1. Pick up a handout: sentence patterns from the Outbox and tape it in.

2. Review the sentence patterns handout and use it as a guide to apply changes to the sentence below:

1. Summer is my favorite time of year.

3. QW: What is the difference between argumentation and persuasive writing?

• Share at your table – start with the person sitting closest to the window!

• Overview clip of argumentation –https://www.youtube.com/watch?v=-lzGy5gizKg

• Argumentation overview – take notes • Analyze an example ACT Aspire persuasive/argument

essay

• 1. Obviously, summer is my favorite time of year.

• 2. Summer, because it is hot and sunny, is my favorite time of year.

• 3. Summer is my favorite time of year, I think.

• 4. Summer is my favorite time of year; it is hot and we always travel to the beach.

• 5. Summer is my favorite time of year, but I also really love Autumn.

• 6. Summer is my favorite time of year because it is hot, sunny, and we don’t have school.

• 1. Finally, the game is over.

• 2. Summer, filled with sunshine and beaches, is my

favorite time of year.

• 3. Summer is my favorite time of year, I think.

• 4. Summer is my favorite time of year, but I don’t like

wearing shorts.

• 5.

• 6.

Argumentation Techniques

An argument involves the process of establishing a claim and then proving it with the use of logical reasoning, examples, and research.

Argumentation

The primary objective of an argumentative essay is to show that you have a valid argument, allowing the reader to adopt your position or to accept it as a truth.

In an argumentative essay you don’t have to win the reader over to your side, but your objective should at least be to persuade them to “agree to disagree” with your position and accept it as another valid point of view.

Structure of a Argumentation

• Introduction • Thesis statement (claim)

• Background Information

• Reasons, Explanation, and Support

• The Opposing View and the Refutation

• Conclusion

Argumentation vs. Persuasion-Differences

Argumentation Persuasion

Attempts to convince the reader to accept the claim as truth

Focuses on evidence(Logos)

Is grounded more in facts, data, and logic

Requires critical reading of the text(s); may include evidence from other sources

Addresses counterclaims in order to present a complete argument

Attempts to convince the reader to accept a thesis as truth

Appeals to the credibility, character, or authority of the writer(ethos)

Is often grounded more in feelings(pathos)than in facts

Is often associated with speeches and frequently requires listeners/readers to take some sort of action to remediate an issue

• Overview of the ACT Aspire rubric (see handout) • https://drive.google.com/drive/folders/0B3PCf-KpwAvqWU1EcWtMUUFHYjQ

• Read the example ACT Aspire prompt and essay. • https://docs.google.com/document/d/1T4ahKH-

ILJRw3IbbHLyWLkOkbNHxDPMBuImHc_suqN0/edit

• What are the two options for answering the prompt? • Work with the person sitting next to you to find all of the

components of the rubric. • How do you think this essay was scored on the four

aspects of the rubric?

•Argument

•Development

•Organization

• Language Use

YES NO

•QW: • Login to a Chromebook and go to Google Classroom

• Read the Prompt •What is it asking of us? •Highlight verbs •Underline background information

• Rewrite the prompt in your own words (on the 1st page of the of Google doc).

• Prompt:

• Annette has been thinking about enlisting in the military because she

is very patriotic and wants to serve her country. If she enlists in the

Army, she will have to go away to training camp, be away from her

family, and quit her job. Annette currently has a successful career in

Marketing. She works long hours but the pay is good. Should

Annette join the military instead of keeping her current job?

Consider the positions below as you think about how you would

answer this question.

• Yes – We owe it to ourselves to pursue our career dreams

regardless of the sacrifice.

• No – It is better to keep a good job than to take risks.

• Now, take a position on this question and write a persuasive

essay in which you argue for your position. Be sure to provide

reasons for your position and examples to support your reasons.

•Pick a side.

•Brainstorm your ideas

•Begin writing a persuasive essay in

which you argue for your position.

Be sure to provide reasons for your

position and examples to support

your reasons.

** If you checked out a book from my classroom library and have it in your locker, (and it isn’t your 2nd quarter outside reading book), please go get it and return it. • How to write a hook:

http://www.youtube.com/watch?v=Rnq17dyxyu4

• Re-read the prompt • Continue writing your persuasive

response. • Hand back graded Paul Revere

essay rubric (see Google Classroom for example essay).

• Re-read the prompt

• Finish writing your persuasive response.

When finished drafting, highlight the

following:

• Claim in yellow

• Reasons in pink

• Counterargument and rebuttal in blue

• QW – Than and then are easily confused. Although the words sound similar, their meanings are entirely different. Use than – comparisons (Andrea is taller than her sister). Use then – for time (First you moisturize, then you apply foundation).

• Which one?

1. If you think Sharon’s the winner, ___ you’re crazy.

2. Geraldine arrived, _______Allan showed up.

3. I ate breakfast; ______I went for a run.

4. I would rather eat breakfast ______go running.

• Pick up a peer editing handout from the

Outbox and login to a Chromebook

• PEER EDITS:

• Trade Chromebooks with a classmate

and read his/her essay

• When you receive your peer edited

response, review the mistakes you need to

correct.

• Write a reflection on the back of your peer-

edit paper. What will you need to improve

for your next essay?

• Turn in your peer edit sheet and be sure to

click “turn in” on Google Classroom