Intro to Argument Writing

1
Intro to Argument Writing

• Using style, technique, and evidence to present
  an argument

2
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!

3
FORMATIVE

• Paragraph Writing
• Making an argument in response to Question 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!

4
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 Logans
  decision and support that argument with textual
  evidence.
• Remember to A-C-E it! Cite properly (Logan
  245). Dont use I. Always introduce your
  response with author and title of work.

5
Model Response

• In Paul Logans 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 Georges
  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, Pauls silence hurt George just as
  bad. Paul could have made a difference in
  Georges life in that moment, but since he did
  and said nothing, no one will ever know.

6
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 words definition

7
DEFINITION

• Definition
• 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

8
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 psychiatrista licensed medical
  doctorspecializes in the study, diagnosis,
  treatment, and prevention of mental illnesses.

9
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

10
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!