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11-3-W-5

Page history last edited by michener.erin@gmail.com 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.

11.3.W.5 Students will use words, phrases, clauses, and varied syntax to connect all parts of the argument and create cohesion and include a conclusion that follows logically from the information presented and supports the argument.

Student Actions 

Teacher Actions 

  • Students will write with appropriate organizational structure for argument or claim (comparison/contrast, logical order, etc.). (Organization)
  • Students will understand persuasive rhetorical strategies. (Word Choice, Sentence Fluency)
  • Students will effectively employ persuasive rhetorical strategies. (Word Choice, Sentence Fluency)
  • Students will use transitions effectively to build an argument or claim. (Organization) 
  • Students will use effective strategies for a 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

 

  • 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 standard 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 11.3.W.3.

  • In 11th-12th grade, students will now use “words, phrases, clauses, and varied syntax” as they connect parts of an argument, indicating that an emphasis is placed on how style and rhetoric impact the argument.

  • 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).

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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