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10-3-W-5

Page history last edited by Jason Stephenson 5 years, 6 months ago

 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

 For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents).

 

WRITING: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

10.3.W.5 Students will use words, phrases, and clauses to connect claims, counterclaims, evidence, and commentary to create a cohesive argument and include a conclusion that follows logically from the information presented and supports the argument.

Student Actions 

Teacher Actions 

  • Students will write with the appropriate organizational structure for argument or claim (comparison/contrast, logical order, etc.). (Organization)
  • Students will understand the meanings of persuasive rhetorical strategies. (Word Choice, Sentence Fluency)
  • Students will utilize these persuasive rhetorical strategies in their writing. (Word Choice, Sentence Fluency)
  • Students will use transitions effectively to build an argument or claim. (Organization)
  • Students will use effective strategies for the conclusion, avoiding simple restatement or introduction of new ideas. (Ideas, Organization)
  • Teachers introduce the ideas of persuasion and rhetoric.
  • Teachers model:
    • different organizational structures
    • how different structures affect the arguments or claims studied
    • how to use rhetorical strategies
    • how to write an effective conclusion
    • how to edit for these skills

 

Supporting Resource

Teacher Insights

Purdue OWL (webpage) 
  • This is stressing that students’ writing is structured cohesively so the relationships, or connections, between the claim, counterclaims, reasons, evidence, and commentary are evident and a logical, effective conclusion is provided.

    • Claims are supported by multiple reasons, and then reasons are proven with thoroughly developed evidence. Example:

      • Claim: Students should wear school uniforms.

      • Counterclaim: School uniforms infringe on a student’s freedom of expression.

      • Reason #1: Students will spend less time thinking about what they are wearing.

      • Evidence to prove Reason #1: Survey is conducted that shows how much time students spend getting dressed for school.

      • Commentary of Evidence: Commentary will vary, but should explain the survey’s results and focus on why those results are significant.

  • Evidence proves the reasons and can be verified; evidence is not arguable like the claim or the reason may be.

    • Furthermore, in regards to evidence, this objective asks students to clearly explain how evidence is connected to the claim as well as the relevancy of the evidence being clear/present as addressed in 10.3.W.3.

  • In 10th grade, students will use “words, phrases, and clauses, to connect” parts of an argument indicating that an emphasis is placed on how the writing flows from one idea to the next.

  • In the 10th grade, students are also asked to connect commentary to other parts of the argument, indicating an emphasis on the effectiveness of students’ analysis of evidence.

    • Students should thoroughly explain how the evidence is relevant and supports the claim.

  • The conclusion needs to follow the body of the essay/writing and sum up the whole essay/writing with a thoughtful response that leaves a lasting impression on the reader.  

    • “After moving from general to specific information in the introduction and body paragraphs, your conclusion should begin pulling back into more general information that restates the main points of your argument. Conclusions may also call for action or overview future possible research. ” (Purdue OWL).

Activities

  • Cloze Reading Activity

    • Provide students with a brief argument where key transition words have been replaced with a blank.

    • Students must fill in each blank with an appropriate transition word.

      • As a scaffold, teachers may include a word bank.  

      • To add complexity, the Word Bank can have a variety of parameters; words may only be allowed to use once, or there are more words provided than there are blanks in the text, etc.

  • Modified Why-Lighting:

    • Students are given an argument that includes claim, reasons, and evidence to support a claim, but does not have a conclusion provided.  

    • Students will highlight each element (claim, reasons, evidence) and then write a logical conclusion.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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