W.9 10.1 writeargumentskeigher (2)
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This unit introduces students to argumentative writing. Students will learn the elements of an effective argument, including claims, counterclaims, reasoning, evidence, and rebuttals. They will apply these skills by writing an argumentative essay. Additionally, students will read a news article each week and write a short reflection to develop their routine writing abilities. The unit is designed to help students meet the standards of writing arguments using valid reasoning and evidence and writing routinely over different time frames. An essential question is what elements are necessary for an effective argument. Formative and summative assessments include introductory activities, practice identifying elements, self-assessments, essays, and article reflections.
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W.9 10.1 writeargumentskeigher
This unit introduces students to argumentative writing. Students will learn about and practice the key elements of an effective argument, including claims, counterclaims, reasoning, and evidence. They will write an argumentative essay to demonstrate these skills. Additionally, students will write weekly reflections on assigned news articles to develop routine writing abilities. The unit is aligned to Common Core standards for writing arguments and routine writing. Key questions focus on identifying necessary elements of an effective argument. Students will be assessed through various formative and summative assessments, including practice activities, self-assessments, essays, and article reflections.
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Common core persuasive rubric
The rubric assesses student persuasive essays based on Common Core standards for reading and writing. An essay that exceeds standards will have a precise, knowledgeable thesis; select the most significant evidence from texts to thoroughly develop the topic; and skillfully integrate information to advance the thesis. It will also skillfully assess source strengths and limitations, draw evidence to support analysis, and delineate argument validity. The organization will skillfully sequence elements and a concluding statement will follow the argument. Writing will be clear, coherent and sophisticated. An essay that meets standards will have the minimum requirements marked with asterisks.
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W.9 10.1 writeargumentskeigher
This unit introduces students to argumentative writing. Students will learn about and practice the key elements of an effective argument, including claims, counterclaims, reasoning, and evidence. They will write an argumentative essay to demonstrate these skills. Additionally, students will write weekly reflections on assigned news articles to develop routine writing abilities. The unit is aligned to Common Core standards for writing arguments and routine writing. Key questions focus on identifying necessary elements of an effective argument. Students will be assessed through various formative and summative assessments, including practice activities, self-assessments, essays, and article reflections.
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The rubric assesses student persuasive essays based on Common Core standards for reading and writing. An essay that exceeds standards will have a precise, knowledgeable thesis; select the most significant evidence from texts to thoroughly develop the topic; and skillfully integrate information to advance the thesis. It will also skillfully assess source strengths and limitations, draw evidence to support analysis, and delineate argument validity. The organization will skillfully sequence elements and a concluding statement will follow the argument. Writing will be clear, coherent and sophisticated. An essay that meets standards will have the minimum requirements marked with asterisks.
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A position paper argues for a particular stance on an issue using evidence and facts to support the author's opinion. It aims to convince the audience that the author's position is valid. A strong position paper provides a clear introduction outlining the issue and thesis, body paragraphs with arguments and supporting evidence for each claim, and a conclusion restating the argument and suggesting a course of action. The best way to defend a stance is through factual knowledge, statistical inference, informed opinion, and personal testimony from knowledgeable sources. An effective position paper is well-researched, addresses counterarguments, and is tailored to the target audience.
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The document provides guidance on writing a position paper. A position paper expresses a position on a contested issue and aims to generate support for that position. It should use evidence like facts, statistics, and quotes to validate the position. The body of the paper should examine strengths and weaknesses of the position and evaluate alternative positions. When choosing a topic, it should have clear divisions of opinion that can be argued with facts. The introduction should state the position and catch the reader's attention, while the conclusion summarizes main ideas and reinforces the introduction.
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Project 4: Portfolio
Writer’s Role: Evaluator
Audience: UA Students, Your Current and Subsequent Writing Instructor
Genre: Portfolio
Due Dates:
· Wednesday, Nov. 30th: Portfolio Idea Proposal
· Monday, Dec. 5th: First Draft of Portfolio
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The goal of this final portfolio is to reflect on and demonstrate your learning in this course. Kathleen Yancey, an expert in reflective writing, says writers need to know their work before they can like or critique it. Applying what we’ve learned to subsequent (and different) writing contexts depends on taking time to assess your writing practices. Evaluating your progress in English 101, it follows, should convince readers that you know your work and you can reflect on and assess your writing experiences. Project 4, as a portfolio, allows you to document your performance in this class by examining what you’ve produced this semester in relation to some of the student learning outcomes. So, too, the course has emphasized key terms that represent core concepts in writing, and they will be useful vocabulary for explaining what you’ve learned about writing.
Course Key Terms
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· Context
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Before beginning your portfolio, then, it is important to carefully read over the learning outcomes and key terms (as we have been doing throughout the semester). Decide which outcomes and key terms you would like to highlight; in the reflective essay, you will explain how learning is demonstrated (or areas in which you still need to improve) in the artifacts you’ve curated to represent your writing.
Portfolio Requirements
Task #1: Curate Portfolio Artifacts.
An important part of reflection involves reviewing and selecting samples of your writing across the semester. “Any writing” means anything you’ve written for English 101. It might be notes you made in class. It might be all of the major assignments with rough drafts. It might be one or two homework assignments that you felt had a big influence on your learning this semester. It could even be all of the homework assignments put together in a way that you think demonstrates learning outcomes.
Of course, learning is not always captured in successes. While you will predominately select writing that illustrates success in learning outcomes in the portfolio, you will also select at least one instructive failure, one example of writing that represents an outcome you have struggled with and will continue to work on. Often a critical incident with writing, or an instructive failure, prompts the best learning. With that in mind, use the following guidelines to curate a portfolio:
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· Select one artifact that represents your struggle with one learning outcome.
· Design a table of contents (TOC) with clear titles.
Sheet1 your name hereadvertiser #1advertiser #2advertiser #3advert
The document provides instructions for a research paper assignment on the theme of human behavior. Students must write a 6-8 page paper that presents a problem or issue related to human behavior, conducts research to answer questions about the topic, and develops an argument supported by sources. The assignment includes a proposal, annotated bibliography, outline, drafts, and final paper. It also provides a grading rubric that evaluates elements such as the thesis, organization, argument development, research, source integration, and writing mechanics.
Week 7 - Assignment Signature Assignment Design a Qualitative St.docx
Week 7 - Assignment: Signature Assignment: Design a Qualitative Study
A template is provided for this Signature Assignment. Using the template provided and your relevant discussions from previous submissions, construct a qualitative research plan. Your plan should reflect the features of qualitative research and the rationale for selecting a specific research design.
· Problem Statement (with recommended revisions)
· Purpose Statement (with recommended revisions)
· Research Questions (at least two questions)
· Theoretical/Conceptual Framework
· Methodology and Design (with the rationale)
· Data Collection (outline and defend)
· Data Analysis (include steps)
· References Page in APA Format
Within the paper, address the following:
1. Statement of problem. Provide a clear justification with evidence on why this study is relevant to your field and worthy of doctoral-level study. Support your efforts using 3 scholarly sources published within the past 5 years to ensure relevancy. Remember, the problem statement should reflect your degree type (applied or theory-based).
2. Purpose statement. Apply the script introduced in this course and your instructor’s feedback to produce an accurate and aligned problem statement.
3. Research question. The qualitative research query must be framed to deeply probe and investigate a problem. How, why, and what strategies are the best terms to include in your research question.
4. Defend your choice to use the qualitative methodology to research your identified problem. Synthesize 2 or 3 sources to support your arguments.
5. Defend your choice to use a specific qualitative research design. Synthesize 2 or 3 sources to support your arguments.
6. Explain how and why you will select participants from a specific population. Include citations for the identified population, the sampling method.
7. Identify and support with citations:
· Data collection steps
· Ethical protection of human subjects
· Logically define the steps in data analysis
· How the four elements of trustworthiness could be addressed
Length: 6-10 pages
References: 15-20 peer-reviewed resources.
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.
Designing a Qualitative Study
Up to this point, you have created several components for a plausible qualitative research study, and you have submitted them and received feedback on each separate section. Now, it is time to put all the components together based on the feedback you have received from your professor each week regarding each section.
As a reminder, when writing a dissertation or manuscript for publication, you will have to justify all of your research decisions and facts with high-quality sources. High-quality resources include original research or articles written to address an aspect of the study o ...
Writing Expectations
This document outlines writing standards and goals for students in grades K-5. It includes standards for opinion/persuasive, informative/explanatory, and narrative writing. It also includes standards for publishing, research, and technology from the International Society for Technology in Education. The standards are broken down by grade level and provide guidance on key elements for each type of writing.
Argument paperEnglish 1 Spring 2014 Argument Assignment Paper.docx
Argument paper/English 1 Spring 2014 Argument Assignment Paper.doc
PAGE
English 1: Argumentative Essay Assignment
The Assignment: Write a six-to-ten page argument paper that addresses a current issue that will address our theme of the impact of technology on communication on ourselves, on our world and on what it means to be human (Barrios, 583). The topic and the issue for this paper is the same as your exploratory paper assignment. The purpose of this paper is to present your position on the issue and then argue why by presenting your own reasons and evidence to support your thesis statement.
Locating Sources for Research. The purpose of the exploratory paper was to explore different writers and their position, their perspective, and the types of evidence they used in order to form your own position and perspective. You have three sources that you may use in your paper. For this paper, you must include a variety of sources; they cannot all come from Web sites. Search SMC’s library online catalog, search for a book, search online databases, find newspaper articles, use the search engine Google scholar at www.google.com, or www.yahoo.com . In addition, observations or experience from your personal life are not allowable. Refer to the following handouts: “Research Guide for Papers,” “Sources Acceptable for Academic Papers.” Both of these handouts are on eCompanion. If you include an article from a Website, there must be a date and a sponsor/publisher. If this is not available you cannot use this source.
Thesis Statement and Claim: Does your thesis clearly include a claim? Is it arguable? Does it take a perspective on an issue? Is it narrow and specific enough for the length of this assignment? Is it focused on one subject? Is it a claim of policy where you argue that certainpolicies should be changed? Is it a claim of value where you argue that some action, belief, or policy is morally wrong, good, or bad? Once your claim is clear, you must develop reasons that match and correspond to the type of claim being made.
Audience/Point of View: An effective argument is tailored to its audience. The reasons and the types of evidence you offer, the needs and values to which you appeal, terms defined, all depend on your audience and the type of claim. Ask: What does your audience know or not know about your topic? The audience is your instructor and classmates. Never assume that the audience is familiar with your topic or terms. You may need to include definitions and relevant details to help the audience understand your position in the first body paragraph. For this argument essay, you will use only the third-person point of view. No, “I” “We” or “You.”
Content/Body Paragraphs. For the length of this assignment, you should have at least three-to-four distinct and relevant reasons to support your thesis. Follow the guidelines for writing the argument paper when developing your reasons. Use the “because” clause approach.
UNDERGRADUATE ASSIGNMENT SPECIFICATION ProgrammeBABSMo.docx
UNDERGRADUATE ASSIGNMENT SPECIFICATION
Programme:
BABS
Module Level (3,4,5 or 6):
4
Module:
Quantitative Techniques In Business
Module code:
SBLC4002Contribution to Overall
Module Assessment (%):
50%
Assignment No(s):
1 of 1
Assignment Title(s):
Regression and Correlation Analysis
Lecturer:
Sarangan Thevarajah
Internal Verifier:
Chandranna Rayadurg
Hand Out Date:
10/04/2017
Submission deadline:
Feedback deadline:
20/06/2017
TBC
Referencing:
In the main body of your submission you must give credit to authors on whose research your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have read or quoted in order to complete this assignment (e.g. for books: surname of author and initials, year of publication,title of book, edition, publisher: place of publication).
Disclosure:
I declare that this assignment is all my own work and that I have acknowledged all materials used from the published or unpublished works of other people. All references have been duly cited.
Student’s Signature:
(Only where hard copies required)
Date:
Turnitin: All assignments must be submitted to Turnitin unless otherwise instructed by the Lecturer.
Note: the Turnitin version is the primary submission and acts as a receipt for the student. Late submission of the electronic version of the assignment will result in a late penalty mark. Penalties for late submission: Up to one weeks late, maximum mark of 50%. Over one week late, Refer. Only the UWTSD Extenuating Circumstances Panel may grant an extension.
YES
x
NO
Learning Outcomes tested
(from module syllabus)
Assessment CriteriaTo achieve each outcome a student must demonstrate the ability to:
1.
To develop the student’s ability to understand the use of mathematics and statistics in solving business problems
· Have an basic understanding of some of the models in statistical data analysis and their use in business decision-making
2.
To provide an introduction to statistics and commonly used quantitative methods, which will prove useful in helping students to understand and appreciate other modules in the Business Studies programme
· Appreciate different types of decision-making environments
· Comprehend the purpose and use of mathematics and statistics in business based problems
3.
To encourage the student to use appropriate computer software to present and analyse statistical data in the context of quality production and business related problems.
· Use computers to summarise, analyse and present data meaningfully
TASK DESCRIPTION
'Go Green' is a franchise store that sells house plants, lawn and garden supplies. The following is the data about 12 franchise stores. You are being asked to analyse the following data in order to help to set up a new store.
Region
ANS
SQFF
VSI(£)
ADVERT(£)
SALD
NOMP
A
231
3
294
8.2
8.2
11
B
156
2.2
232
6.9
4.1
12
C
299
3.1
512
8.1
10.1
10
D
570
5.4
788
17.4
12.3
1
E
43 ...
ENC 1102Professor McCormickSpring 2019Unit 3 Exploratory .docx
This document outlines the requirements and grading rubric for an ENC 1102 exploratory research narrative assignment at Florida International University. Students must write a narrative of at least 750 words recounting their research process, including developing a research question and conducting primary research through interviews or surveys. The narrative will tell the story of the student's learning experience as they explore their topic from different perspectives by synthesizing various sources. The goal is for students to thoughtfully consider their issue from multiple angles before developing their own opinion.
Grade8 ela
This document outlines an 8th grade ELA curriculum map designed by a Common Core State Standards taskforce. It includes standards, topics, and concepts for reading literature and informational texts, writing, language, and speaking and listening to be covered each month from September to February. Standards address skills like citing text evidence, determining themes, analyzing structure and word choice, conducting research, and collaborative discussions. The map is intended to guide teachers in implementing the CCSS throughout the school year.
Argument Writing in SJSD--Part 4
Final of 4 installments of professional development in the St. Joseph School District focused on Argument writing in content areas.
2 assessment Poster Design
I have complete copy of this assignment. If you want to have complete draft of this work, then contact me at my email id: projectwork185@gmail.com
Revision Worksheet 4Paper Writer’s Name __________________.docx
Revision Worksheet 4
Paper Writer’s Name: ______________________________________
Paper Reviewer’s Name: ____________________________________
Use “NA” when a question is “not applicable,” but use it sparingly or risk losing points! This worksheet must be 100% complete to get full credit in the essay packet.
Intended Purpose/Mode: _____________________________________________________________
Has the writer effectively explained, argued (versus persuaded) offered insight, or described something for the audience per the assignment instructions? Y/N
Essay Topic: _______________________________________________________________________
Does this essay keep the reader’s interest for the entire essay? Y/N
Does it sound as though this topic is of interest to the writer? Y/N
Is this an appropriate topic for the required mode of this essay? Y/N
Intended Audience: _________________________________________________________________
Does this essay offer the reader a chance to think and learn? Y/N
Has the writer used a natural voice and style that is effective for the intended audience?Y/N
Unity and Structure
Essay Title: _______________________________________________________________________
Does the title explain the specific focus of the essay? Y/N
Thesis Claim: _____________________________________________________________________
Is the thesis focused on one main idea? Y/N
Essay Map: _______________________________________________________________________
Does the essay map appear in conjunction with the thesis statement? Y/N
Can the thesis and essay map easily be found at the end of the first paragraph of the essay? Y/N
Does the conclusion end the essay in a way that helps the reader remember the thesis claim? Y/N
Does each paragraph have one clear topic sentence? Y/N
Does each topic sentence stem from one main idea expressed in the essay map? Y/N
If there is no essay map, would an essay map benefit the unity or coherence of the essay? Y/N
Write out the topic sentences or narrative transitional sentences:
Coherence
Do the ideas in the essay flow smoothly from one idea to another? Y/N
Are the paragraphs ordered logically and deliberately? Y/N
Does the writer stick to one point of view (first or third person)? Y/N
Does the writer stick to one verb tense (past, present, or future)? Y/N
Is each new piece of evidence introduced and presented smoothly? Y/N
Clarity
Has the writer used specific language in the thesis and topic sentences? Y/N
Has the writer avoided using “I think” statements and vague language (including “you”)? Y/N
Are all the sentences clear, concise, and coherent? Y/N
Are the words accurate, necessary and meaningful? Y/N
Has the writer edited for grammar and punctuation? Y/N
Has the writer successfully corrected all sentence fragments and run-on sentences? Y/N
Has the writer successfully corrected all subject-verb or pronoun agreement errors? Y/N
Does this essay contain ample supporting details to support.
An Initial Development Of An Analytic Rubric For Assessing Critical Thinking ...
This document describes the initial development of a rubric called the Critical-Thinking-in-Argumentative-Essay Rubric (CTER) to assess critical thinking in English argumentative essays written by EFL college students. The researchers conducted expert validation of the rubric and had raters use it to evaluate writing samples. The findings showed the CTER contained six valid domains for assessment and achieved moderate inter-rater reliability. The raters felt the CTER could promote learning and critical thinking. The researchers aimed to address limitations of existing rubrics such as an inability to diagnose strengths and weaknesses or make clear distinctions between score levels.
Reflective analysis helps you to make an evidence-based argument.docx
Reflective analysis
helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts,
it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others.
Your Reflective Analysis should accomplish four tasks:
1.
It should make
an argument
about your writing development. Read the FWP Outcomes and choose
ONE
of the Outcomes as the focus for your argument. You have lots of options here.
2.
It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:
a.
1 major project from 101
b.
1 major project from 102
c.
2 informal compositions from either 101 or 102
d.
Any other supporting compositions you would like to use
3.
It should do “meta-analysis” of those artifacts as it makes its argument. “Meta-analysis” is your examination of your own work, your writing-about-your-writing.
4.
It should be directed to a specific audience: Professional employer, friend, teacher, parent or guardian, future child, yourself…you choose.
Citing Your Own Writing
:
In your Reflective Analysis, you should, of course, provide proper in-text citation of your sources, just as you would with any other source in a composition. In this case, however, your sources are your own compositions; so, you’ll be citing yourself. Here is an example:
In my second project for English 101, I discuss the impact of drafting on my writing development: “I have always drafted because I have been required to. But I really wanted to reflect analytically on how the process of drafting actually impacted my overall writing development. Was I becoming a ‘better’ writer?” (“Drafting and Development” 1).
You can choose from one of the flowing outcome:
1) Students will learn
the terminology, rhetorical ideas, and practical approaches of writing
persuasively/argumentatively
.
Assessment/Deliverables:
•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.
•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as
argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and r.
Essay writting -_structure_and_organisation
This document provides guidance for students on completing a unit assessment involving both visual and written elements. It outlines the requirements and expectations for the personal investigation component, including: conducting research and developing an initial proposal; maintaining an annotated sketchbook; producing development work and final outcomes; and writing an essay between 1,000-3,000 words. The essay must discuss ideas and findings, reflect on the student's own work, and identify connections to the work of selected artists. Guidelines are provided on critically analyzing artworks, comparing different artists' works, and using appropriate terminology. Tips are included for structuring the essay writing process.
Writing Activity 3 Rough DraftDue Week 7 and worth 110 poin.docx
Writing Activity 3: Rough Draft
Due Week 7 and worth 110 points
Instructions:
You have already developed your Working Thesis Statement, Outline, and Starting
Draft. You’ve also received helpful feedback from your instructor. Now it’s time to
create your Rough Draft by continuing to write your essay in the document you
created in weeks 4 and 5. You will use the questions below to guide your work.
You’ll also incorporate the feedback you received from your instructor.
It’s exciting to see how far your essay has already come in just a few short weeks!
ASSIGNMENT 3
Section 1
Rough Draft
Introduction Paragraph(s)
Did you use feedback from your professor to update your introduction
paragraph?
Body Paragraphs
Write 2-5 paragraphs for each of your supporting points. Use the following
questions to ensure you are writing quality body paragraphs.
Does each paragraph include a topic sentence?
Are you including supporting information in each paragraph to make your
point clear, logical, and compelling?
Are you being persuasive?
Logic: Do you persuade your audience that your position is logical and
reasonable? Do you include facts and sources to back up your claims?
Credibility: Do you persuade your audience that you are credible and
trustworthy by using the appropriate point of view, voice, tone,
examples, and credible sources? Are your points ethical and honest?
Emotion: Do you appeal to the emotions of your audience by framing
your position as a problem they can relate to or with which they
can sympathize?
Counter Perspective(s)
It is important to address counter perspective(s) in your essay. Use the
following criteria and select one to three counter perspectives to help
strengthen your position:
Is there evidence to support the counter perspective? Does the
evidence include fallacies (flaws in reasoning)? If so, identify
and explain.
Does the counter perspective leave out an important point? If so,
you should point this out.
Is there more recent or credible evidence to support your perspective?
Conclusion Paragraph(s)
Do you paraphrase or restate your thesis in a new way?
Do you summarize your main points?
Do you state any future research possibilities, if applicable?
Do you leave a lasting impression? How will you get your audience to continue
thinking about your topic and/or take action?
Editing and References
Did you run your Word document through Grammarly and fix the errors?
Did you follow APA guidelines?
Cover page, page numbers, double-spaced, 1” margins, headers,
indented paragraphs, and 12-point Times New Roman font.
In-Text Citations
Do you have 4-6 credible sources?
Have you used APA in-text citations to document your sources?
(Author’s last name, date) For example: (Wielding, 2017).
Do you have a References page?
List all references in alphabetical order with hanging indent(s).
Include major identifying information for each reference.
Appl.
Demystifying the common_core_state_standards
The document discusses the journey I.S. 52 took to align their curriculum with the Common Core Learning Standards (CCLS). Teachers participated in CCLS pilot programs and shared best practices. They examined curriculum guides and revised units of study to include authentic learning and varied assessments. All classes in the same grade and subject now use the same curriculum and assessments. Pacing calendars were also revised to ensure standards are addressed weekly and assessments demonstrate learning. This process has led to greater uniformity, flexibility, and high expectations for all students.
Writing Argumentative Essay.pptx
This document outlines a lesson plan for teaching students how to write an argumentative essay. It includes learning targets, success criteria, and activities to introduce the elements and structure of an argumentative essay using a model text. Students will then explore examples, explain the outline and thesis statement, and elaborate by gathering evidence, outlining an argument, and producing their own argumentative text on whether some traditions or customs should be stopped or given up. The lesson aims to help students learn how to write a precise thesis statement and create an outline for an argumentative essay.
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Argument paperEnglish 1 Spring 2014 Argument Assignment Paper.docx
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ENC 1102Professor McCormickSpring 2019Unit 3 Exploratory .docx
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An Initial Development Of An Analytic Rubric For Assessing Critical Thinking ...
An Initial Development Of An Analytic Rubric For Assessing Critical Thinking ...
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W.9 10.1 writeargumentskeigher (2)
- 1. English 9: W.9-10.1 (Write Arguments) Unit Description: ● This unit is an introduction to argumentative writing. Students will define, identify, and develop elements of an effective argument. Students will write an argumentative essay at the end of the unit in order to demonstrate their ability to effectively develop an argument with all necessary elements (claim, counterclaim, reasoning, evidence, support, & rebuttal). Additionally, students will be working on their weekly article of the week assignment in order to display evidence of routine writing. Standard(s) Addressed: ● CCSS.ELA-LITERACY.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ● CCSS.ELA-LITERACY.W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Essential Question(s): ● What elements are necessary in an effective argument? Targets Student Tasks to Reach Targets Assessments (Formative & Summative) Resources 1. Write arguments to support claims A. Define argumentative terms (i.e., argument, claim, counterclaim, reasoning, evidence, support, rebuttal) B. Identify argumentative elements in a text C. Introduce precise claim(s) D. Distinguish the claim(s) from alternate or opposing claims E. Establish and maintain a ● Introduction to W.1 terms: Google Form ● Argumentative essay ● W.1 Practice: Google Form ● W.1 Self-Assessment: Google Form ● Argumentative Essay (Development) ● Argumentative Essay Rubric: W.1 Rubric ● Google Slides Presentation: Introduction to W.9-10.1 ● Google Slides Presentation: Argumentative Elements ● Collaborative Terms: W.9-10.1 ● Graphic Organizer (Argumentative Essay) ● Define & identify argumentative terms: Highlight Argumentative
- 2. formal style and objective tone Elements ● Peer Review 2. Utilize valid reasoning and relevant and sufficient evidence to support claims A. Distinguish between valid reasoning and invalid reasoning B. Conduct research effectively to find relevant evidence C. Develop claim(s) and counterclaims fairly D. Supplying evidence for claim(s) and counterclaims fairly, while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns E. Cite research in proper MLA format ● Argumentative essay (Reading/Research) ● Graphic Organizer (Claim, Evidence, & Reasoning) 3. Create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence A. Utilize transitions effectively in arguments B. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, ● Argumentative Essay (Organization) ● Graphic Organizer (Claim, Counterclaim, & Rebuttal Graphic Organizer) ● Graphic Organizer (Example)
- 3. between reasons and evidence, and between claim(s) and counterclaims C. Provide a concluding statement or section that follows from and supports the argument presented 4. Write routinely over extended and short time frames A. Read a news article each week B. Highlight important information and areas of confusion C. Write a one page reflection on the article ● Article of the Week Assessment (End of quarter) ● Google Slides Presentation: Introduction to W.11-12.10 ● Article of the Week (13) ● Article of the Week (14) ● Article of the Week (15) ● Article of the Week (16) ● Article of the Week (16-2) ● Article of the Week (17) ● Article of the Week (17-2) ● Article of the Week (17-3) ● Article of the Week (18)