Argument/Persuasion Writing

From Focused Freewrite, Outline to Draft 1, Draft 2, and

Draft 3

Let’s read the prompt and annotate it!

Remember, your pen/pencil and highlighter are your weapons!

For this paper, your goal is to turn in the following IN A BUNDLE, top to bottom:1. Rubric2. Prompt3. Focus Freewrite (handwritten)4. Outline (handwritten)5. Draft 1 (typed)6. Draft 2 (typed and peer reviewed)7. Final Draft (typed)8. Works Cited page (typed)

Are we clear on what’s due for the final grade on this paper?

Step 1: Focused FreewriteWhy “focused”? Why “freewrite”?“Warm-up before workout”5-7 minutesWrite about your topic without stopping. Forget about grammar, spelling… Think about the following: What’s my topic? How am I going to prove it?What are my ethos, logos, and pathos here?

Step 2:Outline

Take out your prompt

Read Patterns A, B, and C. How are they similar? What’s the difference between them?

Think about which pattern suits you best and why: how do YOU argue?

Ms. Teref will now model an outline for you

Outline: Which pattern are you?Pattern A:

Intro/thesis: Students with discipline problems should be helped, not punished.

¶1: Claim 1:Detentions/suspensions only further discourage such students; source: Dinh, M.

¶2: Claim 2: They need school’s support because no support at home; source: Jones, M.

¶3: Counterclaim 1: Critics say punishment teaches such students consequences they didn’t learn at home: source: Rivera J. + rebuttal

¶4: Counterclaim 2: some believe detentions/suspensions discourage “bad students” from misbehaving; source: Rivera J. + rebuttal

Outline: Which pattern are you?Pattern B:

Intro/thesis: Students with discipline problems should be helped, not punished.

¶1: Counterclaim 1: Critics say punishment teaches such students consequences they didn’t learn at home: source: Rivera J. + rebuttal

¶2: Counterclaim 2: some believe detentions/suspensions discourage “bad students” from misbehaving; source: Rivera J. + rebuttal

¶3: Claim 1:Detentions/suspensions only further discourage such students; source: Dinh, M.

¶4:Claim 2: They need school’s support because no support at home; source: Jones, M.

Outline: Which pattern are you?

Pattern C:

Intro/thesis: Students with discipline problems should be helped, not punished.

¶1: Claim 1:Detentions/suspensions only further discourage such students; source: Dinh, M.

¶2: Counterclaim 1: Critics say punishment teaches such students consequences they didn’t learn at home: source: Rivera J. + rebuttal

¶3: Claim 2: They need school’s support because no support at home; source: Jones, M.

¶4:Counterclaim 2: some believe detentions/suspensions discourage “bad students” from misbehaving; source: Rivera J. + rebuttal

Ms. Teref is Pattern C!!!

Now, try all 3 patterns the way I did and see which one suits you best!

Get your sources ready!!!I’m passing them out, but please DO NOT lose them!!!

Introduction/Thesis•Introduction:

Step 1 (Handbook,p.20-22): begin with background information, attention grabber, a famous quotation, a question

Step 2: Thesis: arguable position; state both your opponent’s and your own position; use SHOULD or MUST; use conjunctions: BUT,HOWEVER, YET, ALTHOUGH, NOT ONLY… BUT ALSO

Intro: Ms. Teref’s example:

Step 1: “Go to the discipline office! Now! Security, security!!!” With this rhetoric, one would think schools have become prisons, and have stopped being educational institutions.

Step 2: Although critics claim that many high school students who are out of control should be punished, they should consider helping such students, NOT punishing them. Punishment only adds insult to injury; it doesn’t address the problem.

What are you graded on next?

Claim paragraph 1

Claim paragraph 2

Claim paragraph 3

Counterargument/Counterclaim paragraph 4

Claim ¶: ethos, logos,pathos

CLAIM paragraph model1) Claim/topic sentence: use

FANBOYS or BECAUSE or CONJUCTIVE ADVERBS

2) Introduce the quote: According to…

As (source) asserts…

3) Deliver a few SHORT quotes throughout the passage (NOT LONG!!!)

4) Explain what each quote means in your own words: This shows… This demonstrates…Clearly, it can be inferred…The implications/consequences of this action are…

CLAIM paragraph example1) That punishment doesn’t work

for ill-behaved students is clear because such students don’t stop being disruptive in class but continue to be disciplined like criminals.

2) According to Dinh,

3) “treating problematic students like criminals only makes their behavior worse because policing teenagers makes them feel even more unwanted.”

4) This shows that adding insult to injury simply doesn’t work because …Moreover, punishment is also ineffective because…

Before turning in your CLAIM paragraphs, indicate in the margins of both paragraphs

Claim Paragraph 1

Topic sentence

Introduce quote1

Quote 1

Explain quote 1

Introduce quote 2

Quote 2

Explain quote 2

Claim Paragraph 2

Topic sentence

Introduce quote 1

Quote 1

Explain quote 1

Introduce quote 2

Quote 2

Explain quote 2

COUNTERCLAIM ¶ + ethos, logos, pathos

CON paragraph model1) Claim/topic sentence: use

FANBOYS or BECAUSE or CONJUCTIVE ADVERS

2) Introduce the quote: According to…

As (source) asserts…

3) Deliver several SHORT quotes (NOT LONG!!!)

4) Rebut/refute the counterclaim: However… But… On the other hand…

CON paragraph example1) Opponents claim that disciplining

poorly behaved students is the only way to teach the students the consequences of their bad behavior..

2) Jones, for example, claims,

3) “teaching repeat offenders that there is low tolerance for rudeness and out-of –control behavior is essential; knowing the consequences will prevent such students from behaving badly.”

4) Helping ill-behaved understand the consequences of their behavior can indeed be helpful, but correcting their behavior through punishment is counterproductive because…

Writing Workshop:

Workshopping student claim and counterclaim/counterargument paragraphs!

Reminder +Due Dates:Reminder: When you type up your paper, email it to yourself or save it to your flashdrive. Why?

Due Date:____________1.Rubric2.Prompt3.Focused Freewrite (handwritten)4.Outline (handwritten)5.Draft 1 (typed)6.Works Cited Page

Conclusion

Handbook, p.24-25: Read this section and mark the strategies for concluding an essay you might like to use for this research paper. Transitional expressions: therefore, thus, hence, consequently.

Peer Review: Understand what to do: Is it a 4 or a 2? Hmmm…

Mastery= 4

All (3-4) topic sentences or claims contain an effective and logical conjunction (because, however, for…).

Elaboration of every topic sentence is fully developed through evidence (quotes) + use of ethos, logos, and pathos.

Meets = 2

Some (1-2) topic sentences or claims contain a logical conjunction (because, however, for…).

Elaboration of topic sentences is developed through evidence (quotes) + use of ethos, logos, and pathos.

Peer Review: How to do itRead your peer’s body paragraphs

Re-read each body paragraph and think about this : is it a 4 or a 2?

In the margins, write the score: 4/4, 3/4, 2/4, 1/4

On the paper itself, by looking at the rubric, comment on, ask questions about

a)each topic sentence

b)elaboration of each topic sentence

At the end of the paper:Write your final score: 1/4, 2/4, 3/4, 4/4

Write your (peer reviewer) name!!!

Explain your final score in detail:

You, peer reviewer, are being graded on your explanation:

-Your ethos: I know this essay is a 3 because I understand that …

-Your logos: My logic for giving this essay a 3 is that… because… Moreover,…

-Your pathos: I feel this paper deserves a 3 because…

What are you graded on?Peer reviewer:

-Are you able to follow Ms. Teref’s peer reviewing instructions?

- Did you write your explanation?

- Did you verbally explain your grade to your peer?

Author:

- Did you bring your 1st and 2nd drafts?

- Did you bring your rubric?