Argumentnotes1.nfschools.net/EMPForms.nsf/0003c4b84137472b80256c0f004e3eae...Argument essay Read each of the statements below, and circle the number on the scale that most accurately

Argument

FoundationsStudy

Online ResOuRces

PAcket

America’s Choice® is a subsidiary of the National Center on Education and the Economy® (NCEE), a Washington, DC-based non- profit organization and a leader in standards-based reform. In the late 1990s, NCEE launched the America’s Choice School Design, a comprehensive, standards-based, school-improvement program that serves students through partnerships with states, school districts, and schools nationwide. In addition to the school design, America’s Choice provides instructional systems in literacy, mathematics, science, and school leadership. Consulting services are available to help school leaders build strategies for raising student performance on a large scale.

© 2010 by America’s Choice®

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system without permission from the America’s Choice permissions department.

America’s Choice® and the America’s Choice logo are registered trademarks of America’s Choice. The National Center on Education and the Economy® and the NCEE logo are registered trademarks of The National Center on Education and the Economy.

Every effort has been made to contact the copyright holders for permission to reprint borrowed material where necessary. We regret any oversights that may have occurred and would be happy to rectify them in future printings of this work. Unless otherwise noted, all photos are © iStockphoto.com.

First posting, 20101 2 3 4 5 6 7 8 9 10 14 13 12 11 10

ISBN 978-1-60637-482-5 www.americaschoice.org

[email protected] 800-221-3641

ArgumentResources

PRe-AssessmentWriting an Argument EssayScoring Guide

Online mAteRiAlsLesson 1: Collecting Information Setting Up a Writer’s NotebookLesson 2: Sample ArrayLesson 3: Recognizing Logical Fallacies (completed) “What’s the Real Issue” (completed) Rubric for Logical Fallacy GraphicLesson 4: Online Resources for secondary school debate websites Goldilocks and the Three BearsLesson 5: Using Relevant Evidence: Logical Fallacy Graphic AssignmentLesson 8: Planning a Debate My Thinking about Whether TV Viewing is Harmful to School-age ChildrenLesson 13: What’s Needed for an Argument Essay 4 Issues to ArgueLesson 14: Suggested Argument IssuesLesson 15: Menu of Independent WorkLesson 18: Sample Scoring of “Conformity in Numbers” Argument Rubric for American Diploma Project Benchmarks Sample Scoring of “Conformity in Numbers” Rubric for American Diploma Project BenchmarksLesson 19: Sample paragraph of student response to claimLesson 20: Peer Response Sheet (body paragraphs) Peer Response Sheet (body paragraphs) Sample ResponseLesson 25: Quiz Game Questions

POst-AssessmentWriting an Argument EssayScoring Guide

Foundations study: Argument © 2010 America’s Choice

Online Resources • Pre-Assessment

Writing an Argument essay

DirectionsRead the following prompt carefully. As you read, make notes about your initial responses, questions, and insights. Use these notes to write a well-organized essay.

PromptThe administrators at many schools have proposed making the school day one and a half hours longer than it currently is for secondary school students. School administrators argue that American students are falling behind students in other countries where the students attend school each day for more hours per day and more days per year than students in the United States. The proposal hopes to give American students a chance to compete with students from other countries.

Write a letter to your principal taking a stand on this issue. You may argue for or against lengthening the school day. Be sure to support your claim with specific reasons, explanations, and examples.


Date:

Student’s Name: Student ID:

Argument essay

Read each of the statements below, and circle the number on the scale that most accurately reflects your assessment of the paper.

4 = strong 3 = moderately strong 2 = somewhat weak 1 = weak

1. The claim (opinion) is clear, focused, and reasonable. 4 3 2 1

2. The context for the argument is clear and complete. 4 3 2 1

3. The claim is supported with concrete evidence. 4 3 2 1

4. The warrants (reasons) link the evidence to the claim. 4 3 2 1

5. Readers’ points of view are considered. 4 3 2 1

6. Counterclaims are used effectively to addressing opposing views. 4 3 2 1

7. The conclusion restates the claim and reflects on its importance. 4 3 2 1

8. The writer demonstrates command of conventions of English (spelling, punctuation, and capitalization).

4 3 2 1

Pre-Assessment • scoring Guide


collecting information

Online Resources • Lesson 2

Find an example of argument in the current news or media. Cite your source and

bring the information to class.

neWsPAPeR ARticle

• Write the source (the name of the newspaper), the date, the number of the

page on which it appears, the article title, and the author’s name (if

there is one).

• Bring the article to class so you can tape or glue it into your

Writer’s Notebook.

teleVisiOn sHOW • RADiO PROGRAM • PODcAst

• Write the name of the broadcast, the channel,

and the date.

PAMPHlet • POsteR • HAnDBill

• Write the date you collected it, the location where you

found it, and the source (who wrote it and who printed it).

• Bring the example to class so that you can tape or glue it into

your Writer’s Notebook.

Whatever source you find, answer the following questions:

• What is the issue argued for or against?

• Who is arguing?

• What is the outcome? If it is unresolved, report that.

© iStockphoto.com/Graffizone


Step 1: At the center top of the very first page, write the title table of contents.

Step 2: To the left of the title, write Date.

Step 3: To the right of the title, write Page number.

Step 4: On the first line below the title, list the sections and corresponding page numbers of the notebook: Writing explorations, sentence explorations, and language of Argument Glossary.

Step 5: Draw a line under the last listed section (the glossary), and place a Roman numeral “i” in the lower-right corner.

Step 6: Continue numbering pages, front and back, using Roman numerals. Stop with page “vi.” Place numbers for the back of the pages in the lower-left corner.

Step 7: On the seventh page, create a title page for Writing explorations, and place a number “1” in the lower right corner.

Step 8: Continue numbering pages, front and back. About 20 pages from the end of the notebook, create a section titled sentence explorations.

Step 9: On the very last page, create a section titled language of Argument Glossary. For this section, you will work backward from this page.

setting up a Writer’s notebook

73 Journalistic Feature Writing © 2009 America’s Choice

Date Table of Contents Page #I. Writing Explorations 1II. Sentence Explorations #III. Glossary #

i

20 pages from the end

Last page of the notebook

• Continuenumberingpages, front and back, using Roman numerals . Stop with page “vi .” Numbers for the back of pages can be placed in the lower-left corner as shown .

iiiii

Setting Up the Writer’s Notebook

The Writer’s Notebook •2/4

Image: © iStockphoto .com




sample Array

sad

unhappy miserable depressed suicidal

In the array above, one person is saying that to be unhappy is the least serious level of sadness of the four choices; to be suicidal is the most serious kind of sadness.

Now, use four of the words (quarrel, disagree, squabble, bicker, fight, wrangle, dispute, or feud) and put them in order. Start on the left with the least serious way to argue and move to the right so that each new word is more serious.

If the class needs additional help, you could show them the sample below.

ways to argue

disagree squabble quarrel fight


Recognizing logical fallacies: Appeal to Pity and name-calling

Most of the following sentences contain flaws in logic. A few don’t. Read down the list and decide

whether each item is appealing to pity or name-calling. On the line to the right of each item

mark “P” for Appeal to Pity or “N” for Name-calling. If the statement uses good logic, write “L”

in the box.

1 I’ve been working at the same video store for the last two years, and I only make minimum wage! My boss is such a cheap jerk!

the writer is implying that there has been no pay raise because the boss is a “cheap jerk” when there may actually be other factors. For example, the writer may not merit a pay raise or the company may only allow minimum wages for the position the writer holds.

n

2 You may argue that she is the greatest living singer but you are just mindlessly following the fads of popular culture.

the writer is suggesting that the listener “you” has come to the position just because it is a “fad of popular culture.” that’s not fair or logical. the writer is belittling the person and not arguing the issue.

n

3 Bacon’s philosophy should be dismissed since he was removed from his leadership position for dishonesty.

We should evaluate Bacon’s philosophy on the merits of the ideas, not because of the past behavior of the philosopher.

n

4 The security camera captured his image clearly as he took money that didn’t belong to him from the vault, and several people have identified him as the person caught on film. He’s a thief.

in this case, the evidence seems overwhelming. the use of the word “thief” is not name-calling. it is an appropriate label for someone who has been caught stealing.

l

5 With a name like that, he must be a terrorist.

this is a classic case of name-calling. A person’s name is not evidence in support of a charge of terrorism.

n

6 I’ve suffered so much guilt over what I did; please, don’t punish me more by sending me to jail.

this writer is appealing to pity, not giving logical reasons why jail time is inappropriate.

P

7 Public schools need to give easier exams for students because the ones they use now cause emotional pain and sorrow among students.

this is an appeal to pity, and it suggests a reason for making an exam easier is that it won’t hurt students who don’t do well. the difficulty of the exam should be based on standards and expectations for the test.

P

8 The law requires a minimum of four years in prison for that crime. He was convicted of breaking that law, so he can expect four years at least.

this is a logical statement showing that one step is true because the ones before it are true.

l


Recognizing logical Fallacies (completed)


9 Pay no attention to what he says about higher taxes. He’s so filthy rich he won’t mind if taxes are increased or not.

the argument is about whether to raise taxes. instead of arguing why they should or shouldn’t be raised, the writer has resorted to calling the man a name: “filthy rich.”

n

10 My dog ate my homework, and it made him sick.

We can infer that the student wants leniency and understanding for not turning in homework. Adding the detail of the dog being sick is an appeal to pity, not a reason or explanation for not having the homework to turn in.

P

11 You argue against the taxes on alcohol and cigarettes, but you haven’t been sober since early this afternoon.

this writer is ignoring the issue about taxes and using a personal attack to discredit the person who wants lower taxes.

n

12 By electing me to the city council, you will be choosing the only surviving member of my family in which two brothers were killed while serving in the armed forces.

this writer is appealing to pity, urging voters to choose them based on their family’s service record rather than on their qualifications.

P

13 Yes, we should conserve fossil fuels, but anyone who drives a hybrid car to save energy is just a tree-hugging wimp.

the writer is steering away from the issue of conserving fuel by calling names, “tree-hugging” and “wimp.”

n

14 We hope you’ll accept our recommendations in the report. After all, we have spent the last three months working overtime on it.

Whether or not the recommendations are accepted should not be determined by how much effort was put into writing the report. Rather, the recommendations should be judged by their merits.

P

15 The candidate does not have an American flag lapel pin on; he doesn’t love his country and is probably a Communist.

this is name-calling. the writer wants us to reject the candidate on evidence that does not logically support whether or not the candidate loves his country or whether he is a communist.

n

16 If you can’t follow this reasoning, you are probably an idiot.

there are other possibilities why a person might not be able to follow the reasoning. Maybe the reasoning is faulty or illogical. it is certainly illogical to call the people idiots.

n

17 The prosecutor asked the judge not to admit the testimony of the convicted burglar because, after all, thieves are not trustworthy.

Very often in a court of law, a judge will not allow information about a person’s past behavior if that person is to testify. the judge knows that people might be swayed by the generalizations like the one here: “all thieves are not trustworthy.” this is name-calling.

n


Recognizing logical Fallacies (completed) (continued)


18 Officer, don’t give me a ticket for speeding because I am on the way to the hospital to see my seriously ill wife to tell her that I just lost my job and our car is being repossessed.

the writer is trying every way possible to appeal to the pity of the officer. the writer should stick to logic: Was he speeding or not? Are there extenuating circumstances?

P

19 I can’t get a D in your class; my parents will kill me.

the writer is appealing to pity. “Don’t get me into trouble with my parents; i will be in trouble if you do.” the writer should be arguing with evidence about assignments turned in and test scores.

P

20 The Journal of Science should publish his research. He’s a Nobel Prize winning scientist who has suffered since the death of his wife.

this is an appeal to pity. the Journal of Science should publish or not publish based on the merits of the research, not based on the fact that his wife recently died or even based on the fact that the man has won a nobel Prize.

P


Recognizing logical Fallacies (completed) (continued)


What’s the Real issue?

itemWhat is the issue

being argued?Who are the

parties involved?How does information in the statements

address the issue, or not?

1

2

3

4

5

6

7







8

9

10

11

12

13

14

What’s the Real issue? (continued)







15

16

17

18

19

20

What’s the Real issue? (continued)







1 Whether or not an employee at a video store should get a raise

Writer and audience, but talking about the boss

The writer has the right to question whether the pay should be raised. The argument should be based on employee merit and business policies. Name-calling the boss “a cheap jerk” implies that the boss is at fault when that may not be the case.

2 Whether a particular singer is the greatest living singer.

Writer versus audience who argues singer is not the greatest

The writer is accusing the audience of “mindlessly following the fads of popular culture” instead of examining the reasons for believing the singer is not the greatest. This is a form of name-calling.

3 Whether or not Bacon’s philosophy should be dismissed or discredited

Writer and audience, but talking about the merits of Bacon’s philosophy

The philosophy should be examined and accepted, or not, for its ideas. Instead the writer is saying that we should disregard the ideas in the philosophy because Bacon was “removed from his leadership position for dishonesty.” The writer is trying to discredit Bacon’s philosophy by discrediting Bacon.

4 Whether or not a man is guilty of theft

Writer listing facts and audience

The logic here seems sound. There is a list of linked facts, explaining logically why the verdict shows a man to be a thief. “Guilty of theft” here is not name-calling.

5 Whether or not a man is a terrorist

Writer and audience, but about another man

It is illogical to suggest that a terrorist can be identified or defined solely by that person’s name. This kind of name-calling is the worst sort of bigotry.

6 Whether or not the writer should go to jail

Writer and audience, who may be a judge or other person of authority

The writer has admitted some guilt. The writer is pleading for leniency—asking not to be sent to jail. The reason the writer gives is an appeal to the sympathy of the judge by saying he has already been punished, suffering “so much guilt.” The writer should be arguing innocence.

7 Whether public schools should give easier exams

Writer and audience but about public school policy

According to the writer, students feel “emotional pain and sorrow” because of the difficulty of the exams. The writer is appealing to pity, hoping those in charge of the exam will make exams easier because students are suffering. The rigor of the exams should be based on benchmarked standards, not on the feelings of students who take them.

8 Whether or not a criminal should be sentenced to 4 years

Writer and audience, but about someone convicted of a crime

The statements given here follow logic of facts, the last fact based on the truth of the ones before it. There is no name-calling or appeal to pity here.


What’s the Real issue? (completed)






9 Whether or not taxes should be raised

Writer and audience about another person who is advocating a position about higher taxes

The writer is name-calling someone “filthy rich,” suggesting that he and his money are dirty. Whether or not the taxes should be raised should be decided on other factors, such as government need, rather than the wealth of the man who is arguing or on whether or not he would mind paying more taxes.

10 Whether or not a student should be excused from not turning in homework

Writer and possibly a teacher

The writer is appealing to the sympathy of a teacher. His excuse for not turning in homework is the proverbial “my dog ate my homework.” The writer throws in the fact that the homework “made him sick.” The teacher may be amused. The teacher may accept an explanation for the work not being turned in. But there are no good arguments here for whether or not the student should be excused from doing the homework or the consequences of not turning it in.

11 Whether or not alcohol and cigarettes should be taxed

Writer and person arguing against taxes on alcohol and cigarettes

The issue of whether or not to tax alcohol and cigarettes should be decided on other evidence than what the writer expresses here. By saying that the person arguing against taxes is a baby, he is pulling attention away from the merit of the arguments by attacking the person arguing.

12 Whether or not to elect the writer to city council

Writer and voters The writer is trying to elicit pity in voters because of the previous patriotic deaths of family members in the military. Rather than listing her or his qualifications or explaining beliefs, the writer is appealing to emotion, this time the emotion of pity and patriotism.

13 Somewhat unclear: whether to drive a hybrid car?

Writer and audience, but about ways to conserve fossil fuel

The writer is name-calling, saying a person who drives a hybrid car is a “wimp.” The writer uses the “tree-hugging” epithet often given to those trying to protect the environment. Does the writer really believe we need to conserve fossil fuel? How does the writer propose to do it? By name-calling, the writer is clouding the issue.

14 Whether or not to accept the recommendations of a report

Writer and those reading a report

The writer is appealing to the sympathies of those reading the report. The writer wants the recommendations to be accepted, but rather than arguing for the merit of the recommendations, the writer is trying to make the readers accept the report because the group worked so hard and so long to write it.


What’s the Real issue? (completed) (continued)






15 Whether the candidate should get our vote

Writer and audience about whether to endorse a candidate

The writer, rather than talking about a candidate’s qualifications or positions, is attacking on the basis of whether or not the candidate has an American flag lapel pin on. Then the writer resorts to name-calling by saying the candidate is “probably a Communist.” That’s not logical!

16 Unclear issue: possibly whether or not someone’s reasoning is sound

Writer and audience examining a third party’s reasoning

If the third party’s reasoning is at question, the arguments should be about the soundness of the reasons, not on the ability of the audience. The writer is name-calling, probably hoping to veer the discussion away from the difficulties of the reasoning by attacking the abilities of the audience.

17 Whether or not a judge should admit the testimony of a convicted burglar in a trial

Writer and audience about issue of admitting testimony

The writer is illogically using name-calling by generalizing about “convicted” “thieves,” calling them “untrustworthy.” The judge will make a decision based on other factors. Often in court cases, a judge will allow the testimony of persons who have been convicted but not allow their past histories to be made known. The judge probably believes that knowing a person’s history may prejudice the jury.

18 Whether or not an officer should issue a speeding ticket

Writer and officer The writer has been speeding and is appealing to pity from the officer. The writer lists a number of details, all of which might evoke pity: going to hospital, seriously ill wife, lost job, car being repossessed. Who knows? Maybe the officer will believe the writer, but using those details to evoke pity is not logical.

19 Whether or not a student should “get a D”

Writer and teacher The writer is arguing against getting a D in class, but rather than citing details about assignments and test scores, he or she resorts to appealing to pity. By saying “my parents will kill me,” the writer is hoping to change the teacher’s mind and change the grade. That’s not logical!

20 Whether or not a journal should publish a scientific paper

Writer and audience about whether research should be published

The decision about whether to publish the scientist’s work should be based on its merits using whatever standards the journal cites for its publication. The fact that his wife has recently died is an appeal to pity, but it should not be a factor. The fact that he is a Nobel Prize winning scientist may influence the journal editors.


What’s the Real issue? (completed) (continued)


logical Fallacy Graphic Rubric

criteria 4 3 2 1

neatness, clarity, and correctness

The graphic is clearly labeled, drawn neatly, and all terms are spelled correctly.

The graphic has minor flaws: the label or title may not be clear, a word may be misspelled, or the drawing or paper may be smudged or dirty.

The graphic has flaws and/or errors. It may be mis-labeled or lack a label. Words may be misspelled. The paper and/or drawing may be messy.

The quality of the work is unsatisfactory. It lacks clarity. The label or title is missing and/or misspelled. The graphic is incomplete.

correctness and appropriateness of example.

The graphic gives a good example of one of the two logical fallacies, and does so with good humor, satire, or exceptional clarity.

The graphic gives an example of one of the two fallacies, but may be inappropriate or slightly off target.

The graphic is unclear. It may show incomplete understanding of the logical fallacy or may misrepresent it.

The graphic does not give a correct or appropriate example of the logical fallacy.



1. Secondary School Public Debate Program, a program administered by Claremont Colleges National Debate Outreach (CCNDO) that archives free materials for teachers, students, and parents. www.middleschooldebate.com

2. “Debates in the Secondary School Classroom,” a plan for staging a debate, including choosing a topic, “debate do’s,” and assessment. www.learnnc.org

3. Teaching Debate: A better democracy, one student at a time. http://teachingdebate.typepad.com

4. LCDLC Debate Collaborative Updates: Grades 6–8: Secondary School Debates, http://lcdlc-teacher.blogspot.com

5. Standards: Secondary School Debate. http://wiki.idebate.org/index.php/ Standards:Middle_School_Debate

6. The Chicago Debate League. http://www.chicagoudl.org/middleschool.htm


Online resources for secondary school debate websites


Goldilocks, a little girl, went for a walk in the woods near her home. She came upon a little house and knocked on the door. When no one answered her knock, she walked right in and found a breakfast table with three bowls of porridge. She tried a spoonful of the first bowl, but it was too hot. She tried some from the second bowl, but it was too cold. She tried the third bowl, and it was just right. She ate the entire serving of porridge from that third bowl.

Goldilocks then discovered three chairs. The first chair was large, and she thought it was too hard. The next chair was smaller, but she thought it was too soft. The third chair was more her size, and she sat in it. However, when she began to rock, the chair broke.

Goldilocks made her way to the bedroom of the little house where she saw three beds. The first bed was too hard. The second was too soft. The third bed was just her size and was so comfortable that when she lay in it, she fell asleep.

While she slept, the owners of the house came home from their morning walk. They were a family of three bears: a papa, a mama, and a baby bear. The first thing they noticed was that someone had been eating their porridge.

The papa bear said, “Someone’s been eating my porridge.” The mama bear said, “Someone’s been eating my porridge.” The baby bear cried, “Someone’s been eating my porridge, and they ate it all up.”

The papa announced, “Someone’s been sitting in my chair!” The mama continued, “Someone’s been sitting in my chair.” The Baby bear cried, “Someone’s been sitting in my chair, and it’s now broken all in pieces.”

They went upstairs. Papa observed, “Someone’s been sleeping in my bed.” Mama bear replied, “Someone’s been sleeping in my bed, too.” The baby bear cried out, “Someone is sleeping in my bed right now.”

The commotion woke up Goldilocks who ran frightened from the room. She ran out of the house and never returned again.


Goldilocks and the three Bears


1. I deserve a 7 on my graphic even though it is incomplete because my grandmother visited last night, and I had to spend time with her. The information about the grandmother is irrelevant. The student was asked to score using the criteria on the rubric. The teacher may accept this statement as an explanation that the work is incomplete and may even grant more time, but if the work is incomplete, the score could not be 7.

2. I should get an 8 even though it is messy. My stupid little brother grabbed it when I was leaving the house. The problems here are twofold: if the paper is messy, according to the rubric it cannot receive 8 points. Also, name-calling is neither relevant nor appropriate.

3. You should give me whatever grade you think I deserve because I’m not a very good student. This is a classic example of “Appeal to Pity,” the sob story. The work may meet the requirements of the assignment or not. Whether the student is “good” is irrelevant.

4. You should receive a 5 on your homework; even though your graphic does a good job of explaining the logical fallacies, your drawing has stick figures. There’s nothing on the rubric about stick figures. If the drawing is neat and the information clear, the student’s work can receive a higher score than 5. The evidence about stick figures is irrelevant.


using Relevant evidence: logical Fallacy Graphic Assignment


It is important to plan and think about an issue of controversy that you are debating here:

1. to acknowledge both sides of the issue and then develop a claim,

2. to read about the issue to discover facts and details and quotations and statistics that you as well as the other side might use as evidence,

3. to explain how the evidence works to support the claim,

4. to make rebuttals about the counterclaims that you expect some people to have.


Planning a Debate


Answer the following questions:

Why is it that young children should not see certain TV shows?

What TV shows?

What age?

In an interview in People magazine, January 12, 2010,, President Obama said that he and his wife restrict the TV viewing of their two daughters to weekends only. Why do you think he and his wife do this?

What do your parents or family members think about the TV viewing issue for children?


My thinking About Whether tV Viewing is Harmful to school-age children



What’s needed for an Argument essay

• The argument must state a claim about an arguable controversial issue.

• The writer must support her or his position with a range of relevant evidence (that might take the form of facts, concrete details, quotations, statistics or other information).

• The writer is required to use warrants to explain how the evidence supports the claim.

• The writer should not resort to the use of the logical fallacies of appealing to pity or personal attacks.

• The writer must anticipate the reader’s need for additional information and address opposing viewpoints.



4 issues to Argue

Name the issue:

What makes the issue controversial? Some people say:

Other people say:

My claim for this issue is:

Name the issue:


Other people say:


Name the issue:


Other people say:


Name the issue:


Other people say:




suggested Argument issues

school issues

• Our school should ban junk food

• Our school should ban candy or junk food fundraisers

• Our school should have mandatory drug testing for participation in extracurricular activities.

• Our school should provide students with music and arts education.

• Homework should be banned.

• Classrooms in our school should have closed-circuit cameras.

• Our school should provide single-gender instruction.

• Our school should randomly test athletes for drug use.

• Businesses should not place advertisements in our school.

• In the interest of safety, school lockers should be eliminated.

• We should have year round school.

• Corporal punishment should be allowed at our school.

• Our school should require students to wear uniforms

community and national issues

• We should eliminate medical testing on animals.

• The United States government should end its subsidy of the arts.

• The United States should rely on alternative energy sources instead of fossil fuels.

• Our state should raise the legal driving age to 18.

• The legal system should have the option to charge juveniles as adults in murder cases.

• The United States should ban the death penalty.

• Voting should be mandatory for all citizens.

• The United States should reinstate the draft for military service.

• Our community should substantially expand vocational training.

• Physician-assisted suicide should be legalized.

• Algebra should not be required for graduation from high school.

• The office of President of the United States should be elected by direct vote of the people.

• The United States should end its embargo of Cuba.

• We should not expect celebrities and professional athletes to be role models.



Menu of independent Work

• Read an article to look for evidence to support your claim.

• Visit the library or computer to research.

• Work on the draft of your argument essay.

• Read your independent reading book.

• Study vocabulary.


criteria4

exceeds or Meets standardscommentary

Present a position or point of view on an issue articulating both sides of a controversial position or claim

The writer presents a claim but acknowledges opposing viewpoints.

The student doesn’t really acknowledge opposing viewpoints directly enough. There are a few statements refuting the idea that uniforms will “eliminate violence,” but the writer does not explain the opposing viewpoints well. Score = 3 or lower

Avoid common fallacies such as appeal to pity or the personal attack.

The writer avoids appeals to pity or personal attacks.

The writing throughout is fair minded. The writer does not use appeal to pity nor personal attack. Score = 4

craft an introduction in which the position or claim is clearly stated with context that presents the author’s approach to the issue.

The introduction states a claim clearly within a specified context.

It is clear that the writer is against mandatory school uniforms. There is enough information about the issue to make clear what the issue is and how the writer stands on it. Score = 4

Present a body of evidence that supports the argument with relevant evidence, connects more challenging ideas using a variety of transition strategies.

The writer supports the claim with relevant evidence that is linked to the claim with warrants.

While the writer’s opinion is clear, the support is not accompanied with evidence. Shouldn’t there be some facts or statistics here? The writer seems to be using scare tactics about the horrible things that will happen if uniforms are required. Score = 3 or lower

use formal or informal language that shows awareness of the context of the situation.

The writer uses appropriate language for the purpose of the argument.

The writer’s vocabulary is amazing, but the sentences are not all complete. The essay reads like a speech, and that would be good for a debate. It may not be appropriate for an audience like the school board. Score = 4 maybe

craft a conclusion that capably restates a more challenging thesis and considers some possible implications of the thesis.

The writer restates the claim with different words and reflects about the importance of the claim.

The writer repeats the claim (actually states it clearly) in the last sentence. The rest of the concluding paragraph repeats the argument in a way that lets the reader know why this issue is important. Score = 4


sample scoring of “conformity in numbers” Argument Rubric for American Diploma Project Benchmarks


criteria4

exceeds or Meets standardscommentary

introduce a claim about a topic or concept.

The writer includes a claim in the first paragraph.

The writer is against the idea of mandatory school uniforms and says so in the first paragraph. Score = 4

support claims with logical reasons.

The writer supports the claim with logical and relevant evidence linked to the claim.

The support is not entirely logical. Students who wear uniforms do not always (or ever) turn into robots. Score = 3 or lower

sustain an objective style and tone appropriate for making a case when appropriate to the discipline or context.

The writer uses appropriate language for the purpose of the argument.

This writer is enthusiastic and passionate about the claim. The style is consistent and may be appropriate for the right audience. Score = 4 or lower

include only relevant information and evidence in support of claims.

The writer omits any facts or evidence that doesn’t support the claim.

The ideas the writer uses are there to support the claim, but they are not always convincing. There is nothing irrelevant. Score = 4 or lower

Provide a concluding statement or section that offers reflections, a restatement, or recommendations that follow from the argument.

The writer restates the claim with different words and reflects about the importance of the claim.

The writer does a good job of restating the claim and reflecting on why the issue is important. Score = 4


sample scoring of “conformity in numbers” Argument Rubric for common core/college Readiness standards Benchmarks


Students at our school should be required to wear school uniforms. One important reason for having the policy of mandatory school uniforms is that it cuts down on visits to the school by people who should not be there. At some schools, students from nearby schools come onto a campus illegally to do mischief like starting fights or vandalizing property. If all the students are wearing uniforms it will be easy to spot someone who is out of place. One district reported a decline in unwanted visits to campus by students from other schools of 47% over one year after they implemented the wearing of uniforms. So, by having adopted the policy about uniforms, that district cut down on problems of having unwelcome individuals coming on their school property.


sample paragraph of student response to claim


The writer’s claim is:

Body Paragraph #1

The evidence supporting your claim in this paragraph is:

The logical reason you used to explain your evidence is:

A part that confuses me is:

My suggestion for clearing up the confusion is to write:

_________________________________________________________________________________

Body Paragraph #2

The evidence supporting your claim in this paragraph is:

The logical reason you used to explain your evidence is:

A part that confuses me is:

My suggestion for clearing up the confusion is to write:


Peer Response sheet (body paragraphs)


the writer’s claim is “Cosmetic companies should not test on any animals at any times.”

Body Paragraph #1

the evidence supporting your claim in this paragraph is “animals feel pain.”

the logical reason you used to explain your evidence is “These poor creatures are tested on every day and then most of them die due to the inaccurate use of chemicals that happen to be in the makeup that the company makes.”

A part that confuses me is you haven’t made it clear why this matters. Why do you think it is important that animals are feeling pain or dying or suffering?

My suggestion for clearing up the confusion is to write something like “It is immoral or wrong to make animals suffer for testing makeup.”

_________________________________________________________________________________


Peer Response sheet (body paragraphs) sample Response


1. Find a claim statement among your group’s papers that has a qualifier in it. Read the claim and name the qualifier.

2. Name the claim in one of your papers, and then give one of the counterclaims the writer considered.

3. Read the claim on one paper and then read how it is restated (with different words) in the conclusion.

4. Explain a counterclaim for a paper in your group and give the rebuttal the writer used.

5. Name the claim and its opposing viewpoint from one of the essays.

6. How does a writer in your group answer the “So what?” question from the conclusion of the essay?

7. Name one piece of relevant evidence a writer in your group uses to support the claim of the essay.

8. Name two reasons a writer of one of your papers uses to support the claim of that essay.

9. Find a piece of evidence from one of your essays that could be considered a fact or statistic.

using the Writer’s notebook and Glossary (but not a dictionary)

10. What kind of argument is a feud?

11. What makes a detail a concrete detail?

12. What might a counterclaim be for the position “Attack rifles should be banned in the United States”?

13. Which of these choices is a more precise piece of evidence: most students or 37% of secondary school students, and what does “precise” mean?

14. In what order does the affirmative side on a debate give closing arguments?

15. What is the difference between “to quarrel” and “to bicker”?

16. Name two coordinating conjunctions.

17. Give an example of the logical fallacy of name calling.

18. Give an example of a statistic about students at your school.

19. Define benefits as the word applies to academic argument.


Quiz Game Questions


20. When a person says she is considering the costs of following a certain policy, what does she mean by “costs”?

21. Define reason when it is used as a verb.

22. Briefly explain one difference between an academic and a personal argument.

23. What is logical about a logical fallacy?

24. What part of a Writer’s Workshop lesson is analogous to the warm up exercises an athlete does before beginning a practice: Independent Writing, Menu of Independent Work, or Closing?

25. When a sentence begins with the word “However,” what is probably true about the relationship between the part that came immediately before and what follows that word?

26. If you are arguing the “pro” side of a debate, what is your opponent called?

27. Give a definition of claim that doesn’t have to do with academic argument.

28. Which of the following is a fact: (1) The Statue of Liberty stands in the harbor outside New York City or (2) The Statue of Liberty is a beautiful work of art.

29. Define anecdote.

30. Complete this sentence showing you know the meaning of the word “nevertheless”: These questions are kind of goofy; nevertheless, _____.

31. In debates and in argument essays, the response to your opponents’ ideas and counterclaims is called what? (rebuttal)

32. What does it mean if you are con a particular course of action or belief?

33. Which of these two choices is more likely irrelevant to the issue of whether or not to lower the voting age to 17? Most students have completed a high school civics/government class by the age of 17. – or – Seventeen year-old teenagers have strong opinions about the movies they see about misuse of government.

34. Name two ways a writer can revise what she or he has written.

35. What determines whether a topic or issue is controversial?

36. Give an example of an appeal to pity in a sentence about taking tests.


Quiz Game Questions (continued)


Online Resources • Post-Assessment

Writing an Argument essay

DirectionsRead the following prompt carefully. As you read, make notes about your initial responses, questions, and insights. Use these notes to write a well-organized argument essay.

PromptRecent studies have shown that adolescents do better in school if they begin the school day after 9:00 a.m. Most secondary schools begin by 8:00 a.m. and many before that. Your school board has begun a process of investigating to see if the community would support a school day beginning at 9:00 or 9:30 a.m. and going until 4:00 or 4:30 pm. Some argue that beginning the day late would cut out important after school activities, such as sports, for students.

Write a letter to your school board taking a stand on this issue. You may argue for or against beginning the school day at a later hour. Be sure to support your claim with specific reasons, explanations, and examples.


Date:

Student’s Name: Student ID:

Argument essay

Read each of the statements below, and circle the number on the scale that most accurately reflects your assessment of the paper.

4 = strong 3 = moderately strong 2 = somewhat weak 1 = weak

1. The claim (opinion) is clear, focused, and reasonable. 4 3 2 1

2. The context for the argument is clear and complete. 4 3 2 1

3. The claim is supported with concrete evidence. 4 3 2 1

4. The warrants (reasons) link the evidence to the claim. 4 3 2 1

5. Readers’ points of view are considered. 4 3 2 1

6. Counterclaims are used effectively to addressing opposing views. 4 3 2 1

7. The conclusion restates the claim and reflects on its importance. 4 3 2 1

8. The writer demonstrates command of conventions of English (spelling, punctuation, and capitalization).

4 3 2 1

Post-Assessment • scoring Guide

Documents

Argumentnotes1.nfschools.net/EMPForms.nsf/0003c4b84137472b80256c0f004e3eae...Argument essay Read each of the statements below, and circle the number on the scale that most accurately