University of Missouri–St. Louis



AMY SUMMERS

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After graduating from the University of Alabama with a degree in Journalism, I worked in advertising, public relations and marketing. When my husband and I had our twin sons, I decided I wanted to focus on being a mother while my husband finished his intensive medical training. During my ten years home, I was able to dabble in some freelance writing. As a woman who has never held a gun or fished anywhere besides my grandmother’s backyard as a child, I dug myself a nitch as an outdoor writer. I edited and worked for a writer and we published in print and online outdoor magazines. This goes to show that a good writer can write about anything.

When my last child went to school, I was ready to return to my career. Unfortunately, the landscape had changed and the few jobs that I did interview for required a commitment of travel and overtime. Neither of these were conducive to family life.

I had taught Parish School of Religion (PSR) and been involved with Vacation Bible Schools long before I had started a family. I had always enjoyed working with teenage students and had always thought I would enjoy being a teacher. I went back to school to get a certification to teach high school English.

As a teacher, my goal is to help students improve their writing. For those that aspire to be professional writers, I believe I can help them prepare for a career in writing. For those who do not consider themselves good writers, I hope to help them find their voice. All careers require some type of writing and everyone needs to know how to put together words to inform, persuade, describe, or entertain. Another lifelong skill I hope to instill is a love of reading. There are many different types of books that can appeal to many different types of readers. The goal is to match students to the right reading that will encourage them to pick up books in lieu of television, computers, and video games… at least some of the time.

I hope to inspire my students to think deeper than they ever have before about what they read. I want them to be able to express themselves in their own words, not words I feed them or edit the heck out of.

Every man who knows how to read has it in his power to magnify himself, to multiply the ways in which he exists, to make his life full, significant and interesting. -- Aldous Huxley

Thy word is a lamp unto my feet, and a light unto my path. -- Psalm 119:105

Reading gives us someplace to go when we have to stay where we are. -- Mason Cooley

On writing: The Lord shall open unto thee His good treasure, the heaven to give the rain unto thy land in his season, and to bless all the work of thine hand: and thou shalt lend unto many nations, and thou shalt not borrow. -- Deuteronomy 28:12

Show me the books you read, and I’ll show you who you are. – Unknown

Argumentative Writing

Senior English

Amy Summers

18 classes (6 weeks)

Rationale: Students have become comfortable with writing persuasive papers, but Core Standards are now requesting that it be expanded to a broader format that introduces both sides of an argument. Rather than pushing a one-sided agenda, students will focus on offering several claims for one side while acknowledging that there are valid counterclaims from the opposition. This less-biased approach hopes to give perspectives to both sides of the argument for the reader AND the writer.

Summary: Students will learn how to make an effective argument. They will be able to identify the parts of a solid essay, research a subject of their choice, support their claims, make counterclaims, and give an overview of the subject that sways readers to seeing things his or her way. They will see how word choice, use of facts, and emphasizing emotions will help make their points.

Objectives (Bloom’s Taxonomy – Cognitive)

Knowledge – Learn how to identify an argumentative essay.

Comprehension – Describe the different strategies of arguing.

Application – Determine what strategies work best for an argument.

Analysis – Given examples to review, what strategies make for good arguments, which were most and least effective.

Synthesis – Using the techniques learned to interpret other argumentative essays, students will create their own. Using the writing graphic organizer students will be able to organize their thoughts into well-thought out paragraphs and a complete work.

Evaluation – By utilizing peer evaluation, students will get ideas of how to tweak things in their work. Also, by having a peer look over their work, they may be enlightened by things they didn’t see or get new perspectives on now familiar projects.

Length of Curriculum: 6 weeks; 1 day 50 min class, 2 at 85 minutes (18 class periods)

Materials and Resources: Classroom, computers, access for students to to work on activities, digital library, pens, paper for notes

Formative Assessment: Homework and class work graded regarding mini-lessons, sample argumentative speech review, writing graphic organizer, peer review

Summative Assessment: Students will turn in a final argumentative essay at the conclusion of the course. After it has been graded, students will have one week to make up to 50 percent higher than that score.

Teacher Calendar

Day One –

Introduction to Argumentative writing and how it differs from persuasive writing. (See Animal Testing persuasive vs. argumentative sheet). What are the different ways we argue? We will go over persuasive devices.

Day Two –

Give students the writing organizer sheet and have them come up with an argument, points of the argument, and a conclusion for “Should parents share embarrassing photos and stories of their kids online?”

Day Three –

Continue analyzing argumentative essay project. Go over as a class.

Day Four--

The All Important Thesis. What it is, how to write it, examples. Mini-lesson on complex sentence structure.

Day Five –

Brainstorm ideas for an argumentative essay, points to make, points the other side would make, etc. Mini-lesson on importance of work choice.

Day Six--

Parts of a writing argument, how to structure, write an outline; mini-lesson on five paragraph essay. Show examples of good and bad argumentative essays.

Day Seven --

Go over homework from class before and review how to write an argument; mini-lesson on how to embed a quote.

Day Eight –

Continue researching essay subject on the high school library database.

Day Nine –

Another day for research, note taking, questions.

Day Ten –

Another day of research, note taking, questions; mini-lesson how to format sources in text and biography.

Day Eleven –

How to write an outline, take notes, etc.

Day Twelve –

Read and review a sample argumentative essay. Identify the different parts of the essay by using highlighters.

Day Thirteen –

Rough draft due.

Day Fourteen –

Rough draft returns and individual conferences; begin writing final draft.

Day Fifteen –

Individual conferences continued and writing draft.

Day Sixteen –

Mini-lesson in issues that have arisen; more writing and conferences on final drafts

Day Seventeen –

First draft due; Peer reviews; partner will mark argument and points.

Day Eighteen –

Paper due and begin next unit, will be given a chance to fix errors and make up to 50 higher than your first grade

(1 week from this date).

LESSON PLAN

|Heading |Senior English Amy Summers |

| |Argumentative Essay vs. Persuasive Time Frame 1 hour 50 mins (2x) |

|Rationale |Rather than write a paper to push a view or agenda, the argumentative essay teaches students how to research and illustrate a |

| |well-rounded understanding of a topic. It also demonstrates a lack of bias that will enhance the level of trust that the reader has |

| |for both the writer and his/her opinion. Addressing both sides also gives the writer the opportunity to refute any arguments the |

| |opposition may have, and thus, strengthening his/her own argument by diminishing the opposition's argument. |

|Objectives |To determine the parts of what makes a good argument |

| |To learn to research on the computer facts that support your argument |

| |Will be able to organize ideas into a strong argument |

|Reading Material |Animal Testing persuasive vs. argumentative handout, begin assimilating material for rest of unit |

|Instructional * |Initiating |

|Framework | |

|Lesson Plan * |Direct Presentation and Collaborative |

|Format | |

|Grouping | Single, pairs, whole class |

|Materials & Resources |School – Board, writing utensils, computers |

| |Teacher – PowerPoint presentation, Summative assessment handout, Animal Testing handout, writing organizer sheets |

| |Student – paper, writing utensils |

|Literary Strategy |Venn Diagram, writing organizer sheets (attached), |

|Phase One |Look at Animal Testing handout and Argumentative vs. Persuasive handout |

| |As a class, make a Venn diagram that identifies similarities and differences of argumentative and persuasive writing |

|Phase Two |Go over PowerPoint of the different ways we argue, have students give examples |

|Phase Three |Identify five main parts of an argumentative essay and label them in the Animal Testing handout. May work in pairs. |

|Phase Four |Give students the writing organizer sheet and have them come up with an argument, five points of the argument, and a conclusion for |

| |“Should parents share embarrassing photos and stories of their kids online?” See article |

| | to gather facts. |

|Formative |Begin working together on Phase Four and have them turn in their writing organizers the next class period |

|Assessment | |

|Summative * |Begin thinking about own subject for final argumentative essay |

|Assessment | |

|Homework |Finish writing organizer for “Parents embarrassing their children” topic |

|Assignment | |

Persuasive Writing v. Argumentative Writing

| |Persuasive |Argumentative |

|Goal |To get reader to agree with you/your point of view on a |To get reader to acknowledge that your side is valid and deserves |

| |particular topic |consideration as another point of view |

|General Technique |Blends facts and emotion in attempt to convince the reader |Offers the reader relevant reasons, credible facts, and sufficient |

| |that the writer is “right.”(Often relies heavily on |evidence to prove a valid and worthy perspective. |

| |opinion.) | |

|Starting Point |Identify a topic and your side. |Research a topic and then align with one side. |

|Viewpoint |A single-minded goal based on a personal conviction that a |Acknowledge that opposing views exist, not only to hint at what a |

| |particular way of thinking is the only sensible way to |fair-mind of reader, but to give the opportunity to counter these views |

| |think. Writer presents one side— his side. |tactfully in order to show why your view is the most worthy. Writer |

| |(Persuasive writing may include ONE opposing point, it is |presents multiple perspectives, although is clearly for one side. |

| |then quickly dismissed/refuted.) | |

|Audience |Writer needs to know intended audience and their beliefs. |Doesn’t need an audience to convince. The writer is content with simply |

| |Then, writer can “attack” and attempt to persuade audience |putting it out there. |

| |to his side. | |

|Attitude |They want to gain another “vote” so they “go after” readers|Writers simply want to share a conviction, whether the audience ends up |

| |more aggressively. Persuasive writing is more personal, |agreeing or not. |

| |passionate and emotional. | |

|Give Examples | | |

| | | |

| | | |

| | | |

Persuasive Essay:

Animal Testing

Animal testing has benefited human health. People do not contract polio anymore because of a vaccine tested on animals. Advances in antibiotics, insulin, and other drugs have been made possible through research done on animals. Animal testing should continue to benefit medical research.

In order for scientists to create new drugs, they have to be able to test them. Scientists have found that many animals have similar physical processes to humans. Watching how a new drug affects an animal makes it possible to find out how new drugs might affect the human body.

The cost of animal testing makes it an affordable option. Laboratory animals are in abundance. It is easy to breed rats and other animals and to keep them in labs.

Animal testing saves human lives. It would be wrong to test new drugs on humans. How many people would die because doctors could not administer medication before compiling all the information about a new drug? When surveyed, 99% of all active doctors in the United States stated that animal research has paved the way to many medical advancements. An impressive 97% of doctors support the continuous use of animals for research.

Animal testing should be continued for medical research. It provides a safe method for drug testing that is inexpensive and easy to maintain. Doctors endorse the usage of animals for testing. It is possible that the cure for AIDS could come about through animal testing.

KEY

Underline Claim (my side)

Circle Counterclaim (The other side)

Argumentative Essay:

Animal Testing

Medical research involving animals has dramatically improved the health of the human race. Without animal testing, the cure for polio would not exist and diabetics would suffer or die from their disease. Despite these benefits, some people believe that animals should be not be used for testing medical techniques and drugs. This essay will outline the advantages of animal testing.

Animal testing allows scientists to test and create new drugs. Animals such as monkeys or rabbits have similar physical processes to humans. This allows scientists to test the effects of certain drugs. If a drug produces adverse effects in animals, it is probably unfit for human use.

Animal testing is cheap. There is a large supply of animals for medical research. Animals are easily bred and maintained safely in controlled labs. The costs of testing on humans would be extremely high.

Many people argue that animal testing is cruel. In some cases, this is true. However, it would be much more cruel to test new drugs on people or children, or to let people die because there was not enough information about a drug. Furthermore, legislation in most countries sets standards for animal treatment, and laboratories have guidelines to prevent cruelty.

Opponents of animal research also say that information from animals does not apply to humans. They point to certain commercial drugs, which have been withdrawn because of side effects in humans. While it is true that animal systems differ from human systems, there are enough similarities to apply information from animals to humans.

Animal rights campaigners claim that we don’t need new tests because we already have vast amounts of information. However, many new deadly infections appear every year and new treatments and drugs are needed to combat these deadly plagues.

Animal testing is needed in the world we live in. Our responsibility is to manage the animals in our care and balance their suffering against the good that comes from them.

Types of claims:

1. Claims of Fact or Definition

These claims argue about what the definition of something is or whether something is a settled fact.

Example

What some people refer to as global warming is actually nothing more than normal, long-term cycles of climate change.

2. Claims of Cause and Effect

These claims argue that one person, thing, or event caused another thing or event to occur.

Example

The popularity of SUV's in America has caused pollution to increase.

3. Claims About Value

These are claims made about what something is worth, whether we value it or not, how we would rate or categorize something.

Example

Global warming is the most pressing challenge facing the world today.

4. Claims About Solutions or Policies

These are claims that argue for or against a certain solution or policy approach to a problem.

Example

Instead of drilling for oil in Alaska we should be focusing on ways to reduce oil consumption, such as researching renewable energy sources.

Writing Graphic Organizer

|Name_______________________ |Date_________________________________ |

Subject ____________________________________

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Handout for Summative Project

PERSUASIVE DEVICES

Graphic Organizer

Directions: Try to incorporate these persuasive devices into your Argumentative paper. As we discuss write definition on left side and place your examples in the 2nd column.

|Persuasive Device |Example |

|Rhetorical Device | |

|Logos/Logical Argument | |

|Pathos/Emotional Appeal to your Audience | |

|Ethos/ Credible Source | |

|Research | |

THE ALL-IMPORTANT THESIS

As Greek logicians used this word, it meant a “premise or proposition to be stated and then proved through logical analysis and argumentation.”

More importantly, a thesis statement focuses both the writer’s and reader’s attention on specific issues to be developed within an essay.

Some thesis statements on funerals:

Example:

“Funerals in America.”

Not a complete sentence. Doesn’t take a stand or make a claim about the topic.

Example:

“I will write about funerals in America.”

The focus is on “I”, not Funerals. Still, says nothing about your topic.

Example

“I have been to five funerals in the past year.”

Who cares? This is not argumentative because it is purely fact.

Example

“I like going to funerals.”

This statement is not arguable because it is a question of taste, not reason or argument.

Example

“Funerals are sad, frightening, and depressing events.”

This statement is too broad. This needs to be limited or narrowed.

Example

“Funerals are helpful.”

Better. Most thesis statements focus on the predicate, so we should try to expand this a bit more. Helpful for whom? Why? How?

Example

“Funerals help the bereaved come to terms with death.”

Much better. But do you have enough to say about “coming to terms with death.”

Example

“Funerals help the living by giving them a chance to understand the finality of death, to feel a sense of comradeship with other mourners, and to reflect on their mortality.”

This statement is so much better because can be argued against. Also, it provides an organizational pattern for the essay.

Thesis Statements pattern can serve as an aid:

Independent clause(s) + restricting clause(s)

[general ideas are stated] [qualifying idea(s) defined]

Example:

“University education is more beneficial than technical training [independent / generalization] because at the university the students have the opportunity to learn technical and career related skills as well as to acquire perspectives on life from studying subjects like philosophy, art, and literature [restricting idea].”

Let’s write some thesis statements!!

ARGUMENTATIVE ESSAY OUTLINE TYPES

Outline 1:

1. Give your thesis statement.

2. PRO idea 1. State the reason people feel this way.

1. Highlight evidence

2. Give statistics

3. Share a personal experience or a story.

3. PRO idea 2. State the reason people feel this way.

1. Highlight evidence

2. Give statistics

3. Share a personal experience or a story.

4. CON(s) + Refutation(s)

1. Highlight evidence

2. Give statistics

3. Share a personal experience or a story.

4. Explain why these might be true BUT....

5. Conclusion

1. Highlight the overview of your topic.

2. State some of the general effects.

3. Give your opinion on how these general effects will impact your topic.

4. Conclude with your opinion or a “call to action.”

Outline 2:

1. Give your thesis statement.

2. CON(s) + Refutation(s)

1. Highlight evidence

2. Give statistics

3. Share a personal experience or a story.

4. Explain why these might be true BUT....

3. PRO idea 1

1. Highlight evidence

2. Give statistics

3. Share a personal experience or a story.

4. PRO idea 2

1. Highlight evidence

2. Give statistics

3. Share a personal experience or a story.

5. Conclusion

1. Highlight the overview of your topic.

2. State some of the general effects.

3. Give your opinion on how these general effects will impact your topic.

4. Conclude with your opinion or a “call to action.”

Argumentative Paper Format

♣ INTRODUCTION

o 1-2 paragraphs tops

o PURPOSE: To set up and state one’s claim

o OPTIONAL ELEMENTS

♣ Make your introductory paragraph interesting. How can you draw your readers in?

♣ What background information, if any, do we need to know in order to understand your claim? If you don’t follow this paragraph with a background information paragraph, please insert that info here.

o REQUIRED ELEMENTS

♣ If you’re arguing about an issue or theory – provide brief explanation of your issue/theory.

♣ STATE your claim at the end of your introductory paragraph

♣ BACKGROUND PARAGRAPH

o 1-2 paragraphs tops; Optional (can omit for some papers). Also, sometimes this info is incorporated into the introduction paragraph (see above).

o PURPOSE: Lays the foundation for proving your argument.

o Will often include:

♣ Summary of works being discussed

♣ Definition of key terms

♣ Explanation of key theories

♣ SUPPORTING EVIDENCE PARAGRAPH #1

o PURPOSE: To prove your argument. Usually is one paragraph but it can be longer.

o Topic Sentence: What is one item, fact, detail, or example you can tell your readers that will help them better understand your claim/paper topic? Your answer should be the topic sentence for this paragraph.

o Explain Topic Sentence: Do you need to explain your topic sentence? If so, do so here.

o Introduce Evidence: Introduce your evidence either in a few words (As Dr. Brown states ―…‖) or in a full sentence (―To understand this issue we first need to look at statistics).

o State Evidence: What supporting evidence (reasons, examples, facts, statistics, and/or quotations) can you include to prove/support/explain your topic sentence?

o Explain Evidence: How should we read or interpret the evidence you are providing us? How does this evidence prove the point you are trying to make in this paragraph? Can be opinion based and is often at least 1-3 sentences.

o Concluding Sentence: End your paragraph with a concluding sentence that reasserts how the topic sentence of this paragraph helps better understand and/or prove your paper’s overall claim.

♣ SUPPORTING EVIDENCE PARAGRAPH #2, 3, 4 etc.

o Repeat above

Argumentative Paper Format pg. 2

♣ COUNTERARGUMENT PARAGRAPH

o PURPOSE: To anticipate your reader’s objections; make yourself sound more objective and reasonable.

o Optional; usually 1-2 paragraphs tops

o What possible argument might your reader pose against your argument and/or some aspect of your reasoning? Insert one or more of those arguments here and refute them.

o End paragraph with a concluding sentence that reasserts your paper’s claim as a whole.

♣ CONCLUSION PART 1: SUM UP PARAGRAPH

o PURPOSE: Remind readers of your argument and supporting evidence

o Conclusion you were most likely taught to write in High School

o Restates your paper’s overall claim and supporting evidence

♣ CONCLUSION PART 2: YOUR “SO WHAT” PARAGRAPH

o PURPOSE: To illustrate to your instructor that you have thought critically and analytically about this issue.

o Your conclusion should not simply restate your intro paragraph. If your conclusion says almost the exact same thing as your introduction, it may indicate that you have not done enough critical thinking during the course of your essay (since you ended up right where you started).

o Your conclusion should tell us why we should care about your paper. What is the significance of your claim? Why is it important to you as the writer or to me as the reader? What information should you or I take away from this?

o Your conclusion should create a sense of movement to a more complex understanding of the subject of your paper. By the end of your essay, you should have worked through your ideas enough so that your reader understands what you have argued and is ready to hear the larger point (i.e. the "so what") you want to make about your topic.

o Your conclusion should serve as the climax of your paper. So, save your strongest analytical points for the end of your essay, and use them to drive your conclusion

o Vivid, concrete language is as important in a conclusion as it is elsewhere--perhaps more essential, since the conclusion determines the reader's final impression of your essay. Do not leave them with the impression that your argument was vague or unsure.

ARGUMENTATIVE ESSAY RUBRIC

|Category |7-8 |5-6 |3-4 |1-2 |

|Thesis statement |Thesis statement provides a |Thesis statement provides a |Thesis statement is present,|There is no thesis |

| |clear, strong statement of |clear statement of your |but does not make the |statement. |

| |the position on the topic. |position on the topic. |position clear. | |

|Support for position |Includes at least three |Includes at least three |Includes at least two pieces|Includes one or no pieces of|

| |pieces of evidence |pieces of evidence |of evidence (examples, |evidence (examples, |

| |(examples, statistics, |(examples, statistics, |statistics, anecdotes, |statistics, anecdotes, |

| |anecdotes, textual evidence)|anecdotes, textual evidence)|textual evidence) that |textual evidence) that may |

| |that clearly and strongly |that support the thesis |attempt to support the |or may not support the |

| |support the thesis |statement. |thesis statement. |thesis statement. |

| |statement. | | | |

|Transitions |A variety of thoughtful |Transitions show how ideas |Some transitions show how |Huh?? The transitions |

| |transitions are used to show|are connected, but there is |ideas are connected, but |between ideas are unclear or|

| |how ideas are connected. |little variety. |some connections between |non-existent. |

| | | |ideas are unclear. | |

|Closing Paragraph |The conclusion is strong and|The conclusion leaves |The conclusion attempts to |You left readers hanging! |

| |leaves reader s solidly |readers with an |leave readers with an |There is no conclusion or it|

| |understanding the author’s |understanding of your |understanding of your |does not leave the reader |

| |position and the main points|position and the main points|position and the main points|with any clear |

| |of the essay. |of the essay. |of the essay, but these are |understandings of your |

| | | |not clear. |position or the main points.|

|Structure and Punctuation |X |Used various sentence styles|Did a fair job on varying |Did you even edit your |

| | |and lengths; avoided run-ons|sentence structure; may have|essay? It was full of |

| | |and fragments; used |made a few small mistakes in|invalid sentences; rampant |

| | |appropriate punctuation |run-ons, fragments and |with run-ons and fragments; |

| | | |punctuation |and or poor punctuation |

| | | | |knowledge was utilized. |

|Grammar, Spelling |X |Great job of editing! You |You may have run spell |Even if you don’t have |

| | |checked your spelling and |check, but editing requires |access to spell check on |

| | |grammar; your word choice |reading and tweaking word |your computer (which you |

| | |was spectacular |choice, correct word usage, |should!), there are things |

| | | |etc. |called dictionaries. You |

| | | | |also were lazy in word |

| | | | |choice. Step it up! |

|Extras | |

|Penalties (-1 to -20 pts) |Gimmies (+1 to +2 pts) |

|Late (-5 pts a day up to four days late) |Great title (+1 point) |

|Incorrect formatting 12 pt Times New Roman, normal margins, headings, double spaced, |Clean, crisp, stapled, collated (+1point) |

|no typos (-1 to -10) |Good Job following directions (+2 point) |

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A good argument can make almost anyone rethink their position on an issue. It requires the writer to plan, have facts to back up his or her argument, and to give other alternatives that perhaps the person will discount.

For Example:

Your parents are influencing you to take an ACT preparation course. Which is more effective?

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Annotating in Accordance with Common Core Standards

Argumentative writing is a unit that Christian Brothers High School (CBC) and my cooperating teacher have taught seniors’ last semester for several years. Now with the focus on Common Core Standards, CBC can see that they are doing a positive thing by doing this before they send the young men on to college or into the working work.

Reading Information Text is heavily weighted in Common Core. Common core recommends that teachers expose their students to more than basic literature, and CBC and this unit require students to read studies and do research on non-fiction and media sources. Students are required to cite strong and give textual evidence to support their views. Standard six specifically deals with the author’s point of view and how his word choices contribute to its power. This is particularly true when argumentative writing is concerned.

Word choice, writing to a specific audience and parallelism can make or break a reader’s agreement to an argument. Standard nine of the standards in particular deals with the reading to writing connection. It requires that students be able to draw from what they have read and use it as evidence in their writing. That is exactly what is being asked of students in this argumentative writing plan. Depending on the subject chosen by each writer, students are indeed drawing from various types of texts to support their claims. Writing an argumentative text also requires student writers to integrate their knowledge ideas gathered from various texts and asks that they relay their sources in a universal standard.

In regards to writing standards, this assignment requires students to create texts that when combined can convey complex ideas and concepts. Students have to choose the best points and use precise style and a formal format in order to qualify as an effective argument. The pinnacle of the essay involves two large focuses on the writing standards which are developing a theory or thesis and providing a concluding paragraph that restates their view in a concise sentence of two.

To wrap up the importance of the Common Core Standards, essays such as this exemplify writing done after high school. At work, employees may have to write proposals for purchase of new products, utilization of new policies or asking for raises. In college, these types of essays are important not only in English and communication arts class, but also in courses such as social studies. Also, students can’t be successful in law school without being pros at argumentative writing. Being able to convince judges to see one way on evidentiary hearings or to verbally persuade jurors to see a specific side of things, is absolutely crucial and can be the difference in an innocent or guilty verdict!

Students can individualize this project by choosing a subject of interest to them. Thus allowing them to gain further knowledge in areas that perhaps will greatly influence them. It could help them make decisions in their personal lives, professional lives, or perhaps just strengthen their opinions on interests or causes. These reading, research and writing skills will be important wherever life takes them.

(I will also turn in a marked up copy of specific instants of use of strategies in this unit to reinforce these common core ideals.)

-----------------------

Introductory Paragraph

Hook the audience:

Give a little background on the issue:

Thesis Sentence (remember – dependent clause, independent clause format):

Body Paragraph #1

Reason #1

List out your Evidence of Support

Body Paragraph #2

Reason #2

List out your Evidence of Support

Conclusion Paragraph

Restate Your Main Idea

Argumentative Writing

Student Handout

Mrs. Summers

Senior English

March 25 – May 10th

Includes: analysis of argumentative writing, Venn diagram, filling in writing graphic organizer, strategy learning, peer review, writing outlines, editing, and final essay.

Your mother hammers at you why you need to do take the class… including things such as “you have to go to a college,” “because your brother did,” and the favorite “because I said so!!”

Your mother tells you about the test and how colleges use it to grant admission to school. She tells you what your options would be if you took the course and if you didn’t and what the results could be… including things such as “the pamphlet here says students score 8 points higher,” “taking a preparation course before the test may mean you only have to take the 3 hour test once instead of twice,” and “your school psychologist says you will feel more relaxed if you are prepared and thus won’t feel anxious like a lot of others will.”

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