ERWC UNIT: Racial Profiling

Name:______Mrs. Blackmer English 9, Per. 6, 7 Spring 2015 ERWC UNIT: Racial Profiling Writing Assignment: a Letter on a Personal Topic I. RESEARCH: an article of your choice: A. Write a ½ page overview of one issue you are passionately interested in. It could be anything— legalizing poisonous snakes as pets, changing gun control laws, relaxing pollution control requirements on dairy farms, relaxing helmet regulations at the skate park. (in class) Mo 1/12 B. Find one article on your topic of interest (must have cited research). C. Annotate it according to the following instructions: (HW) DUE: Th 1/15-Fr 1/16 1. Underline the main argument (= thesis). 2. Mark the Intro and Conclusion in the margins. 3. Divide the article up into supporting arguments that have some fact, some opinion. Mark O for opinion, F for fact in the margins. 4. Mark in the margin whether you agree/disagree with each one 5. Look for strong arguments; mark them with “strong” in the margins. 6. Look for weak ones; mark them with “weak” in the margins. 7. What did the writer leave out? Find an area of the argument that seems to have a loophole and write in the margin what you think is missing—and why the author might have left it out on purpose. 8. Do you trust this author? Do you think s/he is deceptive? Why or why not? 9. Does this piece affect you emotionally? Which parts? Do you think the author is trying to manipulate your emotions? Where? How? Mark them on the article with “E”.

D. Research the author: (HW) DUE: Tu 1/20-We 1/21 1. Who is the author? Do an Internet search to find out something about him/her. 2. What is his/her profession? 3. Does the author have the right background to speak with authority on this subject? 4. What does he/she usually write about? 5. Does everybody agree with him/her? 6. Do the facts you find about his/her life, credentials, and interests make him/her more credible to you? Less credible? 7. Attach a paragraph that answers these questions (+ works cited) (HW) DUE: Th 1/22-Fr 1/23

II. WRITE: a letter to the editor in response to the article. (In class) Th 1/22-Fr 1/23 A. Select two or three points the author made that you would like to respond to. B. Research your own opinion on these points. Find good examples/evidence to back them up. You should have at least one official, published piece of evidence (NOT the original article) and several personal examples. Make sure you clearly cite official evidence. C. Develop a clear main claim (a qualified thesis) that encompasses the points you want to make. The qualifier should respect the writer and his/her argument; the rest of the thesis should attack the weakness in his/her argument or make suggestions for strengthening it. D. Develop a claim sentence (a topic sentence) for each of your points you want to make. E. Organize them logically (save your strongest for last). F. Add you examples; fill out your paragraphs. G. Write a conclusion with a universal statement, rhetorical question, or call to action at the end.

III. PEER REVIEW: Bring your typed letter draft and have it peer-reviewed. (In class) Mo 1/26

IV. FINAL DRAFT: Turn in the final draft + peer review + rough draft. (HW) DUE: Th 1/29-Fr 1/30 Letter to the Editor TEMPLATE

Re: “TITLE OF ARTICLE” “Humane Farming: Has It Gone Too Far?”

INTRODUCTION: Include: author, title of article, subject, your opinion (thesis) I do appreciate all of the observations and strong opinions of John Smith from the Humane Farming Association in his article, “Humane Farming: Has It Gone Too Far?”, pointing out the cruelty of factory farming. The example of all the diseases such as “anemia, influenza, mastitis,” and many more that the attention-deprived animals have contracted is depressing. THESIS: Although these tragic circumstances are pointed out by the HFA, the effects of the diseases and the fact that the animals are not treated for them should have been called to attention as well.

BODY PARAGRAPHS (2): Include: Topic sentence (CLAIM) that states your position on the claim and makes the claim, at least one good quote or personal example. Your topic sentence will either agree completely, agree but point out a problem, or completely disagree. CLAIM (AGREE): Although the HFA's claim is valid, (DISAGREE): their main point about how Americans eat too much meat is lacking depth. The Humane Society states that we continue to eat too much animal flesh- QUOTE: "far more than what could be considered necessary for nutritional purposes". PERSONAL EXAMPLE: I agree; I find it disgusting going over to friends’ houses and witnessing the percentage of meat they eat compared to the serving of vegetables consumed.

CLAIM: Some animals are just food products, however, and should be treated as such. Rifkin goes so far as to say that QUOTE: “pigs need social contact and should be provided with toys.” PERSONAL EXAMPLE: There are many real human children in the world who do not have these things. Are animals more important than human children? Should our society spend scarce resources on toys for pigs?

CONCLUSION: Give a warning, make a suggestion, or make a call to action (WARNING): If society keeps ignoring the unjust, unethical, ways we are approaching the meat demand, society is failing justice and all the creatures who don't have a voice to say stop.

Your Name Here Your Town, CA Scoring Guide for Letters to the Editor Categories of Scoring Organization Has a clear intro, thesis, body arguments with both fact and opinion, conclusion Focus: Sticks to one topic, looks at the strengths and weaknesses of the article’s argument, gives your own opinion backed up with facts Clarity: Argument and support, including the use of both fact and opinion Correctness: Word choice, including the use of language (quotes, paraphrase) from the article; grammar, spelling, and punctuation; MLA header and format

Scoring Superior (= A+) The letter is tightly focused on the issue or issues raised in the article to which it responds. The letter is well organized, with a clear main argument (thesis) and logical progression of the argument. The letter uses words effectively and efficiently and quotes key words and phrases from the article. The letter makes a clear point or points and provides convincing support for those points. There are no grammatical or mechanical errors.

Good (= A to B+) The letter focuses on an issue or issues raised in the article to which it responds. The letter has a clear main argument (thesis) and mostly logical progression of the argument. The letter uses words accurately and effectively. The letter makes a clear point or points and provides support for those points. Grammatical or mechanical errors, if present, are minor.

Fair (= B to C-) The letter discusses an issue or issues raised in the article to which it responds but may be unclear or vague as to its focus. The letter seems to have a main argument (thesis) and some logical progression of the argument. The letter is sometimes repetitive or vague in language. The letter does not make a clear point or does not provide support for its points. Grammatical or mechanical errors inhibit communication.

Poor (D+ or lower) The letter fails to clearly address an issue raised in the article. The letter lacks a main argument (thesis) and has no logical progression of the argument. The letter is vague, repetitive, or confusing. The letter fails to make a clear point. Grammatical and mechanical errors confuse and distract the reader. Name of Reviewer:______Name of Author: ______Mrs. Blackmer English 9, Per. 6, 7 Spring 2015 ERWC: Racial Profiling Final Letter Peer Review Sheet Revising Checklist: Answer the following questions

1. Is this a letter to the editor in the proper format? typed, single spaced, no MLA header?, name and hometown at bottom, no indents, space between paragraphs

2. Are the author and title of the article included in the intro.? Write them here:

3. Is your opinion on the article clearly summed up as a thesis? Write it here:

4. What claims do you make (at least one per body paragraph)? Write them here: a.

5. Explain how the claims are connected to your thesis here: a.

6. Does the letter remain focused on a single opinion (a THESIS)? Where does it stray?

7. Does the writer give two or more clear pieces of evidence (quotes/paraphrases) from the article? What are they? a.

c. 8. What should you change?

9. Where do you need to explain your view more clearly?

10. Where do you need to add more evidence?

11. Is your position on the topic clear? Where/where not?

12. What is the most effective/convincing part of the letter?

13. Where are you repetitive?

14. Are parts of the letter confusing or contradictory? Where?

15. Does the conclusion show the significance of the thesis? What is the significance?

16. Does the letter end with a suggestion, warning, or call to action?

17. Grammar, usage, mechanics, etc., including letter format: Circle any errors on the draft. Is it in correct letter-to-the-editor format? spelling errors? comma/semi-colon errors? s/v agr? vt? pron-ref? wc? overuse of I/You? Name:______Mrs. Blackmer English 9, Per. 6, 7 Spring 2015 ERWC: Rhetoric of the Op-Ed Page Letter to the Editor Grading Rubric

_____/ 4 FOCUS: Establishes a clear main argument (thesis). Advanced Proficient Basic Below Basic

_____/ 4 FOCUS: Begins body paragraphs with claims (topic sentences) related to the main argument; each paragraph remains focused on one topic. Advanced Proficient Basic Below Basic

_____/ 8 ORGANIZATION: The paragraphs in the letter are organized logically (both in the order of the paragraphs and within each one). Advanced Proficient Basic Below Basic

_____/ 4 CLARITY: Each claim has a clear connection to the article and to the other claims. Advanced Proficient Basic Below Basic

_____/ 4 CLARITY: Thoroughly develops ideas using a combination of examples. Advanced Proficient Basic Below Basic

_____/ 8 CLARITY: Concludes the letter with a reflection on what we should do or think about the contents of the text (warning, suggestion, or call to action). Advanced Proficient Basic Below Basic

_____/ 8 CORRECTNESS: Is relatively free of careless errors (grammar, spelling, punctuation, word choice, MLA). Advanced Proficient Basic Below Basic

TOTAL: /40