1 {2 Eye LevelArgumentative Writing Argumentative witing i «form of compostion in which you argue in support of {astance or claim. You state your argument in a thesis staloment and support it with facts ond evidence. Counter-evidence is olen provided and refuted in ‘order to make the argument stronger. ‘The purpose of argumentative writing is to convince your rsaders of your point ‘of view. To make your essay strong, you can include a counter-argument, @ rofutation, and a concession. + Acounter-argument s the opposing point of viow. ‘Ina concession, you partially agree with the opposing point of view and ‘emphasize how strong your arguments. “Ina refutation, you show why the counter-argument is weak and your ‘arguments strong. Inthe activity below, circle whether the argument shows arefutation or @ ‘concession. 1. Some students argue that they sometimes have no cheice but fo buy ‘9850s of the Internet. understand that students are under alot of stress ‘0 wite well-written essays to poss their closses, but this does not justify plogiatsm. birefutation 2. Some students photocopy thelr textbooks becouse the books are so ‘expensive. Not only Is that legal, but Ht also shows 9 lack o intellectual integnty bu refutation 3. Some people soy that vegetarians cannot have a wellbalanced diet. However, studies show that a vegetarian diet can deliver complete nuttion and provide health benefs. b.refutationSample Prompt (fi. Read the prompt and the argumentative essay. ‘Write an argumentative essay about whether busy schedules are beneficial or detrimental for young children today. Model Response &——_—_— Beneficial Effects of Busy Schedules on Children From laaming spots to studying academics or toking creative clsses, children today have more opportunities o participate in diferent aterscncol actives than the {generations before them. Some may cla that foo busy schedules may have negative ‘effects on chicren’s physical development, heath, or psychology. On the contrary. 1 ‘exque that a busy schedule lad with various activites is beneficla h developing chilcren’s ‘character and broadening their ming. Fist, chiten who participate In many activities lean different experiences and ‘become wellrounded people. For example, o chic who leas to piay the piono. drums, ‘end violin may not be exceptional in one particular Instrument; however the chi would bbe a more versatile musician than o child who con only play one insument well Siri, that some versatile child could alto choose one instrument fo speciale in because he oF she had the opportunity to try and leon citferentinsuments before deciding on one. Next, there are many afterschool activites thot involve play wich i helpful to chien ‘according fo child psychologists. Many chien participate in sports or lesure afferschoo! ‘activities such os soccer, hockey, dance, and marta ats. Participating in sports activites “with others not only involves play but also teaches chicren about teamwork, Acitlonally, some sports such os swimming are essential faving sks that are fun anc important to learn, Last, daly scheduled activities can provide chien with sucture and teach them responsi. A routine of octiviies gives chikren a sense of responsblly because they become fomilar wih what classes fo citend on certain days. while other doys are for homework and study time. Als, providing a sructured day does not mean there iso ‘exbitly, Today's porents are of « ciferent generation and do not wsh to pu mee stress con theiechiiren, Nowadays, If chidren dislike « certain activity, they are not forced 10 ‘continue. Ils smply @ matter of experiencing sornething new and continuing if hey ore interested, In sum, believe both parents and children today ore more open-minded. Although ‘modeen chiren have busy schedules, they ry to create postive laaming experiences ‘tom verious activities to help develop children’s character and encourage ther to broaden their perspectives and be wellounded individuas. ( Gouce! Level M Workbook Bookiet 17, pg. 4- edited) Leven wus 11\/ Se ‘Sample Prompt (continued) |. E. Aoswer the questions using information from the model respense on page 1. Ths will help you better understand the structure of an argumentative essay. 1. What is the thesls statement? 2, Body Paragraph 1 + Fist Topic Sentence: + Evidence 1 3. Body Paragraph 2 + Second Topic Sentence: + Evidence 2: 4. Body Paragraph 3 + Thitd Topie Sentence: — + Evidence 3 5. What's the concluding statement? 2 lever wsPrewriting: Port 1 2 To get ready to wie, read the prompt. Then read the articles that provide you with background information. ‘rite an argumentative essay about whether or not the school’ reading curriculum should be updated to include les classics and more modern literature. The Need for Modem Literature Pippi Longstocking, Ramona, The Boxoay Charen. and The Adventures of Tom Soyer re some classical trate that chien ore requred read in school. Most ‘ofthese stories ore about inthe past Life for kids was s0 ferent even 30 yours {990 when today’s parents ware chicien. In those days kis od mare free te to {90 out and explore thet neighborhoods o loco! forests. They could easly imagine ‘what it would be Ike to be PipoLongstock)ng orTom Sawyer. Kes today. however Se not have as much free fene os thal parents or grancporents di. They ore ito rove kay fo ve Inc city whee they cannot go off anc have imaginary adventures. ‘Kis todoy ore busy wth homework clibs, soccer cx hockey practice, and dance “clases, Ther days are scheduled. Therefore, books that kids reas shoud be about thar kids who ve las them. Otherwise, kids today wi think hat ehikren's novels {10 jist fontesy, not rect. Schoo’ put more emphasis on closlea iterate than on modem tecture, Modern erature would have characters wih busy fves, These ‘chatacters would show chicken the fun. adventure, and drome that they can have ‘even though they are busy. The Importance of Children’s Clossical Literature Many kids complain thot classical tecture funs them of. Trey tote that the language 8 od ond theless re 16, Bu he clasics are sti requlredin school for] good eoson, The les of chicren In the past are c source offing istry. What ‘peter woy 8 here fox ds fo lain history thon through the eyes of enother chi? ‘One famous close thot lds ore requied to reads Johrry Tema, This @ Book ‘ooou! a Boy who ved Gung the Revotionary Wat He faks of is day adventures that fake place before the war duing the war and ofr the war. John fokes the reader right fo tne heat of 0 they can experince the evens asifthey re raht thete, Afr frishing the novel chicren vahave a stong sense of he events ot he Revolutionary Wor, ‘also he historical novels alow a chi o empathize wih a character Books such os Judy Blure's books toke us 7 anotnr ime and place ih htory, anc chien learn whet i wos Ike to Wve through histo, Chicter's closes ore Basically time machines for chicten. History becomes so ch ond realin these Books Source 2 even u-ws 13\/ Prowting: Part | (continued) Answer the questions about the prompt and articles on page 3. 1. What do you think are two benefits of reading clossical iterature not mentioned in the articles? 2. What do you think are two benefis of reading modem ltrature not mentioned in the articles? 3,0 you agree that children’s classical Iteratureis disconnected trom modem children's realty? Have you experienced this in any books you readin class? Wie ‘one example in support or against A fueven owseven m-w5 15\A Ee ote | Fist raft: Port 1m Use te prowrting acti you ai on he previous page 0 wit your ht drat of on _ argumentative piece with four to six paragraphs. i be peetoies ¥ seine wating, i a ‘You can use some words ftom he word boxes fo Inlioduce an argument and to connect two Ideas. Position words help you introduce an argument. Transition words help you connect one idea fo the next 6 eve wsFirst Drot: Port 2 ©. Write your fist draft bolow. Use the prewriting activities on the previous pages to help ‘you write your draft. Be sure to write four to six paragraphs. eve. ws 17[ero First Draft: Part 2 (continued) mL 8 LeveL wstoe LeveL S19First Draft: Part 2 (continued) 10 IeveL-WsRevision = Look over your fist datt using the checklist below. I you havent done ail the steps, {90 back to your frst draft and revise it Structure wrote ot least four paragraphs. _o Tord ualteatoaypanomae i o Content | I storted my argumentative essay with a clear thess statement 1 included a topic sentence in each body paragraph. | Included! strong eounter-orguments to supped my argument. | grouped related Information together in paragraphs. enced my orqumentative essay with o concluding statement that reinforces the thes staternent of the essay, Word choice o o ach Oo secpesiion words tocice on argument antanaion words fo connect two ideas. | used correct content area vocabulary (oOo Grammar & Spelting | checked my punetuation marks including periods, commas. (ond other punctuation marks. | checked my speting ond grammer. vevensa-ws 11112 hevem-wsto Final Draft (continued) mk tev N-W8 113Final Draft (continued) i 14 Leven wsFinal Draft (continued) ia evense-ws 115\/ Ee Self-Check mL €. Watts something you learned about argumentative writing? wnat s one thing you wont to work on in your argumentative writing? & How many points out of 4 would you give yourself for your overall work? Why/? . wnat do you wont to write about in your next argumentative wring? € wmat could you do better next time? 16 [ueveLne-wsoo - Grader's Rubric “pane Sain Toei Tat ne . ‘A thet 2atement “The Mes statement Soenesceayne | Apsmuaemes | nenesnaert | we neu saanacte enact ne tare Assarg rw scmat | Meister, | mecca A | tc an cortcigéstemt | Sagaerat | snchchgacanet sone cam own wo scretopcsnom | maetne reswromconne Deterrence | Gortediote | ricrnpteween | betwen he can = Someccane. | twonmened” | opines fomem | Sommttira | SSrence | teneemmtaca. | tptunocn concoomen | Gower banetve | camecogres | sanogimrt os cormacea” | Sopot neni | Gmnsanowane | socom | sanpocpans | entgranosito soso ne Sree | atte pooper wemayawma | vcmovoynaes | UBBSotetoNe | rn ag Word Choice and | cenropriatly; Poston | acropately Atieat | Soccer’ Biss ‘appropiate Ue oe SEatrowemon” | coronorcoo | MotewzatoN | Seenaccxa Secs” | Seton |S Sonera Srosemet te oe ore em sercepaagete Seacoe ete ecient | ae rae en serra Seating ont 0-1 eer Bde Senos bor more eros | Lnte 21-25: Proficient 16-20% Woe sons below Proficient feet Developing 128 ever ws 117Instructor's Comments: Tesnrenttockor | bales