Introducing the Lesson Leading to an Argumentative Essay

Paired Passages: Working toward competency on the Georgia Milestones in 9th Grade Literature and American Literature and Composition

Lesson Overview:

What can a student expect to see on the EOC test in American Literature when the focus is on the paired passages?

An introduction to the issue
The prompt
Directions, including a checklist

All three sections are extremely important for success on the test. Let’s look at each one.

An introduction to the issue is where:

-The situation is explained (briefly)

-A question is asked.

-Both sides are presented

One purpose of the introduction may be to start every test-taker off on somewhat equal ground. This background information reveals the topic that is to be discussed in the argumentative essay. It presents the names of the two passages or selections to be read and offers some information about what each one is about.

Students should be cautioned to not copy sentences or phrases from the introduction. These words are well known to the graders of the test, and they are easily recognizable. They are not for the student to use within his or her own writing.

The promptguides the student in understanding what writing is to be produced. The student will likely be told to choose one side or the other. The student would probably not be advised to disagree with both sides. He or she should choose one side and make his or her choice clear. The student is told to use information from both texts.

A complex or lengthy prompt can sometimes be confusing. The danger is that all of the prompt will not be addressed. Students should have some method of checking off the parts of the prompt that have been completed. Students can underline a segment when it is finished.

A better method for my students has been to quickly create an information box and to list within the box the deconstructed phrases within the prompt. This process sounds more difficult that it is. In less than two minutes, a student should be able to work through the prompt, listing its requirements. I have them draw a box around the list and keep it where they can see it when they write. As they complete a section, or proofread a section addressing a part of the prompt, they draw a line through that item in the list in the information box. I learned this method while working complex chemistry problems in college. We were instructed to create a box with the information (generally formulas) that we would use to solve the problem. This way, we would not have to search for the information we needed as we worked. The prompt information box works in exactly the same way. The information a student needs to write the essay is easy to find and is organized.

Sample prompt: Look at the major idea in each of the selections. Consider which side you believe to be most justified in their opinions about harvesting trees. Using your own words, support the side of the issue that presents the concept that trees are consumable and renewable resources or the side that feels that trees are the filters for the air we breathe and the anchors that prevent serious erosion and depletion of topsoil. In your essay, include information from both of the articles you will read.

A sample information box, based on the above prompt about

trees :

Following the prompt will be directions for how to

proceed in completing this section of the test. A student

will likely be asked to:

Read the texts (both of them!)
Answer the three selected response questions
Write one constructed response
Write the extended, argumentative essay

Students will also likely be given a checklist to follow

concerning the steps in writing an argumentative essay

These steps involve systematically doing the following:

-Stating a clam

-Supporting the claim with evidence or data

-Explain the connection between the evidence and the claim (the warrant or reasoning)

-Acknowledging alternate claims

-Offering a rebuttal of alternate or opposing claims

-Logically organizing ideas

-Using a formal style of writing

-Having a conclusion

-Using correct grammar, usage, capitalization, punctuation, and spelling

The material offered before the passages are read (and afterward) is extremely important. Students should not skip it or just scan through it. The material should be read for offered insight and information and so that students can understand what is to be accomplished on the test. The material is written and offered by people who want students to have a successful testing and writing experience.

Consider the following scenarios. The goal is to have students realize the importance of reading all of the introduction. Think about the people who would write the rules and offer needed information:

Scenario One: Your primary caregiver is going to be away from home for two days. You are to be left in charge of your pets and your home. You will spend each night with your grandparents or a friend, but you are to go to your home and take care of your pets and the home itself.

Write an example of the kinds of instructions your parents would probably leave.

Introduce the importance of the task.
Write the task (your prompt)
Compose of list of directions to follow, including a checklist.

You will be given three hundred dollars if you do all your parents ask you to do. You will be free to spend most of the money on some shoes, a game, clothes, or any other reasonable expense. Would you read the instructions? Would you check to see if you had completed every task? Do you think your parents would care whether or not you read the instructions? Is your success important to them? Is it important to you?

Scenario Two: You are going away for six weeks during summer. You are allowing your younger brother or sister to take care of your car, your room, or your beloved young puppy. How meticulously would you write the instructions you would expect your younger sibling to follow? How important would it be to you for them to read the directions and follow every step you outline?

Write an example of the kinds of instructions you would probably leave.

Introduce the importance of the task.
Write the task (the prompt)
Compose a list of directions to follow, including a checklist.