Joining the Conversation Essay

Sophomore I: Joining the Conversation

Name______Period_____

Joining the Conversation Essay: Outline Due: March 4 First Complete Draft Due: March 6 Revised Draft Due: March 14

Claim: The beginnings of an argument. Your claim is an analytical statement that requires evidence to be proven—without evidence, it is merely an assertion. Your claim is the first step in building an argument.

Evidence: What you supply to prove your claim. It is your responsibility as a writer to explain clearly the relationship between your supplied evidence and your stated claim. Need MLA citations.

Interpretation: to form an opinion or reach a conclusion through reasoning of information. You must infer ideas or greater insights from your evidence. This may also be referred to as developing your evidence. This is the section is about your voice.

Counterclaim: The opposition’s claim.

Rebuttal: The response to the counterclaim. The rebuttal should reflect the claim and be generated from evidence.

Exit: a statement that explains why a particular example provides evidence that supports a particular claim.

**CLASS NOTES ON WRITING ORGANIZATION, STYLE, AND CREATING AN ANECDOTE** Essential Question: Answer one of the following essential questions for this essay

Option 1: Controversial Issue Question (you selected this) Option 2: What is “good” education? (MACRO-CLAIM) Option 3: What are the most important aspects of the food debate? (MACRO- CLAIM)

Consider the possible specific ideas you could address to attack this essential question:

1 Sophomore I: Joining the Conversation

“Good” Education (pick two micro-claims that are complementary to answer the macro-claim): curriculum that fosters creativity, the use or elimination of standardized tests, more time in school through longer school hours or days, the use or elimination of tracking, specific types of teachers, and other topics that you find interesting.

Food Debate (pick two micro-claim topics that are complementary to answer the macro-claim): fast food culture, processed food regulation, meaning of food for communities, education about food, genetically modified foods versus organic foods, and other topics that you find interesting.

Example Claim Set-Up #1: While there are many problems in the education system, the two major problems are ______and ______which could be reformed with ______and ______.

Example Claim Set-Up #2: The most important aspect of “good” education is equality; therefore, ______and ______are necessary to achieve equitable education.

Example Claim Set-Up #3: Some people in American society may argue that there is no ideal model of education; however, it is clear that ______and ______are the most crucial aspects of student-centered education.

Example Claim Set-Up #4: The American food system is flawed mainly due to the issues of ______and ______; however, this system can be solved by ______and ______.

Example Claim Set-Up #5: ______and ______are the major issues that negatively impact food culture in America. The current food culture could be improved by ______and ______.

Example Claim Set-up #6: Americans should/should not ______in order to ______.

INTRODUCTION:

Introduce Topic via “Attention-Getter”: For this essay, the attention-getter you are going to develop be an ANECDOTE. ______

Introduce informational texts, TED talks, and documentaries with corresponding authors in relation to the topic: ______

MACRO-CLAIM: Write a macro-claim that answers the essential question using two micro-claims.

______

FIRST BODY PARAGRAPH: (One of your weekly reflections or timed writings will be this first body paragraph).

Sub or Micro-Claim #1/Topic Sentence #1: (Write a micro-claim that directly parallels your macro-claim - the part of your claim this body paragraph will address.

1) Evidence #1: Direct quote, paraphrase, summary + MLA citation. (Sources may include: Ken Robinson’s “Schools Kill Creativity” TED talk, David Guggenheim’s Waiting for Superman, education debaters from New York Times, Birke Baeher’s “What’s wrong with our food system”, Jamie Oliver’s “Teach every kid about food”, Robert Kenner’s Food, Inc., food debaters from The New York Times, STUDENT-SELECTED CHOICE ARTICLE, and background knowledge)

2) Interpretation #1: Analyze this example. What does this evidence suggest? You may need to pick out key words from the evidence and explain the deeper meaning behind this evidence that shows how the evidence proves the claim. This is your voice!

3) Transition between the warrant #1 and evidence #2 (HINT: Use the transition word list available at the end of this outline packet)

4) Evidence #2: (Sources may include: Ken Robinson’s “Schools Kill Creativity” TED talk, David Guggenheim’s Waiting for Superman, education debaters from New York Times, Birke Baeher’s “What’s wrong with our food system”, Jamie Oliver’s “Teach every kid about food”, Robert Kenner’s Food, Inc., food debaters from The New York Times, STUDENT-SELECTED CHOICE ARTICLE, and background knowledge)

5) *TRANSITION*

7) Counterclaim/Rebuttal: SET UP A (Acknowledging the counterargument)

Counterargument: The opposition to your claim. What is this opposition going to argue?

Rebuttal: Your response to the counterclaim. This response should be based on the evidence and analysis you already provided in this body paragraph and/or new evidence and analysis. The rebuttal will parallel your warrant.

8) Exit #1: How does the evidence in this paragraph compare/contrast? How does the evidences/interpretations support the claim? Answer the “so what?” question here.

9) *TRANSITION: USE TRANSITION WORD LIST TO TRANSITION BETWEEN BODY PARAGRAPHS: (List is on the bottom of this outline packet)

SECOND BODY PARAGRAPH: (Paragraph Break Here)

Sub or Micro-Claim #1/Topic Sentence #1: (The part of your claim this body paragraph will address. Write a micro-claim that directly parallels your macro-claim.)

10) Evidence #3: (Sources may include: Ken Robinson’s “Schools Kill Creativity” TED talk, David Guggenheim’s Waiting for Superman, education debaters from New York Times, Birke Baeher’s “What’s wrong with our food system”, Jamie Oliver’s “Teach every kid about food”, Robert Kenner’s Food, Inc., food debaters from The New York Times, STUDENT-SELECTED CHOICE ARTICLE, and background knowledge)

______

Counterclaim/Rebuttal: SET UP B (Providing evidence for the counterargument)

12) Counterargument: The opposition to your claim. What is this opposition going to argue? Provide specific evidence for this counterargument. Direct quote, paraphrase, summary + MLA citation. (Sources may include: Ken Robinson’s “Schools Kill Creativity” TED talk, David Guggenheim’s Waiting for Superman, education debaters from New York Times, Birke Baeher’s “What’s wrong with our food system”, Jamie Oliver’s “Teach every kid about food”, Robert Kenner’s Food, Inc., food debaters from The New York Times, STUDENT-SELECTED CHOICE ARTICLE, and background knowledge) ______

13) Rebuttal: Your response to the counterclaim. This response should be based on the evidence and analysis you already provided in this body paragraph and/or new evidence and analysis via Evidence #4: ______

14) Evidence #4: Direct quote, paraphrase, summary + MLA citation. (Sources may include: Ken Robinson’s “Schools Kill Creativity” TED talk, David Guggenheim’s Waiting for Superman, education debaters from New York Times, Birke Baeher’s “What’s wrong with our food system”,

Jamie Oliver’s “Teach every kid about food”, Robert Kenner’s Food, Inc., food debaters from The New York Times, STUDENT-SELECTED CHOICE ARTICLE, and background knowledge)

______

15) Interpretation #4: Analyze this example. What does this evidence suggest? You may need to pick out key words from the evidence and explain the deeper meaning behind this evidence that shows how the evidence proves the claim. This is your voice! ______

16) Exit #2: How does the evidence in this paragraph compare/contrast? How does the evidences/interpretations support the claim? Answer the “so what?” question here.

CONCLUSION:

Recap: Restate micro-claim #1, micro-claim #2, to show MACRO-CLAIM. ______

Connection/Synthesis: How does this claim apply to the larger world? ______

Clincher: Final attention-getter should connect back to your anecdote (intro paragraph attention-getter): ______

Transition Words Brief List:

Paragraph-to-paragraph: accordingly, also, anyway, besides, certainly, consequently, finally, furthermore, hence, however, incidentally, indeed, instead, likewise, meanwhile, moreover, nevertheless, next, nonetheless, now, otherwise, similarly, still, then, thereafter, therefore, thus, undoubtedly,

Transitional phrases within paragraphs: in addition, in contrast, for example, for instance, of course, as a result, in other words, as a result.

FRIDAY, MARCH 13, 2014

FINAL REVISION ESSAY SUBMISSION DAY!

Directions: Follow the steps described below to successfully submit your essay.

1) Using the rubric on the back of this sheet, either SELF revise or PEER revise your essay. - Check that your essay has each of the elements that are listed in the rubric. - Check that your essay follows the grammar bootcamp rules. Listed here are the different sentence organizations we have previously studied: IND, DCW. DCW, IND. IND1,DCW,IND1. IND1 fanboys DCW IND1, fanboys IND2. IND1; IND2. IND1; DCW, IND2. IND1: DCW (may be a longer quote) - Check MLA format for your name heading, corner heading, and titles. Documentary titles are italicized. Articles and TED talks should have “quotation marks” around the titles. - In the box below, indicate if you SELF revised or PEER revised:

I ______revised my essay.

If I PEER revised, my partner was ______.

2) Compile your submission packet in this order: 1. Rubric on top 2. Your final draft essay 3. Your identify argument quiz

3) Submit your essay onto turnitin.com under “Final JTC Essay”.

6 Sophomore I: Joining the Conversation ARGUMENT WRITING RUBRIC

Description MASTERY SKILLED PROFICIENT DEVELOPING UNSATISFACTORY CLAIM:  The claim is arguable and  The claim is arguable and  The claim is arguable and  The claim is a statement,  The claim does not respond clearly responds to the clearly responds to the responds to the prompt. not an argument. to a prompt. prompt. prompt.  The claim is stated in the  The claim is stated in the  The claim is not clearly  The claim is clearly stated  The claim is clearly stated introduction. introduction. stated in the introduction. in in the introduction. the introduction. The text introduces a clear,  The claim is partially  The claim is minimally  The claim is not arguable claim that can be  The claim is developed in developed in the body developed in the body developed in the body supported by evidence.  The claim is effectively the body paragraphs. paragraphs. paragraphs. paragraphs. developed in the body paragraphs.  The claim is revisited in  The claim is revisited in  The claim is not clearly  The claim is not revisited the conclusion. the conclusion. revisited in the conclusion. in the conclusion.  The claim is clearly revisited in the conclusion. DEVELOPMENT OF EVIDENCE:  The text provides  The text provides credible  The text provides some  The text provides minimal  The text provides no effective and credible evidence to back up the evidence to back up the evidence to back up the evidence to back up the The text provides sufficient evidence to back up the claim. claim. Evidence may not claim. claim. evidence to back up the claim as claim. be credible. well as any needed background  The text provides any  The text provides limited  The text provides no of how the evidence supports the  The text provides any needed background of  The text provides some background of how the background of how the claim. needed background of how the evidence background of how the evidence connects to the evidence connects to the how the evidence connects to the claim. evidence connects to the claim. claim. connects to the claim. claim. ORGANIZATION & COHESION:

 The text provides  The text provides  The text partially  The text has limited  The text does not effective transitions effective transitions uses words to use transition to the have transitions to Argument is logically organized to the major sections to the major sections transition to the major sections of the the major sections of through introduction, body of the argument. of the argument. major sections of the argument. the argument. paragraphs, and conclusion. argument. The text uses transitional words  The text clearly  The text mostly  The text does not  The text does not to link the major sections of the explains the explains the  The text partly clearly explain the have explanation of essay to clarify the relationship relationships relationships explains the relationships the relationships between the claim and evidence, between the claim between the claim relationships between the claim between the claim as well as the counterclaim to and evidence. and evidence. between the claim and the evidence. and the evidence. the claim.  The text clearly  The text links the and the evidence.  The text does not  The text does not links the counterclaim to the  The text partly links clearly link the link the counterclaim to the claim. the counterclaim to counterclaim to the counterclaim to the claim. the claim. claim. claim. STYLE & CONVENTIONS:  TThe text utilizes  TThe text mostly  TThe text partially  TThe text has  TThe text lacks appropriate and utilizes appropriate utilizes appropriate limited use of appropriate and engaging word and engaging word and engaging word appropriate and engaging diction and choices and varied choices and varied choices and varied engaging word varied sentence sentence types. sentence types. sentence types. choices and varied types. The text utilizes appropriate sentence types.  IIt lacks standard word choices and varied  IIt also consistently  IIt also follows  IIt partly follows English spelling, sentence types. It also follows follows standard standard English standard English  IIt does not grammatical usage, standard English spelling, English spelling, spelling, spelling, consistently follow and MLA grammatical usage, and MLA grammatical usage, grammatical usage, grammatical usage, standard English formatting. formatting. and MLA and MLA and MLA spelling, formatting. formatting. formatting. grammatical usage, and MLA formatting.