Tag Archive for position paper

World Lit: Solution Essay Prewriting!

Standard: 

  • ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Learning Target: I can analyze a model position paper for rhetorical appeals and the elements of an effective argument, and construct a position paper by incorporating research on a stakeholder position.

Opening Session: Grab your Springboard books! Flip to page 455 and look at the chart. In the center box, write the issue you wrote about for your Social Issue Essay. Make sure you write a whole sentence, not just one word – that is, write “Children are being removed from sports teams for wearing traditional Black hairstyles,” do NOT write “Racism.”

Then, fill in the Causes and Effects boxes. This is all review, but hopefully it gets your brain turning so you can start thinking of a solution for your social issue.

Work Session: On page 456 in Springboard, you’ll see a prewriting chart. I want you to spend some time thinking of what could be a potential solution to help mitigate the social issue you wrote about. Then, fill in the chart. Here’s an example:

Issue: Sexism in gaming – female gamers are often mocked until they quit playing entirely.

Hook (rhetorical question:) How would you feel if you sat down to relax and play a game, and someone demanded you go make them a sandwich?

Claim: We can fight sexism in the gaming community by randomly assigning avatars instead of letting players choose.

Reasons and evidence: Here are several ways this would help and why….

Here are examples of people playing randomly assigned avatars and how it cut back on sexist banter…

Counterclaims: You might think gamers will be upset if they can’t customize their own character; however…

Call to Action: Gaming companies will need to be petitioned to make this a permanent change, but YOU can help today by choosing to play a female avatar next time you log in to a video game to help push the gender ratio closer to 50/50.

Closing Session: Let’s do a little peer editing! Trade with a partner at your table and go over their chart, looking for logical flaws or places where the argument could be strengthened.

Assessment: Summative (Solution Essay)

Differentiation: Process (Scaffolding)

AP Lang: Position Paper, DUE TODAY!

Standard: ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Learning Target: I can write an argumentative paper on a topic of my choice.

Opening Session:  MLA Format review!

Work Session: Your essay is due today! I’ll review the requirements on the assignment sheet, as well as the rubric, then give you the rest of the class to work!

When you’re done, upload to our class google drive!

Closing Session: Final grammar check and TURN THEM IN!

Assessment: Formal (Essays will be graded)

Differentiation: Process (Scaffolding); Product (Choice)

Homework: Read 20 minutes in your Free Choice book; ABR2 due Thursday 3/29

AP Lang: Position Paper, Day 3

Standard: ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Learning Target: I can write an argumentative paper on a topic of my choice.

Opening Session:  Vocab review!

Work Session: Today you’re continuing your writing of your essay. You’ll need to grab a laptop and work on drafting your argument, because you just have today and tomorrow to get it done!

If you do happen to finish today, you can go ahead and upload it to our class google drive.

I’ll be around and checking in if people need me!

Closing Session: Check in! How is everyone doing?

Assessment: Formal (Essays will be graded)

Differentiation: Process (Scaffolding); Product (Choice)

Homework: Read 20 minutes in your Free Choice book; ABR2 due Thursday 3/29

AP Lang: Position Paper: Day 2

Standard: ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Learning Target: I can write an argumentative paper on a topic of my choice.

Opening Session:  Take back the colored paper you wrote your topic on yesterday, grab a copy of the assignment, and a laptop!

Work Session: Today you’re going to continue researching for your paper! I want to give you two days to research and two days to write. That makes today a research day! Go ahead and open up your laptops to Microsoft Word (not google docs, sorry) and I want to show you how to enter citations in the References tab. Super handy trick!!

Then I’ll give you the rest of the class period to work. I’ll be around to make sure you’re on the right track!

Closing Session: Check in! How is everyone doing?

Assessment: Formal (Essays will be graded)

Differentiation: Process (Scaffolding); Product (Choice)

Homework: Read 20 minutes in your Free Choice book; ABR2 due Thursday 3/29

AP Lang: Position Paper!

Standard: ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Learning Target: I can write an argumentative paper on a topic of my choice.

Opening Session:  VOCAB!

  1. —Animosity
    1. —(noun) strong dislike; bitter hostility
  2. —Apathy
    1. —(noun) a lack of feeling, emotion, or interest
  3. —Apprehensive
    1. —(adj.) fearful or anxious, especially about the future
  4. —Commend
    1. —(verb) to praise, express approval; to present as worthy of attention; to commit to the care of
  5. —Compatible
    1. —(adj.) able to get along or work well together; capable of use with some other model or system
  6. —Condolence
    1. —(noun) an expression of sympathy
  7. —Consecrate
    1. —(verb) to make sacred, hallow; to set apart for a special purpose
  8. —Decrepit
    1. —(adj.) old and feeble; worn-out, ruined
  9. —Deride
    1. —(verb) to ridicule, laugh at with contempt
  10. —Ingenuous
    1. —(adj.) innocent, simple; frank, sincere
  11. —Multifarious
    1. —(adj.) having great variety; numerous and diverse
  12. —Obsolete
    1. —(adj.) out-of-date, no longer in use
  13. —Omniverous
    1. —(adj.) eating every kind of food; eagerly taking in everything, having a wide variety of tastes
  14. —Parsimonious
    1. —(adj.) stingy, miserly; meager, poor, small
  15. —Quandary
    1. —(noun) a state of perplexity or doubt
  16. —Recalcitrant
    1. —(adj.) stubbornly disobedient, resisting authority
  17. —Reprisal
    1. —(noun) injury done in return for injury
  18. —Revel
    1. —(verb) to take great pleasure in
    2. —(noun) a wild celebration
  19. —Stultify
    1. —(verb) to make ineffective or useless, cripple; to have a dulling effect on
  20. —Suave
    1. —(adj.) smoothly agreeable or polite; pleasing to the senses—

Work Session:

You guys are going to start working on an argumentative research paper today! Go ahead and grab a laptop, and let’s talk about the paper requirements!

I want everyone to be researching and writing about an issue they care about, so I am not going to limit your topic choice. I want everyone to take a second to consider issues they care about and that they think are important – I’m looking for big things, guys. School uniforms are small potatoes. Inherent sexism in dress codes? There ya go!

The requirements of your essay will be based on the argumentative writing standard, so let’s take a moment to go over that:

ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  1. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
  2. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
  3. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  5. Provide a concluding statement or section that follows from and supports the argument presented.

Finally, by the end of the day today, I would like for you to turn in the colored square I gave you with your name and your topic written on it, as well as a thesis statement for your paper. We will be researching and working on these all week.

Closing Session: Share out our topic choices!

Assessment: Formal (Essays will be graded)

Differentiation: Process (Scaffolding); Product (Choice)

Homework: Read 20 minutes in your Free Choice book; ABR2 due Thursday 3/29