2013-14 - Argumentative Writing – HS Teacher Directions 10-12
Dysart Unified School District
Teacher Directions & Guide
for the Interactive
Argumentative Social Studies DBQ
High School
2013-2014
OVERVIEW: The Common Core Standards call for students to write using evidence from reading; therefore, each writing benchmark will include text, graphics, and/or multi-media for students to think through and to use as a model for their writing.
Common Core Appendix A, Argumentative Writing states:
Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem.
An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In
English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims.
Common Core Anchor Standards for the Argumentative*
W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
*Please check your grade-level standards for more specific wording.
General Directions
Students will write an argumentative piece that is grade appropriate in length (see below). Teachers should tell students that they will give students support throughout the process so they can do their best. Teachers should interact with students during the reading. Teachers may have students read independently most of the time, but they should also encourage close reading strategies which call for multiple reads and promote discussions. This speaking and listening can be conducted between partners and among member of the larger groups with the teacher. At no time is it appropriate for the teacher to hand out this packet asking students to read and write quietly and independently. The DBQ/writing benchmark, this is an interactive process.
Guidelines and Information:
· All resources here including the articles, videos, photos or stories should be read and discussed in class. The ultimate goal is to improve student reading, however, so as students are able, they should read the selections themselves. Partner work is a good way to begin with older readers. Close reading strategies are of paramount importance.
· Each resource has questions accompanying it which should be answered by the students in class. Teachers can decide whether to do this whole class, in small groups or in pairs. Every student, however, should have an opportunity to ask questions and understand the resources. Discussion is a VERY important component of this process.
· Teachers may provide guidance and organizational instruction as needed during the rough draft process. During the revising and editing process, however, teachers should no longer be involved with student work.
· It is strongly suggested that students are directed to use the Speaking and Listening Rubrics included in each student packet during every discussion.
· For the opinion essay, Grades 1-2 students will write a paragraph; grade 3 students will write 3 paragraphs and grades 4-8 students will write 5-paragraph argumentative essays. Grades K-5 write opinion; grades 6—HS write argumentative essays.
· Students will cite sources per Common Core State Standards, W.8:
o Students must use the proper MLA format for citing sources and include a Works Cited or Bibliography page.
o Work cited pages include only those sources that have been cited.
Bibliography pages include all sources used to gather information, even those that may not have been cited.
· The final argument piece will be written ONLY on the composition paper (at the end of the packet) in pencil blue or black ink.
Five main components to this benchmark:
· Documents should be analyzed using the guidelines above and questions/activities provided.
· Teachers should allow time for students to complete pre-writing graphic organizer(s) and/or prewriting outline(s).
· As part of the writing process, teachers should allow time for students to draft a response that answers the prompt remembering the audience and format
· Students must include citations; therefore, teachers must monitor writing for the inclusion of citations during the drafting process. A final check must be made by the teacher before submission of the final draft since citations are a pre-requisite for scoring.
· Teachers will provide time for students to revise, edit, and publish a final response referring them to the rubric. Teachers should also direct students to PROOFREAD the final draft one last time.
Permitted Resources:
· dictionary
· thesaurus
· internet
Strategies to Share with Students for Success:
· Underline/highlight directional and specific topic words in the prompt. It is important that you fully understand what it is you are responding to. (Role, Audience, Format, Topic)
· Each document is important. With every document, realize that you need to analyze and identify the importance of that document so you can respond appropriately to the prompt. You will use and cite evidence from these documents in your writing.
· Use the right column of the document pages to pose questions, take notes, point out ideas, and organize information.
· Use summary questions at the bottom to respond to the prompt with the information from the document or the writer’s style. Keep the prompt in mind. What is the important evidence?
· When reading documents, use reading strategies to help you understand. These should include: slow down, write notes, highlight, reread, pose questions, visualize, look for patterns, use punctuation to your advantage, summarize.
· Before drafting, review all requirements of the written response by reading the rubric.
Criteria for final draft:
· clear and legible writing
· cite references – use and cite attached documents to support writing
· use only blue or black ink
· complete on time
To submit the final draft:
1. Take the cover page off the front of the packet and the final draft from the back of the packet.
2. Staple the cover page to just the final draft.
Suggested Timeline and Protocol for Teachers – Argumentative Essay
Day 1-2 / Day 3-6 / Day 7-81. Preview the benchmark with students
· Distribute test materials (may also display on projector)
· Explain procedures
· Share prerequisites:
o clear and legible writing
o cite references – use and cite attached documents to support writing
o use blue/black ink
o complete on time, in class
· Review expectations on the Holistic rubric.
o Focus ONLY on the Exceeds column.
· Read and discuss “Strategies for Success.”
2. Exercise 1: Read and analyze the topic, prompt, and “think about.”
· All students should be able to explain what the prompt asks.
· Students may discuss what type of texts and evidence would be helpful in writing to the prompt.
· Set a purpose for reading. “What are you looking for in the sources?”
· After the reading, teachers should lead the think about questions as a class discussion.
3. Exercise 2: Analyze mentor text
· Sources may be read/analyzed whole group, small group, pairs, or individually.
· Students should take notes to be used in class discussion.
· Students should respond to all questions for each document in complete sentences.
· Students must participate in discussions of their findings and can make further notes.
o USE the “Listening and Speaking Rubric” / 1. Exercise 3: Brainstorm/ Pre-planning
· Students review the prompt and their notes
· Students write a thesis
o clearly state their opinion
o use the formula as a support
FORMULA: Attitude + Subject + Main Point(s)
· Teacher should check that each student has an acceptable thesis statement
· Students brainstorm/list vocabulary to be used in writing (word choice)
2. Exercise 4: Choose and complete a graphic organizer
· Students should use specific evidence from the source documents at least 3 times per body paragraph.
· Students should document sources (see documentation guide in iPlan under Writing Resources).
· Student should demonstrate organization that would translate to a rough draft (order of importance, classification, cause/effect, etc.).
3. Exercise 5: Rough draft on their own paper
· Addresses the prompt.
· Written in formal language-(Students should use not use conversational speaking or dialogue in their writing, such as, “I am going to tell you about… or I hope you like this essay…”)
· The body should include all the pieces of a good argument including supported claims and counterclaims. / 1. Exercise 6: Peer-review
· Students utilize the peer-review guide to provide feedback to a classmate
· Students mark on their partner’s rough draft with colored pencils/highlighters
· Students should be checking that the prompt requirements are met and for high writing quality.
2. Exercise 7: Self-review and Edit
· Students use the Argumentative Revision Checklist and Editing Checklist.
· Students use the holistic rubric to improve their paper to an “exceeds” score.
3. Exercise 8: Final Draft
· Students will write on the included final draft paper using BLUE/BLACK ink ONLY
· Student writing should be clear and legible
*All work must be done in class. GRADES 10-12*
Holistic Rubric – Grades 10-12
SCORE POINT 6Response is sophisticated and skillful in written communication, demonstrated by
· exceptional clarity, focus, and control in development and organization that often shows insight.
· in-depth and/or creative exploration of the topic using rich, relevant, and credible details.
· a strong, perhaps creative, beginning, and a satisfying conclusion.
· specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.
· intentional and committed interaction between the writer and the reader.
· effective and/or creative use of a wide range of conventions with few errors.
o insightful with no historical errors.
o makes original and specific connections using resources.
o uses background knowledge for all support content.
o thesis is prompt-driven and fits seamlessly in opening paragraph.
o relies on a variety of the documents and includes outside resources, all of which are cited correctly / SCORE POINT 5
Response is excellent and skillful in written communication, demonstrated by
· clarity, focus, and control in topic development and organization
· a balanced and thorough explanation of the topic using relevant details.
· an inviting beginning and a satisfying sense of closure.
· a broad range of carefully chosen words crafted into phrases and varied sentences that sound natural.
· awareness of the reader and commitment to the audience and topic.
· effective use of a wide range of
· conventions with few errors.
o accurate, may contain only minor historical errors.
o makes obvious connections using relevant resources.
o uses background knowledge consistently.
o includes clear thesis statement in the opening paragraph.
o appropriately relies on a variety of the documents and may use outside sources, all of which are cited correctly / SCORE POINT 4
Response is appropriate and acceptable in written communication, demonstrated by
· ideas adequately developed with a clear and coherent presentation of ideas with order and structure that can be formulaic.
· relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable.
· a recognizable beginning and ending, although one or both may be somewhat weak.
· effective word choice that is functional and, at times, shows interaction between writer and audience.
· somewhat varied sentence structure with good control of simple constructions a natural sound.
· control of standard conventions although a wide range is not used; errors that do not impede readability.
o accurate, may contain only minor historical errors.
o makes connections using some resources.
o uses background knowledge
o thesis statement is clear.
o cites multiple documents correctly
SCORE POINT 3
Response is inadequate in written communication, demonstrated by
· broad or simplistic ideas that are understood but often ineffective.
· attempts at organizing that are inconsistent or ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices.
· developmental details that are uneven, somewhat predictable, or leave information gaps; details not always placed effectively in the writing.
· reliance on clichés and overused words that do not connect with the reader; limited audience awareness.
· monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct.
· limited control of standard conventions with significant errors.
o Historically accurate but overly general
o loosely makes connections to some resources.
o uses background knowledge/facts with some connections.
o includes a thesis, though it is not very clear.
o cites multiple documents correctly / SCORE POINT 2
Response is poor in written communication, demonstrated by
· overly simplistic and sometimes unclear ideas that have insufficiently developed details.
· sequencing of ideas that is often just a list; missing or ineffective details that require reader and inference to comprehend and follow.
· missing beginning and/or ending.
· repetitive, monotonous, and often misused words awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern.
· lack of audience awareness.
· little control of basic conventions resulting in errors impeding readability.
o Contains multiple historical errors
o loosely uses background knowledge/facts with no connections.
o includes a general topic statement, but not a thesis
o uses more than one document correctly but relies on one document OR cites only one document / SCORE POINT 1
Response is inferior in written communication, demonstrated by
· lack of purpose or ideas and sequencing.
· organization that obscures the main point.
· an attempt that is too short to offer coherent development of an idea, if it is stated.
· extremely limited vocabulary that shows no commitment to communicating a message.
· sentences with confusing word order that may not permit oral reading.
· severe and frequent errors in conventions.
o has significant historical misinterpretation.
o no apparent thesis or topic statement.
CITATIONS are a pre-requisite for scoring.
Score: / FFB 1-2 / APR 3 / Meets 4 / EX 5-6
SCORING PROTOCOL – To the Teacher