ela common core regents review book - amazon s3 · ela common core regents review book part 2...

ELA COMMON CORE REGENTS REVIEW BOOK

Part 2 Argument 1

For this task, you will need to write a 5 paragraph argument essay based on question in the Topic. The prompt

above will be the same on every test, every year. The only things that change are the texts that must be read.

Notice the color coding above follows our standard format: Claim is blue, Counterclaims are orange, Text

Based Evidence (TBE) is red and Reason/Analysis is green. For this essay, you must show where TBE comes

from. This is called citation and it will be highlighted in yellow.

The prompt also encourages you to take notes in the margins (text code!) and to plan your response on scrap

(use the outline!)

The last 3 bullet points under the guidelines tell us to organize, write professionally, and use grammar and

punctuation.

Key Terms

Claim Counterclaim

TBE Analysis


Part 2 Argument 2

Rubric – Before we begin, let’s see how the essays are scored by NYS.


Part 2 Argument 3

Rubric – Now let’s see what that means in more friendly terms.


Part 2 Argument 4

Exemplar Essay – Here is an example of a high quality essay, with the Claim, Counter Claims, TBE,

Analysis and Citations color coded.

Intro/Topic – Background

information and analysis of the

topic

Claim and 3 Support Statements

Body Paragraph 1

Counterclaim/ Flip and TBE

Citation

Reason/Analysis

TBE (Citation)

Reason/Analysis

Connect to Claim support

statement

TBE (Citation)


statement

Reason/Analysis

TBE (Citation)


Part 2 Argument 5

TBE (Citation)


statement

Reason/Analysis

Restate Claim

TBE (Citation)

Reason/Analysis

NYS Regents Score 6


Part 2 Argument 6

The essay introduces a precise and insightful claim, as directed by the task (A mandatory voting

law for national elections should be enacted in the United States to create responsible citizens,

to ensure a more democratically elected national government and to reduce the polarization

that now exists in our government). The essay demonstrates in-depth and insightful analysis of

the texts, as necessary to support the claim and to distinguish the claim from alternate or

opposing claims (Some opponents of a mandatory voting law argue that compulsory voting “is

not consistent with the freedom associated with democracy”… but neither is voter apathy. A

democracy is government by the people – all people elegible to vote). The essay presents ideas

fully and thoughtfully (When citizens must vote, they will become more politically aware,

educating themselves about issues that pertain to their lives as U.S. citizens and Politicians play

to the voting audience, dismissing those who historically don’t vote), making highly effective

use of a wide range of specific and relevant evidence to support analysis (No longer will

politicians ignore “people with lower levels of income and education … young adults and

recent first generation immigrants” and When all elegible voters are required to vote, the

extreme polarization of the national government … would slowly end). The essay demonstrates

proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased

material (Text 3, line 22) and (Text 4, lines 7-8). The essay exhibits skillful organization of

ideas and information to create a cohesive and coherent essay by first introducing the claim and

the supporting arguments to be discussed, followed by three body paragraphs that illustrate each

argument, and ending with a concluding paragraph that reiterates the claim (Mandatory voting

is a must in a true democracy and As a result, our government would finally become an

inclusive democracy, requiring all citizens of voting age to vote). The essay establishes and

maintains a formal style, using sophisticated language and structure (Voting citizens, regardless

of age or income, education or gender, race or ethnicity, would use their votes to create a truely

democratic United States of America). The essay demonstrates control of conventions,

exhibiting occasional errors (Freedom, elegible, undemocratic but human tendency, truely) only

when using sophisticated language.

Let’s Practice grading exemplar essays…


Part 2 Argument 7

Exemplar A – Claim=Blue; Counterclaim(s)=Orange; TBE=Red; Analysis=Green,

Citations=highlighted


Part 2 Argument 8

Now, look at the rubric on pgs. 2&3

This essay would be scored a ___ because:

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Part 2 Argument 9

Exemplar B - Claim=Blue; Counterclaim(s)=Orange; TBE=Red; Analysis=Green,

Citations=highlighted


Part 2 Argument 10


Part 2 Argument 11

Now, look at the rubric on pgs. 2&3

This essay would be scored a ___ because:

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Now that we’ve seen the end result, let’s see how to get there. The four

main steps are:

1. Read and code the four texts

2. Take a position on the topic

3. Organize your thoughts – Use a graphic organizer!

4. Write


Part 2 Argument 12

First, let’s review the prompt. This is from January of 2016.

We have already identified the parts of an argument on page 1 of this section. Now

let’s see what we need to write about. Look at the section labeled Topic. Notice it is

in the form of a question. Answer “yes” or “no” to this question and now you have

a claim. For example:

“Food should be genetically modified.” Or “Food should not be genetically

modified.”

Keep these in mind as you read the 4 texts


Part 2 Argument 13

Reading the texts

You are given 4 informational texts to read in order to write your essay. You will need to

determine which side of the argument each article agrees with. Sometimes the titles can give us

a clue, but not always. You will often see three main structures of text on the readings:

1. “Pro” This article contains information that agrees with the topic. It will mostly

contain reasons and evidence that supports the topic. It will likely contain

counterclaims as well.

2. “Con” This article contains information that disagrees with the topic. It will

mostly contain reasons and evidence that does not support the topic. It will likely

contain counterclaims as well.

3. “Neutral” This article will contain information about both sides of the topic. It

may not be clearly “pro” or “con.”

Other types of articles may also appear, but for the most part, they fall into one of the 3

categories above. As you read each text, decide whether it is a “pro,” “con,” or “neutral.” Note

this on the text itself.

As you are reading, you should be text coding. You will not have time to code with as much

detail as required for class. You should focus mostly on main ideas.

Informational readings are often organized so that the first sentence of a paragraph contains the

main idea. The rest of the paragraph contains details that support the main idea. Sometimes, a

main idea will be the last sentence of a paragraph. In this case, the details will come before it.

Find at 3 main ideas in each text. Underline them and write a 2-3 word summary of the main

idea in the margin. This will help you find the information later, as you are organizing and

writing the essay.

When you are done reading, decide which side of the topic you will be writing about. Are you

for or against the topic question? Using this information, you can eliminate ONE of the texts.

You MUST include evidence from THREE of the texts in your essay. Since you have read and

coded the texts and you have identified the type (pro, con, neutral) you can eliminate a text that

you will not need. If there is a text that you found particularly difficult to understand, you can

eliminate it.

Practice reading the texts. Your teacher will give you handouts or you can go to

http://www.nysedregents.org/hsela/

*NYS wants to know if you can write an essay, not what your personal beliefs are. If the topic is not something

you feel strongly about, pick a side (yes or no) and work from there

http://www.nysedregents.org/hsela/


Part 2 Argument 14

Preparing to Write – Use an organizer

This organizer may be helpful in planning your essay. You may use a different one if you are

more comfortable, but USE AN ORGANIZER. This will ensure you include all parts of the

essay. You want your information to be as clear and easy to find as possible. You DO NOT

want the person grading your essay to have any doubts about whether necessary information is

included in your essay.

This organizer is based on the box that we have been using in class. It is easy to draw and

always looks the same, so it is easy to place information in the correct spot.

Remember, you can’t just copy the organizer into an essay. Here are some phrases that will be

helpful in construction a coherent essay.

Sample Counterclaim and Flip Statements

Some would argue…but this is incorrect.(text 1 line 1-5)

Some people believe…, however…(text2, lines4-9)

On one side of the argument...but…

Some say... but this is invalid

On the other hand...

Sample TBE intros:

For example, in text 1, line 22, it says…

According to text 3, line 14…

Text 3 indicates…(lines 12-15)

The graphic in text 2 reveals…

The author of text 1 believes…(line 12)

Sample Reason/Analysis Statements MUST CONNECT TO YOUR CLAIM!

This means…

This explains…

This shows…

When the author does this…


Part 2 Argument 15

Intro Paragraph

Restate Topic/Background Info

Counterclaim - flip statement (Some might say…)

Claim & support (1 body paragraph for each claim)

Body Paragraph 1

Claim 1

TBE1 (citation)

Reason/Analysis – How does your TBE prove your

claim?

TBE2 (citation)

Reason - How does your TBE prove your claim?

Transition

Body Paragraph 2

Claim 2

TBE1 (citation)


TBE2 (citation)


Transition

Body Paragraph 3

Claim 3

TBE1 (citation)


TBE2 (citation)


Transition

Conclusion Paragraph

Final Claim Statement

Repeat claims 1, 2 and 3

Body 1 Claim TBE 1 (citation)

Reason/Analysis

TBE 2 (citation)

Reason/Analysis

Body 2Claim TBE 1 (citation)

Reason/Analysis

TBE 2 (citation)

Reason/Analysis

Body 3Claim TBE 1 (citation)

Reason/Analysis

TBE 2 (citation)

Reason/Analysis


Part 2 Argument 16

Introduction-

Your introduction paragraph should include the topic and some background information. This

should come from your understanding of the texts and the topic. If you have some background

information, include it. If the topic is something you have never thought too much about, start

with “There is much debate about…” and then rephrase the topic question.

From here, move on to counterclaims. These are statements from the other side of the

argument. Limit your counterclaims to two sentences. You are trying to prove your side of the

argument, do not spend too much time on counterclaims. Your counterclaims should be directly

quoted from the text. Think back to the 4 texts. You must use 3. If two articles support your

argument, choose your counterclaims from one of the others. This will help you get 3 texts into

your essay. Introduce your counterclaims with “some people believe…” or “there are some who

say…” then include your quote. When you have two counterclaims, write “These are invalid.”

Now you can write your claim and support. Your claim should be the topic question

rephrased in statement form followed by “because…” and your 3 support statements. Look back

to the main ideas you identified while you were reading and text coding. Look for main idea

sentences in the texts to help find main ideas for your essay. For example, if you are writing the

January 2016 essay, your claim could be “Foods should not be genetically modified because…”

Then you would include 3 main ideas from the texts. Including main ideas in your claim helps

your essay score high on organization. Your three main ideas become the topic sentences of

your body paragraphs.

Body Paragraphs

Your body paragraphs should start with one of your main ideas from your claim

statement. You should include at least 2 pieces of evidence (TBE) in each body paragraph. Be

sure to cite each piece of TBE with text and line number. For example (text 1, line 22). Each

piece of TBE should be followed by analysis. Analysis is your explanation of how the TBE

supports the main idea and claim. High quality analysis will lead to a high scoring essay. You

should have three body paragraphs.

Conclusion

Your conclusion should tie your essay together. Restate your claim statement. Then say

something like, “Three main reasons for this are…” and restate your three main ideas. Your

conclusion paragraph should be a part of your essay, but it does not need to be exemplary. A

conclusion that would not score well in our class will still score well enough for this essay.

Let’s see what this looks like…


Part 2 Argument 17

Argument Essay

Outline

Introduction Paragraph

Restate topic

Counterclaim and Flip with

TBE and citation

Claim and 3 supporting

statements

Body Paragraph 1

Claim Support 1

TBE (Citation)

Reason/Analysis

TBE (Citation)

Reason/Analysis

Transition

Body Paragraph 2

Claim Support 2

TBE (Citation)

Reason/Analysis

TBE (Citation)

Reason/Analysis

Transition

Body Paragraph 3

Claim Support 3

TBE (Citation)

Reason/Analysis

TBE (Citation)

Reason/Analysis

Conclusion

Final claim statement

Repeat supporting claim

statements

There is much debate regarding…(restate topic)

Some would argue “counterclaim TBE” (text_, line_) This is invalid.

Claim statement…because…(3 supporting main ideas)

One reason…(claim) is because…(supporting main idea 1).

For example “TBE” (text_, line_)

This shows… (be sure to connect to claim)

The text says “TBE” (text_, line_)

This explains…

This is not the only reason…(claim)

Another reason…(claim) is because…(supporting main idea 2).




This explains…

This is not the only reason…(claim)

A final reason…(claim) is because…(supporting main idea 1).




This explains…

Repeat claim.

Three main reasons for this are…


Part 2 Argument 18

Notes:


Part 2 Argument 19

Practice Paper

Intro

Topic/Background:

Counters/Flip:

Claim& Support:

Body 1

Claim 1:

TBE1 (citation):

Reason/Analysis – How does

your TBE prove your claim?

TBE2 (citation):

Reason - How does your TBE

prove your claim?

Transition:

Body 2

Claim 2:

TBE1 (citation):



TBE2 (citation):


prove your claim?

Transition:

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Part 2 Argument 20

Body 3

Claim 3:

TBE1 (citation):



TBE2 (citation):


prove your claim?

Transition:


Final Claim Statement:


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Part 2 Argument 21

Practice Paper

Intro

Topic/Background:

Counters/Flip:

Claim& Support:

Body 1

Claim 1:

TBE1 (citation):



TBE2 (citation):


prove your claim?

Transition:

Body 2

Claim 2:

TBE1 (citation):



TBE2 (citation):


prove your claim?

Transition:

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Part 2 Argument 22

Body 3

Claim 3:

TBE1 (citation):



TBE2 (citation):


prove your claim?

Transition:


Final Claim Statement:


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ela common core regents review book - amazon s3 · ela common core regents review book part 2...

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