Instructor’s Manual Argument Writing through a Murder Mystery

Ashley M. Reisbig

Overview of Instructional Plan and Technology Product Unit Overview

Given a Crime and Puzzlement Mystery, eleventh grade students will construct an argumentative

essay that solves the mystery and contains the following elements: an attention­grabbing

introduction, a map of the essay, a thesis statement, claims, evidence, warranting, transitions,

acknowledgement of a counterargument, rebuttal of a counterargument, and conclusion with a

call to action; each element of the finished essay will score at least a 3 on the rubric. This unit is

intended for students in eleventh grade in an English class who are also enrolled in a career and

technical course at a career center. The unit is broken into eight lessons, each an hour in length.

The unit integrates mini­lesson deliveries with individual student conferences as they write.

Students will use technology to record each element of their paper and to collaborate with peers.

Grammar instruction is delivered toward the end of the unit as students are writing and revising

their papers. The sequence of instruction invites learners to see, try, and discuss each piece of an

argument as they write. Individual argument elements are taught each day, with the student

drafting a paper as they go. Students conference with the instructor and classmates to revise the

paper into the best piece they can produce. To teach this unit, a Crime and Puzzlement book is

necessary, along with student devices (laptops or computers), notebooks, and a classroom

projector.

Lesson Overview

LESSON 1: Argument Introduction ­This lesson will teach students about types of evidence and

allow them to practice gathering evidence needed to develop an argument.

LESSON 2: Making and Warranting Claims ­ Students will use the evidence they collected to

make claims regarding what the evidence could mean.

LESSON 3: What makes an introduction ­ Students will explore the three elements of an

introduction and practice writing introductions for various topics.

LESSON 4: Establishing and Refuting a Counterargument ­ Students will learn the purpose of a

counterargument, develop their own, and refute it using evidence they’ve gathered.

LESSON 5: Writing a conclusion ­ Students will be writing three conclusions for their argument

essay and conferencing with the instructor to choose the best one.

LESSON 6: Draft an Argument ­ Students will explore transitions and ways to pull all of the

pieces of their argument together in a cohesive paper that flows well.

LESSON 7: Compound Sentences ­ Students will use an online web application to practice

punctuating simple and compound sentences.

LESSON 8: Peer Review and Finalization ­Students will read each other’s argument essays and

offer feedback. Students will finalize their essays and create a presentation of their argument.

Assessment Overview

Students are given a pre­assessment to gauge how much they know about argument writing.

Student writing is assessed at the end of the unit with a rubric. Throughout the unit, students are

formatively assessed through mini­conferences, exit tickets, and journals. By using Google Docs,

the instructor is able to have access to student work and can check student progress at any time.

Instructional Delivery

Writing is a recursive process that benefits from discussion and practice. This unit should be

delivered in a way that reinforces that process. Students will listen and participate in short

lectures, and then have time to practice what they’ve learned. Discussing what they’ve written

with the instructor and their peers will help them make improvements and learn how to make

their writing more effective in an authentic way. Each lesson begins with a review of what

students have already learned to prepare them for new topics and to help connect prior knowlege

with new learning. No grade is given until the end of the unit. All assessments in the unit are

formative and meant to help the learner move forward and better their writing. The intructor

should encourage discussion and student participation by asking open­ended questions and

allowing partner or small group work.

Instructional Materials

Crime and Puzzlement 2 by Lawrence Treat

FANBOYS notes page (in Appendix A)

Rubric for completed essays (in Appendix B)

Checklist for presentation assessment (in Appendix C)

Write a Thesis and Capture Your Audience video found at

http://education­portal.com/academy/lesson/essay­introduction­write­a­thesis­and­captur

e­your­audience.html#lesson

How to Write a Conclusion video found at

https://www.youtube.com/watch?v=kWuyd538usQ

Instructional Resources

Whiteboard

Projector

Desktop or laptop for each student

Access to Google Apps such as Classroom, Forms, Docs, and Sheets

No Red Ink instructor account

LESSON 1: Argument Introduction

Lesson Overview: This lesson will teach students about types of evidence and allow them to practice gathering evidence needed to develop an argument. Resources or Materials Needed: Crime and Puzzlement by Lawrence Treat Evidence Log graphic organizer (Google Sheets) Lesson Standards: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Lesson Objectives: Given a Crime and Puzzlement Mystery and a graphic organizer, students will gather and record at least 7 pieces of objective evidence. Time: 60 minutes Step 1: Pre-instructional activities:

Students write for 5 minutes about the journal prompt on the board when they come in Journal Prompt: Think about trials you’ve seen on TV, movies, or in real life. How did the

lawyers make their case? What types of items did they talk about to prove that their client was innocent or that the defendant was guilty?

Students will discuss their journal entry with a partner and then report out. The expectation is that students will note that lawyers use evidence to back up claims they make.

Step 2: Content presentation:

Explain that evidence is crucial to supporting claims in an argument There are two types of evidence: Qualitative and Quantitave Write both definitions on the board for learners to copy into their journals Give examples of each type of evidence, then ask students to think of an example of

each and report out in a large group. Tell students that we will practice gathering evidence and making claims by looking at a

crime scene, listening to the witness’s story, and answering questions about what we see.

Invite students to log in to Google Classroom. Show Google Classroom page and explain how to find the documents necessary for the

assignment. Read aloud to students. Explain that students should be gathering evidence by recording factual observations of

the picture and narrative provided.

Step 3: Learner Participation:

Give students 20 minutes to gather evidence from the picture and narrative and record it in their Evidence Log on Google Sheets.

Students share their evidence log with a partner. Give students 7-10 minutes to compare evidence they’ve collected with a partner’s

evidence. Have each student write a piece of evidence in a shared Google Document. Go over each piece of evidence, asking students to think about whether it is factual and

objective. Correct any evidence that is subjective in nature (ie: facial expressions, guesses of

motive, etc.) Reiterate the objective nature of evidence, and have select students who wrote a

subjective statement on the board provide an different example that shows their understanding.

Have students classify each piece of evidence they collected as either qualitative or quantitative. Make corrections when necessary, emphasizing the difference between the two.

Step 4: Assessment:

Spot check each student’s evidence log to see at least seven pieces of objective evidence.

Assessment will be formative at this point. Complete assessment of evidence collected will be done using the rubric for the finished piece of writing.

Step 5: Follow-through activities:

Exit ticket: Students must come up with three pieces of evidence for convincing their parents of something they want (ie: new car, curfew extension, concert tickets, etc.) and bring them to class tomorrow.

LESSON 2: Making and Warranting Claims Lesson Overview: Students will use the evidence they collected to make claimsregarding what the evidence could mean. Resources or Materials Needed: Crime and Puzzlement by Lawrence Treat Evidence Log graphic organizer (Google Sheets) Lesson Standards: CCSS.ELA-LITERACY.W.11-12.1.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. Lesson Objectives: Given a Crime and Puzzlement Mystery and a graphic organizer listing evidence gathered, students will write one sentence claims that tell what the evidence proves. Given a Crime and Puzzlement Mystery and a graphic organizer with evidence and claims listed, students will explain why the evidence they’ve gathered supports the claim they made. Time: 60 minutes Step 1: Pre-instructional activities:

Go over student’s exit tickets from the day before. Have students answer the following questions:

Why isn’t evidence enough to win a case or argument? What other elements need to be present? What does your evidence prove?

Step 2: Content presentation:

Explain what a claim is and why it’s important to an argument. Explain what warranting is and why it’s important to an argument. Write definitions on the board and have students copy into their journals. Use student exit tickets from the previous day, and give an example of a claim that

could be supported by the evidence. Think aloud so students can see the process needed.

Have students brainstorm claims for each of the pieces of evidence they have with a partner.

Students report out claims. Explain how warranting ties a claim to the evidence and give an example using the

claims students suggest from the previous brainstorm. Use the phrase formula, “Generally, when [evidence] it means that [warranting]. This

suggests that [claim].” to get students started.

Produce two examples on the board: One with a claim and evidence to support it, and one with a claim, evidence, and warranting.

Discuss which example is more compelling and convincing. Step 3: Learner Participation:

Students log in to Google Classroom and open documents from the previous lesson. Give students 20 minutes to go over the evidence they collected from the previous day’s

crime scene and make a claim for each piece of evidence on their Evidence Log. Students will create a claim for each piece of evidence and then warrant, or explain how

the evidence supports the claim. Students will share with a partner to make sure they’re on the right track. Each partner pair will write a claim, evidence, and warranting in a shared Google

Document. Go over each item in the document with the class and correct any pieces that are done

incorrectly, further clarifying why claims and warranting are essential to an argument. Step 4: Assessment:

Spot check each student’s evidence log to see at least seven claims and warrants that make sense for each piece of evidence.

Assessment will be formative at this point. Complete assessment of evidence collected will be done using the rubric for the finished piece of writing.

Step 5: Follow-through activities: Students will take the items from their evidence log and write it into complete

sentences in a Google Doc to see how paragraphs are formed with evidence, claims, and warranting in an argumentative essay.

LESSON 3: What makes an introduction? Lesson Overview: Students will explore the three elements of an introduction and practice writing introductions for various topics. Resources or Materials Needed: Crime and Puzzlement by Lawrence Treat Evidence Log graphic organizer (Google Sheets) Video: Essay Introduction: Write a Thesis and Capture your Audience http://education-portal.com/academy/lesson/essay-introduction-write-a-thesis-and-capture-your-audience.html#lesson Lesson Standards: CCSS.ELA-LITERACY.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Lesson Objectives: Given a completed graphic organizer, students will form a thesis based on their one-sentence claims and evidence collected. The thesis will state the student’s decision regarding the guilt or innocence of a character in the story and give three short reasons why the decision is correct. Given a Crime and Puzzlement Mystery and completed graphic organizer, students will write an introductory paragraph that contains an attention-grabber, map, and thesis statement with 100% accuracy. Time: 60 minutes Step 1: Pre-instructional activities:

Show the video Essay Introduction: Write a Thesis and Capture your Audience by Bill Brown.

Students will write 3 new things they learned, two things they still have questions about, and one thing they already knew or had heard before.

Students share with a partner and report out in a large group Step 2: Content presentation:

Draw an inverted pyramid on the board, and divide horizontally into three sections. Label the first section Attention Getter, the second section Map, and the third section

Thesis Statement. Erase the bottom (Thesis Statement) and ask what happens when there is no thesis in

an essay? (There is no “point” to the essay). Explain why it is important to have a thesis. Define thesis and give examples Erase the middle (Map) and ask what happens when there is no map? (There is no

connection to the first sentence and the thesis statement. There’s a large gap in the introduction.)

Define map and give examples

Erase the top and ask what happens when there’s no attention getter? (The intro isn’t as effective. It doesn’t make the reader want to keep reading.)

Define attention-getter and give examples Step 3: Learner Participation:

Give students five writing topics. They will be spending five minutes writing an introduction on each topic. Time will be called every five minutes and students will stop the introduction they’re on and begin a new one.

At the end of the 25 minutes, students will take three colored pencils and underline the three components in each introduction they wrote, with a different color for each element.

Report out how students felt about the short amount of time (similar to that required by the ACT test) and developing all necessary components.

Have students volunteer what they feel is the best intro they wrote for a class critique. Students will log in to Google Classroom and open the documents they’ve been working

on. Students will look over their evidence, claims, and warranting for the Crime and

Puzzlement Mystery. Students will write a thesis, which will state whether they think the character in the

story is guilty or innocent, and then give three short reasons why. Students will write an introduction paragraph for their solution to the mystery.

Step 4: Assessment:

I will circulate and mini-conference with students on their introductions, giving critiques and points for improvement. I will also type comments in their Google Doc.

Students will be assessed on their introductory paragraph and thesis when the paper is complete.

Step 5: Follow-through activities:

Students will revise the introductory paragraph they wrote and bring it in to class the next day.

LESSON 4: Establishing and Refuting a Counterargument Lesson Overview: Students will learn the purpose of a counterargument, develop their own, and refute it using evidence they’ve gathered. Resources or Materials Needed: Crime and Puzzlement by Lawrence Treat Evidence Log graphic organizer (Google Sheets) Lesson Standards: CCSS.ELA-LITERACY.W.11-12.1.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. Lesson Objectives: Given a Crime and Puzzlement Mystery and completed graphic organizer, students will write a sentence acknowledging the counterargument and use one piece of evidence to write a rebuttal to the counterargument. Time: 60 minutes Step 1: Pre-instructional activities:

Students will answer the following prompt in their journals: Why is it important to understand multiple points of view when writing an

argument? We will discuss responses in a large group setting.

Step 2: Content presentation:

Explain why it is important to acknowledge the opposite point of view in an argument in order to make the argument stronger.

Define counterargument Explain that a counterargument is key to the argument and will need to be refuted. If

the counterargument isn’t refuted, the reader will be confused and the argument will be compromised.

Define rebuttal. Explain that the rebuttal is key to making the argument stronger, and should be formed

using the strongest piece of evidence in order to prove the counterargument wrong. Step 3: Learner Participation:

Take a poll of who thinks the suspect is innocent and who thinks he’s guilty. Pair students off so that one of each is in each pair.

Students will open their evidence log Students will present their evidence to each other and try to convince the other person

that their way of reasoning is wrong.

Each student will write down a compelling piece of evidence that the other person has. This will be their counterargument.

The student will then find a piece of their own evidence that refutes the counterargument. They will explain why their piece of evidence proves that the counterargument is wrong, and write this in their journal.

Step 4: Assessment:

I will circulate around and check on counterarguments and rebuttals. Assessment is formative at this point; the counterargument and rebuttal will be assessed in the final piece of writing.

Step 5: Follow-through activities:

Exit Ticket: Students will come up with a counterargument and rebuttal for these two statements:

Summer is the best season. Dogs are the best pets.

LESSON 5: Writing a conclusion Lesson Overview: Students will be writing three conclusions for their argument essay and conferencing with the instructor to choose the best one. Resources or Materials Needed: Crime and Puzzlement by Lawrence Treat Evidence Log graphic organizer (Google Sheets) YouTube video https://www.youtube.com/watch?v=kWuyd538usQ Lesson Standards: CCSS.ELA-LITERACY.W.11-12.1.E Provide a concluding statement or section that follows from and supports the argument presented. Lesson Objectives: Given a Crime and Puzzlement Mystery and completed graphic organizer, students will write a conclusion that summarizes their main points and features an appropriate call to action with 100% accuracy. Time: 60 minutes Step 1: Pre-instructional activities:

Show this video: https://www.youtube.com/watch?v=kWuyd538usQ Ask students to write down three points they heard as they watch. When the video is over, have students share the importance of a conclusion with a

partner, and then report out in class what they discussed. Step 2: Content presentation:

Define conclusion and explain why it’s necessary. Explain that conclusions never introduce new information. The first sentence of the conclusion should restate the thesis statement from the

introductory paragraph, using different phrasing. Define call to action and explain that this is necessary to compel the reader to take the

information from your argument and use it in the way you deem appropriate. Step 3: Learner Participation:

Students will draft three different versions of a conclusion for their argument essay in a Google Document.

I will provide feedback within their Google Document as a precursor to a mini-conference.

Students will mini-conference with me and select the best version of their conclusion.

Step 4: Assessment: The mini-conference will serve as an assessment of whether the student is on the right

track. Official assessment will occur when the final paper is put together. Step 5: Follow-through activities:

Students will write a paragraph in their journals about why the conclusion they chose was the best choice.

LESSON 6: Draft an Argument Lesson Overview: This lesson will teach students about types of evidence and allow them to practice gathering evidence needed to develop an argument. Resources or Materials Needed: Crime and Puzzlement by Lawrence Treat Evidence Log graphic organizer (Google Sheets) Lesson Standards: CCSS.ELA-LITERACY.W.11-12.1.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. CCSS.ELA-LITERACY.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-LITERACY.W.11-12.1.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. CCSS.ELA-LITERACY.W.11-12.1.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. Lesson Objectives: Given a Crime and Puzzlement Mystery, completed graphic organizer, and previous in-class writings, students will write a solution to the mystery in the form of argumentative paper with all of the following elements: An attention-grabbing introduction, map, thesis statement, transitions, claims, evidence, warranting, counterargument, rebuttal, conclusion, and call to action. Time: 60 minutes Step 1: Pre-instructional activities:

Students will list all of the essential elements of an argument essay as a review. They will compare lists with a partner, and then we will compile the list on the board.

Step 2: Content presentation:

Students will be shown an argument essay with all of the necessary elements, but no transitions between paragraphs or thoughts. They will be asked to rate the essay on a scale of 1-5 and cite why they believe the essay deserves that score.

Students will then be shown an argument essay with all of the elements, including transitions, and asked to rate it on a scale of 1-5. They will cite why they believe the essay deserves that score.

We will discuss what was missing from the first essay Define transitions and give a few examples, citing the transitions used in the second

essay. Explain why transitions make an essay easy to read, and why the second essay seemed

to be written better than the first Step 3: Learner Participation:

Students will draft their essays in class on a Google Doc, using writing and ideas from previous lessons. The document will be shared with me. They will be writing an argument essay taking on the role of a detective who is making a recommendation to the police regarding the guilt or innocence of a suspect from the evidence they collected in the first two lessons.

During this time, I will be able to monitor student progress from my computer. I will be leaving comments and highlighting parts that need extra attention or that are well done. Students will again conference with me, telling me their thoughts and explaining their progress.

Step 4: Assessment:

Students will be formatively assessed during the mini conference using the rubric for the finished piece, but a complete assessment will be done when the essay is turned in.

Step 5: Follow-through activities:

Students will continue to write their argument essay, and will come to class with it completed. They will think of two specific items they want feedback on from a peer and from the teacher.

Title: LESSON 7: Compound Sentences Lesson Overview: Students will use an online web application to practice punctuating simple and compound sentences. Resources or Materials Needed: No Red Ink Website FANBOYS notes page (Appendix A) Lesson Standards: CCSS.ELA-LITERACY.L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Lesson Objectives: Given a variety of compound and simple sentences, students will determine whether the sentence is properly punctuated with 86% accuracy (13/15). Time: 60 Minutes Step 1: Pre-Instructional Activities

Students will recall what makes a complete sentence. They will then write three examples of a complete sentence in their notebook and label the subject and verb.

Step 2: Content Presentation

I will review what constitutes a complete sentence with students. Then, I will write a few examples on the board to review what subjects and verbs are.

I will write two simple sentences next to one another and demonstrate how the two sentences can be connected by a comma and conjunction.

Students will copy the FANBOYS conjunctions into their notebooks. I will distribute the FANBOYS notes sheet for students to reference as they work.

Step 3: Learner Participation

Students will write two pairs of related sentences and trade with a partner. They will then properly add a comma and appropriate conjunction to form a compound sentence.

Students will then log in to No Red Ink and work on the assignments. Step 4: Assessment

When students have earned 86% or higher on the practice assignments, they may attempt the quiz. The quiz is set up exactly as the practice assignments. From the teacher account, I will be able to monitor student achievement on practice assignments and intervene as necessary.

Step 5: Follow Up Activities Students will review their written investigative report and correct any punctuation

issues with their compound sentences. They will be encouraged to practice combining appropriate sentences within their writing in order to create better flow.

LESSON 8: Peer Review and Finalization

Lesson Overview: Students will read each other’s argument essays and offer feedback. Students will then finalize their essays. Resources or Materials Needed: Crime and Puzzlement by Lawrence Treat Evidence Log graphic organizer (Google Sheets) Lesson Standards: CCSS.ELA-LITERACY.W.11-12.5 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. CCSS.ELA-LITERACY.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Lesson Objectives: Given a completed argument essay and feedback from a partner, students will revise their argument writing making at least two specific changes. Given a presentation-creating website (Prezi), a student will create a presentation with at least five transitions that lists four claims, four pieces of evidence, four warranting statements, and a statement of guilt or innocence. Time: 2 60 minute periods - one for peer review and one for presentations and wrap-up Step 1: Pre-instructional activities:

Students will write what they already know or have done with peer review, highlighting two things they should do, and two things that they shouldn’t do.

Step 2: Content presentation:

I will write the process for peer review on the board, explaining each step as I write it. I will then role play with the classroom paraprofessional and a student, demonstrating a

good peer review session and a bad one. Students will tell me what was good and bad about each session they saw

Step 3: Learner Participation:

Students will have peer review sessions with each other, asking the reviewer the two specific items they wanted feedback on (from the previous lesson’s follow through activity).

When students are finished, they will revise their essay and turn it in for grading. Students will then use a Chromebook to access Prezi and make their presentations.

Students are familiar with Prezi, so individual help will be given in lieu of class-wide instruction. Students will present at an end-of-unit celebration day.

Step 4: Assessment: The completed essay will be graded using the rubric provided in Appendix B. The Prezi will be assessed as students present using the cheklist in Appendix C. Students

will be assessed as follows: Transitions: 1 point Claims: 1 point each (4 total) Evidence: 1 point each (4 total) Warranting: 1 point each (4 total) Statement of guilt or innocence: 1 point Presenting in front of class: 1 point

Total points: 15 Step 5: Follow-through activities:

After students complete their essay, we will have a class discussion on what was difficult and what came easy to students during the writing process. After a day of presenting the Prezis, we will also go over the solution to the murder mystery so students have closure regarding whether they were on the right track or not.

Appendix A Compound Sentences with FANBOYS

Compound sentences are sentences made up of two independent clauses. These clauses can be connected by either a semicolon or a comma and conjunction. Independent Clause – A complete sentence. It contains a subject and a verb. The subject is what the sentence is about, and the verb is the action of what the subject is doing. Conjunction – A word that joins words, phrases, or clauses. The most common way to combine two independent clauses is with one of the FANBOYS conjunctions (also called coordinating conjunctions). Sanchez pitched a great game, and the Tigers came away with the win. Independent clause 1 – Sanchez pitched a great game Subject – Sanchez Verb – pitched Independent clause 2 – The Tigers came away with the win. Subject – Tigers Verb – came Conjunction - and Rule: Use a comma before FANBOYS when creating a compound sentence. Only use a comma if FANBOYS is separating two complete sentences. F – for A – and N – nor B – but O – or Y – yet S – so Examples: I left my glass on the coffee table, and my dog drank from it. I was feeling sick, so I went to bed early. I wanted to buy a dozen donuts, but I only had enough money for 3. These sentences do not need a comma: We ate tacos and Spanish rice for dinner. (Even though the word "and" is a FANBOYS, it is not separating two complete sentences. No comma is needed here.)

The weather was so hot and humid today. (Even though the word "so" is a FANBOYS, it is not separating two complete sentences. No comma is needed here.)

**Remember – check to see if there is a subject and a verb on EACH SIDE of the FANBOYS before placing a comma**

Appendix B – Rubric for Argument paper

CATEGORY 3 - Above Standards 2- Meets Standards

1 - Approaching 0 - Below Standards

Attention Grabber

The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.

The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.

The author has an interesting introductory paragraph but the connection to the topic is not clear.

The introductory paragraph is not interesting AND is not relevant to the topic.

Map The writer connects the thesis to the attention grabber by mapping out where the paper is headed.

The writer maps out where the paper is headed, but there is no connection to the attention grabber.

The writer attempts a map, but it does not effectively show where the paper is headed.

No map is included.

Thesis Statement

The thesis statement states whether the suspect is guilty or innocent and outlines three reasons why.

The thesis statement states whether the suspect is innocent or guilty and outlines less than three reasons why.

The thesis statement states whether the suspect is innocent or guilty but does not outline any reasons why.

The thesis statement is not included.

Claims Includes 3 or more statements proposing an idea of what happened in the crime scene.

Includes less than 3 statements proposing an idea of what happened in the crime scene.

Includes statements attempting an idea of what happened in the crime scene, but claims do not make sense for the task.

No claims are present.

Evidence At least three pieces of observable, objective evidence are included to support claims.

Less than three pieces of observable, objective evidence are included to support claims.

Three pieces of evidence are included, but are not objective or observable.

No evidence is included.

Warranting A strong connection is made explaining why three pieces of evidence supports three claims. It may take the form of "Generally..."

A weak connection is made explaining why three pieces of evidence supports three claims.

Less than three pieces of evidence and claims are connected with warranting.

No connection is made between evidence and claims.

Counter- argument

The author explains an opposing viewpoint, showing consideration for the counterargument.

The author mentions an opposing viewpoint, but does not explain it well.

The author mentions an opposing view point with no explanation.

No opposing viewpoint is expressed.

Rebuttal The author refutes the counterargument with his or her strongest piece of evidence.

The counterargument is refuted, but not with the strongest piece of evidence.

A rebuttal is attempted, but no evidence is used to support it.

No rebuttal is present.

Transitions A variety of thoughtful transitions are used. They clearly show how ideas are connected

Transitions show how ideas are connected, but there is little variety

Some transitions work well, but some connections between ideas are fuzzy.

The transitions between ideas are unclear OR nonexistent.

Conclusion The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.

The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.

The author's position is restated within the closing paragraph, but not near the beginning.

There is no conclusion - the paper just ends.

Call to Action The author makes a recommendation of what the police should do with the suspect.

Not Applicable Not Applicable The author does not make a recommendation of what the police should do with the suspect.

Comments:

Appendix C ­ Checklist for Presentation Assessment

Prezi Presentation - [Student Name] Evidence Presented: Piece One Piece Two Piece Three Piece Four Claims Presented: Claim One Claim Two Claim Three Claim Four Warranting Statements Presented: Statement One Statement Two Statement Three Statement Four Statement of Guilt or Innocence: Guilty Innocent Presented to the Class: YES! Total Checkmarks Earned: Total Points: Comments: