trash. They should clean it up.

Many cite studies of schools where students regularly take responsibility for maintaining their schools. Students in these schools—often private schools or schools in other countries—take clear pride in their surroundings and in the appearance of their school. For students in these schools, the campus is the center of their community, their academic homes. Some believe that American students should share such attitudes.

Those who disagree with this point of view note the fact that students are in school to learn the kinds of things that they will need to know and able to do when they graduate, and picking up trash does not count in that curriculum. Besides, they say, whenever there are hundreds, perhaps thousands, or people concentrated onto one campus, it’s impossible to know who dropped that paper in the hall or left that plate on the bench or left that can on the fence. Little actions like these, which can happen hundreds of times a day, will predictably add up to lots of trash.

A recent survey of more than 1,400 American high school students revealed that they are distracted by a school environment suffering from “casual inattention” and/or “moderate dinginess,” two descriptors used by custodial professionals to describe buildings where nominal attention is paid to the removal of trash and the cleaning of walls, ceilings, floors, and windows. Research shows that students are more likely to attend school when the school is clean and attractive, and that academic performance and behavior are bolstered by clean, attractive environments.




Some schools have addressed this problem by working together. Students have met with administrators, custodians, and community members to work beyond the finger pointing to explore possible solutions. One school, after a year-long project in which daily trash was measured by volume, found that the school produced enough trash during a year to completely cover the football field with a 3-foot cover. The cost for collecting the trash and then hauling it away to landfill was calculated, and one science/engineering course took the problem on as its year-long project. At the end of the year, trash cans for paper and container recycling had been distributed at key eating areas around campus, and teams of students collected these recyclables into special bins for easy pick up for the local waste management company to haul to recyclers. The money raised though this endeavor paid for additional custodians.

Another school decided to reduce waste by switching from non-recyclables to recyclable products. This added to cafeteria costs, but this was offset by charging slightly higher prices. Still another school encouraged students to “rent” plates, cups, and utensils from the cafeteria by either paying a charge or showing that they had their own settings when they entered the cafeteria or snack bar line each day. Those who paid a charge had it returned when they brought their cups, plates, and utensils to the dishwasher. The salaries for the additional staff hired to monitor this rental program was covered by the money that the school saved by having less trash hauled to the local landfill.

Still other schools have banned vending machines that use cans or bottles, and require that students have their own cup or thermos to capture the water or soda that they purchase. Those who don’t have cups or thermoses are encouraged to buy one, and student stores stock them in a range of sizes, all emblazoned with the school logo. The profits from these purchases offset some of the costs of other efforts to clean the campuses.






Such creative approaches are successful in diminishing the amount of trash on high school campuses, but the problem still plagues schools all over the country. Schools are places where huge numbers of people gather for concentrated amounts of time in social situations, and the amount of trash created is staggering. For many students, it’s not a problem worth thinking about. For communities, however, and for the environment, it is a barrier to healthy, productive living and learning.


Date:

Student’s Name: Student ID:

Argument Essay

Read each of the statements below, and circle the number on the scale that most accurately reflects your assessment of the paper.

4 = strong 3 = moderately strong 2 = somewhat weak 1 = weak

1. The topic and its importance are introduced clearly and effectively. 4 3 2 1

2. The claim is clear and concise. 4 3 2 1

3. The claim and counterclaims are developed with ample evidence and explanation.

4 3 2 1

4. The reasons for the claim are reasonable and clear. 4 3 2 1

5. The letter includes sufficient evidence to substantiate the claim. 4 3 2 1

6. The letter is logical, presenting clear relationships between the claim, counterclaims, reasons, and evidence. 4 3 2 1

7. Opposing perspectives and counterclaims are fairly and effectively presented and rebutted.

4 3 2 1

8. The letter clearly acknowledges the probable knowledge and perspective of its audience, the principal.

4 3 2 1

9. The letter is written in an appropriately formal style and tone. 4 3 2 1

10. The letter is free of errors in spelling, punctuation, and syntax that would impede a reader’s understanding.

4 3 2 1

Additional comments:


Scoring Guide

Xlesson

Linking Ideas 1optional lesson

MATERIALS

❑❑ Chart paper and markers

❑❑ Chart: – Sentence Patterns Using Transitions (Lesson 23)

❑❑ Plastic Foam 1 paragraph (see Prep)

❑❑ Plastic Foam 2 paragraph (see Prep)

❑❑ Student Readers

❑❑ Writers notebooks

NOTE TO TEACHER

Optional lesson. You can use this lesson if students would benefit from instruction on using transitional words and phrases. A good placement would be between Lessons 21 and 22.

students’ learning

objectives

❑■ Examine touchstone texts for a variety of strategies for linking ideas with transitions

❑■ Write transitions in the argument essay drafts to link ideas and connect paragraphs with each other

students’ language objectives

❑■ Explore and decide on ways to use transitions, especially those linking claim and evidence.

– Showing cause and effect:

_______; therefore, _______.

– Providing an example of a generalization:

_______; for example, _______.

– Arguing an opposing view:

Some say _______; however, _______.

❑■ Consider whether transitions to link paragraphs to each other are sufficient and effective.

target words

❑■ transition, n. a word or short passage that links one topic, position, subject, or concept to another

prep

❑■ Make sure students have an initial draft of the body of their essays.

❑■ Provide conference time during the work period for those who do not have their initial drafts finished.

❑■ Create a chart titled “Sentence Patterns Using Transitions” and list these patterns: Showing Cause and Effect, Giving an Example of a Generalization, and Arguing an Opposing View (See the sentence frames in the students’ language objectives above.)

❑■ Determine how to display the “Plastic Foam 1” and “Plastic Foam 2” paragraphs provided at the end of this lesson. You can use a charts, transparencies, or a document camera.

independent writing

❑■ Students can do independent writing or reading if they finish their drafts early.


Optional Lesson 1 • Linking Ideas

opening

❑■ Explain that transitions are passages that help readers follow the thinking when a writer changes subjects.

❑■ Give the following example:

– If a writer had explained the environmental impact of gasoline and then began to discuss plastic bags, the reader might get lost. If, instead, the writer had used words like “Another petroleum problem is the overuse of plastic bags, which are made of petroleum products,” the writer would be able to follow the writer’s thinking from gasoline to plastic bags.

❑■ Write the following claim on the board:

– Our school should discontinue the use of plastic foam containers for meals sold in the cafeteria.”

❑■ Ask students to think about why a writer might want to argue this claim.

Turn and talk❑■ Give students time to share some possible ideas with each other.

❑■ Ask students to share something they heard from a partner or thought of themselves.

– They might come up with ideas like: (1) Plastic foam does not decompose well and (2) The cafeteria could use reusable dishes and trays that are made of materials that will not constantly be thrown into the trash. They may also come up with counterclaims, such as “Plastic foam is inexpensive and will save our schools money.”

❑■ Explain that to argue the first idea well, the writer would have to include a warrant for that piece of evidence. It is not necessarily clear how the decomposition of plastic foam connects with the school cafeteria; so, in the body paragraphs of the argument, the writer might compose something like the following.

❑■ Display the “Plastic Foam 1” paragraph.

Plastic foam is used in our cafeteria for trays for hot foods and for cups for hot and cold drinks; however, plastic foam does not decompose well. In fact, it actually takes hundreds of years to decompose; so, much of the space in our dumps and landfills is filled with discarded plastic foam material. Because it uses so many plastic foam containers, our school’s cafeteria is contributing to this problem; therefore, we should stop using plastic foam.



NOTE TO TEACHER

Pairing ELLs for success. This can be a challenging activity for English language learners. Make sure they are very familiar with the text and pair them with students who speak English as their first language.

opening

continued

❑■ Read the first sentence aloud and circle “however.”

❑■ Note that the writer uses the word “however” to separate two ideas, showing that they contrast.

❑■ Explain that some people might think that because plastic foam containers are used so much—even by the school—it must be okay. Yet, because the foam does not decompose, it is a problem. The writer helps the reader understand that these two ideas stand in contrast to one another.

❑■ Read the second sentence aloud, and circle “so.”

❑■ Explain that the writer uses this word to join two independent clauses and to transition from the ideas in the first clause, that plastic foam takes hundreds of years to decompose, to the idea of the second clause, that it fills our dumps and landfills.

❑■ Read the third sentence aloud and circle the word “therefore.”

❑■ Ask students to identify how this transition is used: what is the relationship between the first idea and the second? (cause and effect).

❑■ Tell students that these kinds of conjunctions help us with logic in writing by providing signals of the relationships between ideas.

❑■ To illustrate this point, display the “Plastic Foam 2” paragraph.

Plastic foam is used in our cafeteria for trays for hot foods and for cups for hot and cold drinks. Plastic foam does not decompose well. In fact it actually takes hundreds of years to decompose. Much of the space in our dumps and landfills is filled with discarded plastic foam material. Our school’s cafeteria is contributing to this problem. We should stop using plastic foam.

❑■ Have a student read this second paragraph aloud.

❑■ Ask students to compare the two versions.

– Which paragraph is clearer?”

– “Which paragraph is more persuasive?”

❑■ Lead students to see that the reader may miss the logic in the second version, even though the ideas are all still there.



STUDENT READER

“Is Junk Food Hurting Your Health?” pp. 26–27

“Transition Words: Words Commonly Used to Make Connections,” p. 39.

LESSON ADAPTATION

Supporting ELLs. Allow students to work with a partner and to assist each other with transitions.

NOTE TO TEACHER

Punctuation support. You may want to help students with their use of commas and semi-colons, two types of punctuation that seem to pose challenges to adolescent writers.

opening

continued

Transitioning between paragraphs❑■ Ask students to find the essay, “Is Junk Food Hurting Your Health?” in their Student Readers and review it quickly.

❑■ Draw attention to the way the writer begins each paragraph with a phrase, and these words help connect one paragraph to the next.

❑■ Work with students to identify the transitions and note their value.

– Paragraph 1 introduces the issue by citing a startling statistic, and it begins with the phrase “Since August of 2003.”

– Paragraph 2 uses the word “Today” to establish that the writer is talking about the here and now, after the 2003 study.

– Paragraph 3 uses the phrase, “Of course” to introduce a counterclaim, and to acknowledge the right thinking of some people who might disagree.

– Paragraph 4 begins with “On the other hand” to introduce another counterclaim after the rebuttals in paragraph 3.

– Paragraph 5 begins with “In conclusion,” signaling the ending of the argument and cements the argument that the school could aid in improving student health by banning the sale of junk food.

work time

Class sharing❑■ Tell students to review their second drafts and highlight the transitions they have already used.

❑■ Ask for volunteers to share those with the class by writing the transition words/phrases they used on the board.

❑■ Ask the volunteers to explain the relationship between the two parts that are linked. (The “Transition Words: Words Commonly Used to Make Connections” list in the Student Reader provides information for explaining the relationship forged by the use of a particular transition.)

❑■ Give students time to find places in their writing where transitions would make the writing more clear and logical. Have them write the transitional words or phrases on their drafts or in the sentence explorations section of their writer’s notebooks.



work time

continued

❑■ Again, ask for volunteers to share the writing they had before they added transitions and the writing they have now.

❑■ Ask students to explain what the relationship is between the two sentences, paragraphs, or ideas they wanted to connect.

Working on writing❑■ Give students the remainder of the time to work on their essays.

❑■ Circulate and offer suggestions and hold informal conferences.

closing

❑■ Be sure that the students add transitions to their writer’s notebook glossaries.

❑■ Invite students to sign up for writing conferences during the next few days.

homework

❑■ Students should read their drafts aloud to at least one person before the next lesson.



Plastic foam is used in our cafeteria for trays for hot foods

and for cups for hot and cold drinks; however, plastic

foam does not decompose well. In fact, it actually takes

hundreds of years to decompose; so, much of the space

in our dumps and landfills is filled with discarded plastic

foam material. Because it uses so many plastic foam

containers, our school’s cafeteria is contributing to this

problem; therefore, we should stop using plastic foam.

Plastic Foam 1

Online Resources Optional Lesson 1 • Linking Ideas 1/1


Plastic foam is used in our cafeteria for trays for hot foods

and for cups for hot and cold drinks. Plastic foam does

not decompose well. In fact it actually takes hundreds

of years to decompose. Much of the space in our dumps

and landfills is filled with discarded plastic foam material.

Our school’s cafeteria is contributing to this problem. We

should stop using plastic foam.

Plastic Foam 2

Online Resources Optional Lesson 1 • Linking Ideas 1/1

Xlesson

Assessment 2optional lesson

MATERIALS

❑❑ Loose-leaf paper

❑❑ Students copies: – “Disruption”

❑❑ “Disruption” Essay Analysis (see Prep)

NOTE TO TEACHER

Optional lesson. You can use this lesson to assess students’ ability to read and analyze an argument. A good placement would be between Lessons 25 and 26.

NOTE TO TEACHER

Teaching charts. Encourage students to use the charts posted in the room to remind themselves of the various terms used in the assessment.

students’ learning objective

❑■ Read an essay (model of student writing) and identify claim, evidence, warrant, qualifier, counterclaim, and rebuttal

students’ language objectives

❑■ Use the language of argument in small-group and whole-class discussions

❑■ Identify claim, evidence, warrant, qualifier, counterclaim, and rebuttal

target words

❑■ There are no new target words in this lesson. Continue to use and reinforce the language of the genre and any vocabulary students may be struggling with.

prep

❑■ Make student copies of “Disruption,” the student essay model provided at the end of this lesson.

❑■ Determine how to display the “‘Disruption’ Essay Analysis” for students to view.

independent writing

❑■ Students can do independent writing or reading if they finish their assessment ahead of schedule.

opening

Formative assessment❑■ Tell students you are going to distribute a new student-written essay and have them analyze it to show their understanding of the terms and language of argument. Tell them that you want to treat this exercise as a test, so they should work quietly on their own.

❑■ Direct students to number a piece of loose-leaf paper from 1–9, leaving space for short answers and explanations. Tell them that after they turn in their papers, the class will discuss this analysis. It will help them as they revise their own papers.


Optional Lesson 2 • Assessment

work time

Evaluating the essay❑■ Let students know that this is their opportunity to show their understanding of argument and the specific terms that they have learned during this unit.

❑■ Distribute “Disruption” and display the “‘Disruption’ Essay Analysis.”

❑■ Give students time to work. Tell them to turn in their papers as soon as they get done. Make it clear that if they finish before others, they must remain silent and find constructive work.

closing

Reviewing the questions ❑■ After all students have turned in their answers, go over the questions and discuss each one.

❑■ Let students know that in this discussion time they can talk about the essay in ways that the questions did not address. For example:

– What is the greatest strength of the essay?

– What did the student do well?

– What weaknesses did they notice?

– What advice would they give the student if he or she were to turn in this work in response to this class assignment: to write an argument essay on a topic of your choice.

homework

❑■ Remind students of the date when their final essays must be ready to turn in. Review the requirements that essays should be written in blue or black ink or typed (word processed).

❑■ Let them know that before the final papers are turned in they will have time to read each other’s essays and to offer advice for final revision.



“Disruption” (Student essay model)

Online Resources Optional Lesson 2 • Assessment 1/2

1 Recently, I went to the library to work on a report for history.

I noticed that a guy on the other side of the room had

headphones on and was listening to music. “Rule breaker,” I

thought to myself, but soon I forgot about it and got to work

researching my topic. A little later the librarian noticed the

earphone guy and forced him to put them away because it is our

school’s policy that we can’t bring and use them during school.

I didn’t think anything about it until I saw little paper triangles

flying across the room. I looked up to see that the student who

used to be listening to music was now playing table football

with a friend at another table. A couple of times they missed

each other and hit students sitting near them at the tables. This

caused a disruption for many of those people, at least until the

students throwing the paper were kicked out of the library. I

asked myself, “Would it have been so bad to let that student

keep listening to his own music?” If he had been allowed to sit

there quietly, neither I nor the other students would have been

disturbed.

2 Our school rule is that students should always be doing

something during class whether it is doing class work or reading

a book. However, if you look around you will see that there are

quite a few who just refuse to do work or anything that relates

to school. When students sit around and do nothing it is likely

that they will try to find something to do and that something

is frequently disruptive, annoying, or destructive to the school

property around them. The most common way teachers deal

with this is to give the offending students office referrals and

have them leave the room. By allowing these students to listen

to use their headphones, I think the teachers would have another

option: ignore the students. In this case, when a student would

resort to being disruptive, he or she would be distracted by the

music, leaving the teacher free to go on with the lesson.


“Disruption” (Student essay model) (continued)


3 If students were allowed to use personal music players, certain

objections might come up. First, it has been proven that some

learners work better with the aid of music or even television.

In light of this fact, it might be true that some students are not

performing at their full potential unless they are tuned in to

music. This is just another possible reason that the students at

our school should be allowed to bring and operate their music

players at school.

4 Another argument against having these music players would be

the issue of property damage and who is to blame if the devices

get damaged or lost. My opinion is that unless the damage was

intentional, the person who brought the device to school would

be the one to blame. In other words, you can bring them and use

them, but at your own risk.

5 To sum it up, the school could be making some major mistakes

by not allowing students to use music players during the day.

When the school thinks it is preventing disruptions to learning,

it might just be causing more. When the school thinks it is

preventing damage to personal property, it may be causing

more damage to school property. When it thinks it is helping

students work more efficiently, it might just be holding them

back. It is through the combining of these possibilities that I

have come to the conclusion that students should be allowed

the right to bring personal music players to school and listen to

their own music.


Read the student essay, “Disruption,” and provide the requested information and answer the questions, using a piece of loose-leaf paper.

1. Identify the claim the writer is arguing. Underline the most complete expression of that claim in the essay.

2. What qualifiers does the writer stipulate for the claim?

3. What evidence is given in support of the claim in paragraph 4?

4. What warrant does the writer use to explain the importance of the evidence in paragraph 4? If you don’t see one, write one.

5. What counterclaim is suggested or stated by the writer?

6. What rebuttal does the writer make to a counterclaim?

7. Describe the writer’s strategy for introducing the issue in the introduction.

8. Describe a stylistic strategy the writer uses in the conclusion.

9. What transition does the writer use in paragraph 5?

“Disruption” Essay Analysis


Xlesson

Symposium 3optional lesson

MATERIALS

❑❑ Finished copies of students’ argument essays

NOTE TO TEACHER

Optional lesson. This lesson is intended to be a final activity for students to share their work with an audience of interested parents, administrators, and members of the community.

You can use this lesson after you have had a chance to read and grade the argument essays, after students have had a chance to practice reading their essays, and/or when a special audience can be convened to hear them. If all students are going to read their essays, the lesson will take more than one day.

LESSON ADAPTATION

Oral rehearsal. Provide several opportunities for rehearsal:

❑❑ While everyone else is reading aloud at the same time

❑❑ Alone into a mirror❑❑ With a partner.

students’ learning objective

❑■ Read argument essays to classmates and guests

students’ language objective

❑■ Rehearse reading their essays before presenting to an audience

prep

❑■ Create a setting for students to read their essays aloud—to class members and invited guests, the very people to whom students may have addressed their arguments. This may include parents, school staff and administrators, and community and business leaders.

❑■ Students will need their corrected/graded essays and time to make any changes appropriate to a public-speaking context.

❑■ Each reader should be given time to rehearse reading to make sure he or she can read with emphasis and enthusiasm.

❑■ You may want to cluster speakers who are addressing similar topics.

independent writing

❑■ No independent writing or reading today. The entire workshop is dedicated to celebrating student work.

opening

Setting the stage❑■ Tell students they will have an opportunity to deliver their essays orally, as speeches, to an audience of listeners.

❑■ Ask for a volunteer Master (or Mistress) of Ceremonies to introduce each speaker or take that role yourself.

❑■ Tell students that after reading, they should wait for applause and allow for questions before taking a seat.

work time

Presenting to an audience❑■ Each student reader should come to a podium at the front of the classroom and read the essay, clearly and loud enough for the audience to hear.


Optional Lesson 3 • Symposium

closing

❑■ Congratulate students for having read their argument essays.



CCSS Correlation 1/6

Reading Standards for Informational Text, Grades 9-10

Key Ideas and Details Craft and StructureIntegration of

Knowledge and Ideas

Lesson

RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RRI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone....

RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

1 ■

2 ■ ■ ■

3 ■

4

5 ■ ■ ■ ■ ■

6 ■ ■ ■

7

8 ■ ■

9 ■ ■

10 ■ ■

11 ■ ■ ■

12 ■ ■

13 ■ ■

14 ■ ■

15 ■ ■

16 ■ ■

17 ■ ■

18

19 ■ ■

20 ■ ■

21

22 ■ ■

23

24 ■ ■

25 ■ ■

26



Writing Standards, Grades 9-10

Lesson

Text Types and PurposesW.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.1.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

W.9-10.1.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

W.9-10.1.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

W.9-10.1.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.9-10.1.e. Provide a concluding statement or section that follows from and supports the argument presented.

1

2

3 ■ ■

4 ■ ■ ■

5

6 ■

7 ■ ■ ■

8 ■ ■

9 ■ ■ ■

10 ■ ■ ■ ■

11 ■ ■ ■ ■

12

13 ■ ■ ■ ■

14 ■ ■ ■ ■

15

16

17 ■ ■ ■ ■

18 ■

19 ■ ■ ■ ■

20 ■ ■ ■ ■

21 ■ ■ ■

22 ■ ■ ■

23 ■ ■ ■ ■ ■

24 ■ ■ ■ ■

25 ■ ■ ■ ■ ■

26 ■ ■




Lesson

Production and Distribution of Writing Research to Build and Present Knowledge

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

1

2

3

4

5

6

7 ■ ■

8 ■ ■

9 ■

10 ■ ■

11 ■ ■

12

13 ■ ■

14 ■ ■

15 ■ ■ ■

16

17 ■ ■ ■ ■

18 ■

19 ■ ■ ■ ■

20 ■ ■

21 ■ ■

22 ■ ■

23 ■ ■

24 ■

25 ■ ■ ■

26 ■ ■ ■




Lesson

Research to Build and Present Knowledge Range of Writing

W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

W.9-10.9.b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

1 ■

2

3 ■ ■

4 ■

5 ■ ■ ■

6 ■ ■ ■

7 ■ ■

8 ■

9 ■

10 ■ ■

11 ■ ■ ■

12 ■

13 ■ ■

14

15 ■ ■

16

17

18 ■

19 ■

20 ■

21 ■

22 ■

23 ■ ■

24

25 ■ ■

26 ■ ■


CCSS Correlation 5/6Speaking and Listening Standards, Grades 9-10

Lesson

Comprehension and CollaborationPresentation of Knowledge and

Ideas

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions ... with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.1.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research....

SL.9-10.1.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas....

SL.9-10.1.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding....

1 ■

2

3 ■ ■ ■ ■ ■

4

5 ■ ■

6 ■ ■

7 ■ ■ ■ ■ ■

8

9

10 ■

11 ■

12 ■

13 ■

14 ■

15 ■

16 ■ ■

17

18

19 ■

20 ■

21

22

23 ■ ■ ■

24 ■

25 ■ ■ ■ ■ ■ ■

26



Language Standards

Lesson

Conventions of Standard English

Vocabulary Acquisition and Use

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.”

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L.9-10.2.c. Spell correctly. L.9-10.4.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

1

2 ■ ■

3 ■

4

5 ■

6 ■ ■

7

8

9

10

11 ■

12

13

14

15 ■

16

17

18

19

20

21

22

23 ■

24 ■

25

26 ■

isbn: 978-1-40261-257-2 argument uni… · high school t teacher edition t ccss foundation unit...

Documents