project package: argumentative essay
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The Project Package for the Argumentative EssayTRANSCRIPT
Project Package: Argument Essay
This essay project helps you in two ways. First, it helps you develop a mindset andapproach to technology in teaching and learning. Second, if you need to take the PraxisCore Academic Skills for Educators Exam, this will help prepare you to succeed on theArgument writing part of the test. Here is your writing prompt:
“…[T]he digital technology now coming,more or less rapidly, into our class-rooms—if used properly—can helpmake our students’ learning real, engag-ing, and useful for their future.” (Marc Prensky, “TeachingDigital Natives”)
Your job is to construct an argument in support of Marc Prensky’sstatement about technology’s place in education (Prensky, 2010). Re-member that—as Grant Wiggins (2015) points out—arguments arewritten to demonstrate your understanding of a topic so that your readerwill consider your ideas when forming their own position rather thanpersuading your reader that you are right.
Your argument should be single-spaced, about 3⁄4 of a page to 2 pageslong. Remember to use the argument structure: (1) introduction that highlights the impor-tance of the topic, (2) your claim and the reasons for your claim, (3) evidence that supportsyour reasons and your claim, (4) your conclusion that summarizes your argument. Youare highly encouraged to draw on your own experiences, things that you have read out-side of class, and the readings you have completed for this class. This next part is differentthan the requirements of the Core Exam, but if you do quote or refer to a reading, makesure to use APA format for in-text citations (see theCourse Tools and Practices document formore information). You should also include a list of references at the end of your essay.
Here are some resources to help you successfully complete this essay:
• The readings for class so far• PraxisCoreWritingExamStudyCompanion (https://www.ets.org/s/praxis/pdf/5722.pdf)
• Video about hyperbole (http://goo.gl/MUtnU4)• The Course Tools and Practices Document
You should plan on visiting theWriting Centerwith a draft of your essay and 2-3 questionsby February 13. The final draft of your essay is due in TaskStream by February 20.
Schedule a meeting with your professor to discuss your feedback byMarch 15.
1
No
cle
ar p
osi
tio
n o
r th
esis
.
Th
e es
say
pro
vid
es a
lim
ited
stat
emen
t o
r im
pli
cate
d p
osi
tio
n o
r
thes
is.
Th
e es
say
sta
tes
or
imp
lies
th
e
wri
ter'
s p
osi
tio
n o
r th
esis
.
Th
e es
say
sta
tes
or
clea
rly
im
pli
es t
he
wri
ter'
s p
osi
tio
n o
r th
esis
.
Th
e es
say
pro
vid
es n
o r
elev
ant
key
idea
s to
su
pp
ort
th
e p
osi
tio
n o
r
thes
is.
Th
e es
say
ex
pla
ins
som
e k
ey i
dea
s to
sup
po
rt t
he
po
siti
on
or
thes
is.
Th
e es
say
ex
pla
ins
key
id
eas
to
sup
po
rt t
he
po
siti
on
or
thes
is.
Th
e es
say
cle
arl
y e
xp
lain
s k
ey i
dea
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to s
up
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rt t
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po
siti
on
or
thes
is.
Th
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say
do
es n
ot
sup
po
rt k
ey i
dea
s
wit
h r
elev
ant
reas
on
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xam
ple
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r
det
ails
.
Th
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say
su
pp
ort
s k
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dea
s w
ith
som
e le
vel
of
reas
on
s o
r ex
amp
les,
alth
ou
gh
th
ere
may
no
t b
e d
etai
l.
Th
e es
say
su
pp
ort
s k
ey i
dea
s w
ith
adeq
uat
e re
aso
ns,
exa
mp
les,
or
det
ails
.
Th
e es
say
su
pp
ort
s k
ey i
dea
s w
ith
wel
l-ch
ose
n r
easo
ns,
exa
mp
les,
or
det
ails
.
Th
e es
say
dis
pla
ys
seri
ou
s an
d
per
sist
ent
wri
tin
g e
rro
rs a
nd
may
be
inco
her
ent.
Th
e es
say
dis
pla
ys
an a
deq
uat
e u
se
of
lan
gu
age
and
sh
ow
s co
ntr
ol
of
gra
mm
ar, u
sag
e, a
nd
mec
han
ics
bu
t
may
dis
pla
y e
rro
rs. T
he
essa
y i
s
wri
tten
in
a m
ann
er t
hat
is
mo
re
con
ver
sati
on
al a
nd
mo
re a
pp
rop
riat
e
for
a fr
ien
d o
r cl
assm
ate
than
a
pro
fess
or
or
futu
re e
mp
loy
er. T
her
e
are
man
y c
oll
oq
uia
lism
s an
d
excl
amat
ion
po
ints
th
rou
gh
ou
t th
e
essa
y t
hat
may
dem
on
stra
te t
he
enth
usi
asm
bu
t n
ot
nec
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rily
th
e
cred
ibil
ity
of
the
auth
or
as a
pro
fess
ion
al t
each
er.
Th
e es
say
dis
pla
ys
som
e se
nte
nce
var
iety
, fac
ilit
y i
n t
he
use
of
lan
gu
age,
an
d o
nly
lim
ited
err
ors
.
Th
e es
say
is
wri
tten
in
a m
ann
er t
hat
is m
ore
ap
pro
pri
ate
for
a p
rofe
sso
r o
r
futu
re e
mp
loy
er, w
ith
on
ly
occ
asio
nal
co
llo
qu
iali
sms
or
oth
er
slip
s o
f co
nv
ersa
tio
nal
to
ne.
Th
e to
ne
sets
a s
oli
d f
ou
nd
atio
n f
or
the
cred
ibil
ity
of
the
auth
or
as a
pro
fess
ion
al t
each
er.
Th
e es
say
cle
arly
dis
pla
ys
effe
ctiv
e
sen
ten
ce v
arie
ty, f
acil
ity
in
th
e u
se o
f
lan
gu
age,
an
d i
s g
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ally
fre
e fr
om
erro
rs i
n g
ram
mar
, usa
ge,
an
d
mec
han
ics.
Th
e es
say
is
wri
tten
in
a
man
ner
th
at i
s v
ery
ap
pro
pri
ate
fo
r a
pro
fess
or
or
futu
re e
mp
loy
er, w
ith
few
sli
ps
into
a c
on
ver
sati
on
al t
on
e.
Th
e to
ne
firm
ly e
stab
lish
es t
he
cred
ibil
ity
of
the
auth
or
as a
pro
fess
ion
al t
each
er.
Th
e es
say
is
wri
tten
in
a w
ay t
hat
pro
mo
tes
hy
per
bo
le (
My
po
siti
on
is
rig
ht!
Th
ing
s w
ere
alw
ays
do
ne
bet
ter
in t
he
pas
t!)
and
do
es n
ot
allo
w
the
read
er t
o m
ake
con
nec
tio
ns.
Th
e es
say
is
wri
tten
wit
h l
ittl
e
hy
per
bo
le a
nd
dem
on
stra
tes
som
e o
f
the
auth
or'
s u
nd
erst
and
ing
of
the
sub
ject
, bu
t m
ay n
ot
allo
w t
he
read
er
to m
ake
con
nec
tio
ns.
Th
e es
say
is
wri
tten
wit
h l
ittl
e to
no
hy
per
bo
le, d
emo
nst
rate
s th
e au
tho
r's
un
der
stan
din
g o
f th
e su
bje
ct, a
nd
allo
ws
the
read
er t
o m
ake
con
nec
tio
ns.
Th
e es
say
is
wri
tten
wit
h l
ittl
e to
no
hy
per
bo
le, d
emo
nst
rate
s th
e au
tho
r's
un
der
stan
din
g o
f th
e su
bje
ct i
n
dep
th, a
nd
all
ow
s th
e re
ader
to
mak
e
per
son
al c
on
nec
tio
ns
wit
h t
he
top
ic.