Documented Argumentative Essay

You need

•Your notes from last time

•Paper and pen(cil)

Remember—the PowerPoint from last time is in my teacher outbox and on my school webpage.

Overview You should have completed the following

Decided on a label for this time period Created a source list Gathered your sources and bring them Created your why and why not charts Countered the objection Outlined your essay

Remember to keep everything Today we continue with notes and writing Your complete draft is due at the

beginning of the period next time It is the only day we have in the lab (except

3B)

Outline

Compare your outline to this one

Do you have all of the parts?

Introduction •Engage your reader (hook)•Introduce your topic (transition)•Provide your position statement (thesis)

Reason #1(topic sentence)

Reason #2(topic sentence)

Reason #3(topic sentence)

•Evidence: –Fact, Statistic, Quotation, or Anecdote–Internal citation–Paraphrase or summarize or quote

•Explanation of the evidence•Why the evidence is relevant to your topic and position statement

Counter-argument

•Using the strongest opposition to your proposed name, support at least three reasons that minimize or refute it (internal citation).•Even so, some people…•Granted, opponents say…•Of course, critics allege…

Conclusion •Reword your position statement and reflect on what you presented•Stress the importance of one or more key points •Add a final thought or draw a “conclusion”

Documentation YOU MUST DO IT! The last full page will be your Works

Cited MLA format http://owl.english.purdue.edu/owl/

You must give credit/cite inside the paper Parenthetical documentation

Over 92% of Americans eat bacon (Jones). In-text citation

Jesus Jones, pig farmer to the stars, explains that the majority of Americans eat bacon.

Questions?

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StandardsW.01. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. 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.

b. 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.

c. 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.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

RI.07. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

W.05. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.09. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Standards

36

points!

Keys to Effective Revising1. Read your essay aloud and note parts

that sound unclear or unconvincing.2. Make sure you have clearly stated

your position.3. Check the order and unity of your

middle paragraphs.• 132 or 231 strength—followed by

counterargument

4. Be sure you use an informed, confident, and persuasive voice.

5. Check your essay for strong word choice and sentence variety.

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Revising for…

Voice Have you used the correct level of language?

Formal voice avoids contractions, humor, colloquial expressions, slang, and personal references from the writer.

Semiformal voice occasionally uses contractions and appropriate humor, colloquial expressions, and personal references to the writer. A semiformal voice still avoids slang.

Informal voice is full of contractions, humor, colloquial expressions, slang, and many personal references to the writer.

What to do: Read your draft and make sure you have used a

semiformal level of language. Revise parts that sound too formal or informal.

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Revising for… Word Choice

Using the best modifiers helps promote a sense of confidence and can eliminate repetition.

Have you used the best modifiers? Avoid these types of modifiers: Waffle words: make your voice sound uncertain

Kind of; very much Redundant modifiers: unnecessary words

E.g. desperate plight (a plight is already a negative or unfortunate situation so desperate is repetitive)

Strings of modifiers: replace them with one strong modifier E.g. young, inexperienced, teenaged people (too

much)—adolescent is a stronger, single modifier What to do:

Read your draft and eliminate “waffle words,” redundant modifiers, and strings of modifiers.

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Revising for…

Sentence Variety Longer sentences convey details about more

complex ideas/issues Ask your self the following questions to help short

sentences that do not provide enough detail and blend the answers into your sentence. Where? How? When? Why?

Shorter sentences pack more emphasis (when coupled with longer sentences for contrast) and improve sentence rhythm.

What to do: Read your draft and look for areas with short

sentences that do not provide enough detail. Also look for places where you want to make a strong point. Insert a shorter sentence that makes that point.

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Revising for… Sentence Fluency

Have you used transition words and clear statements to indicate the connections between the paper’s components? Position statement (claim) and the reasons Reasons and evidence (sources) Position statement and the opposition

What to do: Read your draft and make sure your

sentences provide transition clues to guide your reader through your argument.

Editing Punctuation:

Did you correctly punctuate compound and complex sentences (psst, this means commas as well as end sentence punctuation)?

Have you correctly cited sources using either parenthetical or in-text citations?

Have you italicized all main titles and placed all subtitles in quotation marks?

Have you correctly formatted the works cited page according to the newest version of MLA?

Spelling: Have you spelled all the words correctly (and

double checked words your spell check may have missed?)

Editing Capitalization:

Have you capitalized proper nouns (this includes your time period name)?

Do you begin each sentence with a capital letter?

Have you avoided random capitalization of non-proper nouns and other words within your sentences?

Grammar: Do your subjects and verbs and your subjects

and pronouns agree (singular with singular and plural with plural)?

Have you used the correct word choice (e.g. there, their, they’re)?

Format: Is your paper in correct MLA format?

Reminder Your final draft (and all the work leading

up to the final draft) is due at the end of the period next time!

Late papers will not be accepted. Plan ahead and have a back up plan for technological flubs and other incidents.

Come to class with a completed draft hand-written or on a thumb drive/cloud.

Homework