Graduate NYC



A Standards-Based Approach to Cross Institutional Analysis of Student Work

Kingsborough Community College – Graduate NYC! Collaborative Project

Toolkit

Continuities and Disconnects:

A Teacher Toolkit for Analyzing, Revising, and Creating Argument Essay Assignments

While there is not a single path to teaching and learning, nor a single product that constitutes achievement, we recognize that it is important for students to be able to write effective arguments. To this end, this Toolkit focuses on argumentation. It is designed to be a resource to help high school and college writing instructors create or refine assignments aligned with the following Common Core Anchor Standard:

“Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.”

By focusing on argument, we do not mean to devalue other forms of writing. While arguments are useful, time constraints, large classes, and high stakes exams may require high school teachers to present arguments as rigid templates so that elements of the essay can fit together in predictable patterns. Such formulaic approaches to writing undermine college instructors’ preference for students to use rhetorical strategies in ways that best fit the task and purpose. Nonetheless, we recognize that the current emphasis on argument in the high schools may result in an easier transition as students move to college level writing. Students will be better prepared for the original arguments they will generate in college if they gain experience using available evidence to make a case for an independent point of view in high school. This Toolkit thus aims to facilitate the creation of successful argument assignments for teachers at all levels.

We began by looking at student work, but found our most productive conversations came out of our examination of the assignments themselves. This Toolkit invites practitioners to engage in the same process.

The Toolkit has two parts. Part l invites practitioners to apply a set of critical questions to analysis of a collection of argument essay assignments used in the last two years of high school and in the first year of college. This process is intended to give an expanded view of the possibilities for argument essay assignment design, to inform thinking about the crucial elements of argument essay assignment design, and to enhance understanding of common threads across the high school-college divide.

Part ll aims to support the process of translating the insights garnered in Part l into concrete plans for practice. It provides a template for creating an argument essay assignment. The template can be used to design a new assignment or to aid the process of revising an existing assignment, so that the assignment best addresses desired learning outcomes and maximizes the possibilities for student success and engagement.

While individual instructors can, of course, make good use of the tools provided here while working alone, it is our view that the richest work will result if colleagues are given the time and support to collaboratively utilize this Toolkit, in order to benefit from one another’s expertise, insights, and ideas.

Part l: Using Critical Questioning to Analyze Argument Essay Assignments

This section includes a set of six sample argument essay assignments: two developed by teachers of high school, two from standardized tests administered in New York City (The New York State English Regents and the CUNY CATW), and two developed by teachers of college freshmen.

We’ve also included a set of questions that we found particularly useful in helping us determine the tasks students are being asked to do in each assignment, the skills and information they would need in order to do the assignment successfully, whether or not the assignment was addressing its intended purposes, and the similarities and differences between the assignments offered in high school and college.

The insights garnered from the process of analyzing the assignments, using the questions below, are intended to be applied to the creation of a new assignment or the revision of an assignment in Part ll.

For each of the sample assignments, consider the following:

1. Where in the assignment is the argument prompted? Discuss the argument the student is asked to construct.

2. What kind of evidence is the student being asked to draw upon? (Such evidence might include literary texts, nonfiction works, or historical documents.)

3. What writing and critical thinking skills does the student need to successfully complete this assignment? (For example, students might need to synthesize information from multiple texts, develop unconventional viewpoints, or utilize counterargument.)

4. What terminology is used in these assignments? Are any terms interchangeable?

5. What scaffolding is included in the prompt? (For instance, a reference to sources students can use, descriptions of paragraphs needed, sub-questions, etc.)

6. What do you see as common features of these different assignments?

7. What makes them different?

8. If you were a student encountering these assignments over time, what continuities and disconnects might you experience?

Sample Assignment #1

The following is an assignment given in an English class for high school juniors. Students are able to revise.

Assignment Description: Over the past few weeks we have been examining and studying texts dealing with the various perspectives on the true nature of humanity. Literary texts like William Golding's Lord of the Flies and Cormac McCarthy's The Road and films like Clint Eastwood's "Unforgiven" and Alfonso Cuaron's "Children of Men" each present different perspectives on whether or not humans are born with a particular nature.

Your task is to carefully review all the texts we have examined over the course of this unit, synthesize information from each of the texts (listed below), and incorporate it into a coherent, well-written essay of approximately FIVE pages that argues a clear position that answers the following question:

What is the true nature of humanity?

In your paper, be sure to do the following:

1. Clearly identify your perspective on the issue. There should be at least 1-3 sentences that indicate your stance.

2. Present specific and relevant evidence from the various sources that will SHOW the reader your point-of-view. DO NOT SUMMARIZE THE SOURCES.

3. Each paragraph should have a topic sentence which introduces the reader to the ideas you will be discussing in that paragraph.

4. Each paragraph should have a concluding statement that serves as a transition to briefly introduce the following paragraph.

5. In your conclusion, rather than summarizing what has already been stated, write a paragraph in which you consider how others might react to what you have written and the points that you have made. You may restate your thesis and other major points if necessary.

Core Texts from this Unit:

• Lord of the Flies by William Golding

• The Road by Cormac McCarthy

• "Unforgiven" directed by Clint Eastwood

• "Children of Men" directed by Alfonso Cuaron

• Excerpts and breakdowns of the philosophies of Thomas Hobbes, Jean Jacques Rousseau, and Jacque Fresco

• Breakdown of Sigmund Freud's theory on the division of personality

• Articles dealing with the aftermath of Hurricane Katrina and the riot in Kings Plaza Mall

Sample Assignment #2

This assignment is an argument essay given to seniors in AP Composition.

Argument Essay: Gatsby Chapters 5-7 and “Ode on a Grecian Urn”

Topic Choices (Choose one): Which text more powerfully addresses

• the effects of time

• the experience of anticipation

• the power of imagination

In your essay:

1. Take a clear position in the introduction. You must choose one text; don’t be wishy washy.

2. Organize your first three body paragraphs as a series of reasons. Obviously, the quality of your reasons and your support greatly affect your grade.

3. Include a counterclaim paragraph (body paragraph #4). In a counterclaim, you imagine and state the opposite position, then argue against it using new information.

4. Conclude in a way that does not summarize your previous ideas. (However, do repeat your position.) This is where you take the ideas beyond the texts themselves, but still refrain from using “I” or revealing personal experiences. Instead, consider human experience in general.

Additional Requirements: conform to all the usual essay writing requirements:

• Topic sentences

• Development through well-chosen examples, fully explained

• Proper quotation and citation format

• Provide titles and authors in introduction

• Underline novel title; put poem title in quotation marks

• Make evident your understanding of both texts

• Proofread

Caution: These works have been loved and analyzed for decades (Fitzgerald) and centuries (Keats), and therefore there are a lot study guides available. DO NOT USE THEM. Plagiarism is taking someone else’s IDEAS without giving credit, whether or not you word those ideas differently. It is nearly impossible to read someone else’s analysis without it seeping into your work, even if you didn’t intend so. Choose integrity over cheating. Trust your own abilities. Otherwise, your essay will deserve a zero.

Value: 100 points

Sample Assignment #3

Here is a sample Part 2 of the new Common Core Regents exam: “Writing from Sources.”

Directions: Closely read each of the five texts provided on pages 24 through 34 and write an evidence-based argument on the topic below. You may use the margins to take notes as you read and the next page to plan your response. Write your response in the space provided.

Topic: Was the Federal Theatre Project successful?

Your Task: Carefully read each of the five texts provided. Then, using evidence from at least four of the texts, write a well-developed argument regarding the success of the Federal Theatre Project. Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific and relevant evidence from at least four of the texts to develop your argument. Do not simply summarize each text.

Guidelines:

Be sure to:

• Establish your claim regarding the success of the Federal Theatre Project

• Distinguish your claim from alternate or opposing claims

• Use specific, relevant, and sufficient evidence from at least four of the texts to develop your argument

• Identify the source that you reference by text number and line number(s) or graphic (for example: Text 1, line 4 or Text 2, graphic)

• Organize your ideas in a cohesive and coherent manner. Maintain a formal style of writing

• Follow the conventions of standard written English

Texts:

Text 1 – Federal Theatre: Melodrama, Social Protest, and Genius

Text 2 – Federal Theatre Project (FTP)

Text 3 – New Deal Cultural Programs: Experiments in Cultural Democracy

Text 4 – Investigation of Un-American Propaganda Activities in the United States Text 5 – From Crash to a New Identity: The Formation of the Works Progress

Sample Assignment #4

The CATW is a timed (90 minute) essay test students have to complete before entering the CUNY system as a freshman. It determines placement and eligibility for a 4-year college.

Assignment Description: Students read a non-fiction passage of approximately 200 words and compose an essay in response, according to the following directions:

Read the passage above and write an essay responding to the ideas it presents. In your essay, be sure to develop your essay by identifying one idea in the passage that you feel is especially significant, and explain its significance. Support your claims with evidence or examples drawn from what you have read, learned in school, and/or personally experienced.

Remember to review your essay and make any changes or corrections that are needed to help your reader follow your thinking. You will have 90 minutes to complete your essay.

Sample Assignment #5

This is an assignment from a Freshman English 1 class (English 12), the first of a two-semester sequence for first-year students at Kingsborough Community College. Students revise their work.

Assignment Description: Your first essay assignment is a “response” essay in which you discuss and respond to the ideas presented in the introductory chapter of Amy Farrell’s book, Fat Shame: Stigma and the Fat Body in American Culture. You may come away from this reading entirely convinced, completely skeptical, or anywhere between; your goal in this essay is to arrive at a clear position on the ideas Farrell raises, one that accurately and fairly represents her views while establishing your own position and the reasoning behind it.

A substantial portion of your essay should focus on the particulars of Farrell’s argument. I suggest that you select several key points to discuss and organize your essay around those.

You may also bring in “outside” information to develop your ideas and support your position. This could include any of the following:

• Information from your biology textbook about weight and the human body;

• The results of the class measurements activity you completed in your biology class;

• Your own experiences and/or the experiences of people you know;

• Ideas that came up in class discussion (try to give credit);

• The New York Times article we read and discussed.

Your essay should…

1. Have a clear introduction, body and conclusion.

2. Include a header with your name, the class, the date, and the draft number.

3. Include at least three direct quotations from the text.

4. Include in-line citations and a Works Cited page.

5. Be approximately four pages in length, double-spaced using a 12-point font.

Sample Assignment #6

TOPIC: Ethics of Food Advertising

 

OVERVIEW: In this essay, you will evaluate a set of food ads or a food-based advertising campaign and decide whether the promotion is ethically sound.

 

ESSAY ASSIGNMENT:

Choose a marketing campaign, a commercial, a print advertisement, or a series of packages for a single type of food. This is your primary source.

 

Evaluate to what extent your chosen advertisement engages in ethically sound practices in order to attract customers.

 

To support your argument:

• Identify whether or not the ad utilizes ethical strategies. Be sure to describe your reasoning; two people may come to a different conclusion about the same advertisement. 

• Describe the ads, the commercial or the campaign in detail.

• Refer to two of the course readings in the “Advertising” packet. Use these articles to present background information, to support your argument, or to provide a contrasting point of view.

 

POSSIBLE TOPICS TO EXPLORE:

 

• Food ads that target children

• False or exaggerated health claims on food products

• Junk food or fast food marketing

• Sexualized advertising

• Use of deception in presenting food products

• Food ads that rely on stereotyping cultures

If you have another idea, let me know.

REVIEW THIS CHECKLIST BEFORE SUBMITTING:

 

• 4 page minimum, not including Works Cited   _______                            

• MLA style (See essay template.)  _______                                                                

• Works Cited page (See template.)  _______                                                               

• Includes a thesis that takes a clear stand on the ethical practices of your chosen advertisement.  _______                                                                   

• Includes a clear description of the ad campaign, package, or commercial. ______      

• Refers to at least one or two of the readings from the “Advertising” course packet. ______                                                                          

Note-taking Sheet for Assignment Analysis

| |Sample #1 |

|Intended Learning Outcomes | |

| | |

| | |

|Skills students need to | |

|successfully complete this | |

|assignment | |

| | |

|Terminology students need to know | |

|to successfully complete this | |

|assignment | |

|Sources needed (e.g., books, | |

|websites, videos, podcasts, etc.) | |

| | |

|Scaffolds to be provided in prompt | |

|(e.g., lists of sources to use, | |

|descriptions of paragraphs needed, | |

|sub questions as well as main | |

|questions, discussion of what not | |

|to do as well what to do, | |

|checklists, formatting particulars,| |

|etc.) | |

|The Prompt | |

|(i.e., the exact wording of the | |

|assignment) | |

| | |

| | |

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