CCRS English 9B Appendices

Appendix A: Persuasive Terms
Pathos:

· Loaded language/word choice

· Anecdotes

· Personal testimony

· Flag waving/passion

· Imagery

· Spirituality/religion

· Hyperbole

· Name calling /Typecasting

Logos:

· Facts & Statistics

· Analogy

· Evidence

· Cause and effect

· Card stacking

· Bandwagon

· Expert opinion

· Red herring

· Generalization

Ethos:

· Credibility

· Knowledge or expertise

· Trustworthiness (motive)

· Reliability

· Average Joe/Plain folk

· Jargon

Appendix B: Annotation Guide

Symbols for Annotating Text

When you read something that makes you say, “Yeah, I know that!” or

“I predicted that!”

A detail that contradicts what you know or expect

You have a question, need clarification, or are unsure about this part.

Something new, surprising, exciting, or fun that grabs your attention

Something that seems important, key, memorable, or powerful.

A connection between the text, yourself, or the world

A main idea or an important detail for the text

Not sure about this word . . . need to look up or ask clarifying question

Appendix C: Close Reading Protocol

Appendix D: Persuasive Rubric

Paragraph Writing Rubric I

CORE:
Introduces main idea of paragraph with a clear topic sentence 1 2 3 4 5

1=no topic sentence is offered; 2=unclear topic sentence is offered; 3=clear topic sentence is offered, but scope may be too limited or broad 4= clear topic sentence is offered that is neither too limited or broad 5=strong topic sentence is offered that is perfect in scope

Introduces reasons that support the topic sentence 1 2 3 4 5

1=fails to introduce reasons; 2=introduces minimal reasons; 3=introduces sufficient reasons and attempts to distinguish them; 4=introduces a variety of reasons in a logical order; 5=introduces a wealth of reasons in a logical order
Supports reasons with clear evidence 1 2 3 4 5

1=reasons lack evidential support; 2; reasons have limited evidential support; 3=reasons have support from some evidence; 4=reasons have support from a variety of evidence; 5=reasons have support from a wealth of clear evidence
Evidence used demonstrates topic understanding 1 2 3 4 5
1=evidence is not provided to support reasons; 2= some reasons are provided but the lack key evidence central to the topic; 3=some reasons are provided that include all key ideas central to the topic; 4= many reasons are provided that mostly demonstrate an understanding of the topic 5=many reasons are provided that demonstrate a prioritized, mastery of the topic

Selects information from sources that are credible 1 2 3 4 5

1=sources are not clearly provided for information; 2=several sources are provided for information and most are credible; 3=several sources are provided for information and all are credible; 4=multiple sources are provided for information and all sources are credible; 5=a wealth of balanced sources are provided for information and all are credible
Provides parenthetical, in-text documentation (APA style) for evidence 1 2 3 4

1=no in-text documentation is provided; 2=in-text documentation is provided for few, but not enough, sources; 3=in-text documentation is provided for most necessary sources and mostly reflects APA style; 4=in-text documentation is provided for all necessary sources and always reflects APA style

Use of linking words/phrases/clauses to help the paragraph flow 1 2 3 4

1=does not incorporate; 2=attempts to incorporate but may be limited or repetitive; 3=incorporates several linking words/phrases; 4=incorporates a broad variety of many effective linking words/phrases
EXTENSION:
Introduces opposing claims, distinguishes them from core claims 1 2 3 4 5

1=fails to introduce any opposing claims; 2=introduces minimal opposing claims; 3=introduces sufficient opposing claims and attempts to distinguish them; 4=introduces a variety of opposing claims and distinguishes them from core claims; 5=introduces a wealth of opposing claims and distinguishes them clearly from core claims

Provides relevant, strategic rebuttal for counterclaims 1 2 3 4 5

1=fails to rebut any counterclaims; 2=rebuts minimal counterclaims; 3=introduces sufficient rebuttals and attempts to distinguish them; 4=introduces a variety of rebuttals and distinguishes them from core and counterclaims; 5=introduces a wealth of compelling rebuttals and distinguishes them clearly from core and counterclaims

Organizes claims, counter-claims, and rebuttals in a clear fashion 1 2

1=organization isn’t consistently evident; 2=organization is consistently evident

Total Points: ______/45

Comments/Notes:

Appendix E: Persuasive Writing Rubric

CORE:
Introduces main idea of paragraph with a clear topic sentence 1 2 3 4 5

Introduces reasons that support the topic sentence 1 2 3 4 5

Selects information from sources that are credible 1 2 3 4 5

Use of linking words/phrases/clauses to help the paragraph flow 1 2 3 4

1=does not incorporate; 2=attempts to use but may be limited or repetitive; 3=incorporates several; 4=incorporates a broad variety of many effective linking words/phrases
Language employed is academic and specific 1 2 3 4 5
1=language is vague and pedestrian; 2=language lacks specificity and is not consistently academic; 3=language is specific and academic; 4=language is quite specific and very academic, but at times loses control of the content and/or focus; 5=language is quite specific and academic without losing control of the content
Language employed is varied 1 2 3 4 5
1=language is overly-repetitive; 2=language chosen contains considerable repetition in adverbs, verbs, and adjectives; 3=language is not repetitive for most adverbs, verbs, and adjectives; 4=language is varied and offers a spectrum of word choice, but at times lacks a mastery of connotation; 5=language is quite varied and never lacks mastery of connotation
Conventional Control 1 2 3 4

1=grammar/spelling/punctuation contain errors to distraction; 2= grammar/spelling/punctuation contain several errors; 3= grammar/spelling/punctuation contain no errors; 4= grammar/spelling/punctuation contain no errors and reach to incorporate advanced usage (parallel structure, semi-colons, colons, dashes) when useful
EXTENSION:
Introduces opposing claims, distinguishes them from core claims 1 2 3 4 5

Provides relevant, strategic rebuttal for counterclaims 1 2 3 4 5

Organizes claims, counter-claims, and rebuttals in a clear fashion 1 2

1=organization isn’t consistently evident; 2=organization is consistently evident

Total Points: ______/59

Appendix F:

PQP Form for Peer Editing
(PQP = Praise, Question, Polish)

Writer ______

Editor ______

PRAISE (These are the things I particularly like about what you wrote)

I like the part where...

You used some powerful words, like...

I like the way you explained...

Your writing made me feel....
The most convincing part of your argument is ...

I like the order you used in your writing because...

QUESTION (These are the questions I have about what you wrote)

How could you make your conclusion as strong as your introduction?

How do you think the third paragraph could be strengthened?

Have you considered editing out the information sourced from the blog?

How could you make the flow between the fourth and fifth paragraphs smoother?

I’d like to know more about....

I got confused in the part about......

Are your paragraphs in the best order?

POLISH (Thoughts for your conventions, word choice, fluency, tone, etc)

I think you need to use ‘their’ instead of ‘there’ in the final paragraph.
Paragraph 3 has two run-on sentences that need attention.

You used the word ‘believe’ eight times in the essay … what substitutions could you make?

The following words don’t have an academic feel to them: good, great, bad, rotten, messy. Can you ramp them up?
You have a lot of short, choppy sentences in paragraph eight. Would you like to mix that up a bit?

Appendix G:

In-Text Documentation Rubric

Provides parenthetical, in-text documentation (APA style) for evidence 1 2 3 4

1=no in-text documentation is provided; 2=in-text documentation is reductive, sources; 3=in-text documentation is provided for most necessary sources and mostly reflects APA style; 4=in-text documentation is provided for all necessary sources and always reflects APA style

Uses transitional phrases and writer’s narrative to connect sourced material 1 2 3 4

1= transitional phrases/narrative not cohesive, often quotes are provided back-to-back; 2=transitional phrases/narrative provides limited cohesion and some quotes are provided back-to-back; 3=transitional phrases/narrative offers cohesion between sourced quotes; 4=transitional phrases/narrative offers skillful cohesion between sourced quotes

Details, details, details 1 2 3 4

1= in-text quotes show lack of understanding of APA punctuation requirements; 2=in-text quotes show limited adherence to APA punctuation requirements; 3= in-text quotes are mostly set off with a comma, followed by sources information in parentheses, and followed with a period after the final parenthesis; 4= in-text quotes are always set off with a comma, followed by sources information in parentheses, and followed with a period after the final parenthesis

Appendix I: Mini-Presentation Rubric (optional)

Arguments and Evidence: (11 points)
Introduces position clearly and enthusiastically 1 2 3

1=fails to introduce position clearly and enthusiastically; 2=introduces position clearly or enthusiastically, but fails to do both; 3=introduces position clearly and enthusiastically
Presents 5 Key Arguments to position 1 2 3 4

1=introduces fewer than five arguments, and several are not central to the topic; 2=introduces fewer than five arguments, but fails to include one of the most central ideas; 3=introduces at least five arguments, most of which are central to the topic; 4=introduces at least five arguments and captures the most key points of the topic
Flair 1 2 3 4

1=flair fails to accurately represent the arguments provided and/or does not use persuasive techniques in a compelling fashion; 2=flair accurately represents the arguments made and utilizes a limited sampling of the persuasive techniques; 3=flair accurately represents the arguments made and employs a wide sampling of persuasive techniques; 4=flair creatively and accurately represents the arguments made and shows a strong mastery of diverse persuasive techniques

Delivery: (25 points)
Introduces the topic in an attention-grabbing, creative fashion 1 2 3

1=fails to introduce the topic dynamically; 2=introduces the topic somewhat dynamically; 3=introduces topic very dynamically
Presents arguments in an easy-to-follow, logical order 1 2 3

1=order of arguments seems random; 2=speaker puts arguments in logical order but doesn’t offer transitional words/phrases to guide the listener; 3=arguments are presented in a logical order and speaker guides listener through them using helpful transitional words/phrases
Uses visuals effectively to bring the topic to light 1 2 3

1=limited visuals are used to illustrate the topic or are not easy for all viewers to see; 2=a variety of visuals are provided that are easy for most viewers to see; 3=a variety of visuals are provided at optimal times during the presentation that are easy for all viewers to see
Concludes effectively 1 2 3

1=fails to offer a clear sense of closure and leaves the audience wondering, “Are we done?”; 2=offers a clear sense of closure so that the entire audience knows the presentation has ended; 3=offers a clear sense of closure and offers a powerful ‘call to action’ that is motivating and inspiring
Polished delivery 1 2 3

1=presenter reads off screen/notes word for word; 2=presenter has prepared sufficiently to look up at the audience regularly, but still needs to refer to screen/notes significantly for text support; 3=presenter has prepared enough to require little reference to notes and uses the screen to offer interesting visuals and compelling graphics to compliment the speech
Non-Verbal Communication (face) 1 2

1=presenter offers limited eye contact and projects an anxious face with little emotion; 2=presenter makes regular eye contact and projects a welcoming face with periodic smiles
Non-Verbal Communication (body) 1 2
1=presenter stays stagnant in one spot, and offers little to no physical emphasis to the presentation; 2=presenter moves around the room a bit, and offers some physical emphasis to support verbal comments
Volume 1 2 3