Page 131 - ELA_CA_HighSchool_Sampler_Flipbook

Writing an Argument
ACTIVITY 1.14
LEARNING STRATEGIES:
Revising, Self-Editing/Peer Editing, Marking the Text
Unit 1 • Perception Is Everything 49
ACTIVITY 1.14
Learning Targets
• Identify an important issue or topic, and compose an argumentative essay with a clear position.
• Obtain and use feedback from a peer to revise for a final draft.
Reviewing the Structure of an Argument
1. Before writing your own argument, review the following elements of an argument.
The Hook
• Grabs readers’ attention and catches their interest
• May establish a connection between reader and writer and provide background information
• Might be an anecdote, image, definition, or quotation
The Claim
• Usually comes in the opening section of a text
• States the author’s main point
• Can be straightforward and direct (for instance, “I believe that ...”)
Concessions and Refutations
• Recognize arguments made by the other side
• Build credibility by showing ability to discuss each side with (apparent) objectivity
• Grant that the other side has some validity
• Argue against the opposing viewpoint by showing that your side has MORE validity
Support
• Sets out the reasoning behind an argument
• Provides evidence of the claim (data, quotations, anecdotes, and the like)
• May include logical and emotional appeals
Call to Action
• Draws the argument to a close and restates the claim
• May make a final, new appeal to values
• May voice a final plea
• Sums up the argument and asks the reader to do something or take action
My Notes
PLAN
Suggested Pacing: 2 50-minute class periods
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10/2/15 11:08 PM
1 If needed, while reviewing the elements of argument, have students revisit the notes they took in
Activity 1.12.
Leveled Differentiated Instruction
In this activity, students may need support in writing an argument text.
Em Purposefullyarrange students in groups to work
collaboratively to identify a controversial issue. Provide students with the Persuasive/ Argument Writing Map graphic organizer to support the writing of their essays. Encourage students to use modal expressions such as can and may in their writing.
Ex Allow students to work in pairs to select a
controversial topic to write about. Provide students with the Persuasive/Argument Writing Map graphic organizer to support the writing of their essays. Encourage students to use modal expressions such as possibly/ likely and could/would in their writing.
Br Provide students with the Persuasive/Argument Writing Map graphic organizer to
support the writing of their essay. Encourage students to use modal expressions such as certainly/ absolutely and should/might in their writing.
Support Prior to writing, instruct pairs of
students to brainstorm relevant controversial topics. Have them create a chart of these topics and to provide at least one reason and one piece of evidence for each topic listed. Then they can select one of these topics for their essay.
TEACH
Unit 1 • Perception Is Everything 49
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.