Intro to Argument Writing

Using style, technique, and evidence to present an argument

Voices and Values Selection• Rowing the Bus- p. 242

• Read preview

• Copy vocabulary in ISN –

• Independently – and silently – read text

• Respond to one of the First Imp. in ISN

• Answer ALL vocabulary check questions (part A and B, #1-8) and ALL Reading Check questions (#1-10) in ISN –

• We will discuss as a class upon completion!

FORMATIVE• Paragraph Writing:

Making an argument in response toQuestion #2. Be sure to support if with

any textual evidence fits your claim.

• Remember to ACE it – “steal” the prompt/question to start your response, referencing the author and/or title; use text to support your ARGUMENT, extend or elaborate to conclude your thoughts!

Formative Question• Because he was afraid that his life would be made

miserable, Paul decided to stop being friends with George. How do you feel about that decision? Do you think it was cruel? Understandable? Were there other options? Make an argument about what you think of Logan’s decision and support that argument with textual evidence.

• Remember to: A-C-E it! Cite properly (Logan 245). Don’t use “I.” Always introduce your response with author and title of work.

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Model Response• In Paul Logan’s essay Rowing the Bus, he is the victim of

bullying. When he goes to a new school and meets George, he sees that George is the victim at this school. He befriends George, but when he realizes that being George’s friend will make problems for him, he ends their friendship. Doing so only proves that Paul is a coward. He used to be George. He was bullied just as he was. In fact, he admits that “…I prayed nightly for God to give me school days in which I would not be insulted, embarrassed, or made to feel ashamed” (Logan 243). On some level, Paul knew George may have felt the same way, and Paul had an opportunity to show George that he was not alone and had nothing to be ashamed of. However, he denied him as a friend. When he had the chance to speak up, he said nothing, and even though Paul never beat George up physically, Paul’s silence hurt George just as bad. Paul could have made a difference in George’s life in that moment, but since he did and said nothing, no one will ever know.

Definition Selection• Page 242, Voices and Values Book

• VOCABULARY BUILDING• Each table is assigned ONE word• Each table will create a visual vocab design• Place the word in the center, write it neatly and

uniquely (include a synonym BELOW the word, and the definition ABOVE the word)

• Surround the word with colors and images that represent the word’s definition

DEFINITIONDefinition

• Explains how you are using the term you are writing about

• Restates the definition, provides synonyms, uses examples and non-examples of the word

• To be successful at creating your own definition paper, we will first:• Examine a model definition• Analyze what makes a definition effective• Think through ways to organize a definition

Ways to Express Definitions in Writing• Synonym:

A word with virtually the same meaning as another word

• Formal Statement

Method most often used in dictionaries; places the term into a larger category or class then adds distinguishing characteristics to further define

FORMAT:

word – category/class – distinguishing characteristics

A psychiatrist—a licensed medical doctor—specializes in the study, diagnosis, treatment, and prevention of mental illnesses.

Reflecting on & Creating Definition Writing• Read “Allergy” on page 283

• What are some ways an allergy is defined?

• Work in pairs/groups to “define” a word of choice (approved by me) with synonyms and/or examples/non-examples (ALL group members should do this, briefly, in your notebook )

• Turn the brainstorm you created into a creative and colorful cluster (sample p.284)

• This will be a formative grade for both creativity (physical and mental) and accuracy

Summative Assignment• Consider the work you did yesterday• Turn to the brainstorm you completed with your group

members in your notebook• Plan a way to turn those words, phrases, ideas,

examples and synonyms into a strong, cohesive paragraph to define your chosen word

• On a loose, clean sheet of paper, make a plan – intro, solid body points, conclusion (blueprint-pg 283).

• Write the paragraph (on the SAME sheet as plan).• Plan and paragraph, together, are a summative – turn

into the bin, TODAY, when finished!