TEACHER
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WRITING PROJECT: Argument
Photo and Illustration Credits: S1–S2, Green energy drink can ©iStock.com/hgz. S2, Orange energy drink cans ©iStock.com/Inhabitant. S4, Red and grey energy drink can ©iStock.com/MileA. S4–S7, Photo of Hagerstown, MD Wikipedia/public domain.
Anchor Text sources: The Washington Post: “Majority of U.S. public school students are in poverty,” by Lyndsey Layton, January 16, 2015. Youngstown State University press release: “YSU professor studies school uniforms,” January 11, 2006. National Association of Elementary School Principals press release: “National Survey of School Leaders Reveals 2013 School Uniform Trends,” July 30, 2013. William J. Clinton: “The President’s Radio Address,” February 24, 1996. Online by Gerhard Peters and John T. Woolley, The American Presidency Project. School Uniforms ProCon.org: “Pro & Con Arguments: Should Students Have to Wear School Uniforms?” updated September 12, 2014.
Energy Drinks sources: Substance Abuse and Mental Health Services Administration, The DAWN Report: Update on Emergency Department Visits Involving Energy Drinks: A Continuing Public Health Concern, January 01, 2013. UK Chemical Research: “Generation jitters: are we addicted to caffeine?” March 7, 2014. Inquisitr: “Energy Drinks: Experts Explain the Dangers of These Popular Beverages,” October 24, 2012. U.S. Food and Drug Administration: “FDA Consumer Advice on Powdered Pure Caffeine,” December 23, 2014. U.S. Food and Drug Administration: “Medicines in my Home: Caffeine and Your Body.” Undated pamphlet. American Academy of Pediatrics: “Clinical Report—Sports Drinks and Energy Drinks for Children and Adolescents: Are They Appropriate?” Pediatrics, Volume 127, Number 6, June 2011, Copyright © 2011 by the American Academy of Pediatrics. Boston.com: “Energy Drinks: FDA issues warning on DMAA,” by Deborah Kotz, April 11, 2013. Radiological Society of North America press release: “Cardiac MRI Reveals Energy Drinks Alter Heart Function,” December 2, 2013.
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Writing Projects LANGUAGE! Live Level 2 Writing Projects The eight major writing projects can be printed from the Teacher Resources online. The projects were developed to progress students through the process of becoming a proficient writer while writing in a multitude of genres and styles. Project 1: Informational Project 2: Narrative Project 3: Compare and Contrast Fiction and Nonfiction Project 4: Argument Project 5: Compare and Contrast Thematic Literature Project 6: Literary Analysis Project 7: Cause and Effect Project 8: Career Documents Writing projects can be administered periodically throughout the course of the program or as the teacher deems beneficial based on state assessment calendars. Projects 5 and 8 are intended to take four to five 45-minute class periods, whereas the remaining projects are intended to take eight to ten 45-minute class periods. Each project should be given ample time for students’ thoughts and writing to progressively develop. Students will work to master objectives, not only in writing within the specific genres, but also in grammar, analysis of text, peer collaboration, speaking and listening, research, use of technology, and presentation. Facilitation of the writing projects, in conjunction with Text Training and Word Training, will meet the necessary requirements for a full ELA curriculum.
Argument
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Table of Contents Argument: Teacher Project Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Lesson 1: Defining Argumentative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Lesson 2: Developing Arguments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Lesson 3: Identifying Argumentative Writing Structure . . . . . . . . . . . . . . . . . . . 12 Lesson 4: Analyzing Arguments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Lesson 5: Writing Arguments: Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Lesson 6: Writing Arguments: Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Lesson 7: Writing Arguments: Draft. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Lesson 8: Writing Arguments: Sequence and Use Transitions. . . . . . . . . . . . . . 23 Lesson 9: Writing Arguments: Revise and Edit. . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Lesson 10: Writing Arguments: Publish. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Argument Writing Scoring Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Argument: Student Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S1 Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S9 Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S10 Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S13 Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S15 Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S18 Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S19 Lesson 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S21 Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S23
iv
Argument
Project Plan Materials List: Class Discussion Rules poster (found in online Resources) Collegial Discussion poster (found in online Resources) Tape for floor or index cards Notebook paper or composition notebooks Research materials or Internet access Elements of Formal Writing poster (found in online Resources) Red pens (or color of choice to be used for editing) Computers (optional) Blogging platform (optional)
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Writing • Determine an author’s point of view in text. • Trace and evaluate claims and counterclaims within an argument. • Determine which claims are supported with evidence. • Assess reasoning and evidence used by an author to determine if they are sound and relevant.
Writing • Develop and support an opinion on a topic. • Engage in collaborative discussion. • Follow rules for discussion.
Writing • Write arguments to support claims. • Use claims and objections supported with evidence and rebuttals in writing. • Develop a strong thesis statement and a conclusion for an argument. • Develop writing appropriate to the task and audience.
Writing • Present an argument that is substantiated with claims and evidence. • Analyze a presentation on a topic and the way the claims support a position. • Delineate a speaker’s argument. • Determine if an argument is sound and sufficiently supported with evidence.
Writing • Conduct short research projects to develop a substantiated argument. • Gather relevant information from multiple sources. • Assess the credibility of sources. • Draw evidence from print and digital sources to support opinion. • Cite credible sources to strengthen argument.
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Writing • Develop and strengthen writing through planning. • Develop strong leads and conclusions in argumentative writing.
Writing • Write arguments to support claims. • Use claims and objections supported with evidence and rebuttals in writing. • Develop a strong thesis statement and a conclusion for an argument. • Develop writing appropriate to the task and audience. • Establish and maintain a style in writing.
Writing • Develop and strengthen writing through revising. • Use language to create cohesion and clarify relationships in writing.
Writing • Strengthen and develop writing by revising, editing, rewriting, or trying a new approach. • Use a rubric to guide and evaluate writing.
Writing • Use technology to publish writing and link to cited sources. • Use technology to collaborate with others about writing. • Use technology to present claims and findings. • Follow rules of discussion to respond positively and negatively to a published argument.
Argument
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Level 2
Lesson 1
RI.6.2; RI.1.9; RI.3.9; RI.5.8; RI.6.8; RI.6.9; RI.8.7; RI.8.8; SL.8.1b; SL.8.1c; SL.8.1d
Defining Argumentative Writing Writing
Objectives
• Determine an author’s point of view in text. • Trace and evaluate claims and counterclaims within an argument. • Determine which claims are supported with evidence. • Assess reasoning and evidence used by an author to determine if they are sound and relevant.
Explain what argumentative (also known as persuasive) writing is and identify where and when students might encounter this type of writing. Explain that students need to understand how argumentative writing is constructed so they can recognize sound arguments with solid support and differentiate between opinion and hearsay versus fact. This critical analysis prevents one from being gullible and easily swayed or “duped” into believing erroneous opinions. We all have opinions and probably share our opinions often. Sometimes, our friends and peers don’t agree with our opinions, or they may have an opinion that conflicts with ours. The art of argumentation, or persuasion, comes in handy at those times. For example, you and your friends love Mexican food. Your family tried a new Mexican restaurant recently, and you want your two best friends to go there with you after school. However, your friends want to eat at the restaurant they always frequent. You want to persuade your friends to try this new restaurant, so during study hall or free time, you write your friends a note hoping to make them change their minds. Your note is an example of argumentative writing. Argumentative writing is meant to persuade or convince the reader to agree with the writer’s viewpoint. We encounter argumentative writing often in texts posted online. Some people are very good writers and can craft articulate sentences that capture the reader’s attention and imagination. Political or medical texts, particularly, may sound like they are reporting news when, in fact, they are swaying the reader toward a particular political view or a new nutritional supplement for sale. If you cannot recognize the difference between a sound argument with valid support and someone’s well-crafted opinion, you could be “duped” into believing just about anything. In today’s lesson, you will learn how to recognize argumentative writing, analyze its content, and evaluate its effectiveness. To do this, we will read two examples of argumentative writing. In later lessons, you will learn how to write arguments yourself.
Argument • Lesson 1
1
Class Discussion Rules poster Collegial Discussion poster
Prepare for Discussion
The very definition of argument means that there will be people who don’t agree with you. If everyone agreed with you, then you wouldn’t have to convince anyone of anything or develop an argument. We will read and discuss two texts that will most likely stimulate some debate among the class. Let’s establish some ground rules for this type of discussion because some of you may find that you feel very strongly about the topic, and it can get frustrating when others don’t agree with you. Level 2
Display the Class Discussion Rules poster and briefly discuss each rule. You may want to solicit additional rules from your class.
Read and Evaluate
Direct students to Blackline Master page S1. Let’s preview this text. Read the title aloud. (“Energy Drinks: A Misunderstood Industry”) What is the topic? (energy drinks) Quickly discover what experiences students have had with energy drinks and their opinions about them. Record opinions on the board in a T-chart labeled Positive and Negative.
Energy Drinks: A Misunderstood Industry A lot of people are up in arms about energy drinks and energy shots these days. A young girl died after drinking an energy drink, and her parents are suing the company who made the drink. They contend that the energy drink, which has a little extra caffeine in it, sent her into a cardiac arrhythmia that caused her to have a heart attack. Never mind that she had an “underlying heart condition,” and she drank two 24-ounce cans in less than 24 hours. Also, the energy 10 drink manufacturer has a label that clearly states it does not recommend its product to “children, pregnant women, or those sensitive to caffeine.” Even so, people are rising up against energy drink companies, clamoring for warning labels on their 15 products and strict laws regarding sale to minors. They do this by bringing false information or presenting studies and twisting conclusions so that the results of the studies seem to show that energy drinks are unhealthy, but they are not. For example, according 20 to one energy beverage company, their independent medical consultants Robert Arnot, M.D., and Michael H. Forman, M.D., say the study presented in a paper at the Radiological Society of North America’s annual meeting by Jonas Dörner, a radiologist in training at 5
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Read “Energy Drinks: A Misunderstood Industry” aloud and discuss. p. S1, paragraphs 1–2
page break
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Energy Drinks: A Misunderstood Industry A lot of people are up in arms about energy drinks and energy shots these days. A young girl died after drinking an energy drink, and her parents are suing the company who made the drink. They contend that the energy drink, which has a little extra caffeine in it, sent her into a cardiac arrhythmia that caused her to have a heart attack. Never mind that she had an “underlying heart condition,” and she drank two 24-ounce cans in less than 24 hours. Also, the energy drink manufacturer has a label that clearly states it does not recommend its product to “children, pregnant women, or those sensitive to caffeine.” Even so, people are rising up against energy drink companies, clamoring for warning labels on their products and strict laws regarding sale to minors. They do this by bringing false information or presenting studies and twisting conclusions so that the results of the studies seem to show that energy drinks are unhealthy, but they are not. For example, according to one energy beverage company, their independent medical consultants Robert Arnot, M.D., and Michael H. Forman, M.D., say the study presented in a paper at the Radiological Society of North America’s annual meeting by Jonas Dörner, a radiologist in training at | the University of Bonn, “is alarmist and misleading.” They say “the paper offers no new information and confirms what scientists have known for decades”—that energy drinks improve the pumping force of the heart. The paper Dörner presented tries to conclude that making the heart pump more forcefully will lead to a heart attack. If that were true, every time we did aerobic exercise, we would have heart attacks. Everyone knows that making the heart pump more forcefully through exercise makes the heart muscle stronger.
Argument • Lesson 1
Lesson 1 | Writing
Student Writing Project: Argument
S1
p. S2, paragraphs 1–2
Additionally, Dörner made the claim that “the amount of caffeine [in an energy drink] is up to three times higher than in other caffeinated beverages like coffee or cola . . . .” Again, Arnot and Forman say this “is false and inaccurate.” In fact, some of the leading energy drinks contain less caffeine than a large coffee at a popular coffeehouse. One such coffee beverage contains 415 milligrams of caffeine in a 20-ounce cup. Compare that to 160 milligrams in an energy drink. The FDA (Food and Drug Administration) regulates all our food and beverages, and they set a limit on how much caffeine can go into a beverage. So there is no way that energy drinks can have too much caffeine in them. Instead of adding warning labels to energy drinks, they should add reading instructions. READ THIS LABEL: This product is not recommended for children. Then, the rest of us can go about our lives being healthy with our energy drinks. Direct students to Blackline Master page S3. Display the Argument Evaluation graphic organizer and use this to evaluate the text with the class. Before beginning the class discussion, remind students to follow the Class Discussion Rules and use the Collegial Discussion sentence frames in the back of their Student Books or the poster in your classroom.
Level 2
Lesson 1 | Writing
Argument Evaluation List the claims made by the author, cite the evidence provided (if any), and then evaluate the validity of the claim. Title:
Energy Drinks: A Misunderstood Industry
Author’s Claim
Evidence Provided
Valid Claim?
Claim #1
The drink has a label that clearly states this.
Claim #2
Independent medical Yes consultants Robert Arnot, M.D., and Michael H. Forman, M.D., determined evidence presented was “alarmist and misleading.”
Energy drink manufacturers recommend that children not drink them. A medical team refuted claims that the drinks are unhealthy.
Yes
Claim #3 We’ll use this graphic organizer to help coffee beverage contains Yes Caffeine content is 415 milligrams of caffeine in a us evaluate the text. Let’s fill in the actually less than a 20-ounce cup; 160 milligrams cup of coffee. in an energy drink title, “Energy Drinks: A Misunderstood Industry.” What is the author’s position Claim #4 FDA regulates all our food and Yes There is no way on energy drinks? (The author likes beverages, and they set a limit that energy drinks on how much caffeine can go energy drinks and doesn’t think they are can have too much into a beverage. caffeine in them. harmful.) Let’s complete the first row. Summary: (circle one) I believe/I do not believe the author’s argument because One claim the author has made to support Answers will vary. his or her position is that energy drink manufacturers recommend that children should not drink them. Does this author provide any evidence for this claim? (Yes, the drink has a label that clearly states this.) What do you think of the validity of this claim? Is it valid? (Yes) © 2016 Voyager Sopris Learning, Inc. All rights reserved.
Student Writing Project: Argument
S3
Let’s move on. What is another claim used to support the author’s position? (Possible responses: A medical team refuted claims that the drinks are unhealthy. Caffeine content is actually less than a cup of coffee.) Continue in this manner and complete the chart with student responses. Do you think the text is well-written with solid support? Does the author present opinion or fact? Allow for discussion, but do not influence students’ analyses of the text. Argument • Lesson 1
3
After reading this text, has anyone’s opinion of energy drinks changed? (Answers will vary but will probably be more positive toward the belief that energy drinks are not bad.) Complete the summary based on the class consensus. If students are split about whether they believe or do not believe the argument, write both opinions. .
Teacher Tip: Promote good class participation. Make sure everyone has a chance to participate. You can equalize student participation in class discussion by drawing “discussion sticks” if you observe a few students monopolizing the discussion or a few students not participating. Write each student’s name on a wooden stick. Put the sticks in a cup, draw one out, and call on that student.
Direct students to Blackline Master pages S4–S7. Now, we’ll read another text on the same topic. This text is titled “Energy Drinks: A Trojan Horse of Deadly Caffeine.” If necessary, explain that Trojan horse is a term that comes from Greek mythology. To win the Trojan War, Odysseus built a giant wooden horse and left it outside the city gate as a “gift,” then pretended to sail away with his troops. But the troops were actually hiding inside the horse. When the Trojans brought it inside the walls, the Greeks jumped out and won the battle. Today, the term means someone or something that looks good but destroys from within.
Lesson 1 | Writing
Energy Drinks: A Trojan Horse of Deadly Caffeine 5
10
15
20
25
S4
In December 2011, a 14-year-old girl in Hagerstown, Maryland, went to the mall with friends, where she bought and consumed a 24-ounce can of a popular energy drink. The next day, she and her friends were again at the mall, and she drank another 24-ounce can. She went into cardiac arrest that night, became unconscious, and later died. The coroner’s report stated that she “did have a mild underlying heart condition” but died due to “cardiac arrhythmia due to caffeine toxicity.” Her parents are now suing the company that makes the energy drinks. The lawyers have noted that the girl consumed 480 milligrams of caffeine in less than 24 hours. That’s the equivalent of fourteen 12-ounce cans of soda. The energy drink company contends that there is nothing wrong with its product, and it is “unaware of any fatality anywhere that has been caused by its drinks.” However, according to the Food and Drug Administration (FDA) records, about 18 deaths and one heart attack have been associated with these drinks in the last four years. And now with this lawsuit against one of the energy drink manufacturers, the FDA is investigating these businesses more closely. Few people, especially teenagers, realize that you can overdose from the caffeine contained in an energy drink. But it’s true. Because of this very real danger, many doctors, politicians, and agencies think
Student Writing Project: Argument
Read “Energy Drinks: A Trojan Horse of Deadly Caffeine” aloud and discuss. p. S4, paragraph 1
page break
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Energy Drinks: A Trojan Horse of Deadly Caffeine In December 2011, a 14-year-old girl in Hagerstown, Maryland, went to the mall with friends, where she bought and consumed a 24-ounce can of a popular energy drink. The next day, she and her friends were again at the mall, and she drank another 24-ounce can. She went into cardiac arrest that night, became unconscious, and later died. The coroner’s report stated that she “did have a mild underlying heart condition” but died due to “cardiac arrhythmia due to caffeine toxicity.” Her parents are now suing the company that makes the energy drinks. The lawyers have noted that the girl consumed 480 milligrams of caffeine in less than 24 hours. That’s the equivalent of fourteen 12-ounce cans of soda. The energy drink company contends that there is nothing wrong with its product, and it is “unaware of any fatality anywhere that has been caused by its drinks.” However, according to the Food and Drug Administration (FDA) records, about 18 deaths and one heart attack have been associated with these drinks in the last four years. And now with this lawsuit against one of the energy drink manufacturers, the FDA is investigating these businesses more closely. Few people, especially teenagers, realize that you can overdose from the caffeine contained in an energy drink. But it’s true. Because of this very real danger, many doctors, politicians, and agencies think | the amount of caffeine in energy drinks should be regulated, or at the very least documented on the can with a warning label.
Argument • Lesson 1
Level 2
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
p. S5, paragraphs 1–2
People have been drinking small amounts of caffeine in sodas and coffee for years. Doctors recommend that adults limit their caffeine intake to 100 to 200 milligrams a day. The FDA Web site states “experts agree that 600 mg (four to seven cups of coffee) of caffeine or more each day is too much.” Dr. Pieter Cohen, an internist at the Cambridge Health Alliance and assistant professor at Harvard Medical School, says, “Caffeine is exceedingly safe at low doses, 100 to 300 milligrams a day, which is in a few cups of coffee. But when you go above 600 to 1,000 milligrams, you start to have side effects like jitteriness, heart palpitations, and panic attacks.” These recommended doses are for an adult. A clinical report published online by Pediatrics on May 29, 2011, stated: “Stimulant-containing energy drinks have no place in the diets of children or adolescents.” And another study published by Pediatrics in February 2012 reported that children and teens who consume energy drinks risk experiencing caffeine toxicity or poisoning, dehydration, heart palpitations, cardiac arrest, high blood pressure, and even death. Clearly, teenagers should avoid energy drinks and caffeine altogether. Caffeine is a stimulant that affects the central nervous system and can increase heart rate. Too much caffeine can cause irregular rhythms in how the heart beats. It can also raise blood pressure. All of these things can lead to a heart attack. Caffeine toxicity is now a recognized clinical syndrome that can be found in the Diagnostic and Statistical Manual of Mental Disorders and World Health Organization’s International Classification of Diseases. It is characterized by a number of symptoms, including rapid heartbeat, anxiety, nervousness, restlessness, insomnia, and gastrointestinal upset. Caffeine toxicity can cause death, especially in people with high blood pressure or heart issues, as seen with the young girl from Maryland.
Argument • Lesson 1
5
p. S6, paragraphs 1–2
page break
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Roland Griffiths, Ph.D., is a professor of psychiatry and neuroscience at Johns Hopkins University School of Medicine in Baltimore, Maryland. He has written a report on energy drinks and says these drinks need warning labels because they contain dangerously high levels of caffeine. The FDA limits the amount of caffeine a soda may contain, so a 12-ounce can of soda cannot have more than 71 milligrams of caffeine. However, there is no limit on energy drinks, says Griffiths, because they are marketed as dietary supplements. The FDA regulates dietary supplements differently than it does food. A regular can of cola has about 35 milligrams of caffeine, and a cup of coffee has about 80 to 150 milligrams. But some of these energy drinks have more than 500 milligrams of caffeine. One energy drink company maintains that their drinks have less caffeine than coffee when compared to a popular coffeehouse 20-ounce brewed coffee, which has 415 milligrams of caffeine. Both drinks contain too much caffeine. But all the other caffeinated beverages offered by the popular coffeehouse chain have from 30 to 300 milligrams of naturally occurring caffeine, with the average being 150 milligrams, in 20 ounces. The biggest problem with the energy drinks is that no one really knows how much caffeine they actually contain. In addition to artificially added caffeine, which may only be 160 milligrams in a 16-ounce serving, the drinks contain guarana. Guarana is a natural substance derived from the seeds of a South American tree that is very high in caffeine. This caffeine content is not accounted for in the “160 milligrams of caffeine” in the energy drink. Thus, the caffeine content of an energy drink is much higher than reported. In addition, some energy drinks contain 54 grams of sugar (approximately 13.5 teaspoons), or they are sweetened with artificial sweeteners. Because energy drinks are so new, not a lot of research has been done to discover exactly what kind of effect they have on the body and exactly how dangerous they may be. A recent study presented by radiology resident Jonas Dörner, M.D., of the cardiovascular imaging section at the University of Bonn, Germany, and led by Daniel K. Thomas, M.D., highlighted new concerns in December 2013. Dr. Dörner states, “There are concerns about the products’ | potential adverse side effects on heart function, especially in adolescents and young adults, but there is little or no regulation of energy drink sales.” Healthy participants were given a cardiac MRI test before and after drinking an energy drink. Participants lay on a table while the MRI machine scanned their heart. The study revealed a significantly increased strain in the contraction of the left ventricle one hour after participants consumed an energy drink. Researchers are concerned because they don’t yet know what effect this could have on the heart with long-term consumption. Diana Koelliker, M.D., reports that emergency physicians have seen an increase in visits to the ER that can be related to energy drinks. Caffeine is also a diuretic, which means it increases the excretion of urine, thus dehydrating the body. People drinking the energy drink do not know they need to drink lots of water also, so they get dehydrated and end
Argument • Lesson 1
p. S7, paragraph 1
up in the emergency room. Others experience rapid heartbeats and arrhythmias that can cause heart attacks. In 2005, there were about 1,100 ER visits related to energy drinks, and presumably the caffeine contained in them. In 2008, there were more than 16,000 visits, and in 2011, there were more than 20,000 ER visits. Researchers at Johns Hopkins have been saying since 2008 that energy drinks should carry warning labels. The general public, and especially young people, should be made aware of the dangers of too much caffeine in energy drinks through proper labeling. But teens and young adults are the very targets of the energy drink companies’ marketing strategies. Massachusetts Congressman Edward Markey says, “It’s time for energy drink makers to stop masking their ingredients, stop marketing to kids, and start being more transparent with their products. It’s time for the FDA to crack down on these drink makers and for the FTC to investigate advertising practices of these companies to ensure that kids and parents are not being subjected to deceptive marketing practices.” For the people who have already died, this is too little too late, but for the teens and young people who have been duped by the energy drink companies’ clever marketing gimmicks, it may just save a life. Direct students to Blackline Master page S8. Display the Argument Evaluation graphic organizer and use this to evaluate the text with the class. Remind students of the Class Discussion Rules.
Lesson 1 | Writing
Level 2
Argument Evaluation List the claims made by the author, cite the evidence provided (if any), and evaluate the validity of the claim. Title:
Energy Drinks: A Trojan Horse of Deadly Caffeine
Author’s Claim
Evidence Provided
A 14-year-old girl died from “cardiac You can overdose from arrhythmia due to caffeine toxicity” after caffeine contained in drinking two energy drinks in 24 hours. an energy drink. Claim #1
Complete the graphic organizer and summary as done with the first text.
Valid Claim?
Yes
Clinical report stated: “Stimulant-containing energy drinks Yes Teenagers should avoid have no place in the diets of children or adolescents.” energy drinks and Another study reported that children and teens who caffeine altogether. consume energy drinks risk experiencing caffeine toxicity or poisoning, dehydration, heart palpitations, cardiac arrest, high blood pressure, and even death. Claim #3 FDA limits the amount of caffeine in a Yes Drinks need warning soda, but there is no limit on energy drinks. labels because they There is caffeine that is not accounted for contain dangerously in energy drinks. high levels of caffeine. Claim #2
Now that we’ve read both texts, which one do you think has the most objective information? That is, which one presents facts backed by solid support with little opinion? (The second text presents more facts and explains more supporting research about the facts.)
Cardiac MRI tests showed increased strain Yes Energy drinks have in contraction of the left ventricle. potential for adverse side effects on heart function in adolescents and young adults. Claim #4
Look back at the first text, “Energy Drinks: A Misunderstood Industry.” After Summary: (circle one) I believe/I do not believe the author’s argument because Answers will vary. reading the second text, is there anything in the first text that seems amiss? (I just noticed that the two doctors cited in the first text actually work for the energy drink company. It says “their” independent consultants. Plus, these doctors didn’t fully explain the findings of the doctors in Germany like they were explained in the second one. They said Dorner is a “radiologist in training” when he’s actually a “resident radiologist,” which means S8
Student Writing Project: Argument
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Argument • Lesson 1
7
he is supervised by a physician and has already completed medical school. The first text made claims about caffeine content that were refuted in the second text. Again, it focused on a “convenient fact” and left out a lot of other facts. The second text gave more helpful information, like the growing number of ER visits that are related to drinking energy drinks.) What is your opinion about energy drinks now? (Possible answers: I think I need to do more research on this subject; I think I will never drink another one!) Comparing the first text to the second one, what have you learned about reading persuasive text? (Possible answers: It’s not as easy as it looks. I was completely sucked in by the first text and was ready to buy an energy drink. After reading the second one, I realize I need to be careful about how I allow someone’s persuasive argument to influence me.) We have now seen that we should read carefully and critically when reading persuasive writing. To learn how to do this, in the upcoming lessons, we will complete some activities that better equip us to make an argument, and then we will begin to write our own persuasive essay.
8
Argument • Lesson 1
Level 2
Lesson 2
W.5.5; W.6.5; SL.8.1b; SL.8.1c; SL.8.1d; SL.5.4a
Developing Arguments Writing
Objectives • Develop and support an opinion on a topic. • Engage in collaborative discussion. • Follow rules for discussion.
Write the following quote on the board. “Too often we enjoy the comfort of opinion without the discomfort of thought.” John. F. Kennedy Generate a class discussion about the meaning of the quote. As we begin our unit on argument, it is important to keep in mind that an opinion without anything to back it up is useless. We must use metacognition and think about our thinking before we can attempt to defend our thoughts. We must know why we think the way we do.
Brainstorm Topics
Each student will write an argument about a school policy (not dress code or uniforms as this is the topic of text in Unit 10). This will require research, and students must cite at least two sources. Conduct a class discussion to generate a list of topics. Possible Topics: • Junk food in school • Online learning/virtual classrooms • Detention/suspension policies • Same-gender classrooms • Graduation requirements • Use of personal technology • Corporal punishment • Attendance policies • Paying for attendance You will each write your own argument about a school policy. You will be required to research your topic and cite at least two sources. Let’s brainstorm some interesting topics that you may need to develop an argument to persuade someone about. Try to think of topics that lend themselves to research. Remember our Classroom Discussion Rules. There is no idea too big or too small, so we will record everyone’s ideas. Allow for discussion time and record all ideas on the board.
Argument • Lesson 2
9
Defend a Position
In a court of law, an attorney will argue a case. This means he or she will present the facts to persuade the jury or judge to agree with his or her statements. This is called giving an argument. Let’s play with some of these ideas on the board to get the hang of formulating arguments. Using some of these topics, we’ll do an activity that will help you learn how to make solid arguments for or against a topic. Be prepared to defend a topic that you might actually disagree with. Explain your chosen activity (see below) and facilitate discussion based on the topic. Try formulating arguments for topics in one of the following ways. Note: These activities create varying degrees of “commotion” in the classroom, so choose an activity that best fits your teaching style and classroom environment.
Activity 1: “Stand and Deliver” (a kinesthetic activity) • Draw a line down the middle of the classroom. Designate one side as “For” and one side as “Against.” • Have students take a “stand” on an issue (personal devices used in school) by standing on the appropriate side of the line. • Partner a “for” with an “against.” Give each side 1 minute to offer 1–3 points in its favor. Opposing students give thumbs-up for a valid/strong point. Allow students to point out why a point may be weak. Switch. • Change topics and repeat the process. Note: Students can be placed on the line regardless of opinion. This forces them to think about the opposition, even if they don’t agree.
Alternative to Activity 1: “Stand and Deliver” (a kinesthetic activity) • Draw a line down the middle of the classroom. Designate one end as “Strongly Agree” and one end as “Strongly Disagree.” • Have students take a “stand” on a statement (Students should not be permitted to use personal devices during school.) by standing at the appropriate end of the line, based on their feelings. If they are neutral or can’t decide, they will stand in the middle. • Divide the students into two groups (“Strongly Agree” and “Strongly Disagree”) and have the groups face each other. Give each side 1 minute to offer 1–3 points in its favor. Opposing students give thumbs-up for a valid/strong point. Allow students to point out why a point may be weak. Switch. • Change statements and repeat the process.
10
Argument • Lesson 2
Activity 2: Jigsaw activity to generate “experts” to debate a topic. (a slightly kinesthetic activity) • Propose a topic. (personal devices used in school) • Have groups brainstorm positions and/or solutions to the problem. Each student in the group takes one unique position/solution and writes his or her position/ solution on a card. So within the group, each of the positions/solutions is represented by a student. • Students now meet with students from other groups who share their position/ solution (e.g., personal technology should only be used during lunch and passing periods). They discuss strong arguments to defend their position and write the arguments on their cards. • Then students meet back with their original group and take turns giving 1–3 strong arguments to defend their position/solution. The group evaluates the validity/strength of each argument. (That’s strong/weak because . . .) Activity 3: “The Legal Team” (a sedentary activity) • Divide the class into even-numbered groups. One topic is assigned to every two groups. So if the class only has two groups, assign one topic. For four groups, assign two topics. • Each group is assigned a position (for or against) to defend regardless of personal preference (for example, Group 1: personal technology devices should be banned in school; Group 2: students should be allowed to use personal technology devices during the school day). • The group members discuss strong arguments to support their position. They write arguments on index cards and pass to the “Lead Defense.” • The Lead Defense people take turns presenting their side. You might suggest that students who are interested in writing on a particular topic take notes during these discussions.
Choose a Topic Direct students to Blackline Master page S9. We’ve generated a list of topics. You will choose two topics to write about. Choose the one you are most interested in, but choose a backup also. When you begin your research, you may be unable to find good or current research on your topic. In that case, it’s good to have a backup.
Level 2
Lesson 2 | Writing
Argument Topic
Possible answers include the following.
Choose two topics and write them in the chart. Then, complete the chart. Topic 1
Topic 2
Junk food in school cafeterias
A better variety of healthy options in school cafeterias
What I want to say about this topic
What I want to say about this topic
Junk food should be banned in the school cafeteria, including personal lunches.
The school cafeteria should offer a better variety of healthy options that students will actually want to eat.
What I know about this topic
What I know about this topic
unhealthy makes a person gain weight cheaper than healthy food
Students want healthier options. Students don’t like what’s being offered. Students choose junk food because they don’t like the look of the healthier options.
Write your topics on your page. Then, complete the page, filling in what you want to say about the topic and what you think you already know about it. As you complete these sections, you will think of things you need to research. For example, I will write about banning junk food in the cafeteria. I already know that junk food is unhealthy, but I would want to research the nutritional content of certain foods that I want banned. I would make note of that in the last section. What I need to research about this topic
What I need to research about this topic
define what is junk food why it makes a person gain weight statistics on expense of junk food vs. healthy food
statistics on whether students choose healthier options if given the choice read about the chef in England who tried to do this
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Student Writing Project: Argument
S9
If necessary, model filling out the graphic organizer. Have students complete the chart for their topics of choice. Argument • Lesson 2
11
Level 2
Lesson 3
W.5.1a; W.5.1b; W.5.1c; W.5.1d; W.2.7; W.4.7; W.4.10; W.6.10
Identifying Argumentative Writing Structure Writing
Objectives
Notebook paper
• • • •
Write arguments to support claims. Use claims and objections supported with evidence and rebuttals in writing. Develop a strong thesis statement and a conclusion for an argument. Develop writing appropriate to the task and audience.
Elements of an Argument
Lesson 3 | Writing
Level 2
Structure of an Argument We’ve been talking about Lead—Like an introduction. This is where the writer captures the reader’s attention and introduces the topic. argumentative writing. After reading Thesis Statement—This is the position the writer holds about the topic. two examples of arguments about Claims—Reasons that support the thesis statement. This answers the why question and lets the reader understand why the writer believes his or her energy drinks, we learned that it is thesis statement. Support—This is proof to back up the claims: evidence, examples, important to read critically and identify observations, experience, statistics. Objections and Rebuttals—Opposition to the writer’s position as well as strong claims that are backed up with a defense against the objections. What do people who oppose your opinion say about the issue, and why do you disagree with their claims? Proof is good support versus weak claims beneficial here, but not necessary. Conclusion—A strong conclusion should wrap up the argument and leave that don’t really have good support. the audience with something to think about. Remember the first text we read, “Energy Drinks: A Misunderstood Industry”? Many of you noted that you were completely swayed by this text, which appeared to be filled with good arguments and solid facts. But after reading the second text, you realized that there may be more to the debate on energy drinks. What can we learn from this? (You should read more texts on a subject to get a broader base of information.) Reading broadly will give you more information on a subject and allow you to be better informed so that you can think for yourself and draw your own conclusions. This is the ultimate goal of education. S10
Student Writing Project: Argument
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Direct students to Blackline Master page S10. Today, we will learn the structure of an argument. A good argument will have these elements. Write the following descriptions on the board as you explain them. Lead—Introduction Thesis Statement—Your position Claims—Reasons that your position is correct Support—Proof to back up each claim
12
Argument • Lesson 3
Objections and Rebuttals—Opposition to your statement and defense against opposition Conclusion—A thought or challenge for audience Direct students to Blackline Master pages S11 and S12.
Level 2
Lesson 3 | Writing
Organization of an Argument Leads (types of)
This chart shows more about these persuasive elements and gives some examples from the second text we read, “Energy Drinks: A Trojan Horse of Deadly Caffeine.”
Identify the type of lead used in this opening text.
In December 2011, a 14-year-old girl in Hagerstown, Maryland, went to the mall with friends, where she bought and consumed a 24-ounce can of a popular • anecdote a story that energy drink. The next day she and her introduces your friends were again at the mall, and she drank topic another 24-ounce can. She went into cardiac • quote quote an authority arrest that night, became unconscious, on your topic and later died. The coroner’s report stated that she “did have a mild underlying • background info information and heart condition” but died due to “cardiac details about your arrhythmia due to caffeine toxicity.” topic that will grab your reader’s attention • statistics
Leads Explain the different types of leads listed in the chart. Have students identify the type of lead used in the example. (anecdotes)
Thesis
facts and statistics, such as survey results
Thesis statement states your (position) position on the topic
Few people, especially teenagers, realize that you can overdose from caffeine. But it’s true. Because of this very real danger, many doctors, politicians, and agencies think the amount of caffeine in energy drinks should be regulated, or at the very least documented on the can.
Claims and Support • support should be cited
Claim: Doctors recommend that adults limit their caffeine intake to 100 to 200 milligrams a day.
The thesis statement, of course, tells the reader the position the writer is taking on the topic. In this case, the writer agrees that caffeine in energy drinks should be regulated or at least labeled on the can.
support the thesis statement with claims support the claims with proof: evidence, examples, observations, experience, statistics
Proof: The FDA Web site states “experts agree that 600 mg (four to seven cups of coffee) of caffeine or more each day is too much.” Dr. Pieter Cohen, an internist at the Cambridge Health Alliance and assistant professor at Harvard Medical School, says, “Caffeine is exceedingly safe at low doses, 100 to 300 milligrams a day, which is in a few cups of coffee. But when you go above 600 to 1,000 milligrams, you start to have side effects like jitteriness, heart palpitations, and panic attacks.”
Student Writing Project: Argument
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
S11
Claims and Support The next part of the essay should contain claims that support this position. Support should be cited for the claims as well. For example, in my persuasive essay about banning junk food, I might make the claim that junk food makes a person gain weight. By itself, that’s just my opinion. But if I can cite scientific research or medical studies that prove this, then I have supported my claim.
Lesson 3 | Writing
Organization of an Argument (cont.) Objections and Rebuttals • points against • research • logical arguments
Objections and Rebuttals It’s always good to present what the opposition thinks and then defend your position against it. We see in the example text a point, which was addressed in the first text on energy drinks, that a popular cup of brewed coffee has 415 milligrams of caffeine and the energy drink only has 160. But upon further investigation, we find that the energy drink has “hidden” caffeine in guarana. Also, the caffeine in coffee is natural, whereas the caffeine in the energy drink is “artificially added.”
Level 2
Conclusion (types of) • call to action • logical prediction • thoughtprovoking question
S12
what the “other side” says about the topic; your rebuttal that supports your stand
Objection: One energy drink company maintains that its drinks have less caffeine than coffee when compared to a popular coffeehouse 20-ounce brewed coffee, which has 415 milligrams of caffeine. Rebuttal: Both drinks contain too much caffeine. But all the other caffeinated beverages offered by the popular coffeehouse chain have from 30 to 300 milligrams of naturally occurring caffeine, with the average being 150 milligrams, in 20 ounces. The biggest problem with the energy drinks is that no one really knows how much caffeine they actually contain. In addition to artificially added caffeine, which may only be 160 milligrams in a 16-ounce serving, the drinks contain guarana. Guarana is a natural substance derived from the seeds of a South American tree that is very high in caffeine. This caffeine content is not accounted for in the “160 milligrams of caffeine” in the energy drink. Thus, the caffeine content of an energy drink is much higher than reported.
Identify the type of conclusion used in this text. The general public, and especially young people, should be made aware of the dangers of too much caffeine in energy drinks through proper labeling . . . . For the people predicts what will who have already died, this is too little too happen in the late, but for the teens and young people future because of who have been duped by the energy drink the topic companies’ clever marketing gimmicks, it asks a thoughtmay just save a life. provoking question that will make the reader consider the topic motivates the reader to do something
Student Writing Project: Argument
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Argument • Lesson 3
13
Conclusion Read the three types of conclusions and their descriptions. Have students identify the type of conclusion used in the sample text. (call to action)
Group Writing Preparation
Pick a class topic that weighs equally for/against among students. Divide the class into camps according to their positions. Each camp composes a shared writing based on the structural elements of an argument. Write the following on the board. Lead Thesis Statement Claims (2) Support (1 claim backed by research, 1 claim backed by valid observation or experience) Objection (1) with Rebuttal (1) Conclusion Direct students to Blackline Master page S13. Using this graphic organizer, discuss with your group how you will write your group essay. Decide as a group what information you will put into each section. You may want to refer to the lead types on page S11 to determine what type of lead you would like to use. For this exercise, you will only need to write two claims—one backed by research, and one backed by a valid observation or experience. Only write one objection and one rebuttal to the objection. Everyone will take notes on your page. Then, you can assign a part to each group member to write. Divide the work equally. [Student 1] might write the lead, and [Student 2] will write the thesis statement and first claim backed by an observation. [Student 3] can write the second claim and the supporting research. [Student 4] can write the rebuttal and objection. [Student 5] can write the conclusion.
Level 2
Lesson 3 | Writing
Group Writing: Argument Plan Topic: Lead
Thesis Statement
Claim #1
Support
Claim #2
Support
Objections
Rebuttals
Conclusion
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Student Writing Project: Argument
You will each write a draft of your assigned paragraph on a sheet of notebook paper. In the next lesson, you’ll put your paragraph drafts together and present your essay orally to the class. Allow students time to discuss their assignment and make their plan.
Group Writing
Students compose a draft of their assigned paragraph.
14
Argument • Lesson 3
S13
Level 2
Lesson 4
SL.5.3; SL.6.3; SL.8.3; SL.5.4a; SL.7.4
Analyzing Arguments Writing
Objectives
• • • •
Present an argument that is substantiated with claims and evidence. Analyze a presentation on a topic and the way the claims support a position. Delineate a speaker’s argument. Determine whether an argument is sound and sufficiently supported with evidence.
You have learned the structure of an argumentative essay. In the last lesson, you planned a group writing to draft an argument on your assigned topic. Today, your group will finish the draft and present the essay to the class. We will then evaluate the validity of your arguments. Provide time for students to complete their parts as necessary and plan their presentations. You might suggest that each student read his or her own part of the composition, or students may choose to have one spokesperson read the compiled essay. • Give groups time to rehearse their presentations. • Encourage students to practice using a strong, clear, confident voice while making eye contact with the audience. • Remind them that, during their speech, the main claim or opinion and the reasons that support it must be present. • Point out that because the other group is taking the opposite stance, it is critical to include possible objections and rebuttals to the objections. • Explain that, as with writing, transition words and phrases are important when delivering a speech. Random thoughts that don’t feel connected are hard for an audience to follow. Write a list of possible transition words on the board for guidance. (in addition, in the same way, equally important, not only...but also, moreover, likewise, furthermore, although this may be true, on the other hand, in reality, nevertheless, in spite of, even though)
Lesson 3 | Writing
Group Writing: Argument Evaluation
Answers will vary.
Describe the elements of the author’s argument, cite the evidence provided (if any), and evaluate the effectiveness. Title: Effective? Why?
Suggestions
Lead
Thesis Statement
Claim #1
Support
Claim #2
Support
• Encourage students to make final changes, and then rehearse again. When groups are ready to present their arguments, have assigned evaluators turn to Blackline Master page S14 and use the Argument Evaluation chart to analyze the opposition’s argument.
Level 2
Objection
Rebuttals
Conclusion
Summary: (circle one) I believe/I do not believe the author’s argument because
S14
Student Writing Project: Argument
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Argument • Lesson 4
15
As the speakers are giving their presentations, pay close attention to the elements of their argument. If you are an evaluator, jot notes on the Argument Evaluation chart. You will discuss your individual findings with your group after everyone has presented. Then, we will all discuss the argument.
Present Group Arguments
Have the first group present its persuasive essay. After the first group finishes presenting, give the audience members a minute or two to review their notes to make sure they understood what they wrote. If not, allow them to ask questions for clarification. Remind them that not all arguments are supported by sound evidence, and it is up to them as listeners to determine if the evidence is sound and relevant. Have the remaining group present in the same way.
Evaluate Group Arguments
Have groups share presentation evaluations with the group they evaluated. Have groups offer constructive feedback to the presenters. Use the following prompts to guide students’ feedback. • Comment on the lead. What strategy did this group use? (Possible responses: statistics, anecdotes, quote, or background information) Do you think the lead was effective? If not, tell the group what could have made it better. • What was the group’s central claim? (Answers will vary.) Now, tell us the reasons and evidence they used to support the claim. If you think any part of the argument was not valid, tell them why. • Identify the objection and the rebuttal. Was the objection believable? Was the rebuttal effective? • What strategy did the group use in their conclusion? (Possible responses: call to action, logical prediction, or thought-provoking question) How effective was the conclusion? Is there anything you would change? • Has the overall argument persuaded anyone to adopt a different position?
Solidify Argument Topics
Lesson 3 | Writing
Have students turn back to Blackline Master pages S11 and S12 and review the elements of an argument. In the next lesson, you will begin writing your own argumentative essay. Take a moment to review your topic on page S9. You can make additional notes if needed.
Level 2
Argument • Lesson 4
Objections and Rebuttals • points against • research • logical arguments
what the “other side” says about the topic; your rebuttal that supports your stand
Lesson 3 | Writing
Organization of an Argument Leads (types of)
Identify the type of lead used in this opening text.
In December 2011, a 14-year-old girl in Hagerstown, Maryland, went to the mall with friends, where she bought and consumed a 24-ounce can of a popular energy drink. The next day she and her friends were again at the mall, and she drank another 24-ounce can. She went into cardiac • quote quote an authority arrest that night, became unconscious, on your topic and later died. The coroner’s report stated that she “did have a mild underlying • background info information and heart condition” but died due to “cardiac details about your arrhythmia due to caffeine toxicity.” topic that will grab your reader’s attention • statistics
facts and statistics, such as survey results
• anecdote
a story that introduces your topic
Thesis statement states your (position) position on the topic
Few people, especially teenagers, realize that you can overdose from caffeine. But it’s true. Because of this very real danger, many doctors, politicians, and agencies think the amount of caffeine in energy drinks should be regulated, or at the very least documented on the can.
Claims and Support • support should be cited
Claim: Doctors recommend that adults limit their caffeine intake to 100 to 200 milligrams a day.
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
16
Level 2
Organization of an Argument (cont.)
support the thesis statement with claims support the claims with proof: evidence, examples, observations, experience, statistics
Proof: The FDA Web site states “experts agree that 600 mg (four to seven cups of coffee) of caffeine or more each day is too much.” Dr. Pieter Cohen, an internist at the Cambridge Health Alliance and assistant professor at Harvard Medical School, says, “Caffeine is exceedingly safe at low doses, 100 to 300 milligrams a day, which is in a few cups of coffee. But when you go above 600 to 1,000 milligrams, you start to have side effects like jitteriness, heart palpitations, and panic attacks.”
Student Writing Project: Argument
S11
Conclusion (types of) • call to action • logical prediction • thoughtprovoking question
S12
Objection: One energy drink company maintains that its drinks have less caffeine than coffee when compared to a popular coffeehouse 20-ounce brewed coffee, which has 415 milligrams of caffeine. Rebuttal: Both drinks contain too much caffeine. But all the other caffeinated beverages offered by the popular coffeehouse chain have from 30 to 300 milligrams of naturally occurring caffeine, with the average being 150 milligrams, in 20 ounces. The biggest problem with the energy drinks is that no one really knows how much caffeine they actually contain. In addition to artificially added caffeine, which may only be 160 milligrams in a 16-ounce serving, the drinks contain guarana. Guarana is a natural substance derived from the seeds of a South American tree that is very high in caffeine. This caffeine content is not accounted for in the “160 milligrams of caffeine” in the energy drink. Thus, the caffeine content of an energy drink is much higher than reported.
Identify the type of conclusion used in this text. The general public, and especially young people, should be made aware of the dangers of too much caffeine in energy drinks through proper labeling . . . . For the people predicts what will who have already died, this is too little too happen in the late, but for the teens and young people future because of who have been duped by the energy drink the topic companies’ clever marketing gimmicks, it asks a thoughtmay just save a life. provoking question that will make the reader consider the topic motivates the reader to do something
Student Writing Project: Argument
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Level 2
Lesson 5
RI.5.1; W.4.6; W.7.6; W.3.8; W.5.7; W.5.8; W.6.7; W.6.8; W.7.8; L.4.4b
Writing Arguments: Research Writing
Objectives
• • • • •
Conduct short research projects to develop a substantiated argument. Gather relevant information from multiple sources. Assess the credibility of sources. Draw evidence from print and digital sources to support opinion. Cite credible sources to strengthen argument.
Review Argumentative Writing
Review the definition of argumentative writing and the elements of an argument. What is argumentative writing? (writing intended to sway the reader to agree with the writer’s opinions or point of view) What are the elements of a good argumentative essay? (lead; thesis statement with supporting arguments that are cited by research, objections, and rebuttals to the objections; and a conclusion) What strategies can you use in your lead? (Possible response: statistics, anecdotes, quote, or background information) What strategies can you use in your conclusion? (Possible response: call to action, logical prediction, or thought-provoking question)
Review Topics
Direct students to Blackline Master page S9 to review their chosen topics. Today, you will begin researching your topic to find good support for your argument. You have recorded what you want to say about your topic and what you know about it. You’ve also made notes about what you need to research about your topic.
Level 2
Argument Topic
Lesson 2 | Writing
Possible answers include the following.
Choose two topics and write them in the chart. Then, complete the chart. Topic 1
Topic 2
Junk food in school cafeterias
A better variety of healthy options in school cafeterias
What I want to say about this topic
What I want to say about this topic
Junk food should be banned in the school cafeteria, including personal lunches.
The school cafeteria should offer a better variety of healthy options that students will actually want to eat.
What I know about this topic
What I know about this topic
unhealthy makes a person gain weight cheaper than healthy food
Students want healthier options. Students don’t like what’s being offered. Students choose junk food because they don’t like the look of the healthier options.
What I need to research about this topic
What I need to research about this topic
define what is junk food why it makes a person gain weight statistics on expense of junk food vs. healthy food
statistics on whether students choose healthier options if given the choice read about the chef in England who tried to do this
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Student Writing Project: Argument
S9
Argument • Lesson 5
17
Research Topics
Lesson 5 | Writing
Direct students to Blackline Master pages S15 and S16. Display a blank copy of the Argument Plan. This is the form you will use to organize the information you find today. Read it over to make sure you understand what you will look for. How many claims will you make? (three) You already have some ideas about your claims. These would be what you already know about your topic. But as you research your ideas, you may find other claims you want to make that are stronger and have better support. How many proofs do you need to support each claim? (two) How many objections and rebuttals will you write? (two) Direct students to Argument Notes on Blackline Master page S17. Display a blank copy of the notes page. Have students use the page to write notes during research. Point out that there is space for more than three claims and more than two objections. It is important to find more information than you need for your assignment. This way, you will be able to choose the best information in support of your thesis. When students have finished taking notes, have them discuss their findings and ideas with a partner.
Level 2
Argument Plan (cont.) Objection #1
Rebuttals
Objection #2
Rebuttals
In America, people • The cost of taking care of unhealthy should be free to eat people is too high. what they want. • When people don’t take care of themselves, they lose the right to freedom because of the trouble it causes other people.
A lot of people eat junk food all the time and never gain weight.
• Those people are welcome to eat junk food, but not in school. • Allowing only people of healthy weight to eat junk food is not fair to overweight people. • Just because a person is a healthy weight does not mean his or her body is not harmed by eating junk food all the time.
Conclusion call to action: Inspire the reader to want to eat more healthily at all times, not just at school Level 2
Lesson 5 | Writing
Argument Plan
Possible answers include the following.
Organize research information and develop your plan for writing. Topic:
S16
Junk Food
Lead statistics: quote the statistics of overweight and obese children compared to years ago when they didn’t have access to Student Writing Project: Argument so much junk food (see notes) Thesis Statement Junk food should be banned in school cafeterias, including personal lunches.
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Claim #1
unhealthy
Claim #2 causes unnecessary weight gain
The President’s wife says it’s unhealthy and has started a campaign for healthy eating that eliminates junk food. Support Use of unprocessed foods in school cafeterias has decreased dramatically over the last 20 years. Support
Support
Dr. Palma’s study (see notes)
statistics about obesity in children rising (see notes)
Support
Claim #3 increases Support Surgeon General report (see chances of diabetes notes) and heart problems if eaten every day Support statistics from Pediatric Journal of Medicine (see notes)
Partners, listen carefully and provide feedback. If you think an argument is too weak, tell your partner how he or she might strengthen it. You might not find any objections as you research. In that case, partners, provide some objections for your partner. © 2016 Voyager Sopris Learning, Inc. All rights reserved.
After you have discussed your ideas and you are sure what claims and support will be the strongest for your essay, fill in the Claims section of your Argument Plan on page S15. Try to cite at least two sources. For example, quoting a published paper, something a scientist said, or a doctor’s statement gives your claim a lot of strength.
Level 2
Lesson 5 | Writing
Student Writing Project: Argument
Argument Notes Claim #1
Support
Claim #2
Support
Support Sources
Support Claim #3
Support
Sources
Support Claim #4
Support
Sources
Support Claim #5
Support
Sources
Support Objection #1
Rebuttals
Objection #2
Rebuttals
Objection #3
Rebuttals
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Student Writing Project: Argument
Also, fill in the Objections and Rebuttals on page S16. Remember, you need to have two of these. You may simply write notes in these sections today. Make sure you write enough to know what you mean, but you do not have to write complete sentences in your plan.
18
Argument • Lesson 5
S15 Sources
S17
Level 2
Lesson 6
W.5.5; W.6.5
Writing Arguments: Plan Writing
Objectives • Develop and strengthen writing through planning. • Develop strong leads and conclusions in argumentative writing.
Plan to Write
Direct students to Blackline Master pages S15 and S16. In our last lesson, you conducted research on your topic and discussed your ideas with your partner. After discussing your ideas and findings with your partner, you should have been able to narrow them down to two or three claims, or arguments, to make about your topic and decided what kind of support to give each one. As needed, give students time to complete this task and/or review their work. Today, you will decide what type of lead you will use and what type of conclusion you want to write. For my argument about junk food, I will lead with some statistics. So, I have jotted some notes on my plan that tell me what I intend to do. Read the notes aloud. Point out that students may not need to write every detail here because they should have information on their note-taking page. I will highlight my notes and indicate that the information will be used in my introduction. I will then highlight and mark the two claims I intend to use. Read the information recorded in the Claims section of the Argument Plan. Finally, I want to conclude my paper with a call to action that will inspire my reader to want to eat more healthily at all times, not just at school.
Level 2
Lesson 5 | Writing
Argument Plan
Possible answers include the following.
Organize research information and develop your plan for writing. Topic:
Junk Food
statistics: quote the statistics of overweight and obese children compared to years ago when they didn’t have access to so much junk food (see notes) Thesis Statement Junk food should be banned in school cafeterias, including personal lunches. Lead
Claim #1
unhealthy
Claim #2 causes unnecessary weight gain
The President’s wife says it’s unhealthy and has started a campaign for healthy eating that eliminates junk food. Support Use of unprocessed foods in school cafeterias has decreased dramatically over the last 20 years. Support
Support
Dr. Palma’s study (see notes)
statistics about obesity in children rising (see notes)
Support
Claim #3 increases Support Surgeon General report (see chances of diabetes notes) and heart problems if eaten every day Support statistics from Pediatric Journal of Medicine (see notes)
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Student Writing Project: Argument
S15
Let’s talk about how we decide the best ways to lead and conclude our papers. Your lead depends on what kind of information is at your disposal and which strategy will hook your readers’ attention.
Argument • Lesson 6
19
Have students turn to Blackline Master page S18. Read the instructions, then guide students through completing the activity by making sure they understand each topic and corresponding thesis statement.
Lesson 6 | Writing
Level 2
Argument Leads
Answers will vary, but possible answers are shown.
Decide which lead would be most effective for each thesis. Record your ideas, telling why you think the strategy would be the best.
Thesis
• Traditional classrooms provide a better education than online or virtual classrooms.
• Detention and/or suspension policies are ineffective and need to be changed.
Statistics
Give students a few minutes to discuss and complete the activity with their partners or small groups. When students have finished, have them share their ideas with the class.
An anecdote that shows the demise of one student’s future because of an unfair suspension in 11th grade that caused his grades to fall, preventing him from going to college
Anecdote
You will choose your type of conclusion in a similar way. As you complete your plan today, choose the conclusion you want to use.
• Students learn better in samegender classrooms than in coed classrooms.
Statistics showing that test results in same-gender classrooms are higher than in coed classrooms
Quote
The reader would need to know what online or virtual classrooms are and how they differ from traditional classrooms.
For this paper, you will write the conclusion last. By that time, you will have a good feel for how you want to end your argument. You may change your mind at that point, but for right now, choose what you think will work best. You will have time to discuss your ideas with your partner before you actually write the conclusion. Background Information
S18
Student Writing Project: Argument
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Allow students to discuss with their partner which strategy would be best for their lead and conclusion. Have students complete their Argument Plan. Note: Throughout the writing process taught in LANGUAGE! Live, students have been asked to write their conclusions immediately following the writing of the introduction. Because a research paper is more involved than an essay on texts they have read, students are given the freedom to write the conclusion at the end. However, if your students are accustomed to the process, please have them draft their conclusion after they have completed the lead.
20
Argument • Lesson 6
Level 2
Lesson 7
W.7.1a; W.7.1b; W.7.1c; W.7.1d; W.5.4; W.6.4; W.6.10
Writing Arguments: Draft Writing
Objectives
• Write arguments to support claims. • Use claims and objections supported with evidence and rebuttals in writing. • Develop a strong thesis statement and a conclusion for an argument. • Develop writing appropriate to the task and audience. • Establish and maintain a style in writing.
Write 7 sheets of notebook paper per student Elements of Formal Writing poster
Direct students to Blackline Master pages S15 and S16, Argument Plan. You have now completed a plan for your argument, and you have discussed your ideas with your partner. Your research is complete, and you know how you want to lead and conclude your essay. Today, you will begin drafting your paper. You will use a formal style of writing. Review the Elements of Formal Writing poster. Take out seven sheets of notebook paper and number them at the top 1 through 7 as follows. Write the following headings on the board. 1. Lead and Thesis Statement 2. Claim #1 3. Claim #2
Lesson 5 | Writing
Level 2
Argument Plan (cont.) Objection #1
Rebuttals
In America, people • The cost of taking care of unhealthy Lesson 5 | Writing should be free to eat people is too high. what they want. • When people don’t take care of Possible answers include the Argument Plan themselves, they losefollowing. the right to Organize research information and develop your plan for writing. freedom because of the trouble it Topic: Junk Food causes other people. Lead statistics: quote the statistics of overweight and obese children compared to years ago when they didn’t have access to so much junk food (see notes) Objection #2 Rebuttals Thesis Statement Junk food should be banned in school cafeterias, A lot of people eat • Those people are welcome to eat junk including personal lunches. junk food all the food, but not in school. time and never Support gain The • Allowing only wife people of healthy Claim #1 unhealthy President’s says it’s weight. eat junk food is not fair to unhealthy weight and hastostarted a campaign overweight people. for healthy eating that eliminates junk food. • Just because a person is a healthy weight not mean his foods or her body is not Support Usedoes of unprocessed in school cafeterias decreased harmed byhas eating junk food all the time. dramatically over the last 20 years. Conclusion call to action: Inspire the reader to want to eat more Claim #2 causes Dr. Palma’s study (see notes) healthily at all Support times, not just at school unnecessary weight gain Level 2
statistics about obesity in children rising (see notes)
Support
increases Support Surgeon General report (see chances of diabetes notes) and heart problems if S16 Student Writing Project: Argument eaten every day Support statistics from Pediatric Journal of Medicine (see notes) Claim #3
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Student Writing Project: Argument
S15
4. Claim #3 5. O bjection #1 and Rebuttals 6. Objection #2 and Rebuttals 7. Conclusion
Argument • Lesson 7
21
We will discuss organization of your claims in the next lesson. As you compile your essay, you may find that you want to rearrange the order of your claims or objections and rebuttals. By writing each paragraph on a separate sheet of paper, you can easily reorder the paragraphs without doing extensive and confusing editing.
Six Traits of Writing: Argument Ideas and Development
the issue. Develops central ideas adequately with some evidence, examples, and explanations. Limited irrelevant information.
2 Does not state a clear
position on the issue and/ or does not support central ideas with sufficient evidence, examples, and explanations. May be too repetitious or have too much irrelevant information.
Voice and Audience Awareness
Complete sentences with varied sentence patterns and beginnings.
No major grammar errors. Few errors in spelling, capitalization, or punctuation.
Introduction states position. Ideas mostly logically sequenced. Some linkage among ideas. Conclusion ties essay together. Follows required format.
Some sense of person and purpose behind the words. Sense of commitment to the issue. Text may be too casual for the purpose.
Words are correctly used but may be somewhat general and unspecific.
Complete sentences with some expansion. Limited variety.
Few grammar errors. Few errors in spelling, capitalization, or punctuation.
Introduction may not state a position. Ideas not logically sequenced. Transition sentences missing. Conclusion may be missing. Does not follow required format.
Little sense of person and purpose behind the words. Very little engagement with reader. Text may be too casual for the purpose.
Word choice limited. Words may be used inaccurately or repetitively.
Mostly simple and/ or awkwardly constructed sentences. May include some run-ons and fragments.
Many grammar or spelling errors. Quite a few errors in capitalization and punctuation.
Text has no evident structure. Lack of organization seriously interferes with meaning.
No sense of person or purpose behind the words. No sense of audience.
Extremely limited range of words. Restricted vocabulary impedes message.
Numerous run-ons and/or sentence fragments interfere with meaning.
Many spelling and grammar errors. Many errors in capitalization and punctuation.
Word Choice
Have students begin drafting their arguments. Monitor 1 their progress and meet individually with students who are having trouble starting. Students may write their paragraphs in any order, even writing the conclusion first if they know what they want to say. Encourage them on an individual basis to do so. This way you will not confuse students who are comfortable writing in a more linear fashion. Does not address the prompt or does not develop a position. Elaboration lacking or unrelated to the issue.
S21
Give students the freedom to draft unencumbered by attention to spelling or punctuation because these mistakes will be corrected in the editing stage of the writing process. Have students complete their argument drafts.
22
Argument • Lesson 7
Lesson 9 | Writing
Language Conventions
Words are specific, accurate, and vivid. Word choice enhances meaning and reader’s enjoyment.
Introduction clearly on the issue. Fully states position. Ideas develops central ideas logically sequenced. with evidence, examples, Transition sentences and explanations that link ideas. Conclusion are compelling. No ties essay together and irrelevant information. gives reader something to think about. Follows required format.
3 States a position on
Student Writing Project: Argument
Sentence Fluency
Strong sense of person and purpose behind the words. Brings issue to life.
Organization
4 Clearly states a position
Level 2
Direct students to Blackline Master page S21. Read the 4 row for each trait of the six traits rubric aloud to help students understand all of the components of effective writing. Encourage students to keep these in mind as they draft their essays.
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Review Six Traits
Level 2
Lesson 8
W.7.1d; W.7.1c; L.3.6; L.5.6
Writing Arguments: Sequence and Use Transitions Writing Objectives • Develop and strengthen writing through revising. • Use language to create cohesion and clarify relationships in writing.
Analyze Sequence and Transitions
The order in which you present your claims and objections is important. Let’s look at the energy drink texts and see how the information is sequenced with transitions. Have students scan pages S1 and S2, “Energy Drinks: A Misunderstood Industry,” and identify the order of claims and objections. The author begins by giving an anecdote and states that the energy drink manufacturer does have a label recommending that “children, pregnant women, or those sensitive to caffeine” not use this product. The next paragraph states that even so, people are clamoring for warning labels. The phrase even so is a transition phrase. The last sentence of that paragraph talks about how caffeine affects the heart. This is a good transition to the third paragraph, which talks about the amount of caffeine in the energy drinks. The final paragraph continues to address the issue of caffeine limits with the FDA. Think about if the paragraphs were in a different order. What effect would it have on the strength of the paper? Allow time for discussion. As time permits, analyze the sequence and transitions used in the text on pages S4–S7.
Sequence
Now, look at each page of your draft. Determine whether the order of your claims and objections makes sense. Reorder your pages as needed, and then trade with your partner. Scan your partner’s organization and discuss whether or not you would change anything. When students are satisfied with the order of their essays, begin discussing transition sentences.
Transitions
We have used transition words when writing simple paragraphs that connect our sentences and provide a flow to the writing. These words have indicated time-order, cause and effect relationships, and comparisons and contrasts. Essays go further than simple transition words and utilize transition sentences to bridge the information from one paragraph to the next. The transition sentence is the last sentence of a paragraph and sets up the reader to expect certain information to follow. Argument • Lesson 8
23
There should be a transition sentence at the end of each of your body paragraphs. This sentence will smooth the way to the topic of the next body paragraph. Have students turn to Blackline Master pages S19 and S20 and read the sample essay. This is an essay about junk food in school cafeterias. As you can see, the essay does not have any transition sentences. Blank lines have been provided where transition sentences should be. Let’s work together to compose transition sentences that will smooth the connection to the next paragraph. Write the following transition words on the board for students to use in composing their sentences. in addition, moreover, however, therefore, often Read each paragraph aloud and discuss transition sentence possibilities. Have students complete their pages.
Add Transitions Analyze your argument’s components to see if you have good transitions between paragraphs. If you need a transition, look at the topic of the paragraph you are transitioning to. You can write a statement or question about that topic to transition to the paragraph. Have students revise their arguments to write and/or edit transition sentences. Teacher Tip: To easily evaluate whether or not students understand the concept of transition sentences, have them use a different color pen to underline transition sentences that they already wrote in the drafting phase and to add new transitions in this revision phase.
Level 2
Lesson 8 | Writing Lesson 8 | Writing
Level 2
Argument Transitions Read the argument. Compose transition sentences on the lines to connect the information to the paragraph that follows.
Argument Transitions (cont.) This program is only the first step to protect children from the ill effects of junk food. Just because a child knows the right thing to do does not mean he or she will do it. Stricter constraints need to be in place that will prevent children from making the wrong choices. Knowledge is power, but when that power is not strong enough, something else needs to be in place. Therefore, junk food must be
Ban the Junk Food! According to the Journal of the American Medical Association 2014 report on the prevalence of childhood and adult obesity in the United States, in 2012, more than one-third of children and adolescents were overweight or obese. This is an alarming statistic. The effects of obesity in a child are both immediate and long range. Results of the Bogalusa Heart Study reported in the Journal of Pediatrics in 2007 that 70 percent of obese children aged 5 to 17 years “had at least one risk factor for cardiovascular disease.” Long-range results of obesity have been associated with a host of deadly illnesses including cancer, according to the American Cancer Society. School cafeterias have recently begun serving name-brand “fast food” in an effort to keep their declining food programs afloat. But the food they offer is high in empty calories, sodium, and additives and very low in nutritional value. For this reason, junk food and fast food need to be banned in all school cafeterias, including personal lunches brought from home.
removed from the schools.
Removing junk food from the schools may or may not be an easy thing to do. Of course, removing vending machines is easy enough, but if the school generates significant revenue from them, the administration may not be willing to remove them. Many people argue that students will not eat healthier choices, but if a child is hungry and the only choice is healthy, he or she will eventually eat. Jamie Oliver, a famous chef in England, began working with the government and school cafeterias in England in 2005 to transform school lunches from unhealthy fried meals into healthy and inexpensive food that children enjoy. His program has been successful in the UK, and he has now started Jamie Oliver’s Food Revolution in the United States to help transform school cafeterias. Many people in the United States have
Across the United States, breakfast, lunch, and snacks are available to students in public school. Some of these meals are regulated by the FDA. In fact, the FDA regulates that no machine offering candy and sodas may be placed in the school cafeteria. But they can be placed in the hallway outside the cafeteria doors, and this is where they are usually located. In addition to the meal that meets the FDA nutritional requirements, schools offer a la carte items that are not so strictly regulated. Of course, these are the items that students prefer to eat. They are not healthy. In one school, teachers had to make their own lunchtime rules when they observed students eating only a la carte items that were filled with empty calories and sugar, instead of choosing a healthy meal with protein, vegetables, and fruit. Because students
joined his revolutionary cause.
With so many people in the United States signing up for the Food Revolution and the Let’s Move! initiative, there may be hope for the many children who are becoming more and more obese every year. It takes knowledge, willpower, strict rules, and a community of support to make it happen, but the health of our young people is worth it.
are making these unwise choices, there needs to be a better program in place to teach students about good nutrition. A program designed to educate children on how to be healthier was launched on February 9, 2010. The Web site for the program states the following: Let’s Move! is a comprehensive initiative, launched by the First Lady, dedicated to solving the challenge of childhood obesity within a generation, so that children born today will grow up healthier and able to pursue their dreams. Combining comprehensive strategies with common sense, Let’s Move! is about putting children on the path to a healthy future during their earliest months and years. Giving parents helpful information and fostering environments that support healthy choices. Providing healthier foods in our schools. Ensuring that every family has access to healthy, affordable food. And, helping kids become more physically active. © 2016 Voyager Sopris Learning, Inc. All rights reserved.
Student Writing Project: Argument
S19 S20
24
Argument • Lesson 8
Student Writing Project: Argument
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Level 2
Lesson 9
W.5.2a; W.5.5; W.6.5; SL.1.5; SL.5.5; L.5.3a; L.5.4c; L.3.5c; L.6.5c
Writing Arguments: Revise and Edit Writing
Objectives • Strengthen and develop writing by revising, editing, rewriting, or trying a new approach. • Use a rubric to guide and evaluate writing.
You have now drafted your argument, and you revised your paragraphs to make sure you have good transition sentences that connect the paragraphs. Your information should flow logically. Today, you will make your final revisions and edit for proper spelling and grammar.
Revise
You know the difference between a strong, active verb and a passive verb. What are some examples of passive verbs? (to be verbs such as was, were, is, are) Using a highlighter or a colored pencil, read through your essay and underline each time you have used a passive verb. Determine whether you need to rewrite the sentence using an active verb. You also know how to paint Masterpiece Sentences. Determine whether you need to add some “painters” such as adjectives, adverbs, or prepositional phrases to make stronger sentences. Before you get started revising, would anyone like to volunteer a sentence that you think needs work? We will “paint” the sentence as a class and offer our ideas for making it better. Have volunteers offer sentences they would like to have “painted” by the class. If no one has a sentence to offer, have your own prepared or use the following example. Simple sentence: Energy drinks have a lot of caffeine. Expanded sentence: Energy drinks contain profuse amounts of caffeine that can adversely affect how the heart pumps.
Argument • Lesson 9
25
Direct students to Blackline Master page S22. Review the Revise section of the Writer’s Checklist. Have students review their drafts using the checklist. • Have students read each item on the checklist, and then carefully read the draft to make sure the criteria have been met. • Have them make notes and write questions in the margins. • Remind them to stay on the lookout for details that seem unrelated or out of place. • Have them mark spots in the draft that seem to need a transition, or link between ideas.
Lesson 9 | Writing
Level 2
The Writer’s Checklist Trait
R
Yes
No
Ideas and Content
when necessary, include recent, relevant, reliable research to validate the position
Organization
I S
support the central claim with reasons support reasons with examples, evidence, and/or explanations that are logically, emotionally, or ethically compelling
E V
Did the writer . . .? clearly state a position on an issue
include objections to the central claim and rebuttals to the objections write an introductory paragraph that captures the reader’s interest and contains a clear thesis statement that serves as a “map” for the essay sequence body paragraphs logically and use transition sentences that make clear the relationship between ideas
Voice and Audience Awareness
E
write a concluding paragraph that restates the position and issues a call to action write in a voice that is confident and reasonable write in a tone of voice that suits the audience and purpose for writing demonstrate that the beliefs and opinions that others might have on the topic have been considered acknowledge one or more objections that others may make
Word Choice
use “strong” words that are lively, accurate, and specific to the content, and that convey authority vary the words so that the writing does not sound repetitive
Sentence Fluency
E
write complete sentences use the steps of Masterpiece Sentences use compound sentence elements and compound sentences
Conventions
capitalize words correctly: capitalize the first word of each sentence capitalize proper nouns, including people’s names
D
punctuate correctly: put a period or question mark at the end of each sentence put an apostrophe before the s for a singular possessive noun
I
Have students use their checklist to T revise their work independently. Have them cross out ideas they want to omit and write new ideas in between the lines or in the margins. Tell them to use arrows to show where the new ideas should go. S22
use a comma after a long adverb phrase at the beginning of a sentence use grammar correctly: use the correct verb tense make sure the verb agrees with the subject in number use correct spelling Student Writing Project: Argument
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Conference individually with students. Encourage them to use the writing skills they have been taught—including Masterpiece Sentences and painters—to make their writing as clear and engaging as they can.
Edit
After students revise, review the Edit portion of the Writer’s Checklist. Then, have them take out a red pen, pretend they are the teacher, and correct spelling errors, capitalization mistakes, and punctuation. Remind them to pay close attention to sentences, making sure each one expresses a complete thought and is not a run-on. Note: Use the Six Traits of Writing: Argument scoring rubric on page 29 along with the anchor paper on page 30 to assess students’ writing. A printable version of both is located online in the Teacher Resources.
Note: In Lesson 10, students will publish their arguments in a blog and respond to their classmates’ arguments by typing comments in response to the blog. If technology is unavailable, follow the alternative activity.
26
Argument • Lesson 9
Level 2
Lesson 10
W.4.6; W.7.6
Writing Arguments: Publish Writing
Objectives
Computers Blogging platform
• Use technology to publish writing and link to cited sources. • Use technology to collaborate with others about writing. • Use technology to present claims and findings. • Follow rules of discussion to respond positively and negatively to a published argument.
Today, you will publish your argument and have an opportunity to receive feedback. Instruct students in how they will publish their arguments (handwrite it neatly, type it, publish it on their own blog).
Publishing a Blog
If technology is available, research how to provide students with a blogging platform in the classroom. Many sites are available, and the site at this link explains how to use a blog and how to set one up in the classroom: http://www.teachersfirst.com/content/ blog/blogbasics.cfm Instruct students in how to set up their blogs. Have them copy and paste their arguments into their blog site. By using the Internet, students may now post a photo and/or a video with their essays. They should also post a link to two resources they used in their research. When the blogs are ready, students should read and comment on two blog posts. One comment should be in agreement and one comment should be in disagreement. Whether they agree or disagree with the content of the blog, emphasize that all comments should be respectful, well-crafted, and to the point. Written comments should follow the same rules for discussion and tell why the student agrees or disagrees with the writer’s opinion. If technology is not available, direct students to Blackline Master page S23, Posting Comments. Follow the procedure as outlined on the following page.
Level 2
Lesson 10 | Writing
Posting Comments Read two of your classmates’ arguments and respond to the content by writing your comments below. Tell whether or not you agree with the writer’s point of view and explain why. Follow the same protocol as the Class Discussion Rules. Be respectful and clear if you disagree with a writer’s opinion.
Title/Author Comment
Title/Author Comment
© 2016 Voyager Sopris Learning, Inc. All rights reserved.
Student Writing Project: Argument
Argument • Lesson 10
S23
27
Offline Activity We’re going to share our arguments and receive feedback on them. Tip for assigning essays: Number students as follows in the chart. Assign two student essays for each student to read. Student
1
2
3
4
5
6
7
8
9
Student Essay
2, 3
4, 5
6, 7
8, 9
10, 11
12, 13
14, 15
16, 17
18, 1
Student
10
11
12
13
14
15
16
17
18
Student Essay
2, 3
4, 5
6, 7
8, 9
10, 11
12, 13
14, 15
16, 18
17, 1
Once you have read the first argument, write your comments on your page. Then, trade and read the second argument. When all essays have been read and commented on, have students cut their comments from their pages and give them to the authors.
Wrap-Up
You have done a lot of work in this project to learn about argumentative or persuasive writing and to write your own argument. What are some elements you want to look for in good arguments as you read? (lead, thesis statement with supporting claims that are cited by research, objections and rebuttals to the objections, and a conclusion) In addition, you’ve learned how to accept other people’s opinions that may be different from your own. Knowing how and when to “agree to disagree” is an important social skill. Let’s discuss some insights that you have regarding argumentative writing and what you’ve learned about reading argumentative text. Facilitate a discussion to bring out how important it is to read critically and pay close attention to citations or the lack thereof. Convey to students that it is also important to read other texts and even opposite opinions on a topic to get a broad spectrum of information. By doing this, the reader can be fully informed before forming his or her own opinion about a matter.
Extension
Provide students with an argumentative text about a current event. Have them read and discuss the text and evaluate whether or not it meets the criteria for good argumentative writing and what can be done if it falls short of the standards.
28
Argument • Lesson 10
29
Does not address the prompt OR does not develop a position. Elaboration lacking or unrelated to the issue.
1
Comments
Does not state a clear position on the issue and/or does not support central ideas with sufficient evidence, examples, and explanations. May be too repetitious or have too much irrelevant information.
2
States a position on the issue. Develops central ideas adequately with some evidence, examples, and explanations. Limited irrelevant information.
3
Value
Clearly states a position on the issue. Fully develops central ideas with evidence, examples, and explanations that are compelling. No irrelevant information.
4
Ideas and Development
Text has no evident structure. Lack of organization seriously interferes with meaning.
Introduction may not state a position. Ideas not logically sequenced. Transition sentences missing. Conclusion may be missing. Does not follow required format.
Introduction states position. Ideas mostly logically sequenced. Some linkage among ideas. Conclusion ties essay together. Follows required format.
Introduction clearly states position. Ideas logically sequenced. Transition sentences link ideas. Conclusion ties essay together and gives reader something to think about. Follows required format.
Organization
Six Traits of Writing: Argument
Argument • Lesson 10
No sense of person or purpose behind the words. No sense of audience.
Little sense of person and purpose behind the words. Very little engagement with reader. Text may be too casual for the purpose.
Some sense of person and purpose behind the words. Sense of commitment to the issue. Text may be too casual for the purpose.
Strong sense of person and purpose behind the words. Brings issue to life.
Extremely limited range of words. Restricted vocabulary impedes message.
Word choice limited. Words may be used inaccurately or repetitively.
Words are correctly used but may be somewhat general and unspecific.
Words are specific, accurate, and vivid. Word choice enhances meaning and reader’s enjoyment.
Voice and Audience Word Choice Awareness
Numerous run-ons and/or sentence fragments interfere with meaning.
Writes mostly simple and/or awkwardly constructed sentences. May include some runons and fragments.
Writes complete sentences with some expansion. Limited variety.
Writes complete sentences with varied sentence patterns and beginnings.
Sentence Fluency
Spelling 4+ errors
Grammar/Usage 4+ errors interfere with meaning
Capitalization & Punctuation 3+ errors. May not indent paragraphs.
Spelling 3 errors
Grammar/Usage 3 errors
Capitalization & Punctuation 2 errors. May not indent paragraphs.
Spelling 2 errors
Grammar/Usage 2 errors
Capitalization & Punctuation 1 error. Indents paragraphs.
Spelling 0–1 error
Grammar/Usage 0–1 error
Capitalization & Punctuation No errors. Indents paragraphs.
Language Conventions
Anchor Text Mad for Plaid We live in a society marred by inequality among different genders, races, neighborhoods, cultures, and socioeconomic groups. It is this inequality that fosters hatred, violence, and lack of opportunity for many. These issues often begin within the walls of our public schools. Fortunately, uniforms can be an essential element in generating greater equality, tolerance, and safety for students. When everyone on campus has the same attire, it is more difficult to separate the “haves” from the “have-nots.” Schools with uniforms report decreases in bullying and violence as well as a more respectful, cohesive, and academically focused environment. Uniforms help students to be treated equally, regardless of socioeconomic status. According to research published in the Washington Post, more than half of the nation’s 50 million public-school students—51 percent—were from low-income families and qualified for free or reduced-price meals. In some southern states, that proportion rose as high as 71 percent. If food is not affordable to these students, then popular clothing would be an unattainable luxury. When the daughter of a doctor and a migrant worker’s son are both wearing a navy polo shirt and khaki pants, they will not be seen as a reflection of their attire, but rather, they will be assessed according to their abilities. A professor of Human Ecology at Youngstown State University has said uniforms decrease peer pressure and blur social class lines between students. The absence of labels and fashion trends from the school day gives students an opportunity for a more level playing field. A standard dress code also decreases the persistent and increasing problem of bullying. In a 2013 survey by the National Association of Elementary School Principals (NAESP) and uniform manufacturer Lands’ End, 86 percent of school leaders said uniforms make “a significant, positive impact on peer pressure,” and 64 percent said uniforms reduce bullying. With acts of school violence on the rise, it makes sense to try to eliminate factors that may further contribute to isolation and marginalization of students. As President Clinton said in a 1996 radio address, “If it means teenagers will stop killing each other over designer jackets, then our public schools should be able to require their students to wear school uniforms.” Those students choosing to advertise controversial or hate-driven messages or gang-related colors would no longer have the power of clothing to emphasize their negativity. Students wearing standard dress would have a more difficult time attempting to single out themselves or others. Another reason in favor of school uniforms is the level of discipline and respect generated. Both teachers and administrators recognize that standard dress creates an environment where attention to rules and regulations are the driving factor. Chris Hammons, Principal of Woodland Middle School in Coeur d’Alene, ID, stated that uniforms “provide for less distraction, less drama, and more of a focus on learning.”
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Argument • Lesson 10
Anchor Text (cont.) When participating in a set dress code, students learn the importance of dressing appropriately for a job. They begin to develop a sense that clothing can make or break their success while in school and after graduation. Also, with the concern for fashion eliminated, academic skills come to the forefront. Additionally, students who may use clothing to target others or single out themselves will not have that ability with uniforms. With a campus-wide directive, attire is no longer a factor in the marginalization of a student or group. If bullying can be reduced or eliminated by standardized dress, wouldn’t that be reason enough? A sense of academic drive and school connection is the final impetus for uniforms. If an entire campus has a standard dress code in place, then there is a sense of cohesion. Students show their respect for rules, their institution, and their understanding of the importance of dressing appropriately. The usage of uniforms creates an environment in which the students are focused on learning, rather than logos. This rejection of fashion puts recognition on academics. Some students and parents may claim that uniforms take away personal choice and opportunities for individuality. While it may be true that they will not have the ability to express themselves with their attire, they will have greater security and stability within the school walls. Their creativity can be expressed through art or writing or music, not outfit choice. Others may say that focusing attention on enforcing standard dress merely shifts focus away from other problems in education. Although all of the challenges facing education cannot be eliminated through uniforms, they are a piece in a complex puzzle. Educational reform is multifaceted, and clothing is just one factor. However, when clothing choice is eliminated, so is some of the social angst that is ever-present for many students. Research and experience have shown that the benefits of standard dress far outweigh the disadvantages. It has been clearly stated that uniforms provide equality in situations where inequality is pervasive. Students who dress according to set standards have less likelihood of being identified by their socioeconomic status. That’s increasingly important in a society where the chasm between poverty and plenty is so vast. It’s time that our children are assessed by their common sense, rather than their fashion sense. Given the current trends of violence, social isolationism, and disrespect in schools today, uniforms are a simple, yet effective, fix. Putting polos and plaid on every student may not solve all of the problems facing education. Poverty will not be alleviated, bullies will still exist, and questioning of authority will continue to occur. However, students can enter another school year with a sense of equity with their peers. Walking down the hall, people will see other people for their inner qualities, not what they are wearing. Standardized dress is a logical policy, which, if implemented, will contribute to the safety and success of students and break down inequalities in the schools they attend. Argument • Lesson 10
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