Page 35 - ELA_CA_HighSchool_Sampler_Flipbook

Writing an Argumentative Essay EMBEDDED ASSESSMENT 2
ASSIGNMENT
Your assignment is to write an argumentative essay about the value of a college education. Your essay must be organized as an argument in which you assert a precise claim, support it with reasons and evidence, and acknowledge and refute counterclaims fairly.
Planning: Make a plan for researching your topic and collecting evidence.
Prewriting: Prepare to write the essay draft.
Drafting: Decide how to structure your essay.
Revising and Editing for Publication: Review and revise to make your work the best it can be.
Reflection
Write an honest evaluation of your argument. Describe how you think it was effective (or not). What would you do differently next time to improve your argument?
n What is your claim? Is it clear? What information do you need to support it? n How will you use in your essay the articles you have been reading
independently?
n How will you expand upon the articles in this unit by doing further research? n How will you evaluate whether you have enough information to write
your draft?
n How will you consider your audience and determine the reasons and evidence
that will best convince them to support your argument?
n How will you make time to read your notes and add to, delete, or refine them as the basis for your argument?
n What quotations will you use as evidence?
n What information do you have to address counterclaims?
n What will you include in the introduction? How will you describe your claim? n Have you used vivid and precise language, carefully chosen diction, and
formal style?
n Have you acknowledged and addressed counterclaims?
n Have you written a strong conclusion with a call to action?
n Have you arranged to share your draft with a partner or with your writing group? n Have you consulted the Scoring Guide and the activities to prepare for revising
your draft?
n Did you use your available resources (e.g., spell check, dictionaries, Writer’s
Checklist) to edit for conventions and prepare your narrative for publication?
Technology Tip
After writing and revising your argument, you might consider presenting it in a different medium. For example,
could you use technology to transform your argument into a video? Or could you support your written argument with illustrations or charts?
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9781457304651_TCB_SE_G9_U1_B2.indd 89
W.9–10.1c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons.
W.9–10.1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
COMMON CORE STATE STANDARDS
of both in a manner that anticipates the audience’s knowledge level and concerns.
10/6/15
EMBEDDED ASSESSMENT 2
Suggested Pacing: 2 or 3 50-minute class periods
1 Planning: Review the assignment to be sure that students understand all the requirements.
2 Prewriting: If necessary, direct students back to their work in recent activities to review characteristics of audiences, various appeals, and elements of argumentation.
3 Drafting: To help students structure their drafts, you may want to revisit one or more of the arguments in this unit to point out the author’s structure.
4 Revising and Editing: Remind students to review their essays carefully as they revise. Point out that mistakes distract an audience. Urge them to check that everything in their essays will appeal to the targeted audience and that evidence is consistent and builds the case for their argument.
5 Reflection: Remind students to complete the reflection after the Embedded Assessment. These questions attempt to remind students of what and how they are learning as they progress through the units.
Portfolio Once students have written the Reflective Analysis about their essays, be sure they add it to their portfolios.
Ask students to reflect on what skills and knowledge they have gained that will help them as they think about their future after high school.
You may want to use this time
to have students cull from all
their work the pieces that you
ask them to keep and a few that they think represent some of their best, or most interesting, or most successful work to keep and reflect on later in the year.
Focus Standards:
12:42 PM
W.9–10.1a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claims(s), counterclaims, reasons, and evidence.
W.9–10.1b: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations
Unit 1 • Coming of Age 89
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.