Deer Valley Unified School District
|The Editorial (ELA 3-4H) |
| |
|Concepts/Essential Questions |Skills |
|How does technology serve as both a benefit and a detriment in the |TSW analyze the effects of technology in their lives; |
|lives of young people? |TSW evaluate the role of technology on the global stage; |
|What is the role of technology on the global stage? |TSW identify the basic elements of a logical argument; |
|How does the rhetorical triangle function in an editorial? |TSW cite evidence from research; |
|How can a writer use research to create authentic, authoritative voice |TSW compose a research-based editorial examining the benefits and/or |
|in an editorial? |detriments of new media as it applies to young adults. |
| | |
Assessment/Performance task: TSW compose a roughly 750-word editorial that examines the benefits and/or detriments of new media.
TOPIC: You will need to narrow the focus of your topics here to an essential question that will fit the scope of a 750-word editorial—for example, the thesis behind an acceptable topic might be something like, “Young adults’ dependence on fostering friendship through social media websites like Instagram depletes their real-life social skils,” or “Twitter and other real-time media sites benefit young adults by helping them find a political voice,” etc.
TONE: Please take a professional, informed tone for this essay. This does not necessarily mean you have to be overly formal or detached from your audience, and you are certainly allowed to use 1st person inclusive pronouns like “we,” “our” and “us” because you fit into the demographic you’re discussing.
AUDIENCE: You audience will depend upon your topic. For example, if you choose to focus on the benefits of social media in the classroom, your audience might be teachers or administrators. If you are writing about how parents should limit their kids’ Facebook time because of the stress managing an online persona brings with it, you’d obviously be writing to parents. Please make sure that you consider whether your audience will be hostile, wavering or supportive, and use ethos, logos and/or pathos accordingly.
PURPOSE: To convince and persuade your audience to accept your point of view. To this end, you may use classical, Toulmin, or Rogerian argumentation.
POINT OF VIEW: Again, this will depend upon the ethos you wish to create. While you should avoid too much 1st person “I,” you may want to include yourself when talking about media consumers by using “we” or “our”; likewise, you may wish to distance yourself from your subject and stay firmly in 3rd person.
OTHER EXPECTATIONS:
• TTAPP (printed) & audience analysis (Canvas) due on 9/13 (final approval of thesis – 9/18)
• Thesis, research & scaffold must be turned in on 9/26 (hard copy)
• Submit your rough draft to EDITORIAL REVISION 1 folder by 9/28 at 7:30 AM and EDITORIAL REVISION 2 folder by 10/2 at 7:30 AM
• Submit your final copy to by 7:30 AM on 10/10 (*NOTE: Any late papers will be docked 10% of the paper’s final score!*)
• Correctly use 3 examples of parallelism (3 different types; please label)
• Avoid logical fallacies
Use the writing checklist below to design your editorial to meet assignment requirements.
IDEAS:
Guided by central idea; clarity of focus
Logic-based
Topic is defined and reasonable
Writer avoids fallacies of thinking
Effective use of persuasive appeals
Appropriate for audience type
Readers’ experiences or values are represented
Original ideas
Ideas are developed completely
ORGANIZATION:
All paragraphs are related to thesis
Minimum of 4 paragraphs/roughly 750 words
Solid support for claims
Either Toulmin, Classical or Rogerian organization
Good explanation of arguments
Interesting introduction and effective conclusion
Argument is clear and logical in construction
VOICE:
The author claims authority and has conviction
Establishes ethos
Effective use of point of view
Doesn’t overuse 1st person with an excess of
“I feel” or “I believe” statements
Tone is appropriate for audience, purpose
WORD CHOICE:
Diction is lively, interesting
Makes use of convincing language
SENTENCE FLUENCY:
Sentence structure is varied and interesting
No fragments or run-ons
CONVENTIONS:
Few errors in grammar, spelling, or punctuation
RESEARCH:
You must find support for your argument from newspapers, magazines, books, or the Internet. These sources should be introduced and documented in the body of your paper as lead-ins; any quotes you use should be embedded. You do not have to use parenthetical documentation within the body of the paper, but you must attach a copy of your highlighted sources with your scaffolding and thesis (mark whether you will paraphrase, summarize or quote from that source). – 10 additional points YOU NEED 3 SOURCES!
Name: Period:
Editorial Essay Rubric: ELA 3-4 Honors
|MLA Formatting: header, heading, spacing, etc. |/10 |
|Research |/10 |
|You must find support for your argument from newspapers, magazines, books, or the Internet. | |
|These sources should be introduced and documented in the body of your paper as lead-ins; any | |
|quotes you use should be embedded. You do not have to use parenthetical documentation within the| |
|body of the paper, but you must attach a copy of your highlighted sources with your scaffolding | |
|and thesis (mark whether you will paraphrase, summarize or quote from that source). | |
|Language: Parallelism |/10 |
| |
|Organization: |4 |3 |2 |1 |0 |
|All paragraphs are related to thesis | | | | | |
|Minimum of 4 paragraphs/roughly 750 words | | | | | |
|Solid support for claims | | | | | |
|Classical, Toulmin or Rogerian organization | | | | | |
|Good explanation of arguments | | | | | |
|Interesting introduction and effective conclusion | | | | | |
|Argument is clear and logical in construction | | | | | |
|Development of Ideas: |4 |3 |2 |1 |0 |
|Guided by central idea; clarity of focus | | | | | |
|Logic-based | | | | | |
|Topic is defined and reasonable | | | | | |
|Writer avoids fallacies of thinking | | | | | |
|Effective use of persuasive appeals | | | | | |
|Appropriate for audience type | | | | | |
|Readers’ experiences or values are represented | | | | | |
|Original ideas | | | | | |
|Ideas are developed completely | | | | | |
|Clarity of Language |4 |3 |2 |1 |0 |
|Language and Conventions |4 |3 |2 |1 |0 |
|Reading Comprehension of Key Ideas and Details |4 |3 |2 |1 |0 |
|(Infusing Textual Evidence) | | | | | |
|Total | /20 (x 5) /100 |
***Please reference the Analytic and Narrative Writing Rubric (you were given this in class) to determine what each score point category means.
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