Argument

Quarter 1

Welcome to the Argument Path!

To begin, watch the overview (below) of the Argument task: An Evaluation or Review of a Product or Experience.  Be sure to check each day and follow the written path/checklist assignments posted to complete the first argument task.

The BIG QUESTION you need to answer in writing this argument piece is -- Is this product, service, or experience worth the time and money for someone else?

A. 1.  Watch the Overview video (above)

  • As you watch, write down major ideas and any comments or questions you have about the Argument Writing Task.

     2.  Complete Pre-Writing Capture Sheet to generate personal list of possible topics


3. Explain the Connection (on Pre-Writing Capture Sheet):

  • Compose three sentences using “because”, “but”, and “so”



  1. Read and Analyze Mentor Texts for Features of a Good Review

  • identify claims, reasons, and supporting evidence in sample texts (reviews)
  • identify features (required elements) and organization of sample reviews


  1. Product Review Playlist on Google Classroom


  • Read at least three sample reviews, but no more than one can be a video
  • Complete the “Response” section on the right for each review, then
  • At the bottom, add at least five characteristics (features) that these reviews have in common


2. CW: Create Class List “Features of Good Reviews” (on bottom of playlist)


  • Pair/group discuss all the individual entries on “Elements of a Strong Review” (on Playlist capture sheet)
  • Agree on and create list of features found in all of most reviews (cross out or add—do NOT delete)*



**One of the features is demonstrated by Sheldon in this brief clip from The Big Bang Theory.



       3.  Critique the Critics

  • Choose ONE review to analyze closely
  • Re-read and complete worksheet (on Google Classroom or paper)
  • Label those features of a strong review (on Playlist doc or paper)



4.   “Pulling Ideas Together” WS (turn-in)




C.  Your Turn! Write an Evaluation or Review of a Product, Service, or Experience


  1. Go back/Return to Pre-Writing Capture Sheet
  • Select TWO ideas as finalists (feel the strongest connection)
  • Brainstorm ALL you know about and need to address with these two topics on the capture sheet


2. Narrow those two topics down to ONE product/service/experience from your list

  • Write Topic in Peer Feedback section
  • “Share” CAN EDIT with selected classmates
  • Access partners’ Capture Sheets and provide feedback to them
  • Un-share and review feedback of your own topic

       3. Review Peer Feedback--


  • Add any new ideas to your own bulleted list
  • What other information do you need to research and add? What is missing, needed, or suggested by peers?

4. Complete Product Review Graphic Organizer (HW grade)



  • Mark any questions about Graphic organizer and/or to research further
  • Gather any additional specifics and details needed

        5.  CW/HW:  Write Rough Draft -using template issued by teacher (HW grade)

        6.  Strong Leads and Concluding Statements





        7.  Revise YOUR Lead and claim for your chosen product, service, or experience

        8.  CW:  Peer Evaluation– content (lead, reasons, support, counter-claim, conclusion) and organization

        9.  Optional: Request for teacher feedback (need to request specifically, with a focus)

      10.  Revise

      11. Turn-In by given date and time (homework completion grade for turn-in)












Welcome to Quarter 2 and 

Argument Using Multiple Sources

(aka, Persuasive Research Paper)

1. First, it is important to have a clear understanding of the process and overall paper you will be writing.

  • Watch the video below. 
  • Watch it full screen. 
  • Write down each step described in the process
  • Write down any questions you have about the assignment or process.

2. Choosing a partner and topic

  • Choose a partner to work with throughout this writing task. You will eventually be taking opposing sides of the issue.
  • You will spend a couple of days looking more closely at a variety of the available topics, then
  • You and your partner need to agree on a 1st, 2nd and 3rd choice
  • Bring in a parent approval form of your chosen topics on Thursday, November 17.
Directions for accessing Research Websites 

  3. Develop basic background knowledge on both sides of the issue/topic

  • Go to the ProQuest SIRS® Issues Researcher website (find the user name and password in Google Classroom or on Edline "Online Research Passwords")
  • Using the "Argument: Research Paper" capture sheet, 
    • write your chosen Topic (approved by parents and me, your teacher), the Essential Question, and the claim for Viewpoint 1 and 2 (the claim is the bolded statement written directly under the Viewpoint title).
    • Now, read ALL six of the Viewpoint articles (3 listed under Viewpoint 1 and 3 listed under Viewpoint 2)
    • Identify 3 reasons each viewpoint believes their claim 

4. Writing a Claim Based on Facts and Evidence

  • Watch the video below and 
  • Practice, using the Create a Claim worksheet to identify the topics, positions, and draft a claim that is supported by ALL pieces of evidence.


5. Gathering Information

     Using the ProQuest SIRS® Issues Researcher link: 

  • Complete and save the Research Guide
  • Save, read, and annotate the Timeline for your topic/issue
  • Find, save, read, and annotate articles for evidence supporting YOUR position on your topic.
  • Remember, you need a MINIMUM of FOUR DIFFERENT TYPES of sources (all must be quoted/cited). However, you will VERY likely need more than those four sources to find all the supporting evidence needed for this essay.

6. Organize Information

     Using the SIRS Issues Researcher: Research Guide, complete:

  • Steps 1 and 2 to identify the basic knowledge of your topic;
  • Steps 3 and 4 to begin focusing in on and identifying your specific viewpoint (position), specific supporting evidence, draft your thesis (claim) and three reasons (arguments) for your viewpoint;
  • Use the Cornell Notes organizer to identify, explain, and cite the specific quotes and evidence to support each reason (these become the body paragraphs of your research paper)

7. Rhetoric and Persuasive Strategies

     Rhetorical Strategies

  • Watch the following video "The Art of Rhetoric" (click on title to open link);
  • Note the three rhetorical terms and what response each strategy attempts to evoke;
  • Review your evidence on your Cornell Notes; then 
  • Identify and label each piece of evidence on your Cornell Notes with the strategy it appeals to. 

     Using Persuasive Strategies

  • Use the Worksheet and one of the Practice Scenarios to identify and apply these four (4) persuasive strategies (write your own arguments using these strategies).



Stay tuned as we update the blog with the steps, assignments and videos to guide you in this research and persuasive argument writing task.


Grammar -- Verbals:  participles, gerunds, and infinitives 

  • There are three types of verbals--that is, verbs used as different parts of speech.  We'll start by reviewing participles;
  • Watch both of the participle videos (below); then
  • In your grammar packet, review by completing the "Verbals: Participles and Participial Phrases" worksheet. There will be an exit ticket on participles in class--know what a participle is, be able to identify one in a sentence, and be able to write a sentence using a participle or participial phrase. 

Participles from Two-Minute Teacher

Participle Phrase Review

Infinitives -- with 2-minute teacher and using superheroes!
  • Watch both of the infinitive videos (below); then
  • In your grammar packet, review by completing the "Infinitives" worksheet. There will be an exit ticket on infinitives in class--know what an infinitive is, be able to identify one in a sentence, and be able to write a sentence using an infinitive or infinitive phrase.
Gerunds
  • Watch the gerunds videos (below); then
  • In your grammar packet, review by completing the "Verbals: Gerunds and Gerund Phrases" worksheet. There will be an exit ticket on gerunds in class--know what a gerund is, be able to identify one in a sentence, and be able to write a sentence using a gerund or gerund phrase.
Stay tuned as we update the blog with assignments and videos to guide you in this research and persuasive argument writing task.





Welcome to the Argument Path!

To begin, watch the overview (below) of the Argument task: An Evaluation or Review of a Product or Experience.  Be sure to check each day and follow the written path/checklist assignments posted to complete the first argument task.

The BIG QUESTION you need to answer in writing this argument piece is -- Is this product or experience worth the time and money for someone else?

A. 1.  Watch the Overview video (above)


  • As you watch, write down major ideas and any comments or questions you have about the Argument Writing Task.

     2. "What Reviews Do You Use?"


  • First, using "What Reviews Do You Use?" (the first page of the packet), think about and completely respond to the questions about the products, experiences, and reviews you have used.


B. 1. Features of a Good Review

Read and analyze the examples of professional reviews in the reading packet--looking for the required features of an evaluation or review of product or experience.  In other words, what elements do all (or almost all) of these reviews contain?

  • Read, highlight, and annotate "Tom Sietsema: Dining" and sample reviews
  • Answer the questions on "At First Glance" worksheet (or Google form)
  • Create a list of all the features (elements) found in all or most of the reviews--add on to the list started on "At First Glance" ws (can continue on back).*
*One of the features is demonstrated by Sheldon in this brief clip from The Big Bang Theory.

 B. 3.  Critique the Critics 

  • First on your own, choose one review (NOT "Spice Xing") to analyze closely.
  • Read the review closely, then complete the "Critique the Critics #1" worksheet (in your packet)
  • Label as many features in the review that we identified in class (such as catchy title, specific details, suggestions).

B. 5.  In your packet, read the article and watch the video "Is That On-Line Review Site Telling You the Truth?"  by Sharon Epperson, CNBC



C.  YOUR TURN!  Now, you will begin to brainstorm, plan, draft, and "publish" your OWN review or evaluation of a product or experience.

1 and 2.  In class, you brainstormed at least ten possible topics and shared your ideas with a partner--giving and receiving feedback.  Then, before you left class, you selected two that you felt strongly about writing about. 

3. At home, on a separate sheet of paper, you need to brainstorm EVERYTHING you know about each of those two chosen topics.  

Then, you will need to honestly evaluate the information and decide which one you not only WANT to do, but also have the BEST information for.


5. Complete the Graphic Organizer (outline with prompting questions in your packet) for your chosen product or experience.

6.  In class, read over the different types of leads/hooks and read over the examples from your samples reviews.  Write three (3) different types of leads for your product review.

7.  Using your graphic organizer, write your rough draft for your product review.

  • Rough draft (for group 1) is due on Tuesday, September 28 (before TAP).

  • You will share and complete an INFORMAL peer evaluation with one group mate.  Use the "Features of an Effective Review" handout as a checklist on your partner's product review.


8.  Watch the video, "Making a Claim" (below), then

  • take notes on the major points of a claim and answer questions in the Google form; then
  • check your own product review and revise/re-write your CLAIM for your product review.


9. You completed the Peer Evaluation in class and turned that in to me for additional feedback.

10.  Now, you need to REVISE.  That means, seriously look at your Product Review rough draft, as well as the comments made by your classmate and teacher.  What additions, deletions, changes, corrections do you need to make?

  • Review your classmates' comments and make appropriate changes/revisions
  • Use the "Features of an Effective Review" handout as a self-check list AND
  • Follow the purple "Polishing Prose"/"Considerations for Final Copies" to look at the smaller details, like conventions (grammar, language usage, spelling, punctuation, and so on)
  • Type your paper, if not already done.  
  • Below is a link to the "Writing Assignment Format" to refer to or use to begin your paper correctly.

11.  Final Copy of you Product Review is due 
             Group 1 -- due Wednesday, October 5
             Group 2 -- due Monday, October 19.

       You should turn in (in this order top to bottom):
  • Final Copy of Product Review
  • Rubric (last page of your packet)
  • Rough draft
  • Peer Evaluation paper
  • Graphic Organizer (outline)
  • Brainstorming of topics

Grammar / Language Usage

1.  Simple, Compound, and Complex Sentences

  • Watch the following video--

  • THEN, review page 1 of the grammar packet "Simple, Compound, Complex, and Compound-Complex Sentences"; AND 
  • Complete the practice sheet on page 2 (front and back) following the directions;
  • Last, complete the EXIT CARD (5 points) to demonstrate your knowledge of the basic sentence structures.
If needed, use the following video for review or re-teaching:

2. Verbals:  participles, gerunds, and infinitives 

  • Watch each of the following videos (below) on each type of verbal--there are three (3) types (verbs used as different parts of speech); then
  • Complete the Verbals Overview WS in pink grammar packet (has a picture of Home Alone boy on front)
Participles from Two-Minute Teacher

Participle Phrase Review



Gerunds


Infinitives (you choose-- with 2-minute teacher OR using superheroes!)



Now, take out your grammar packet and flip to the "Verbals: Infinitives, Gerunds, Participles" page.  Follow the directions to complete the back, to identify the bold words/phrases.


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