Page 132 - ELA_CA_HighSchool_Sampler_Flipbook

50 SpringBoard® English Language Arts Senior English
ACTIVITY 1.14
continued
Writing an Argument
My Notes
Argument Writing Prompt
The purpose of argumentative writing is to change or influence the reader’s perspective or cause the reader to take action. Write an argumentative essay that clearly identifies your perspective on a controversial issue about which you would like to bring about change. Be sure to:
• Include a thesis statement that presents a clear perspective and precise claim on an issue to effect change.
• Support claims with valid reasoning and relevant and sufficient evidence.
• Distinguish your claim from alternate or opposing claims while developing counterclaims fairly and thoroughly.
• Consider your audience’s knowledge about the topic, as well as their values, concerns, and possible biases.
• Provide a conclusion that articulates the implications of the ideas presented and follows from the argument presented.
• Use varied syntax and a formal style with an objective tone.
Deconstructing the Prompt: Deconstruct the prompt to understand the writing task.
• Select a topic of interest to you, and use a prewriting strategy to explore your perspective on the issue. If needed, conduct research to deepen your knowledge of the issue and explore perspectives other than your own.
• Generate a draft that includes a thesis that clearly identifies your perspective on a controversial issue.
• Review your draft to make sure it addresses the prompt and incorporates items on the “be sure to” list. Revise your draft accordingly.
• Share your draft with a peer. Use the “Reviewing the Structure of an Argument” outline to guide your discussion and to make suggestions for revision by adding, deleting, rearranging, and substituting text.
• Use the feedback from your peer review to revise and edit your draft. Use technology to produce and publish your argument.
Independent Reading Checkpoint
Think about the ideas and perspectives from your independent reading from this half of the unit. How might you represent these ideas and perspectives visually? Do research to find a series of images or photographs that visually summarizes the themes and perspectives from your reading, and present the image series in a small group discussion.
ASSESS
ADAPT
ACTIVITY 1.14 continued
2 Instruct students to generate ideas and connections on their topic by freewriting and looping. Remind students that they will use these written essays as the basis for their photo essays in the Embedded Assessment, so they should be thinking about how they will convey their ideas visually as well as in writing. Once they have some initial writing about their topic, they should share their thinking with a partner.
3 Have students craft a thesis statement and think about how they will organize and support their thesis.
4 Once students have a draft of their essay, organize them into peer-editing pairs. Instruct students to use the specific points of the list provided in the prompt to guide their peer review session. Students should mark the drafts, looking for errors in grammar and spelling.
5 After conferring over their initial drafts, have students use the peer feedback to revise and create a final draft.
6 Have students complete the Independent Reading Checkpoint.
Check the argumentative essays for a thesis showing a clear perspective, valid reasoning, and sufficient evidence, sentence variety, and formal style.
For students needing specific support in writing an argumentative essay, have them generate a checklist using the rubric from Writing Workshop 2: Argumentative Writing.
50 SpringBoard® English Language Arts Senior English
9781457304682_TCB_SE_G12_U1_B1.indd 50
10/2/15 11:08 PM
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.