Constructing Support
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This document provides guidance on constructing a supported opinion or argument. It outlines that opinions should be supported with facts, evidence, and examples. It defines facts as true statements, evidence as statistics and surveys, and examples as real-life occurrences. It also explains that supported opinions can make appeals through personality, tradition, rhetoric, or reason by using claims, evidence, elaborations, and qualifiers.
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---- Please Follow the instructions ----Ess.docx
---- Please Follow the instructions ----
Essay #5
Argument Essay
Purpose:
To demonstrate our ability to write a well-supported essay; to show our ability to do accurate works cited pages; to demonstrate our ability to cite sources using MLA format.
Audience:
people who may be unfamiliar with this topic
Paper format:
typed, double-spaced using Times New Roman and 12 pt. font; 1" margins all round; original title; name and date; separate Works Cited page; correct essay formatting and indentation of paragraphs. I will provide you with the correct Works Cited page. All you will have to do is copy it.
Note:
This paper
must
be handed in by the due date.
I will not accept any late papers.
Grade Distribution:
Rough Draft: 30 points
Accurate Works Cited Page: 20 points
Essay: 500 points
Assignment:
Write a 4-5 page argumentative paper on the following topic: Who Needs Privacy? You
must
use the following articles which are in your Week 12 Module to support your thesis and claims: "Tracking Is an Assault on Liberty" by Nicolas Carr; "Web Users Get as Much as They Give" by Jim Harper; and
"Facebook
Is Using You" by Lori Andrews. You
must
have two quotes from each of the three articles related to your topic. I will not accept any other sources that the three mentioned above.
You may not use I believe, I think, or In my opinion anywhere in your essay!
Essay Specifics:
Before you begin writing your essay, it would help if you created an outline to follow. The type of outline you create will depend on whether your readers primarily agree or disagree with you. Below are two examples:
Readers Primarily Agree with You
Strengthen their convictions by organizing your argument around a series of reasons backed by supporting evidence or by refuting opposing arguments point by point.
I. Present the Issue
II. Provide a thesis statement -
a direct statement of your position
III. Present your most plausible reasons and evidence
IV. Concede or refute opposing reasons or objections to your argument
V. Conclude:
Reaffirm your position
Readers Primarily Disagree with You
Begin by emphasizing common ground, and make a concession to show that you have considered the opposing position carefully and with an open mind.
I. Present the Issue:
Reframe the issue in terms of common values
II. Concede:
Acknowledge the wisdom of an aspect of the opposing position
III. Provide a thesis statement
- a direct statement of your position, qualified as necessary
IV. Present your most plausible reasons and evidence
V. Conclude:
Reiterate shared values
Whatever organizational strategy you adopt, do not hesitate to change your outline as necessary while drafting and revising. For instance, you might find it more effective to hold back on presenting your own position until you have discussed unacceptable alternatives. or you might if find a more powerful way to order the reasons for supporting your position. Th.
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FEATUREFEATURE
46 Knowledge Quest | Inquiry
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
America’s Test Kitchen, located just outside of
Boston, strives to develop
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members test each recipe
“30, 40, sometimes as
many as 70 times, until we
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of ingredients, technique,
temperature, cooking time,
and equipment that yields
the best, most-foolproof
recipe” (America’s Test
Kitchen 2014). Inspired by
their patience and precision,
we decided to develop a
teaching recipe that would
consistently engage students
in open-minded inquiry. In
accordance with Common Core
State Standards CCSS.EL A-
Literacy.CCR A.R.7 and CCSS.
EL A-Literacy.CCR A.R.8, students
would select and weigh textual,
visual, and quantitative evidence
and reason dispassionately in order
to arrive at a unique synthesis
imaginatively presented in an
infographic. We have begun the
process: testing many ideas,
observing lessons in action, and
viewing student products. As
systematic “bakers,” we expect to
test, adapt, review, and learn from
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our infographic kitchen to help us
create an instructional sequence
that consistently yields high-quality
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Infographics, Not Posters
Infographics can be engaging
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because the multimodal format
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acquired during inquiry research
within a discipline.
However, as we looked into class-
rooms, searched the Web, and spoke
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that most infographic assign-
ments resulted in what we would
label as posters. Essentially, these
products were the equivalent of
David Loertscher’s “bird reports”—
representations of loosely related
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verified and paraphrased, displayed
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student engagement enthusiastically
reported by teachers came primarily
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Debbie Abilock[email protected]Connie Williams[email pro.docx
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[email protected]
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“A creative process may begin with a flash of a new idea or with a hunch.
It may just start as noodling around with a problem, getting some fresh ideas
along the way. It’s a process, not a single event, and genuine creative processes
involve critical thinking as well as imaginative insights and fresh ideas.”
—Sir Ken Robinson (2009)
Infographic
for anRecipe
FEATUREFEATURE
46 Knowledge Quest | Inquiry
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
America’s Test Kitchen, located just outside of
Boston, strives to develop
absolutely the best recipes
for popular dishes. Staff
members test each recipe
“30, 40, sometimes as
many as 70 times, until we
arrive at the combination
of ingredients, technique,
temperature, cooking time,
and equipment that yields
the best, most-foolproof
recipe” (America’s Test
Kitchen 2014). Inspired by
their patience and precision,
we decided to develop a
teaching recipe that would
consistently engage students
in open-minded inquiry. In
accordance with Common Core
State Standards CCSS.EL A-
Literacy.CCR A.R.7 and CCSS.
EL A-Literacy.CCR A.R.8, students
would select and weigh textual,
visual, and quantitative evidence
and reason dispassionately in order
to arrive at a unique synthesis
imaginatively presented in an
infographic. We have begun the
process: testing many ideas,
observing lessons in action, and
viewing student products. As
systematic “bakers,” we expect to
test, adapt, review, and learn from
our failures. We invite you into
our infographic kitchen to help us
create an instructional sequence
that consistently yields high-quality
learning for students.
Infographics, Not Posters
Infographics can be engaging
alternative products of research
because the multimodal format
invites students to make sense of
complex information by applying
multiple literacies. An infographic
is a claim expressed through
visual metaphor, conveying the
creator’s fresh understanding of
relationships, expressed through a
judicious selection and arrangement
of visuals, evidence, and text
acquired during inquiry research
within a discipline.
However, as we looked into class-
rooms, searched the Web, and spoke
with classroom teachers, we learned
that most infographic assign-
ments resulted in what we would
label as posters. Essentially, these
products were the equivalent of
David Loertscher’s “bird reports”—
representations of loosely related
facts and numbers, sometimes
verified and paraphrased, displayed
visually. We hypothesized that the
student engagement enthusiastically
reported by teachers came primarily
from using novel techno.
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---- Please Follow the instructions ----Ess.docx
---- Please Follow the instructions ----
Essay #5
Argument Essay
Purpose:
To demonstrate our ability to write a well-supported essay; to show our ability to do accurate works cited pages; to demonstrate our ability to cite sources using MLA format.
Audience:
people who may be unfamiliar with this topic
Paper format:
typed, double-spaced using Times New Roman and 12 pt. font; 1" margins all round; original title; name and date; separate Works Cited page; correct essay formatting and indentation of paragraphs. I will provide you with the correct Works Cited page. All you will have to do is copy it.
Note:
This paper
must
be handed in by the due date.
I will not accept any late papers.
Grade Distribution:
Rough Draft: 30 points
Accurate Works Cited Page: 20 points
Essay: 500 points
Assignment:
Write a 4-5 page argumentative paper on the following topic: Who Needs Privacy? You
must
use the following articles which are in your Week 12 Module to support your thesis and claims: "Tracking Is an Assault on Liberty" by Nicolas Carr; "Web Users Get as Much as They Give" by Jim Harper; and
"Facebook
Is Using You" by Lori Andrews. You
must
have two quotes from each of the three articles related to your topic. I will not accept any other sources that the three mentioned above.
You may not use I believe, I think, or In my opinion anywhere in your essay!
Essay Specifics:
Before you begin writing your essay, it would help if you created an outline to follow. The type of outline you create will depend on whether your readers primarily agree or disagree with you. Below are two examples:
Readers Primarily Agree with You
Strengthen their convictions by organizing your argument around a series of reasons backed by supporting evidence or by refuting opposing arguments point by point.
I. Present the Issue
II. Provide a thesis statement -
a direct statement of your position
III. Present your most plausible reasons and evidence
IV. Concede or refute opposing reasons or objections to your argument
V. Conclude:
Reaffirm your position
Readers Primarily Disagree with You
Begin by emphasizing common ground, and make a concession to show that you have considered the opposing position carefully and with an open mind.
I. Present the Issue:
Reframe the issue in terms of common values
II. Concede:
Acknowledge the wisdom of an aspect of the opposing position
III. Provide a thesis statement
- a direct statement of your position, qualified as necessary
IV. Present your most plausible reasons and evidence
V. Conclude:
Reiterate shared values
Whatever organizational strategy you adopt, do not hesitate to change your outline as necessary while drafting and revising. For instance, you might find it more effective to hold back on presenting your own position until you have discussed unacceptable alternatives. or you might if find a more powerful way to order the reasons for supporting your position. Th.
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“A creative process may begin with a flash of a new idea or with a hunch.
It may just start as noodling around with a problem, getting some fresh ideas
along the way. It’s a process, not a single event, and genuine creative processes
involve critical thinking as well as imaginative insights and fresh ideas.”
—Sir Ken Robinson (2009)
Infographic
for anRecipe
FEATUREFEATURE
46 Knowledge Quest | Inquiry
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
America’s Test Kitchen, located just outside of
Boston, strives to develop
absolutely the best recipes
for popular dishes. Staff
members test each recipe
“30, 40, sometimes as
many as 70 times, until we
arrive at the combination
of ingredients, technique,
temperature, cooking time,
and equipment that yields
the best, most-foolproof
recipe” (America’s Test
Kitchen 2014). Inspired by
their patience and precision,
we decided to develop a
teaching recipe that would
consistently engage students
in open-minded inquiry. In
accordance with Common Core
State Standards CCSS.EL A-
Literacy.CCR A.R.7 and CCSS.
EL A-Literacy.CCR A.R.8, students
would select and weigh textual,
visual, and quantitative evidence
and reason dispassionately in order
to arrive at a unique synthesis
imaginatively presented in an
infographic. We have begun the
process: testing many ideas,
observing lessons in action, and
viewing student products. As
systematic “bakers,” we expect to
test, adapt, review, and learn from
our failures. We invite you into
our infographic kitchen to help us
create an instructional sequence
that consistently yields high-quality
learning for students.
Infographics, Not Posters
Infographics can be engaging
alternative products of research
because the multimodal format
invites students to make sense of
complex information by applying
multiple literacies. An infographic
is a claim expressed through
visual metaphor, conveying the
creator’s fresh understanding of
relationships, expressed through a
judicious selection and arrangement
of visuals, evidence, and text
acquired during inquiry research
within a discipline.
However, as we looked into class-
rooms, searched the Web, and spoke
with classroom teachers, we learned
that most infographic assign-
ments resulted in what we would
label as posters. Essentially, these
products were the equivalent of
David Loertscher’s “bird reports”—
representations of loosely related
facts and numbers, sometimes
verified and paraphrased, displayed
visually. We hypothesized that the
student engagement enthusiastically
reported by teachers came primarily
from using novel techno.
Debbie Abilock[email protected]Connie Williams[email pro.docx
Debbie Abilock
[email protected]
Connie Williams
[email protected]
“A creative process may begin with a flash of a new idea or with a hunch.
It may just start as noodling around with a problem, getting some fresh ideas
along the way. It’s a process, not a single event, and genuine creative processes
involve critical thinking as well as imaginative insights and fresh ideas.”
—Sir Ken Robinson (2009)
Infographic
for anRecipe
FEATUREFEATURE
46 Knowledge Quest | Inquiry
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
America’s Test Kitchen, located just outside of
Boston, strives to develop
absolutely the best recipes
for popular dishes. Staff
members test each recipe
“30, 40, sometimes as
many as 70 times, until we
arrive at the combination
of ingredients, technique,
temperature, cooking time,
and equipment that yields
the best, most-foolproof
recipe” (America’s Test
Kitchen 2014). Inspired by
their patience and precision,
we decided to develop a
teaching recipe that would
consistently engage students
in open-minded inquiry. In
accordance with Common Core
State Standards CCSS.EL A-
Literacy.CCR A.R.7 and CCSS.
EL A-Literacy.CCR A.R.8, students
would select and weigh textual,
visual, and quantitative evidence
and reason dispassionately in order
to arrive at a unique synthesis
imaginatively presented in an
infographic. We have begun the
process: testing many ideas,
observing lessons in action, and
viewing student products. As
systematic “bakers,” we expect to
test, adapt, review, and learn from
our failures. We invite you into
our infographic kitchen to help us
create an instructional sequence
that consistently yields high-quality
learning for students.
Infographics, Not Posters
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alternative products of research
because the multimodal format
invites students to make sense of
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is a claim expressed through
visual metaphor, conveying the
creator’s fresh understanding of
relationships, expressed through a
judicious selection and arrangement
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acquired during inquiry research
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Constructing Support
- 1. Constructing Support A power point for students
- 2. We are all held accountable for our own words.
- 3. Three steps for constructing support
- 4. Is It a:
- 5. Everyone in school has decided to give their opinion on the school uniform. So does your opinion need to be supported?
- 6. If so What will I include?
- 7. Facts Evidence Examples Appeals - Personality Tradition or accepted beliefs Rhetoric Reason – Evidence Claim Elaboration Qualifier
- 8. Facts: Statements which are true about the opinion Examples: something which happened in real life Evidence: statistics and surveys Appeals: Personality: They appeal to the audience Tradition: Where people appeal you to “do the right thing” Rhetoric: an appeal by using beautiful language Reason: An appeal to your logical and ethical skill by claims, evidence, elaborations and qualifiers