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Argument writing tips

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Feedback from the SAT diagnostic prompt

Feedback from the SAT diagnostic prompt

Published in: Education

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  • 1. RANGE6 5 4 3 2 10 5 9 7 12 7
  • 2. GOAL6 5 4 3 2 14 30 20 0 0 0
  • 3. TO EARN A 4, 5, OR 6• One • Mostly correct consistent grammar and tense, usually syntax 3rd person • A sense of• Successfully style made an • Flow- argument and transitions, supported it well organized, with specific, complete detailed and appropriate examples
  • 4. THE PROMPTSuccess begins with failure- take a side Success always begins with failure. Success mostly begins with failure. Success can begin with failure but also might not- straddling the fence. Not an argument. Success rarely begins with
  • 5. THE PROMPT• Success begins with failure- take a side• Support your position using an example (and at least three points) or examples (at least three) from literature, the arts, history, current events, politics, science and technology or from your personal experience or observation.
  • 6. THE PROMPT• Support your position using an example (and at least three points) or examples (at least three) from literature, the arts, history, current events, politics, science and technology or from your personal experience or observation.• Personal experience is actually frowned upon unless it is extraordinary
  • 7. COMPARISON OF ERRORS TO EXCELLENCEEXCELLENCE ERRORS• The prompt is • Complimented the prompt. the prompt Get to the • Restated the writing prompt• Try a three • Compared the sentence intro quote to  Grabber another similar  Transition quote sentence  Claim • Commented (argument) on the prompt
  • 8. COMPARISON OF ERRORS TO EXCELLENCEEXCELLENCE ERRORS• Maintained a • Tense shift consistent • Problems with tense: agreement- If• 1st person one were to …,• Avoid 2nd person they would for a formal essay • Overused (Don’t speculate- pronouns If you were to fail • They say that a test …) … (who is• 3rd person- this is “they”. Avoid the best generalities.)
  • 9. COMPARISON OF ERRORS TO EXCELLENCEEXCELLENCE ERRORS• Succinct, well- • Generalities chosen and • Overwriting appropriate • Using “quarter diction that fits words” when the writing task. “nickel” words would• Academic, high do school level • Teen-speak control of language • Common errors that you should know by• An attempt at now- (there, you’re, sophisticated its, a lot, apart,
  • 10. COMPARISON OF ERRORS TO EXCELLENCEEXCELLENCE ERRORS• Imagery • Clichés or frivolous and• Specific silly word examples choice• Clever and • Wrongly interesting identified details people- Ben• Go academic, Franklin invented the especially light bulb books • Waffling and generalities
  • 11. COMPARISON OF ERRORS TO EXCELLENCEEXCELLENCE ERRORS• 4-6 paragraphs • Length bias- or 1 ½ to 3 too short (less pages of than a page dense, detailed and a half prose • Incorrect paragraphing • No conclusion
  • 12. COMPARISON OF ERRORS TO EXCELLENCEEXCELLENCE ERRORS• Active voice • Passive voice• An original sense • Formulaic of style or tone- • Telling the reader Humorous, witty, what you are going to sarcastic, bitter, do- nostalgic … elicits I am going to persuade emotions and you connections from I am going to make an the reader argument• Understands Next, I will discuss reader/audience Now, I have made my
  • 13. COMPARISON OF ERRORS TO EXCELLENCEEXCELLENCE ERRORS• A clear, • Argument is missing consistent and • Argument is over comprehensive simplistic argument • Argument is too (claim, thesis difficult to prove in or position) one essay • Straddles both sides of the fence • Doesn’t address counterargument
  • 14. COMPARISON OF ERRORS TO EXCELLENCEEXCELLENCE ERRORS• Short Telling the reader introduction what you are• Long, detailed going to do- body I am going to paragraphs persuade you• Short I am going to conclusion make an argument Next, I will discuss Now, I have