(p. 186) Student Writing Model

ANALYZING TEXT ELEMENTSAcademic Writing

ANALYZE TEXT STRUCTURERead this student model to analyze the elements of an argument.

Student Writing ModelAcademic Writing TypeAn argument states a claim and supports it with logical reasons and relevant evidence from sources.

A. The introduction clearly states the writer’s claim about the issue.

B. Detail paragraphs support the claim with reasons and evidence. The writer may also present counterclaims and respond with strong evidence.

C. The conclusion strongly restates the writer’s claim about the issue.

D. Transition words or phrases connect ideas.

A

B1

After examining the many issues surrounding the topic of online

bullying and how it affects victims, I will argue that police should be

primarily responsible for punishing cyberbullies.

A key reason I maintain this position is that cyberbullying often

involves serious crimes, as shown in the cases of Phoebe Prince and

Chelsea Little. In “Bullies Behind Bars?,” Carmen Morais presents

stories of students who have criminally harassed other students.

For example, Prince, a 15-year-old immigrant from Ireland,

endured such profound torment that her response was to commit

suicide (48).

Those who feel that schools should primarily be responsible

for punishing cyberbullying state that the best way to stop bullies

is to teach empathy. However, other people, like Angela Stagge,

claim that many cases of cyberbullying can be avoided if states pass

tougher laws that make it a criminal act (Morais 51).

B2

LESSON

(access) I wanted to my old friends, so I .

Daily Do Now (p. 186)

ANALYZE TEXT STRUCTUREIntroduce the Academic Writing Type• Routine 11: Student Writing Model (p. T88)

Discuss with students the elements of an argument: An argument states an opinion or claim. Like a justification, it should include convincing evidence, like statistics or data, to support the writer’s claim. To strengthen my argument, I might also discuss a counterclaim, or an opponent’s claim. When you acknowledge the other point of view and explain why you disagree, you are more likely to convince people to change their minds.

• Echo-read the academic writing type description and guide students to underline key phrases.

Read the Student Writing Model• Display and read aloud the student model using Oral

Cloze and Partner Cloze.

BRIDGING (p. 78I)

EXPANDING (p. 78I)

R A key reason I maintain this position is that cyberbullying often R A key reason I maintain this position is that cyberbullying often

Estories of students who have criminally harassed other students.

Estories of students who have criminally harassed other students.

Eis to teach empathy. However, other people, like Angela Stagge,

Eis to teach empathy. However, other people, like Angela Stagge,


For example, Prince, a 15-year-old immigrant from Ireland,

is to teach empathy. However, other people, like Angela Stagge,

primarily responsible for punishing cyberbullies.

stories of students who have criminally harassed other students.

endured such profound torment that her response was to commit endured such profound torment that her response was to commit

98 Issue 4

E3DIB_TEPE_I04_098-107_WR.indd 98 2/15/16 9:51 AM

ANALYZING TEXT ELEMENTS

MARK & DISCUSS ELEMENTS Mark the argument elements and use the frames to discuss them with your partner.

1. Put brackets around the writer’s claim within the introduction.The writer’s claim is .

2. Draw a box around four transition words or phrases.One transition (word/phrase) is . Another transition (word/phrase) is .

3. Underline and label two reasons that support the writer’s claim with the letter R. One reason that supports the writer’s claim is .

4. Underline and label four pieces of evidence that support the writer’s claim with the letter E.One reason that supports the writer’s claim is .

5. Double underline a counterclaim.One counterclaim is . The writer responds by .

6. Star four precise topic words and check four high-utility academic words.An example of a (precise topic word/high-utility academic word) is .

Argument

Another major reason I am in favor of police punishment for

cyberbullies is because schools don’t seem to have the authority

they need to adequately address the problem. As shown in the

article “The New Bully at School” by Lucas Chen, a California

principal suspended a student for cyberbullying, but the student’s

father sued the school and won because the harassment did not

occur on campus (46). If police could have intervened, the law

might have protected the victim who was insulted in an online video.

The controversy surrounding who should have primary

responsibility for punishing cyberbullies will surely continue.

However, after considering all sides of the issue and reviewing

compelling examples, I strongly approve of the seven states that

have criminalized cyberbullying and put punishment in the hands of

the police and the courts (Morais 49).

B3

C

(endure) Amy the pain of for many days.


Teach and Discuss Elements of an Argument• As you introduce each element and marking task,

assign the relevant frame and facilitate discussion. Model the process with the first task and frame by reading a model response. Have partners (A/B) take turns listening and responding.

• Ask partners (A/B) to stand and report a response with each frame. Direct students to listen attentively and mark any missed elements.

• Reread the introduction and guide students to put brackets around the writer’s claim.

• Explain that transitions like A key reason connect the writer’s ideas. Have students draw a box around A key reason and at least three more transition words or phrases.

• Remind student that an argument includes reasons to support the claim. Have students underline and label two reasons R.

• Point out that an argument also includes text evidence to support the claim. Have students underline and label four pieces of evidence with E.

• Explain that discussing a counterclaim, or an opposing point of view, can make an argument stronger. Have students double underline a counterclaim.

• Point out that the writer did not copy sentences, but included precise words from the text. Have students star responsible and three more precise topic words.

• Note that the student included high-utility academic words, such as endured. Have students check endured and three more high-utility academic words.

BRIDGING (p. 78I)

EXPANDING (p. 78I)

MARK & DISCUSS ELEMENTS

Ecompelling examples, I strongly approve of the seven states that

Ecompelling examples, I strongly approve of the seven states that

cyberbullies is because schools don’t seem to have the authority

The controversy surrounding who should have primary

Rcyberbullies is because schools don’t seem to have the authority Rcyberbullies is because schools don’t seem to have the authority

Earticle “The New Bully at School” by Lucas Chen, a California Earticle “The New Bully at School” by Lucas Chen, a California

they need to adequately address the problem. As shown in the


Another major reason I am in favor of police punishment for

might have protected the victim who was insulted in an online video.

Online Bullying 99


Precise Adjectives for EvidenceGuidelines for Using Precise Adjectives for EvidenceUse precise adjectives to describe the data, statistics, and other evidence you present to support your claim.

Everyday Adjectives Precise Adjectives

good

scary

hard

new

enough/true-sounding

silly

not enough/untrue

convincing, powerful, strong, compelling, relevant

alarming, distressing, unnerving, striking, disturbing

difficult, troubling, challenging, complex, complicated

recent, current, up-to-date

sufficient, adequate, substantial, believable, convincing

absurd, preposterous, ridiculous, unreasonable

insufficient, unfounded, baseless, unsubstantiated

WRITE PRECISE ADJECTIVESComplete the sentences with precise adjectives.

1. (A/An) statistic about female athletes is that they receive

only 37 percent of athletic funding in college.

2. One particularly statistic is that nearly 25 million animals

are used in biomedical research every year.

3. After considering points on all sides of the issue and reviewing

research, I strongly support taking extreme measures to conserve water.

Use precise adjectives to complete the sentences about the claim.

Claim: Animal testing should be illegal.

1. Evidence: In “Animal Testing: Science or Shame?,” DeShawn Harris presents

stories about the cruelty of animal research.

2. Evidence: One particularly piece of anecdotal evidence is

that fearful test animals have been seen writhing in pain during experiments.

3. Counterclaim: A common argument for animal research is that computer models don’t

provide accurate results, but I don’t find the evidence very

4. Response to Counterclaim: However, evidence proves that

non-animal models are just as accurate as the animal research model—if not more so.

5. Restating Claim: After considering points on both sides of the issue and reviewing

studies, I strongly disagree with the practice of

using animals for scientific research.

Academic Writing FRONTLOADING LANGUAGELESSON

WRITE PRECISE ADJECTIVESTeach the Language Skill • Explain that adjectives describe people, places, or

things.

• Read aloud the “Guidelines for Using Precise Adjectives for Evidence” and the chart. We use everyday words like good and scary in informal settings or when talking to friends. Use precise adjectives like compelling and distressing in your arguments.

• Tell students they will select precise adjectives to describe evidence in their arguments.

Practice Using Precise Adjectives• Read aloud the first practice sentence. Model how to

complete it with a precise adjective from the chart. If I want to provide an interesting description of the statistics about how few female athletes receive funding, I could write that a statistic is distressing, which is a precise adjective for scary.

• Have partners collaborate to complete the remaining two sentences.

• Direct partners (A/B) to report out to the class: We selected the precise adjective .

Apply Skill to Academic Writing• Model how to use the adjectives chart at the top

of the page to write a detail sentence that provides text evidence. I can use a precise adjective that describes the stories in DeShawn Harris’s article. For example, I can use the precise adjective compelling.

• Direct students to use the adjectives chart and the frames to write sentences that provide text evidence, a counterclaim, a response, and a restatement of the˜claim.

• For each sentence, preselect two students with strong responses to display and read aloud their detail sentences to the class. Then ask for partner nominations and volunteer reporters.

EXPANDING (p. 78I)

(exclude) Whenever my sister has friends over, she and me from their activities.


distressing

troubling

current

compelling

substantial

convincing.

extensive

up-to-date

100 Issue 4

E3DIB_TEPE_I04_098-107_WR.indd 100 2/16/16 12:13 PM

Argument FRONTLOADING CONVENTIONS

USE VERBS CORRECTLYUse a modal or conditional verb to complete each sentence.

1. The students who harassed Nicole Edgington

2. Nicole took action, but a different person

3. Nicole’s experience

4. A specific plan to deal with cyberbullying

Modal & Conditional VerbsGuidelines for Using Modal & Conditional VerbsModal and conditional verbs describe what is possible or preferable. They show what conditions would be like if a recommendation became reality.

Will, shall, may (+ base verb) show a real future possibility:Tougher state laws may decrease cyberbullying.

Would, should, could, might (+ base verb) show an uncertain future possibility: Fewer bullies might commit crimes if they take part in anti-bullying programs.

Would have, should have, could have, might have (+ past participle) show a past impossibility:

The judge would have sentenced Phoebe Prince’s tormentors if anti-cyberbullying laws had been in place when she died.

IDENTIFY VERBSRead the argument paragraph and circle the modal and conditional verbs.

After examining the issues surrounding the topic of online bullying, I am

convinced that parents should be primarily responsible for their children’s

bullying activity. The key reason I maintain this position is that it may be the

best way for parents to confront their children’s threatening behavior. In “NJ

Judge’s Ruling May Spur More Schools to Sue Bullies, Families,” Peggy

McGlone writes about the surprising New Jersey court ruling that allows

school officials to “get an alleged bully’s attention with a simple warning: If

your behavior doesn’t change, it could cost your parents big bucks.” The

author notes that the ruling might have prevented several instances of online

bullying had it been passed earlier.

Teach the Conventions Skill• Explain that an argument may

use modal and conditional verbs to present the writer’s claim and supporting reasons.

• Read aloud the “Guidelines for Using Modal & Conditional Verbs,” and have students circle the key information (e.g., possible and recommendation). Recommendations are suggestions for improvement. Modal verbs are useful for expressing suggestions to make something better. For example, “I think the government should raise the voting age.”

• Explain that modal and conditional verbs require main verbs to be complete. Ask students to circle the modal and conditional verbs and underline the main verbs in the “Guidelines for Using Modal & Conditional Verbs” examples.

• Discuss main verb forms. Should, would, and could are always followed by base verbs that do not have –s, –ed, or –ing endings. For example, finish, help, and earn. Would have, should have, could have, and might have are always followed by past participles. If a verb is regular, you form the past participle by adding the suffix –d or –ed. For example, the past participle of sentence is sentenced.

Practice Analyzing a Model• Read aloud the model argument paragraph using

Oral Cloze.

• Point out that the writer expresses his or her opinion using the modal verb should be and have students circle it.

• Ask partners to switch off reading the argument sentence by sentence and circling the modal or conditional verbs.

• For additional practice, have partners turn back to the student argument model (pp. 98–99) and identify the modal and conditional verbs.

BRIDGING (p. 78I)

EXPANDING (p. 78I)

IDENTIFY VERBS

(contact) Lucas was thrilled when the police him with news about .


Apply Skill to Academic Writing• Read aloud sentence 1. The modal verb should

makes sense in this sentence because it expresses an action that the writer believes needs to happen. We can write “should apologize for their actions.”

• Direct partners to refer to “Guidelines for Using Modal & Conditional Verbs” to complete the other sentences.

• Briefly have partners (A/B) stand and report out to the class: For sentence number , we selected the modal verb because .

BRIDGING (p. 78I)

USE VERBS CORRECTLY

convinced that parents should be primarily responsible for their children’s

bullying activity. The key reason I maintain this position is that it may be the

your behavior doesn’t change, it could cost your parents big bucks.” The

author notes that the ruling might have prevented several instances of online

should apologize for their actions.

might have reacted by becoming suicidal.

will help other vicitms of cyberbullying.

could discourage cyberbullies at Nicole’s school in the

future.

Online Bullying 101


Prompt Should parents, police, or schools be primarily responsible for punishing cyberbullies? Write an argument that states your claim and supports it with text evidence.

Organize an Argument

Transitions to Create Cohesion Examples

Similarly, .

Just as, .

In the same way, .

However, .

On the other hand, .

Although , .

Despite , .

Similarly, cyberbullying poses a challenge to schools because laws for searching student cell phones change across states.

However, punishing parents for their children’s cyberbullying could reduce the behavior somewhat.

On the other hand, 17 percent of students say they’ve been attacked online.

IDENTIFY TRANSITIONSReview the transitions that writers use to create cohesion. Then complete each sentence below with an appropriate transition.

1. ticketing parents will force them to face the harm that their

children’s bullying can cause.

2. if a child bullies again after the first citation, the parents will

have to pay even more the second time.

3. what parents might think, speaking to other parents about

their child’s behavior might not be an effective way to address bullying.

WRITE AN INTRODUCTIONDescribe your claim.

My claim:

Use academic language to restate your claim in an introduction.

After examining the numerous issues surrounding the topic of

I that (parents/police/schools)

should be primarily responsible for punishing cyberbullies.

(topic)

(verb to express opinion)

CHOOSE SUPPORTING TOPICSList each topic you will write about to support your claim.

Supporting Paragraph 1

Topic:


Topic:


Topic:

PLANNING TO WRITE Academic WritingLESSON

IDENTIFY TRANSITIONSTeach the Language Skill• Explain that transitions help the reader follow an

argument. Use transitions to add information and connect ideas for your readers.

• Direct students’ attention to the commas after introductory phrases. Use a comma after a transition if a sentence can stand alone without˜it.

Practice Choosing Transitions• Read aloud the first sentence and model how to

use the chart to choose a transition. Because I’m acknowledging a shift in my thinking, I’ll write However with a comma after it.

• Reread the sentence aloud. Have students copy the transition and read the sentence chorally.

• Ask partners to collaborate to complete the remaining two sentences.

• Direct partners (A/B) to report out to the class: We selected the transition .

EXPANDING (p. 78J)

(data) Available supports the idea that .

Daily Do Now (p. 186)Daily Do Now

WRITE AN INTRODUCTIONApply Skill to Academic Writing• Routine 12: Planning to Write (p. T90) Have

students write a claim, or opinion, about who should be responsible for punishing cyberbullies.

• Model how to write an introduction by completing the topic, verb to express an opinion, and group of people. I need a strong, present-tense verb to express my opinion about who should punish cyberbullies. I’ll write maintain.

• Echo-read the completed model introduction.

• Have students complete their introductions depending on their claim. Preselect students with opposing claims to read aloud their introductions.

BRIDGING (p. 78J)

Guide Note-Taking• Guide students to review the Data File, texts, and

text features in the Issues book, and identify topics for supporting paragraphs. Make sure each topic presents a strong reason and includes evidence.

• Brainstorm and display potential topics to support claims on both sides of the issue. For example, if my claim is that schools should punish cyberbullies, I could write supporting paragraphs about how cyberbullying affects victims’ lives at school and how school punishment could prevent that.

• Direct students to record topics for Supporting Paragraphs 1 and 2.

CHOOSE SUPPORTING TOPICS

However,

Similarly,

Despite

Schools should punish cyberbullies.

cyberbullying usually affects victims’ lives at school

if schools punish online bullies, the problem might stop before it gets worse

cyberbullying,

maintain schools

police punishment for cyberbullying gets families involved in stopping it

102 Issue 4

E3DIB_TEPE_I04_098-107_WR.indd 102 2/16/16 12:14 PM

Argument PLANNING TO WRITE

PLAN SUPPORTING PARAGRAPHSList reasons and evidence that support your claim.


Reason 1:

Evidence:

Source/Page Number:

Author:

Counterclaim:

Response to Counterclaim:

Source/Page Number:

Author:


Reason 2:

Evidence:

Source/Page Number:

Author:

Additional Evidence:

Source/Page Number:


Reason 3:

Evidence:

Source/Page Number:

WRITE A CONCLUSIONPlan a conclusion that restates your claim.

The debate regarding

will surely continue.


research, I (approve/disapprove) of

(topic)

(adjective: compelling, strong, revealing)

(strong restatement of claim)

(harassment) don’t enjoy from reporters.


Guide Note-Taking• Guide students to develop reasons and gather

evidence from the Data File, texts, and text features in the Issues book.

• Read aloud the example for Reason 1. Model how to find evidence that supports the reason. On page 50 of “Bullies Behind Bars?,” Carmen Morais says Chelsea Little’s mother responded to attacks on her daughter by moving her “to a neighboring town so Chelsea could go to a new school.” I’ll paraphrase this quote as evidence to support my first reason.

• Direct students to write two reasons that support their claims and provide evidence for each reason. You will have to cite the sources you use, so write down the page numbers with the name of the source.

• Explain the importance of a counterclaim and response. Your response to the counterclaim helps to strengthen your claim and build your argument. For instance, a counterclaim someone might make to my first reason is that police should get involved because schools can’t protect victims of cyberbullying.

• Direct students to choose a piece of statistical evidence to strengthen their second paragraph. Statistical evidence, like a percentage or data point, can be used to support your argument. I will use the statistic from the chart on page 44 that says almost 21% of 10- to 18-year-olds said they were cyberbullied.

• Direct students to choose additional evidence to strengthen their claims.

• Have partners compare their selections: One reason that supports my claim is . A piece of evidence that supports this reason is .

• Preselect students with opposing claims to read aloud one reason and one piece of text evidence.

BRIDGING (p. 78J)

PLAN SUPPORTING PARAGRAPHS

Apply Skill to Academic Writing• Model how to write a conclusion statement by

restating the claim. Restate your claim using different words and precise synonyms. One way to restate my claim is that “I approve of schools punishing cyberbullies in ways that affect them at school, like excluding them from sports and school activities and teaching them empathy.”

• Have students complete their conclusion statements.

• Preselect students with opposing claims to read aloud their conclusion statements.

EXPANDING (p. 78J)

WRITE A CONCLUSION

Cyberbullying usually affects victims’ lives at school.

“Bullies Behind Bars?” p. 50

Changes at school are better at handling cyberbullying.


Carmen Morais

If schools punish online bullies, the problem might stop before it gets worse.

Almost 21% of 10- to 18-year-olds say they have been cyberbullied.

Lucas Chen

“The New Bully at School,” p. 44

Bullying programs in schools teach bullies empathy.


Police should get involved because schools can’t protect victims of bullying.

Carmen Morais

Chelsea Little left school because of bullying in school and on social networking sites.

who should be responsible for punishing cyberbullies

approve

revealing

schools punishing cyberbullies

in ways that affect them at school, like excluding them from sports and school activities, and teaching

them empathy.

Police punishment for cyberbullying gets families involved in stopping it.

The goal of fines is to start a discussion between parents and children about bullying

“Bullying Fines” video

behavior.

Online Bullying 103


WRITING A DRAFTAcademic Writing

Write an Argument

Prompt Should parents, police, or schools be primarily responsible for punishing cyberbullies? Write an argument that states your claim and supports it with text evidence.

After examining the issues surrounding the topic

of

I that (parents/police/schools)

sho uld be primarily responsible for punishing cyberbullies.


As a result, acts by online bullies are a

that (parents/police/schools) should handle.

In

presents the

story of who

The author notes that

(adjective: many, various, numerous)

(topic)

(verb phrase to express opinion)

(present-tense verb: happens, affects, leads to)

(adjective: harmful, hateful, malicious)

(noun phrase: public offense, violation of school rules)

(title of source)

(author’s full name) (adjective)

(full name) (past-tense verb: was, bullied, encountered)

(evidence from source)

WRITE AN ARGUMENTUse the frame to write your introduction, detail paragraphs, and conclusion.

A

B1

LESSON

WRITE AN ESSAYIntrod uce the Writing Assignment• Routine 13: Writing a Draft (p. T92) Read the

writing prompt aloud to clarify the assignment.

• Display the writing frame and point out key features.

• Explain the purpose of the small text in parentheses. Notice the text in parentheses. This text describes the parts of the argument.

Transfer the Introduction• Read aloud the frame for the introduction.

• Model how to use the notes (p. 102) to transfer the introduction sentence to Section A of the writing frame.

Write Supporting Paragraphs• Remind students that supporting paragraphs provide

reasons and evidence from the text and discuss a counterclaim to strengthen the writer’s argument.

• Model how to complete supporting paragraph B1 that states a reason clearly, using the notes you modeled for Reason 1 (p. 103). Add evidence to support the reason and elaborate to explain why the reason and evidence are significant.

• Explain that the detail sentences should appear in an order that makes sense. Write a reason and then write evidence that clearly supports that reason. You may want to save your strongest reason for the last detail paragraph.

• Model proper citations for text evidence. I’m introducing evidence from “The New Bully at School” into my supporting paragraph, so I’ll need to cite the article title and the author at the start of the sentence. Remember to use quotation marks around the title of the article and the author’s full name. After introducing this evidence, I just need to include the page number in parentheses because I already included the author’s last name.

BRIDGING (p. 78J)

EXPANDING (p. 78J)

(threat) I never believe my brother’s to .

Daily Do Now (p. 187)Daily Do Now

numerous

does not happen on school grounds.

harmful

“The New Bully at School,”

compelling

harassing comments on a video that was posted online.

because the comments were not made in school (46).

J.C., was suspended for making

a judge ruled J.C.’s school was wrong for suspending her

Lucas Chen

public offense

police

online bullying,

maintain police

104 Issue 4


WRITING A DRAFT

B2

Some people, like from the article

prefer to respond to cyberbullies by

However, cases like prove that

cyberbullying can

for victims,

as wrote in (his/her)

article,

T hose who feel that (parents/police/schools)

should be primarily involved in punishing cyberbullies state that

However, the data showing

demonstrates that cyberbullying is

(full name)

(title of source)

(evidence from source)

(full name + ’s)

(base verb: have, cause, result in)

(author’s full name)

(title of source)

(evidence from text)

(adjective) (evidence from text)


B1

(respond) The audience to the rock star by .


Write Supporting Paragraphs• Model how to complete supporting paragraph B2

using the notes you modeled for Reason 2 (p. 103). In this paragraph, I’ll focus on the effectiveness of school punishment.

WRITE AN ESSAY

Nicole Edgington

cyberbullying is a form of

the number of cyberbullying

laws passed by states since 2006

a behavior that violates the law (Chen 47).

speaking out in schools with her NO BULL

Phoebe Prince’s

have fatal results

“Bullies Behind Bars?”

her

schools

Carmen Morais

“The Girl Who Got Even: A True Cyberbullying Story,”

free speech and shouldn’t be punished (Chen 43).

challenge (55).

relevant

Online Bullying 105


WRITING A DRAFTAcademic Writing

Another major reason I support (parental/police/school)

punishment of cyberbullies is that it can

As shown in

(parents/police/schools) can

For example, reports

how

Further, states that (parents/police/schools)

Because

hopes

The co ntroversy surrounding

will surely continue.

However, after considering on both sides of the

issue and reviewing examples, I strongly approve of

(legal/parental/school-based) punishment for young

people who bully others.

(base verb: improve, curtail, promote)

(title of source)

(base verb: fine, monitor, punish)

(full name of author/source)


(name of author/source)

(modal verb phrase)


(name of author/source) (evidence from text)

(restate the issue)

(plural noun: points of view, perspectives, arguments)

(adjective)

C

B 3

LESSON

WRITE AN ESSAYWrite Supporting Paragraphs • Model how to complete

supporting paragraph B3 using the notes you modeled for Reason 3 (p. 103). In this paragraph, I’ll focus on the benefits of police involvement in punishing cyberbullies.

Write a Conclusion• Guide students to complete a conclusion that

strongly restates the author’s claim using their notes (p. 103).

Read the Argument• Read aloud the sample draft of an argument and

model how to replace everyday words using the precise synonyms from the word banks (pp. 85, 87, 89, 93, 97). We can use the precise words we identified earlier to make our arguments stronger.

Write a Draft• Provide time for students to write their own

arguments in response to the prompt on a computer or separate sheet of paper.

• Direct partners (A/B) to take turns reading their arguments. Then guide them to identify everyday words and replace them with precise words.

BRIDGING (p. 78J)

EXPANDING (p. 78J)

(exclude) I ran out of money , so I had to some .


the goal of fines is to start a discusssion between parents and children about bullying

might not know their children are targeting others.

behavior.

Dr. Jennifer Hartstein

who should punish cyberbullies

points of view

fines can reach $ 177,

Hartstein

relevant

legal

the new law increases parental involvement with

Walter Ostrenga

parents

police

involve families better in stopping it.

fine parents if their children

the video “Bullying Fines,”

police

bully others.

this crucial issue (“Police”).

106 Issue 4


ASSESSING & REVISINGArgument

CHECK & EDITUse this checklist to proofread and edit your argument.

□ Did you format citations correctly?

□ Did you use commas appropriately after transitions?

□ Did you use verb tenses appropriately?

□ Is each sentence complete?

□ Are all words spelled correctly?

Rate Your Argument

REFLECT & REVISERecord specific priorities and suggestions to help you and your partner revise.

(Partner) Positive Feedback: You did an effective job of (using/including/explaining)

(Partner) Suggestion: Your argument will be stronger if you (include/improve/explain)

(Self) Priority 1: I will revise my argument so that it (includes/develops/explains)

(Self) Priority 2: I also need to (add/revise/check)

ASSESS YOUR DRAFTRate your argument. Then have a partner rate it.

1. Does the introduction clearly state your claim?Self ① ② ③ ④

Partner ① ② ③ ④

2. Did you include strong reasons and text evidence to support your claim?Self ① ② ③ ④


3. Did you include a counterclaim and respond with strong evidence?Self ① ② ③ ④


4. Did you include citation information for evidence from texts?Self ① ② ③ ④


5. Did you use transitions to introduce reasons and evidence?Self ① ② ③ ④


6. Did you include precise topic words and high-utility academic words?Self ① ② ③ ④


7. Does the conclusion strongly restate the claim?Self ① ② ③ ④


Scoring Guide① Insufficient② Developing③ Sufficient④ Exemplary

te_body

Daily Do Now (p. XX)

LESSON 15

(responsibility) As the oldest child in his family, Darrent has a to .


15

Self- and Peer Assess Arguments • Routine 14: Peer Feedback (p. T94) If students

wrote their paragraphs electronically, have them print their drafts. Review elements of an argument ( p. 99 ) and have students mark them in their drafts.

• Review the Scoring Guide criteria and what constitutes a score of 1–4.

• Distribute the Student Writing Sample: Argument and read it using Oral Cloze . Guide students in rating each element.

• Have students silently read their arguments and circle ratings to self-assess.

• Direct partners to exchange books, read their partners’ paragraphs, and circle ratings in their partners’ books.

BRIDGING (p. 78J)

EXPANDING (p. 78J)

ASSESS YOUR DRAFT

Discuss Feedback • Remind partners to give positive feedback before

making a suggestion for revision.

• Model how to give feedback. You might say, “You did an effective job of including evidence from the texts. Your argument will be stronger if you include proper citation information. Do you have any questions?”

• Guide students to use frames to write positive feedback and a suggestion in their partners’ books.

• Have pairs return books and have partners clarify feedback using frames: Could you clarify what you mean by ? So if I understand you correctly, you think that .

• Allow students to revise their arguments, focusing on areas with the lowest ratings.

REFLECT & REVISE

Complete a Proofreading Checklist • Ask students to review each item in the checklist and

reread their arguments to proofread and edit.

Write a Final Draft • Support students as they revise their drafts. Have

students publish their work through a school blog or website. Encourage ongoing interaction and collaboration.

• Score student summaries using the Argument Writing Rubric and provide feedback for students to review.

BRIDGING (p. 78J)

EXPANDING (p. 78J)

CHECK & EDIT

Online Bullying 107

E3DB2_TEPE_I04_workshop_L4-15.indd 107 1/17/20 3:06 PM

Documents

(p. 186) Student Writing Model